Technology systems for the learner-centred paradigm of

Learning
The concept that we make sense of knowledge and experience in our own
unique way is at the heart of learner-centred education. We individually
perceive, feel, and think about things differently since we are all unique in our
nature (a combination of DNA) and nurture (experiences).

Why is a learner-centred training paradigm important?

There are two fundamental reasons for this, one personal and the other societal
(Reigeluth & Karnopp, 2013). On a personal level, because individuals learn at
varying speeds, time-based advancement drives slower learners to skip some
content and jump to the next block of content.
They are introduced to new content before they have mastered the previous
material, resulting in learning gaps.
That makes it harder for them to learn associated content in the future, thereby
dooming them to failure.
It also slows down speedier learners, since they need to wait to access the next
block of learning content as per the predetermined schedule, squandering their
abilities.
On a societal level, we've progressed from the Industrial to the Information
Ages (Toffler, 1970, 1980, 1990). Manual labour is losing way to knowledge
work as the most common kind of employment, necessitating the focussed
skilling of our workforce and students. In a "flat" world, only learner-centred
education can address this need, which will help our economic competitiveness
(Friedman, 2005)
Designing interactive learning environments has traditionally relied on
behavioristic models. This work, on the other hand, provides a pedagogical
paradigm based on social constructionism and phenomenology, which we
believe is more appropriate when, for example, information seeking and the use
of the World Wide Web (WWWW) become natural components of the learning
environment. Learners are viewed as knowledge workers in this approach
because they are constantly changing their conceptions and ideas through
working with data, information, and knowledge. The most significant aspect of
perceiving learners as knowledge workers is that they modify their
understanding through working with material and doing so with the aid of
cognitive tools. I believe that having tools to support children in their learning
environment is a must.
Tools for constructing, processing, and observing information, data, and
knowledge are used in their learning processes. Tools to develop and sustain
focus, handle information overload, and bridge gaps in the classroom are all
vital in this new type of learning setting.