6 Channels Of 21st Century Learning 6 Channels Of 21st Century Learning This post has been updated from a 2013 post by Terry Heick At TeachThought, we constantly wrestle with two big questions: How do people learn, and how can they do it better in a constantly evolving context? In pursuit, the theme of “21st century learning” often surfaces, a popular label that, while perhaps cliche, still seems to be necessary as we iterate learning models, fold in digital media resources, and incorporate constantly changing technology to an already chaotic event (i.e., learning). This has produced our 9 Characteristics of 21st Century Learning, a kind of overview we created in 2009, and our Inside-Out School model that is meant to be a kind of bridge between current school design and what’s possible moving forward. Learning Channels Above is a kind of “2.0” of the “9 Characteristics of 21st century Learning” that is framed around the idea of “learning channels.” In this model, you’ll notice 6 distinct channels. 1. 2. 3. 4. 5. 6.
Overcoming Objections to eLearning by Judy Unrein “In each case, if the method you’re trying to bring to the organization is suitable for the need, there will be a reason it’s suitable: there will be payoffs in terms of efficiency, effectiveness, scalability, consistency, or some combination of these.” Did you know that eLearning is around 50 years old? Yes, you read that right. Teaching is one of the first uses that organizations found for computers: researchers at Stanford University experimented with using computers to teach children math and science back in the early 1960s. Overcoming objections is an important part of making any eLearning initiative successful, and luckily, eLearning’s long history gives us plenty of knowledge of how to make our case. Objection: eLearning is too expensive It’s true that eLearning development projects can cost a lot of time and money. Organizations often adopt eLearning when they are looking to decrease training costs. Objection: eLearning isn’t as effective as instructor-led training
What is 21st Century Education Revised August 2008. Your Assignment, Should You Choose to Accept It . . . Like Alice, many educators, policy makers and even the general public respond resoundingly with "That's impossible!" when challenged to adopt a new paradigm of education for the 21st century. Most people today adhere to a paradigm of education that is strictly 19th century. But, like the Queen, a growing number of educators are believing in and accomplishing "the impossible". Web 2.0 and new Social Communities Dr. What is 21st century curriculum? What does all this mean for how we design and build schools? 1. References Kellner, Douglas; New Media and New Literacies: Reconstructing Education for the New Millennium Grant, Jodi, Director of the After School Alliance; Fourteen Million Kids, Unsupervised McLeod, Scott, Dangerously Irrelevant Time, Learning and Afterschool Task Force, A New Day for Learning Belasco, James A., Teaching the Elephant to Dance, 1991 Wesch, Michael, Ph.
Has Education arrived in the 21st Century yet? This interesting table, comparing 20th and 21st Century learning, was conceived by William Rankin, a well credentialed doctor of Education from ACU, Texas. This graphic, which I found on Educational Technology and Mobile Learning, was originally published on iThinkEd in 2007, where you can read Rankin’s full thoughts that led to his creation of this table. What’s fascinating for me is the fact this was written 7 years ago. It doesn’t date the message. It challenges us as educators to reflect on how far we have actually progressed. I started hearing the talk about 21st Century Learning back in the 90s and here we are in 2013 and, looking at this chart from Rankin, we have to ask ourselves; for all the talk and planning, have we really moved out of the 20th Century and embraced what this nebulous concept of 21st Century is really about? Of course, revolutions aren’t meant to be easy. What does it look like at your school? Now I’d be kidding myself if I could achieve all that I ask here.
Taking OER beyond the OER Community; my responses in the online discussions Taking OER beyond the OER Community is a joint initiative of UNESCO and Commonwealth of Learning (COL). I am posting here my responses in the series of online discussions conducted as part of the above initiative. The responses in this blog are related to the queries on the following two themes:- (1) Policy and capacity & (2) What works, what does not and under what conditions?. Discussions on the third theme Copyright and the development and re-use of OERs will commence from tomorrow (15/11/2010) (See the forum at Theme: Policy and capacity: Definitely Neil is right in his analysis of the economic changes taking place in the education content market and, in fact, I would say, it is a desired change also. When knowledge repositories are not open, so called reinventing the wheel will happen at the cost of invaluable natural recourses. Theme: "What works, what does not and under what conditions?" In the application of such laws
"Модернизация экономики невозможна без модернизации системы образования" Мысль правильная. Но фраза в заголовке принадлежит не мне. С неё начинается заметка "О модернизации образования" в блоге "На пути к обществу знаний". Автор - Валерий Цепкало, директор белорусского Парка высоких технологий. Статья содержит рассуждения, конструктивные предложения и выводы, касающиеся современного образования и его роли в развитии экономики. Впрочем, вы сами прямо сейчас сможете сделать свои выводы, когда прочитаете полный текст статьи. Надо сказать, что оригинальная статья содержит комментарии. Валерий Цепкало О модернизации образования Модернизация экономики невозможна без модернизации системы образования. Совершенно очевидно, что развитие экономики обеспечивают, прежде всего, инженерно-технические и естественно-научные специальности. В Финляндии, занимающей в международных рейтингах по индексу «инновационности» первое место, ежегодно на 1000 человек населения выпускается 17,4 инженеров, в Швеции – 17, в Сингапуре – 16,8. 1. 2. Действительно. 3. 4. 5. 6.
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Universities Refine Mobile Online Learning Strategy By Tanya Roscorla, Converge As students demand more mobile services, universities shape and align their mobile strategies. Along the way, they hurdle obstacles, consider mobile apps and websites, and provide students with personalized information. The University of Wisconsin-Madison has developed a Web presence, a portal and mobile apps for the iPhone and Android platforms. And the university may consider a mobile-optimized website.
Are MOOCs the Future of Online Learning? by Arienne McCracken, Mind/Shift In education, we often hear arguments in favor of smaller class sizes. These arguments contend that students learn better when there are fewer of them in a class, because each one gets more individualized attention from the instructor. So it may seem counter-intuitive to support classes that can swell to several thousand participants. How can students learn in these sorts of settings? Best Practices in the Next Generation of eLearning By Dean Hawkinson I recently listened in on a webinar presented by David Mallon, with Bersin & Associates, called 10 Best Practices in the Next Generation of eLearning. He began by challenging us to think about what makes our learning organizations relevant in today’s environment, and he stated five types of learning that organizations typically use. He polled the audience to see which ones organizations typically use to deliver training, and the percentages were as follows: Self-Paced (70%) Virtual Classrooms (52%) Video Based (43%) Sims/Games (17%) Digital Content Libraries (30%) I found this breakdown very interesting, but it did not surprise me that the majority use Self-Paced and Virtual Classrooms, with the lowest percentage using Sims/Games. Think Big Picture - Shift your mindset from thinking of a single training “event” to a learning environment that is much bigger than a single event. Be There - Take the learning to the learner.