At present 21st century education boosts situated teaching approaches, meaningful learning habits, and experiential use of new technology, all of which enable learners to acquire domain knowledge and develop skills during seamless scholar labors. In this sense, students are motivated to learn by actively engaging in educational experiences performed in renewed stages with trendy resources and praxis, where they are involved in hands–on activities similar to true work. Hence, traditional academic facilities, curricula, content, materials, and practices should be transformed according to the needs and trends of an evolving world society that requires the use of smart and advanced technologies that empower teaching and learning duties. With the aim of contributing to cope with such a demand, a learning design cooperative framework is proposed to harness suitable technologies that upgrade classic academic sceneries and toils to recreate 21st century education settings. Thus, the framework is tested during a real case, where it leads the conversion of a typical engineering lab to a ubiquitous engineering lab that enables undergraduates to access digital content and cooperate with peers to automatize equipment proper to an industrial cell. Albeit experimental pupils were not trained to adapt to a novel situation and dealt with higher cognitive load, they reached a more superior and balanced learning than their control mates. As a result, evidence shows how a suitable learning design reforms a conventional scholar scene to feature 21st century education and guides successful technology–driven learning processes.
- 21st century education
- Education 4.0
- Learning design cooperative framework
- Technology–enhanced learning
- Ubiquitous learning