Informal Learning, Lifelong Learning and Online Teaching: Lessons learned from L2 Teaching

Informal learning, lifelong learning and online teaching: Lessons learned from L2 teaching

Informal learning, lifelong learning and online teaching: Lessons learned from L2 teachingDixie State UniversitySeptember 19, 2016

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Lifelong learning As an individual passes from one situation to another, his mind expands or contracts. What he has learned in the way of knowledge and skill in one situation becomes an instrument of understanding and dealing effectively with the situations which follow. The process goes on as long as life and learning continue. ~John Dewey (1859-1952)

There must be few concepts more self-explanatory than the one of lifelong learning. Come on, life-long-learn-ing. Learning all life-long.Lifelong learning is the ongoing pursuit of knowledge for either personal or professional reasons. It goes on forever, for, according to John Dewey, a very learned person, the most important attitude that can be formed is that of desire to go on learning. Lifelong learning enhances personal development, as well as competitiveness and employability.Youll eventually graduate and youll have to look for a job. Well, the more knowledge, skills and expertise youve got, the better the job.2

Lifelong learning

Formal training

Work experience

Informal training

Lifelong learning pathway

Adapted from: www.nuv.cz/.../2_Tormod_Rob_principles_of_Ecvet_Vrvw.ppt

We can actually raise our skills levels through lifelong learning and continuous upgrading of skills.

When undergoing formal and informal training, learning tends to be slightly more intense than in other periods. Were focusing on a set of skills that wed like to acquire, that wed like to improve on. Think of the first time you drove a car and your driving lessons. Youre eager to get your license. Youre motivated to learn.

We also learn a lot from work experience, especially when starting a job. One person whos been for 50 fifty years at the same job would have learned less than a person whos had 20 different jobs over the same period. 3

Lifelong learning

Besides a CV, is there any other way to accredit lifelong learning?In Europe weve tried to do something with regards to reflecting that type of ongoing learning.4

The ELP in its current form consists of three obligatory components:1. Language passport (summative) which provides an overview of the individuals proficiency in language at a given time and which records the owners self-assessment against the Self-assessment Grid in the CEFR.The European Language Portfolio

The ELP has been developed as a means by which claims of language proficiency can be recorded and validated and it offers the opportunity to accredit learners achievements and experiences in a flexible way.

It consists of 3 components: The first one is the LANGUAGE PASSPORT.

Lets take a look at this students EuroPass: Shes more proficient at certain skills (reading, listening, writing) than shes at speaking and interacting. Shes at A2 (or Way-stage) level in Speaking. Shes a basic user but shes able to communicate important information about herself orally.5

2. Language biography (formative) which provides a reflective accompaniment to the on-going processes of learning and using second languages and engaging with the cultures associated with them and which uses I can checklists for goal setting and self-assessment.The European Language Portfolio

Our LANGUAGE BIOGRAPHY provides a reflection on what and how we have learned.

It uses an I can checklist for goal setting and self-assessment (e.g. I can understand BobSponge when he speaks to Squidward; or else, I can order food at a restaurant and ask for the bill)6

3. Language dossier (experiential) which offers the learner the opportunity to select materials to document and illustrate achievements and intercultural experiences.The European Language Portfolio

Last of all, our LANGUAGE DOSSIER contains documents which illustrate achievements and intercultural experiences.---------------------------------------------------------------------------------------------------------------------------------------------------------------------

John Doe ordering at a Mexican restaurant once - irrelevantJohn Doe living in Mexico for two years ELPIt would be the same for all other disciplines (examples of formal & informal learning)

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What about formal learning?

Im not here to talk trash about formal learning and use stale cliches about chalk and talk, rote learning, and writing lines.I spend long, long hours teaching Spanish L2 and I wouldnt like to think its a waste of time.8

What about informal learning?

Is it the same as Natural Learning?

