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21 st Century Perspectives on Teaching in Higher Ed

An overview with visuals and examples of how professionally-focused higher education can integrate newer perspectives on content, learners, and technologies.

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21 st Century Perspectives on Teaching in Higher Ed

  1. 1. Integrating 21st Century Perspectives into Your Classes Today Dr. Eileen O’Connor Empire State College January 2015 21st century learning has become a term of art within the education field itself; it embraces concepts such as interdisciplinary learning, critical thinking, global outreach, creativity and innovation, and the integration of technologies that support learning and communication.
  2. 2. Agenda Review requirements of 21st century – as stated by some Consider the content or discipline – from a “field based” perspective Embrace the student / students and integrate their perspective Review technologies to support interactions and object creation
  3. 3. Embedded assumption Principles can apply to all learning scenarios that use an e-tool for a component of the design 100% online environments Face to face instruction w/ some aspects that are online or supported via the web Blended courses
  4. 4. How are you teaching today? Where and how do you teach? What does your classroom, group, or study look like? How do you value, integrate, and “use” the multiple students in your classes? What population of students do you have? Are you getting off-the-stage and embracing the adult learner? Are you building community? How are e-technologies extending your outreach and teaching?
  5. 5. What are 21st century Perspectives? Many definitions
  6. 6. K12 schools are being asked to integrate these skills & understandings – are we doing it?
  7. 7. 21st Century Perspectives Content Practitioners Learners F2F Online Global  Integrate the world and the possibilities today – this goes beyond the static content and the learners  Who uses this content? And, how might I reach students more effectively?  Get more ready access to practice and practitioners via e-means
  8. 8. • So, how do you think about the: -- content / discipline & professional community; -- students & their experience; -- e-communication? In what ways can you integrate the disciplinary community into your teaching?
  9. 9. Why learn the content? – think beyond the textbook or research-literature or even the course-to-date Who is served? Why is this field important? What professionals are involved?
  10. 10. Create a community of inquiry  Turn the classroom into an interactive, learning community; engage & include professionals / practitioners in the field Professional community Forums & communities of practice Presentations / webinars to the class Guidance / review of work Classroom community Shared experiences / brainstorming Discussion from experience •Value prior learning
  11. 11. Students and professional interactions Legal, research, interns / students can conduct active investigations more readily today
  12. 12. Databases & info  Students can investigate, learn, infer and extrapolate from what they learn via the web  Where do most lawsuits begin? And why?
  13. 13. Students and professional interactions Working in and near the real world
  14. 14. Student can observe . . . even at a distance  Students can enter into the culture & the issues
  15. 15. Webinars are growing . . . in all fields  Find those where student can participate  Have them report back to the class
  16. 16. Students and professional interactions Merchandising, fashion, retail / brainstorming
  17. 17. Interactions are not always one way  Students can bring insights, markets, and ideas to business  Encourage ongoing and interaction conversations  Cultivate ongoing interactions w/ businesses and professionals
  18. 18. How can you grow and value the students themselves? What practices can motivate, engage, empower, and include the students more actively in their learning?
  19. 19. Create classes that are authentic, interactive & communicative environments Learning Community Design for rich interactions Use feedback loops across time and technologies Create useful synchronous communications Create ownership; engage w/ practitioners
  20. 20. Value the learners for their . . . Prior knowledge • Professional / experiential • Transferred • Needs to be integrated Transformative learning • Awake to new perspective • Engage their past Varying tech experience • Use student “variations” • Don’t underestimate adults • Instructor needs open attitude
  21. 21. The box / outside the box – if you could do anything? What encourages value and motivation in the learner? Textbook & papers Professional community Peer interactions / badging Visits / field trips / activities / conferences Required, participatory environments Personal ownership (encourage both pride & application) The REAL problems in the field
  22. 22. How can the many available e- resources extend learning into the 21st century? Now, for more focus on the available resources and tools – for interaction and for learning-object development
  23. 23. Facilitate & frame with technology- mediation & learning object creation Interactions & communications Visual / audio / video Independence, authorship and review Simulations / virtual
  24. 24. Key ways that technologies are expanding beyond just text – in content Audio • Experts presenting • Tape & share later Visual • Static / Video • Multiple intelligences Schematics • Models • Abstractions Mind Mapping • Planning & communicating • Assessment
  25. 25. Key ways that technologies are expanding beyond just text – in organization & community Asynchronous • D-boards / voice thread • Efficient – time independent Synchronous • F2F / Webinar / Virtual reality • Community & sharing Chronological • Course embedded • Emails / blog Linked / interactive • Student lounges • Facebook for class
  26. 26. Scaffolding Complex Learning: Integrating 21st Century Thinking, Emerging Technologies, and Dynamic Design and Assessment to Expand Learning and Communication Opportunities Enhanced ways of thinking about learners, learning, and communication in the 21st century across content areas coupled with technologies that can extend the outreach beyond text, time, and geography can accelerate learning and retention in higher education, professional organizations, and learning environments. However, many assumptions about time, situation, learning goals, and learner capabilities have been embedded in face-to- face and online approaches. Thus when moving to the more dynamic designs available today, instructors, educators, and communicators must also carefully scaffold the environment to integrate effectively these emerging tools and understandings. Otherwise, what could be enriched learning can become confusion and frustration. This paper outlines both ways to design and integrate content, learners, technology and communication tools, and assessment thus enabling dynamic, 21st century learning and ways to scaffold and balance instructional supports, pacing, and interaction-planning thereby providing guidance for the rich learning that is possible in integrated, technology-supported environments. Available through e- library & on request
  27. 27. Your ideas & applications ???
  28. 28. Conclusion Email to extend the conversation