Tag Archives: 21st century learning

Are we teaching our students the skills they need for their future?

Are we teaching our students the skills they need for their future?

Do we know what these are and if we do, are we aligning these to our curriculum? Are we making the shift necessary for this to happen?

Dr. Tony Wagner, co-director of Harvard’s Change Leadership Group has identified what he calls a “global achievement gap,” which is the leap between what even our best schools are teaching, and the must-have skills of the future: * Critical thinking and problem-solving * Collaboration across networks and leading by influence * Agility and adaptability * Initiative and entrepreneurialism * Effective oral and written communication * Accessing and analyzing information * Curiosity and imagination

Here are the 10 future work skills identified by The Institute for the Future for the University of Phoenix Research Institute.

  1. Sense Making
  2. Novel and Adaptive Thinking
  3. Transdisciplinary
  4. Social Intelligence
  5. New Media Literacy
  6. Computational Thinking
  7. Cognitive Load Management
  8. Design Management
  9. Cross Cultural Competence
  10. Virtual Collaboration

For teacher librarians, these skills clearly identify our areas of expertise at a time when some principals are making decisions to reduce staffing in school libraries, or replace teacher librarians with librarians or technicians, indicating their loss of faith that teacher librarians are an essential part of the teaching staff. Our strength lies in working with teachers to embed these skills in student learning, to encourage collaborative platforms and relational learning through the connections made possible by social media platforms, to embed critical, digital and information literacies into student learning.

Read more about the skills our students must have for their future here and here. Please share more if you have them.

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Schools can no longer provide students with a complete toolkit for their futures

Schools and unis can no longer provide students with the complete toolkit for their futures; now it’s about equipping them with skills to be lifelong learners.

Our students need self confidence, adaptability, and strong values

School’s task to develop people as successful learners, confident individuals, effective contributors and responsible citizens.

Knowledge remains vital but it’s not enough. Success depends on deep understanding and having the skills to turn knowledge to useful effect. Deep learning and the development of skills is important.

The curriculum should not be a catalogue of content – things to be learned. Students should be building networks and developing collaboration.

Deep learning and development of skills are critically important.

In the modern world, the evidence needs to be increasingly in advanced transferable cognitive skill – critical thinking, problem solving and creativity.

There is a new emphasis on learner engagement. There is the idea that the learner has to take responsibility for his/her own decisions and has to be involved in his/her progress.

All learning has to become more ambitious. We have our new mission statements. We share the objectives but nobody has yet made the breakthrough to real 21st century practice.

When will we stop talking about this and start taking apart an outdated, irrelevant system?

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Our students were told to get lost – online

Yes, it’s true, our blogging boys were told by Nick to ‘get lost’

Have you ever had the pleasure of being lost? Not just a bit disoriented, but utterly, irredeemably confounded?

The excitement of not knowing what’s literally around the corner mingles with the terrifying possibility of never finding your way back home and the result is the humbling revelation that you’re not the centre of the universe after all; your known world is a tiny speck on the edge of a vast and beckoning globe. Bliss!

I’m amused by the esoteric nature of the student tasks, and how well they’ve embraced each new challenge, putting in their heart and soul in most cases. I don’t think they’ve ever been told to ‘get lost’ online, never been asked to think about and document the randomness of online browsing, to think about how it made them feel. One of the students commented at the end of his post –

Meh. By far the weirdest task so far –

but on the whole, students have good-naturedly played along and produced writing which was well worth reading.

Nathan is an example of this:

I soon ended up at the New York Public Library which was pretty bizarre considering that I started off with moths.

However, it wasnt the outcome of my research that left me spellbound. It was how I felt. I was reading article after article that I soon lost track of time. I was so engaged with these articles that I became lost.

The beauty of getting lost online is no matter how hard you try, you may never be able to retrace each individual step of getting lost. Each time you get lost online, its always a different story; always something new.

This task has inspired me to learn in a more positive light, that the online world has more power and is more influential than we know!  

Lachie was quite enthusiastic about the whole thing:

This task has inspired me to play endless hours of the wikipedia game to satisfy my now addicted curiosity of being lost. So goodbye satnavs and goodbye readers as hours of drooling over my keyboard tirelessly playing the wikipedia game await me!

