Possibly more convenient and flexible.

EDUC 316 - MODULE 4 

 Allows students to work at their own pace.

FLEXIBLE LEARNING ENVIRONMENT

MODULE 5
A flexible learning environment is one that allows for
various modes of learning, such as in-person instruction, THEORIES AND PRINCIPLES ON THE USE OF
online learning, and hybrid models. It also includes TECHNOLOGY-DRIVEN LESSONS
adaptable spaces and resources that can be easily
modified to accommodate different teaching and Edgar Dale (1900-1985) was an American educator and
learning styles. This type of environment enables communication theorist. He is best known for his "Cone
students to have more control over their learning and of Experience," a model that illustrates different levels of
allows for personalized instruction to meet individual learning and retention based on sensory experiences.
needs and preferences. Flexible learning environments Dale also developed the "Dale's Cone of Experience,"
also promote collaboration, creativity, and critical which is a visual representation of his theory. He was a
thinking skills. professor of education at Ohio State University and
served as the director of the Division of Audio-Visual
FORMS OF FLEXIBLE LEARNING ENVIRONMENT Instruction at the university. Dale's work has had a
1. BLENDED LEARNING - This is a combination significant impact on the field of educational technology
of traditional in- person instruction and online and instructional design.
learning. Students may attend classes in person
and also complete coursework online. The cone of learning experience is a concept in the 1940s
to illustrate the varying degrees of learning retention
2. FLIPPED LEARNING - In this model, students watch associated with different types of learning experiences.
recorded lectures or complete readings online before The cone of learning experience categorizes learning
coming to class, and then use class time for discussion, methods into different levels, with the most effective
group work, and hands-on activities. methods at an end of the cone and the least effective at
the other end
3. ONLINE LEARNING - This involves delivering course
content entirely online, often through a learning THE CONE OF EXPERIENCE
management system or other digital platform.
1. Direct experience: This includes hands-on learning
4. ONLINE LEARNING - This involves delivering course activities such as experiments, field trips, and practical
content entirely online, often through a learning demonstrations. Using the senses, meaningful
management system or other digital platform. knowledge and understanding are established. This is
experiential learning where one learns by doing.
5. PERSONALIZED LEARNING - This approach tailors According to the cone of learning, direct experience is
instruction and learning experiences to individual the most effective method for retaining information.
students, based on their interests, strengths, and need.
2. Simulated experiences: This level includes activities
6. MOBILE LEARNING - This involves using that replicate real-life experiences, such as role-playing,
mobile devices, such as smartphones and simulations, and virtual reality; these are commonly used
tablets, to access course materials and as activities that allow students to actively participate in
complete assignments. a reconstructed experience through role-playing or
dramatization. These methods are also considered to be
SYNCHRONOUS VS. ASYNCHRONOUS highly effective for learning.

SYNCHRONOUS 3. Contrived experiences: These are learning activities

 Students learn at the same time. that are intentionally created for educational purposes,
 Communication happens in real time. such as games, puzzles, and problem-solving tasks. It is in
 Possibly more engaging and effective. this category that representations such as models,
 Allows for instant feedback and clarification. miniatures, or mock ups are used. There are experiences
that may be beyond the learners' grasp, and contrived
experiences can provide a substitute. While still
ASYNCHRONOUS effective, contrived experiences are considered to be
 Students learn at different times. slightly less effective than direct and simulated
 Communication is not live. experiences.
 use diagrams or visual aids to understand a complex
4. Verbal symbols: This level includes reading, listening, identifiable concept.
and speaking activities. This category appears to be the - 3 to 8 years old
most abstract because they may not exactly look like the
concept or object; they represent but are symbols, - **Symbolic**
words, codes or formulae. According to the cone of - This is the highest level of learning, where the learner
learning, these methods are less effective for retention uses abstract symbols and language to understand
compared to hands-on and experiential learning. concepts. For example, a student might use
mathematical symbols to solve a complex equation.
5. Visual symbols: This level includes visual aids such as - Above 8 years old
charts, graphs, and videos. These are more abstract
representations of the concept or the information. **Principles of J. Bruner Theory**
Examples of these are information presented through a
graph or a chart. For example, a process can be 1. Instruction must be concerned with the experiences
presented using a flow chart. While they can enhance and contexts that make the student willing and able to
learning, visual symbols are considered to be less learn (readiness).
effective than direct experiences.
2. Instruction must be structured so that it can be easily
6. Abstract symbols: This level includes written and grasped by the student (spiral organization).
spoken language, as well as mathematical and symbolic
representations. According to the cone of learning, 3. Instruction should be designed to facilitate
abstract symbols are the least effective method for extrapolation and or fill in the gaps (going beyond the
retaining information. information given).

