Scaffolding Complex Learning: Integrating 21st Century Thinking, Emerging Technologies, and Dynamic Design and Assessment to Expand Learning and Communication Opportunities
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| Title: | Scaffolding Complex Learning: Integrating 21st Century Thinking, Emerging Technologies, and Dynamic Design and Assessment to Expand Learning and Communication Opportunities |
|---|---|
| Language: | English |
| Authors: | O'Connor, Eileen, McDonald, Frank, Ruggiero, Maria |
| Source: | Journal of Educational Technology Systems. Dec 2014 43(2):199-226. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Scaffolding (Teaching Technique), Technology Integration, Educational Technology, Technology Uses in Education, Educational Environment, Blended Learning, Integrated Learning Systems, Interaction, Communities of Practice, Thinking Skills, Design, Cultural Awareness, Time Management, Evaluation Methods, Learning Processes |
| DOI: | 10.2190/ET.43.2.g |
| ISSN: | 0047-2395 |
| Abstract: | Enhanced ways of thinking about learners, learning, and communication in the 21st century across content areas coupled with technologies that can extend the outreach beyond text, time, and geography can accelerate learning and retention in higher education, professional organizations, and learning environments. However, many assumptions about time, situation, learning goals, and learner capabilities have been embedded in face-to-face and online approaches. Thus, when moving to the more dynamic designs available today, instructors, educators, and communicators must also carefully scaffold the environment to integrate effectively these emerging tools and understandings. Otherwise, what could be enriched learning can become confusion and frustration. This article outlines both ways to design and integrate content, learners, technology and communication tools, and assessment, thus enabling dynamic, 21st century learning and ways to scaffold and balance instructional supports, pacing, and interaction-planning thereby providing guidance for the rich learning that is possible in integrated, technology-supported environments. |
| Abstractor: | As Provided |
| Number of References: | 49 |
| Entry Date: | 2017 |
| Accession Number: | EJ1125919 |
| Database: | ERIC |
| Abstract: | Enhanced ways of thinking about learners, learning, and communication in the 21st century across content areas coupled with technologies that can extend the outreach beyond text, time, and geography can accelerate learning and retention in higher education, professional organizations, and learning environments. However, many assumptions about time, situation, learning goals, and learner capabilities have been embedded in face-to-face and online approaches. Thus, when moving to the more dynamic designs available today, instructors, educators, and communicators must also carefully scaffold the environment to integrate effectively these emerging tools and understandings. Otherwise, what could be enriched learning can become confusion and frustration. This article outlines both ways to design and integrate content, learners, technology and communication tools, and assessment, thus enabling dynamic, 21st century learning and ways to scaffold and balance instructional supports, pacing, and interaction-planning thereby providing guidance for the rich learning that is possible in integrated, technology-supported environments. |
|---|---|
| ISSN: | 0047-2395 |
| DOI: | 10.2190/ET.43.2.g |
