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21st skills and Teaching for Tomorrow
Transcript of 21st skills and Teaching for Tomorrow
21 st century learning skills as a didactical tool
Learning in the 21st century - a shift in rethorics
Why are we talking about 21st century learning skills? Learner and teacher perspectives
Which research, texts and tools are key at UCC and why?
A closer look at specific 21st century skills and rubrics?
Critical notes on skills and rubrics
Recent initiatives around 21st century learning skills
Brief discussion (if you are still awake)
Lise Dissing Møller Zahle UCC
• P21 American initiative… http://www.p21.org/
• ATC21 Australian initiative … http://atc21s.org/
• ITL research global - close Microsoft relation http://www.itlresearch.com/
Finland, Indonesia, Brunei,
Russia, England, Senegal,
Australia and Mexico!
Intel - Cisco - Microsoft
Apple, Lego, Intel etc.
ITL research - innovative teaching and learning research
The research project was completed in 2011 - the outcome: Six skills and tools to identify and decode in educational contexts ...
Measure and identify innovation processes in educational design and learning processes ...
The core text...
Striving to get close to practice - operationalize
Keys to specific needs - getting "precise" insights
Progressive - goal-oriented practice, planning
Recursive - evaluation of own practice
New angles - NB TPACK
Recent actions 21st skills...
Creating a network: Demonstration Schools, Municipalities - Teacher Education - teachers..students - Digital Teacher Training Projects in UCC
CFU UCC is working on developing a digital tool -
to be used by the public school teacher for planning and evaluating.
- What is missing now is more actual experience - adaptation, small illustrative videos and more
Getting subject and its content to play
along with 21st skills?
How do we relate 21st to curriculum progression?
Progression in the rubrics?
Grades and the rubrics; which rubrics when (and how)?
Does our view on learning correspond with our view on learning built into the 21st skills approach to education?
Extend and span of 21st cen learning
NB P21 and Deep Learning
Videnregion/Wissenregion Syddanmark Schleswig-Holstein kick-off seminar UC Syddanmark
The task of the 21st cen learner is to move from a general curiosity to asking valid and critical questions
The 21st cen learner is in fact bottom line oriented - needs measurability
21st cen learner is a media consumer but not by definition digital native. The really talented digital producing children have a link back to an inspiration or to knowledge persons, who have helped to shape them
21st cen learner is, in his or hers digital life, preoccupied with restoring, remediating and producing content
... The shift.. education with 21st cen learning skills - from pure teaching of content - to teaching of skills and literacies to restore remediate and produce content
21st cen learning skills – The Learner
21st cen teachers should be able to draw on formal and informal learning contexts
21st cen teachers should be able to communicate and select media and technology in their teaching, to recognize when media is needed in the classroom and when it is not. This is important knowledge for the kids as well
21st cen teachers should use 21st learning skills for much more than working life - they should be used alongside or integrated with creativity, democratic education, social relationships
21st cen teachers have an important role in relation to supply students with baselines, standards, literacies so that they can participate in the surrounding community. Then the students can reflect and use knowledge constructively
21st cen teachers should not leave the formal learning related to the subject and content, but this learning should be merged with 21cen learning skills and students' out-of-school literacies
21st cen learning skills – The Teacher
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record 108 (6), 1017-1054.
Koehler, M.J., & Mishra, P. (2008). Introducing TPCK. AACTE Committee on Innovation and Technology (Ed.), The handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). American Association of Colleges of Teacher Education and Rougledge, NY, New York
Educating and training
Building/ developing skills
Do we like it?
literacy and digital literacy
Content and curriculum
Content and curriculum
Technology as an undercurrent
Our point of view
Our own practice
Our teacher students' practice
Public school practice
Real-world problem-solving and innovation
The use of ICT for learning
Skilled communication ”
Six rubrics of 21st century learning, each of them represents an important skill for students for develop:
An layered example
Our own practice - Our teacher students' practice - Public school practice
The Public School
Teacher training - student
Teacher training - teacher
Planning and evaluating 21st skills - rubric collaboration
Analyzing the work - detecting rubrics Collaboration...and more
Is 21st a valid teaching tool?
Which role do ICT play in 21st skills?
Critical reflection - what is new and "old" in 21st skills
How do 21st skills work as a tool in our teaching - students' response?
How do we balance our subjects with 21st skills (e.g. using both public school practice and teacher training practice)
Intervention - involving Danish and Arts - working with multimodal production and virtual communication
Learning design - The Next Lesson
ITL research PIL 2011-13
øgler til det 21 århundrede kompetencer
ITL research PIL 2014
KVAN 2005 nr 71
Kompetencebegrebets udviklingshistorie Mellem håndsæbe og stål
i KVAN nr 71
Kompetence - hvad, hvorfor og hvordan
Pervasive media - http://www.ubiquityjournal.net/
Program or be Programmed
2010 OR Books
Mishra, P., & Koehler, M. J. (2006).
Technological Pedagogical Content Knowledge: A new framework for teacher knowledge
. Teachers College Record 108 (6), 1017-1054.
Koehler, M.J., & Mishra, P. (2008).
Introducing TPCK. AACTE Committee on Innovation and Technology
(Ed.), The handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). American Association of Colleges of Teacher Education and Rougledge, NY, New York http://punya.educ.msu.edu/publications/koehler_mishra_08.pdf