A generative framework for creative learning: A tool for planning creative-collaborative tasks in the classroom

2011 ◽  
Vol 1 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Sylvia Truman
Keyword(s):  
Social Learning ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Learning Theories ◽  
Learning Support ◽  
Support Tool ◽  
Creative Learning

In this paper a generative framework for creativity is presented which extends upon Wallas’s model of creativity (1926), social learning theories and creativity theories. The framework offered here presents a distillation of learning and crea-tivity theory drawing upon salient roots of both creativity and learning theories in the 21st century. The generative framework can be instantiated for use as a learning support tool to assist with the design of classroom and / or other crea-tive learning experiences. Creativity theories are discussed in relation to their appropriateness of the framework. An explanation of the framework is present-ed and an example instantiation provided. The development of the generative framework has been influenced by psychological accounts of creativity and socio-constructivist accounts of learning. The framework presented here has a number of implications for creativity theory as well as teaching and learning practice.

scholarly journals Kontribusi Keterampilan Guru Abad 21 Terhadap Implementasi Kurikulum 2013 di SMK 1 Sumbar

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Ririn Nurpendah
Keyword(s):  
21St Century ◽  
Quantitative Research ◽  
Learning Objectives ◽  
Learning Support ◽  
Attitude Assessment ◽  
Support Tool ◽  
Teacher Skills ◽  
West Sumatra ◽  
Relationship Of ◽  
The Relationship

The problem in this study is that teachers still have difficulty in carrying out student attitude assessment through the attitude assessment rubric, in the 2013 curriculum students are required to be more active and the teacher acts as a facilitator, but the teachers in SMK 1 West Sumatra have not been able to position themselves as facilitators. So the learning objectives that have been outlined by the 2013 curriculum have not been maximally achieved. Furthermore, the lack of use of instructional media as a learning support tool, so that learning implemented by SMK 1 West Sumatra is less varied, learning direct learning models that are still not maximally implemented by teachers and the lack of awareness of SMK 1 West Sumatra teachers in participating in curriculum training in 2013. The research objective is to explain the relationship of 21st century teacher skills with the implementation of the 2013 curriculum at SMK 1 West Sumatra. This research uses correlational quantitative research. Based on the research results obtained that there is a positive and significant relationship of 21st century teacher skills with the implementation of the 2013 curriculum at SMK 1 West Sumatra with a contribution percentage of 50.4%.

The Theory and Practice of Teaching in Today's Colleges and Universities

2009 ◽  
pp. 764-778 ◽  
Author(s):  
Victor X. Wang
Keyword(s):  
Higher Education ◽  
Social Change ◽  
21St Century ◽  
Teaching And Learning ◽  
Colleges And Universities ◽  
Theory And Practice ◽  
Learning Theories ◽  
Learning Society ◽  
Practice Of Teaching ◽  
Adult And Higher Education

Teaching is changing and it is being forced to change by many forces of social change. Today’s theory and practice of teaching in adult and higher education are not only shaped by technology, but also by prevalent teaching and learning theories such as constructivism, progressive principles of education, humanism and even behaviorism. While behaviorism, a major component of pedagogical teaching, successfully dominated adult and higher education in the past, the purpose of this chapter is to demonstrate that we are experiencing a paradigm shift from being pedagogical in our instruction to an andragogical mode of education in the 21st century due to the fact that we do know, to some extent, how students learn. Therefore, the way knowledge is delivered in the new century must be changed in order to serve the needs of this learning society.

scholarly journals Designing an E-Portfolio as a Storage, Workspace and Showcase for Social Sciences and Humanities in Higher Education Institutions (HEIs)

2016 ◽  
Vol 12 (5) ◽  
pp. 185
Author(s):  
Syamsul Nor Azlan Mohamad ◽  
Mohamed Amin Embi ◽  
Norazah Mohd Nordin
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Learning Experience ◽  
Learning Support ◽  
Support Tool ◽  
Social Sciences And Humanities ◽  
Fuzzy Delphi ◽  
Method Approach

