21st Century Learning Presentation
21st Century Learning PresentationHugh MooreNur650 Student
Learning EnvironmentProfessor D. Elmore
4 Cs of 21st Century Learning
CollaborationCreativityCritical ThinkingCommunication
To start I want to thank the Innovative Learning Environment
Committee for taking the time to listen to the following
presentation and since I have very little time Im going to jump
right into the research.
According to Soule and Warrick of the Partnership for 21st
Century Learning, Every implementation strategy for 21st century
learning requires the development of core academic subject
knowledge and understanding among all students. Core academic
subject knowledge is essential. Within the context of core
knowledge instruction, students must also master the essential
skills for success in todaysworld, known collectively as the 4Cs:
critical thinking and problem-solving, communication,
collaboration, and creativity and innovation.
These authors indicate a change in the work environment for all
workers and nurses in the 21st Century, that includes more reliance
on technology and changing work roles within a workers lifetime,
make a new kind of learning environment essential for preparedness.
2Navigating the 4 Cs of ChangeExample:Internet Reciprocal Teaching
Problem SolvingGroup assignmentStudent Centered Learning
Soule and Warrick recommend a movement away from a lecture
environment that is teacher centered to an environment that is
student centered. Focusing on the 4 Cs of 21st Century Learning can
only be accomplished by a student-centered approach.
One example of a problem solving, student-centered approach is
Internet Reciprocal Teaching as presented by McVerry, Zawilinski
and O'Byrne. Reciprocal teaching is not a new strategy but adding
the internet to the strategy creates the need for the student to
use technology in the process. The student-centered approach, prior
to the availability of the internet, already existed. But, adding
the internet to the approach greatly enhances the students ability
to be creative, increases collaboration, in the collaboration you
increase critical thinking, and of course there is greater
communication both within the group but the added possibility with
communication on the web.3Nothing Has Changed!Core Instruction To
KnowTo ValueTo Act
For the prior slide example I chose reciprocal teaching to
demonstrate that although some things are different in the 21st
Century much of what needs to be taught has not changed. The
reciprocal teaching strategy was student centered but did not
necessarily represent a 21st Century teaching model. It existed
prior to much of todays technology.
As is pointed out by Kereluik, Mishra, Fahnoe, & Terry For a
variety of reasons, though core ideas and goals of education have
not changed, the specifics of how each of these is instantiated
have changed. Although this may seem contradictory to the previous
statement that nothing has changed, it remains true and highlights
the complex and even sometimes ambiguous impact of technology and
globalization on teaching and learning.
Kereluik, Mishra, Fahnoe, & Terry continue that what has
remained the same is the foundations of to know, to act and to
value. They continue with, That being said, it also indicates, even
as we hold onto these core ideas, that we have to continually shift
and come up with newer ways of instantiating them. So, though the
manner in which we represent knowledge and act upon it may change,
the core idea of what we do as educators has not. In the end, the
authors see little difference in the need for a change in the
content and skills instruction but how educators accomplish the
instruction has changed and can only be addressed by a 21st Century
Learning model. 421st Century Nursing EducationBetter but
HarderRequires Administrative BackingRequires Teacher
Collaboration
That 2st Century Learning model can be accomplished using
several teaching models with some examples being; unfolding case
studies, flipped classrooms and simulations. However, none of these
will happen without significant commitment by the instructors
providing nursing training and the administrations backing them
up.
As pointed out by Rotherham and Willingham, Advocates of 21st
century skills favor student-centered methodsfor example,
problem-based learning and project-based learningthat allow
students to collaborate, work on authentic problems, and engage
with the community. These approaches are widely acclaimed and can
be found in any pedagogical methods textbook; teachers know about
them and believe theyre effective. And yet, teachers dont use them.
These authors point out that in order for the 21st Century Learning
model to be effective there must be improved teacher collaboration
in order to decrease the workload of individual instructors.
And lastly, in Simulation Debriefing Practices in Traditional
Baccalaureate Nursing Programs: National Survey Results, by
Waznonis, Many debriefers are full-time faculty who are
facilitating a large number of debriefings with limited support and
resources. Gaps were found in training, confidentiality, student
engagement, prebriefing, and evaluation of debriefing. Conclusions:
Steps should be taken to lessen gaps between practice and the best
practice standard for debriefing. These gaps the author refers to
are due to an unwillingness of administrations to fully support,
financially and philosophically, the needed changes to embrace the
21st Century Learning method. 5References
Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013).
What Knowledge Is of Most Worth: Teacher Knowledge for 21st Century
Learning.Journal Of Digital Learning In Teacher Education,29(4),
127-140.
McVerry, J. G., Zawilinski, L., & OByrne, W. I. (2009).
Navigating the Cs of Change. Teaching for the 21st Century, 67(1).
Retrieved from:
http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Navigating-the-Cs-of-Change.aspx
Rotherham, A. J., & Willingham, D. (2009). 21st Century
Skills: The Challenges Ahead.Educational Leadership,67(1),
16-21Soul, H., & Warrick, T. (2015). Defining 21st century
readiness for all students: What we know and how to get
there.Psychology Of Aesthetics, Creativity, And The Arts,9(2),
178-186. doi:10.1037/aca0000017Waznonis, A. R. (2015). Original
Research: Simulation Debriefing Practices in Traditional
Baccalaureate Nursing Programs: National Survey Results.Clinical
Simulation In Nursing,11110-119. doi:10.1016/j.ecns.2014.10.002