Andrew did a lot of thinking and reflecting, coming to an honest conclusion about the task of documenting the process of getting lost online –

But, this gets me thinking. If getting something that you do conciously, to become something you do subconciously, is it harder the other way around?
Immeasureable amounts of information are processed subconciously. Can we get something we do subconciously, to become something we do consciously?

I honestly have no idea.

Fantastic! Questions leading to more questions – surely this is the beginning of a healthy thinking habit.

Richard started searching ‘purple’ and got lost on the way through the wrong meaning of ‘shade’, coming across an article about ‘umbrellas used about a Bulgarian who was killied by a dose of ricin injected by a modified umbrella.’ to secret police, methods of torture and finally thought experiments and Schroedinger’s cat.

I only just realised that I was well and truly lost online, here I was reading about some wierd paradox that I have absolutely no IDEA how I ended up here. So I guess curiosity takes over the feeling of being lost online. This activity took over an hour, but it was totall worth it and I have learned a lot more about the world. Looking back on this task, I am amazed and perplexed how I started from a simple colour, purple, to a brain-frying paradox.
It must be so much more satisfying to receive a comment from your class mate than your teacher, wouldn’t you think?
On first impression, the chain of links that you followed seems rather strange, but when I read your reasoning , I felt that the process by which you got to Schrodinger’s Cat was perfectly logical and quite coherent, which surprised me as the human thought process can be quite difficult to comprehend at all. It is testament to your very well-written and highly enjoyable writing style that people will be able to read this article and connect with it.P.S. Nice one on the Schrodinger’s Cat paradox. Have you heard about Wigner’s Friend. Read it, you’ll find it quite interesting.
It’s clear when comparing first posts with those recently written that students have moved away from the kind of formal writing they consider appropriate for submission to their teacher. They’ve relaxed and become quite comfortable with writing using their own voice. They are no longer writing for the teacher in a prescriptive manner; they are writing for their peer audience, and also for their wider audience. Most of them are openly enjoying the writing task, despite the ‘weirdness’, and occasionally a student expresses criticism at what he perceives to be a meaningless task. We noticed definite cynicism expressed by a particular student recently, but, as Nick says, ‘the positive spin on …’s post is that he is thinking about his mind, and forming opinions about productive ways to use it.’
This is why we both feel the blogging experience has been valuable – students are thinking. They are thinking about the world, knowledge, themselves and about thinking itself. Their writing comes from real perceptions and is aimed at real people. And more than that, they’re sharing their thoughts with class mates and the wider world.

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What exactly does a 21st century teacher librarian do? A list of curated topics in Scoop.it

This has been reposted from my school library blog.

On the topic of the teacher librarians’ role and exactly what it is we TLs do in our jobs, I wanted to share this article in The Guardian: Beyond books: what it takes to be a 21st century librarian.  We all know that there’s more to being a librarian than stamping books, as the subtitle of the article states. How bothered are we by the fact that a large proportion of our school communities have little idea what we do?

If we stopped the next person walking by on the street and asked them what our jobs as librarians involve, we’d be willing to bet that their first answer would be stamping books. This is because many people’s experience of librarians is of the frontline, customer service staff.

I think the same can be said of school libraries although it varies greatly depending on the interaction between teacher librarians and teaching staff. What the article says about librarians is surely relevant to teacher librarians, librarians and technicians –

If anyone ever thought they’d become a librarian because they liked books or reading, they would be sorely disappointed if they did not also like people too.

Of course, in the digital age, in fact, in the global digital culture in particular, teacher librarians play a vital role in schools. What exactly is the role of a 21st teacher librarian?

It’s not something which can be answered in a simple sentence. For this reason, I want to share links to curated websites on this topic. I am including a list of Scoop.its which have been curated by various people (including me) on the topic of the 21st century teacher librarian. I hope you find this list useful; it includes all things relevant to the 21st century librarian in the broadest sense.

My Scoop.it – What is a teacher librarian?