First of all, its not the same as natural learning. And Im not here to advocate natural learning.Natural learning is a decision that learning should take place in a naturalmanner without recourse to an institution or school.Natural learningis often known by the term "unschooling. 9

Formal vs. informalFORMAL TRAININGINFORMAL LEARNINGThe formal training busThe informal learning bikeOrganisedSpontaneousGoals set by the organization (Top-down)Goals set by the individual (Bottom-up/P2P)Delivered by a professional teacher Delivered by anyoneOfficially recognized No official recognitionLearner adapts to learning Learning adapts to learnerRequires extra time investmentHappens as part of every dayConsistent (current, accurate, the same content to large numbers of people)Unpredictable

The image of a bus and a bike has been widely used to describe these two different/complementary types of learning.In the formal training bus, your options are limited. You can hop on and off when the bus stops, but the driver picks the route and the speed. On the informal learning bike you can choose the speed, route and destination as you see fit. Youre free as many detours as you like.Organised: formal learning creates a learning environment and a delivery method. Everything is organised in advance.Spontaneous: It can also be described as incidental learning. It usually occurs spontaneously It happens naturally, without your knowing youre learning.Goals set by the organisation:The educational institution decides which topics to cover. Top-down: formal content is pushed to the learners by the teaching institutionGoals set by the individual: If goals are set at all, they are set by the individuals. Bottom-up/P2P: either we decide what we want to learn or we share knowledge.Delivered by a qualified profesional like a teacher or lecturer vs. Delivered by someone with more expertise or experience or we can be fooled by someone with no such expertise.Officially recognised: In many cases, formal learning leads to an official qualification, diploma or degree.No official recognition: The only recognition is the respect of ones peers.Learner adapts to learning vs. Learner adapts to learningFormal learning follows a set curriculum and its up to the learner to adopt their approach. Informal learning adapts to learners needs and preferences.Extra time: Formal traning requires allocating some time for formal instruction. Happens as part of everyday: Informal learning happens by itself. Learners do not need to make any extra time commitment. Sometimes, menos es ms. Long, long hours at school could be detrimental to learning. Students are tiredConsistent: The information is current and accurate and can be pushed to large numbers of people simultaneously, meaning they all learn the same at the same time. Unpredictable: Learning will vary depending on the learners involved. 10

We, eventually, learn everything about something, without knowing the thing itself. The aim of education should be to teach us rather how to think, than what to think ~John Dewey (1859-1952) We can raise our skills levels through lifelong learning and continuous upgrading of skills. Formal training vs. Informal learning

In formal training, we eventually learn everything about something, without knowing the thing itself. (e.g. LATIN).Besides, teaching does not mean things are learned right away, it takes multiple opportunities for learning until we effectively learn something.So, ideally, The aim of education should () be to improve our minds, so as to enable us to think for ourselves, rather than to load the memory with the thoughts of other men. ~John Dewey PARENTS TEACH CHILDREN INFORMALLY. They don't give a series of lectures to their children to prepare them to walk, talk, climb, run, play a game, or how to behave.HOWEVER, WHEN IT COMES TO SCHOOL, we tell students about the theory of the task without concentrating on the doing of the task. We do things, we learn. We cook, we learn. We work, we learn. We visit another country (such as I do), we learn. All of the time.11

Informal learning

Informal learning has been around for as long as we humans have been, but THE USE OF THE TERM 'INFORMAL LEARNING HAS GROWN SIGNIFICANTLY OVER THE LAST DECADE, MAINLY RELATED TO THE CONCEPTS OF LEARNING BY DOING, NATURAL LEARNING

Peter, the Wheeler, invented the roll, and thanks to his sharing his knowledge the Flintstones got on wheels.

Quite similarly, the young lady on the right invented the fire by rubbing two wooden sticks, and she learned the hard way that her husband would have her cooking until the 20th century. 12

Who do we learn from?Knowledge sharingis an activity through whichknowledge(namely, information, skills, or expertise) is exchanged among people, friends, families, organizations or communities (for example, Wikipedia).From more knowledgeable others.

