Presentation on 21st century learning design.

1. 21st
Century
Learning
Design
Making Learning Relevant
BY: MISS LEIGH-ANNE
WELLINGTON

2. Session Outcomes:
Definition of 21st Century Learning Design
What are the 21st century learning skills
Understanding the components of 21st century learning design
Role of teacher and student with 21st century learning design
21st century in South Africa context
21st century learning spaces

3. What is 21st Century
Learning Design?

4. There has been a significant shift over the last century from manufacturing to emphasizing information and
knowledge services. Knowledge itself is growing ever more specialized and expanding exponentially
(Langworthy, 2013).
From this the 21st century learning design was created. It is a program created to promote a more diverse
classroom environment, aimed to encourage and enhance a student's development of critical thinking and
problem-solving skills.
Encouragements of 21st century learning design:
 Teachers as
collaborative
designers of new
learning
experiences.
 Students as
collaborative
creators of
knowledge-
based
products.
 Acts as a
bridge
between
theory and
practice of
21st century
skills.
 Rubrics as
framework
for learning
design.
 Rubrics as
lens for
analysis of
students
work.
(Langworthy, 2013)

5. 21st Century
Learning Skills
3 Main
Categories
4 C’s
IMT
FLIPS

6. Learning Skills
• 4’Cs
Find solutions to problems
Working with others
Talking to others
Thinking outside the box

7. Literacy Skills
Information Literacy:
understanding facts, figures,
statistics, and data.
Technology Literacy:
understanding the machines
that make the information
age possible.
Media Literacy:
understanding the methods
and outlets in which
information is published.
IMT

8. Life Skills
Flexibility:
Deviating from
plans when
needed.
Leadership:
Motivating a
group to
achieve a
common goal.
Productivity:
Being able to
maintain
efficiency in an
age of
distractions.
Initiative:
Starting tasks,
projects, and
plans on one’s
own and
completing it.
Social skills:
Meeting and
networking
with people
that have
mutual interest.

9. 21 CLD Dimensions
Collaboration Knowledge
construction
ICT for learning Self-regulation Good
communication
skills
Real-world
problem-solving
and innovation
(Cleaves, 2013)

10. Role of Teacher & Student in 21 CLD Dimensions
TEACHER
• Teachers job to encourage collaborative work and
using ICTs in classroom.
• Teachers should encourage knowledge construction
so that learners can become critical thinkers.
• Encourage learners to develop and become self-
regulated learners through discipline and control
over learning.
• Encourage use of ICTs on a regular biases or
wherever possible.
• Encourage and enhance skilled communication.
STUDENT
• Learners should use software like google
groups/classroom, zoom, presentations and different
social medias to facilitate collaboration.
• Learners should complete tasks which encourage,
real-life problem-solving, research, and application.
• Complete most tasks without supervision and set
goals.
• Learners will be able to enjoy learning much more
and be able to learn in an effective way.
• Good communication skills will build a learners’
confidence to communicate their ideas and thoughts
in an understandable and effective way.
Ideas taken from: (Chidi, 2016)

11. This or That

12. Learning
Spaces
A learning space should be able to
motivate learners and promote learning as
an activity, support collaborative as well as
formal practice, provide a personalized
and inclusive environment, and be flexible
in the face of changing needs (Marmot,
2006). The part technology plays in
achieving these aims is the focus of this
guide.
For this to be achievable a learning environment must
consider these factors:
Flexible:
accommodate both
current and future
pedagogies.
Future-proofed:
ensure that the
space can be re-
located and
reconfigured.
Bold and Creative:
invent new ways of
using technologies
and pedagogies in
an energized and
inspirational way.
Thus, to encourage
learners and tutors
Supportive:
develop the
potential of all
learners.
Enterprising: to
make each
space cable of
supporting
different
aspects.
(Marmot, 2006)

13. Achievable in South African context
• Conceptual framework based on historical and cultural
activities.
• Change the way we teach to end the cycle of subpar
education and empower people to create significantly more
long-lasting means of subsistence.
• An authentic learning process is one that is co-managed,
mediated, and that begins with inquiry before going on to
problem-solving and eventually design.
• Better communication. Learning is a social process that
involves acting, thinking, listening, speaking, reading, and
writing as well as a lot of interaction.
• Another crucial element of learning is removing
socioeconomic pressures including the cost of learning
materials, transportation, and food security.
(Graphic: John McCann/M&G)
(Naughton, 2020)

14. Reference List
• Chidi, M. (2016). 21st century learning design. Slideshare.net. https://www.slideshare.net/MercyChidi/21st-century-learning-design-65229255
• Cleaves, P. (2013). 21st Century Learning Design. Slideshare.net. https://www.slideshare.net/piphowell/21st-century-learning-design
• Langworthy, M. (2013). 21 st CENTURY LEARNING DESIGN Learning that matters. https://www.internationalpublishers.org/images/press-
releases/EducationalPublishing/m_langworthy.pdf
• Marmot, A. (2006). 21st Century Learning Space Design. In ResearchGate. ResearchGate. https://doi.org/10.13140/RG.2.2.22776.24321
• Naughton, P. (2020, November 22). A template for 21st century education. The Mail & Guardian. https://mg.co.za/education/2020-11-22-a-
template-for-21st-century-education/
• Stanley, J. (2007). Educating Students in the 21st Century. https://wvde.state.wv.us/titlei/documents/21stCenturyLearning-
frameworkspresentation.ppt