Analysing and designing learning environments for the 21st century

Dumont, Hanna; Istance, David

doi:10.1787/9789264086487-3-en

Cited by 87 publications

(68 citation statements)

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“…Billett, 2011). Dumont and Istance (2010) distinguished seven core "principles" for designing learning environments with practitioners and decision-makers in mind. One of these principles is to "promote horizontal connectedness across activities and subjects, in-and out-of-school".…”

Section: Learning Environmentsmentioning

confidence: 99%

Hybrid Learning Environments

Zitter

Hoeve

2012

OECD Education Working Papers

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Section: Learning Environmentsmentioning

confidence: 99%

Hybrid Learning Environments

Zitter

Hoeve

2012

OECD Education Working Papers

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“…The so-called 21 st century skills are a list of skills that aim to prepare students for complex professional tasks in increasingly complex workplaces (Dumont & Istance, 2010;Scardamalia, 2001). To satisfy these 21 st century needs, contemporary education aims at selfdirected and collaborative learning with active participation of the learner (see e.g., Boud, Cohen, & Sampson, 1999).…”

Section: Introductionmentioning

confidence: 99%

What if pupils can assess their peers anonymously? A quasi-experimental study

Vanderhoven

Raes

Montrieux

et al. 2015

Computers & Education

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Peer assessment has proven to be a promising assessment form, but there is only limited research about how to decrease the undesirable social effects that are inherent to the process, such as peer pressure and fear of disapproval. In previous research, anonymity has proven to be an important factor in peer assessment in higher education. In the current research, peer assessment was studied in secondary education and classroom response technology (CRT) was introduced as a tool that enables anonymity within face-to-face settings. A quasi-experimental study was set up in four classes to compare traditional nonanonymous peer assessment (raising score cards) with anonymous peer assessment (giving scores using CRT). It was questioned whether students felt more positive towards anonymous peer assessment, and reported to feel less negative social effects. Subsequently, the hypothesis that anonymous peer assessment would be a more valid methodology is verified. Finally, teachers' experiences with both peer assessment interventions were studied. Although some concerns were raised about the validity of anonymous peer assessment, it has been found that pupils felt more positive towards peer assessment and experienced less peer pressure and fear of disapproval when scores were given anonymously using CRT. Teachers reported that using CRT was an objective way of assessing but raised some concerns with regard to the control of the teacher, and the classroom characteristics. In this regard, implications for future research are discussed.

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“…Learning in the 21st century involves generating knowledge, not storing it, and initiating change, not conforming to it (Bolstad & Gilbert, 2012). Furthermore, education ought to focus on 'soft skills', competencies, and capabilities (Dumont & Istance, 2010), preparing students to manage digitisation, and challenging problems like climate change and work automation (Bolstad & Gilbert, 2012). These shifts have profound implications for schools.…”

Section: Education For the Knowledge Agementioning

confidence: 99%

“…The idea of lifelong learning emerged in the 1970s (Biesta, 2013), indicating that this 'innovative' idea has been around for some time. Dumont and Istance (2010) suggested that learning continues throughout the lifespan in both formal and informal learning environments, and is important as future employability depends increasingly on individuals' uptake of lifelong learning. Knowledge therefore becomes capital (and potential earning power) in the hands of individuals.…”

Section: Lifelong Learningmentioning

confidence: 99%