PARTNERSHIP FOR 21ST CENTURY SKILLS 21st Century Learning Environments 1
1 21st Century Learning Environments
PARTNERSHIP FOR 21ST CENTURY SKILLS TABLE OF CONTENTS INTRODUCTION 3 STRUCTURES FOR LEARNING 6 TIME FOR LEARNING.. 13 TOOLS FOR LEARNING.... 15 COMMUNITIES FOR LEARNING.. .21 POLICY IN SUPPORT OF LEARNING. 26 2
2 TABLE OF CONTENTS INTRODUCTION..................................................................................................................3 STRUCTURES FOR LEARNING......................................................................................6 TIME FOR LEARNING .....................................................................................................13 TOOLS FOR LEARNING..................................................................................................15 COMMUNITIES FOR LEARNING.................................................................................21 POLICY IN SUPPORT OF LEARNING........................................................................26
PARTNERSHIP FOR 21ST CENTURY SKILLS 21st CENTURY LEARNING ENVIRONMENTS INTRODUCTION This white paper has been created to provide an overview of research and e expert pin ion on 21st century lea vironments four support systems in the Partnership's Century s Framework.Its purpose is to offer a descriptive view of the places, tools,people,and policies that make up 21st century learning environments and,we hope,inspire its readers to work towards their To further guide schools and communities in designing weth of information on this and otherFram 21 ng envi the Partne ip's Resource 1 elements at http://www.21stcenturyskills.org/route21/. What is a 21st century learning environment? The term"learning environment"suggests place and space a school, a classroom,a library.And indeed,much 21st century learning takes place in physical locations like these.But in today's interconnected and technology-driven world,a learning environment can be virtual,online, remote;in other better way to wodoesn't have to be a place at all Perhaps a o think cen ry learr ents as the support systems that organize the condition in which humans learn best-systems that accommodate the unique learning needs of every learner and support the positive human relationships needed for effective learnina.learnina environments are the structures.tools and communities that inspire students and educators to attain the knowledge and skills the 21st century demands of us all. Experts say 21st century learning must take place in contexts that "promote interaction and a sense of community [that]enable formal and informal learning."Thus,this paper will address the relationship of physical spaces and techn ological systems to learning,but more importantly,it will also consid r how those resources support t positive human relationships that matter most to learning.And while technology,space,time,culture,and policy will be discussed separately,it is important to remember that their power is cumulative
3 21st CENTURY LEARNING ENVIRONMENTS INTRODUCTION This white paper has been created to provide an overview of research and expert opinion on 21st century learning environments, one of the four support systems in the Partnership‟s 21st Century Skills Framework. Its purpose is to offer a descriptive view of the places, tools, people, and policies that make up 21st century learning environments and, we hope, inspire its readers to work towards their realization. To further guide schools and communities in designing dynamic 21st learning environments, the Partnership‟s Resource 21 site provides a wealth of information on this and other Framework elements at http://www.21stcenturyskills.org/route21/. What is a 21st century learning environment? The term “learning environment” suggests place and space – a school, a classroom, a library. And indeed, much 21st century learning takes place in physical locations like these. But in today‟s interconnected and technology-driven world, a learning environment can be virtual, online, remote; in other words, it doesn‟t have to be a place at all. Perhaps a better way to think of 21st century learning environments is as the support systems that organize the condition in which humans learn best – systems that accommodate the unique learning needs of every learner and support the positive human relationships needed for effective learning. Learning environments are the structures, tools, and communities that inspire students and educators to attain the knowledge and skills the 21st century demands of us all. Experts say 21st century learning must take place in contexts that “promote interaction and a sense of community [that] enable formal and informal learning.”i Thus, this paper will address the relationship of physical spaces and technological systems to learning, but more importantly, it will also consider how those resources support the positive human relationships that matter most to learning. And while technology, space, time, culture, and policy will be discussed separately, it is important to remember that their power is cumulative
PARTNERSHIP FOR 21ST CENTURY SKILLS Real learnin g effectiveness occurs when these systems are artfully integrated into a seamless whole in which each system reinforces the others. It is worth emphasizing,too,that these support systems are valuable not as ends,but as means to a greater goal-to helping children grow emotionally,socially,physically,and academically.Academic achievement,as research the Association for Supervision and Curriculum Development(ASCD)shows,is inextricably intertwined with social,emotional,and physical health.Thus,21st century learning environments address the multiple and interconnected learnina needs of the whole child. Whole environments for the whole child The age-old connection between strong minds and strong bodies has always made good sense,but we now have the educational research to back it up.If we want our children to have sound and agile minds,we nee to them sound nd agile b To edu the whole child,though,schools must devote themselves to more than the mind-body connection alone.They must attend to the emotional and social learning needs of children,as well as to more traditional objectives of academic