Introduction to 21st Century Learning
Learning is the act of acquiring new knowledge, or modifying and reinforcing existing knowledge, behaviours, skills, and values. It may involve synthesizing different types of information. It tends to progress over time along a curve. It builds upon and is shaped by previous knowledge (e.g. remix). It is a process rather than a collection of knowledge. Technology shapes learning (e.g. produces modalities).
Learning, in turn, influences technology (i.e. the refinement and mass production of technology).
In 21st century learning, students are using technologies [technology: techno (art/craft/skill)+ logy (study of/related to word, discourse)] that are increasingly multimodal to construct their own meanings. As such, teaching methods are becoming more student-centred and focused on engaging the student rather than transmitting content and experience from a teacher. As more modalities are used, more literacies are considered in fields like health, finance, globalization, society, culture, environment, media, creativity, etc. The stated goals are improved skills in critical thinking, problem solving, collaboration, and decision-making.
This constructivist, student-centred learning (i.e. active discovery learning where the students make their own meaning) is contrasted with traditional behaviourist learning (i.e. rote learning – memorizing and learning by repetition to recall material rather than understand it). Meaningful learning emphasizes that knowledge is understood in relation to other knowledge (e.g. tangential and dialogic learning), and can be learned informally (e.g. through play).
Learning, in turn, influences technology (i.e. the refinement and mass production of technology).
In 21st century learning, students are using technologies [technology: techno (art/craft/skill)+ logy (study of/related to word, discourse)] that are increasingly multimodal to construct their own meanings. As such, teaching methods are becoming more student-centred and focused on engaging the student rather than transmitting content and experience from a teacher. As more modalities are used, more literacies are considered in fields like health, finance, globalization, society, culture, environment, media, creativity, etc. The stated goals are improved skills in critical thinking, problem solving, collaboration, and decision-making.
This constructivist, student-centred learning (i.e. active discovery learning where the students make their own meaning) is contrasted with traditional behaviourist learning (i.e. rote learning – memorizing and learning by repetition to recall material rather than understand it). Meaningful learning emphasizes that knowledge is understood in relation to other knowledge (e.g. tangential and dialogic learning), and can be learned informally (e.g. through play).
Presented by Valerie G. Chris C. & John V. of the Bachelor of Education Program at York University
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