‘Perhaps some people fail to learn how to teach effectively because they are unable or unwilling to cope with the difficult process of learning from experience’. (Geoffrey Petty, Teaching Today 2015)
The flipped classroom model traditionally relies on you pre-loading your students with the course information required via online and video based materials and then by using active differentiation methods working with your learners to create an effective learning method for all your learners to engage with. This method is now being used in schools around the world to create more effective ways of working with the different abilities of learners.
Now with the advent of online learning technology and the use of video we change all this to ensure that all learners are included in the learning journey and succeed. At PCt2U we use the same principles with our learners using Moodle all our resources and any training videos are pre-loaded onto the LMS and the students spend their time pre-reading and researching these aspects. Further to this, personalised support and guidance is given for each individual student according to their needs and an effective route to the practical sessions begins. For students that require any face to face input in the classroom we can also provide workshop scenarios to further enhance the learning journey. Whilst we don’t expect our students to attend classes via a traditional sit down ‘mainstream’ route as with most current state schools and colleges we do understand the need for some students to engage with a tutor face to face and this further enhances our delivery model that is ‘andragogic’ in nature and that suits our adult learners. By the use of mentoring we achieve a perfect balance between face to face teaching and student centered approaches that allows for development of the learner and a more productive outcome for all concerned.
When you execute something synchronously, you wait for it to finish before moving on to another task. When you execute something asynchronously, you can move on to another task before it finishes. At PCt2U we follow the same principles with our learning environment we are not always in time with our students or we don’t all meet at the same place to learn. Traditionally learning was synchronous in that everyone met at one place of learning and it occurred on time and in an orderly fashion throughout the day. We take time and use it in a different way for learning in that your tutor might respond to some work you uploaded to the Moodle LMS 7 days ago, or a few minutes after you have uploaded it. Or if it so happens we might just meet at the same time and in the same place on the Moodle by chance to engage in a learning activity or dialogue.
The asynchronous learning paradigm doesn’t really have any rules it has to be carefully managed but at the end of the day the majority of teacher, tutor and learner interaction are out of time and random events. In fact quantum physics plays a big part in asynchronous learning as we can have two of the same events happening at the same time with your learning journey so you can literally be in two places at the same time with asynchronous studies based on how you interact with our networks. In fact you could have multiple events happening at the same time catching up with each other and for the learning to be working on many different levels due to the algorithms established via our Moodle LMS. This type of learning environment suits a lot of people as they can work outside of normal times of day and their daily routines. Or else they can interact with our learning environment within the daily routine and still be effective with their studies due to the fact that our learning environment is always constant and available for them to work within.
For more information on our approach and services please contact us to discuss further. [email protected] or 020-33974548