21st Century Learning and Teaching
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21st Century Learning and Teaching
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Design Thinking: A Quick Overview | Interaction Design Foundation | #PracTICE 

Design Thinking: A Quick Overview | Interaction Design Foundation | #PracTICE  | 21st Century Learning and Teaching | Scoop.it

If you have just started embarking your journey through the Design Thinking process, things might seem a little overwhelming. This is why we have prepared a useful overview of the Design Thinking process, as well as some of the popular Design Thinking frameworks commonly used by global design firms and national design agencies.

To begin, let’s have a quick overview of the fundamental principles behind Design Thinking:

Design Thinking starts with empathy, a deep human focus, in order to gain insights which may reveal new and unexplored ways of seeing, and courses of action to follow in bringing about preferred situations for business and society.

 


It involves reframing the perceived problem or challenge at hand, and gaining perspectives, which allow a more holistic look at the path towards these preferred situations.


It encourages collaborative, multi-disciplinary teamwork to leverage the skills, personalities and thinking styles of many in order to solve multifaceted problems.


It initially employs divergent styles of thinking to explore as many possibilities, deferring judgment and creating an open ideations space to allow for the maximum number of ideas and points of view to surface.


It later employs convergent styles of thinking to isolate potential solution streams, combining and refining insights and more mature ideas, which pave a path forward.


It engages in early exploration of selected ideas, rapidly modelling potential solutions to encourage learning while doing, and allow for gaining additional insight into the viability of solutions before too much time or money has been spent


Tests the prototypes which survive the processes further to remove any potential issues.


Iterates through the various stages, revisiting empathetic frames of mind and then redefining the challenge as new knowledge and insight is gained along the way.


It starts off chaotic and cloudy steamrolling towards points of clarity until a desirable, feasible and viable solution emerges.


As we have seen from the definitions and descriptions, Design Thinking means many things to many people, and this theme persists into the practical implementation as well. There are a wide variety of process breakdowns and visualisations ranging typically between 3 and 7 steps. Each process step or phase embodies one or more of the core ingredients of design thinking that being, reframing, empathy, ideation, prototyping and testing. These different implementation frameworks or models might have different names and number of stages, but they embody the same principles laid out in the bullet points above.

 

Learn more / En savoir plus / Mehr erfahren:

 

https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Design-Thinking

 

https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/

 

 

Gust MEES's insight:

If you have just started embarking your journey through the Design Thinking process, things might seem a little overwhelming. This is why we have prepared a useful overview of the Design Thinking process, as well as some of the popular Design Thinking frameworks commonly used by global design firms and national design agencies.

To begin, let’s have a quick overview of the fundamental principles behind Design Thinking:

Design Thinking starts with empathy, a deep human focus, in order to gain insights which may reveal new and unexplored ways of seeing, and courses of action to follow in bringing about preferred situations for business and society.

 


It involves reframing the perceived problem or challenge at hand, and gaining perspectives, which allow a more holistic look at the path towards these preferred situations.


It encourages collaborative, multi-disciplinary teamwork to leverage the skills, personalities and thinking styles of many in order to solve multifaceted problems.


It initially employs divergent styles of thinking to explore as many possibilities, deferring judgment and creating an open ideations space to allow for the maximum number of ideas and points of view to surface.


It later employs convergent styles of thinking to isolate potential solution streams, combining and refining insights and more mature ideas, which pave a path forward.


It engages in early exploration of selected ideas, rapidly modelling potential solutions to encourage learning while doing, and allow for gaining additional insight into the viability of solutions before too much time or money has been spent


Tests the prototypes which survive the processes further to remove any potential issues.


Iterates through the various stages, revisiting empathetic frames of mind and then redefining the challenge as new knowledge and insight is gained along the way.


It starts off chaotic and cloudy steamrolling towards points of clarity until a desirable, feasible and viable solution emerges.


As we have seen from the definitions and descriptions, Design Thinking means many things to many people, and this theme persists into the practical implementation as well. There are a wide variety of process breakdowns and visualisations ranging typically between 3 and 7 steps. Each process step or phase embodies one or more of the core ingredients of design thinking that being, reframing, empathy, ideation, prototyping and testing. These different implementation frameworks or models might have different names and number of stages, but they embody the same principles laid out in the bullet points above.

 

Learn more / En savoir plus / Mehr erfahren:

 

https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Design-Thinking

 

https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/

 

Se H Ar's comment, September 14, 2019 12:24 PM
good job
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Design Thinking in Education: Empathy, Challenge, Discovery, and Sharing

Design Thinking in Education: Empathy, Challenge, Discovery, and Sharing | 21st Century Learning and Teaching | Scoop.it
As a model for reframing methods and outcomes, design thinking reconnects educators to their creativity and aspirations for helping students develop as deep thinkers and doers.





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https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/


Gust MEES's insight:
As a model for reframing methods and outcomes, design thinking reconnects educators to their creativity and aspirations for helping students develop as deep thinkers and doers.



