Measuring 21st Century Teaching and Learning

1. Design of assignments in the subject of Danish- Opgavens stilladserende funktion Associated Professor, PhD. Marie Falkesgaard Slot

2. Measuring 21st Century Teaching and Learning • Collaboration • Knowledge building • Real‐world problemsolving and innovation • Use of ICT for learning • Self‐regulation ITL-research: Linda Shear, Amy Hafter, Gloria Miller, Gucci Trinidad, SRI International 2011

3. ITL- Research Learning Activity – Student Work

4. Assignments design model Key Questions Development of multimodal textual competence Assignment that conceptualize, multimodal text work and collaboration Students collaborative potential as a platform for participatory text processes

5. Opgavens stilladserende funktion • Preconceptions to make the students get access into the understanding of subject specific knowledge, • Comprehension of substance and opportunities to develop skills, • Contextualize what is worth knowing in a subject, • Instruction that supports and challenges the student individually and in cooperation.

6. Assignments Assignments helps to highlight a subject and flag up a taxonomy and thereby controls pupil's understanding both of what are the importance of knowledge, and in turn what they should notice and hence how the text should be read (...) Assignments provide useful signals about what is most important, and what a reader should concentrate on. (Skjelbred, 2009: 279, 280)

7. Assignments in the subjekt of Danish • are often monomodal • are not directed at a conceptually intermediate • include rare skills in other subjects or domains within and outside the school, • do not support cooperation and new knowledge production, • participation is slightly built.

8. Assignment in the subject of Danish Give own examples of how turn-taking and opening can go wrong in ordinary conversation and on the web. Give examples of the opposite. Give examples of network communications creates increased proximity. And give examples of network communications creates distance. Find a communication string on Facebook or on a forum (eg You Tube) and make an analysis of the spoken and written language traits. Use the chart on page 83 Discuss what it does to the dialogue that was carried on the Internet instead of face to face. Discuss how the dialogue in social media affects "real" conversations.

10. Mono-modal

11. Interactivity

12. Design fokus • Cognitive tools • Focus on real-world problem-solving • Communicative competences

13. Eksampels of cognitive tools

15. Principles of scaffolding tasks on a conceptual intermediate- The tasks are to develop and stimulate students' curiosity and critical potential so that they, based on a conceptual intermediate viewing the world from a Danish academic perspective, and through it gain a familiarity with different prototypical situations- Tasks should be based on scenarios where the choice and structure of the task "scene" and a clear dramaturgy as in "Facebook-Example" stilladserer students work on developing teaching object- Tasks include processing of concrete concepts that can be transformed into situations outside of school: ie. to "personal characteristics" swapped with working with: personae, stereotypes and segment analysis of different types of communication situations. Me me me target

