21st Century Skills for Teachers: A Graduate Level Class

Hello, learning network. I’ve been working on the early stages of designing a graduate level class that introduces teachers to the concept of 21st century skills and how to help students develop them. This evening I’ve completed the “design document” and I’ve decided to share it here in hopes of receiving feedback from some of you: 21st Cent Literacy Design Document

While I was working on it, I pushed a couple of questions out on twitter and thought I would also aggregate those here so that others can respond later:

  • What’s your favorite information literacy framework besides the Big 6?
  • Do any of you teach “risk taking”? If so, how do you approach it? Any frameworks? Or personal lessons learned?

I’d also like to add a few others. I’d be stoked if any one of these catches your interest enough to inspire a comment:

  • What is your favorite framework for 21st century skills and why? (I’m especially interested if it’s not enGauge or the Partnership for 21st Century Skills.)
  • What multimedia skills do you consider critical? (And if you teach graphic design at all, what framework do you use?)
  • What are your favorite digital storytelling resources? (And do you have a favorite digital storytelling framework or philosophy?)
  • If I could only share 1 site to communicate how the read/write web changes education, what would it be?

And these last two may be the most important – and most difficult:

  • What metrics or evaluation tools do you use to assess 21st century skills?
  • What organizational changes have happened to make this possible for you? (Or, what organizational changes need to happen to make this possible for you?)

As always, I hope this might make interesting reading for some of you, and that others might be able to find this post in a time of need when it might help. Meanwhile, I thank you in advance for any feedback you might leave for me as I continue working on this course.

6 Responses to “21st Century Skills for Teachers: A Graduate Level Class”

  1. Alec Couros Says:

    Mark, great document and you’ve produced some terrific and important questions here. I’m teaching a Graduate course this semester and this may have given me the ideal opportunity (or framework) to discuss some of these questions with my students. I’ll see what feedback we can get you through our discussions, and if you don’t mind, I’ll use this post as the reference.

    When will this course be offered?

  2. Kyle Brumbaugh Says:

    Mark:

    When you start talking about risk taking, you are really talking about ‘moral choices’ that students take when they are accessing online material. Here are few things you might want to look at:

    The Digital Citizenship Project at Kansas State University: http://coe.k-state.edu/digitalcitizenship/

    - I particularly like the way they break things down into 9 themes and use the context of a compass to guide students to make better ethical decisions on their own.

    Blogger’s Rights at EFF: http://w2.eff.org/bloggers/

    - I like this resource because it is firmly behind the blogger or content creator, unlike many other things that are squarely behind the ISP’s.

    David Pogue’s Latest Column: The Generational Divide in Copyright Morality. http://pogue.blogs.nytimes.com/2007/12/20/the-generational-divide-in-copyright-morality/

    A good short read on how the younger users of the Internet view intellectual property law.

    Happy Holidays.

  3. Kyle Brumbaugh Says:

    Oh… forgot… This is starting to sound a little like our Global Communications class at Capuchino.

    http://globalcom.wetpaint.com

  4. Sarah Says:

    Mark, I also think this looks very comprehensive. The one thing I didn’t notice was visual literacy. In our middle school, we’re finding that students (and teachers) really need to be made aware of how visual images are manipulated and how often they are manipulated.

  5. yeung Says:

    Hi Mark,

    it is nice to know that you’re doing something about 21st century skills. yes, I also think that the those developed by NCERL and Partnership are good framework. Do you have any ideas on assessing this skills by using scoring rubrics? or during the actual classroom practices?