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Professor Jeppe Bundsgaard Danish School of Education Aarhus University Identifying and understanding 21st Century Skills Professor Jeppe Bundsgaard Outline 21 st Century Skills projects What is it? And what are the problems? An


  1. Professor Jeppe Bundsgaard Danish School of Education Aarhus University Identifying and understanding 21st Century Skills Professor Jeppe Bundsgaard

  2. Outline ● 21 st Century Skills projects – What is it? And what are the problems? ● An alternative approach to identifying 21 st skills – Prototypical situation oriented approach ● How to identify and understand 21 st century skills as part of assessment development – The Danish 21 st Skills assessment Professor Jeppe Bundsgaard

  3. A number of 21 st Century Skills projects P21 Partnership for 21st Century Skills ATC21s WEF Professor Jeppe Bundsgaard Assessment and teaching of 21st Future of Jobs Century Skills

  4. Methods to identify and describe 21 st Century Skills ● Brainstorming – P21 – “P21 has identified and brought to the forefront a comprehensive set of skills that, along with content mastery, are what all sectors can agree are essential for success. The P21 Framework for 21st Century Learning took several years to develop ...” ● Survey of frameworks – ATC21s – “To arrive at this model framework we compared a number of available curriculum and assessment frameworks for twenty-first century skills and skills that have been developed around the world. We analyzed these frameworks to determine not only the extent to which they differ but also the extent to which these frameworks provide descriptions of twenty-first century learning outcomes in measureable form.” ● Survey of experts – World Economic Forum: The future of jobs – “survey of CHROs and other senior talent and strategy executives of leading global employers” Professor Jeppe Bundsgaard

  5. Challenges ● Identification challenge – How do we know that we have found the core skills? ● Ranking challenge – How do we know that these skills are the most important ones? ● Description challenge – How do we define, describe and subdivide each skill/competence? ● Teaching challenge – How do we know which parts of the skills to focus on? What is hard, what is easy? ● Organizational challenge – How can the disciplines contribute (methods, knowledge, epistemic frames)? How should the school be organized? Professor Jeppe Bundsgaard

  6. Solution? A prototypical situation oriented approach ● A prototypical situation is a central member of a category of situations (Cf. Eleanor Rosch) ● Recurrent situations, typified rhetorical action (Miller) ● E.g. – Being a teacher means participating in ● Teaching situations ● Parent-teacher conferences ● Professional development ● Eating lunch ● Walking the hallways to class – Not all these situations are prototypical of being a teacher. Professor Jeppe Bundsgaard

  7. The method ● Politics ● Identify – (first very general, later on ● Sociology more specific) prototypical situations which we want ● Anthropology students to be able to take part in ● ‘Didactology’ ● Analyze challenges ● Psychology – Describe and examine empirical practices ● Identify competences (skills) – Analyze the challenges and the ways to address these challenges, i.e. the competences needed Professor Jeppe Bundsgaard

  8. How to identify prototypical situations ● Through sociological reasoning – What are the main domains of a society? ● E.g. Habermas: The civil society – What are the main types of situations in these domains? ● Through sociological imagination – How will our societies develop? – What will be the main types of situations in this imagined future? ● Through political dialogue – What society do we want students to participate in developing? – Which situations should they therefore be able to take part in? Professor Jeppe Bundsgaard

  9. Six core identities and their general prototypical situations Professor Jeppe Bundsgaard

  10. How to identify prototypical situations II, and identify challenges ● Through empirical studies of main types of situations – E.g. Studies of prototypical work practices (cf. Wenger) – Surveys, interviews, observations ● Through sociological and anthropological reasoning and imagination ● Through production and study of fiction (literature, movies, poetry etc.) Professor Jeppe Bundsgaard

  11. An example Danish L1 Teacher’s prototypical situations Professor Jeppe Bundsgaard

  12. How to identify competences? ● Analyses of how challenges are met/could be met ● Didactical and psychological reasoning and imagination. ● Identification of approaches, methods, knowledge etc. from the academic disciplines – And how they can be brought into use. Professor Jeppe Bundsgaard

  13. What are the most important skills? (the ranking challenge) ● Different criteria: – The situations that most people are in (or is expected to be in), most of the time (sociology/anthropology) – The situations we as a society find most important to improve on (policy) ● As a citizen ● As a worker ● As a person, consumer, aesthete, etc. ● Which criteria are used in the 21 st skills projects? Professor Jeppe Bundsgaard

