This work is licensed under a Creative Commons Attribution 4.0 International License. by EdTech Review | The Australian Learning context Learning in the 21st century recognises that a different need and approach to learning is required for today’s students. Many countries, including Australia, recognise the changes that are coming about in the field of education and building their curricula to meet these needs. “The development of the Australian Curriculum is guided by the Melbourne Declaration on Educational Goals for Young Australians, adopted by the Ministerial Council in December 2008. The Melbourne Declaration emphasises the importance of knowledge, skills and understandings of learning areas, general capabilities and cross-curriculum priorities as the basis for a curriculum designed to support 21st century learning.” ACARA (2013, p. Welcome Page) 21st Century learning is moving away from education as training for the industrial workforce and into the realm of education for the student, in an attempt to be responsive to the needs of our time. Present day students will require skills and attitudes to address an ever-changing future that will involve them in a range of tasks that may have no parallel in the present time. Therefore, they must be capable of motivating, directing and reflecting on their own skills to find solutions that no one has before. “most educational systems operate much as they did at the beginning of the 20th century and ICT use is far from ubiquitous.” McGaw (2013, p. 1) The need to connect educational institutions to the real world and more natural experiences for students is becoming more important. Creating a provision to allow students a range of learning experiences. “For the most part, curricula, pedagogy, school organization, and assessment are much like they were at the turn of the 20th century. While people outside of school work flexibly in teams, use a variety of digital tools and resources to solve problems and create new ideas and products, students in schools meet in structured classrooms at specified times; teachers cover the standard content by lecturing in front of the class while students listen; students work individually and reproduce this knowledge on assessments; and their use of ICT is limited. This pattern is global.” McGaw (2013, p. 5) |
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Some of the reasons that I continue to look into and explore the flipped classroom/learning ideas and ideals. Created by Knewton and Column Five Media |