Smart Learning Model Based on Competences and Activities

Smart Learning Model Based on Competences and Activities

Alberto Real-Fernandez (Universidad de Alicante, Spain), Faraón Llorens-Largo (Universidad de Alicante, Spain) and Rafael Molina-Carmona (Universidad de Alicante, Spain)
Copyright: © 2019 |Pages: 24
DOI: 10.4018/978-1-5225-8142-0.ch011

Abstract

The educational environment we find in our current world does not look like it did some years ago. The learning process has become dynamic and continuous, mainly driven by the great evolution of technology, implying an inevitable change in education. It is a change that requires a complete digital transformation of education to change the teaching and learning process by means of information technologies. This is why, faced with the traditional one-size-fits-all learning, this chapter proposes an open, collaborative, flexible, and scalable adaptive learning model based on information technologies. Because current students need to be prepared for a lifelong formation, let them know they should assume a continuous cycle of learning, unlearning, and relearning. A model that aims to fulfill all the new learning needs emerged on this digital world. It lets the students develop a lifelong learning, where the concepts are updated and reinforced, and dynamically adapted to their learning needs and progress.
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Introduction

The current digital society in which we are immersed presents a different set of necessities to those we were used to perceive years ago. Knowledge is no longer static, concepts are continuously changing, and students must be prepared for all of this, so we need to change the way learning is presented to our current learners, we need to prepare them for a continuous learning and formation cycle. Besides, each student presents different learning needs, learning styles and learning progress. For that reason, we should assume other learning concepts instead of the static one we are used to, we need to consider a learning that can be personalized for the students and adapted to them.

In such a changing context, an Exploratory Research methodology seems to be adequate to study and analyze what these changes have brought, what our learners need to be prepared for and how these needs can be covered. Exploratory research seeks to find out how people get along in the setting under question, what meanings they give to their actions, and what issues concern them (Schutt, 2012). In this work, the object of research is the learning environments, and we try to find out how the learners develop in them, and what actions to take to optimize learning. This purpose will be achieved by studying unstructured information from the literature, online resources and case studies. This is a secondary research method, since we have used preexisting data from other sources instead of first hand on purpose data, obtained by surveys or interviews (Schutt, 2012).

The steps to conduct this research are:

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