Agile learning in university In agile teaching and learning, students  take on the role of the client; the agile software development process in which the client is involved is replaced by the learning/teaching process with students and tutors as actors; the increments that implement new functionality in short cycles correspond to the continuous increase in students' abilities in the agile learning/teaching processB. Meissner, H.-J. Stenger: Agiles Lernen mit Just-in-Time Teaching. In: O. Zawacki-Richter (Hrsg.): Teaching Trends 2014: offen für neue Wege: digitale Medien in der Hochschule. Waxmann, Münster 2015,  Agile methods can be incorporated into courses both as content and as the working method for students. Agile learning implies that learners create content and develop skills alongside teachers in a collaborative yet competitive environment mediated by technology. The role of the teacher is centered on facilitation and project direction from an informed perspective. Learners become self-directed, team-oriented, and individually resilient lifelong learners. A study on an implementation of the agile method into an online higher education context showed that the agile strategies incorporated into project-based learning facilitated team regulation and project management.
Agile learning in university In agile teaching and learning, students can take on the role of the client; the agile software development process in which the client is involved is replaced by the learning/teaching process with students and tutors as actors; the increments that implement new functionality in short cycles correspond to the continuous increase in students' abilities in the agile learning/teaching processB. Meissner, H.-J. Stenger: Agiles Lernen mit Just-in-Time Teaching. In: O. Zawacki-Richter (Hrsg.): Teaching Trends 2014: offen für neue Wege: digitale Medien in der Hochschule. Waxmann, Münster 2015, . Alternatively to enrich the learning process and remove student learning from hypothetical situations, an industry client, a real world problem can be used as the foci for learning and acquisition of requisite skills. Agile methods can be incorporated into courses both as content and as the working method for students. In line with agile concepts they can also be adapted. For instance agile problem based learning is a pedagogical and curricular vehicle used to blur the work study silos, informal and formal learning spaces and facilitate connected learning (Kek. M.Y.C., Huijser, H. 2017. Problem based Learning into the Future: Imagining an Agile PBL Ecology for Learning. Singapore: Springer. Agile problem based teaching and learning methods have been used to cultivate learning agility in students in an effort to prepare them for ambiguous and complex work contexts and help student protype solutions for complex issues such as human trafficking, informal settlements, youth unemployment and organ donation Azionya. C, Oksiutycz. A. 2019. A teaching model to promote learning agility in a university course. Available URL Learning agility in a university context is a learned ability which allows students to use feedback from previous assessments and apply their learning in other related or unrelated tasks. Agile implies that learners create content and develop skills alongside teachers in a collaborative yet competitive environment mediated by technology. The role of the teacher is centered on facilitation and project direction from an informed perspective. Learners become self-directed, team-oriented, and individually resilient lifelong learners. A study on an implementation of the agile method into an online higher education context showed that the agile strategies incorporated into project-based learning facilitated team regulation and project management.
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In line with agile concepts they can also be adapted. For instance agile problem based learning is a pedagogical and curricular vehicle used to blur the work study silos, informal and formal learning spaces and facilitate connected learning (Kek. M.Y.C., Huijser, H. 2017. Problem based Learning into the Future: Imagining an Agile PBL Ecology for Learning. Singapore: Springer. Agile problem based teaching and learning methods have been used to cultivate learning agility in students in an effort to prepare them for ambiguous and complex work contexts and help student protype solutions for complex issues such as human trafficking, informal settlements, youth unemployment and organ donation Azionya. C, Oksiutycz. A. 2019. A teaching model to promote learning agility in a university course. Available URL Learning agility in a university context is a learned ability which allows students to use feedback from previous assessments and apply their learning in other related or unrelated tasks. Agile