16. Design princippels for assignments

17. Referencer Berge K.L. (red.) (1999).Å skape mening med språk. Cappelen Akademisk Forlag. Bundsgaard, J., Misfeldt, M., & Hetmar, V.(2011). Hvad skal der ske i skolen?: et bud på en prototypisk situationsorienteret curriculum-logik. Cursiv 8, skriftserie, Århus Pædagogiske Universitet. Edling, A. (2006).Abstraction and authority in textbooks. The textual paths towards specialized language, Acta Universitatis Upsaliensis, Uppsala Universitet. Falkesgaard Slot, M.: (2010). Læremidler i danskfaget. Ph.d. afhandling, SDU. Genette, G. (1987), (2001). Paratexts Thresholds of interpretation. Cambridge University Press. Gissel S.T. (2011). Mediedidaktik i teori og praksis. Academica. Gynther, K. (Red) (2010). Web 2.0 didaktik. Akademisk Forlag. Hauge, T.E, Lund, A. & Vestøl, J.M. (red.), (2010). Undervisningens nye sammenhænge – it, aktivitet, design. Klim. Jewitt, C.(2008).Technology, Literacy and Learning: A Multimodal Approach. London: Routledge. Illum Hansen, T. Hansen, J.J. Graf, T.S. (2011a). Læremidler i didaktikken – Didaktikken i læremidler. Forlaget Klim. Rosch E.(1973). "On the Internal Structure of Perceptual and Semantic Categories." In T. Moore (ed.), Cognitive Development and the Acquisition of Language, New York: Academic Press, 1973. Saywer, K.(2005).“Introduction”, Saywer, K. (red.): The Cambridge Handbook of the Learning Sciences, Cambridge, Cambridge University Press: 1-16. Skjelbred, D. (2009). Lesing og oppgaver i lærebøker I: Lys på lesing. Lesing av fagtekster i skolen. (Red) Knudsen, Susanne V., Skjelbred, Dagrun, Aamotsbakken, Bente. Novus Forlag. Vygotsky, L.S. (1978). Mind in Society - The Development of Higher Psychological Prosesses. London, England, Harward University Press. Shaffer, D. W. (2006). “Epistemic frames for epistemic games”, Computers & Education 46(3): 223–234. Berge K.L. (red.) (1999).Å skape mening med språk. Cappelen Akademisk Forlag. Bundsgaard, J., Misfeldt, M., & Hetmar, V.(2011). Hvad skal der ske i skolen?: et bud på en prototypisk situationsorienteret curriculum-logik. Cursiv 8, skriftserie, Århus Pædagogiske Universitet. Bundsgaard, J., Misfeldt, M., & Hetmar, V. (2012). Udvikling af literacy i scenariebaserede undervisningsforløb. Viden om Læsning. Edling, A. (2006).Abstraction and authority in textbooks. The textual paths towards specialized language, Acta Universitatis Upsaliensis, Uppsala Universitet. Falkesgaard Slot, M.: (2010). Læremidler i danskfaget. Ph.d. afhandling, SDU. Genette, Gérard, G. (1987), (2001). Paratexts Thresholds of interpretation. Cambridge University Press. Jewitt, C.(2008).Technology, Literacy and Learning: A Multimodal Approach. London: Routledge. Rosch E.(1973). "On the Internal Structure of Perceptual and Semantic Categories." In T. Moore (ed.), Cognitive Development and the Acquisition of Language, New York: Academic Press, 1973. Saywer, K.(2005).“Introduction”, Saywer, K. (red.): The Cambridge Handbook of the Learning Sciences, Cambridge, Cambridge University Press: 1-16. Skjelbred, D. (2009). Lesing og oppgaver i lærebøker I: Lys på lesing. Lesing av fagtekster i skolen. (Red) Knudsen, Susanne V., Skjelbred, Dagrun, Aamotsbakken, Bente. Novus Forlag. Vygotsky, L.S. (1978). Mind in Society - The Development of Higher Psychological Prosesses. London, England, Harward University Press. References Berge K.L. (red.) (1999). Å skape mening med språk. Cappelen Akademisk Forlag. Bundsgaard, J., Misfeldt, M., & Hetmar, V. (2011). Hvad skal der ske i skolen?: et bud på en prototypisk situationsorienteret curriculum-logik. Cursiv 8, skriftserie, Århus Pædagogiske Universitet. Edling, A. (2006). Abstraction and authority in textbooks. The textual paths towards specialized language, Acta Universitatis Upsaliensis, Uppsala Universitet. Falkesgaard Slot, M.: (2010). Læremidler i danskfaget. Ph.d. afhandling, SDU. Genette, Gérard, G. (1987), (2001). Paratexts Thresholds of interpretation. Cambridge University Press. Gynther, K. (Red) (2010). Web 2.0 didaktik. Akademisk Forlag. Jewitt, C. (2008). Technology, Literacy and Learning: A Multimodal Approach. London: Routledge. Rosch E. (1973). "On the Internal Structure of Perceptual and Semantic Categories." In T. Moore (ed.), Cognitive Development and the Acquisition of Language, New York: Academic Press, 1973. Saywer, K. (2005). “Introduction”, Saywer, K. (red.): The Cambridge Handbook of the Learning Sciences, - Cambridge, Cambridge University Press: 1-16. Skjelbred, D. (2009). Lesing og oppgaver i lærebøker I: Lys på lesing. Lesing av fagtekster i skolen. (Red) - Knudsen, Susanne V., Skjelbred, Dagrun, Aamotsbakken, Bente. Novus Forlag. Vygotsky, L.S. (1978). Mind in Society - The Development of Higher Psychological Prosesses. London, England, Harward University Press.