Sétif 2 University (ALGERIA)
About this paper:
Appears in: ICERI2013 Proceedings
Publication year: 2013
Pages: 3155-3160
ISBN: 978-84-616-3847-5
ISSN: 2340-1095
Conference name: 6th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2013
Location: Seville, Spain
We may look back at the time where learning took place in separate classrooms and where it was inculcated through a teacher-centered approach. We may think of how many schools were organized according to societal strict gender divisions, we may remember how doors’ entrances were separated to divide boys and girls. Looking from that perspective, we shall recognize how time has changed to open up the possibility of thinking differently in order to radically stimulate different approaches to teaching and learning.
The twenty first century globalization has reshaped the learning experience worldwide and has introduced new concepts within the realm of the LMD philosophy, the PARE reform and the “school without walls” ideology. Algeria makes no exception to this learning without boundaries that opens the horizons wide to new inspiring spaces built on flexibility, creativity and innovation.
In this paper, I shall propose a network of options built on empirical research as to predictions of a creative learning environment. In this perspective, teachers should not be bond to the restrictions imposed by the curriculum, but should be able to plan a lesson while treasuring captivation and innovation within the students’ classroom. On the other hand, students learn concepts while manipulating and living the learning process. It is, thus, in this essence that we can encourage creativity and innovation. The legacy of flexibility, creativity and innovation would, then, mean including appropriate design decisions that fit teaching and learning in the Algerian context, in particular and globalization, in general.
Flexibility, creativity, innovation, carreer development, tutoring.