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Search Results: 1 - 10 of 17984 matches for " 21st century learning "
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Global Collaboration in Teacher Education: A Case Study  [PDF]
Greg Neal, Terry Mullins, Anita Reynolds, Mark Angle
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.49078
Abstract:

Effective online collaboration is a valuable instructional approach appropriate for 21st century teaching and learning. This paper describes a case that involves two higher education student cohorts from the United States and Australia engaged in a global collaboration to promote an authentic teaching and learning experience. The collaboration aims to involve students in sharing, reflecting and synthesizing new knowledge to make a comparative analysis between education systems from the two countries. The global collaboration is matched against an Assessment and Teaching of 21st Century Skills framework to comprehend and justify this approach as part of a teacher education course. This case advocates the value of having future teachers using online resources in a global context as a way to effectively integrate new content with various technology resources to develop new learning and new relationships beyond their own culture.

Educating for the Future: A Structured Course to Train Teachers for the 21st Century  [PDF]
Eyal Weissblueth, Yonit Nissim, Shimon Amar
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.511103
Abstract: The current study relates to the construction of a course entitled “Educating for the Future” (EFTF) to equip student-teachers with high order thinking skills. The course included several stages, programs, mini projects and learning environments adapted for a “technology-assisted pedagogy” based on Intel methodology. Student-teachers learned to combine new teaching methods with information technologies while stimulating interest, thinking and creativity in their students. 454 student-teachers completed the course. Evaluation after one year showed a necessity to switch to using also other pedagogical methodologies. Second year evaluation showed that students demonstrated required behaviors and skills during their “student teaching” experience and that they change their attitudes towards adopting 21st century skills.
Digital Storytelling for 21st-Century Skills in Virtual Learning Environments  [PDF]
Hannele Niemi, Vilhelmiina Harju, Marianna Vivitsou, Kirsi Viitanen, Jari Multisilta, Anne Kuokkanen
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.59078
Abstract:

This article finds that the new virtual learning environments comprise more spaces and practices in which digital resources, tools, and applications are used. The article introduces how digital storytelling can create virtual learning environments when it is used for learning 21st-century skills and competencies needed in students’ future working life. The study describes how students (n = 319) in three countries and their teachers (n = 28) value digital storytelling and what they think students have learned. Their experiences are analyzed using a theoretical conceptualization of the global sharing pedagogy that sets categories of processes or tools as mediators: 1) learner-driven knowledge and skills creation, 2) collaboration, 3) networking, and 4) digital literacy. Analyses have been quantitative and qualitative. The article describes students’ experiences when they created their digital stories and how they engaged in learning. The major findings are that students enjoyed creating their stories, and they were very engaged in their work. They learned many 21st-century skills when creating their digital stories.

AHEAD OF THE GAME: ADOPTING 21ST CENTURY LEARNING APPROACHES SUPPORTED BY VIDEO-BASED WEB CONFERENCING TECHNOLOGY IN A ROMANIAN PROFESSIONAL TRAINING MILITARY CONTEXT
Paula CHARBONNEAU-GOWDY
Journal of Defense Resources Management , 2012,
Abstract: Recent major political uprisings are indicating the extent to which social learning Web 2.0 technologies, can infl uence change in informal learning settings. Recognition and a discussion of the potential of that infl uence in formal learning settings have only just begun. This article describes a study of an international distance learning project in 2004, using a variety of Web 2.0 technologies, including video-based web conferencing, that sought to initiate and respond to this urgent need for dialogue in the research. Self-selected participants took part in a 5-week English as a foreign language (EFL) program, a joint NATO sponsored Canadian and Romanian Ministry of Defense-supported initiative. Clear evidence of linguistic knowledge construction and of important changes to participants’ learner identities, indicates the power of these technologies to support the kind of learning that can lead to the development of global citizens and the skills they will increasingly require in the 21st century.
Time, Space, and Culture: Diversifying and Globalizing “Minds”
Levitt, Roberta,Piro, Joseph M.
