Smith’s (2000a) research with the learning strategies used in the workplace by apprentices is confirmatory of Boote’s (1998) findings that vocational learners are typically ill equipped for flexible learning. form, manage, assess, and differentiate in groups Flexible Learning (FL) is a pedagogical approach allowing for flexibility of time, place, and audience, including but not solely focused on the use of technologies. �m����w��ds�%���7��m鎷�C�a�W�F�=��ml��c&�ܑ����`����ڳ�d�!��Ã�1ay5^���xY�)}�h�\�`�.�e�����]�UM���T��s��ke����������������h��Fu[�3u5����E�&�U9V�r. Strategies are indicated in bold text in the learning activities. %PDF-1.3 /Font << /F11 11 0 R /F19 19 0 R /F26 26 0 R /F33 33 0 R /F40 40 0 R /F47 47 0 R >> It can easily be adapted for students to use when sorting out or reflecting on information gained during a learning experience. separate out “flexible delivery” (technology or economically driven strategies) from true “flexible learning” (an educational goal). Flexible Learning is a set of educational philosophies and systems, concerned with providing learners with increased choice, convenience, and personalisation to suit the learner. 0 Flexible Learning strategies and examples used is shown in Table 1. Learn more in: The Pedagogical Implications of Web 2.0 5. Learning strategies include: teaching study skills, editing assignments, reading strategies, and thinking strategies. 10 0 obj Flexible Learning is closely related to Blended Learning and Distributed Learning. Flexible Grouping, Active Learning, Diversity, Deep Learning, Instructional Strategies 2. The various learning devices, different approaching and the novel tasks are the new learning designs. We describe Flexible Learning as a pedagogical approach in four courses framed by three key themes: 1) objectives and aspects of course design, 2) evaluation and assessment, and 3) challenges and improvements. Flexible learning can “help meet the needs of a diverse range of students,” “allow students to combine work, study, and family,” and “enable students to develop skills and attributes to successfully adapt to change” (HEAC). %%EOF A flexible learning design customizes learning environments to meet the needs of learners, using both technological and non-technological tools. Flexible Learning Strategies (FLS) is an umbrella term for a variety of alternative educational programmes targeted at reaching those most marginalised. A flexible classroom is fundamental to an instruc- tor’s ability to adapt to various needs. Diverging from the piecemeal approach the needs-based and rights-driven programmes are equivalent to existing formal or vocational education. endobj Our goal is to reach the remaining and most vulnerable 5% of children with no access to education in the region and support quality improvements in learning for every child. The Flexible Learning Strategies for Out of School Children programme is a UNESCO initiative with the aim of supporting inclusive and quality education for every child in the region. The interactive teaching and learning strategies described in this section are used to engage students in the resilience and wellbeing, drug education and road safety content included in each focus areas of this resource. Diverging from the piecemeal approach the needs-based and rights-driven programmes are equivalent to existing formal or vocational education. Also there are five dimensions which can impact:time; content of the course; entry requirements; instructional approaches and resources; delivery and logistic… The discourse aligned with active learning includes A key goal of these strategies is to scale up from 1stthrough 4thyear. /ExtGState << /GS18 18 0 R >> ,�Drl�\�@$�/��~"�\@$O9X���X=X%�X�,��+ 5 From a culture of care to a culture of caring about children’s learning 65 6 Using inquiry in a relentless drive to improve outcomes for all children 75 7 Fully engaging children in learning through an innovative curriculum 85 8 Empowering children’s learning, efficacy, aspirations and success 97 Differentiated instruction is a popular and effective teaching strategy that … This is a comprehensive action plan to facilitate the implementation of flexible learning within TAFE colleges. Differentiated instruction. For example: •a think-pair-share has been suggested as a speaking out strategy in this resource. 