<p>The present articles introduce the e-Portfolio as a storage, workspace and showcase to support teaching and learning in higher education institutions (HEIs). Thus, the mix-method approach was implemented on determining important elements of e-Portfolio as a storage, workspace and showcase for a social sciences and humanities context. This study implemented thematic analysis and Fuzzy Delphi Method to obtain the result. Therefore, 25 experts in instructional technology was participated in the process of the making a decision. As resulted, this study highlighted the fundamental of e-Portfolio consists; workspace, storage and showcase. Eventually, the instructional designer will understand and strategies on how to develop an effective e-Portfolio as learning support tool to enhance the learning experience between facilitator and learner.</p>

scholarly journals Learning Experiences of a Participatory Approach to Educating for Sustainable Development in a South African Higher Education Institution Yielding Social Learning Indicators

2021 ◽  
Vol 13 (6) ◽  
pp. 3210
Author(s):  
Luiza Olim de Sousa
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Social Learning ◽  
South African ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Education Institution ◽  
Participatory Approach ◽  
Research Approach ◽  
Innovative Teaching

A principle of sustainable development is that environmental matters are best handled with the participation of all concerned citizens. The UN has identified a gap between innovative teaching and learning methods and a participatory approach at institutions of higher education (IHE) to support interdisciplinary action. This paper shares the learning experiences of pre-service teacher students who took part in a participatory approach to educating for sustainable development in a South African IHE. A survey research design was used to collect the data from a large group (n = 376) of students over one semester. A qualitative research approach used the compulsory module’s teaching and learning tasks as intervention. Narratives were completed in groups upon completion of the module. This research established that when including a participatory approach in teaching and learning in an education for sustainable development (ESD) module at a South African IHE social learning indicators (learning, critical thinking, problem solving and dealing with conflict) emerged and students used their different perspectives when reasoning to participate collaboratively to work toward resolving environmental issues. The significance of this paper is that social learning indicators have been identified in multidisciplinary pre-service teaching and learning in a developing country when using a participatory approach in a higher education ESD module.

Student Learning and the Role of Information and Communication Technology (ICT) in 21st Century: A Review

2020 ◽  
Vol 3 (9) ◽  
pp. 181-185
Author(s):  
Jaspreet Singh ◽  
Amir Shamim Shiekh ◽  
Manmeet Kour ◽  
Pankaj Kumar
Keyword(s):  
Student Learning ◽  
Information And Communication Technologies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
21St Century ◽  
Teaching And Learning ◽  
Non Governmental Organizations ◽  
Information And Communication ◽  
Secondary Information

In the last few decades, Information Technology has transformed the entire world into a village, known as Global Village, as proposed by Marshal McLuhan. ICT has increased its influence in every field like the education sector, defense sector, technology etc. In the 21st century, information and communication technology (ICT) has become an important and integral part of most educational organizations throughout the world.. The use of ICT in classroom teaching and learning processes has become indispensable as it gives teachers and learners the opportunity to operate, store, control and retrieve data in addition to promoting self-regulated and active learning. (Ali, Haolader & Muhammad, 2013) Today we are dependent on technology and the role of ICT is increasing day by day and is believed to be a new normal. Keeping that in view, the present paper attempts to examine the relationship between information and communication technologies (ICT) and student learning. This conceptual paper  is based on secondary information collected from different sources such as books, journal articles, newspapers, reports of various government organizations, non-governmental organizations and soon.

Readiness of Universities for 21st Century Digital Economies: Case of Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province South Africa

10.31355/42 ◽  
2019 ◽  
Vol 3 ◽  
pp. 065-077
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Eastern Cape ◽  
Next Generation ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background........................................................................................................................................................................................................ The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research have been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology....................................................................................................................................................................................................... Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution........................................................................................................................................................................................................ This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings.............................................................................................................................................................................................................. The results indicated that the participating lecturers need to be trained and sup-ported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners................................................................................................................................................................. Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous sup-port and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendation for Researchers................................................................................................................................................................... There is the need to explore in depth the other two components suggested by Mishra and Koehler (2007) which can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society............................................................................................................................................................................................... The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research................................................................................................................................................................................................. Conducting research on technological skills of students are critical in this context.

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