Mixed Learning Environments (MiLE)

VisMedNet Association is developing new tools for the planning of mixed learning activities in key with trends observed in education, adult education, VET and youth. This exploration is being carried out with Associazione ValIda of Rome and other members in our European networks.

To date VisMedNet has made use of tools for validation of learning processes that were somewhat traditional focused on the acquisition of cognitive knowledge, practical competences and affective development. Over the years however we have observed that learners need and expect learning and growth in areas that do not necessarily pertain these three columns. We are seeing that areas like literacy (or literacies rather) and personal development are becoming more important than before.

Till some years ago one spoke of autonomous learning and of more leading and less teaching in the classroom but now we are seeing the natural next step which is personalised learning. It is difficult to tailor make learning to an individual unless one is in a one-to-one learning environment however we see that providers of education and youth organisations will be needing to plan learning environments that are more flexible and that cater for a mix of learning processes. Flexibility requires planning nevertheless and for flexibility not to mean compromise on quality of education environments one needs tools that enable permanent product development process and monitoring of delivery and acquisition of the learning content and competences at intervals according to the length of each learning experience.

This is the kind of thinking we would like to follow when working on our MiLE model.

Andreas Schleicher, Director of Education and Skills at OECD, recently suggested that knowledge is no longer stacked up in silos. What is required is the capacity to think across disciplines, connect ideas and “construct information”: these “global competencies” will shape our world and the way we work and live together. Warning of fake news and social media echo chambers, he stressed that distinguishing fact from fiction is essential in our digital age and requires, “the capacity of young people to see the world through different perspectives, appreciate different ideas, be open to different cultures”.

If technology can amplify great teaching, great technology cannot replace poor teaching. Mads Tvillinggaard Bonde felt that good teachers supported by technology was the most powerful model, freeing time to develop students’ character skills. This would also allow students to, “do more things at home and go to school and learn about other things, such as ethics.”
https://www.oecd-forum.org/users/50593-oecd/posts/20442-21st-century-skills-learning-for-the-digital-age

Antoine Gambin InternPrize #Malta #FullHouseProductions #MaltiMediaHouse VisMedNet #VisMedNet #Internship