Designing 21st century learning environments by Marco KoolsAnalyst, Innovation and Measuring Progress Division, Directorate for Education and Skills Innovation is a key element of today’s societies and economies, and that includes how we learn. Much has been written about innovation in education, but what does it really mean in practice in terms of content, organisation of learning, roles of teachers, etc.? How does one design a powerful learning environment that enables students to thrive in the 21st century? The just released OECD publication Innovative Learning Environments responds to these challenging questions. The analysis of these case studies shows that rethinking the four elements of the "pedagogical core" - learners, educators, content and resources - is fundamental to the innovation of any school or learning environment. A key question for governments to consider therefore is what they can do to enable schools to become innovative learning environments, while meeting the requirements of public accountability. Links:
How To Engage With Active Learners In The Classroom Students are currently enjoying the last gasps of summertime in most countries right now. They’re outside, engaging in social activities, and constantly on the move. So what would happen if these students were thrown into a slow-moving and old-fashioned classroom? The students would get distracted, disconnected, and feel lost. Luckily, most classrooms are aggressively pursuing a relatively new type of approach to keep students engaged. Like John Palfrey and others wrote, these students are ‘digital natives’ and now Blackboard has coined the term ‘active learners.’ To get you a bit more excited about engaging active learners, Blackboard and JESS3 created a new video that I thought would be helpful to share. Whether it’s through the use of technology (iPads, IWBs) or trends (flipped classrooms, 1:1), the key is to just focus on what’s resonating with students.
The Teacher’s Guide to Media Literacy: Critical Thinking in a Multimedia World: Cyndy Scheibe: 9781412997584 Translations & Foreign Rights | Permissions Use media literacy to reach all students! The Teacher’s Guide to Media Literacy starts by asking, "What does it mean to be literate in today's world, and how can those literacy skills be developed?" Integrate media literacy into teaching at all grade levels and core content areasAddress key education standardsTeach 21st-century skills and higher-order critical thinkingEngage students by bridging schoolwork with their lives outside the classroom In addition to dozens of activity ideas, the text and companion website include self-reflection exercises, voices from the field, a glossary of terms, and seven annotated, original, classroom-tested lesson plans that illustrate different approaches to media literacy in the classroom.
PISA 2012 Evaluating school systems to improve education game based learning or educational games? I am often asked by teachers which game they should buy for their own kids or their classroom. I thought that I’d start this rebooted blog by discussing the differences between buying an educational game and creating a game based learning culture in the classroom. Game based learning is a complex topic because every book and now every website about game based learning and gamification offer differing definitions of games and often in domains other than learning. Game scholars tend to focus on games as a phenomenon, offering theories and criticisms, whereas instructional designers tend to produce games that more resemble interactive quizzes. Something seems to get lost in translation. Games appear to demonstrate many learning principles, though no one really agrees which are more essential than others. “people who don’t play games often don’t get games. Then there also ideas that become lost in time, especially those hidden in old letterpress books. Related Articles
amazon Innovative Learning Environments Innovative Learning Environments DOI: This report presents a wealth of international material and features a new framework for understanding innovative learning environments. This site is powered by Keepeek 360, Digital Asset Management for business. Linking Embedding 800x600 550x700 Custom: Width: Height: ILE och 7 Principles of Learning DATORN i UTBILDNINGEN Text:Jan Hylén E-Post: jan@janhylen.se DIUs seminariedagar med Unesco och OECD Artikeln anknyter till att Stiftelsen DIU tillsammans med norska Senter for IKT i utdanningen den 21-22 januari 2014 arrangerar två seminariedagar kring innovativa lärmiljöer tillsammans med OECD och Unesco i Paris. Läs mer och anmäl dig Ny rapport från OECD: Innovativa lärmiljöer – i teori och praktik Ibland blandas ”teori” ihop med ”abstraktion”. OECD/CERIs senaste rapport om innovativa lärmiljöer visar hur en god teori kan användas i praktiken och vara en god vägledning i ett utvecklingsarbete. Centre for Educational Research and Innovation (CERI) på OECD har i dagarna utkommit med en rapport om innovativa lärmiljöer. Innovation är en nyckelfråga för dagens samhälle och ekonomi. En ”lärmiljö” ses här som en helhet, ett ekosystem som innefattar både aktiviteten och utfallet av lärandet. Hela grundresonemanget sammanfattas i en bild bestående av koncentriska cirklar. Datorn i Utbildningen nr 8-2013.