The Changing Role of Education and Schools

Griffin, Patrick; Care, Esther; McGaw, Barry

doi:10.1007/978-94-007-2324-5_1

Cited by 246 publications

(233 citation statements)

References 5 publications

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“…Collaborative problem solving leans on various social and cognitive skills that have been defined in the ATC21s project (Assessment and Teaching of 21 st Century Skills; Griffin, Care, & McGaw, 2012). The five broad strands of CPS are as follows: (1) perspective taking (the ability to take the others' perspectives into account); (2) participation (readiness to share information and externalize thoughts); (3) social regulation (awareness of the strengths and weaknesses of group members); (4) task regulation (planning and monitoring skills for developing strategies for problem solving and shared problem representation); and (5) knowledge building (the ability to learn and build knowledge through group interaction).…”

Section: Collaborative Problem Solving (Cps) As a Way Of Workingmentioning

confidence: 99%

“…The ATC21s project explored new ways of assessing 21st century skills and linking them to teaching interventions aimed at deepening learning and enabling students to develop higher levels of skill (Griffin, Care, & McGaw, 2012). A computer-based assessment portal including tasks to assess collaborative problem solving (CPS) was developed at the Assessment Research Centre in the University of Melbourne.…”

Section: Case "Enhancing and Assessing Collaborative Problem Solving"mentioning

confidence: 99%

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Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills

Häkkinen

Järvelä

Mäkitalo‐Siegl

et al. 2016

Teachers and Teaching

252

137

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(2017). Preparing teacher-students for twenty-first-century learning practices (PREP 21) : a framework for enhancing collaborative problem-solving and strategic learning skills. Teachers and Teaching: Theory and Practice, 23 (1), 25-41. doi:10.1080/13540602.2016 AbstractWith regard to the growing interest in developing teacher education to match the 21st century skills, while many assumptions have been made, there has been less theoretical elaboration and empirical research on this topic. The aim of this article is to present our pedagogical framework for the 21st century learning practices in teacher education. We will first review the current status of policy frameworks for the 21st century learning skills. Based on our previous work and current understanding in the field of learning sciences, we will next elaborate the processes and strategies for collaborative problem solving skills and strategic learning skills to specify current, rather general claims presented regarding the discussion on 21st century skills. We will also provide concrete case examples facilitating strategic learning skills, collaborative problem-solving skills and the skills to use ICT (Information and Communication Technologies) in contexts of our previous studies.

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Section: Collaborative Problem Solving (Cps) As a Way Of Workingmentioning

confidence: 99%

Section: Case "Enhancing and Assessing Collaborative Problem Solving"mentioning

confidence: 99%

Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills

Häkkinen

Järvelä

Mäkitalo‐Siegl

et al. 2016

Teachers and Teaching

252

137

View full text Add to dashboard Cite

show abstract

“…It is now mentioned in educational plans and/or teacher standards in Western world and for example, in Singapore (NIE, 2009), Australia (Griffin, McGaw, & Care, 2012), and China (Tan, 2017). However, the instruments used for measuring SRL are often based on theories that were developed in Western cultural contexts.…”

Section: Self-regulated Learning Of Student Teachersmentioning

confidence: 99%

Untitled

2017

AJTE

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“…Effective learning is attained when learners take an active role in their own learning and learning together as a group [1]. By working in groups students encourage, support, help and provide feedback to each other in order to improve their learning performance.…”

Section: Introductionmentioning

confidence: 99%

Use of Intelligent Agents in Collaborative MLearning: Case of Facilitating Group Learner Interactions

Njenga¹,

Oboko²,

Omwenga³

et al. 2017

IJMECS

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Abstract-Intelligent agents have been used in collaborative learning. However, they are rarely used to facilitate group interactions in collaborative m-learning environments. In view of this, the paper discusses the use of intelligent agents in facilitating collaborative learning in mobile learning environments. The paper demonstrates how to design intelligent agents and integrate them in collaborative mobile learning environments to allow group learners to improve their levels of group knowledge construction. The design was implemented in a collaborative mobile learning system running on Modular Object-Oriented Dynamic Learning Environment (Moodle) platform. The application was used in some experiments to investigate the effects of those facilitated interactions on the level of group knowledge construction. The results showed improved levels of group knowledge construction in instances where the facilitations were enabled compared to where they were disabled. The paper concludes that the use of intelligent agents in facilitating learner group interactions in collaborative mobile learning environments improves the levels of group knowledge construction. For future work, the use of intelligent agents can be tested in other areas of group interactions to enhance group learning.

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The Changing Role of Education and Schools

Cited by 246 publications

References 5 publications

Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills

Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills

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Use of Intelligent Agents in Collaborative MLearning: Case of Facilitating Group Learner Interactions

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