2.1 Influence of technology

Loading...

来自 The University of Melbourne 的课程

Assessment and Teaching of 21st Century Skills

78 个评分

The University of Melbourne

Assessment and Teaching of 21st Century Skills

78 个评分

This MOOC is designed principally for practicing teachers who are wondering exactly how they can incorporate teaching and assessment of 21st century skills into their classrooms, labs or workshops. It will also be useful to trainee teachers, school leaders, teacher educators and curriculum and assessment specialists, providing them with an understanding of the challenges associated with teaching and assessment of 21st century skills. This course explains the social and cognitive skills that are known as 21st century skills. It reviews how they can be represented in the curriculum, in terms of developmental progressions. It also explores how teachers can recognise these skills in students, how the level of skill of a learner can be assessed, and then how learners can be supported to develop their skill. In this course we work through two detailed examples of 21st century skills. The first is collaborative problem solving, a 21st century skill which combines the capacities of collaboration, problem solving, critical thinking and communication. The second skill is a meta-cognitive skill of knowing how to learn in a MOOC. In each example, you will explore how to understand the nature of each skill from a teaching perspective, how to teach it, and how to assess it. These two examples show how any 21st century skill can be tackled in the classroom. The approach to teaching and assessment in this course derives from the application of a developmental, evidence-based, clinical approach to teaching practice. The course provides a mix of theory and practice, of thinking and doing, and opportunities to share ideas, experience and resources with other participants. Join Emeritus Professor Patrick Griffin and the team from the Assessment Research Centre, University of Melbourne in a Massive Open Online Course (MOOC) on the Assessment and Teaching of 21st Century Skills, hosted on Coursera.

从本节课中

Why do we need 21st century skills? What are they?

During our introduction week, we provide two Modules. Module 1 offers an overview of the course and explains how assessment in it is structured. Our approach to assessment in the course introduces some developmental components that complement the summative approach used by Coursera for grading. The Course Progression provides the basis of the self-assessment activities provided throughout the course. These enable you to monitor your progress as you develop your skills in teaching and assessing C21 skills. In Module 2 we turn to the first topics of the course, and discuss the world in terms of technological change and the need for 21st century skills in today’s workforce. We talk about what is meant by '21st century skills' and how these skills are increasingly in demand as new technologies change the way we work, learn, live and function in a digital and knowledge-based society. You will have the opportunity to learn about different 21st century skills frameworks that have been created by a variety of institutions. We want to show you what we mean by a developmental approach, and how this approach can be used in assessment and learning and teaching. These lectures will form the foundation for topics to come in later weeks, so please take the time to watch them and to follow up with the suggested readings.

2.1 Influence of technology11:59

2.2 21st century skills and frameworks12:50

2.3 The implementation of 21st century skills in education5:06

2.4 Developmental learning13:58

与讲师见面

Patrick Griffin
Professor
Melbourne Graduate School of Education

Changes in labor markets have changed the skill demands of many jobs.

Work environments now may often be technology-rich,

problems are frequently ill-defined,

and people work in teams,

often multidisciplinary teams, to deal with them.

We're moving away from

narrow occupational title definitions toward

identifying ourselves as possessing particular skills,

and those skills may be required across a variety of occupational activities.

The job-person or person-environment fit approach that was first

well-described by Frank Parsons in the early 1900s still, to a large degree,

has sway, but the focus now is more explicitly on the skills and

characteristics that an individual brings to

the work rather than on the occupational title or label.

If we focus on the desired outcomes of

particular work roles and the environment in which these are played out,

we see very readily that the implementation of

our skills depends on our 21st century context,

its people and its technologies.

It's not sufficient to learn academic, technical,

or vocational skills that assume that

all resources and technologies are known and constant.

We're living in a dynamic and a technologically complex world where it's not

possible for any one person to manage complex tasks alone.

Historically, education has responded

to and has underpinned different types of societies.

In the developed nations,

the expansion of education has been strongly associated with the move

from agrarian to industrial to information economies.

It has been fueled and has fueled the rise of wealth through

industrialization and in the 19th century led to the education of the masses.

Policies of mass education have typically been

adopted by countries as they industrialize.

As more of the technologically advanced nations shift

their economy from industrial to information-based knowledge economies,

a number of different systems have emerged across the world.

Agrarian economies still exist but in reducing numbers.

Industrial economies are being replaced but are still essential.

Information-based economies are increasing,

and we are beginning to find combinations of

these economic foundations in many developed- developing countries.

The shift from agrarian to industrial mass production required

a specific set of skills both at the level of

the floor worker and the factory supervisor.

The shift changed the way the people lived and worked.

It changed the way that people thought and the kinds of tools they used for work.

The new skills and ways of thinking, living, and working,

once recognized, demanded new forms of education systems to provide them.

Similarly, as the products and the technology to develop them become more digitized,

another set of management and production skills will focus on

increased digital literacy and numeracy and new ways of thinking.

These increasingly will be identified as essential,

and pressure on education systems to teach these new skills will intensify.

Our lives are already being altered as a result of the shift

from industrial to information-based economy.

The ways we work are changing,

the ways we think are shifting,

and the tools we use in our employment are almost

unrecognizable in comparison to those that existed 50 years ago.

