21st Century Learning Design (21CLD)

Question 1

Knowledge Construction:

What are the four key concepts of “critical thinking” in knowledge construction?

Answer 1

• Interpretation
• Analysis
• Synthesis
• Evaluation

Question 2

Knowledge Construction:

Define Interpretation

Answer 2

Interpretationmeans drawing inferences beyond the literal meaning.

For example, learners might read a description of a historical period and infer why people who lived then behaved the way they did.

Question 3

Knowledge Construction:

Define Analysis

Answer 3

Analysis means identifying the parts of a whole and their relationships to each other.

For example, learners might investigate local environmental factors to determine which are most likely to affect migrating birds.

Question 4

Knowledge Construction:

Define Synthesis

Answer 4

Synthesis means identifying the relationships between two or more ideas.

For example, learners might be required to compare and contrast perspectives from multiple sources.

Question 5

Knowledge Construction:

Define Evaluation

Answer 5

Evaluation means judging the quality, credibility, or importance of data, ideas, or events.

For example, learners might read different accounts of a historical event and determine which ones they find most credible.

Question 6

What is the requirements to code an activity as:

Knowledge Construction, Code 1

Answer 6

The activity does not requires knowledge construction.

The learning activity does not require learners to construct knowledge. Learners can complete the activity by reproducing information or by using familiar procedures.

Question 7

What is the requirements to code an activity as:

Knowledge Construction, Code 2

Answer 7

The activity must requires knowledge construction.

(But knowledge construction is not the main requirement)

The learning activity does require learners to construct knowledge by interpreting, analyzing, synthesizing, or evaluating information or ideas. But, the activity’s main requirement is not knowledge construction.

Question 8

What is the requirements to code an activity as:

Knowledge Construction, Code 3

Answer 8

The main requirement of the activity must be knowledge construction.

The learning activity’s main requirement is knowledge construction, but the learning activity does not require learners to apply their knowledge in a new context.

Question 9

What is the requirements to code an activity as:

Knowledge Construction, Code 4

Answer 9

Learners must apply their knowledge in a new context.

The learning activity’s main requirement is knowledge construction, and the learning activity does require learners to apply their knowledge in a new context. But, the learning activity does not have learning goals in more than one subject.

Question 10

What is the requirements to code an activity as:

Knowledge Construction, Code 5

Answer 10

The learning activity must be interdisciplinary.

The learning activity’s main requirement is knowledge building, and the learning activity does require learners to apply their knowledge in a new context. And, the knowledge building is interdisciplinary. The activity does have learning goals in more than one subject.

Question 11

Collaboration:

What are substantive decisions?

Answer 11

Substantive decisions are decisions that shape the content, process, or product of learners’ work.

• Content: Learners 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 a topic they will then write about, or deciding on the hypothesis they will test.
• Process: Learners 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: Learners must make fundamental design decisions that affect the nature and usability of their product.

Question 12

Collaboration:

How can you tell if learners have shared responsibility?

Answer 12

When they work in pairs or groups to develop a common product, design, or response.

If the group work involves young people or adults from outside the classroom, this qualifies as shared responsibility ONLY if the learners and the outside participants are mutually responsible for the outcome of the work.

Question 13

What is the requirements to code an activity as:

Collaboration, Code 1

Answer 13

Learners are not required to work together in pairs or groups.

Question 14

What is the requirements to code an activity as:

Collaboration, Code 2

Answer 14

Learners are required to work together in pairs or groups.

Learners do work together, but they do not have shared responsibility.

Question 15

What is the requirements to code an activity as:

Collaboration, Code 3

Answer 15

Learners have shared responsibility.

Learners do have shared responsibility, but they are not required to make substantive decisions together.

Question 16

What is the requirements to code an activity as:

Collaboration, Code 4

Answer 16

Learners make substantive decisionss together.

Learners do have shared responsibility, and they do make substantive decisions together about the content, process, or product of their work. But, their work is not interdependent.

Question 17

What is the requirements to code an activity as:

Collaboration, Code 5

Answer 17

Learners’ work is interdependent.

Learners do have shared responsibility, and they do make substantive decisions together about the content, process, or product of their work. And, their work is interdependent.

Question 18

Real-World Problem Solving and Innovation:

What do problem-solving tasks require learners to do?

