Bringing Learning to the Real World

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What’s the similarity between these 4 pictures?

Answer: They are all great discoverers that observed and learned from their natural environment!

 “Benjamin Franklin discovered electricity by flying a kite.” [1]

“Isaac Newton was inspired to discover gravity under the apple tree.” [2]

“George de Mestral invented Velcro after a hiking trip.”[3]

“The Wright brothers built the first airplane without attending college.”[4]

 

I’m sure you’ve probably heard of them all. The images and the statements above indeed convey a strong point- the learning possibilities at the real world. Come to think of it, do you think the classroom is the only place for learning? If so, what about learning out in the real world?

Let’s take a look at this picture:

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Look how freely the students roam and how they discover what interests them in the real world. Guess what? This is exactly how the story of the great discoverers (Benjamin Franklin, Isaac Newton, George de Mestral, and the Wright brothers) begins.

The world interests whoever(you!) that wants to learn!

 

 

LEARNERS REMEMBER BETTER

WHEN THEY USE THEIR SENSES

Studies show that learners remember information more efficiently when there are more senses involved during their learning process. By bringing lessons out into the real world, learners will naturally utilize all five basic human senses (sight, sound, smell, touch, and taste) in their process of learning.

Let’s compare these two learning settings:

real world vs classroom

Which environment would you choose to learn in?

Most will probably choose the one on the left! The real world allows learners to learn in context as they apply theory to actual scenarios, bringing relevancy to whatever they have learned in the classroom. Furthermore, by seeing, hearing, touching, and even tasting (when possible) the subject, learners are able to retain information more efficiently.[5]

The British Audio-Visual Society has also conducted a research showing that people remember[6]:

‘10% of what they read,

20% of what they hear,

30% of what they see,

40% of what they both see and hear,

70% of what they say,

and 90% of what they both say and do.’

 

 

THE REAL WORLD SPARKS

CURIOSITY & CREATIVITY

Unfortunately, the perspectives of many students are limited by the conventional education system. It has always been the read-and-memorize textbook and the exam-oriented mindset, which leaves no space for curiosity and creativity. Creativity is born out of curiosity! Through the real world, learners see how patterns and processes shape our world.

For example:

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Imagine a young learner exploring the flora of an actual river. Now, let’s imagine the same learners looking at a picture of a river in their textbooks. Which one would inspire their curiosity to explore further?

In the real world, learners get to see in action how the river flows. They even get to observe what is beneath the river. Learners would get curious to explore the structure of the river and the landscapes around it in the real world, as opposed to just a visual of a river in a textbook!

This induces healthy curiosity, which is what we need in our education system. Learning in the real world will make learners question their natural surroundings and encourage their desire for answers towards a greater idea. The real world sparks curiosity, inspires imagination, and creates endless possibilities. [7]

 

 

LEARNING FROM THE REAL WORLD

DEVELOPS LIFELONG SKILLS

In this complex world, it is now more important than ever for a learner to develop lifelong skills that help them become global-minded citizens.[8] To cope successfully in this era of rapid globalization, learning cognitive, intrapersonal and interpersonal skills are extremely vital.[9]

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Learners develop independence and adaptability in different environments for learning in the real world. One of the best ways for learners to learn in different environments is by peer collaboration. When they learn together, they can discuss, reason and work with each other. Besides that, learning in the real world teaches learners to be aware of their surroundings and to practice their observational skill- of the environment, social interactions, and self-reflection. These skills are better practiced in the real world where learners could solve problems in real life.

 

 

THE REAL WORLD PROVIDES EXCITING

LEARNING EXPERIENCES THROUGH TECHNOLOGY

The reality is that education should always evolve with the modern world. The conventional system of classroom and textbook is most probably not as effective for learners now as the world has improved with many resources and devices to rely on. In this 21st century, learning would only be more productive when we take the advantage of merging the role of technology with our experiential learning experiences.[10]

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For instance, with mobile devices, learners can be guided to use their smartphones to record their experiences during an excursion, and they can then share their life experiences with family and friends all around the world. This would allow learners to use their devices but at the same time, encourage them to interact with the real world.

Education should not only be confined to textbooks and classrooms. True knowledge is not found in books, but in the world around us. The learning journey is not about regurgitating information from textbooks to exam papers, but to experience and to relate our understanding in the real world. Don’t forget- mastering life skills is quite important as well. It is time to make a change in your learning. Whether you are a student, or a working adult- you can still be a lifelong learner.

At BeED, we believe in a world where education is not limited by physical boundaries. Digital learning is our tool to break all barriers to learning and inspire our users to go on adventures and to learn by experience. BeED aims to impact the lives of people around the world to learn and grow. With our very own customized BeED experiential learning platform, indoor and outdoor learning can take place anytime anywhere, via mobile “Learning Experiences”. We can turn any journey into an adventure of learning. Embark on your journey with us!

 

 

 

 

REFERENCES

[1] Tucker, Tom. “Bolt of Fate: Benjamin Franklin and His Fabulous Kite.” United States by PublicAffairs. 2003. Web. 15 Jan. 2019.

[2] M. Rosinsky, Natalie. “Sir Isaac Newton: Brilliant Mathematician and Scientist.”. Compass Point Books. 2008. Web. 15 Jan. 2019.

[3] S. Morrison, Heather. “Inventors of Everyday Technology. Cavenish Square Publishing. 2016. Web. 15 Jan. 2019.

[4] Wright, Orville. “How We Invented the Airplane: An Illustrated History.” Green Edition. 1988. Web. 15 Jan. 2019.

[5] Wilder, Kris, and A. Kane, Lawrence. “The Way to Black Belt: A Comprehensive Guide to Rapid, Rock-Solid Results.” YMAA Publication Center, Inc. 2007. Web. 16 Jan. 2019.

