Developing 21st Century Learning and Teaching Skills
Learn why students and teachers need to develop 21st century teaching and learning skills, and how online courses can support that skills development. The presenters, experts in online course development and delivery, guide participants through the identification of quality online courses, with demonstrations of online course lessons, activities and discussions. Examples are taken from courses developed by Lookstein Virtual Jewish Academy.
Published on: Mar 3, 2016
Transcripts - Developing 21st Century Learning and Teaching Skills
Liz Pape, Online Education Consultant
Chana German, Lookstein Virtual Jewish Academy
•21st century skills: what and why?
•How online supports 21st century skills
•Features of quality online courses
•Q & A
•Effective communication and interpersonal skills in a global
•Inventive thinking skills (creativity, problem solving, critical
•Collaboration, productivity and team-building skills
•Digital age literacy skills (technological, cultural, global
•All in Internet time
• www.21stcenturyskills.org: Learning for the 21st Century – A report and Mile
Guide for 21st Century Skills by Partnership for 21st Century Skills
“…Critical thinkers and problem solvers who can
communicate, collaborate and have a global
Critical thinking and problem solving
Creativity and innovation
Collaboration, teamwork and leadership
Communications and media fluency
Computing and information communication
technology (ICT) fluency
Career and learning self-reliance
© 2000-2012 by The VHS Collaborative. All rights reserved.
Group Discussions, Sense of Community
Group Projects & Assignments
Blogs & Wikis, Open Source Resources
© 2000-2012 by The VHS Collaborative. All rights reserved.
Formal Learning Spaces
Creative & Extended
Personal Author &
Preparing students for the 21st Century
requires changes in our instructional process
◦ New skills and new pedagogy are
◦ The tools of teaching have evolved
and must be re-learned
Technology has reshaped the dynamic of our
◦ Foster community-building
◦ Facilitate project-based and collaborative
◦ Promote an online dialogue to deepen the
◦ Specify learning objectives for students, then
design activities and assessments based on them
◦ Develop or modify an interesting, challenging,
and rigorous online course that meets national
E-learning factors for success
•Engaging course design
•Collaboration and student interactions
built into e-learning elements
•Varied and interdisciplinary course catalog
•Teacher skills with online facilitation
Content draws their attention
They have choice and interest
Content is accessible and varied
Classes included social elements
They have a choice of assignments
Not text alone: images and pictures
Being interested in the content
Supportive school environment/school
Strong vision around 21st century,
Seamless integration of Open Educational
Resources and digital technologies
Rethink classroom time to meet the needs
of all learners and to increase student-
Quality, flexible, job-embedded PD
• Incorporate a variety of media and
voices into course design(e.g., text,
video, podcasts, websites, discussion
forums, wikis/blogs, journals,
• Use Open Educational Resources to
integrate quality content, create
engaging learning experiences, and take
students beyond the classroom
• Use co-synchronous instructional design
as the foundational standard, and
integrate synchronous elements
Clearly stated course objectives
Alignment with curriculum standards
Information literacy and communication skills
Multiple learning resources
Course design incorporates varied ways to
learn and master the curriculum
Course is organized by units and lessons
Active learning activities
Multiple learning pathways
Higher-order thinking and critical reasoning
Adaptive learning activities
Course content written at appropriate
Frequent instructor feedback
Instructors re-engage non-participating
Student-student interactions include:
Frequent and ongoing formative assessments
to check for student understanding
Assessment strategies and tools allow
students to self-monitor their academic
All technology requirements are specified
Prerequisite technology skills are identified
Content-specific tools and software used
Course meets international interoperability
Copyright and licensing status clearly stated
Instructor trained in:
online course delivery system
behavioral, social and emotional aspects of online
teaching and learning
Facilitating online student engagement
Technical support provided to students,
teacher and school coordinator
Instructional support provided to instructors
Students offered online orientation course
prior to course start
•Communication and interpersonal skills in
a global community
•Inventive thinking skills (creativity, problem
solving, critical thinking)
•Collaboration, productivity and team-
•Digital age literacy skills (technological,
cultural, global awareness)
Communication and interpersonal skills
◦ Learning netiquette
◦ Online discussions
◦ Collaborative activities:
Inventive thinking skills (creativity, problem solving,
◦ Project-based learning activities
◦ Debates, simulations
Collaboration, productivity and team-building
Digital/Internet literacy skills
The goals and objectives clearly state what the participants
will know or be able to do at the end of the course. The
goals and objectives are measurable in multiple ways
The course content and assignments are aligned with the
state’s content standards, common core curriculum, or
other accepted content standards set for Advanced
Placement®courses, technology, computer science, or other
courses whose content is not included in the state standards
The course content and assignments are of sufficient rigor,
depth and breadth to teach the standards being addressed
Information literacy and communication skills are
incorporated and taught as an integral part of the
Multiple learning resources and materials to increase
student success are available to students before the course
A clear, complete course overview and syllabus are
included in the course
Course requirements are consistent with course
goals, are representative of the scope of the
course and are clearly stated
Information is provided to students, parents and
mentors on how to communicate with the online
instructor and course provider
The course reflects multi-cultural education, and
the content is accurate, current and free of bias or
Expectations for academic integrity, use of
copyrighted materials, plagiarism and netiquette
(Internet etiquette) regarding lesson activities,
discussions, and e-mail communications are
Privacy policies are clearly stated.
