This document discusses a student assignment for a course on web-based and electronic learning (KPT 6044). The assignment is a self-assessment reading and reflection task (referring to a text). The student's name is Noor Suziana Ismail and the course professor is Prof. Madya Dato' Dr. Abdul Latif bin Haji Gapor.

1. PEMBELAJARAN BERASASKAN WEB
DAN ELEKTRONIK
(KPT 6044)
TUGASAN 4
PEMBACAAN DAN PENILAIAN KENDIRI (MERUJUK TEKS)
PENSYARAH:
PROF. MADYA DATO’ DR. ABDUL LATIF BIN HAJI GAPOR
NAMA PELAJAR:
NOOR SUZIANA ISMAIL
M20122001290

2. 1. What is the key components of the framework for 21st century learning?
The Partnership for 21st Century Skills has developed a vision for student success
in the new global economy.
2 1 st Century Student Outcomes
To help practitioners integrate skills into the teaching of core academic subjects, the
Partnership has developed a unified, collective vision for learning known as the
Framework for 21st Century Learning. This Framework describes the skills, knowledge
and expertise students must master to succeed in work and life; it is a blend of content
knowledge, specific skills, expertise and literacy’s.
Every 21st century skills
implementation requires the development of core academic subject knowledge and
understanding among all students. Those who can think critically and communicate
effectively must build on a base of core academic subject knowledge. Within the context

3. of core knowledge instruction, students must also learn the essential skills for success in
today’s world, such as critical thinking, problem solving, communication and
collaboration. When a school or district builds on this foundation, combining the entire
Framework with the necessary support systems—standards, assessments, curriculum and
instruction, professional development and learning environments—students are more
engaged in the learning processed graduate better prepared to thrive in today’s global
economy.
Core Subjects and 21st Century Themes
Mastery of core subjects and 21st century themes is essential to student success. Core
subjects include English, reading or language arts, world languages, arts, mathematics,
economics, science, geography, history, government and civics. In addition, schools must
promote an understanding of academic content at much higher levels by weaving 21st
century interdisciplinary themes into core subjects:
• Global Awareness
• Financial, Economic, Business and Entrepreneurial Literacy
• Civic Literacy
• Health Literacy
• Environmental Literacy
Learning and Innovation Skills
Learning and innovation skills are what separate students who are prepared for
increasingly complex life and work environments in today’s world and those who are not.

4. They include:
• Creativity and Innovation
• Critical Thinking and Problem Solving
• Communication and Collaboration
Information, Media and Technology Skills
Today, we live in a technology and media-driven environment, marked by access to an
abundance of information, rapid changes in technology tools and the ability to collaborate
and make individual contributions on an unprecedented scale. Effective citizens and
workers must be able to exhibit a range of functional and critical thinking skills, such as:
• Information Literacy
• Media Literacy
• ICT (Information, Communications and Technology) Literacy
Life and Career Skills
Today’s life and work environments require far more than thinking skills and content
knowledge. The ability to navigate the complex life and work environments in the
globally competitive information age requires students to pay rigorous attention to
developing adequate life and career skills, such as:
• Flexibility and Adaptability
• Initiative and Self-Direction
• Social and Cross-Cultural Skills
• Productivity and Accountability

5. • Leadership and Responsibility
2 1 s t Century Support Systems
Developing a comprehensive framework for 21st century learning requires more than
identifying specific skills, content knowledge, expertise and literacies. An innovative
support system must be created to help students master the multi-dimensional abilities
that will be required of them. The Partnership has identified five critical support systems
to ensure student mastery of 21st century skills:
• 21st Century Standards
• Assessments of 21st Century Skills
• 21st Century Curriculum and Instruction
• 21st Century Professional Development
• 21st Century Learning Environments

6. 2. What is the six basic categories of media and the key features of each?
The six basic categories of media are:i. Text
•
The most commonly used medium, is composed of alphanumeric characters that
computer screen and so on.
ii. People
•
People are critical to learning.
•
Students learn from teachers, others students and adults.
iii. Manipulatives (objects)
•
This is another form of media uses in teaching and learning process although
often not considered as the media. Real objects and models are examples of threedimensioned manipulative used to stimulate students learning process.
iv. Audio
•
Commonly used in learning,
•
Includes anything you can hear.
•
Examples:- a person voice, music, mechanical sound ( running car engine), noise
•
It may be live or recorded
v. Video
•
Video is a visual as well as audio audio medium that shows motion and can be
stored on DVDs, in streamed videos from the internet, as computer animation.
vi. Visuals

7. •
Regularly used in learning and include diagrams on a computer screen, drawing
on a whiteboard, photographs, graphics in book, cartoons
3. What are the primary features of the eight types of literacy needed by today’s students?
The primary features of the eight types of literacy needed by today’s students are:i.
General literacy
•
Teacher need an understanding of general literacy, or the ability of a student to
comprehend or decode information and to use, transform, and create new
information. As you follow the ASSURE model to develop lesson plans, always
include opportunities for students to build general literacy knowledge and skills.
ii.
Text literacy
•
If current growth patterns continue, the “digital universe” of information is
predicted to double in size every 18 months (Farmer,2009). Students will need
text literacy skill to use text-based resources as a means to gather, interpret and
communicate information.
iii.
Computer literacy
•
Encompasses the knowledge and skills teachers need to select and use technology
to enhance learning opportunities for their students. This includes knowing how to
operate system
and how to recognize and find to hardware and software
problems.
iv.
Distance learning literacy
•
Distance learning literacy comprises three main components that are applicable
when teachers and students are separated by time or distance: designing and

8. facilitating learning experiences, modeling and promoting learning and
responsibility, and engaging in lifelong learning.
v.
Cyberlearning literacy
•
Cyberlearning involves the use of a variety of technology tools to connect
students with people and resources beyond the boundaries of a normal classroom
setting. To maximize their learning in this environment, students need
cyberlearning literacy, or the knowledge and skills to be successful in the use of
these tools.
vi.
Visual literacy
•
Textbooks, workbooks, digital media, newspapers, books and magazines are filled
with visual images. In order for students to learn for visual media included in your
instruction, they will need visual literacy skill, or the learned ability to interpret
and create visual messages accurately.
vii.
Audio literacy
•
Audio has always been an important aspect for teaching, and lecturing or verbally
presenting information to students is still a key role of teachers. Students need
audio literacy skills to understand the role of hearing and listening in learning. In
addition, as technology becomes increasingly influential in classroom, they must
also have the skills to create audio.
viii.
Video literacy
•
With its increasing accessibility in digital format such as DVD and downloadable
files, video is being integrated into teaching and learning activities with greater

9. frequency. To learn effectively from video, students will need video literacy skills
to understand and evaluate video messages and to create video that appropriately
achieves the intended outcomes.

10. frequency. To learn effectively from video, students will need video literacy skills
to understand and evaluate video messages and to create video that appropriately
achieves the intended outcomes.