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Flexible Learning can mean, at one level, ensuring that classroom work is
differentiated to suit all pupils. At the other extreme it can mean ensuring
that pupils have opportunities to learn what they want, when they want, where
they want and how they want. Whilst this extreme is unlikely to apply to normal
school situations, moves are currently afoot to provide pupils with much more of
this kind of choice. Colleges and universities are increasingly providing
modular courses designed to suit individual students’ situations and
preferences. National Qualification units provide similar options for schools. Provision of online courses enhances this sort of flexibility. For the purposes
of this paper, “Flexible Learning” will refer to the more far-reaching
approach. Flexible Learning in this context is often linked with Open Learning
(with which it is sometimes considered synonymous) and Distance Learning.
Points Arising From Research
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Current government thinking stresses the need to provide more
vocationally-orientated courses for some pupils to cater more effectively for
their needs |
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There is currently a focus on the 14-19 curriculum, with the aim of providing
more relevant, useful courses, thus improving stay-on rates at school |
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Current Scottish political thinking in support of comprehensive education
stresses the need to respond flexibly to the needs of all individuals in
schools |
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As practice develops, research on effective strategies will doubtless
accumulate |
Key Elements of Flexible
Learning
Why Flexible Learning?
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Today’s pupils have a greater variety of needs, interests and
aspirations than ever |
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Employers need staff who are able to learn new skills in a “flexible” way |
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Pupils with disabilities can be catered for more effectively |
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Pupils who are not attending school for various reasons can work
“flexibly” |
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Flexible Learning can promote responsible attitudes |
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A
positive attitude to lifelong learning can be fostered |
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Motivation can be improved in a “pick-n-mix” curriculum |
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Preferred learning styles can be catered for effectively |
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“Learning to learn” skills can be developed |
Principles of Flexible
Learning
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It is learner-centred |
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The need for increased flexibility depends on the needs of a school’s pupil
population |
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The traditional curriculum must not be a strait jacket and
underlying educational principles need to be |
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There needs to be some emphasis on promotion of
independent learning
(See L&T Toolkit section on
Independent Learning) reassessed in a Flexible Learning
environment |
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There should be an emphasis on learning as an everyday
activity |
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Knowledge should be presented in a holistic
way |
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Pupils should be seen as creative
individuals |
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Flexible Learning can develop generally applicable skills not just
subject-specific ones |
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There is less emphasis on being taught a set body of knowledge and more on the
pupil identifying areas of knowledge which are of interest/use |
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There is a need for cross-curricular collaboration |
Course Design (There is a need for a great deal of pre-planning)
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Learning outcomes must be seen as relevant, interesting and
achievable |
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Content must be differentiated to suit all pupils accessing
it |
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Interaction involving teachers, pupils and materials must be
flexible |
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A wide range of technologies should be used, from paper-based
material to computers |
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There must be opportunity for reflection and evaluation of course
progress |
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Self- and peer assessment and feedback must be
emphasised |
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Learning materials need to be carefully structured, based on clearly
stated outcomes |
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Support must be available when pupils need
it |
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Pupils need a map of the whole course to help them navigate and plot
progress |
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Materials need to be constructed carefully: |
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They should be visually attractive, with plenty “white space” around
text
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Activities should be varied, including plenty active involvement
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Feedback should be relevant to tasks undertaken, motivating and offer
advice
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Language should be accessible, using a personal tone (eg addressing
pupil as “you”)
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Graphics should be used, with any conventions/codes clearly
understood by pupils
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Material should offer potential for smooth progress, with pupils
gaining satisfaction at their achievements along the way
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The pace of work will accommodate individual pupil
requirements/preferences
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Two specific projects
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The FLIC project (Flexible Learning in the Community) in Edinburgh: |
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Videoconferencing was used to improve primary-secondary liaison
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Kar2ouche software motivated boys in Modern Languages
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Online subject support was accessible from outside school
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Home computers or community facilities were made available for
homework
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Communication with parents was enhanced
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Thistley Hough High School in Stoke-on-Trent: |
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Friday became Flexible Learning Day
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Various options available: curricular, cross-curricular, Emotional
Intelligence, study skills etc
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Days were occasionally organised around themes such as Law and Order
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Visiting speakers were invited in to the school
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Because of the school’s cultural situation, the system improved
attendance
Some
issues
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In the school situation, major timetabling issues
arise |
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Teachers need to be extremely adaptable in the Flexible Learning
situation |
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The approach may suit some curricular areas, but not
others |
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Physical organisation of classrooms and resources may need to be
rethought |
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Individual pupils work largely at their own pace, but teachers are
likely to want to agree deadlines/targets with them |
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Class size is likely to be an issue in managing Flexible Learning
activities |
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Assessment may need to be flexible to reflect the nature of the
course
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Reflection and Discussion
In the current evolving situation, how is your school developing a flexible
curriculum?
At the level of the individual class or subject, does Flexible Learning have a
place?
Are there areas of conflict between Flexible Learning and existing approaches?
How could these be overcome?
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Some Activities Relating To
the Issue of Flexible Learning |
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Key element |
Objective |
Action |
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Some examples and
suggestions |
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Why Flexible Learning? |
Motivation can be improved in a “pick-n-mix” curriculum |
Is it possible for you to structure your
curricular work to allow pupils choice in how they progress through the
course? Can this be done while also satisfying national requirements?
Sketch out an outline course offering such options for part of a term. |
Principles of Flexible Learning
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There is a need for cross-curricular collaboration |
Secondary teachers often don’t have the time to
work on cross-curricular projects. Arrange with a colleague in another
department to discuss ways in which a structured cross-curricular
approach to a block of work could be planned. |
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Course Design |
Support must be available when pupils need it |
Having decided on a block of work which will
follow a Flexible Learning pattern, try to anticipate where pupils might
need support and identify the sorts of support a pupil might need. How
will this work with a pupil doing the block of work at home? |
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Two specific projects |
Video Conferencing was used to improve primary-secondary liaison |
If you haven’t used videoconferencing,
investigate options for using it. This might be in Primary-Secondary
liaison or Modern Languages, for example. An efficient internet
connection is likely to be needed. |
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Some issues |
Physical organisation of classrooms and resources may need to be rethought |
In a Flexible Learning environment, pupils will need access to a range of
resources at various times. Plan how you will make these available and
how you will cope with demands being made at different times. |
Selected References
Further Reading
The national situation is developing at the time of writing and the best way to
keep abreast of developments in Flexible Learning and issues relating to the
flexible curriculum may be to read the educational press meantime.
Websites
http://edinburgh.digitalbrain.com/edinburgh/FLIChome/home/
Provides a link to information about the FLIC project
Many university websites have material relating to Flexible Learning. This will
sometimes take the form of advice to students, sometimes it will be advice to
university teachers and sometimes it will be reflections on the nature of
Flexible Learning. An example of such a site is:
http://www.londonmet.ac.uk/deliberations/flexible-learning/home.cfm
A “Flexible Learning” or “Flexible Curriculum” internet search raises plenty of
sites which may be of interest. |
