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Nsr 21st c learning pedagogical approaches

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.

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NSR 21st Century Learning: Pedagogical Approaches Cathie Howe Macquarie ICT Innovations Centre Professional Learning Meeting: February 1st 2013
What should learning look like?
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
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
Living and Learning in a Technology Rich World CONNECTING COMMUNICATING LEARNING COLLECTIVELY COLLABORATING PRODUCING CUSTOMISING & ADAPTING TECHNOLOGY
Learning Environments FROM compromised access to technology TO emerging technology rich environments with a blend of physical and virtual spaces
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
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/
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
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
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
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
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
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
George Siemens suggests that, when students “make their learning transparent, they become teachers.”
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
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