Answer 18

• Investigate the parameters of the problem to guide their approach.
• Generate ideas and alternatives.
• Devise their own approach, or explore several possible procedures that might be appropriate to the situation
• Design a coherent solution.
• Test the solution and iterate on improvements to satisfy the requirements of the problem.

To count for this rubric, problem-solving must be the learning activity’smain requirement.

Question 19

Real-World Problem Solving and Innovation:

What are real-world problems?

Answer 19

• Areexperienced by real people.
• Have solutions for aspecific, plausible audienceother than the educator as grader.
• Havespecific, explicit contexts.
• If learners are using data to solve a problem, theyuse actual data.

Question 20

Real-World Problem Solving and Innovation:

What is innovation in learning?

Answer 20

Innovationrequiresputting learners’ ideas or solutions into practice in the real world. Innovation alsobenefits people other than the student; it has value beyond meeting the requirements of a classroom exercise.

Question 21

What is the requirements to code an activity as:

Real-World Problem Solving and Innovation, Code 1

Answer 21

Main requirement is not problem solving.

The learning activity’s main requirement IS NOT problem-solving. Learners use a previously learned answer or procedure for most of the work.

Question 22

What is the requirements to code an activity as:

Real-World Problem Solving and Innovation, Code 2

Answer 22

Main requirement is problem solving.

The learning activity’s main requirement IS problem-solving. BUT the problem IS NOT a real-world problem.

Question 23

What is the requirements to code an activity as:

Real-World Problem Solving and Innovation, Code 3

Answer 23

Learners are working on a real-world problem.

The learning activity’s main requirement IS problem-solving AND the problem IS a real-world problem BUT learners DO NOT innovate. They are NOT required to implement their ideas in the real world, or to communicate their ideas to someone outside their academic context who can implement them.

Question 24

What is the requirements to code an activity as:

Real-World Problem Solving and Innovation, Code 4

Answer 24

The activity requires innovation.

The learning activity’s main requirement IS problem-solving AND the problem IS a real-world AND learners DO innovate. They ARE required to implement their ideas in the real world, or to communicate their ideas to someone outside the academic context who can implement them.

Question 25

Self-Regulation:

What do learning goals define?

Answer 25

Learning goalsdefine what is to be learned in this activity and how these goals fit with prior and future learning.

Question 26

Self-Regulation:

Define success criteria

Answer 26

Success criteriaare the factors that will be considered to determine whether the learning goals have been met: the evidence of learner progress and success in this learning activity.

Question 27

Self-Regulation:

What are the four decisions learners must make when planning their work?

When learnersplan their own work, they make decisions about the schedule and steps they will follow to accomplish the task.

Answer 27

• Deciding how: Learners break down a complex task into simpler sub-tasks, or choose the tools they will use.
• Deciding when: Learners create a schedule for their work and setting interim deadlines.
• Deciding who: A group of learners determines how to divide work among themselves.
• Deciding where: Learners decide what pieces of the work will be done inside or outside of the school building or the school day.

Question 28

What is the requirements to code an activity as:

Self-Regulation, Code 1

Answer 28

The learning activity is NOT long-term, OR learners do NOT have both learning goals and associated success criteria in advance of completing their work.

Question 29

What is the requirements to code an activity as:

Self-Regulation, Code 2

Answer 29

The learning activity is long-term AND learners have learning goals and success criteria in advance.

The learning activity IS long-term AND learners DO have learning goals and associated success criteria in advance of completing their work BUT learners DO NOT have the opportunity to plan their work.

Question 30

What is the requirements to code an activity as:

Self-Regulation, Code 3

Answer 30

Learner plans their own work.

The learning activity IS long-term AND learners DO have learning goals and associated success criteria in advance of completing their work AND learners DO have the opportunity to plan their own work BUT learners do NOT have the opportunity to revise their work based on feedback.

Question 31

What is the requirements to code an activity as:

Self-Regulation, Code 4

Answer 31

Learners have the opportunity to revise work based on feedback.

The learning activity IS long-term AND learners DO have learning goals and associated success criteria in advance of completing their work AND learners DO have the opportunity to plan their own work AND learners DO have the opportunity to revise their work based on feedback.

Question 32

Use of ICT for Learning:

A teacher is using computer simulation to show learners about a topic, is this use of ICT for learning?

Answer 32

No. This rubric looks at theopportunitieslearners have to use ICT. It is considered ICT use only if the learnersare requiredto use ICT orcan use ICTto complete an activity.

