Week 2 - 21st Century Skills

11th November

Dave ???

Reflections after last weeks session

• blogging??
• Purpose of Education
• Knowledge

Teaching 21st Century Skills

• What skills do they need?
• how does leadership create conditions for kids to thrive

collaboration and cooperation are two different things.

Karen’s Phone Photo of slide - venn diagram (Gert Biesta)

• are schools balanced (depends on level??)
• skills in time of change (key competencies should be a key focus of our teaching/learning.  How should reporting to parents change in response?)
• ‘knowledge as a noun’

What are the skills for 21st Century  

google form

Is touch typing a vital skill?

How well do our thought align with the ITL rubrics?

ITL research 21 C skills = (photo of slide)

Film Making - 3 act structure (2 hour task)

Plan the story/plot

• based on the ITL skills
• google+ is quicker to upload than the portal

3  Act Structure (photo slide)

Set up → Confrontation → Resolution

Turn it into a narrative (engaging)

step 1 - intro to characters, intro to problem

step 2 - the problem gets bigger

step - problem is sorted and everyone live happily ever after

Need to include empathy

The most important bit is the rubric at the end

The purpose of the rubrics is to help educators identify and understand the opps that learning activities give students to build 21st skills

The Assignments: Da da daaahhhhhhhh

Info on the Portal and on google+

4 assignments

DCL 1 Short video.  

Group = 2-3 people

Assignments (for the first 16 weeks) are every 4 weeks - video or written - individual or group

Starting now for DCL 1

Talk to a fellow student about how to choose your topic and how you could justify an area for improvement with a critical evaluation of supporting evidence (data).  Do you want to innovate and find a solution by yourself or collaboratively.

Share your thoughts and ideas by chatting with a larger group or using google+ or your blog?

Week 3 Mindlab-AR…

why don’t kids solve more problems if so good at AI.

Learning devices are accessible to all but need collaboration tools and time to do that.

key competencies...maths, literacy, cultural, critical thinking, creativity, character qualities.

AI can add to our time because it creates time to talk and do things we may not have time to do otherwise. Risk is though that those kids left behind will miss the boat will be the ones who are not accessing the info and keeping up to date. Etbe isolated.hics side to AI too because if people don’t help each other then people will miss out and

what is possible now..3d glasses  that have ideas and information on what to do and what is coming up

Augmented reality books could be like pages that jump up from reading.

Ingress-moving around world and fighting over real icons in different places around the town.

SAMR model

substitution-same as new tech replaces old tech

augmentation-cloud increases functionality

modified-collaborating to provide instant feedback

redefinition-sharing with class across world.

TPACK

combines 3 areas-tech, peadogodgical knowledge, content knowledge, appropriate technology.

heart of tpack is meeting students needs.

Reading: 21st Century Learning design

CollaborationAre students required to share responsibility and makesubstantive decisions with other people? Is their workinterdependent?

In traditional schooling in most countries, students do their own work and receive their own grades. This model does not prepare them well for the workplace, where they are likely to work on teams with others to accomplish tasks that are too complex for individuals to do on their own. In today’s interconnected world of business, real project work often requires collaboration across companies (e.g., a collaboration between a pharmaceutical company and a chemical engineering company to produce a new vaccine) or with people in a different part of the world. This type of working requires strong collaboration skills to work productively on a team and to integrate individual expertise and ideas into a coherent solution.

21 CLD Learning Activity Rubrics Students make substantive decisions together when they must resolve important issues that will guide their work together. Substantive decisions are decisions that shape the content, process, OR product of students’ work:

Pairs of students decide how to shape their presentation to a particular audience. This is a fundamental design decision that will affect the nature of their overall product.

Attribute to Microsoft Corporation This work is licensed under a Creative Commons Attribution 3.0 Unported License.

Content: Students must use their knowledge of an issue to make a decision that affects the academic content of their work together, such as taking a stance on atopic they will then write about, or deciding on the hypothesis they will test.

Process: Students must plan what they will do, when to do it, what tools they will use,or the roles and responsibilities of people on the team.

Product: Students must make fundamental design decisions that affect the natureand usability of their product

Above & Beyond

Video - go kart race.  One kid is good at following instructions while his neighbour dreams and observes and comes up with good ideas.  Together they can take on the world.