Curation and libraries and learning – Joyce Valenza

e-Books – Carmel Galvin

Create the web and learn to live – @pipcleaves

21st century libraries – Dr Steve Matthews

Educational technology and libraries – Kim Tairi

Embedded Librarianship – Buffy Hamilton

Graphic Novels in the classroom – @dilaycock

Information coping skills – Beth Kanter

Information science and library studies –  Joao Brogueira

Information fluency, transliteracy, research tools – Joyce Valenza

Inquiry and digital literacy – Shawn Hinger

Internet Search – Phil Bradley

Learning – Darren Kuropatwa

Libraries and ethnography – Buffy Hamilton

Libraries and Tumblr – Buffy Hamilton

Libraries as sites of enchantment, participatory culture and learning (what a title!) – Buffy again

Livebinders – Peggy George

Multiliteracies – Vance Stevens

New librarianship – Karen Burns

Personal learning networks for librarians – Donna Watt

QR codes – libraries – NairarbilUCA

Readers’ advisory for secondary schools – Marita Thomson

School libraries – Nickki Robinson

Social media content curation– Guiseppe Mauriello

Social networking for information professionals – Judy O’Connell

The library technician – Dawn Jimenez

Student learning through school libraries – Lyn Hay

Weird and wonderful – for librarians and booklovers – Jean Anning

This selection is only a small fraction of what’s being curated by people passionate about their topic on Scoop.it. It’s overwhelming but also a fantastic way of keeping track of evolving scoops on searchable topics. The fact that the list relevant to teacher librarians is so broad indicates the breadth of the teacher librarians’ focus and involvement. Of course, we can’t do everything but it’s a good idea to see potential involvement, and having seen the bigger picture, delegate to team members (assuming you have a team) the most pressing areas according to their interest.

By the way, Scoop.its are very easy to make and make reading enjoyable in their magazine-scoop-style presentation. It’s easy to follow, to search, to share and to recommend Scoop.its and articles. It’s also a brilliant way to build your Personal Learning Network by investigating the curators, checking out their bio, looking at what else they’ve curated or what they themselves follow.

You’ve got to start somewhere! Happy scooping!

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Can we see the process in the end product?

indoorlanewayproject

Last Saturday my sister (art teacher) and I finally saw the exhibition of work which was the culmination of The Indoor Laneway project. My last post explains the project.

The exhibition space is quite large and the ideas behind the exhibit well thought out. The adolescent bedroom and laneway leading to the main screen showcasing students’ work is effective. We sat on the chairs provided (I felt a little like Papa Bear on Baby Bear’s chair) and enjoyed the mix of styles and perspectives.

As we were going out, I said to my sister, ‘It’s more than it looks’.

That’s not to denegrate it in any way. I thought the exhibition looked professional, and considering the short six-week time period for the whole thing to come together, it was very impressive. It is true about art in general – and many other things too, of course – that there’s more to the whole process than meets the eye, and I think it’s worth thinking about. The Indoor Laneway Project blog solves that problem for students and educators involved, and in this way it holds the valuable stuff – the evolving thoughts, thrown-up ideas and resources, positive feedback, documentation of the process which leads to the final product, but which is almost more than the final product.

I thought I’d pull out some examples of what I mean from the blog:

Eugenia defines the most important part of the experience – collaboration:

Hi Indoor Laneway creators,

I can see you’ve been working hard and exploring the remix idea which is so excellent to see. A big part of this project is about connecting with others even if you live hundreds of kilometres apart and using this blog as a portal – and Terrie and Rebecca it’s so cool that this is the concept you’re using in your portal/portrait work.

Nikita (student from Mooroopna) says:

Hi everybody. I’m Nikita and i was thinking about making a virtual dance video if Daniel was interested…It would be great to have us both filmed in front of a green screen and then all footage is combined here… The most exciting thing about this is it could be the first time that this has been attempted. Hope you guys are really interested in this idea.

Yolander called for a combined effort from the cohort:

We need sounds such as laughter, voices of family and other important sounds that will relate to it, would you be able to assist me in writing this particular way?… Help in researching sounds. (it is easy to spend all day…) We have 8 min of swamp sounds as the birds all wake up for background… 

We would also like to use lots of home bits and pieces from both schools, sporting things and home items and animate them in and out. HELP!!!

Nikita thinks out ideas and process:

I was thinking of the way we could tackle this Virtual Dance video. Firstly we need to find a soundtrack from Jamendo that goes for 3 mins minimum that has an easy beat to dance a simple routine to. Then we should choreograph a simple routine for Daniel and I.

Pros- It will look great when finished.

Cons- It will look a little artifical and the greenscreen size will restrict movement but thats ok.

Kayla and Laura share an idea:

We are working with the other students on this project and we are glad that you like the idea of involving everyone.