Journal of Curriculum and Instruction , 2012,
Abstract: Trend data from multiple sources increasingly point to major demographic shifts in population classifications for the United States. In light of this development, this article presents a rationale for the introduction of education globalization, which is globally-focused learning, in American education that addresses the needs of an increasingly diverse student population. This article argues for change in how content and delivery of core curriculum and instruction in American schools must accommodate more flexible learning environments that incorporate not only demographic change but also political, linguistic, technological, and economic shifts driving an increasingly diverse society. As a framework, we suggest introducing Gardner’s (2008) Five Minds for the Future as a curriculum organizer. In addition, the conceptual development, complexities, and challenges of globalizing American curriculum tied to diversity and how these connect to contemporary teacher practices are discussed.
Curriculum of EFL Teacher Education and Indonesian Qualification Framework: A Blip of the Future Direction
Susilo
DINAMIKA ILMU , 2015, DOI: http://dx.doi.org/10.21093/di.v15i1.98
Abstract: Indonesian Qualification Framework (IQF) is a description of qualification levels for all Indonesian learning outcomes or certificate statements in Indonesian schooling from year 9 to higher education. The IQF holds a legal endorsement in the form of Presidential Decree no. 8/2012. This IQF will specify equivalencies between Indonesian and foreign qualifications, thus improving Indonesia’s international competitiveness and making the country more open to global trade. As a consequence, the structures of curriculum in all Indonesian educations should base on this document. Defined as the expanding circle countries in Kachru’s concentric circles, Indonesia needs English language teacher education with appropriate structures of curriculum relevant to the global world and 21st century learning. This article intends to describe the IQF, the 21st Century learning, and the upcoming structure of the EL Teacher education Curriculum in Indonesia. More specifically, this article aims at analyzing: 1) how Indonesian Teachers should develop their curriculum according to the IQF descriptors; 2) how macro-social factors in SLA such as global and national status of L2, boundaries and identities, or institutional forces and constraints should be considered in the development of the curriculum structures of English language teacher education; and 3) how the 21st century trends should be blended in the curriculum.
21世纪核心素养教育的课程、教学与评价
刘晟,魏锐,周平艳,师曼,王郢,刘坚,陈有义,刘霞
- , 2016, DOI: 10.16382/j.cnki.1000-5560.2016.03.005
Abstract: 摘要 为应对全球化、知识时代与科技发展等挑战,各国或地区结合自身经济、社会和教育发展需求,从不同角度提出了面向21世纪的核心素养。这些素养需通过多层次的复杂教育系统最终落实到实践中。由于核心素养提出的时间并不长,全球总体上很多地区尚处于框架制订和论证阶段,还缺少广泛的、系统的教育实践;其实践效果在学生身上得以体现也尚需一段时日,因此对核心素养教育的实践成效展开述评为时尚早。但通过各个国家、地区或国际组织官方文件和相关研究报告中展现出的实例,可以从课程、教学和评价这三方面,呈现目前已有的21世纪素养教育的推进方式与途径。
Abstract: To meet the challenges of globalization, knowledge age, and scientific and technological development, various frameworks of 21st Century Competencies have been constructed by different countries or regions. Fostering 21st Century Competencies is a sophisticated process which can only be achieved through multilayered education systems. Examples in official documents or research reports from various countries and regions could illustrate the ideas and understanding about how 21st Century Competencies could be incorporated into current educational systems. The examples show that curriculum, teaching and learning and assessment, as three interconnected elements in education, should target these competencies. First, the framework of 21stCentury Competencies should be integrated into every stage of K12 disciplinary curriculum. Meanwhile, some interdisciplinary themes should also be embedded into the current curricula to help cultivate students’ competencies through experiential learning in the real world. Three interdisciplinary themes are typical of this kind. The first one concerns international, domestic or local events or affairs, which could engage students in learning. The second theme—STEM (Science, Technology, Engineering and Mathematics) has already been universally accepted as interdisciplinary. In addition, the theme of entrepreneurship and innovation is getting more attention and become an interdisciplinary theme as well. These changes in curricula for 21st Century Competencies need to be supported by proper teaching resources. Second, competencybased education calls for reform in teaching and learning strategies. The studentcentered approach could motivate students, satisfy their various needs and promote the development of related competencies. Problem or ProjectBased Learning (PBLs) can help teachers shift from teachercenteredness to studentcenteredness. Third, besides changes in curriculum and strategies of teaching and learning, assessment reform is imperative to monitor and guide the implementation of competencybased education. Formative assessment can provide timely and complete record and feedback to students so as to promote their further learning. Meanwhile, national, regional or school examinations should be geared towards competencies. In addition,