achievement and physical education. While the ots of the whole child movement date back to the child centered philosophies of John Dewey,current educational research and a new broader conception of student achievement add even greater significance and urgency to its appeal.The ASCD,a Partnership for 21st Century Skills member,has joined with over 30 leading education, health,arts,and civic organizations to establish the Whole Child initiative which encourages sch and co work to ether to create learning environments that enabl e children to be healthy, safe,engaged,supported,and challenged. The Partnership's 215t Century Skills Framework reflects the same spirit as the Whole Child goals.The Framework outlines the multiple student o tha dern life em as well as the s systems that will enable the realization of these outcomes.At first glance,a 21st century learning environment may appear to be one of several support systems in the Framework,but in fact,it is itself an integrated system of multiple supports.Thus,the Partnership views a
4 Real learning effectiveness occurs when these systems are artfully integrated into a seamless whole in which each system reinforces the others. It is worth emphasizing, too, that these support systems are valuable not as ends, but as means to a greater goal – to helping children grow emotionally, socially, physically, and academically. Academic achievement, as research from the Association for Supervision and Curriculum Development (ASCD) shows, is inextricably intertwined with social, emotional, and physical health.ii Thus, 21st century learning environments address the multiple and interconnected learning needs of the whole child. Whole environments for the whole child The age-old connection between strong minds and strong bodies has always made good sense, but we now have the educational research to back it up. If we want our children to have sound and agile minds, we need to help them achieve sound and agile bodies. To educate the whole child, though, schools must devote themselves to more than the mind-body connection alone. They must attend to the emotional and social learning needs of children, as well as to more traditional objectives of academic achievement and physical education. While the roots of the whole child movement date back to the childcentered philosophies of John Dewey, current educational research and a new broader conception of student achievement add even greater significance and urgency to its appeal. The ASCD, a Partnership for 21st Century Skills member, has joined with over 30 leading education, health, arts, and civic organizations to establish the Whole Child initiative which encourages schools and communities to work together to create learning environments that enable children to be healthy, safe, engaged, supported, and challenged.iii The Partnership‟s 21st Century Skills Framework reflects the same spirit as the Whole Child goals. The Framework outlines the multiple student outcomes that modern life demands, as well as the support systems that will enable the realization of these outcomes. At first glance, a 21st century learning environment may appear to be one of several support systems in the Framework, but in fact, it is itself an integrated system of multiple supports. Thus, the Partnership views a
PARTNERSHIP FOR 21ST CENTURY SKILLS 21st century learning environment as an aligned and synergistic system of systems that: Creates learning practices,human support and physical environments that will support the teaching and learning of 21s century skill outcomes Supports professional learning communities that enable educators to collaborate,share best practices,and integrate 21st century skills into classroom practice student s to learn in re evant,real world 21st century contexts(e.g.,through project-based or other applied work) Allows equitable access to quality learning tools,technologies, and resources Provides 21st century architectural and interior designs for group am, and individual learning Supports expar community and international involvement in learning,both face-to-face and online Such an environment fosters learning tailored to the needs and wants g occurs anytim when and where the learr ner desi e in a ext of relevance,"just in time,"rather thar "just in case. And such learning offers "just what I need"-that is,the opportunity to acquire knowledge and skills through learning strategies that are personalized and adapted to the learner's own learning styles and preferences.To guide policymakers,educational authorities,and school leaders,the Partnership has prepared this wh paper to the vibrant mumaha oryim ological and century learning all children deserve. 5
5 21st century learning environment as an aligned and synergistic system of systems that: Creates learning practices, human support and physical environments that will support the teaching and learning of 21st century skill outcomes Supports professional learning communities that enable educators to collaborate, share best practices, and integrate 21st century skills into classroom practice Enables students to learn in relevant, real world 21st century contexts (e.g., through project-based or other applied work) Allows equitable access to quality learning tools, technologies, and resources Provides 21st century architectural and interior designs for group, team, and individual learning. Supports expanded community and international involvement in learning, both face-to-face and online Such an environment fosters learning tailored to the needs and wants of the individual. This sort of learning occurs anytime and anyplace, when and where the learner desires. It takes place in a context of relevance, “just in time,” rather than “just in case.” And such learning offers “just what I need” – that is, the opportunity to acquire knowledge and skills through learning strategies that are personalized and adapted to the learner‟s own learning styles and preferences. To guide policymakers, educational authorities, and school leaders, the Partnership has prepared this white paper to promote the vibrant educational environments – physical and online, technological and human – that support the 21st century learning all children deserve