À propos de ce cours
4.5
78 notes
19 avis
100 % en ligne

100 % en ligne

Commencez dès maintenant et apprenez aux horaires qui vous conviennent.
Dates limites flexibles

Dates limites flexibles

Réinitialisez les dates limites selon votre disponibilité.
Heures pour terminer

Approx. 13 heures pour terminer

Recommandé : 4 weeks of guided study, plus 2 weeks to complete assignments and evaluations. 2 to 5 hours per week....
Langues disponibles

Anglais

Sous-titres : Anglais...
100 % en ligne

100 % en ligne

Commencez dès maintenant et apprenez aux horaires qui vous conviennent.
Dates limites flexibles

Dates limites flexibles

Réinitialisez les dates limites selon votre disponibilité.
Heures pour terminer

Approx. 13 heures pour terminer

Recommandé : 4 weeks of guided study, plus 2 weeks to complete assignments and evaluations. 2 to 5 hours per week....
Langues disponibles

Anglais

Sous-titres : Anglais...

Programme du cours : ce que vous apprendrez dans ce cours

Semaine
1
Heures pour terminer
2 heures pour terminer

Why do we need 21st century skills? What are they?

During our introduction week, we provide two Modules. Module 1 offers an overview of the course and explains how assessment in it is structured. Our approach to assessment in the course introduces some developmental components that complement the summative approach used by Coursera for grading. The Course Progression provides the basis of the self-assessment activities provided throughout the course. These enable you to monitor your progress as you develop your skills in teaching and assessing C21 skills. In Module 2 we turn to the first topics of the course, and discuss the world in terms of technological change and the need for 21st century skills in today’s workforce. We talk about what is meant by '21st century skills' and how these skills are increasingly in demand as new technologies change the way we work, learn, live and function in a digital and knowledge-based society. You will have the opportunity to learn about different 21st century skills frameworks that have been created by a variety of institutions. We want to show you what we mean by a developmental approach, and how this approach can be used in assessment and learning and teaching. These lectures will form the foundation for topics to come in later weeks, so please take the time to watch them and to follow up with the suggested readings....
Reading
5 vidéos (Total 50 min), 4 lectures, 3 quiz
Video5 vidéos
2.1 Influence of technology11 min
2.2 21st century skills and frameworks12 min
2.3 The implementation of 21st century skills in education5 min
2.4 Developmental learning13 min
Reading4 lectures
Course outline10 min
Course progression20 min
Your teaching team10 min
Start-of-course survey10 min
Quiz3 exercices pour s'entraîner
Module 1 Self-Assessment: Judging what you know about teaching and assessment of C21 skills12 min
Module 2a: About C21 Skills24 min
Module 2b: C21 Skills frameworks12 min
Semaine
2
Heures pour terminer
4 heures pour terminer

How to teach and assess Collaborative Problem Solving (CPS) as an example of a C21 skill

In Module 3 we introduce collaborative problem solving (CPS), an example of a complex and relevant 21st century skill. We will explain the nature of CPS, describing in depth the underlying competencies involved in this skill. We will explain how we can take a developmental approach to teaching and learning in CPS and how skills progressions can be developed and used for formative assessment and teaching purposes. We deal with this topic at a relatively deep level, in preparation for taking a more practical approach in Weeks 3 and 4. ...
Reading
6 vidéos (Total 38 min), 1 lecture, 2 quiz
Video6 vidéos
3.2 The nature of collaborative problem solving6 min
3.3 Social skills for collaborative problem solving7 min
3.4 Cognitive skills for collaborative problem solving8 min
3.5 A developmental approach to teaching and learning collaborative problem solving8 min
3.6 Empirical progressions3 min
Reading1 lecture
Assignment 1: Developing a professional learning asset10 min
Quiz2 exercices pour s'entraîner
Module 3a: Developmental progressions30 min
Module 3b: Interpreting the CPS Progression22 min
Semaine
3
Heures pour terminer
3 heures pour terminer