1. h�bbd```b``���B �� 284 0 obj <>stream �|�aE�g`*�` ]�� x��]I��8r�P�!�JM\ Ç�g������:�1f�x��J�D�T�d�e������~z��`0⋕r�'q�-���������O���tO���/�ç��p�ӟ�~����_��� �����VO���n���O�-������?�%C?��B��ߞ~`�����֒���������pM���ϳ����^���������? >> (,���qH+ �Xa(?��_���`������M�ѧ�����q_����M�U]��X�pV}�{�yj�k!�&�0��00���L`. They support the acquisition and use of mathematical knowl-edge and skills. flexible learning environments that support diverse teaching and learning needs. For example, we use a common evaluation framework and shared resources with a common ‘look and feel’, such as librarian … 4 0 obj /TrimBox [0.0000 0.0000 612.0000 792.0000] Visit our youtube channel ! It has been jointly developed by the Western Australian (WA) Department of Training, WestOne Services and WA TAFE colleges, and sets out a wide range of current and planned initiatives to be undertaken up to December 2002. The interaction of four components - technology, pedagogy, implementation strategies, organisational framework - can lead to learner-centred experiences when they are well integrated (Collis & Moonen, 2001). Flexible learning is increasingly likely to mean that learners have less contact with teachers and other learners, and there is evidence that without such contact, learners are more likely to withdraw from study or, if they persist, to achieve lower marks. /Contents 10 0 R Y\[��&�l���3i�mߚ s��|��ul����m�#Z�m����2ig���f���X���Zt�%G#�G�y,zi�Q�x�J_#oZ�T�G��aߚx'��D�xq�;�w��؄w�*�σ�+���p�;�9�Ï���y?�s�/��ݼ�2OL��zL��f�1/�K@��&dt6��|���ٽ�g�]��d���8�D�k�z����B��2Z'���xQ^p�������f[]�%�^�@&~��1*��~�.���|C�'m�'(�x�8�!b��4GD���P0�9�k�~W��VB�-�����h-zh�I nQ}\T!�����(6D�� ���T�Ȫ�BU�Q�G�!�T�U��,���rxr(ʱ���Tb0���Bа4J�H�%�"�1 �� ҍ����)��p(���8�kR�!J���D��>S���㔳=���j��pR�'RޛB�t}�XO�f��mV��Z֋��:0;��9~f��A�ҍ�ܾ{͡�W��Vhk��� �$�&Ӷ�f��tw << Using an extensive set of metacognitive, cognitive, and social/affective strategies }��M��;O�@Nh�̓s �>�ߡ+ZJ���_X9�����?/ˋP$��}@qb��k�w_�ߨw�ax�:� ~��~�.����%�+o'��F>?ٯo�I���A/���>�I� CȜ!`~2NN*q��}o�`�1Z?I׌������D$���׿i�t�0����"�d���薑ä�8�������Eo�=zk����R�Xy����ȳ��2��a(&i�:�.|�e�a�R��7��AZM4�ヶ��S0��Ox�]~��qʑ���m��������^����n��ul����/������3��̝����)uJ_��)�H�Y��8����$�@[XY ̓���jA���:쿍�4�"0���[��p(��I5 -���z /Filter [/FlateDecode ] D�J��1�{�v��U~�gI�P"���g�HV� L-�Lj� IFe[�H�?o���W Basis for the strategy . /MediaBox [0.0000 0.0000 612.0000 792.0000] Learning Strategies Used by Apprentices in Flexible Delivery PETER J. SMITH Deakin University, Australia ABSTRACT Using a stimulated recall technique, eight apprentices were interviewed to identify the detailed learning strategies they used while constructing knowledge from flexible learning packages designed to develop workplace skills. This document seeks to describe the current UBC-V strategy in Flexible Learning, highlighting progress over the first eighteen months of implementation and distilling the key issues and strategic questions that are dominant at this point. h�b``e``�����8�*?��؀�ccX@'D�%HQ�r�sXG�GGH In particular, flexible learning provides learners with choices about where, when, and how learning occurs. What is Flexible Learning Strategies? The University recognises 12 variants of flexible delivery ranging from fully on-line teaching and web based studies to flexible scheduling. 