We would like to get some Photos and/or short Clips of close ups of eyes or people pointing in and looking from WFS when possible to add to our project.

Emma, Yolander, Tom, Josh, Maddison ask for contributions:

A group of us have decided to concentrate on our original idea of the light beams coming from the computer screen. We would like to have the photos from home going into the computer with Indoor Laneway open on the screen, with the light beams as a way to remix them. We have recorded or sourced sounds that will be appropriate for this project, such as ‘catch it’ when a cricket ball goes into the screen and waves for a surfboard. This idea will incorporate everyones work. Could you please send us HEAPS of high res. photos and if possible with the objects eg. cricket ball, skateboard, guitar, etc. selected out and saved in a .PNG format? That would be really awesome

 These are just some of the extracts from the interactive process at the heart of The Indoor Laneway Project. I think you get an idea of where the strength and value of this project lies.

Will viewers of the exhibition understand the depth of this project? Probably not. If they took time to have a look through the blog on the computers provided in the exhibition, then they’ll have some idea. If they browse the tab ‘Make and create tasks and responses’ on the blog, then they’ll have an even better understanding of the project.

Does it matter? Do viewers need to know every aspect of the process? Well, from an assessment perspective, yes. Surely the entire process would be considered in the final evaluation. This brings me to the question of assessment in general. If we understand that the entire learning journey is valuable, and not just the final product, are we convinced that our method of assessment is appropriate, or should we rethink it?

Clearly, what the kids get out of it is more than the finished product. Their learning experience has been enriched by the challenge of a multi-tasked program, through online collaboration with another school, spurred by a project taking them out of the school to a public audience. I can imagine that the face-to-face meeting would have been fantastic, and building the sets together enjoyable.

Wouldn’t it be good if there were more opportunities for students of every discipline similar to this one?

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Live stream from ELH09 Lorne – Jenny Luca’s talk

Steve Collis was kind enough to livestream (not sure if that’s a verb) Jenny Luca’s presentation at elh09 technology and learning conference at Lorne today. Brilliant for me for two reasons: firstly I couldn’t afford to go, and secondly it’s my day off so I could watch it. Well done, Jenny! As always, Jenny has presented an engaging, informative and inspiring talk about nings, social networking and participatory learning.

I’ve been lucky to get to know Jenny well since my involvement with Powerful Learning Practice, and anyone else who knows her will appreciate that Jenny speaks from experience, not hiding behind jargon or titles, but saying it how it is. As far as I’m concerned, that’s the way to reach a wider audience in the conversation about 21st century learning and teaching.

One of the most powerful messages Jenny transfers, both verbally and in terms of modelling, is that she is a learner first and foremost, and that this has given her the wings she needs to fly as an educator (I’m paraphrasing). Listen to Jenny. Read her blog.

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Powerful Learning Practice presentation is finished!

Well, when I say finished, I mean that the first layer of our presentation is complete. Whitefriars College Powerful Learning Practice cohort has documented their PLP journey on a blog which is the platform for all the projects, experimentation and reflection during the course of this year.

Marie Salinger and I have spent long hours pulling the presentation together, and at the end of it we feel deeply satisfied. As I was saying to Marie earlier today, the experience reminds me of the ‘Stone soup’ story:

a tale in which strangers trick a starving town into giving them some food. It is usually told as a lesson in cooperation, especially amid scarcity. In varying traditions, the stone has been replaced with other common inedible objects, and therefore the fable is also known as button soup, wood soup, nail soup, and axe soup (from Wikipedia).

It really was exactly like that – at first we thought we didn’t have enough for the presentation but gradually we gathered things from here and there, pooling our resources and forcing reflection and evaluation, until we surprised ourselves with the result.

So we have the first layer. And as Marie Salinger has said,

It has been a very positive and affirming experience to take the time to do this. Evaluating, reflecting on , summing up and consolidating the work we have been doing for the past nine months has been a very worthwhile endeavour.

Now that we have the blog as a space for sharing, we can continue to add to it as we go. I’m going to link to a new blog which follows the progress of 7M Ning, and I hope other team members will do the same. What would be even more encouraging – if the blogs inspired other members of the school community to have a go. It would be fantastic to see blogs for each faculty, documenting progress, reflecting, evaluating and celebrating.

Here is a short audiovisual reflection and summary of our journey.

Here is a link to the blog.

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