Developing 21st Century Learning and Teaching Skills

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    13-Aug-2015

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  1. 1. Liz Pape, Online Education Consultant Chana German, Lookstein Virtual Jewish Academy
  2. 2. 21st century skills: what and why? How online supports 21st century skills development Features of quality online courses Q & A
  3. 3. Effective communication and interpersonal skills in a global community Inventive thinking skills (creativity, problem solving, critical thinking) Collaboration, productivity and team-building skills Digital age literacy skills (technological, cultural, global awareness) All in Internet time www.21stcenturyskills.org: Learning for the 21st Century A report and Mile Guide for 21st Century Skills by Partnership for 21st Century Skills Critical thinkers and problem solvers who can communicate, collaborate and have a global awareness
  4. 4. Critical thinking and problem solving Creativity and innovation Collaboration, teamwork and leadership Cross-cultural understanding Communications and media fluency Computing and information communication technology (ICT) fluency Career and learning self-reliance
  5. 5. Cohort-based Community of learners Co-creators of content Communicators Collaborators Contributors 2000-2012 by The VHS Collaborative. All rights reserved.
  6. 6. Group Discussions, Sense of Community Group Projects & Assignments Blogs & Wikis, Open Source Resources Peer Reviews 2000-2012 by The VHS Collaborative. All rights reserved.
  7. 7. Formal Learning Spaces Informal Learning Spaces Mass Learning Competitive Restricted & Constructed Instruction Content Personalized Learning Collaborative Creative & Extended Personal Author & Innovator Knowledge & Understanding
  8. 8. Preparing students for the 21st Century requires changes in our instructional process New skills and new pedagogy are needed The tools of teaching have evolved and must be re-learned Technology has reshaped the dynamic of our classroom
  9. 9. Foster community-building Facilitate project-based and collaborative learning Promote an online dialogue to deepen the learning experience Specify learning objectives for students, then design activities and assessments based on them Develop or modify an interesting, challenging, and rigorous online course that meets national curriculum standards
  10. 10. E-learning factors for success Engaging course design Collaboration and student interactions built into e-learning elements Varied and interdisciplinary course catalog Teacher skills with online facilitation
  11. 11. Content draws their attention They have choice and interest Content is accessible and varied Classes included social elements They have a choice of assignments Not text alone: images and pictures Being interested in the content
  12. 12. Supportive school environment/school leaders Strong vision around 21st century, student-centered learning Seamless integration of Open Educational Resources and digital technologies Rethink classroom time to meet the needs of all learners and to increase student- student interaction Quality, flexible, job-embedded PD
  13. 13. Incorporate a variety of media and voices into course design(e.g., text, video, podcasts, websites, discussion forums, wikis/blogs, journals, slideshows, etc.) Diversify the approach Use Open Educational Resources to integrate quality content, create engaging learning experiences, and take students beyond the classroom Move beyond the textbook Use co-synchronous instructional design as the foundational standard, and integrate synchronous elements Create online classroom experiences
  14. 14. Clearly stated course objectives Alignment with curriculum standards Rigorous content Information literacy and communication skills Multiple learning resources
  15. 15. Course design incorporates varied ways to learn and master the curriculum
  16. 16. Course is organized by units and lessons which contain: Overview Activities Assignments Assessments Resources
  17. 17. Active learning activities Multiple learning pathways Higher-order thinking and critical reasoning activities Adaptive learning activities Course content written at appropriate readability levels
  18. 18. Frequent instructor feedback Instructors re-engage non-participating students Student-student interactions include: Email Discussion Synchronous chat Simulations Lab activities Group projects
  19. 19. Frequent and ongoing formative assessments to check for student understanding Assessment strategies and tools allow students to self-monitor their academic progress
  20. 20. All technology requirements are specified Prerequisite technology skills are identified Content-specific tools and software used appropriately Course meets international interoperability standards Copyright and licensing status clearly stated
  21. 21. +
  22. 22. Instructor trained in: online course delivery system behavioral, social and emotional aspects of online teaching and learning Facilitating online student engagement Technical support provided to students, teacher and school coordinator Instructional support provided to instructors Students offered online orientation course prior to course start
  23. 23. Communication and interpersonal skills in a global community Inventive thinking skills (creativity, problem solving, critical thinking) Collaboration, productivity and team- building skills Digital age literacy skills (technological, cultural, global awareness)
  24. 24. Communication and interpersonal skills Learning netiquette Online discussions Collaborative activities: team projects, Wikis Inventive thinking skills (creativity, problem solving, critical thinking) Project-based learning activities Debates, simulations Collaboration, productivity and team-building Digital/Internet literacy skills Research Copyright Presentation
  25. 25. The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways The course content and assignments are aligned with the states content standards, common core curriculum, or other accepted content standards set for Advanced Placementcourses, technology, computer science, or other courses whose content is not included in the state standards The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed Information literacy and communication skills are incorporated and taught as an integral part of the curriculum Multiple learning resources and materials to increase student success are available to students before the course begins
  26. 26. A clear, complete course overview and syllabus are included in the course Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider
  27. 27. The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. Privacy policies are clearly stated.
  28. 28. Online instructor resources and notes are included. Assessment and assignment answers and explanations are included
  29. 29. Course design reflects a clear understanding of all students needs and incorporates varied ways to learn and master the curriculum
  30. 30. The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content.
  31. 31. The course instruction includes activities that engage students in active learning. The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. The course provides options for the instructor to adapt learning activities to accommodate students needs Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations.
  32. 32. The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non- responsive students. The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material.
  33. 33. Students have access to resources that enrich the course content.
  34. 34. Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. The course structure includes adequate and appropriate methods and procedures to assess students mastery of content.
  35. 35. Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content.
  36. 36. Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. Grading rubrics are provided to the instructor and may be shared with students. The grading policy and practices are easy to understand.
  37. 37. The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules.
  38. 38. Clear and consistent navigation is present throughout the course. Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs.
  39. 39. All technology requirements (including hardware, browser, software, etc...) are specified. Prerequisite skills in the use of technology are identified. The course uses content-specific tools and software appropriately. The course is designed to meet internationally recognized interoperability standards. Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found.
  40. 40. Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3Cs Web Content Accessibility Guidelines (WCAG 2.0).
  41. 41. Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA).
  42. 42. The course provider uses multiple ways of assessing course effectiveness. The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement.
  43. 43. The course is updated periodically to ensure that the content is current.
  44. 44. Course instructors, whether face-to-face or virtual, are certificated and highly qualified. The online course teacher possesses a teaching credential from a state-licensing agency and is highly qualified as defined under ESEA.
  45. 45. Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. Students are offered an orientation for taking an online course before starting the coursework.

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