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1.
In the twenty-first century, meeting our technological challenges demands educational excellence, a skilled populace that is ready for the critical challenges society faces. There is widespread consensus, however, that education systems are failing to adequately prepare all students with the essential twenty-first century knowledge and skills necessary to succeed in life, career, and citizenship. The purpose of this paper is to understand how twenty-first century knowledge and skills can be appropriately embedded in engineering education finalised to innovative product development by using additive manufacturing (AM). The study designs a learning model by which to achieve effective AM education to address the requirements of twenty-first century and to offer students the occasion to experiment with STEM (Science, technology, engineering, and mathematics) concepts. The study is conducted using the quality function deployment (QFD) methodology.  相似文献   

2.
This study investigated the effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments. Students in one middle school course were randomly assigned to one of the two treatment groups after they received initial general instruction regarding teamwork skills. The “digital storytelling-based online collaborative learning (DST-OCL)” and the “general online collaborative learning (G-OCL)” groups received subsequent associated skills training. The overall results indicated that after each group took part in the treatment during online collaborative learning activities, the “DST-OCL” groups had significantly higher social presence than the “G-OCL” groups. Specifically, using “DST-OCL” strategies was significantly more effective than using “G-OCL” strategies for improving the “online communication,” “interactivity,” and “privacy” components of students’ social presence in online collaborative learning environments. There was no significant difference between the two groups regarding student achievement and attitude. The findings of this study offer an insight into methods for using digital storytelling as an instructional strategy for improving online collaborative learning effectiveness.  相似文献   

3.
二十一世纪大学英语教学的核心是要让学习者学会学习。也就是说,学生学习的关键是学会学习,学习策略知识的获得与掌握;老师教学的关键是教会学生学习,传授有效的学习策略,提高学习效率。本文对我校（闽南理工学院,新建民办本科高校）学生大学英语的学习现状进行分析并提出了相应的几种学习策略,旨在提高学生的英语学习与交际能力。  相似文献   

4.
Abstract

Lefebvre’s triadic conception of spatial practice, representations of space and representational spaces provides the theoretical framework of this article, which recognises a productive relationship between space and social relations. Its writing stems from a current and ongoing qualitative study of innovative teaching and learning practices in new technology-rich flexible learning spaces, characterised by large open spaces, permeable boundaries and diverse furnishings emphasising student comfort, health and flexibility. Schooling in the twenty-first century, certainly in the developed world, is required to ensure that children and school-leavers have appropriate life-long skills in preparation for participation in the twenty-first century knowledge economy. This world is characterised as complex and dynamic, deeply influenced by globalisation and the revolution in digital technology. Developing these skills calls into question ‘outmoded’ transmission models of teaching and requires teachers and school leaders to approach their work in radically new ways. Open school design encourages flexibility in learning and teaching, and allows collaborative, team teaching, with designers claiming significant educational benefits. This arrangement of multiple classes using innovatively designed, technology-enriched common space, facilitated by multiple teachers, working in collaborative teams, is far-reaching in its likely implications for community expectations and responses, relationship-building, assessment, student learning, teachers’ work and initial teacher education.  相似文献   

5.
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6.
Evidence has shown that students have greatly increased their consumption of digital video, principally through video sharing sites. In parallel, students’ participation in video sharing and creation has also risen. As educators, we need to question how this can be effectively translated into a positive learning experience for students, whilst examining how willing students actually are to critically engage with digital video and analysing how best to hone their digital literacy skills. Firstly, this article presents a cross-cultural analysis of Irish and Indian students’ perception of themselves as creators of digital video and examines their readiness to produce such videos as part of third level curricula. Secondly, it attempts to quantify the expose of both student cohorts to video sharing and creation. Thirdly, it analyses student perceptions of what challenges they face as they move from consumers to creators of digital video. Results indicate that whilst students are willing to adopt digital video for academic tasks, this article will analyse what supports and considerations need to be put in place in order for its successful integration in curricula.  相似文献   

7.
This article discusses the potentiality and risks of applying transmedia storytelling strategies in the realm of education. The empirical approach is used to analyze the experiential education project Robot Heart Stories, developed in 2011 in Canada and the United States. The theoretical framework focuses on the conceptualization of transmedia storytelling in the scope of education and the examination of the implications of gamification in this scenario. The methodological approach of the case study is based on the transmedia project design analytical model and applied to Robot Heart Stories to depict how the project was developed and demonstrate how transmedia strategies can potentially enhance education. The research findings point out that the transmedia strategies in the project placed the students in the center of the learning process and motivated them to learn. As the students were actual characters in the story, they had the opportunity to experience it, instead of just listening or reading it. The project nurtured skills, such as multimodal literacy, critical literacy, digital literacy, media literacy, visual literacy, information literacy, and game literacy, in addition to interpersonal communication skills and experiential learning.  相似文献   