We can anticipate even more of a shift in another 20 plus years.

As global economies move to the trade in information and communication,

the demands for teaching new skills will require an educational transformation of

a similar dimension to that which

accompanied the shift from an agrarian to an industrial era.

Children who start school today will leave school or university and

enter a dramatically different society

to that which exists at the beginning of their education.

Somehow, their education needs to evolve with

them and the society they're being prepared for.

We are preparing many students for jobs that don't yet exist.

With the emergence of a technology-based Information age,

the role of information in society has changed and with it,

the structure of the workforce.

Skilled labor is still important,

but a new set of occupations has emerged.

Many occupations that depended upon the direct use of labor have disappeared.

New occupations that depend upon information skills have been created.

Just as an industrial economy depended upon occupations that produced,

distributed, and consumed products,

an Information age and a knowledge economy

demand occupations that are based on the production,

distribution, and consumption of information.

Education faces a new challenge: to provide the populace with

an information skills needed in an information society.

Education systems must adjust,

emphasizing information and technological skills rather than,

or in addition to, production-based ones.

Those without the skills to act as information producers, distributors,

and/or consumers will be disadvantaged,

even if their related commodity skills are still in demand.

Access to management and advisory roles has become dependent on information skills.

The ability to learn, collaborate,

and solve problems in a digital information environment has become crucial.

A study by Autor, Levy,

and Murnane illustrated substantial shifts in the structure of

the workforce in the United States for 1960 through to the century.

They showed how non-routine cognitive task needs were steadily increasing both at

an individual and a group level while rule-based activities were in the decline,

presumably as more computerization took over automated tasks.

Note the decline in non-routine manual task input here, however,

because we find a really interesting movement in this over the next decade,

the first decade in the 21st century.

More recent studies, such as that by Jaimovich and Siu,

have both supported and clarified this trend.

As we see, the need for non-routine tasks still increasing,

both in the cognitive and the manual domains.

Similarly, we see, at a global level,

the same trajectory in the increase in demand for non-rule-based activity.

As can be seen from

these global employment trends from the International Labor Organization,

what these studies have in common is their depiction

of increase in demand for non-routine activity.

Although that early work of Autor and colleagues

showed increasing demand for cognitive over manual,

we see with these later studies and at a global level,

its the non-rule-based activity which

overpowers the distinction between the cognitive and the manual.

While the nature of education and its role are changing,

there has also been a need to rethink the way education is measured and monitored.

The Organization for Economic Cooperation and Development,

the OECD, has led the way in this regard.

It now examines educational yield in terms of the skills that the students

acquire rather than the number of years of formal education completed.

It does this through its Programme of International Student Assessment, the PISA project.

It has done it through its international adult literacy surveys and is planning to do it

through a new program for the International Assessment of Adult Competencies,

and it plans an Assessment of Higher Education Learning Outcomes as well.

In 2015, it plans to change the format of

student assessment to include collaborative problem solving.

The changes that Patrick has described also highlight how the meaning of

capital has changed in the current age of information and knowledge economies.

Power and influence in the Industrial Age rested on control of capital.

This provided a straightforward method of calculating the value of a company,

country, or a social unit using physical assets.

Now, in an Information Age,

human capital is regarded as a means of estimating value.

This is due to the perception that capital consists of assets

yielding income and other useful outputs over extended periods.

According to this view,

expenditure on education and health represent

investment in human capital because they raise earnings,

improve health, and add to a person's quality of life.

Investment in education pays dividends because it generates productivity gains.

Initially, human capital was measured in terms of years of formal education

completed because there were

no comparable metrics of the quality of educational outcomes.

Now, the OACD's international measures, like many governments,

monitor factors such as literacy and numeracy as measures of human capital.

That original measure of human capital, formal education completed,

has been replaced by an individual's level of literacy and their capacity to access,

process, evaluate and use information,

and to solve problems.

Changing education systems and curriculum to meet

the demands of an information and knowledge economy is not enough.

Workers also learn and are trained on the job regardless of

the prerequisite level of education or skills required for any specific employment.

Workers are typically not fully job-ready at the end of their formal education,

whether it be school or university.

Workers often receive additional training to be able to perform their jobs via

formal and informal training programs when they are already part of the workforce.

Learning has become a lifelong process.

In a knowledge economy,

this is an effect of the shift in the way we learn,

the way we think, the way we work.

Increased emphasis on technology in the home and

the workplace accelerates the need for these new skills.

According to the Nobel Prize winner Gary Becker who won the prize in 1993,

new technological advances are of little value

in countries that have few skilled workers who can use them.

Economic growth depends upon the synergy between new knowledge and human capital,

therefore countries that have achieved

substantial economic growth are those in which large increases

in the provision of education and

training have been accompanied by advances in knowledge.

The information-based role of education in developing

the 21st century skills in an information or knowledge economy has become indisputable.

探索我们的目录

免费加入并获得个性化推荐、更新和优惠。

Coursera 致力于普及全世界最好的教育，它与全球一流大学和机构合作提供在线课程。

© 2018 Coursera Inc. 保留所有权利。

通过 App Store 下载

通过 Google Play 获取