Assessing and reporting on the development of collaborative problem solving skills

This week, in Module 4, you will be reviewing aspects of assessing students’ collaborative problem solving skills using a developmental approach. You will review a video of ICT tasks that the ATC21S team have created, and you will be prompted to think of ways these approaches may be used, in the classroom or in professional learning, to teach and assess CPS. Work in Week 3 of the course combines with work in Weeks 2 and 4 to support development of the learning outcomes described in Strand 3 of the course progression. ...
Reading
7 vidéos (Total 94 min), 2 quiz
Video7 vidéos
4.2 Using developmental progressions for assessment4 min
4.3a Case Study: Laughing Clowns13 min
4.3b Case Study: Olive Oil14 min
4.3c Case Study: Balance21 min
4.3d Case Study: Game of 2022 min
4.4 A look at reporting15 min
Quiz2 exercices pour s'entraîner
Module 4: Using progressions to interpret and report on student learning45 min
Mid-course self-assessment against the Course Progression12 min
Semaine
4
Heures pour terminer
2 heures pour terminer

Developmental teaching of collaborative problem solving

In Week 4, Module 5, we discuss how individual and group differences can be managed in teaching CPS. We conduct interviews with a teacher, school leader and researcher on implementing the assessment and teaching of 21st century skills in schools. We also discuss, in interview format, the complexities of assessing sophisticated CPS skills using seemingly uncomplicated tasks. How can we assist students to develop their skills from their current level of social and cognitive CPS skill levels, to progress towards greater expertise? This week, too, you should begin work on your major course assignment. ...
Reading
5 vidéos (Total 53 min), 1 lecture, 1 quiz
Video5 vidéos
5.2 Individual and group differences8 min
5.3 Interview: Patrick Griffin and Esther Care discuss CPS10 min
5.4 Interview: A researcher’s perspective on teaching CPS14 min
5.5 School Planning12 min
Reading1 lecture
Hints for Assignment 210 min
Quiz1 exercice pour s'entraîner
Module 5: A case study of teaching CPS30 min
4.5

Meilleurs avis

par DVOct 6th 2016

An apt course for the 21st century schools & educators.\n\nThe instructors should be more interactive on twitter, after all that's what new learning is all about.\n\nKudos, the Aussie way!!

par KKNov 14th 2016

Let me heartily thank authors for the course. It was interesting and useful, and definitely I will use knowledge and experience from this course in my own practice.

Enseignant

Avatar

Patrick Griffin

Professor
Melbourne Graduate School of Education

À propos de The University of Melbourne

The University of Melbourne is an internationally recognised research intensive University with a strong tradition of excellence in teaching, research, and community engagement. Established in 1853, it is Australia's second oldest University....

Foire Aux Questions

  • Une fois que vous êtes inscrit(e) pour un Certificat, vous pouvez accéder à toutes les vidéos de cours, et à tous les quiz et exercices de programmation (le cas échéant). Vous pouvez soumettre des devoirs à examiner par vos pairs et en examiner vous-même uniquement après le début de votre session. Si vous préférez explorer le cours sans l'acheter, vous ne serez peut-être pas en mesure d'accéder à certains devoirs.

  • Lorsque vous achetez un Certificat, vous bénéficiez d'un accès à tout le contenu du cours, y compris les devoirs notés. Lorsque vous avez terminé et réussi le cours, votre Certificat électronique est ajouté à votre page Accomplissements. À partir de cette page, vous pouvez imprimer votre Certificat ou l'ajouter à votre profil LinkedIn. Si vous souhaitez seulement lire et visualiser le contenu du cours, vous pouvez accéder gratuitement au cours en tant qu'auditeur libre.

  • No teaching experience is necessary. An interest in and concern for schooling is all that is needed. We anticipate that practising teachers will find this class rewarding.

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