solving within students' learning of mathematics, science, and technology is gaining ... for Teaching and Learning (2010) report that in California, only 10% of ... What did the middle school students need in order to best learn about STEM ...
Lessons 1 and 2: warming up (vocabulary activation; stimulation of other body senses)+interactive reading+Kahoot! and Plickers questionnaires+karaoke and ...
but fail to instil their applications, later kids also don't relate to ... âComputational Thinkingâ is enjoying a healthy buzz in the ... In contrast a child with CT skills will.
International Journal of Advanced Networking Applications (IJANA). ISSN No. : 0975- ... ranging from course specifications to course development, from community ..... goes into animation, Photoshop to get acquainted with the techniques (C).
Moving focus from blue to green water management .... to update concepts and the conceptual framework that interlinks humanity and the life support.
unit, course or school level. ... introduced for the end of each key stage and .... Figure 1 The three stages in the process of backward design based on the work.
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about how analytics allow us to better orchestrate different e-learning tools and .... Conference on Advanced Learning Technologies (ICALT '14), 365-366.
Sep 20, 2013 - prepare students with the necessary skills and knowledge to work in multidisciplinary design teams upon ... level mathematics and programming skills. This ..... http://mindstorms.lfb.rwth-aachen.de/index.php/en/publications.
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Mar 28, 2018 - Computational Thinking is a skill that guides the 21th century individual in the ... Keywords: computational thinking, definitions, concepts, trend.
Shakespeare's The Tempest during the late 20th century and early 21st century ... ideas and thoughts extend the discourse of prayer into the life of audience.
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21st Century Tech Plan. 3 | Page. This work is licensed under a. Creative Commons Attribution-Noncommercial-Share Alike
Novais & Gallagher (2010) and in personal communications with Gabriel Novalis (April 27,. 2011). We also looked at the drafts of instruments from The William ...
Using the improvisational theater technique of âYes, andâ keeps design .... flected a high level of authenticity (Corbin & Morse, 2003, p. 339). The 360-degree ...
quantitatively described. Review of General Psychology, 7, 331-363. Ries, E. (2011). The lean startup: How today's entrepreneurs use continuous innovation to.
May 23, 2011 - coordination software packages revolutionised peoplesâ ability to ... This could be called the trade-in
education so that students can advance their learning in core academic subjects. ... (1996). Washington, D.C.: National
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Using Design Thinking to embed st 21 century learning skills into your teaching: a structured workshop. Amanda Charlton1 and Diane Kenwright2
1. University of Auckland and 2. University of Otago, Wellington, NZ.
BACKGROUND
AIM st 21
Embed century learning skills into a lesson you teach using the Design 1 Thinking process.
INTRODUCTION Why? Competency based outcomes for medical education incorporates skills such as cultural competence, collaboration and communication, which need deliberate embedding into the teaching of disciplinary knowledge.
University of Auckland graduate profile 3 Insert your institution’s graduate profile.
Reproduced from The World Economic Forum report. 2
Identify the 21st century learning skills in undergraduate graduate capabilities or postgraduate competence outcomes.
Design thinking is a human centred creative, iterative and practical approach to finding the best ideas and solutions1
Competencies for postgraduate medical education4
STRUCTURED WORKSHOP Empathise Create an archetype student e.g. • Gen Y • Digital consumer not creator • Just in time learning • Mobile learning • Time poor
Ideate
Define
Encourage wild ideas •Be visual •Go for quantity
What 21CLS to embed e.g Collaboration and Digital literacy .
FEEDBACK FRAMEWORK
Prototype
Test
Storyboard or lesson plan highlighting 21CLS elements
I like ….
Present your lesson to your partner for feedback
E.g. Learner test creation
I wish ….
E.g. More structure around collaboration
I wonder E.g. Learner perception compared to analogue
The feedback in design thinking is structured to be a safe place to express feelings, be heard and experience constructive feedback.
I like ….
I wish ….
I wonder
Feedback framework
DISCUSSION
10mins
What 21CLS skills gaps did you identify in your teaching session ? What other situations could you use this I like, I wish, I wonder… feedback framework?
LINKS For a copy of this poster scan this QR code with your mobile
REFERENCES 1. Brown, Tim. Design thinking Harvard business review, June 2008, Vol.86(6), pp.84-92, 141 Available from https://www.ideo.com/post/design-thinking-in-harvard-business-review 2. World Economic Forum report New Vision for Education: Fostering Social and Emotional Learning Through Technology. https://www.weforum.org/agenda/2016/03/21st-century-skills-future-jobs-students/ 3. University of Auckland. https://www.auckland.ac.nz/en/students/forms-policies-and-guidelines/student-policies-andguidelines/graduate-profile.html 4. CanMEDS framework. http://www.royalcollege.ca/rcsite/canmeds/canmeds-framework-e 5. Design thinking feedback framework, Stanford dschool. https://dschool-old.stanford.edu/wpcontent/themes/dschool/method-cards/i-like-i-wish-what-if.pdf
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