Informações sobre o curso
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Aprox. 22 horas para completar

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

Inglês

Legendas: Inglês

100% online

Comece imediatamente e aprenda em seu próprio cronograma.

Prazos flexíveis

Redefinir os prazos de acordo com sua programação.

Aprox. 22 horas para completar

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

Inglês

Legendas: Inglês

Programa - O que você aprenderá com este curso

Semana
1
2 horas para concluir

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 vídeos ((Total 51 mín.)), 4 leituras, 3 testes
5 videos
2.1 Influence of technology11min
2.2 21st century skills and frameworks12min
2.3 The implementation of 21st century skills in education5min
2.4 Developmental learning14min
4 leituras
Course outline10min
Course progression20min
Your teaching team10min
Start-of-course survey10min
3 exercícios práticos
Module 1 Self-Assessment: Judging what you know about teaching and assessment of C21 skills12min
Module 2a: About C21 Skills24min
Module 2b: C21 Skills frameworks12min
Semana
2
4 horas para concluir

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 vídeos ((Total 38 mín.)), 1 leitura, 2 testes
6 videos
3.2 The nature of collaborative problem solving6min
3.3 Social skills for collaborative problem solving7min
3.4 Cognitive skills for collaborative problem solving8min
3.5 A developmental approach to teaching and learning collaborative problem solving8min
3.6 Empirical progressions3min
1 leituras
Assignment 1: Developing a professional learning asset2h 10min
2 exercícios práticos
Module 3a: Developmental progressions30min
Module 3b: Interpreting the CPS Progression22min
Semana
3
3 horas para concluir

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 vídeos ((Total 94 mín.)), 2 testes
7 videos
4.2 Using developmental progressions for assessment4min
4.3a Case Study: Laughing Clowns13min
4.3b Case Study: Olive Oil14min
4.3c Case Study: Balance21min
4.3d Case Study: Game of 2022min
4.4 A look at reporting15min
2 exercícios práticos
Module 4: Using progressions to interpret and report on student learning45min
Mid-course self-assessment against the Course Progression12min
Semana
4
2 horas para concluir

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 vídeos ((Total 53 mín.)), 1 leitura, 1 teste
5 videos
5.2 Individual and group differences8min
5.3 Interview: Patrick Griffin and Esther Care discuss CPS10min
5.4 Interview: A researcher’s perspective on teaching CPS14min
5.5 School Planning12min
1 leituras
Hints for Assignment 210min
1 exercício prático
Module 5: A case study of teaching CPS30min
Semana
5
4 horas para concluir

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 vídeos ((Total 15 mín.)), 2 leituras, 3 testes
3 videos
6.2 Knowing how to learn in a MOOC5min
6.3 Embedded assessments in digital environments3min
2 leituras
Progression and self-assessment rubric for the C21skill of 'knowing how to learn in a MOOC'10min
Academic Integrity10min
1 exercício prático
Module 6: Knowing how to learn in a MOOC30min
Semana
6
1 hora para concluir

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 vídeos ((Total 16 mín.)), 2 leituras, 1 teste
2 videos
8.2 The story so far4min
2 leituras
Graduate Online - The University of Melbourne10min
End-of-course survey10min
1 exercício prático
Module 8: Self-assessment and reflection and critical evaluation exercise10min
4.5
19 avaliaçõesChevron Right

17%

consegui um benefício significativo de carreira com este curso

17%

recebi um aumento ou promoção

Principais avaliações do Avaliação e ensino de habilidades no século 21

por 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!!

por 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.

Instrutores

Avatar

Patrick Griffin

Professor
Melbourne Graduate School of Education

Sobre Universidade de 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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