We hear a lot about new approaches to education. It’s always good to know where modern education is going. Here are 4 methods that are now considered to be effective.
Deep Learning: Full Immersion in an Educational Research Environment
For learning, an educational environment is formed in which the learning processes are characterized by the involvement of the learner and correspond to what is available in real-life situations where the subject or skill being studied is used.
The work of the group goes on in an intensive schedule with short breaks. This ensures maximum immersion into the educational environment, and fatigue is avoided through constant change of work formats.
An educational community is formed during training. Its participants, united by a common goal and at the same time working on their own interests, like those who bet at TonyBet, generate new knowledge, transforming the experience gained. During the day, participants listen to lectures, move around the city, meet representatives of organizations, reflect, design, and present. The change of formats allows for a comprehensive exploration of aspects of the subject area and keeping a diary, solving their problems.
Problem-Based Learning or PhenoBL
This refers to the use of Phenomenon-based learning (PhBL or PhenoBL) where participants learn a specific topic or concept as a whole; an event or idea rather than individual disciplines according to a subject-oriented approach. PhBL provides a process in which new information is mapped onto a phenomenon or problem.
In this approach, understanding and learning about a situation begins with asking questions or posing problems. Participants ask problems and questions together – something they themselves are genuinely interested in. Then they form answers to the questions or concerns related to the situation they are concerned about.
PBL (Project Based Learning)
Participants are trained before “entering” the course through their own project initiatives, formed with the help of facilitators, and focused on the development of practical solutions and project initiatives.
Throughout the module, each participant keeps a reflective diary in which he/she analyzes the acquired knowledge for relevance to his/her problems and tasks (project). By reflecting, interacting with internal and external experts, new competences are mastered, new solutions and types of activity are designed.
Defending the developed solutions is a form of certification at the end of the course, on the basis of which the participant receives a corresponding certificate on the mastering of new competencies.
Open Learning: An Open Learning Program
As the modules are made up according to different situations, it is possible to construct one’s own educational programs in depth or breadth, according to the directions.
Each participant chooses the sequence of the modules (courses) themselves, depending on the knowledge saturation and internal demand for new solutions. The time between mastering the modules does not matter. A certain sequence is recommended, but not obligatory.
The modules of each program are constantly being improved and new ones created as competencies are sought or new knowledge about aspects or the essence of a phenomenon emerges.