[6] “Exhibits for Special Issue.” Educational Technology. Vol. 54, No. 6. Educational Technology Publications, Inc. 2014. Web. 17 Jan. 2019.

[7] Olmsted, Sarah. “Imagine Childhood: Exploring the World Through Nature, Imagination, and Play.” Roost Books. 2012. Web. 17 Jan. 2019.

[8] Richardson, Will. “Changing the Rules of School.” Modern Learning. 3 Jan 2019. www.medium.com/modern-learning/changing-the-rules-of-school-fc4d770cf921. Web. 18 Jan. 2019.

[9] Renner, Philomena. “The Importance of Cognitive, Intrapersonal, and Interpersonal Attributes to Student Success: An Exploration of University Student’ and Staff Views.” Journal of the Australian and New Zealand Student Services Association: Number 48. October 2016. Web. 18 Jan. 2019.

[10] Caroll, Kathleen. “A Guide to Great Field Trips.” First Skyhorse Publishing. 2013. Web. 18 Jan. 2019.

Remarkable BeED Milestones with You

Thank you – yes you! – for staying with us and keeping up with BeED’s updates from time to time. As an EdTech startup, BeED believes in a world where education is not limited by physical boundaries, but only by our desire to learn. Our goal is to break all barriers to learning and to inspire you to go on adventures for self-enrichment with us! 2018 was indeed another year of journeys full of excitement for us and these are some of the remarkable BeED milestones we would like to share with you:

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NOV 2018, BeED was shortlisted as one of the TOP 12% out of 1200 applicants at the Reimagine Education Awards in San Francisco
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NOV 2018, BeED was voted as the 2nd “Most Wanted Solution” out of 675 innovations at the Smart City Expo World Congress in Barcelona
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NOV 2018, BeED was one of the finalists at the ASEAN Impact Challenge in Singapore
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NOV 2018, BeED attended the 1st Asia Pacific STEM Roundtable, supported by Kementerian Pendidikan Malaysia
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OCT 2018, BeED obtained membership of the Malaysian-Finnish Business Council
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OCT 2018, BeED obtained membership of EU-Malaysia Chamber of Commerce and Industry
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SEPT2018, BeED collaborated with Petrosains at the Petrosains Science Festival
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SEPT 2018, BeED was crowned champion at the Malaysian APICTA ICT Awards in Education, under the Inclusion Community Services category
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SEPT 2018, BeED was featured in Guang Ming Daily
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JULY 2018, BeED signed a Memorandum of Understanding (MoU) with the Malaysia Trailblazers Association (Pertubuhan Perintis Malaysia)
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JUNE 2018, BeED graduated as the 1st Asian company to be accepted into xEdu, Europe’s leading education business accelerator in Finland
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MAY 2018, Awarded MSC Status by the Malaysian government
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APRIL 2018, BeED was certified by the Kokoa Standard from Finland for quality EdTech learning solutions
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MARCH 2018, BeED obtained travel agency license from the Ministry of Tourism, Arts & Culture in Malaysia
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MARCH 2018, BeED was featured in The Star Newspaper, and Sin Chew Daily

 

A total of 15 “BeED-lights” in the year 2018. Striving for continuous lifelong progress, BeED is proud to say that we have not only achieved personal goals of self-growth, but also to community goals of giving back to the education community. BeED will continue to strive towards our main goal – to give you the BEST EXPERIENTIAL LEARNING EXPERIENCES. Thank you for reading and thank you for staying with us!

Media: Effective Packaging of Information

In our daily lives, the transference of information is inevitable. The way we choose to transfer can vary greatly in methods and effort required, ranging from something as simple as a fax to a complex documentary. The primary aim in simple terms would be to deliver a message. More importantly, the final objective is to have a targeted audience learn something you want them to. This can be applied to education, treating information as a “product” to target our consumers – “The Learners”. Continue reading “Media: Effective Packaging of Information”

Why do we hate certain subjects?

“I wished I had better teachers during my study of (insert hated subject here). I could have had a whole different perspective and attitude towards the subjects I hated.”

Sounds familiar? How many of you wished you had a better Math teacher? Or wished u had a different outlook on “boring history”?
This seems to be especially true with people that are educated in Asian countries or those that have attended more traditional forms of schooling. Continue reading “Why do we hate certain subjects?”

Grasping Knowledge

“Ah! I can’t seem to recall what it is about but I vaguely remember studying it in school.” How often has this happened to you or someone else?

Have you ever wondered if all those years spent reading, memorizing and learning was effective enough? Also, how much information was actually understood and stayed as a form of knowledge inside your head? Yes, it’s a given that our minds are not all great and perfect, but we are a uniquely intelligent species that if given the right approach, our brains can engage very well. Continue reading “Grasping Knowledge”

Syllabus and Curriculum? Same Thing?

Yes? No? Maybe…?

In my 10 years working as an educator, I have encountered many that are oblivious to the differences between syllabus and curriculum. This is especially true when I talk to parents and they tend to mix the words around thinking it gives the same meaning. It is one of those scenarios where people confuse terms with similar meaning like admit and confess or belief and faith. Continue reading “Syllabus and Curriculum? Same Thing?”

Context into Content: Using Lenses

As we look around us, all types of content are scattered surrounding us. A content generally refers to differing communicating medians that have information in them. This said information is often times approached at its face value or the general consensus of society if one does not understand the importance of context. Approaching information this way is one of the unproductive habits that we as a society practice as it misleads. It is important to see beyond the surface when we are given information, as infamous saying goes: never judge a book by its cover. Continue reading “Context into Content: Using Lenses”