Successfully reported this slideshow.
Your SlideShare is downloading. ×

21 st Century Perspectives on Teaching in Higher Ed


Check these out next

1 of 29 Ad

More Related Content

Slideshows for you (20)

Viewers also liked (20)


Similar to 21 st Century Perspectives on Teaching in Higher Ed (20)

More from Eileen O'Connor (20)


Recently uploaded (20)

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

Editor's Notes

  • (bio at end)
    Brief description of webinar: 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. This webinar will be conducted as an interactive session where ideas for expanding student learning and engagement through the use of these perspectives will be put forward using a conceptual framework complete with illustrations and examples. Participants will be encouraged to bring forth possible application of or concerns about these approaches in their own fields. The webinar is designed to prompt more expansive thinking about course design and implementation for all mentors whether they work with their students in face-to-face, blended or online approaches and could bring forward helpful strategies as a new semester begins.

    Brief Bio: Dr. Eileen O’Connor came to academia in 1990 with a prior background in chemistry and engineering (having worked in government and industry) and in technology (spending the 1980’s at IBM). She pursued a doctorate in science education and instructional technology weaving these two areas in her teaching. Since 2004, she has served as a mentor at ESC working within area that have included general education, science education, and emerging technologies.

  • Understanding who is in the audience and how they are working today?
  • As you can see, organizations of academics and industry are assembling standards and expectations that go across “classic” definitions of course content.
  • Often you start by thinking of the course from a larger perspective.
  • Challenge yourself to remember the larger universe that the content, or knowledge, or applications serve. How can you reach out to these other professionals? Would having a team of social workers talk to your students help? Would going to the stock market or simulating a court room enhance your instruction? Tech means can make it easier to find and share the work of field practitioners.
  • Where will you find these professionals? Can students join online forums or go to workshops and events (take video and images to prove their presence)? Can students contribute insights and innovations to companies – can they be a test market or tutors and helpers?
  • Students can be involved in legal reviews, in supporting research, in serving as investigators. Today, it is easier to learn when
  • Have students drill down into topics – find and research legal topics that are gaining public interest for example
  • Student interns and support – and you can learn this online too
  • Have students study the issues and concerns that emerge ; what topics come up – what can you sense are the “real issues” within the culture
  • Students can help generate ideas and
  • You want to get the students participating in the creation of the resources and interactions / work on ways for empowerment. Develop productive peer reviews. Consider badging as a way to encourage participation. As you plan for the learning community within your class, design for interactions among students and among professionals associated with the area – many forums and practitioner communities are now available online.
  • Remember, especially with adults, you can bring in their prior knowledge and experience – in the field or a related field or a life experience.
  • There are many ways to engage students beyond the textbook and papers
  • Technologies can help in many ways to enrich the experience – whether you simply use these in f2f classes or bring them
  • Review and give examples – solicit more examples