21 st Century Perspectives on Teaching in Higher Ed

Integrating 21st Century

Perspectives into Your

Classes Today

Dr. Eileen O’Connor

Empire State College

January 2015

21st century learning has become a

term of art within the education field

itself; it embraces concepts such as

interdisciplinary learning, critical

thinking, global outreach, creativity

and innovation, and the integration of

technologies that support learning and

communication.

Agenda

Review requirements of 21st century – as stated

by some

Consider the content or discipline – from a “field

based” perspective

Embrace the student / students and integrate

their perspective

Review technologies to support interactions and

object creation

Embedded assumption

Principles can apply to all learning scenarios

that use an e-tool for a component of the

design

100% online environments

Face to face instruction w/ some aspects that

are online or supported via the web

Blended courses

How are you teaching today?

Where and how do you teach? What does your

classroom, group, or study look like?

How do you value, integrate, and “use” the

multiple students in your classes? What

population of students do you have?

Are you getting off-the-stage and embracing the

adult learner? Are you building community?

How are e-technologies extending your outreach

and teaching?

What are 21st century

Perspectives? Many

definitions

http://www.p21.org/our-work/p21-framework

K12 schools are

being asked to

integrate these

skills &

understandings –

are we doing it?

21st Century Perspectives

Content Practitioners Learners

F2F Online

Global

Integrate the world and the possibilities today – this goes beyond the static content and the learners

Who uses this content? And, how might I reach students more effectively?

Get more ready access to practice and practitioners via e-means

• So, how do you think about the:

-- content / discipline & professional

community;

-- students & their experience;

-- e-communication?

In what ways can you integrate the disciplinary

community into your teaching?

Why learn the content? – think beyond the

textbook or research-literature or even the

course-to-date

Who is served?

Why is this field

important?

What professionals are involved?

Create a community

of inquiry

Turn the classroom into

an interactive, learning

community; engage &

include professionals /

practitioners in the field

Professional community

Forums & communities of practice

Presentations / webinars to

the class

Guidance / review of work

Classroom community

Shared experiences / brainstorming

Discussion from experience

•Value prior learning

Students and

professional

interactions

Legal, research, interns /

students can conduct

active investigations more

readily today

Databases & info

Students can investigate, learn, infer and

extrapolate from what they learn via the

web

Where do most lawsuits begin? And why?

Students and

professional

interactions

Working in and near

the real world

Student can observe . . . even at a

distance

Students can enter into the culture

& the issues

Webinars are growing . . . in all fields

Find those where

student can

participate

Have them report

back to the class

Students and

professional

interactions

Merchandising,

fashion, retail /

brainstorming

Interactions are not

always one way

Students can bring insights, markets, and ideas to business

Encourage ongoing and interaction conversations

Cultivate ongoing interactions w/ businesses and professionals

How can you grow and

value the students

themselves?

What practices can motivate, engage,

empower, and include the students more

actively in their learning?

Create classes that

are authentic,

interactive &

communicative

environmentsLearning

Community

Design for rich interactions

Use feedback loops across

time and technologies

Create useful synchronous

communications

Create ownership; engage w/

practitioners

Value the learners

for their . . .

Prior knowledge

• Professional / experiential

• Transferred

• Needs to be integrated

Transformative learning

• Awake to new perspective

• Engage their past

Varying tech experience

• Use student “variations”

• Don’t underestimate adults

• Instructor needs open attitude

The box / outside

the box – if you

could do anything? What encourages

value and

motivation in the

learner?

Textbook & papers

Professional community

Peer interactions /

badging

Visits / field trips /

activities / conferences

Required, participatory environments

Personal ownership

(encourage both pride & application)

The REAL problems in

the field

How can the many available e-

resources extend learning into the 21st

century?

Now, for more focus on the available resources

and tools – for interaction and for learning-object

development

Facilitate & frame with technology-

mediation & learning object creation

Interactions & communications

Visual / audio / video

Independence, authorship and

review

Simulations / virtual

Key ways that technologies are expanding

beyond just text – in content

Audio

• Experts presenting

• Tape & share later

Visual

• Static / Video

• Multiple intelligences

Schematics

• Models

• Abstractions

Mind Mapping

• Planning & communicating

• Assessment

Key ways that technologies are expanding beyond

just text – in organization & community

Asynchronous

• D-boards / voice thread

• Efficient – time independent

Synchronous

• F2F / Webinar / Virtual reality

• Community & sharing

Chronological

• Course embedded

• Emails / blog

Linked / interactive

• Student lounges

• Facebook for class

Scaffolding Complex Learning: Integrating 21st Century Thinking,

Emerging Technologies, and Dynamic Design and Assessment to

Expand Learning and Communication Opportunities

Enhanced ways of thinking about learners, learning, and communication in

the 21st century across content areas coupled with technologies that can

extend the outreach beyond text, time, and geography can accelerate

learning and retention in higher education, professional organizations, and

learning environments. However, many assumptions about time, situation,

learning goals, and learner capabilities have been embedded in face-to-

face and online approaches. Thus when moving to the more dynamic

designs available today, instructors, educators, and communicators must also

carefully scaffold the environment to integrate effectively these emerging

tools and understandings. Otherwise, what could be enriched learning can

become confusion and frustration. This paper outlines both ways to

design and integrate content, learners, technology and

communication tools, and assessment thus enabling dynamic, 21st

century learning and ways to scaffold and balance instructional supports,

pacing, and interaction-planning thereby providing guidance for the rich

learning that is possible in integrated, technology-supported environments.

Available through e-

library & on request

Your ideas & applications ???

Conclusion

Email eileen.oconnor@esc.edu to extend the

conversation