This rubric focuses only on how the learning activity requires learners to use ICT in their learning.

Question 33

Use of ICT for Learning:

When can ICT support knowledge construction?

Answer 33

ICT supports knowledge constructionwhen:
* Learners use ICT directly for the knowledge-construction part of a learning activity. For example, learners use a computer to analyze scientific information.
* Learners use ICT to indirectly support knowledge construction, by using ICT to complete one step of an activity, and then using information from that step in the knowledge-construction part of the activity. For example, learners might search for terms related to current events on Twitter and then analyze people’s responses offline. The information they found on Twitter supported their analysis, so we say that ICT use supported knowledge construction.

Question 34

Use of ICT for Learning:

When are learners designers of ICT products?

Answer 34

When theycreate ICT products that others can use.

For example, if learners record a podcast and make it available on the internet, they are creating an ICT product others could use. The product lasts beyond the learning activity and can be used or enjoyed by an outside audience.

Question 35

What is the requirements to code an activity as:

Use of ICT for Learning, Code 1

Answer 35

Learners do not have the opportunity to use ICT for this learning activity.

Question 36

What is the requirements to code an activity as:

Use of ICT for Learning, Code 2

Answer 36

Learners have the opportunity to use ICT for this learning activity.

Learners use ICT to learn or practice basic skills or reproduce information. They are not constructing knowledge.

Question 37

What is the requirements to code an activity as:

Use of ICT for Learning, Code 3

Answer 37

ICT supports learners’ knowledge construction.

Learners use ICT to support knowledge construction BUT they could construct the same knowledge without using ICT.

Question 38

What is the requirements to code an activity as:

Use of ICT for Learning, Code 4

Answer 38

ICT is required for constructing this knowledge.

Learners use ICT to support knowledge construction AND the ICT is required for constructing this knowledge BUT learners do NOT create an ICT product for authentic users.

Question 39

What is the requirements to code an activity as:

Use of ICT for Learning, Code 5

Answer 39

Learners are designers of an ICT product.

Learners use ICT to support knowledge construction AND the ICT is required for constructing this knowledge AND learners do create an ICT product for authentic users.

Question 40

Skilled Communication:

When is extended communication required?

Answer 40

Extended communicationis required when learners must produce communication that represents a set of connected ideas, not a single simple thought.

Question 41

Skilled Communication:

When is communicationmulti-modal?

Answer 41

Communication ismulti-modalwhen it includes more than one type of communication mode or tool used to communicate a coherent message.

For example, learners might create a presentation that integrates video and text, or embed a photograph into a blog post. The communication is considered multi-modal only if the elements work together to produce a stronger message than any one element alone.

Question 42

Skilled Communication:

When do communication requires supporting evidence?

Answer 42

Communicationrequires supporting evidencewhen learners must explain their ideas or support their thesis with facts or examples.

Question 43

Skilled Communication:

When are learners required todesign their communication for a particular audience?

Answer 43

Learners are required todesign their communication for a particular audiencewhen they must ensure that their communication is appropriate to the specific readers, listeners, viewers, or others with whom they are communicating.

It is not sufficient for learners to be communicating to a general audience on the internet. They must have in mind a specific group with specific needs in order to shape their communication appropriately.

Question 44

What is the requirements to code an activity as:

Skilled Communication, Code 1

Answer 44

Learners are NOT required to produce extended or multi-modal communication.

Question 45

Skilled Communication, Code 2

Answer 45

Produce extended communication or multi-modal communication.

Learners ARE required to produce extended communication or multi-modal communication BUT they are NOT required to provide supporting evidence OR design their work for a particular audience.

Question 46

Skilled Communication, Code 3

Answer 46

Communication must require extended or multi-modal and only one (but not both) of the following for Code 3
* Provide supporting evidence
* Design for a particular audience

Study the attached image for decision tree of Code 3

Skilled Communication, Code 3

Learners ARE required to produce extended communication or multi-modal communication AND they ARE required to provide supporting evidence: they must explain their ideas or support a thesis with facts or examples.

OR

They ARE required to design their communication for a particular audience
BUT not both.

Question 47

Skilled Communication, Code 4

Answer 47

Learners are required to meet all of the following in communication for Code 4
* Extended or multi-modal
* Provide supporting evidence
* Design for a particular audience

Learners ARE required to produce extended communication or multi-modal communication AND they ARE required to provide supporting evidence AND they ARE required to design their communication for a particular audience.