Developing essential skills for 21 st century learners Michael Harris Italy March 2014 ‘Going to the Opera in the Year 2000 ′ Albert Robida (1882) [email protected]
Developing essential skills for 21st century learners Michael Harris Italy March 2014
‘Going to the Opera in the Year 2000 ′ Albert Robida (1882)
Which two of these skills are the most useful and which one is the least important?
a) learn on your own using the technology available.
b) understand people from other cultures.
c) remember a lot of facts.
d) cooperate and communicate effectively.
e) use digital media to communicate.
f) process information critically.
21st century skills
wikipedia.org
trainweb.org
oldcomputers.net
ecommunity.uml.edu
21st century skills
· Self-directed learning · Information handling + critical thinking …………………………………………………………………………………………
· Teamwork/communication · Intercultural competence · Digital connections
DIGITAL LITERACIES
Global awareness
SELF-DIRECTED LEARNING
BEST CHOICE 1
BEST CHOICE 2
BEST CHOICE 1 WB
BEST CHOICE 1 WB
BLENDED LEARNING
INFORMATION HANDLING
CC Marco Arment CRITICAL THINKING
1- Is an argument being given? 2- What is it? 3- Should I be persuaded by it? TRACY BOWELL AND GARY KEMP (2005)
BEST CHOICE 1
SELF-QUESTIONING
1 What do you know about London? 2 Write two questions about London. 3 Listen and see which questions you can answer.
BEST CHOICE 2
BEST CHOICE 2
CC Marlies Van Eunen-de Boer
BEST CHOICE 2
BEST CHOICE 2
Welcome to the web site for the Dihydrogen Monoxide Research Division (DMRD), currently located in Newark, Delaware. The controversy surrounding dihydrogen monoxide has never been more widely debated, and the goal of this site is to provide an unbiased data clearinghouse and a forum for public discussion.
http://www.dhmo.org/
WELCOME
Dihydrogen Monoxide FAQ
Enviro Impact of DHMO
DHMO and Cancer
DHMO Research
Editorial: Truth about DHMO
EVALUATE THE WEBSITE: 1-5 unreliable/reliable
FOCUS ON CONTEXT BEST CHOICE 1
BEST CHOICE 1
COMMUNICATION
BEST CHOICE 1
BEST CHOICE 1
http://www.gapminder.org/ HANS ROSLING
Life After Death by PowerPoint 2012 by Don McMillan
CHOICES INTERMEDIATE
BEST CHOICE 1
http://www.glogster.com
Online
What “digital tasks” are involved in this online project?
Example: find good websites
Digital connections
1 How well did you work together as a group? A-very well B-quite well C-not very well
2 Complete the work report below:
3. Assess the participation of the others: A-very good B-quite good C- not very good
TASKS Maria Bruno Rosa Mario Research: find good websites make notes / find recordings + graphics (permissions) Production: design / writing / recording: video/audio / solving technical problems Presentation: upload / share class presentation + follow-up questions / reacting to feedback
MAP OF TALK
globalised + interconnected world
Lifelong learning skills
MAIN ARGUMENT: In the future, we will need to acquire a new set of skills to work and live.
digital knowledge economy
Reason: Rapid technological, social + economic change (paradigm shift)
shifting job market
Information handling/ critical thinking
Consequences. need for:
Examples
Self- assessment
Note-taking
Cross-cultural competence
Digital connections Multimedia projects
Comparing traditions
english4globalcitizens.com
Bibliography: 21st Century Schools (2008) What is 21st Century Education http://www.21stcenturyschools.com/what_is_21st_century_education.htm Andrews, C. (2012) Integrating 21st Century Literacies into the Curriculum http://www.slideshare.net/ca92/literacies-lightning-round-academic-librarians Barseghian, T. (2011) 50 Reasons to Invite Facebook into your Classroom http://blogs.kqed.org/mindshift/2011/08/50-reasons-to-invite-facebook-into-your-classroom/ Cates, K. (1997) “Frequently Asked Questions About Global Issues” The Language Teacher Online Coyle, D., Hood, P. and Marsh, D. (2012) Content and Language Integrated Learning Cambridge: CUP Downes, S. (2009) 21st Century Skills: An Operating System for the Mind http://halfanhour.blogspot.com/2009/09/operating-system-for-mind.html Dudeney, G and Hockly, N. (2007) How to teach English with Technology London: Longman Dudeney, G. and Hockly, N. (2012) Digital Literacies London: Pearson (forthcoming) See webinar: https://lancelot.adobeconnect.com/_a875817169/p1l3u0bqbz8/?launcher=false&fcsContent=true&pbMode=norma Dyer,B. + Bushell, B. (1996) World Issues or a Global Perspective? Language Teacher Online http://jalt-publications.org/old_tlt/files/96/nov/global.html Goldstein, B. (2011) The digital image: developing visual literacy in ELT http://www.bengoldstein.es/blog/2011/10/27/the-digital-image/ Hockly, N. and Clandfield, L. (2010) Teaching Online: Tools and techniques, options and opportunities Surrey: Delta Humphrey, D. (2007) Intercultural Communication Competence: The State of Knowledge CILT: The National Centre for Languages Kellner, D. (2000) New