These crossover learning experiences have the benefit of the strengths of both environments and provide learners with engaging and real time opportunities for learning. Crossover learning enables a lifetime learning, and students acquire the talents to draw experiences across multiple settings, the broader opportunity is to support learners in collecting data, linking the collected information, recalling and sharing their diverse learning.

Context can be created for learners through various opportunities such as and not limited to, interacting with surroundings, conversations, taking notes, and modifying models or objects. Learners can also understand context through ways like exploring the world around us, using guides (maps, people …) and measuring instruments. Designing an effective learning site for various purposes is an example where context-based learning helps users as building useful websites requires a deeper understanding of the user’s context of accessing the application while it designed by the learning process itself.

Computational thinking strategy is a robust approach to develop critical thinking and problem solving. This strategy involves breaking down large problems into smaller problems – process of decomposition, followed by connecting these smaller problems to the ones solved by the students in the past – process of pattern recognition, then eliminating unimportant details – process of abstraction, next identifying and developing necessary steps to reach a suitable solution -process of creating an algorithms or flow and lastly refining the steps – process of debugging and optimizing.

Computational thinking skills are valuable in many aspects of life, for example writing a recipe of your special dish for your friends, planning a holiday, planning an expedition through a new terrain, or a scientific team tackling a difficult challenge and finding solution for an outbreak of disease such as COVID-19.

Computational thinking strategy aims to teach students how to structure problems in front of them so that they can be solved. Beauty of computational thinking is that it can be taught as part of any subject, for example, mathematics, science, art or in any other settings. Its aim is not to just encourage children to be computer coders, but to master an art of thinking analytically, which enables them to tackle complex real life challenges.

Students can build scientific inquiry skills, hone conceptual understanding, and increase motivation through engagement using authentic scientific tools and practices in controlled remote laboratories. Remote access equipment, used by scientists and university students, are now available for school students and teachers. These remote labs consist of equipment, probably robotic arms to operate the equipment, and video cameras for the students to view the experiments and their results.

Remote labs encourage students to participation through user-friendly web-based interfaces, curriculum materials, and professional development support for teachers.

In general remote labs with proper support will strengthen the understanding for both students and teachers through hands-on experimentation and direct-observation opportunities which complement textbook learning. Remote labs bring similar experiences into the school classroom learning. For example, students can benefit by using a high-quality, distant telescope to observations night sky during their regular school hours.

Incidental learning is a unique learning method, it is basically unplanned or unintentional learning. Incidental learning usually happens while carrying out an activity that is appears unrelated to the topic being learnt. Osmotic learning is an example of incidental learning, and early research done on this learning strategies focused on how people learn through their daily routines at their workplaces.

For examples mobile devices are now a days an integral part of many of our daily lives, which provides many opportunities for technology-supported incidental learning. Contrary to formal education, incidental learning is not teacher-led, and it does not follow a structured curriculum, or come with formal certification.

Having said that, incidental learning can trigger self-reflection and teachers can used it to encourage learners to redefine their independent learning, by viewing it as part of more logical life-long learning journey.

Students are different, hence their learning styles are different. Having said that, mostly the educational materials or content is same for all students. Which burdens the learners as they are left to figure out how to engage with the content. This leaves some learners bored, others might be lost in their own thoughts, and very few are likely to discover their way through the content resulting in optimal learning. Adaptive teaching strategy offers a solution to the above mentioned problem. In this method teacher use data about a learner’s previous and current learning and create a personalised path through educational content.

Adaptive teaching method recommends that one should review the old content to start new creating content. This method also provides tools for monitoring student progress. This approach builds on longstanding learning practices, such as textbook reading, along with computer-guided learning.

Teachers can observe students and collect data such as time spent on reading and through self-assessment scores to form a basis for guiding each learner through educational materials. Adaptive teaching method can for both classroom activities or online learning where learners control through self-paced learning.

Stealth assessment is a way of collection student progress data in the background through the digital environments and platforms used by students to learn various concepts .

Stealth assessment adapts techniques used in online role-play games, where the system continuously collects information based on player’s actions, generating facts about their strategies and present them with suitable new challenges. This notions of immersive assessments included in simulated learning environment is now adapted by schools, through which various topics such as science, math, history, literature and so on are taught and assessed.

Stealth assessment strategy is believed to evaluate hard-to-measure aspects of learning such as, creativity, strategic thinking and perseverance. This method can also be used to gather information about students’ learning processes and states without explicit examination. Fundamentally, stealth assessment techniques have the capability to provide teachers with continuous data on how each learner is progressing.

Find more similar useful articles and a curated collection of resources of interactive activities for engaging with your students or children in my Free blogs section.