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21st Century Learning Design.pptx

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21st Century Learning Design.pptx

  1. 1. 21st Century Learning Design Making Learning Relevant BY: MISS LEIGH-ANNE WELLINGTON
  2. 2. Session Outcomes: Definition of 21st Century Learning Design What are the 21st century learning skills Understanding the components of 21st century learning design Role of teacher and student with 21st century learning design 21st century in South Africa context 21st century learning spaces
  3. 3. What is 21st Century Learning Design?
  4. 4. There has been a significant shift over the last century from manufacturing to emphasizing information and knowledge services. Knowledge itself is growing ever more specialized and expanding exponentially (Langworthy, 2013). From this the 21st century learning design was created. It is a program created to promote a more diverse classroom environment, aimed to encourage and enhance a student's development of critical thinking and problem-solving skills. Encouragements of 21st century learning design:  Teachers as collaborative designers of new learning experiences.  Students as collaborative creators of knowledge- based products.  Acts as a bridge between theory and practice of 21st century skills.  Rubrics as framework for learning design.  Rubrics as lens for analysis of students work. (Langworthy, 2013)
  5. 5. 21st Century Learning Skills 3 Main Categories 4 C’s IMT FLIPS
  6. 6. Learning Skills • 4’Cs Find solutions to problems Working with others Talking to others Thinking outside the box
  7. 7. Literacy Skills Information Literacy: understanding facts, figures, statistics, and data. Technology Literacy: understanding the machines that make the information age possible. Media Literacy: understanding the methods and outlets in which information is published. IMT
  8. 8. Life Skills Flexibility: Deviating from plans when needed. Leadership: Motivating a group to achieve a common goal. Productivity: Being able to maintain efficiency in an age of distractions. Initiative: Starting tasks, projects, and plans on one’s own and completing it. Social skills: Meeting and networking with people that have mutual interest.
  9. 9. 21 CLD Dimensions Collaboration Knowledge construction ICT for learning Self-regulation Good communication skills Real-world problem-solving and innovation (Cleaves, 2013)
  10. 10. Role of Teacher & Student in 21 CLD Dimensions TEACHER • Teachers job to encourage collaborative work and using ICTs in classroom. • Teachers should encourage knowledge construction so that learners can become critical thinkers. • Encourage learners to develop and become self- regulated learners through discipline and control over learning. • Encourage use of ICTs on a regular biases or wherever possible. • Encourage and enhance skilled communication. STUDENT • Learners should use software like google groups/classroom, zoom, presentations and different social medias to facilitate collaboration. • Learners should complete tasks which encourage, real-life problem-solving, research, and application. • Complete most tasks without supervision and set goals. • Learners will be able to enjoy learning much more and be able to learn in an effective way. • Good communication skills will build a learners’ confidence to communicate their ideas and thoughts in an understandable and effective way. Ideas taken from: (Chidi, 2016)
  11. 11. This or That
  12. 12. Learning Spaces A learning space should be able to motivate learners and promote learning as an activity, support collaborative as well as formal practice, provide a personalized and inclusive environment, and be flexible in the face of changing needs (Marmot, 2006). The part technology plays in achieving these aims is the focus of this guide. For this to be achievable a learning environment must consider these factors: Flexible: accommodate both current and future pedagogies. Future-proofed: ensure that the space can be re- located and reconfigured. Bold and Creative: invent new ways of using technologies and pedagogies in an energized and inspirational way. Thus, to encourage learners and tutors Supportive: develop the potential of all learners. Enterprising: to make each space cable of supporting different aspects. (Marmot, 2006)
  13. 13. Achievable in South African context • Conceptual framework based on historical and cultural activities. • Change the way we teach to end the cycle of subpar education and empower people to create significantly more long-lasting means of subsistence. • An authentic learning process is one that is co-managed, mediated, and that begins with inquiry before going on to problem-solving and eventually design. • Better communication. Learning is a social process that involves acting, thinking, listening, speaking, reading, and writing as well as a lot of interaction. • Another crucial element of learning is removing socioeconomic pressures including the cost of learning materials, transportation, and food security. (Graphic: John McCann/M&G) (Naughton, 2020)
  14. 14. Reference List • Chidi, M. (2016). 21st century learning design. Slideshare.net. https://www.slideshare.net/MercyChidi/21st-century-learning-design-65229255 • Cleaves, P. (2013). 21st Century Learning Design. Slideshare.net. https://www.slideshare.net/piphowell/21st-century-learning-design • Langworthy, M. (2013). 21 st CENTURY LEARNING DESIGN Learning that matters. https://www.internationalpublishers.org/images/press- releases/EducationalPublishing/m_langworthy.pdf • Marmot, A. (2006). 21st Century Learning Space Design. In ResearchGate. ResearchGate. https://doi.org/10.13140/RG.2.2.22776.24321 • Naughton, P. (2020, November 22). A template for 21st century education. The Mail & Guardian. https://mg.co.za/education/2020-11-22-a- template-for-21st-century-education/ • Stanley, J. (2007). Educating Students in the 21st Century. https://wvde.state.wv.us/titlei/documents/21stCenturyLearning- frameworkspresentation.ppt

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