The Future of Education

The tools needed to bridge the gateway to learning on the move and providing more social mobility to students is becoming ever increasing.  Many people think that the Massive Online Open Classrooms (MOOCs) is a replacement of traditional lectures or tutorials online rather learning being offered in a physical setting or environment. There is a greater driving force behind this online leaning approach that forces the users in this learning environment to think more holistically on the transformation of information disseminated by breaking learning out of a traditional institutional environment, and thereby providing a set of platforms that are embedded with everyday life settings and interactions that are equally distributed with user friendly tools.  Technology is an agent of change, and major technological innovations can result in entire paradigm shifts. It then becomes necessary to provide users with the emerging tools and resources needed in the classroom to make a smooth transition of both teaching and learning.  Scaffold inquiry and problem-based environments present learners with opportunities to engage in complex tasks that would otherwise be beyond their current abilities

There is substantial weakness in the tie between categories of learning and external conditions of learning. What is missing is the explication of the internal conditions involved in the acquisition of different kinds of learning. Research on the transition from expert to novice and artificial intelligence research that attempts to describe the knowledge of experts should be particularly fruitful in helping us fill this void. 

The Reading and Mathematics Project was designed to develop teaching/learning strategies that enhanced critical thinking and analytical reasoning skills through one-on-one consultation and faculty workshops.

Objectives: Demonstrate an understanding of three strategies (techniques) for teaching content subjects.

1. Formulate/share ways to teach critical thinking skills in the content texts.
2. Develop mathematical reasoning and problem solving capabilities.

Participants developed a lesson centered around their chosen topic from each discipline. The multimedia tool Moodle was used to create a “Virtual Community” where participants shared ideas and discussions related to the project and continued a collaborative community consisting of ongoing activities and disseminated information and resources across curriculum.