An Espoir Worldwide Initiative
Espoir was founded in 2005 by a team of industry professionals working with leading global companies specializing in Technology, Engineering, Human Resources, Finance, Marketing and Educational Psychology.
We realize the criticality of skill-gaps, and its grave consequences. We invested our years to invent lasting solutions that can turn ordinary into extra ordinary. We innovate new methodologies and technologies so that the result makes meaning to millions of lives.
An Espoir Worldwide Initiative
Member: American Society of Training & Development
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For High-Stake Interactions &
During our extensive research on the “failure of Spoken English training methodologies and training centres”, one thing we always noticed was the lack of interactivity in learning process.
By engaging learners and interacting with them in a variety of ways, students will learn more. They'll also retain more. And more importantly, they will be able to quickly adapt and apply what they have learned when they get back to their jobs on Monday morning."
All learning programs of Espoir Technologies are high on interactivity.
In some spoken English calsses, our team have found that Researchers have found that some of the interactive software are not necessarily used interactively. Traditional teaching pedagogy is not based on an interactive model; therefore, it is seen that teachers end up using technological tools to support traditional pedagogy rather than an interactive pedagogy.
A problem is that spoken English classes are not equipped to think about teaching and learning as an interactive process that encourages the use of technology to create interactivity in the classroom. Traditional models of teaching require a teacher-centered approach; however, with new technology, there is support to transform the teacher-centered approach to a student-centered approach. In the student-centered approach,interactive teaching and learning are supported by tools that actively engage both teachers and students.
The emergence of new technology and research about how people think is changing the classroom.
New generations of educational technology are moving towards models and theories that are expected to provide the insights necessary to advance educational technology research in promising new directions (
Samaras, Giouvanakis, Bousiou, & Tarabanis, 2006).
New tools are thought to empower educators to change the way teaching and learning occurs. As current social trends require citizens to be more analytical thinkers and to synthesize information, current teaching practices must develop these higher order thinking skills. This should start with a teacher’s philosophy and pedagogy development during preparation for the profession.
The following Learning Theories helped to develop interactions for RIEOTS methodology:
For constructivist theorists, understanding is shaped by personal experience. The underlying principle is that we each construct mental models through which we interpret the surrounding environment. Learning is an interactive process that involves adapting our mental frameworks to accommodate fresh information. Rather than teaching what is right, strategies focus on how students construct meaning. They believe, teaching often incorporates a variety of techniques to engage a learner's unique learning style, including collaborative learning and direct instruction. The intention is to develop a student's contextual understanding of a subject. Theorists advocate a customized curriculum with learning strategies actively encouraging oral participation and problem solving among students.
Holistic Learning Theory
Holistic learning theory is a "sensory-rich" approach, which seeks to stimulate the student as a "whole." According to its core principle, effective learning should engage all personality elements including the intellect, emotions and intuition. Teaching models often prioritize student interaction at all levels, in contrast to hierarchical structures that emphasize obedience and intellectual superiority. The experimental learning cycle is a common technique used to emphasize experience, cognition, perception and behavior. LearningTheories.com notes that it outlines how experience is translated into concepts through employing the four sequential stages of "concrete experience," "observation and reflection," "forming new concepts" and "testing new situations."
Action Learning Theory
For action learning theorists, learning is inextricably linked with real-world experiences. This approach emphasizes interaction by promoting small cooperative groups, which convene to collectively reflect on the life-issues of each member. According to its architect, Reg Revans, "action" within the real-world is key to learning. Oxford Brookes notes that the interrogative nature of action learning helps members to strengthen their problem solving skills.
Sensory Stimulation Theory
Sensory stimulation theory asserts that learning should actively interact with the senses. According to Oxford Brookes, visual learning is the most effective, with three quarters of people acquiring knowledge through what they see. Greater learning, however, is achieved through engaging several senses. Sensory stimulation theory suggests teaching with a several visual images, colors and media to stimulate learning.
For reinforcement theory, learning is a consequence of conditioned behavior. A branch of behavioral psychology, it asserts that learning is improved through reinforced behavior. For example, positive reinforcement techniques (such as verbal recognition) encourage students to repeat particular learning strategies, while negative reinforcement discourages others. Many contemporary strategies, such as repetition of multiplication tables, are based on reinforcement theory.
All RIEOTS programs are very high on Interactivity.
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