Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills

Purpose The resources needed to develop assessments of the twenty-first century skills, such as problem solving and collaboration, are huge, and require the introduction of cost-effective methods (Griffin and Care, 2015). The intention of the design template is to identify whether the presented approach to game development is viable for measuring collaborative problem solving (CPS) and if so, by using the template the same measures can be captured regardless of the specific task context. The paper aims to discuss these issues. Design/methodology/approach This paper demonstrates a design template which utilises learning analytics and applies a measurement model to transform games into the twenty-first century assessments. The design template provides parameters for game design that provide sufficient data capture in which a measurement model can be applied. The learning analytics approach allows for capture of student behaviours in game play. By applying the measurement model, inferences can be made about demonstrated behaviours that are indicative of student ability. Findings Following the task design template, it is evident that games can be designed taking into consideration the requirement for generalizability and measurement principles. In turn, tasks developed using a defined set of common characteristics and structure allow consistent measurement processes to be applied in an efficient and sufficient manner. In summary, this paper identifies a viable task design template in regards to design principles and scoring protocols for games generating measures of CPS. Originality/value This approach combines various fields of research to present an approach that is a feasible, effective and efficient method for capturing data that are useful for understanding complex social and cognitive skills. The design template presents a method by which games can be designed in a way that assesses cognitive and social skills and provides a platform on which additional games can be readily created.

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Preservice teachers’ twenty first century learning skills: Three different majors of study

International Journal of ADVANCED AND APPLIED SCIENCES ◽

10.21833/ijaas.2017.07.018 ◽

2017 ◽

Vol 4 (7) ◽

pp. 124-128 ◽

Cited By ~ 3

Author(s):

Prasart Nuangchalerm ◽

Keyword(s):

Preservice Teachers ◽

First Century ◽

Learning Skills ◽

Twenty First Century Learning ◽

Twenty First Century

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Assessing multidimensional students’ perceptions of twenty-first-century learning practices

Asia Pacific Education Review ◽

10.1007/s12564-015-9379-4 ◽

2015 ◽

Vol 16 (3) ◽

pp. 389-398 ◽

Cited By ~ 31

Author(s):

Ching Sing Chai ◽

Feng Deng ◽

Pei-Shan Tsai ◽

Joyce Hwee Ling Koh ◽

Chin-Chung Tsai

Keyword(s):

First Century ◽

Learning Practices ◽

Twenty First Century Learning ◽

Twenty First Century

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Urban Agricultural Experiences: Focusing on Twenty-First Century Learning Skills and Integrating Education

Urban Agriculture - Research Approaches in Urban Agriculture and Community Contexts ◽

10.1007/978-3-030-70030-0_6 ◽

2021 ◽

pp. 95-115

Author(s):

Isha DeCoito

Keyword(s):

First Century ◽

Learning Skills ◽

Twenty First Century Learning ◽

Twenty First Century

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Educational Psychology Is Evolving to Accommodate Technology, Multiple Disciplines, and Twenty-First-Century Skills

Annual Review of Psychology ◽

10.1146/annurev-psych-020821-113042 ◽

2021 ◽

Vol 73 (1) ◽

Author(s):

Arthur C. Graesser ◽

John P. Sabatini ◽

Haiying Li

Keyword(s):

Problem Solving ◽

Educational Psychology ◽

First Century ◽

Collaborative Problem Solving ◽

Annual Review ◽

Publication Date ◽

Research Activities ◽

Twenty First Century ◽

Twenty First Century Skills ◽

Literacy Collaborative

This article covers recent research activities in educational psychology that have an interdisciplinary emphasis and that accommodate twenty-first-century skills in addition to the traditional foundations of literacy, numeracy, science, reasoning (problem-solving), and academic subject matter. We emphasize digital technologies because they are capable of tracking learning data in rich detail and reliably delivering interventions that are tailored to individual learners in particular sociocultural contexts. This is a departure from inflexible pedagogical approaches that previously have been routinely adopted in most classrooms and other contexts of instruction with no precise record of learning and instructional activities. A good design of educational technology embraces the principles of learning science, identifies the basic types of learning that are needed, implements relevant technological affordances, and accommodates feedback from different stakeholders. This article covers research in literacy, collaborative problem-solving, motivation, emotion, and science, technology, engineering, and mathematics (STEM) areas. Expected final online publication date for the Annual Review of Psychology, Volume 73 is January 2022. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

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