8.
This paper explores the management and outcomes of a specific model of intergenerational learning, concerned with student digital leader support in a number of secondary schools in England. A local educational partnership set up a student digital leader project late in 2011, which aimed to develop a range of skills and outcomes for both the digital leaders themselves and for a potentially wider variety of personnel within the schools. Five schools were involved in the project. The student digital leaders shared their digital technology expertise with others with less developed skills, including teachers and managers in these schools. The study reported in this paper explored ways that the digital leader initiative was implemented, identifying and analysing outcomes and issues arising. Evidence from informants and from the analysis of benefits arising indicates that the student digital leader initiative led to a variety of positive outcomes. A key finding and conclusion is that this form of initiative has involved some students who tend not to be involved in other leadership or school-wide activities. The initiative enables these students to contribute to the community, rather than just receiving from it; students become active contributors to, as well as receivers from, the educational system.  相似文献   

9.
Digital storytelling has been shown to be an effective tool in achieving learner autonomy during language learning. Studies have focused on providing students with multimedia authoring tools for unbinding their imagination when developing stories, but the complexity of digital story construction still presents a number of challenges to students. Anxiety about speaking a foreign language can have a debilitating effect on students’ autonomous behavior and learning performance. This study therefore introduced group work to relieve anxiety about exposing individual work to an entire class. An experiment was conducted with 55 sixth-grade students involved in a digital storytelling learning task, where 28 students worked individually and 27 cooperatively. The aim was to examine the effect of learner grouping pattern on learning outcomes, such as knowledge achievement, autonomy in language learning, and emotional experience. The students working cooperatively were discovered to outperform those working individually in all outcomes.  相似文献   

10.
Globalization and the knowledge economy have opened up worldwide agendas for national development. Following this is the emphasis on the social dimension, otherwise known as social capital. Much of social capital includes “soft skills” and “twenty-first century skills”, which broadly cover critical, creative and inventive thinking; information, interactive and communication skills; civic literacy, global awareness and cross-cultural skills. Proactively, the Singapore government is preparing for Curriculum 2015, a new curriculum that would develop student attributes, embedded in the “confident person”, “self-directed learner”, “active contributor”, and “concerned citizen”. Significantly, a new curricular initiative, Character and Citizenship Education, emphasizes the integrative nature of citizenship and twenty-first century competencies and has been implemented in all schools in Singapore from 2011. This future-oriented approach to citizenship education emphasizes the significance of individual initiatives and the intellectual capital of citizens. This paper analyses features of this particular approach to citizenship education, and its strengths and significance, which may be viewed as an integrative “total curriculum approach” with a “whole-society” perspective. In addition, the challenges of teaching twenty-first century skills will also be highlighted. This departs from the conventional paradigm of socialization, but to help students develop attributes for a future society to come.  相似文献   

11.
This paper explores and discusses arguments for the use of virtual environments and interactive avatars in supporting the achievement of student learning goals within conventional educational contexts. It describes and evaluates arguments promoted by some authors (eg, van den Brekel, 2007 ; Deuchar & Nodder, 2003 ; Dickey, 2003 ; Facer, 2004 ; de Freitas, 2006 ; de Freitas & Oliver, 2006 ; Garris, Ahlers & Driskell, 2002 ; JISC, 2007 ; Martino, 2007 ; Prensky, 2004 ; Prensky, 2007 ) relating to advantages from gaming and avatar use, ranging from enhanced engagement in learning activities, through to more purposeful and focussed communication, and, when used in group situations, better cooperation and collaboration between students. It explores the potential of avatar environments to act as powerful communication mediums for students to display knowledge and understanding, and engage in the development of 'higher order thinking skills, such as interpreting, analysing, evaluating, synthesising and solving complex problems'.
It also introduces and discusses the avatar-based authoring program MARVIN, and identifies potential for its use as a digital storytelling tool to assist students in communicating outcomes from units of learning, and in supporting the development of a range of key learning competencies identified in the New Zealand Curriculum Framework ( Ministry of Education, 2007 ). It profiles a successful example of the classroom-based use of MARVIN within a community project undertaken by groups of year 7 and 8 students at two Hamilton intermediate schools, and identifies how the program supported student thinking and relating to others key competencies ( Ministry of Education, 2007 ).  相似文献   

12.
The current research explores how using collaborative twenty-first century digital tools developed the collective leadership capacity among participants in an educational leadership course. A qualitative interpretive approach was used. The data show how learning within the digital collaborative spaces was multidirectional and enhanced the possibilities of each student’s learning and practice. Communicating, curating and sharing knowledge, led to the development of new insights and support of mutual practice. The authors argue that the group’s collaborative endeavours produced substantive collective knowledge that elevated practice, and in so doing created collective leadership capacity within educational institutions and organisations in Trinidad and Tobago.  相似文献   

13.
The study explores students’ production of interactive visualized stories with visual analytics (VA). The aim is to understand emerging interactions in classrooms of grades 7–9 students when visual storytelling methods are playing a part in producing social science content. The dual aspects of visual literacy, information retrievement paired with the creation of interactive visualized stories, are crucial. Video captures of students working in groups and of what happens on their screens are conducted. The results show that students can handle the technical aspects of a VA application, but interpretation of visualized statistics is challenging. The study suggests that VA has potential to strengthen students’ ability to handle huge amounts of data and increase the possibilities for young people to take part in society.(Keywords: digital technology, digital skills, democracy, civic knowledge, social science education, visual analytics, visual storytelling, visual literacy, digital literacy)  相似文献   