Learn more / En savoir plus / Mehr erfahren:


https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/


roux apolline's curator insight, February 25, 2016 4:30 AM

design for educators

 

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New Teachers: Designing Learning Environments | ICT | Design

New Teachers: Designing Learning Environments | ICT | Design | 21st Century Learning and Teaching | Scoop.it
For new teachers, this resource compilation includes tips and guides on classroom design and layout to help maximize the possibilities of the learning environment.


Learn more:


https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/


http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=design


http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Design-Thinking


Gust MEES's insight:

For new teachers, this resource compilation includes tips and guides on classroom design and layout to help maximize the possibilities of the learning environment.


Learn more:


https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/


http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=design


http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Design-Thinking




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When Kids Have Structure for Thinking, Better Learning Emerges | #LEARNing2LEARN #LEARNingByDoing

When Kids Have Structure for Thinking, Better Learning Emerges | #LEARNing2LEARN #LEARNingByDoing | 21st Century Learning and Teaching | Scoop.it
When we have a rich meta-strategic base for our thinking, that helps us to be more independent learners,” said Project Zero senior research associate Ron Ritchhart at a Learning and the Brain conference. “If we don’t have those strategies, if we aren’t aware of them, then we’re waiting for someone else to direct our thinking.

Helping students to “learn how to learn” or in Ritchhart’s terminology, become “meta-strategic thinkers” is crucial for understanding and becoming a life-long learner. To discover how aware students are of their thinking at different ages, Ritchhart has been working with schools to build “cultures of thinking.” His theory is that if educators can make thinking more visible, and help students develop routines around thinking, then their thinking about everything will deepen.

His research shows that when fourth graders are asked to develop a concept map about thinking, most of their brainstorming centers around what they think and where they think it. “When students don’t have strategies about thinking, that’s how they respond – what they think and where they think,” Richhart said. Many fifth graders start to include broad categories of thinking on their concept maps like “problem solving” or “understanding.” Those things are associated with thinking, but fifth graders often haven’t quite hit on the process of thinking.

 

Learn more / En savoir plus / Mehr erfahren:

 

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

 

https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/

 

Gust MEES's insight:
When we have a rich meta-strategic base for our thinking, that helps us to be more independent learners,” said Project Zero senior research associate Ron Ritchhart at a Learning and the Brain conference. “If we don’t have those strategies, if we aren’t aware of them, then we’re waiting for someone else to direct our thinking.

Helping students to “learn how to learn” or in Ritchhart’s terminology, become “meta-strategic thinkers” is crucial for understanding and becoming a life-long learner. To discover how aware students are of their thinking at different ages, Ritchhart has been working with schools to build “cultures of thinking.” His theory is that if educators can make thinking more visible, and help students develop routines around thinking, then their thinking about everything will deepen.

His research shows that when fourth graders are asked to develop a concept map about thinking, most of their brainstorming centers around what they think and where they think it. “When students don’t have strategies about thinking, that’s how they respond – what they think and where they think,” Richhart said. Many fifth graders start to include broad categories of thinking on their concept maps like “problem solving” or “understanding.” Those things are associated with thinking, but fifth graders often haven’t quite hit on the process of thinking.

 

Learn more / En savoir plus / Mehr erfahren:

 

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

 

https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/

 

 

Lina Kherfan's curator insight, April 3, 2016 8:19 PM
this article talks about the importance of how children think and learn. the author stresses on the fact that for better learning, students need to have a better structure for learning, hence the title. the author states students often do not have a good structure for thinking. students tend just to memorize things and don't know how to do deep learning. the author states that teachers only teach one part of this structure. which is thinking about thinking. the structre for better thinking is not only thinking about thinking though, there is more to it. the only part of it is to monitoring and directing thinking. " When a student is reading and stops to realize he’s not really understanding the meaning behind the words, that’s monitoring. And most powerfully, directing thinking happens when students can call upon specific thinking strategies to redirect or challenge their own thinking."  monitoring is being able to check up on yourself and regulate your own learning and directing is when students can take charge of their learning and direct it to what works for them in their self learning. this article talks about the importance of deeper thinking and learning and then switches to how educators can help with the process. i chose this article because i think that it is an important thing for students in K-12 grades. in my highschool, my graduating year, they had put in place a program called common core, which emphasizes this specific topic in student learning. sadly i was not able to partake in it however i do think that it is important for incoming students learn how to think and learn deeper.
reflectin gsunny's comment, August 23, 2016 6:44 AM
Breathtaking...!!
Sara Jaramillo's curator insight, May 21, 2020 1:27 PM
I agree with what this article says and I consider that education in public schools in Colombia must have into account the theory and the strategies proposed by Ritchhart. It is very important teach students to think by themselves, to take decisions in their learning, to have critical thinking skills, is more useful and meaningful for their learning, that just provide information for them to memorize it. They would not know what to do with this information, and there will be no learning. 
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21st Century EDUcation with ICT PracTICE | pdf | Flowchart | eSkills

21st Century EDUcation with ICT PracTICE | pdf | Flowchart | eSkills


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21st Century EDUcation with ICT PracTICE | pdf | Flowchart | eSkills


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vgpascal's curator insight, August 10, 2015 2:10 AM

21st Century EDUcation with ICT PracTICE | pdf | Flowchart | eSkills


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