Online instructor resources and notes are
Assessment and assignment answers and
explanations are included
Course design reflects a clear understanding of
all students’ needs and incorporates varied
ways to learn and master the curriculum
The course is organized by units and lessons
that fall into a logical sequence. Each unit and
lesson includes an overview describing
objectives, activities, assignments,
assessments, and resources to provide
multiple learning opportunities for students to
master the content.
The course instruction includes activities that engage
students in active learning.
The course and course instructor provide students with
multiple learning paths, based on student needs that engage
students in a variety of ways.
The course provides opportunities for students to engage in
higher-order thinking, critical reasoning activities and
thinking in increasingly complex ways.
The course provides options for the instructor to adapt
learning activities to accommodate students’ needs
Readability levels, written language assignments and
mathematical requirements are appropriate for the course
content and grade-level expectations.
The course design provides opportunities for appropriate
instructor-student interaction, including opportunities for
timely and frequent feedback about student progress.
The course design includes explicit
communication/activities (both before and during the first
week of the course) that confirms whether students are
engaged and are progressing through the course. The
instructor will follow program guidelines to address non-
The course provides opportunities for appropriate
instructor-student and student-student interaction to foster
mastery and application of the material.
Students have access to resources that enrich
the course content.
Student evaluation strategies are consistent
with course goals and objectives, are
representative of the scope of the course and
are clearly stated.
The course structure includes adequate and
appropriate methods and procedures to assess
students’ mastery of content.
Ongoing, varied, and frequent assessments are
conducted throughout the course to inform
Assessment strategies and tools make the
student continuously aware of his/her
progress in class and mastery of the content.
Assessment materials provide the instructor
with the flexibility to assess students in a
variety of ways.
Grading rubrics are provided to the instructor
and may be shared with students.
The grading policy and practices are easy to
The course architecture permits the online
instructor to add content, activities and
assessments to extend learning opportunities.
The course accommodates multiple school
calendars; e.g., block, 4X4 and traditional
Clear and consistent navigation is present
throughout the course.
Rich media are provided in multiple formats for
ease of use and access in order to address
diverse student needs.
All technology requirements (including hardware,
browser, software, etc...) are specified.
Prerequisite skills in the use of technology are
The course uses content-specific tools and
The course is designed to meet internationally
recognized interoperability standards.
Copyright and licensing status, including
permission to share where applicable, is clearly
stated and easily found.
Course materials and activities are designed to
provide appropriate access to all students. The
course, developed with universal design
principles in mind, conforms to the U.S.
Section 504 and Section 508 provisions for
electronic and information technology as well
as the W3C’s Web Content Accessibility
Guidelines (WCAG 2.0).
Student information remains confidential, as
required by the Family Educational Rights and
Privacy Act (FERPA).
The course provider uses multiple ways of
assessing course effectiveness.
The course is evaluated using a continuous
improvement cycle for effectiveness and the
findings used as a basis for improvement.
The course is updated periodically to ensure
that the content is current.
Course instructors, whether face-to-face or
virtual, are certificated and “highly qualified.”
The online course teacher possesses a
teaching credential from a state-licensing
agency and is “highly qualified” as defined
Professional development about the online course delivery system is
offered by the provider to assure effective use of the courseware and
various instructional media available.
The course provider offers technical support and course management
assistance to students, the course instructor, and the school coordinator.
Course instructors, whether face-to-face or virtual, have been provided
professional development in the behavioral, social, and when necessary,
emotional, aspects of the learning environment.
Course instructors, whether face-to-face or virtual, receive instructor
professional development, which includes the support and use of a variety
of communication modes to stimulate student engagement online.
The provider assures that course instructors, whether face-to-face or
virtual, are provided support, as needed, to ensure their effectiveness and
success in meeting the needs of online students.
Students are offered an orientation for taking an online course before
starting the coursework.