The term 21st Century Learning has several meanings. As we define it here, 21st Century Learning refers to a paradigm shift: it is an approach to education that treats students as constructors of knowledge (Kegan 1982, 1994; Baxter Magolda 1999), where process is as important as content; where the social aspects of learning are valued; where critical thinking, problem solving and inquiry are pillars for educating students (Wieman 2007); where interdisciplinary approaches are valued; where classes have relevancy to real world issues; where achievement is more important than making a grade (Coyle 2009); and where reflection is a part of every learning process (Schon D.A. 1982; OLN LCI, 2007). In this approach, 21st Century skills are incorporated into 21st Century Learning—developing life and career skills, learning and innovation skills, information media and technology skills, all enveloping core subjects and 21st Century themes (Framework 2009). Unfortunately, the prevailing educational paradigm still embraces a 20th Century view of education (Kegan 1994). Although educators may believe our current focus in education is on improving learning by students, our classrooms model teacher-centered environments where teachers deliver content to students (Wesch 2009). To improve learning by students requires a paradigm shift to environments filled with the 21st Century Learning landscapes described above. To bring about a paradigm shift requires us as a society to understand why this shift is needed. Our ISLS years of experience have convinced us that piecemeal solutions will not improve student learning. Our vision calls for paradigm shift, nontraditional partnerships and thinking in new ways.
References
Baxter Magolda, M.B. 1999. Creating contexts for learning and self-authorship: Constructive-developmental pedagogy. Nashville, TN: Vanderbilt University Press.
Coyle, D. 2009. The talent code: Greatness isn’t born. It’s grown. Here’s how. New York: Bantam.
Kegan, R. 1994. In over our heads: The mental demands of modern life. Cambridge: Harvard University Press.
Kegan, R. 1982. The evolving self. Cambridge: Harvard University Press.
OLN LCI. 2007. Ohio Learning Network Learning Community Initiative. Last Updated 6 July 2007. http://wiki.lci.oln.org/page/Step+One%3A+Overview. (accessed 08/14/ 2009).
Partnership for 21st Century Skills. 2004. Framework for 21st Century Learning. http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120. (accessed 08/14/2009).
Schon, D.A. 1983. The reflective practitioner. New York: Basic Books.
Wesch, M. 2009. From knowledgeable to knowledge-able: Learning in new media environments. Academic commons (January 7, 2009). http://www.academiccommons.org/commons/essay/knowledgable-knowledge-able. (accessed 14 Aug 2009).
Wieman, C. 2007. Why not try a scientific approach to science education? Change 39(5):9–15.