21st Century Learning Flashcards
What is not knowledge construction?
Reproducing information
What skills are often associated with knowledge construction?
Critical thinking
Activities that require knowledge construction ask learners to do what?
Interpret
Analyse
Synthesise
Interpret
Evaluate
Drawing inferences beyond the literal meaning
Interpretation
Identifying parts of a whole and their relationships to each other
Analyses
Identifying the relationships between two or more ideas
Synthesis
Judging the importance, quality or credibility of data, ideas or events
Evaluation
What does ‘apply their knwoledge’ mean in knowledge construction?
Use knowledge that has been constructed to support another task in another context
What does interdisciplinary learning activities have?
Learning goals
L1 of KC
Not KC
L2 of KC
KC required
KC not main requirement
L3 of KC
KC main requirement
KC not applied to different contexts
L4 KC
KC main requirement
Applied to different contexts
No learning goals
L5 KC
KC main requirement
Applied to different contexts
Interdisciplinary
Learners work together when the activity requires them to work in pairs or groups to:
Discuss an issue
Solve a problem
Create a product
when they work in pairs or groups to develop a common product, design, or response; learners must collectively own the work and be mutually responsible for its outcome.
Shared responsibility
when they must resolve important issues that will guide their work together; decisions are decisions that shape the content, process, OR product of learners’ work.
Substantive decisions
What three things must learners make substantive decisions on?
Content
Process
Product
when all learners must participate in order for the team to succeed; work is divided fairly: one or two learners may do all the work for the team; require the participation of all learners.
Interdependent work
A presentation each learner shares in developing and presenting
Interdependent product development
Decision that required information distributed across all learners
Interdependent decision
LV1 collaboration
Not pair or group work
L2 collaborarion
Pair/group work
No shared responsibility
L3 collaboration
Pair/group work
Shared responsibility
No substantive decisions
L4 collaboration
Pair/group work
Shared responsibility
substantive decisions
Not interdependent
L5 collaboration
Pair/group work
Shared responsibility
Substantive decisions
Interdependent
Problem solving involves a task with a…
Defined challenge
Problems solving happens when learners must:
- develop a soluton to a new problem
- complete a task not instructed how
- design a complex product that meets a set of requirements
What is NOT problem solving activities
Learners given all the information
Learners given the procedure
Problem solving tasks require learners to:
- investigate
- find alternatives
- explore
- design
- test
RWP are experienced by…
real people
RWP have solutions for…
specific, plausible audience
RWP have…
specific, explicit contexts
Putting learners ideas or solutions into practice in the real world
Innovation
Innovation benefits…
people other than the student
L1 RWPS&I
LA main requirement not PS
L2 RWPS&I
PS LA main requirement
Not a RWP
L3 RWPS&I
PS LA main requirement
RWP
No innovation
L4 RWPS&I
PS LA main requirement
RWP
Innovation
a learning activity is considered ‘long-term’ if?
learners work on it for a substantive period of time (i.e. time to plan the process of their work over multiple drafts)
What is the basic prerequesite for learners’ opporunity for SR?
length of time i.e. long-term LA
What is to be learned in a LA
learning goals
The factors that will be considered to determine the learning goal has been met
Success criteria
Name the second prerequisite for learners opportunity for self-regulation?
Understanding that learning goals and success criteria is needed early in the LA
In SR, what might a student plan in terms of their own work?
Deciding:
- how
- who
- where
In SR, what needs to happen before a student submits their work?
have the opportunity to revise their work based on feedback
Where may feedback come from?
- educator
- peers
What is required for effective feedback?
- specific strengths, weakneses and next steps
- increase awareness of progress along a path
- leads to reflection and planning of next steps
L1 SR
LA not long-term
No learning goals
No success criteria
L2 SR
LA long-term
Learning gials and success criteria
No opportunity to plan work
L3 SR
LA long-term
Learning gials and success criteria
Opportunity to plan work
No opportunity to revise based on feedback
L4 SR
LA long-term
Learning gials and success criteria
Opportunity to plan work
Opportunity to revise based on feedback
learner use of ICT happens when…
learners use ICT directly
It is considered ICT use if:
- learners are required to use ICT
or - can use ICT to compelte the activity
What is required for 21stCLD use of ICT?
Use ICT to support KC
When does ICT support KC?
- learners use ICT directly for KC part of LA e.g. analyse information
- learners use ICT to indirectly support KC to complete one step of the LA and using information form that step in teh KC LA
KC support by ICT must be about…
- learning goals
Learners are designers of ICT products when:
They create ICT products that others can use e.g. a podcast availa ble on the internet
When learners act as designers, ICT is supporting RWP&I therefore learners must have what in mind?
Authentic audience
L1 ICT
No oportunity for use if ICT in LA
L2 ICT
learnes use ICT to practice basic skills or reproduce info
L3 ICT
Learners use ICT to support KC
Could construct the same knowledge without ICT
L4 ICT
learners use ICT to support KC
ICT required for KC
learners do not create ICT product for authentic user
L5 ICT
learners use ICT to support KC
ICT required for KC
learners create ICT product for authentic user
when learners must produce communication that represents a set of connected ideas, not a single simple thought
Extended communication
When communication includes more than one type od communication mode or tool used to communicate a coherent message
Multi-modal communication
What does skilled comunication require?
- supporting evidence
- design communication for a particular audience
What is a thesis in skilled communication?
claim, hypothesis or conclusion
What is not skilled communication?
Communicating to a general audience on the internet
L1 skilled comms
learners not required to produce extended of multi-modal comms
L2 skilled comms
learners required to produce extended or mm comms
No supporting evidence
L3 skilled comms
Extended or mm comms
supporting evidence
OR
required to design comms for particular audience
BUT not both
L4 skilled comms
extended or mm comms
supoorting evidence
design comms for particular audience
What the 6 21CLDs?
- KC
- Collaboration
- SR
- RWP&I
- use of ICT
- skilled comms
KC big ideas
- Interpretation, analyses, synthesis, evaluation
- application
- interdisciplinary
Collaboration big ideas
- discuss, solve, create together
- shared responsibility
- substantive decisions
- interdependent work
RWP&I big idease
- problem solving
- RWP
- Innovation
SR big ideas
- long-term activity
- planning own work
- opportunity for revision based on feedback
Use of ICT big ideas
- learner us of ICT
- use of ICT to support KC
- diesgners of ICT products
Skilled comms big ideas
- Extended comms
- Multi-modal comms
- supporting evidence
- comms designed for particular audience
