Über diesen Kurs
4.5
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19 Bewertungen

100 % online

Beginnen Sie sofort und lernen Sie in Ihrem eigenen Tempo.

Flexible Fristen

Setzen Sie Fristen gemäß Ihrem Zeitplan zurück.

Ca. 22 Stunden zum Abschließen

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

Englisch

Untertitel: Englisch

100 % online

Beginnen Sie sofort und lernen Sie in Ihrem eigenen Tempo.

Flexible Fristen

Setzen Sie Fristen gemäß Ihrem Zeitplan zurück.

Ca. 22 Stunden zum Abschließen

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

Englisch

Untertitel: Englisch

Lehrplan - Was Sie in diesem Kurs lernen werden

Woche
1
2 Stunden zum Abschließen

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....
5 Videos (Gesamt 51 min), 4 Lektüren, 3 Quiz
5 Videos
2.1 Influence of technology11m
2.2 21st century skills and frameworks12m
2.3 The implementation of 21st century skills in education5m
2.4 Developmental learning14m
4 Lektüren
Course outline10m
Course progression20m
Your teaching team10m
Start-of-course survey10m
3 praktische Übungen
Module 1 Self-Assessment: Judging what you know about teaching and assessment of C21 skills12m
Module 2a: About C21 Skills24m
Module 2b: C21 Skills frameworks12m
Woche
2
4 Stunden zum Abschließen

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. ...
6 Videos (Gesamt 38 min), 1 Lektüre, 2 Quiz
6 Videos
3.2 The nature of collaborative problem solving6m
3.3 Social skills for collaborative problem solving7m
3.4 Cognitive skills for collaborative problem solving8m
3.5 A developmental approach to teaching and learning collaborative problem solving8m
3.6 Empirical progressions3m
1 Lektüre
Assignment 1: Developing a professional learning asset10m
2 praktische Übungen
Module 3a: Developmental progressions30m
Module 3b: Interpreting the CPS Progression22m
Woche
3
3 Stunden zum Abschließen

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. ...
7 Videos (Gesamt 94 min), 2 Quiz
7 Videos
4.2 Using developmental progressions for assessment4m
4.3a Case Study: Laughing Clowns13m
4.3b Case Study: Olive Oil14m
4.3c Case Study: Balance21m
4.3d Case Study: Game of 2022m
4.4 A look at reporting15m
2 praktische Übungen
Module 4: Using progressions to interpret and report on student learning45m
Mid-course self-assessment against the Course Progression12m
Woche
4
2 Stunden zum Abschließen

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. ...
5 Videos (Gesamt 53 min), 1 Lektüre, 1 Quiz
5 Videos
5.2 Individual and group differences8m
5.3 Interview: Patrick Griffin and Esther Care discuss CPS10m
5.4 Interview: A researcher’s perspective on teaching CPS14m
5.5 School Planning12m
1 Lektüre
Hints for Assignment 210m
1 praktische Übung
Module 5: A case study of teaching CPS30m
Woche
5
4 Stunden zum Abschließen

Knowing how to learn in a MOOC: another example of a C21 skill

This week, in Module 6 we explore a further example of a C21 skill, and one that has particular relevance to participants in this course: the skill of knowing how to learn in a MOOC. We review the nature of MOOCs as a teaching environment, and why a MOOC demands particular learning skill to generate higher learning. We examine an empirical progression for the skill, and review how to assess the level of skill of any participant in a MOOC. Module 7 is focused on your major assignment, which is is due this week....
3 Videos (Gesamt 15 min), 2 Lektüren, 3 Quiz
3 Videos
6.2 Knowing how to learn in a MOOC5m
6.3 Embedded assessments in digital environments3m
2 Lektüren
Progression and self-assessment rubric for the C21skill of 'knowing how to learn in a MOOC'10m
Academic Integrity10m
1 praktische Übung
Module 6: Knowing how to learn in a MOOC30m
Woche
6
1 Stunde zum Abschließen

Reflection and looking forward

In this final week, in Module 8, we ask you to reflect on your learning in the course and particularly on the use of progressions and developmental thinking in the way C21 skills are taught and assessed. If you submitted an Assignment in Week 5, you will assess the work of your peers in the major Assignment. ...
2 Videos (Gesamt 16 min), 2 Lektüren, 1 Quiz
2 Videos
8.2 The story so far4m
2 Lektüren
Graduate Online - The University of Melbourne10m
End-of-course survey10m
1 praktische Übung
Module 8: Self-assessment and reflection and critical evaluation exercise10m
4.5
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Top-Bewertungen

von 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!!

von 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.

Dozent

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Patrick Griffin

Professor
Melbourne Graduate School of Education

Über 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....

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  • 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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