We share knowledge and thats how we learn.Besides, a learner is within the zone of proximal development (Vygotsky, 1978) when skills are too difficult for him to master on his own, but he can do it with guidance and encouragement from a knowledgeable person.We eventually just need a little coaching from a more knowledgeable other to succeed in our tasks.13

A more knowledgeable other

A Yellowstone Park Ranger14

Who do we learn from?By ourselves (from observation, experience, try and error).

We can also learn by ourselves given that All the world is a laboratory to the inquiring mind. ~Martin H. FischerAs Mark Twain once said, If you hold a cat by the tail you learn things you cannot learn any other way. We can learn from observation, try and error15

Age of onset Personality: Extroverted vs. introverted IQ Motivation Aptitude Learning stylesPersonal characteristics

The way we learn is heavily influenced by our own personal characteristics.AGE OF ONSET / PERSONALITY: EXTROVERTED VS. INTROVERTED / IQ / MOTIVATIONAptitude: an innate or acquired ability for something. Shes got an aptitude for Maths.The question is to what extent aptitude and learning styles are caused by nature or nurture? Whether they can be changed?16

Learning styles

Source: www.connectionsacademy.com

In formal training instruction tends to be the same for everyone, regardless their learning styles Little attention uses to be paid to different learning styles. A little more since Gardners theories on multiple intelligences have been around. If we all learn differently, why are all materials the same?Its important to identify our own learning styles and to know the way we can make the most of the learning process and what we are strong at (Self-awareness)17

Learning stylesVERBALWords are your strongpoint. You prefer to use words both in speech and in writing.

There are different learning styles: e.g. VerbalWhat am I to say? Language is all about words, but at first we wouldnt use it to its full potential. We would only use the written word and we would learn a foreign language or an ancient language by translating literary texts. That was called the Grammar-Translation Method. It was a teacher-centered method in which grammar was explained deductively (that is, by presentation and study of grammar rules) and then put to practice by translating. There was no use of the L2 in class.

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Learning stylesVERBALWords are your strongpoint. You prefer to use words both in speech and in writingMUSICAL/AUDITORYYou prefer using sounds and music or even rhythms to help you learn.

Then in the mid XIX century the pendulum swang in the opposite direction. The IPA was created and the emphasis was placed on the spoken word. We would learn the sounds of the language and speech before we got to see the actual words in writing.Scholars advocated 1. the study of the spoken language 2 phonetic training in order to establish good pronunciation habits 3. the use of conversational phrases and idioms 4. an inductive approach19

Learning stylesVERBALWords are your strongpoint. You prefer to use words both in speech and in writingVISUALYou prefer to use pictures, diagrams, images and spatial understanding to make you learn.MUSICAL/AUDITORYYou prefer using sounds and music or even rhythms to help you learn.

Then, the L2 started to be used in class but there were problems to understand some vocabulary and structures, especially at beginners level, so teachers started using visual aids and gestures to represent the spoken word: Una imagen vale ms que mil palabras.Meaning was conveyed directly through demonstration and action. There are methods such as the Direct Method aka the Natural Method because it imitates the process by which a child learns his own languageKnown words could be used to teach new vocabulary, using mime, demonstrations, and pictures.20

Learning stylesVERBALWords are your strongpoint. You prefer to use words both in speech and in writingVISUALYou prefer to use pictures, diagrams, images and spatial understanding to make you learn.MUSICAL/AUDITORYYou prefer using sounds and music or even rhythms to help you learn.SOLITARYYou like to work alone. You use self-study and prefer your own company when learning.

