1. Essential skills for 21st century learners http://english4globalcitizens.com/ Abstract: Rapid technological change, shifting job markets and the increasingly connected nature of society all mean that, in this century, young people will need new skills to become active global citizens. In this session we will look at such 21st century skills: lifelong learning strategies; information processing and critical thinking; global awareness; intercultural and interactive communicative competence; digital literacies. 2013 LABCI CONFERENCE LIMA 11/07/13

2. Which of these skills is the most useful and which is the least important for 21st century citizens? a) learn on your own using the technology available. b) cooperate with people from other cultures. c) remember a lot of facts. d) understand global issues. e) use digital media to communicate. f) deal with information effectively and critically. * We voted on this and the following results came out: Most useful skills (in this order): f) d) b) a) e) Least useful skill: c) (unanimous vote) None of the participants had learnt any of the useful skills when at school. All of us had learnt lots of facts. Discussion 3. Paradigm shifts in western education: Middle ages (up to 1500): ecclesiastical/theocratic (handwritten manuscripts- priests) Renaisance (1500-1850): classical/discursive/text-based (printing press/books- merchant classes) Industrial revolution (1850-2000): modern curriculum: science/geography/history etc. (cheaper books/mass literacy) Knowledge-based (2000-): 21st century skills (digital/internet/pc/mobile phones) Background * In my opinion, we are in the middle of a paradigm shift right now. 4. 21st century skills Information handling + critical thinking Self-directed learning Global awareness Intercultural competence Cooperation + digital connections DIGITAL LITERACIES e.g. Information literacy Search literacy Network literacy Dudeney/Hockley/Pegr um (2013) A provisional taxonomy 5. 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) How well can your learners process the information they get from the Net? Arthur.C.Clarke: Getting information from the Internet is like getting a glass of water from Niagara Falls. Background 6. ONLINE SKILLS 1. Look at the photo of Aung San Suu Kyi and read the profile of her. Which three facts do you think might not be true about her? Research 2. Choose three of the websites to check the information in Exercise 1. 1) http://www.infoplease.com/biography/var/aungsansuukyi.html 2) http://www.pitara.com/magazine/people/online.asp?story=35 3) http://simple.wikipedia.org/wiki/Aung_San_Suu_Kyi 4) http://en.wikipedia.org/wiki/Aung_San_Suu_Kyi 5) http://www.nobelprize.org/nobel_prizes/peace/laureates/1991/kyi-bio.html CHOICES UPPER INTERMEDIATE * Checking information online. Cross-checking = a key information processing skill 7. SELF-QUESTIONING 1 What do you know about the Sun? 2 Write two questions about the Sun. 3 Listen and see which questions you can answer. * Simple technique for listening/watching/reading: No need for teacher to produce a task. This is a real-life processing activity. INFORMATION PROCESSING 8. TIPS: It is easier to search using the English version of Google. Look for Google.com in English at the bottom of each Google search page. When you want to find basic information about a person using Google, put their name in quotation marks and add other words: Nelson Mandela + very short/brief biography or Nelson Mandela + quick facts/ information SEARCH LITERACY * See Google tips for more ideas. Other useful search engines: Dogpile / duckduckgo / Yippy / Flickr (photos) http://www.google.com/insidesearch/tipstricks/all.html ONLINE SKILLS 9. * The importance of note-taking for reading/listening/watching + for preparation for speaking and writing. The use of mind maps/concept maps. Getting students to show you and their partners their notes. Notes as a final product and not just a transitional stage. INFORMATION PROCESSING 10. A great concept map of this talk by Marlies Van Eunen-de Boer (CC) INFORMATION PROCESSING 11. TIPS: When evaluating websites in English to get information, think about: The level of language. Websites for young people or simplified websites can have more accessible language (e.g. simple Wikipedia). Pictures and photos can also help. The amount of information. Depending on the kind and amount of information you need you should use different types of websites (e.g. for basic information = simple websites). The organisation of the websites. Is it easy to find the contents? Are there summaries of information? Is there a search facility (usually at the top right-hand side of the page)? Reliability. Is the information up to date? Is it from a reliable source (e.g. a well-known encyclopaedia or non-governmental organisation)? Does it give further reference or links? 3. Evaluate the three websites you used. Which of the websites: was the easiest to understand? had the best information? was best organised? looked the most reliable? CHOICES UPPER INTERMEDIATE * The use of critical thinking to evaluate websites for reliability. ONLINE SKILLS 12. 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 reliability of this website. Whats wrong with it? ONLINE SKILLS 13. CHOICES UPPER INTERMEDIATE MAPPING ARGUMENTS A useful technique for critical thinking and for evaluating arguments (written texts/audio/video/multimedia). CRITICAL THINKING 14. Much easier with digital technology than ever before. Examples: - Building up your own personal learning environment of digital/online tools and links. - Working on your own and getting immediate feedback in virtual learning environments like My English Lab. Communication with your teacher + your activities being monitored automatically. Self-directed learning 15. Personal learning environment 1 prioritise your bookmarks 2 google expressions/structures to check them 3 use online dictionaries to check meaning/pronunciation 4 use google images as a picture dictionary 5 use spell and grammar check features in Word 6 ask for help/advice on the class forum / VLE Self-directed learning 16. BLENDED LEARNING Self-directed learning 17. Climate change Human rights Migration Population Energy crisis War + terrorism Globalisation World health Economic crisis http://www.global-challenges.org/ Inequality Technology Global issues Global awareness: we live on an interconnected planet our actions have consequences that we may not know about. 18. CHOICES INTERMEDIATE * Using photos as a way in to key global issues like child labour and modern-day slavery which is often used to manufacture modern consumer products (e.g. clothes chocolate/mobile phones). Global awareness 19. Global awareness * Use of graphs and videos for developing global awareness. CHOICES UPPER INTERMEDIATE 20. english4globalcitizens.com Global awareness Feel free to use this material, comment on it and send me your own. Its open- source and uncensored, so we can look at topics here that are not covered in ELT coursebooks like gay rights, religion, society and politics. 21. CHOICES ELEMENTARY Intercultural Competence 22. CHOICES PRE-INTERMEDIATE Intercultural competence 23. Group project work: Working together to create something (e.g. a poster/ a presentation / a performance / an artefact.) Digital literacy: The use of digital tools to do this like wikis or other collaborative, open documents. The use of online educational networks like Glogster (multimedia projects). Cooperation/digital connections 24. http://www.glogster.com Online What tasks are involved in this online project? Example: find good websites A great website for multi- media projects. Digital connections 25. 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 SUSANA QUIQUE JUAN ANA 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 Digital connections * Tasks in red = digital literacies. 26. MAP OF TALK globalised + interconnected world Lifelong learning skills MAIN ARGUMENT: 21st century citizens will need to acquire a new set of skills digital knowledge economy Reason: Rapid technological, social + economic change (paradigm shift) shifting job market Information handling/ critical thinking Consequences. need for: Examples Personal learning environments Global awareness Self- questioning Cross-cultural competence Cooperation + digital connections Multimedia projects Tolerance of difference Global issues 27. 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