rethinking learning and teaching for the 21 st century graduate geoffrey crisp rmit university

Rethinking Learning and Teaching for the 21st Century Graduate

Geoffrey Crisp

RMIT University


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http://www.transformingassessment.com

Shamim JoarderMathew Hillier


University of Bologna, Laurentius de Voltolina 14 th century lectureThe Yorck Project: 10.000 Meisterwerke der Malerei. DVD-ROM, 2002.

Is this your classroom?


University of Bologna, Laurentius de Voltolina 14 th century lectureThe Yorck Project: 10.000 Meisterwerke der Malerei. DVD-ROM, 2002.

Is this your classroom?

listening

social interaction

quality assurance

reading

disengaged


What is a capable graduate?

• to perform capably in the workplace, a graduate is required to apply domain specific knowledge to particular tasks and interact effectively with other colleagues and clients in the workplace

• they must be aware of the broader social, cultural, economic and political dimensions of their workplace

• take the new skills and abilities acquired during discipline learning activities and contextualise them so they are recognised in the graduateness of the person participating in the workplace


Rethinking curriculum design

We need to rethink our curriculum design so that it facilitates both the development and assessment of discipline skills and capabilities, as well as the assessment of the application of these skills and capabilities in an authentic environment


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Authentic learning and assessment – inverted curriculum approach

http://www.nasaimages.org/luna/servlet/detail/nasaNAS~9~9~58363~162207:


LessonLAMS – curriculum design tool

http://lessonlams.com


Learning and assessment

• employers are expecting graduates to be able to perform appropriately in proactive, task-directed ways where they implement their discipline specific knowledge

• universities are often concerned with students mastering the conceptual understanding of core discipline principles and applying these to artificially constructed tasks designed for assessments that can be efficiently marked


21st century employability skills – DEST 2002

• communication that contributes to productive and harmonious relations across employees and customers

• self-management that contributes to employee satisfaction and growth

• teamwork that contributes to productive working relationships and outcomes

• life-long learning that contributes to ongoing improvement and expansion in employee and company operations and outcomes


21st century employability skills – DEST 2002• problem-solving that contributes to productive

outcomes

• technology that contributes to effective execution of tasks

• planning and organising that contributes to long and short term strategic planning

• initiative and enterprise that contribute to innovative outcomes


21st century skills

Ways of

thinking

Creativity and innovation; critical thinking, problem

solving; learning to learn, metacognition

Ways of

working

Communication; collaboration (teamwork)

Tools for

working

Information literacy; ICT literacy

Living in the

world

Citizenship – local and global; Life and career;

personal, social responsibility

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Table 1. Example of 21st century employability skills (adapted from content by Ripley, 2010)


Learning and assessment• if teaching is the static delivery of content, then routine

assessment tasks that reward recall will be the likely format for the students’ tasks

• this approach is not compatible with the assessment of 21st century skills

• teachers who prepare authentic learning activities for students will likely make assessment tasks more authentic and are more likely to cater for the complexity that is part of assessing 21st century skills


You need to decide

• whether a norm-referenced or criterion-referenced assessment scheme is more appropriate for the particular learning outcomes

• whether the process of solving a problem and the product of solving a problem are both assessed, and what is the relative weighting for the two components

• whether constructed or selected responses are appropriate


You need to decide

• convergent type, in which one correct answer is expected, and divergent responses, in which the answer depends on opinion or analysis (Torrance et al., 2001)

• convergent assessment has its origins in mastery-learning models and involves assessment of the student by the master-teacher

• divergent assessment is often associated with a constructivist view of learning, where the teacher and student engage collaboratively within Vygotsky’s (1986) zone of proximal development


http://www.english4today.com/i/teacher_cartoon.jpg


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Interactivity - Chemistry Java applet


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QuickTime VR

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Interactive e-assessment


Simulations

http://forio.com/simulation/rotest/


Assessing 21st century skills

• for declarative knowledge (knowing what) that forms part of the core traditional skills and understandings in a discipline, student responses can be readily compared to expected responses and judged as correct or incorrect

• the idea that valid and reliable inferences can be made about students’ acquisition of 21st century skills by judging students’ responses as only correct or incorrect is too simple an approach for the assessment of complex capabilities

• for these new skills, our assessment designs need to accept multiple solutions to a problem or issue and provide feedback to students on their chosen strategies that have been used to solve the problem



• designing assessments that are capable of tracking the strategies students employ to complete the assigned task requires a holistic approach to judging the evidence presented by the student

• students can be asked to construct responses using the competencies that they have developed during a course

• these competencies will be a mix of discipline specific knowledge and understandings, as well as an array of broader competencies that are more aligned with 21st century employability skills


Resources for 21st century teaching

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http://www.bized.co.uk/


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What Happens in a Role Play?

Adopt a role

Issues & problems occur

Reflection &

Learning

Interaction & debate

Adopt a role

Issues & problems occur

Reflection &

Learning

Interaction & debate


Scenario based learning - SBLi

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• students receive a strong message about the relative importance of knowledge recall versus the broader competencies such as approaches to problem solving, creativity, collaboration and social context through the weighting that teachers apply to the assessment task

• students will use these weightings to decide where to place their efforts in completing the task


Work integrated learning

• universities are exploring alternative learning activities for the resource intensive physical workplace programs such as WIL because of the issues associated with scalability

• finding suitable placements for large numbers of students in these face-to-face programs can be difficult to organise each year


Work integrated learning

• virtual worlds or simulations can offer an alternative learning and assessment environment for students to complete workplace tasks as a simulated activity

• activities in virtual worlds or simulations generally emphasise performance rather than knowledge acquisition

• this approach to designing student activities is aligned more closely with testing 21st century skills where authentic assessment involves criteria relevant to the student performance, rather than simply the recall or manipulation of content knowledge in isolation from context


Facet of Work WSD Cell DescriptionAction Verb Example of

Work Skill

Initiative Student establishes role and adaptsInquireFocus

Locate

Enthusiastic

Querying

Technology Student applies technology to find and

generate information/data

SelectManage

Innovate

Identifying

Translating

Learning Student critically evaluates their role and

objectives to establish lifelong learning

skills

InterpretAspire

Change

Projecting

Understanding

Self Management Student reflects and self manages time

and information

PlanChoose

Judge

Organising

Evaluating

Problem Solving Student synthesises and analyses to

create solutions

DefineTest

Reason

Distinguishing

Investigating

Communication Student understands self and others

through interpersonal communication

and teamwork

ListenNetwork

Negotiate

Interpreting

Consulting

30Facets of WSD explained (Bandaranaike & Willison, 2009)


Second Life examples

http://www.youtube.com/watch?v=Ncj7xokweOc


Game-based learning

• many of the traditional forms of assessment we currently use in universities interrupt the flow of student engagement by separating the learning and assessment as time and location specific activities

• stealth assessment challenges many of our current concepts about learning and assessment by proposing that teachers design learning and assessment activities that are continuous and not separated by time or space

• evidence of learning and capability development could be collected continuously without interrupting the flow of students’ learning


Game-based learning

• embedding assessment tasks within virtual world activities would provide a convenient way to track student performance and their application of many of the 21st century skills

• Shute has described the principle of stealth assessment which involves the systematic collection of evidence about users’ actions during online games without interrupting the flow of the game (Shute, Ventura, Bauer & Zapata-Rivera, 2009)


Second Life examples

http://www.youtube.com/watch?v=eQruIhMVgYI


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Augmented reality and virtual labs


Do you want to change the way you teach and assess?

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rethinking learning and teaching for the 21 st century graduate geoffrey crisp rmit university

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