14.
Traditional and digital storytelling is a powerful literacy tool which engage students in making connections between pedagogy and academic content. Definitions of traditional and digital storytelling, pedagogical methods aligned with curriculum standards, and examples of literacy centers associated with storytelling in early childhood classrooms are shared. The theoretical framework, Technological Pedagogical Content Knowledge (TPACK), is included to illustrate how pedagogy, storytelling, and technology interact to teach content knowledge and 21st-century skills. The five literary elements and additional elements of stories identified from research which enhance students’ engagement in stories are provided. A checklist for selecting stories, book lists and storytelling websites offer resources that will support teachers in using both digital and traditional storytelling with their students.  相似文献   

15.
Catawba Valley Community College has introduced digital storytelling (DS), an innovative instructional method that has produced extraordinary results. Digital storytelling uses affordable software to craft powerful multimedia presentations of student writing. Students create 3-to-4-minute movies with images, voiceovers, and music. This project reinforces critical thinking skills and the importance of purpose, audience, and voice.  相似文献   

16.
Much has been written about the promise and peril of technology in education. This paper presents an empirical study that explores how technology can play a pivotal role in student learning and how teaching staff can adopt innovative technology-based approaches in the creation of interactive online problem-based learning (PBL) resources, allowing students to interact with authentic, complex and realistic problems designed within a framework of PBL methodology. The application of PBL approaches within authentic situated learning contexts has been shown in the literature to deepen student learning outcomes. This paper demonstrates how innovative authoring tools that promote problem-solving skills and the acquisition of domain-specific knowledge were introduced as part of a University-wide elearning strategic blueprint. Overall, student feedback is very positive, with many students commenting on the realism, and even the enjoyment of the online problem simulations. However, major challenges were met in the implementation requiring several support activities across the organisation.  相似文献   

17.
自主学习是人才在21世纪通行的护照。教师要转变教学观念,激发学生的学习兴趣,指导学生学习方法,引导、鼓励学生质疑问难,使学生掌握学习的钥匙,让学生的身心和谐发展。  相似文献   

18.
Project-Based Learning for the 21st Century: Skills for the Future   总被引：2，自引：0，他引：2  
Project-Based Learning (PBL) is an innovative approach to learning that teaches a multitude of strategies critical for success in the twenty-first century. Students drive their own learning through inquiry, as well as work collaboratively to research and create projects that reflect their knowledge. From gleaning new, viable technology skills, to becoming proficient communicators and advanced problem solvers, students benefit from this approach to instruction.  相似文献   

19.
Despite the advocated importance of twenty-first century competences in education, it appears that they are not systematically integrated in national curricula, school curricula and classroom activities. Potential explanations can be found in the current ambiguity of definitions for twenty-first century competences and the absence of educational actors in curriculum development. Responding to both shortcomings, this study aims to explore how teachers’ conceptualization and enactment of twenty-first century competences constitute dimensions that can inform curricular guidelines. An exploratory factor analysis of teachers’ self-reported classroom activities that foster students’ twenty-first century competences was conducted. The data comprised responses of 2,804 primary- and secondary-school teachers to a web-survey about the perceived occurrence of specific classroom activities targeting twenty-first century competences. Results suggested six coherent dimensions of classroom activities that foster twenty-first century competences: digital literacy, innovative thinking, critical thinking and communication, (digital) citizenship, self-regulated learning, and (computer-supported) collaborative learning. Nevertheless, there were substantial interrelationships among the six dimensions. This demonstrated that teachers did not perceive twenty-first century competences to be fostered by disconnected classroom activities, but that they already have a more integrative conception of the curricular innovation. The implications of these findings for curricula, teaching practice and research are discussed.  相似文献   

20.
Abstract

This paper discusses the use of comics in teaching mathematics in the secondary mathematics classroom. We explicate how the use of comics in teaching mathematics can prepare students for the twenty-first century competencies. We developed an alternative teaching package using comics for two lower secondary mathematics topics. This alternative teaching package consists of (1) several sets of comic strips expounding all related mathematical concepts in a lively way; (2) tiered practice questions for learning reinforcement; and (3) a set of proposed lesson outlines with suggestions on how to use the comics for mathematics teaching. We also report how one of the teachers in our study used this teaching package in her mathematics lessons. Her lessons were video-recorded and 11 students were interviewed to help us understand how the mathematics comics lessons were enacted and the students’ perception of comics as instruction. We identified instances in which the teacher tweaked the provided resource to further enhance student learning and incorporated elements of the twenty-first century competencies during her lessons. Through selected student interviews, we also identified instances in which students commented on their gain from the new approach from the perspective of the twenty-first century competencies.  相似文献   

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