1. /Type /Page endstream endobj startxref flexible grouping collaborative learning a teacher’s guide to and dina brulles, ph.d. | karen l. brown, m.ed. instruction, space should be adaptable to allow multiple learning activities to occur simultaneously. This page will assist you in understanding the principles of Flexible Learning by … Executive summary 7 appropriate and linked to the learning outcomes they are seeking to achieve. To do so, he has defined eight principles that he says are “central to the implementation of a flexible learning policy” (2000). Introduction Active learning as a strategy for instruction in higher education is a topic of significant interest and research. Wikipedia Dec 06. stream /CropBox [0.0000 0.0000 612.0000 792.0000] /Parent 2 0 R %PDF-1.7 %���� 19 May 2017 Flexible Learning Strategies (FLS) is an umbrella term for a variety of alternative educational programmes targeted at reaching those most marginalised. Keywords: online teaching practice, online teaching strategies, online assessment Introduction In my role as academic advisor, I held an online learning clinic for lecturers who wished to discuss their teaching practices using the Blackboard Learning Management System (LMS). Flexible learning does not simply equal using various forms of electronic communication to deliver a course. Improved learning outcomes resulting from evidence-based and technology-enabled teaching methods More choice in different kinds of learning: online, face-to-face, blended, MOOCs Day or night; on campus or off: flexible learning delivers more scheduling options may need to select alternative teaching and learning strategies or adapt those suggested to deliver the content. To optimize twenty-first-century teaching methods such as project-based learning and personalized . The development of a ‘flexible learning’ strategy for design and technology January 1993 Project: The Technological Knowledge Base of Design and Associated Pedagogical Issues used to inform a professional development programme in flexible learning. The whole approach is much broader than this and is best realised by integrating the benefits of electronic communication with more traditional modes of delivery in a pedagogically principled way. /ProcSet [/PDF /Text] Two flexible delivery methods “flexible pathways” and “workplace learning” have been excluded from this Evaluation. Flexible teaching and learning involves delivery in a number of forms. >> teaching strategies adopted in traditional classrooms, ‘conversations’ need to be. /Length 7697 The framework developed for this research can assist in promoting a set of coherent ‘conversations’. In light of this, the role of learner support systems becomes particularly significant. Two examples of learning strategies that can be used with students who are alcohol- affected are the COPS strategy and the JETS strategy. �oYx����Ků�[�e�'/�r&̺n%����3��&�Xg���&�h��G�6~}'Q�8���;1y�U�H[�! << strategy in different situations to make its use more automatic. ISBN 978-1-4606-5366-1 (PDF) ... Learning Instructional Strategies Re˜ective Stance Vision of 21st Century Learner (see page 8) The seven mathematical of doing mathematics. /Resources << %���� >> However flexible learning in itself is complex, and not as simple as this definition implies. An initiative of the Australian Flexible Learning Framework for the National Vocational Education and Training System 2000–2004 flexiblelearning.net.au Supporting Flexible Learning Opportunities. 212 0 obj <> endobj Flexible learning can occur anywhere, anyhow, anyway. 247 0 obj <>/Filter/FlateDecode/ID[<318B7ED874E24A96B8C385E8DD2A7BD6>]/Index[212 73]/Info 211 0 R/Length 150/Prev 246722/Root 213 0 R/Size 285/Type/XRef/W[1 3 1]>>stream Learning strategies are instructional strategies that have been developed to assist students with learning difficulties. “Flexible learning environments imply that the school adapts the use of resources such as staff, space, and time to best support personalization.”[2] So, what does personalization mean at SAS? Examples used is shown in Table 1 an instruc- tor ’ s guide to and dina brulles, ph.d. karen... Adopted in traditional classrooms, ‘ conversations ’ learning devices, different and... 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