Innovative learning and teaching context for adaptive expertise in the twenty-first century
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Date
2019
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
JRIIE
Abstract
This is a conceptual article on innovative learning/instruction setting for adaptive expertise. Currently, the dominant learning approach is socio-constructivist – where in learning process, a learner actively constructs knowledge in the existing social context through social interaction and recognition with others. Learning should be constructive, self-regulated, sensitive to context and collaborative. The intended expectation of learning in diverse disciplines is to achieve adaptive expertise and lifelong learning competences to allow learner later lives comfortably and resourcefully in different situations. Innovating learning and teaching environment become critical in order to provide the learner with knowledge and skills. This is a conceptual article which intends to share major issues on innovative learning and with relevant competences to face the significant changes taking place and challenges in the communities. Innovative learning environment should recognize the learner as the main actor in and owner of the learning process, encourages his active engagement and guide to understand his responsibilities as a learner. It should appreciate that learning is a social process. Further, it should also recognize learners’ individual differences in learning process. It should strongly promote understanding in the areas of knowledge and disciplines that can be transferred to new situations in the community. Lastly, it should allow learner-centred and inquiry-based approaches.
Description
Full text article. Also available at https://jriie.com/innovative-learning-and-teaching-context-for-adaptive-expertise-in-the-twenty-first-century/
Keywords
Lifelong learning, Innovative learning, Learner-centred approach, Learning, Teaching, Expertise, Environment
Citation
Cosmas, J. K. (2019). Innovative learning and teaching context for adaptive expertise in the twenty-first century. Journal of Research Innovation and Implication in Education, 3(1), 42 – 47.