Core competencies for pharmaceutical physicians and drug development scientists
Honorio Silva,Peter Stonier,Fritz Buhler,Jean-Paul Deslypere,Domenico Criscuolo,Joao Massud,Johanna Schenk,Sandor Kerpel-Fronius,Norbert Clemens,Dominique Dubois
Frontiers in Pharmacology , 2013, DOI: 10.3389/fphar.2013.00105
Abstract: Professional groups, such as IFAPP (International Federation of Pharmaceutical Physicians and Pharmaceutical Medicine), are expected to produce the defined core competencies to orient the discipline and the academic programs for the development of future competent professionals and to advance the profession. On the other hand, PharmaTrain, an Innovative Medicines Initiative project, has become the largest public-private partnership in biomedicine in the European Continent and aims to provide postgraduate courses that are designed to meet the needs of professionals working in medicines development. A working group was formed within IFAPP including representatives from PharmaTrain, academic institutions and national member associations, with special interest and experience on Quality Improvement through education. The objectives were: to define a set of core competencies for pharmaceutical physicians and drug development scientists, to be summarized in a Statement of Competence and to benchmark and align these identified core competencies with the Learning Outcomes (LO) of the PharmaTrain Base Course. The objectives were successfully achieved. Seven domains and 60 core competencies were identified and aligned accordingly. The effective implementation of training programs using the competencies or the PharmaTrain LO anywhere in the world may transform the drug development process to an efficient and integrated process for better and safer medicines. The PharmaTrain Base Course might provide the cognitive framework to achieve the desired Statement of Competence for Pharmaceutical Physicians and Drug Development Scientists worldwide.
Reconceptualizing Technology Integration to Meetg the Necessity of Transformation
Dede, Chris
Journal of Curriculum and Instruction , 2011,
Abstract: Our society can no longer afford a labor-intensive model of education that uses expensive human resources inefficiently; this is a permanent sea change that has already happened in many other service sectors of our economy. To meet this challenge, we must reconceptualize technology integration not as automating conventional classroom processes – or even as innovating within the structure of industrial era schools – but instead as bridging to ways of teaching/learning so different that integration is no longer an accurate description. The U.S. Department of Education’s 2010 National Educational Technology Plan presents an affordable, transformational vision for 21st century education, infusing technology into every aspect of learning in school and out. In classrooms, Digital Teaching Platforms (DTP) seem a promising, scalable approach for attaining personalized instruction with large class sizes. Researchers in learning technologies should develop design-based innovations that support various aspects of the Plan and are practical at scale.
KEPEMIMPINAN BERVISI MENGHADAPI LINGKUNGAN BISNIS YANG TIDAK PASTI
Tuty Lindawati
Jurnal Manajemen dan Kewirausahaan , 2001,
Abstract: The future business environment is full of uncertainty. This is caused by the increase in the level of uncertainty and ineffectiveness of the company's strategic plan. In relation to this, the key to effective leadership in coming days is leadership that has a vision for the future. The vision itself is needed as the basis for change in a better direction, so that it can guide the company in the midst of the uncertain and changing business environment. Abstract in Bahasa Indonesia : Lingkungan bisnis masa depan adalah lingkungan yang penuh ketidakpastian. Hal ini menyebabkan tingkat ketidakpastian dan ketidakefektifan rencana strategis perusahaan meningkat. Dalam kaitan ini kunci kepemimpinan mendatang adalah kepemimpinan bervisi ke depan. Visi itu sendiri diperlukan sebagai pemicu perubahan ke arah yang lebih baik, sehingga dapat mengendalikan perusahaan di tengah-tengah gejolak lingkungan bisnis yang tidak pasti. Kata kunci: visi, kepemimpinan, abad 21.
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