We can give our kids two things - roots and wings (quote)

LDC Course Notes Week 2

The key competencies element of The New Zealand Curriculum brings with it exciting possibilities for making students’ experience of learning more relevant, engaging, meaningful, and useful.

Key competencies-rich programmes will enable students to be confident, connected, actively involved learners in the present and in the future. They will encourage lifelong learners who are equipped to participate in rapidly changing local, national, and global communities.

What are the conditions that teachers and students need, so that key competencies can develop? There are leadership practice demands on these areas (culture, pedagogy, systems, partnership/networks) – what are also those exactly?

Leadership and the key competencies

Learners are most likely to develop and strengthen their capabilities for living and learning when they learn with teachers in a school whose leadership creates conditions that stimulate key competencies.

The key competencies element of The New Zealand Curriculum brings with it exciting possibilities for making students’ experience of learning more relevant, engaging, meaningful, and useful. Key competencies-rich programmes will enable students to be confident, connected, actively involved learners in the present and in the future. They will encourage lifelong learners who are equipped to participate in rapidly changing local, national, and global communities.

Giving effect to key competencies in ways that address their complexity will entail significant challenge and change. Tackling those challenges and compelling change to support key competencies is a vital role for school leadership. Effective leaders create the conditions required for key competencies in teaching and learning. They need to ensure that the culture, pedagogy, systems, partnerships, and networks in their school support key competency development. Leaders also need knowledge and skills in leading change since, for many, key competencies require, and make possible, a significant change in practice

Leadership of the key competencies requires a school culture that signals that those competencies are important and valued. Importance can be signaled through goals for teaching and learning, through the explicit and implicit values of the school, through traditions, and through the things that are celebrated by the school.

Online Form - Key Competencies in Leading - Week 2 - November 2015 Intake

Reflective Practice

On the fourth course on this programme “Applied Practice in Context” you’ll get to critically reflect upon different aspects of your practice. If you want to start that journey already you can start to blog about your learnings. Even if blogging is not assessed as part of the official assessments during these first courses, all the previous students who have started blogging have told it has been essential to their professional growth and improvement. Blogging can be a really good way for you to explore and record new ideas for your future research. If you are anyways making notes, why not share them and build your online identity at the same time?

Recommended readings for this week:

The Affordances of Blogging As a Practice to Support Ninth-Grade Science Teachers’ Identity Development as Leaders

Hanuscin, D., Cheng, Y., Rebello, C., Sinha, S., & Muslu, N. (2014). The Affordances of Blogging As a Practice to Support Ninth-Grade Science Teachers' Identity Development as Leaders. Journal Of Teacher Education, 65(3), 207-222. http://dx.doi.org/10.1177/0022487113519475

Overview: Increasingly, teacher leadership is being recognized as an essential ingredient in education reforms; however, few teachers consider themselves leaders. Becoming a leader is not just acquiring knowledge and skills for leadership, but developing a new professional identity. As teachers become leaders, however, this identity might put them at risk with dominant school culture where norms of egalitarianism, isolation, and seniority persist. Luehmann emphasizes the value in offering safe spaces in which teachers can take risks as they “try on” new identities. We utilized an online environment to support ninth-grade science teachers in the development of common perspectives, commitments, and visions for teacher leadership as they implemented a new freshman physics curriculum. Our findings illustrate the potential benefits of blogging in terms of providing identity resources and opportunities for identity work. Specifically, by participating in pedagogical transactions, social interactions, and intellectual deliberations via blogs, teachers were supported in their efforts to be leaders in their classrooms, schools, and districts.

Confronting the Challenges of Participatory Culture (recommended)

Jenkins, H. (2009). Confronting the challenges of participatory culture. Cambridge, MA: The MIT Press.

Overview: Many teens today who use the Internet are actively involved in participatory cultures—joining online communities (Facebook, message boards, game clans), producing creative work in new forms (digital sampling, modding, fan videomaking, fan fiction), working in teams to complete tasks and develop new knowledge (as in Wikipedia), and shaping the flow of media (as in blogging or podcasting). A growing body of scholarship suggests potential benefits of these activities, including opportunities for peer-to-peer learning, development of skills useful in the modern workplace, and a more empowered conception of citizenship. Some argue that young people pick up these key skills and competencies on their own by interacting with popular culture; but the problems of unequal access, lack of media transparency, and the breakdown of traditional forms of socialization and professional training suggest a role for policy and pedagogical intervention.This report aims to shift the conversation about the "digital divide" from questions about access to technology to questions about access to opportunities for involvement in participatory culture and how to provide all young people with the chance to develop the cultural competencies and social skills needed. Fostering these skills, the authors argue, requires a systemic approach to media education; schools, after school programs, and parents all have distinctive roles to play.

