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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. Their pay did not decrease, unlike that of low-skilled workers. 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.

http://www.oecd.org/general/thecasefor21st-centurylearning.htm

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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.

Skills beyond school Definition and Selection of Competencies website The importance of knowledge, skills, and competencies to individuals and society is widely accepted among policymakers in OECD countries. At least at the discourse level, a well-educated, knowledgeable, highly qualified citizenry is seen as playing an eminent role in facing the challenges of the present and the future. To date, the major impetus in OECD countries for efforts in the area of key competencies has come from the business sector and from employers. From a purely economic viewpoint, competencies of individuals are seen as important because they contribute to: boosting productivity and market competitiveness;minimizing unemployment through developing an adaptive and qualified labor force; andcreating an environment for innovation in a world dominated by global competition.

The DIY Guide to Converting Existing Content into an eLearning Course Although instructor-led or classroom training still remains as one of the most common ways to train employees, the opportunity to implement eLearning to is a more cost-effective and convenient option. Those new to creating eLearning courses will find this post useful in answering their questions and providing them with a checklist of things to consider during the process of converting existing content, which goes far beyond simply transferring content to an online format. Step One: Analyzing Content The first stage involves deciding what information would be most relevant to the course, which is best achieved through a content audit.

Professional Development : 21st Century Learning Design "21st century skills aren't just another thing to teach; they are essential skills that every learner should have as they leave our schools." Robyn Hrivnatz Teacher Lamar Consolidated ISD Katy, Texas - United States “The more you use the 21CLD rubrics as an educator, the more enriching your learning activities become.” Thomas Gaffey Teacher School of the Future Philadelphia, PA - United States Students around the world need advanced skills to succeed in the globalized, knowledge based world of today. 21st Century Learning Design, or 21CLD, professional development helps teachers redesign their existing lessons and learning activities to build students’ 21st century skills.

AJET 23(2) Gosper et al (2007) - selecting ICT based solutions for quality learning and sustainable practice Maree Gosper, Karen Woo, Helen Muir, Christine Dudley and Kayo NakazawaMacquarie University This paper reports on a project involving software selection in the context of a curriculum redesign of a university level Japanese language program. The project aimed to improve learning outcomes, increase flexibility in student access, and increase flexibility in approaches to teaching and learning, through the use of a variety of software packages and digital resources.

TwinSpaces - Home The main aim of this project is to explore pupils’ potential and discover their talents. Helping children to discover what they are good at promotes healthy self-esteem and is essential to their future success. The children need to try many things before they gravitate toward a set of skills that involve their own abilities, therefore we will create opportunities for kids to explore different objects, activities and people. After a short introductory phase we will announce a competition. Our pupils will form international teams with members from all the partners, and work cooperatively with a vested interest in each other’s learning as well as their own. The teams will play games, carry out tasks, share their discoveries and champion each other, celebrate each other’s successes, and learn to work together regardless of ethnic backgrounds.

"Students' technology preferences" by Negin Mirriahi and Dennis Alonzo Abstract This study built on previous research in 2010 to determine changes to students’ current use of and expectations for future integration of technologies in their learning experience. The findings reveal a continued trend of conservative technology use amongst students but with a growing demand for more integration of technologies for assessment and administrative purposes, podcasts or lecture recordings in flexible and blended course designs.

TwinSpaces - Pek, the Traveller Flea, is an eTwinning project (which is part of Comenius, the EU program for school learning). The final result is a comic made among several European schools, published in all their languages, in PDF, web and paper. In edition #3 take part teachers and students from:

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