The Audio-Lingual Method came into being at the time when Behaviourist theories were en vogue Students would be confined in a language-lab. They would be listening to utterances in the language they were learning, and they would repeat them until eventually they got it right.Mistakes were corrected right away.There was some kind of positive reinforcement when students got things right and they could get an electric shock when they had a mistake (just joking).21

Learning stylesVERBALWords are your strongpoint. You prefer to use words both in speech and in writingVISUALYou prefer to use pictures, diagrams, images and spatial understanding to make you learn.MUSICAL/AUDITORYYou prefer using sounds and music or even rhythms to help you learn.SOLITARYYou like to work alone. You use self-study and prefer your own company when learning.PHYSICAL/KINAESTHETICYou use your hands, body and touch to help you learn. You need to act things out

KINESTHETIC LEARNERS are students who (typically) are antsy in class, who like physical activities These students learn by doing and prefer hands-on approach to build understanding. Physical activities and movement allow them toapproach informationThe TOTAL PHYSICAL RESPONSE method was developed in the 1970s by James Asher in California. According to him, learning should be stress-free. Students act things out: Simon says They would also use mime, drawing22

Learning stylesVERBALWords are your strongpoint. Do you prefer to use words both in speech and in writing.VISUALYou prefer to use pictures, diagrams, images and spatial understanding to make you learn.MUSICAL/AUDITORYYou prefer using sounds and music or even rhythms to help you learn.SOLITARYYou like to work alone. You use self-study and prefer your own company when learning.PHYSICAL/KINAESTHETICYou use your hands, body and touch to help you learn. You need to act things out.LOGICAL/MATHEMATICALLearning is easier for you if you use logic, reasoning, systems and sequences

There are learners who are highly analytical. The Silent Way was implemented in the 50s and silence and analytical reflection upon the language was its main tool of instruction.Caleb Gattegno and Maria Montessori would use colour (Cuisenaire) rods to demonstrate most grammatical structures, to show sentence andword stress or to represent physical objects (clocks, floor-plans, maps, people, animals) which can lead to the creation of stories told by the students.

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Learning stylesVERBALWords are your strongpoint. You prefer to use words both in speech and in writing.VISUALYou prefer to use pictures, diagrams, images and spatial understanding to make you learn.MUSICAL/AUDITORYYou prefer using sounds and music or even rhythms to help you learn.SOLITARYYou like to work alone. You use self-study and prefer your own company when learning.PHYSICAL/KINAESTHETICYou use your hands, body and touch to help you learn. You need to act things out.LOGICAL/MATHEMATICALLearning is easier for you if you use logic, reasoning, systems and sequencesSOCIALYou like to learn new things as a part of a group. Explaining your understanding to a group helps you to learn.

"Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drills." Stephen KrashenThis thought gave rise to the Communicative Approach to language teaching. The emphasis was on using the language, not on knowing a lot about the language.

Later on we started referring to Cooperative Learning as an educational approach which aims to organize classroom activities into academic and social learning experiences. The task-based approach will rely heavily in cooperative learning and in scaffolding. Scaffolding is breaking up the learning into chunks and then providing a tool, or structure, with each chunk.24

Learning stylesVERBALWords are your strongpoint. You prefer to use words both in speech and in writingVISUALYou prefer to use pictures, diagrams, images and spatial understanding to make you learn.MUSICAL/AUDITORYYou prefer using sounds and music or even rhythms to help you learn.SOLITARYYou like to work alone. You use self-study and prefer your own company when learning.PHYSICAL/KINAESTHETICYou use your hands, body and touch to help you learn. You need to act things out.LOGICAL/MATHEMATICALLearning is easier for you if you use logic, reasoning, systems and sequencesSOCIALYou like to learn new things as a part of a group. Explaining your understanding to a group helps you to learn.COMBINATIONYour learning style is a combination of two or more of these styles.

Which is often the case (examples)25

Learning styles vs teaching styles

Academically, not everyone will be able to excel at the same level, although they may eventually be able to acquire the language as successfully as others, but we should be able to tailor different types of assessment procedures depending on our students learning styles.Not all learners are created equalIn class, we may not cater for everyone. We use certain methods and techniques which may not suit every single students learning style.Catering (on a plane): you either have chicken or fishAt home (fridge): you eat whatever you want. Help yourself!

