Future Perfect ABU combines digitalisation with collaboration between teachers and learners as well as among learners. This requires new, contemporary forms of teaching that further develop the roles of learners and teachers. The didactic concept of Future Perfect ABU promotes interactive collaboration between learners and the active support of the teacher as a learning coach.
As an online digital education programme, Future Perfect encourages learners to use digital media by learning about or practising using different functions and tools.
Learners access learning content via mobile phone, tablet or computer. On the learning management system, they file their competency records, keep a learning diary and view their progress.
Answers and solutions are submitted in multimedia form. Text, audio or video files can be uploaded. Multiple-choice tests are stored directly in the teaching material, while text fields can be entered directly online. The exercises are also designed differently with digital flashcards, image recognition, etc.
Trainees learn about useful open source tools with which they can, for example, create digital pinboards, design diagrams, calculate footprints or import and export commodity flows.
The aim of the teaching material is not to achieve the greatest possible factual knowledge of sustainability, but the ability to adapt and apply acquired knowledge and competences flexibly to a wide variety of situations in private and professional life.
To a large extent, the tasks in Future Perfect GE are worked on by the learners themselves. Future Perfect is based on the didactic-methodological approach of Self-Oriented Learning (SOL). Tasks vary between individual and cooperative formats. Nevertheless, clear learning objectives are formulated at the beginning of the learning pathways; the learners are thus guided to a certain extent.
The individualisation of the teaching material follows the goal that the teacher, as a learning coach, can respond individually to the difficulties of the learners. Future Perfect GE enables individualisation on different levels:
The learners' reflection is promoted on the one hand by keeping the digital learning diary and on the other hand by critically questioning the learning content.
The examination of one's own learning behaviour is recorded in the digital learning diary. This promotes the learners' self-reflection.
Critical thinking is a key skill that learners can take away from Future Perfect ABU. Learning content, information sources, decisions and behaviour are critically examined. Learners are regularly confronted with questions such as "when a decision is ethically justifiable" in the online teaching material.
Learner ownership plays a central role in Future Perfect ABU. Accordingly, the role of teachers is also evolving. Ready-made content and additional materials minimise preparation and follow-up time for teachers so that they can support learners as learning coaches. In this way, the online teaching material enables individual support for learners. This internal differentiation allows a teacher to spend more time with learners who need more support and at the same time to support faster learners at their own pace.
In addition to critical thinking, other transversal competences such as creativity, collaboration and communication are also central focal points of the digital teaching tool. This is ensured by the various tasks that ask learners to summarise or present their own ideas and findings in their own words. Collaborative brainstorming, critical discussion of problems or proposed solutions, or even getting feedback from others promote teamwork and team spirit.
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