Technological Pedagogical Content Knowledge, (TPACK)

**JEROME BRUNNER**
The TPACK model, which stands for Technological
Jerome Bruner (1915-2016) was an American Pedagogical Content Knowledge, is a framework that
psychologist who made significant contributions to emphasizes the integration of technology into teaching
cognitive psychology and education. He is known for his and learning. It was developed by Punya Mishra and
work on cognitive development in children, particularly Matthew Koehler in 2006.
his theory of "scaffolding" which describes how adults
can support children's learning by providing just enough - The TPACK model consists of three primary forms of
guidance and support to help them achieve their goals. knowledge that educators need to effectively integrate
Bruner also emphasized the importance of narrative and technology into their teaching:
storytelling in learning, arguing that our ability to create 1. Technological Knowledge (TK): This refers to
and understand stories is a fundamental aspect of knowledge about how to use technology effectively,
human cognition. He authored several influential books, including understanding different tools, software, and
including "The Process of Education" and "Acts of digital resources.
Meaning." 2. Pedagogical Knowledge (PK): This refers to
knowledge about effective teaching methods,
THREE-TIERED LEARNING POINTS instructional strategies, and classroom management
1. ENACTIVE techniques.
2. ICONIC 3. Content Knowledge (CK): This refers to knowledge
3. SYMBOLIC about the subject matter being taught, including the
concepts, theories, and principles within a specific
- **Enactive** discipline.
- This is the first level of learning, where the learner
gains knowledge through direct experience and action. - The TPACK model also emphasizes the intersection of
For example, a child learns to ride a bike by physically these three forms of knowledge, as educators need to
trying it out and practicing. understand how to integrate technology (TK) with
- Birth to age 3 pedagogical strategies (PK) and content knowledge (CK)
in a way that enhances learning outcomes. This
- **Iconic** intersection is represented by the overlapping areas of
- This level involves the use of visual and sensory cues the TPACK diagram, where TK, PK, and CK intersect to
to understand concepts. For example, a student might form TPACK.
MODULE 6
SOCIAL, ETHICAL AND LEGAL RESPONSIBILITIES IN THE
USE OF ICT TOOLS

Legal considerations in ICT use in education include

compliance with data protection laws, copyright
regulations, accessibility standards, and acceptable use
policies.

LEGAL CONSIDERATIONS

- Data Protection and Privacy Laws

- Intellectual Property Rights
- Accessibility and Disability Law
- Acceptable Use Policies
- Cyberbullying and Online Behavior
- Equitable Access and Funding Laws
- Licensing for Software and Content
- E-Contracts and Agreements

Ethical considerations in ICT use in education involve

ensuring privacy, data security, equity, intellectual
property respect, and promoting responsible online
behavior.

ETHICAL CONSIDERATIONS

- Protection of privacy
- Data security
- Access rights to education
- Intellectual property

Social considerations refer to the impact that technology

has on various social aspects of the educational
environment.

SOCIAL CONSIDERATIONS

- Digital divide
- Collaboration and communication
- Social Interaction and Engagement
- Inclusivity and Accessibility
- Cultural Sensitivity
- Cyberbullying and Online Behavior
- Mental Health Implications