Achieving progress in order to obtain better pedagogical results is one of the main preoccupations of educators. For this reason, in the 21st century, a series of alternatives or pedagogical models have been presented that aim at this type of goals.
Let’s look at some of the lines or proposals of pedagogy in the 21st century:
John Moravec’s invisible learning, the central postulate of this academic, is that for a generation that has grown up in the midst of what is known as the digital society, technological devices are no longer an end in themselves, they are a means. In other words, Moravec indicates that technology is lived and assumed naturally, so the challenge is to build strategic pedagogical bases to reinterpret the use of technology.
Richard Gerver’s creativity, his search revolves around human creativity and the development of a potential consciousness in the student body. In this sense, his proposal consists of “injecting creativity”, which implies a system of trial and error in which making mistakes is a phase of learning.
George Siemens’ connectivism, his analysis begins by highlighting the complexity of the world, which is why his pointing is based on solving complex problems. His postulate shows that learning is a network, in which each one contributes and through his ideas it is possible to stabilize a general knowledge.
Learning by doing by Roger Schank, one of the pioneers of artificial intelligence. This academic postulates that there is a serious inconvenience between current educational centers and what he calls “natural learning” which resembles that of animals when trying and making mistakes. For example, no one can learn to skate by reading a book, but by trying…in practice.