Some are already at work here or there, others are still quasi-theoretical, each trying in its own way to ensure that the student learns better, in better conditions, more efficiently, more adapted to the modern world, to the technologies and the current state of science. Most of these avenues are based on academic research aimed at their students, but they are called upon to irrigate educational reflections and practices at various levels of learning.
It is a question, like the inverted class, of transcending the places, the different times, supports and social frameworks of learning. Students begin their research in class, where a question is proposed by the teacher and discussed. Students then continue to explore this question outdoors, in museums, on school outings or at home, using multiple media, including smartphones, to collect data, photos, notes that will then be presented and shared on return to class to produce individual or collective responses. While encouraging students to record, connect, remember and share content and ideas, hybrid learning aims to use the strengths of two types of environment (formal in the classroom, and informal outside) by linking educational content to everyday issues that speak to students and generate increased interest and motivation.
Context helps us learn from experience. By interpreting new information in the context in which it occurs, and linking it to what we already know, it is better understood as relevant and meaningful. In class, the context is reduced to a fixed space and a limited time. Outside the classroom, learning can be done in an enriched context when visiting a heritage site, a museum, or even when you are immersed in a book. We have the opportunity to create a context by interacting with our environment, through discussions, taking notes, exploring the world around us, relying on measurement instruments and indicators. Designing effective learning sites, at school, at the museum, on the web, requires an acute understanding of how the context shapes and is shaped by the learning process.
Learning science in remotely piloted labs
Using expensive laboratory equipment and technology can now be done remotely, for students, with outsourced control systems based on robots and cameras. The same laboratory can be used by many research groups that share the same infrastructure, so there is no need to be on site. The pooling of intuitive interfaces and educational resources on dedicated websites reinforces practical experience, direct observation and work in textbooks.
As the study says, personalization is the missing link in education. For decades, education research has been trying to develop personalized instruction methods that respond to each student’s behaviour or take into account each student’s mental states and correct misunderstandings and confusions. Adaptable teaching aims to use the data available on each student, on previous and current learnings, through the computer, to create a personalized pathway to learning content. It relies on traditional learning practices such as reading texts and superimposes a layer of digital media (data on time spent reading, self-assessments, etc.). Adaptable teaching can also be applied to classroom activities or connected environments where students control their work rhythm.