According to Howard Gardner, anything that is worth teaching can be presented in many different ways. These multiple ways can make use of our multiple intelligences.26

Behaviourism Natural Approach (Learning by Doing, Hands- on Learning, Experiential Learning) Cooperative/Collaborative LearningApproaches and methods

27.- APPROACHES AND METHODSHow do we learn best? Well, it depends. Methods used to be dogmatic: this is the right way of teaching. Now we are in the post-method era, where there's an eclectic approach to language learningBehaviorists, such as Skinner, think we learn by imitation, the principle of stimulus-response (classical conditioning), positive/negative feedback, repetition, drillingA more natural approach tends to think that we learn by doing things. The Communicate Approach and the Task-based learning method also rely on this concept. The goal is to use the language, not to study the language. One way to do it is by doing tasks: empowering tasks in the classroom and real-life tasks. In experiential learning we need to reflect on what we do. Weve just referred to Cooperative Learning but there is much more to it than merely arranging students into group. Students must work in groups to complete tasks collectively toward academic goals. Unlike individual learning, which can be competitive in nature, students learning cooperatively can capitalize on one anothers resources and skills (asking one another for information, evaluating one anothers ideas, monitoring one anothers work, etc.).

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Motivation (and lack of motivation) Relaxation (and anxiety) A positive feedback (or a negative one) The fun factorFactors that affect the learning process

Motivation accounts for48.5% of students' L2 proficiency (Bernaus, 1995)

Motivation

Motivation is something that energizes, directs, and sustains behaviour; it gets students moving, points them in a particular direction, and keeps them going. (Fredricks, Blumenfeld, & Paris, 2004; Maehr & Meyer, 2004; Reeve, 2006)

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Prodesse et delectare (Horatius)

Tapping to our students interests will raise motivation and spark learning. Docere et delectare

Behind every new approach, every new method, there uses to be and idea which has been going on forever.Take for instance, the idea of gaming, gamification and so on. Horatius already described that:docere et delectare (to teach and to entertain), or rightly quoted, prodesse et delectare (to profit and to entertain).Tapping to our students' interests such as Michelle Pfeiffer did in Dangerous Minds will raise motivation. We need to get through to our students.30

Tom Lehrers The elements song

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Games

What drives you? Is it Pokemon? StarWars? We can profit from that.Have you ever played Bingo in class? Students are given different cardboards with characters from StarWars.The teacher or another student will randomly describe several characters and once students realize theyve got the pictures of all the characters who have been described they call BINGO.CHEWBACCA - YODA C3PO PRINCESS LEIA DARTH VADER

According to Albert Einstein, playing is the highest form of research and games and play dynamics are being increasingly applied in social, professional, and educational domains, thats what is called GAMING/GAMIFICATION.32

Suggestopedia Relaxation Soft music A relaxed setting Childlike behaviour

A relaxing environment

A L2 teaching method called Suggestopedia developed out of believe that human brain could process greater quantities of material given the right conditions of learning (e.g. relaxation).Music was central to this method: Soft music led to an increase in alpha brain wave and a decrease in blood pressure and pulse rate resulting in high intake of large quantities of materials.Soft, comfortable seats in a relaxed setting Learners were encouraged to act as childlike as possible. DISINHIBITION33

Would you say it is a good thing or a bad thing?Anxiety

A little anxiety is necessary. We cannot be too relaxed in order to get things done. If we dont care, we wont do things right. Think of a test.A lot of anxiety can be detrimental to learning34

Source: http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/krashen.html Anxiety

Look at the things that go through this students mind.Oh, please, not me, pleeeease!

