background preloader

The case for 21st-century learning

The case for 21st-century learning
Andreas Schleicher, OECD Education Directorate Anyone wondering why knowledge and skills are important to the future of our economies should consider two facts. First, jobs: employment rates are higher among people with more education than among those with less. This has continued to be the case during the crisis. Also, in those OECD countries where college education has expanded most over recent decades, learning differentials for college graduates have continued to rise compared with school leavers, for instance. This is a good, concrete argument for skilling up. For most of the last century, the widespread belief among policymakers was that you had to get the basics right in education before you could turn to broader skills. Those that hold on to this view should not be surprised if students lose interest or drop out of schools because they cannot relate what is going on in school to their real lives. The knowledge world is no longer divided between specialists and generalists. Related:  jcgonzalez81

Lev Vygotsky Lev Semyonovich Vygotsky (Russian: Лев Семёнович Вы́готский or Выго́тский, born Лев Симхович Выгодский Lev Simkhovich Vygodsky, November 17 [O.S. November 5] 1896 – June 11, 1934) was a Soviet psychologist, the founder of a theory of human cultural and bio-social development commonly referred to as cultural-historical psychology, and leader of the Vygotsky Circle. Vygotsky's main work was in developmental psychology, and he proposed a theory of the development of higher cognitive functions in children that saw reasoning as emerging through practical activity in a social environment. During the earlier period of his career he argued that the development of reasoning was mediated by signs and symbols, and therefore contingent on cultural practices and language as well as on universal cognitive processes. During his lifetime Vygotsky's theories were controversial within the Soviet Union. Biography[edit] Scientific legacy[edit] "Instrumental" period (1920s)[edit] Thought and Language[edit]

21 Characteristics of 21st Century Learners Whether you are a teacher, a parent, an aunt or an uncle, it is important to know that today’s students are wildly different in some ways, from past generations. 21st Century learners… Want to have a say in their education. They’ll respond better when their voices are heard.Often have higher levels of digital literacy than their parents or teachers. They don’t know a world without computers.Expect transparency in their parents, teachers and mentors. They’ll see right through you. Like this post? If you are interested in booking me (Sarah Eaton) for a presentation, keynote or workshop (either live or via webinar) contact me at sarahelaineeaton (at) Like this: Like Loading...

Chapter Three: Practicing Web Wisdom: Mindfully Incorporating Digital Literacies into the Classroom Chapter Three Practicing Web Wisdom: Mindfully Incorporating Digital Literacies into the Classroom Patrick Thomas Morgan Ascending the Mountain, Acadia National Park (Patrick Thomas Morgan, 2010) “Digital literacies can leverage the Web’s architecture of participation, just as the spread of reading skills amplified collective intelligence five centuries ago. —— Howard Rheingold, Net Smart: How to Thrive Online “Aloha!” It was quite fitting to interview Rheingold underneath his plum tree because this is where he conversed with digital specialists—such as MIT Media Lab Director Joi Ito and 1990s Microsoft Virtual Worlds Group Director Linda Stone—to write the very book we were discussing with him: Net Smart: How to Thrive Online (which, not surprisingly, he wrote under his plum tree). “Every two days,” writes Rheingold, “humans produce as much information as we did from the era of cave paintings up to 2003” (98-99). Digital Literacies Digital Literacies Meet the Classroom: The First Day

Cuevana 2 | La Nueva Cuevana An Australian curriculum to promote 21st century learning | Summer 2010 Summer 2010 A national curriculum: looking forward Peter Hill offers leadership during a time of significant change in the learning landscape for Australian education. In this article, he outlines the development, conceptualisation and structure, use and accessibility, and support for an Australian curriculum in preparation. Over the next few years, teachers and school leaders will be engrossed in realising a significant milestone in our nation’s educational history—the development and implementation of a world-class Australian curriculum that will prepare young people for life in the 21st century. Curriculum is always complicated and stirs the passions. What is curriculum? So the first point to make is that the Australian curriculum is by no means the whole curriculum. And what about 21st century learning? It does not always imply new learning, but learning that is relevant to life and ongoing learning in the 21st century. All of this will be possible with the click or two of a button.

Chapter One: How a Class Becomes a Community: Theory, Method, Examples Chapter One: How a Class Becomes a Community: Theory, Method, Examples Cathy N. Why Does a Class Need Community Rules? What is a course? What is the purpose of the institutions and structures of learning that support and are supported by higher education? Since so much learning takes place in virtual and distributed spaces, it is even more important to ask serious questions about the classroom as a space, the course as a bounded, temporal set of arrangements, the efficacy and importance of face-to-face communication, and the process by which a group of people with a shared purpose can be transformed into a community. What Reading Inspired Our Thinking about the Community Rules of Our Class? To inspire our discussion about the assumptions embedded in the “classroom” as an entity (and perhaps even as embodying an implicit ideology) we began with Yochai Benkler’s influential work “Coase’s Penguin, or, Linux and the Nature of the Firm” (2002). We did not begin with a blank slate. Some History

Crear en Windows 8 una red ad hoc para conectarse a internet con Wi-Fi Como usar una computadora o Laptop con internet como un AP (punto de acceso) o HotSpot, para compartir la conexión con el teléfono celular o tableta mediante una red inalámbrica Wifi local. Usar el comando NETSH para crear e iniciar una red virtual hospedada. Muchos no tenemos acceso a una red Wi-Fi en nuestro hogar, trabajo o estudio para conectar el celular o tableta, pero contamos con una conexión a internet por cable en una PC o Laptop. Conocer si el adaptador inalámbrico permite crear una red ad hoc El primer paso es saber si la tarjeta o adaptador inalámbrico de nuestro equipo admite una "red hospedada". Adicionalmente se muestran otros datos útiles como son los modos de Wi-Fi admitidos y el tipo de autentificación y cifrado en el modo de infraestructura y ad-hoc. En caso de no tener éxito es necesario actualizar el controlador del adaptador. Crear una red ad hoc o red virtual hospedada Sin cerrar la ventana de la consola introduce el siguiente comando y presiona Enter.

Vision of learners in the 21st Century Vision Statement May 1996 Submitted to the Training, Research and Evaluation Sub-committee and Executive Committee of the SchoolNet Advisory Board of SchoolNet Français Your comments are most welcomed. May 1996 Modern communication and information technologies are having an increasing impact on learning - how we learn, where we learn, when we learn, what we learn, what learning resources we have, and why we learn. It is important that our learning systems are guided by a vision of learners and of the communities to which the learners belong and which they are helping to create. To open a discussion of these questions, SchoolNet held a workshop on April 19-21, 1996 at the CIBC Leadership Centre in King City, Ontario. The purpose of this Vision Statement is to help SchoolNet build a vision of learners in the 21st Century and the kinds of learning systems needed to support learners and their communities. Characteristics of the Learning Community Characteristics of the Learners The Goal. The Aim.