Case 03 — Smart Learning, Flipped Learning, and Self-Directed Learning Literacy
Overview
| Item | Content |
|---|---|
| Period | Early-to-mid 2010s (smart pad classes, flipped learning spread) |
| Technology | LMS, lecture videos, learning apps, tablet classes |
| Literacy | Self-directed learning plans, pre-learning, online assignment submission |
Transition Point
2000s e-learning: centered on watching lectures on a laptop. 2010s: a structure of watching at home first, then activities and discussion in class. Rather than the teacher’s explanation, learners’ capacity to review materials and prepare on their own became essential.
Literacy Improvement Mechanisms
- Time management: The habit of previewing and tracking progress
- Learning from video: Viewing strategies using rewind, speed control, and pause
- Online submission: Practical skills in file naming, deadlines, and reading feedback
- Formulating questions: Writing down what you don’t know before class
Field Operation Tips
- Structure of 50 minutes: pre-video (5–7 min) + on-site activity (30 min) + one-line reflection
- Also applies to activists: pre-experience guidance video + on-site operation
- Output: one-page learning plan (preview / on-site / wrap-up)
Implications for Paju Activist Training
- Foundation for understanding school class restructuring (flipped classroom)
- Village experiences can also be designed as pre-learning materials → on-site → post-records
- Mid-2010s was a period of active discussion on tablet distribution
Notes
- An intermediate stage connecting laptop LMS to mobile app learning