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The Affective Filter hypothesisAccording to Krashen, one obstacle that manifests itself during language acquisition is the affective filter; that is a 'screen' that is influenced by emotional variables that can prevent learning. This hypothetical filter does not impact acquisition directly but rather prevents input from reaching the language acquisition part of the brain. According to Krashen the affective filter can be prompted by many different variables including anxiety, self-confidence, motivation and stress.In any aspect of education it is always important to create a safe, welcoming environment in which students can learn. In language education this may be especially important since in order to take in and produce language, learners need to feel that they are able to make mistakes and take risks.This relates to directly to Krashens hypothesis of the affective filter.

A positive learning environment

Therefore, we need to create a positive learning environment to deal with anxiety because when the AFFECTIVE FILTER IS HIGH, individuals may experience stress, anxiety, and lack of self-confidence that may inhibit success in L2 learning. On the other hand, a low affective filter facilitates risk-taking behaviour in regards to practicing and learning a L2.36

Prevent frustrationNever go too fast: keep the pace of the studentNever be impatient: take it easyUse humourTelling them that making mistakes is part of the learning processTaking your students out of the classroom and into the real worldHow to lower the affective filter?

Frustration raises the affective filter. You need to know what triggers anxiety and raises the affective filter.E.g. Show and tell, public speaking, is important in US culture. Youre used to it. But it may not be as important in other cultures, such as in Spain, or lets say, Japan. If I ask my Japanese students to speak out loud in class they will suffer from a lot of anxiety, whereas if I ask an American, its no big deal.Never go too fast: keep the pace of the studentNever be impatient: take it easyUsing humour is also a technique used to lower the affective filter (Krashen) so that the students feel less anxiety. This is an important consideration in language classrooms where many students feel a great deal of stress when using the target language orally. I crack jokes, play tricks and even dance in class.Tell them that making mistakes is part of the learning process.Take your students out of the classroom and into the real world.

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Field trips

One of the things I normally teach is Spanish for Specific Purposes, things such as Spanish for Business.Imagine some people studying Spanish for Geography Studies, or just taking a class on Geography.Instead of telling them in class about features of erosion and deposition (sea arches, sea caves, stumps, swash, backwash, longshore drift). Id rather take them on a fieldtrip along the coast. 38

Encouraging language

Mi pap fuma mucho caf.

Muy bien! Tu pap toma mucho caf.

Never discourage anyonewho continually makes progress, no matter how slow. ~PlatoLanguage teachers were among the first to use positive language.Besides, we know that theres a natural order of acquisition of every linguistic structure. Theres no point in correcting absolutely everything.39

How can we create a class supportive learning environment and a positive emotional environment?When speaking to the students: - address students by name - use eye contact - use positive language - try to interact outside the classroom Seating arrangements that favour interaction, groupworkWhat else?

How can I arrange my classroom for students success?Arranging the desks in pods allows for lots of group discussion. Arranging the desks in a u-shape facing the teacher allows for large group discussions.40

Technology & Education

TIMEIMPACT

Internet:Greatest impact

Technology has impacted almost every aspect of life today, and education is no exception.Technology has greatly expanded access to education.Communication and collaboration are easier thanks to the World Wide Web. Opportunities for formal learning are available online and massive amounts of information are also available at one click.41

Information and Communication Technology (ICT) can contribute to universal access to education, equity in education, the delivery of quality learning and teaching, teachers professional development and more efficient education management, governance and administration. (UNESCO)Technology & Education

There is unanimous consensus about the role ICT can play when it comes to accessing education, quality learning and also lifelong learning.42

CALL ICT use Flipping the classroom Hybrid learning Pure online learning

Technology & Education PLE MOOCs Gamification M-Learning Augmented Learning

Weve got a wide range of tools and resources to improve learning.The existence of Computer-Assisted Language Learning or CALL dates back to the 60s when language labs consisted of computer-like machines provided with a cassette deck, a microphone and a headphone for each student, and those machines did actually drill some cards.Since then, a lot has gone on: Were on the INTERNET ERA and weve got powerful resources called VIRTUAL LEARNING ENVIRONMENTS.