  14. The description and teaching challenges ● An example: – An assessment of 21 st Century Skills Professor Jeppe Bundsgaard

  15. Design principles ● Design six scenarios and story lines ● Put the students in prototypical 21 st century situations in these scenarios ● Give the students tasks that are prototypical of the situations – With a focus on handling and production of information, collaboration, project work Professor Jeppe Bundsgaard

  16. 2 example modules Professor Jeppe Bundsgaard

  17. We are going to get a pet in the after-school club Professor Jeppe Bundsgaard

  18. Brainstorming ideas Professor Jeppe Bundsgaard

  19. Reflecting on other peoples suggestions Professor Jeppe Bundsgaard

  20. Researching the web Professor Jeppe Bundsgaard

  21. Planning how to build a cage Professor Jeppe Bundsgaard

  22. Choosing the design Professor Jeppe Bundsgaard

  23. Finding information Professor Jeppe Bundsgaard

  24. Evaluating information Professor Jeppe Bundsgaard

  25. Planning how to take care of the rabbit Professor Jeppe Bundsgaard

  26. Designing a poster Professor Jeppe Bundsgaard

  27. Charity dinner Professor Jeppe Bundsgaard

  28. Brainstorm tasks Professor Jeppe Bundsgaard

  29. Allocate tasks Professor Jeppe Bundsgaard

  30. Plan the preparations for the event Professor Jeppe Bundsgaard

  31. Interior design Professor Jeppe Bundsgaard

  32. Search information Professor Jeppe Bundsgaard

  33. Evaluate information Professor Jeppe Bundsgaard

  34. Evaluate information Professor Jeppe Bundsgaard

  35. Collaborate and solve conflicts Professor Jeppe Bundsgaard

  36. Collaborate with external business partners Professor Jeppe Bundsgaard

  37. Prepare a budget Professor Jeppe Bundsgaard

  38. Design a web page Professor Jeppe Bundsgaard

  39. Design ● Around 3000 students from 3 rd through 8 th grade in 15 schools took the test – Pre-test winter 2013 – Post-test spring 2015 ● 6 modules ● Each student was assigned two modules at pre- test and two other modules at post-test Professor Jeppe Bundsgaard

  40. Rotated design Module A B C D E F Grades Pre Post 3rd Post Pre Pre Post Pre Post Pre Post Post Pre 4 th – 6 th Post Pre Pre Post Post Pre Post Pre Pre Post Pre Post Pre Post Post Pre 7 th – 8 th Post Pre Pre Post Post Pre Post Pre Professor Jeppe Bundsgaard

  41. Dimensions ● Scenario competence – Imagine complex situations and envisage development and solutions to challenges ● Process competence – Planning and addressing issues that occur during a project ● Composition competence – Compose multimodal messages that fits the situation ● Information competence – Prepare and carry through Internet searches, and be critical towards the information ● Collaboration competence – Communicate and collaborate with peers, experts, costumers etc., identify and solve conflicts Professor Jeppe Bundsgaard

  42. Short digression Rasch analysis helped my understanding ● Scenario competence ● Each task was described by a dimension and a subdimension – Brainstorm ● Scenario competence kept having bad fit – Creating ideas ● It turned out that most bad items – Planning was from the planning subdimension – Consequences of ● I created a new dimension choices mostly consisting of these items: – Interior design the process dimension. ● An indication that management – Systematize of time is not strongly connected to the management of actors and space Professor Jeppe Bundsgaard

  43. Scoring ● Multiple choice ● Drag and drop ● Human scored short text responses ● Human scored multimodal responses ● Polytomous and dichotomous items Professor Jeppe Bundsgaard

  44. Data ● 2604 cases (pre-test – post-test for 1302 students) ● 231 variables – Collaboration: 18 – Information: 29 – Production: 51 – Scenario: 60 – Process: 73 Professor Jeppe Bundsgaard

  45. Rasch analysis ● Polytomous facet model ● Using grade as a categorical variable to account for the non-normal distribution of students ● Using gender to account for DIF Professor Jeppe Bundsgaard

  46. Reliability, FIT ● Fit: Weighted MNSQ between .75-1.21 ● PV-reliability: 0.679, 0.621, 0.681, 0.816, 0.677 Professor Jeppe Bundsgaard

  47. Gender and Grade differences Professor Jeppe Bundsgaard

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