A pattern of learning by which the learners elicit the change, renewal, reorganization, and a series of new questions

This is the Learning in which the primary focus is on how information is structured and delivered outside the traditional role relationships seen in academic and experiential models of learning.


Following points will describe the need for innovative learning

1 INDIVIDUAL GROWTH OF LEARNER: The learner needs to become self-regulated learners who are able to control their emotions and motivations during the study process, set goals, and monitor their own learning process.

2.LEARNING BY INTERACTION: we are social beings and we learn by interacting, collaborative group work can be good for all learners; it pushes people in different ways.

3 LEARNER EMOTIONS: Students understand ideas better when there’s interplay between emotions, motivation and cognition, keeping students motivated should be the starting point of learning. Students should understand why it matters, learning becomes more important to them.

4 LEVEL OF LEARNER: every learner has a different level and innovative learning environments reflect the various experiences and prior knowledge that each student brings to class.

5 OVERLOADING OF LEARNER: Educators should try to prevent both coasting and overloading to the learner. Learners need to experience both academic success and the challenge of discovery. In a diverse classroom group work can help achieve this as a learner at different levels help one another.

6.LEARNER ASSESSMENT: Assessments of learner are important, but only to gauge how to structure the next lesson for maximum effectiveness. It should be meaningful, substantial, and shape the learning environment itself. Therefore we can say that assessment of learner is wide tools for innovation learning .different technology used to assess and evaluate the learner, which serves all three PURPOSE FORMATIVE, SUMMATIVE, ACCOUNTABILITY of assessment

7 REAL WORLD LEARNING: learner should be connected to reach out with real-world Learning can’t be meaningful if students don’t understand why the knowledge will be useful to them, how it can be applied in life. We should Understand the connections between subjects and ideas. which is essential for the ability to transfer skills to the learner.


Educational institute is inherently bounded by management policies and structures to meet this challenge and opportunity for current operating in existing systems—can be quite difficult. For these educational institutions that wish to make advances in practice, new technologies and innovations can be critical levers for small changes that can ultimately lead to bigger change. Number web-based innovations that have become quite useful in the larger digital culture of our world fit into current curricular structures and programs, and are often free and easily accessible. many technology-rich learning environments can be implemented. Leveraging many of these tools together produces a dramatically different educational climate. These technologies are blogs, wikis, digital portfolios, e-learning, projectors, scanners, digital cameras, web apps, social networking sites, virtual learning environments (VLE) interactive whiteboards, laptops, netbooks and tablet PCs these all fall in the category of -social web or web 2.0 technology representing the online tools that facilitate collaboration, communication, and interactivity. These tools access many of the keys and represent many of the activities for learners outside of the institute

1-to-1 laptop initiative— every learner posse’s laptop. This learning environment certainly drastically changes the required and preferable standard of learning experiences, the cost versus outcomes for such initiatives is considered very high. The sweeping trend of console-gaming. The console games afford incredible pedagogical opportunities. Adopting game-based learning are finding increased engagement and motivation amongst students, greater connections in the curriculum and transfer of learning demonstrated by students, improvement in collaboration strategies with students, and dramatic increases in the quality and quantity of student writing.

Innovative technologies not only have the potential to evolve pedagogical practice but also completely transform entire learning environments. The time technology is leveraged with a very effective strategic vision and change management plan, the results can be revolutionary.

The e-Classroom is an excellent example of such blending learning for younger learners. The e-Classroom provides a virtual environment for more diverse activities and differentiated learning opportunities, connected to classroom study. It provides an additional vehicle for communicating with students, and amongst students themselves. This platform has assisted in helping learners acquire key competencies in numerous content areas as well as critical skills such as communication and self-initiative.

Learning environments that seek to evolve by integrating or implementing new technologies and technology-based pedagogies with old ones usually find less resistance from the current system, as this is the least disruptive of the approaches. Since the professional staff in a given context generally has a range of aptitude and comfort level with new technologies and approaches, the evolution approach allows each professional member of the staff to find ‗on ramps ‘to new technologies in a way that is easiest and most accessible to them.

Undoubtedly, technology often implies a significant investment, both financial as well as in the human capital. Although there is a general recognition that ICT is pervasive in our world, and therefore of use to some degree to students, there is still considerable debate amongst various education stakeholders and policy-makers as to the need and degree of investment of ICT in education, and the value of the return on that investment. While the learning environment examples presented may feel like outliers of the mainstream and more than what is possible/likely for most schools,

The benefits of ICT-driven education – engagement & motivation, student-driven learning & inquiry, interactivity & collaboration, personalization & flexibility, and innovating – are all enabled and enhanced with ICT. They are of course possible without ICT—you can still engage and motivate, personalize learning and facilitate collaboration, without any technology at all. However, at scale, technology greatly increases our opportunity and capacity for these outcomes. Yet, what affordances and opportunities are only possible through technology

Presently Technology is of course innately eye-catching to most individuals; however, it is especially so to young minds learner, particularly since these young minds learner have known a digital world. , it’s engaging because it‘s what they know, and therefore if much of their modus operandi in institutions is not digitally-based, it can be considered challenging for learners to stay engaged. To them, there is no world without digital technologies they depend on technology totally. So it is no wonder then that learners ‘engagement and motivation would skyrocket if they suddenly had ubiquitous, or even semi-ubiquitous, access to digital technologies in their daily life as a learner.

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