DCL Course Notes Week 2

Arguments for the need of 21st century skills: Why are these skills important?

The prominent need for 21st century skills is a common issue across the different frameworks. This need is mostly attributed to the changes in society, and more particularly, to the rapid development of technology and its impact on the way we live, work and learn.

Through Information and Communication Technology our society is changing from an industrial society to an information or knowledge society. While in the industrial society the main focus of education was to contribute to the development of factual and procedural knowledge, in the information or knowledge society the development of conceptual and meta-cognitive knowledge is increasingly considered important. As most frameworks argue, this change has inevitable implications for our education systems.

Some frameworks also stress the changes in economy and the labor market caused by globalization and internationalization as one of the important driving forces for the need of 21st century skills (this is particularly the case for the European Union and OECD). The need for individuals to flexibly adapt to a changing society (ATCS, P21 and European Union) as well as the need for sustainable democratic development (OECD) are mentioned by a few frameworks, whereas the latest developments on educational research about learning and learning tools are regarded as an argument for 21st century skills only by P21 and En Gauge.

Overall, economic and societal changes closely related to the recent developments in technology -and consequently in the characteristics of the jobs and the home environment-, seem to be regarded as the most important driving forces that call for 21st century skills.

Source: Discussion paper (Voogt) -http://opite.pbworks.com/w/file/fetch/61995295/White%20Paper%2021stCS_Final_ENG_def2.pdf

Film making to develop narrative, why is this a relevant skill for an educator?

The learners we have in front of us today are constantly bombarded by a wide range of stimuli that can often be distracting and/or overwhelming. A well constructed teaching resource now has the potential to go beyond a printed worksheet to engage and inspire learners. A practical skill for a teacher is now in the creation of a wide range of media artefacts to support learning inside and outside of the classroom. Filmmaking is a technique that can be effectively created on a wide range of devices from tablets and phones and free web based software like ‘WeVideo’ to digital SLR’s and paid for software. In the hands on element of this session we have the opportunity to look at either Windows Movie Maker or iMovie which are both free on Windows or Mac OS. One of the key elements of making an effective video clip is developing the story or plot, and creating an effective narrative. The 3 act structure is a good place to start and can be a good tool for developing ideas and challenging them. Editing is also an important part in the process as this can have a huge impact on the final product as we experience in the session.  

Recommended readings

Learning Core Competencies in a Virtual World - http://edf.stanford.edu/sites/default/files/Learning_core_EDF_White_Papers_Fall2012-3.pdf

Curated by Hallie Fox, Stephen Frey, Shuchi Grover, Emily Schneider, Betsy Williams, Jennifer Der Yuen

Overview

Each person has a lifeworld, in which they learn, work, interact, and live. They need certain competencies to thrive in this lifeworld. But the human lifeworld differs across time and space. Today, digital networks may be changing the lifeworld of most of the world population. How does that change which competencies are needed? How does it change how these competencies can be learned?

We frame these questions by considering the presence or absence of physical co-presence in learning environments. We find that there are advantages and limitations to each when it comes to promoting cognitive, interpersonal, and intrapersonal competencies, which are each needed for deep learning. With physical co-presence, the promotion of these competencies depends on the teacher, curriculum design, and the social setting. In digital environments, there can be more control over the setting and the types of activities, so competencies may be easier to design for. In both cases, explicitly acknowledging the competencies as a desired outcome of the learning environment is a key step towards seeing them realized.

The world is increasingly networked. The lifeworld is increasingly characterized by digital co- presence. With these shifts in mind, new manifestations of existing competencies are needed— we call these networked competencies. Interpersonal abilities like clear communication and collaboration take on new meaning; cognitive competencies like information literacy and knowledge synthesis become more vital; and intrapersonal competencies like self-motivation, focus, and mindfulness come to the fore. We are extremely optimistic about the potential for deep learning in digital environments, but caution the designers of these environments that such outcomes do not “come for free” just because technology has been added to the mix. Instead, designers of all learning environments must take account of the affordances of their resources and design with the core competencies—cognitive, interpersonal, and intrapersonal—in mind.