1. The document discusses pedagogical approaches for 21st century learning, including student-centered, inquiry-based, project-based, and challenge-based learning. It emphasizes skills like collaboration, critical thinking, and real-world application of knowledge.
2. New learning environments are emerging that blend physical and virtual spaces, and students will need fluencies in areas like digital literacy, visual literacy, and collaboration to succeed.
3. Teachers are being urged to rethink concepts like access, transparency, ownership and how they can leverage new technologies to enable new forms of possible learning rather than just improving existing practices.
Presentation by Brian Stecher of RAND on the assessment of 21st century skills. Given at the January 2013 Global Cities Education Network Symposium in Seattle, WA.
Guest lecture given at the Communications University of China, Higher Education Research Institute. On the request of the audience an introduction on Belgian culture was added.
Introduction to Project Based Global LearningHonor Moorman
Internationalize your classroom this year with projects that engage students in meaningful, real-world work to address globally significant issues. Infuse your curriculum with global project-based learning experiences that empower students and help them develop the global competence they need for success in an increasingly interconnected world. Learn how to implement student-driven learning pedagogies and utilize e-technologies to build authentic, humanizing connections between students and the world.
Building a Hybrid Learning Environment - Augmenting the Classroom with Conver...Atul Pant
How can teachers create a hybrid learning environment to augment their classroom teaching with online conversation and collaboration. This presentation, which I made at Allahabad University in Oct 2012, looks at the reasons why a hybrid approach is much needed and gives an overview of mostly free tools that can be used to create such a learning experience.
Beyond the page digital storytelling through gamesCathie Howe
Telling stories through games. Engaging students in digital story telling through designing computer games, transmedia stories and alternate reality games.
New technologies for higher education, Management Workshop “ICT in higher education” in the framework of a VLIR-IUC program from the University of Cuenca, Ecuador, 17/03/10
Similar to Nsr 21st c learning pedagogical approaches (20)
We live in a data driven world. Our ability to generate and store data is increasing exponentially but, with data comes the need to analyse it and communicate it. Data stories such as infographics can bring facts to life, and is a way to simplify and help make sense and order out of a disparate collection of facts. Learn simple strategies to engage all students in authentic, integrated, inquiry learning which blends computational methods with digital graphics to visualise data in meaningful, interesting and more dynamic ways. See how you can engage your students in building effective stories from the hidden insights locked within the data they are exploring.
Weaving story world web presentation march 2015Cathie Howe
Henry Jenkins, a media scholar who is at the forefront of exploring participatory media, describes transmedia as the systematic unfolding of elements of a story world across multiply media platforms, with each platform making a unique and original contribution to the experience as a whole.
Harry Pence, in Teaching with Transmedia, writes that transmedia enhances a central story idea with a variety of components that provide additional information.
If this is the nature of transmedia storytelling, in what ways might it be used within educational settings for literacy learning?
What opportunities might it offer for teachers and their students?
Using Game Design & Virtual Worlds for Creation of Interesting & Engaging Lea...Cathie Howe
Presentation on the successes and challenges use of game design and virtual worlds by Macquarie ICT Innovations Centre in an school setting to engage students in learning.
3. How To Vote How To Vote
via Texting via Twitter
61429883481 Tweet @poll 446211
and your message
446211
Learning should
look like …
1. Standard texting rates only
TIPS 2. We have no access to your phone number
3. Capitalization doesn’t matter, but spaces and spelling do
4.
5. What could learning look like?
• Student centred
• Independence valued • abstractness
• Agile • complexity (inter
• open & accepting relationships)
• complex (rich variety of • variety
resources, media, ideas, • study of people
methods, tasks) Learning • study of methods of
inquiry
• Physical/virtual
Environ- Content
ment What students
Where learn
students learn
Product Process • higher levels of thinking
• real problems • creative /critical
• real audiences Thinking /divergent thinking
Result of
processes used
• real deadlines learning • open-endedness
to learn
• transformations (rather • group interaction
than regurgitation) • variable pacing
• Appropriate evaluation • variety of learning
• debriefing
• freedom of choice
Maker Model
6. Living and Learning in a
Technology Rich World
CONNECTING
COMMUNICATING
LEARNING COLLECTIVELY
COLLABORATING
PRODUCING
CUSTOMISING &
ADAPTING TECHNOLOGY
7. Learning Environments
FROM
compromised access to technology
TO
emerging technology rich environments
with a blend of physical and virtual spaces
8. Pedagogical Approach: Inquiry Learning
can take many forms…
concepts learned
development of
in context
students’ critical
and creative
thinking skills
student-centred
teacher-guided learning
supports autonomous learning
9. 21st Century Fluencies
The ability to unconsciously and
intuitively interpret information in Ability to think creatively and solve
all forms and formats in order to problems in real time
extract the essential knowledge,
authenticate it, and perceive its
meaning and significance.
Process by which artistic
proficiency adds meaning
through design, art and
storytelling.
The ability to look analytically at The unconscious ability to work
any communication to interpret the cooperatively with virtual and real
real message, and evaluate the partners in an online environment to
efficacy of the chosen medium. solve problems and create original
Secondly, to create original products.
communications by aligning the
message and audience though the
most appropriate and effective
medium. http://fluency21.com/
10. 7 Key Aspects
Students seek to explore their own questions
Provide students with meaningful opportunities to share
Student work is shared with more than just teachers and peers
Collaboration with peers and teachers within local and global communities
Students lead learners in our class, our school and in our world
School is a learning sandbox
Connected learning in both physical and digital spaces
The 7 Ways images are from iStockphoto except for: ‘Voice’ - Neon Mic by fensterbme on flickr, and ‘Play’ by David Truss
11. Project Based Learning
creates the need to know
authentic learning activities
begins with a driving question - key to arousing curiosity
engages and empowers students
work autonomously (usually in groups)
construct their own learning
culminates in realistic, student created products
12. Challenged Based Learning
collaborative learning
guided knowledge construction
propose solutions to real problems
take action
reflect on learning and the impact of actions
publish solutions to a worldwide audience
focus on learning process rather than product
13. Design Based Learning
real world contexts
multiple contexts
scaffolded challenges and open-ended design tasks
rich, varied feedback
discussion and collaboration
experimentation and exploration
both the process of learning and its outcomes or products are valued
14. Flipped Classroom
videos instead of direct instruction
increased interaction
autonomous learning
teacher is "guide on the side” not "sage
on the stage"
a blending of direct instruction with
constructivist learning
content is curated
15. The future…
If people don’t really learn how to learn and
how to engage, and how to be flexible and
adaptive, how to find communities and have
ideas about things that they want to do now,
we’re just really in trouble.
Professor Katie Salen
16. George Siemens suggests that, when students
“make their learning transparent, they
become teachers.”
17. As teachers we are beginning
to be urged to:
Rethink access
Rethink transparency
Rethink openess
Rethink ownership
Understanding Virtual Pedagogies For Contemporary Teaching & Learning
AN IDEAS LAB WHITEPAPER
18. We are at the very beginning of what these new
technologies will enable.
Perhaps the question we should be asking
ourselves is not how technology can improve
what we are currently doing…
BUT
what is now possible?
Understanding Virtual Pedagogies For Contemporary Teaching & Learning
AN IDEAS LAB WHITEPAPER