Media and New Literacies: reconstructing education for the new Millennium http://ldt.stanford.edu/~ejbailey/05_MASTERS/MA%20Articles/kellner_newtech_newlit.pdf King,A. (1992) Comparison of Self-questioning, Summmarizing and Notetaking-review as Strategies for Learning from Lectures. American Educational Research Journal 29/2 pp 303 323 Lee McKay, S. (2002) Teaching English as an International Language Oxford: OUP Lin, M and Mackay, C. (2004) Thinking through Modern Foreign Languages, Chris Kington Publishing Partnership for 21st Century Skills http://www.p21.org/index.php Maley, A. 1992. ‘Global issues in ELT’. Practical English Teaching, 13, 2: 73. Mattheoudakis, M. (2011) Human Rights and TEFL: Globalising School Education Global Issues in Language Education Newsletter no 42 http://www.gilesig.org/ Modiano,M (2001) Linguistic imperialism, cultural integrity and EIL. ELT Journal Volume 55/4 Pal, B. and Zsofi, L. (2012) The Pros and Cons of Using Facebook in ELT http://www.slideshare.net/palbarbi/the-pros-and-cons-of-using-facebook-in-elt-12812372 Parekh, B. (2003) Cosmopolitanism and Global Citizenship in Review of International Studies 29: 3-17. Pergrum, M e-language http://elanguage.edublogs.org (Mark’s blog) Pergrum, M. (2010) Digital Literacies- where do we start? http://www.slideshare.net/OzMark17/pegrum-digital-literacies-iatefl-lt-sig-pce-harrogate-april-2010 Ragatz, M (2010) Creating Interactive Posters with Glogster.com http://hybridclassroom.ning.com/profiles/blogs/creating-interactive-posters Royal, W. (2007) Global Issues, Social Responsibility and Teacher Education Global Issues in Language Education Newsletter http://www.gilesig.org/ Sharma, P. And Barrett, B. (2007) Blended Learning: Using technology in and beyond the language classroom. Oxford: Macmillan Trompenaars,F. (1995) Riding The Waves Of Culture London: Economist Books Vai, M. and Sosulski, K. (2011) Essentials of Online Course Design: A standards-Based Guide New York: Routledge Valdes,J.M. (1986) Culture Bound: bridging the cultural gap in language teaching Cambridge: CUP Woodward, T. (2011) Thinking in the EFL Class: Activities for blending language learning and thinking. Helbling Languages
Self-directed learning: Allright, R. (1988) Autonomy and Individualisation in Whole Class Instruction. From: Individualisation and Autonomy in Language Learning. ELT Documents 131 ed Brookes, A. Modern English Publications / British Council. Dam, L. (1995) Learner Autonomy 3: Theory for Classroom Practice. Dublin: Authentik Dam, L. (2010) IATEFL Plenary: Coursebooks and learner autonomy http://www.youtube.com/watch?v=5aJr3SoheNU Dickinson, L. (1987) Self-instruction in language learning. Cambridge: CUP. Fenner, AB. and Newby, D. (2000) Approaches to Materials Design in European Textbooks: Implementing Principles of Authenticity, Learner Autonomy and Cultural Awareness. Strasbourg: Council of Europe emile.uni-graz.at/pub/05w/2005-11-0167.DOC Harris, M. (1997) Perceptions of progress: self-assessment of language learning in formal educational settings ELT Journal 50/1 http://203.72.145.166/ELT/files/51-1-2.pdf Holec, H. (1981) Autonomy and Foreign Language Learning. Oxford: Pergamon. Little, D. (1991) Learner Autonomy. 1: Definitions, issues and problems. Dublin: Authentik. Little, D. (2010) Issues in Learner Autonomy http://juergenkurtz.wordpress.com/2010/11/13/david- little-issues-in-learner-autonomy-tesolacademic-org/ Littlejohn, A. (1985) Learner Choice in Language Study. In- ELT Journal Vol 39/Issue 4, pp. 253-261 Oskarsson, M. (1980) Approaches to Self-assessment in Foreign Language Learning Council of Europe/Pergamon Reinders, H. and Balaikanli.C. (2011) Do Classroom Textbooks Encourage Autonomy? http://www.novitasroyal.org/Vol_5_2/ReindersH_BalcikanliC.pdf Rodriguez, S. (2011) Learner Autonomy: Where are we now? http://www.learnerautonomy.org/51MariaSaraRodriguez.pdf Tudor, I (2004) Motivation: Towards a methodology of motivation. Humanising Language Teaching Year 6, issues 1 and 2. Non-ELT: Bowell, T. and Kemp, G. (2005) Critical Thinking: A concise guide New York: Routledge Dean, J. (2010) Blog Theory: Feedback and Capture in the Circuits of Drive. Cambridge: Polity Press Goldacre, B. (2009) Bad Science. London: Harper Perennial Lawrence, P.R. And Nohria, P. Driven: How human nature shapes our choices. San Francisco: Jossey-Bass Leadbeater, C (2009) We-think: Mass innovation, not mass production. London: Profile Books Martin, J. (2006) The Meaning of the 21st Century: a vital blueprint for ensuring our future. London: Eden Project Books Roszak, T. (1977) Person / Planet: The creative disintegration of industrial society. London: Victor Gollancz Toffler, A. (1970) Future Shock. New York: Random House Watson, R. (2010) Future Minds: how the digital age is changing our minds, why this matters and what we can do about it. London: Nicholas Brealey