Its for us to decide which tool and which methodology suits best our students needs and learning styles.We can go all the way with online learning (pure online learning) or we can make use of online technologies to an extent.43


PLE MOOCs Gamification M-Learning Augmented Learning

The flipped classroom

Its about changing instructional models. Take, for instance, the flipped classroom.44

The flipped classroomAdapted from: https://www.knewton.com/infographics/flipped-classroom/

Teachers create instructional videos and materials. Students watch them online, ask questions and receive feedback.Look at the results from Ohio State University.45


PLE MOOCs Gamification M-Learning Augmented Learning

Personal learning environments

But the fact is we use INFORMATION and COMMUNICATION TECHNOLOGIES all of the time in order to learn, to upload content onto the web, to communicate, to search for informationThat way we create our own PERSONAL LEARNING ENVIRONMENT.46

Personal learning environments

This infographic shows the way one person may learn from making use of many different online resources. Weve got an LMS called Blackboard, a very powerful resource, on the top right, but we also have other resources such as Twitter, WordpressDont we learn anything at Twitter? Dont we learn when reading a blog?SURE WE DO.47


Online learning PLE MOOCs Gamification M-Learning Augmented Learning

Online learning is a comprehensive term that includes a number of instructional environments and approaches.Weve got, for instance, Hybrid or BLENDED learning which allows for both inperson and online interaction.Weve got MOBILE Learning which refers to that which is delivered via a mobile device, which makes it very convenient.48

Online learning

One of the great things about online learning is that it may bridge the gap between formal and informal learning.It almost matches the 3 principles of Adaptive Learning:Just enoughJust in timeJust for me (technology offers mass-customization. Its tailored to me)49

Self-service On demand Self-paced and repeatable Multimedia Hypermedia Easier to monitor progress ConsistentFeatures of online learning

Overall, its a very convenient and interactive mode of delivery.Self-service: you take anything you wantOn demand: anytime, anyhowSelf-paced and repeatable: Its flexible. You pick up the most engaging activities, decide which ones to do, set your own pace. You can do any activity as many times as you likeMultimedia: Media-rich contents (videos, audio, animation, pictures) are easier to understand and to follow. Easier to monitor progress: Less administrative work, it can be more preciseConsistent: same quality of contents/education for all.

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Think out of the box!Not just tedious drillingMultimedia and hypermediaIntegrate social networksBuild a learning communityCreate a teacher-student bond Online learning

If we simply use Canvas or any other LMS as a delivery method, but are not trained into its methodology it will not be effective.For instance, its not just about pdfing our materials and uploading them onto our virtual campus or about adding quizzes which only include drilling.Its all about making the most of multimedia and hypermedia capabilities and creating meaningful tasks.We need to think out of the box: different formats, different tools We need to make it appealing and to motivate our students in order to create an online learning community (group dynamics, follow-up).51

There should be a way to integrate both formal and informal learning and make the most of them. We all learn differently. Depending on the content, the context, our goals, our motivation we could choose one above the other. Online learning can help us bridge the gap among both and may provide activities and content which suit students with different learning styles.Conclusions

There should be a way to integrate both formal and informal learning and make the most of them. FORMAL LEARNING HAS TRADITIONALLY BEEN REGARDED AS THE RIGHT WAY TO GO, BUT THERE ARE INSTANCES IN WHICH A MORE FLEXIBLE, MOTIVATING AND INFORMAL WAY OF ACCESSING KNOWLEDGE COULD BE WELCOME.

We all learn differently. AND IT WOULD BE CONVENIENT TO IDENTIFY OUR LEARNING STYLES, NEEDS AND PREFERENCES IN ORDER TO LOOK FOR THE TOOLS AND LEARNING BEST TAILORED TO OUR NEEDS.

Depending on the (content, the context, our goals, our motivation) CIRCUMSTANCES we could choose one above the other.

And finally, online learning can help us bridge the gap among both and may provide activities and content which suit students with different learning styles.52