Desing Thinking

Some references that may be helpful:

Harvard University (sd.). Design Thinking in Education

IDEO (sd.). Design Thinking for Educators

Plattner, H. (2009). d.school Bootcamp Bootleg. Institute of Design at Stanford

Luka, I. (2014). Design Thinking in Pedagogy. Journal of Education Culture and Society, 2, 63-74. https://doi.org/10.15503/jecs20142.63.74

The Flipped Classroom Model

 Some references that may be helpful:

Inclusion in the flipped classroom

Bergmann, J., & Sams, A. (2014). The Flipped Classroom. CSE, 17(13)

Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S., Al-Freih, M., Pete, J., Olcott, J., Rodes, V., Aranciaga, I., Bali, M., Alvarez, J, Roberts, J., Pazurek, A., Raffaghelli, J. E., Panagiotou, N., Coëtlogon, P.,… Pask

Murray, M. (2007). Introduction to Synchronous e-Learning. In K. Hyder, A. Kwinn, R. Miazga, & Murray, M. (Eds.). The eLearning Guild’s Handbook on Synchronous e-Learning (pp.1-12). The eLearning Guild

Song, Y., Jong, M. S. Y., Chang, M., & Chen, W. (2017). Guest Editorial: “HOW” to Design, Implement and Evaluate the Flipped Classroom? – A Synthesis. Educational Technology & Society, 20(1), 180–183

Hughes, J. (2004). Supporting the online learner. In T. Anderson, & F. Elloumi (Eds.). The theory and practice of online learning (pp. 367-384). Athabasca University (AU) Press

Problem-Based Learning

 Below you can find more examples:

Learning scenarios & trends

Problem-Based Learning activities

What is the difference between Project-Based Learning and Problem-Based Learning?

The fundamental difference between these two approaches is that project-based learning requires students to have a final product or a final action that encapsulates the project, whereas problem-based learning focuses on the process (Oguz-Unver & Arabacioglu, 2014 ).

References:

Problem-Based Learning at Maastricht University

Microsoft (s.d.) Problem-Based Learning - Background Reading and Guidance.

Oguz-Unver, A., & Arabacioglu, S. (2014). A comparison of inquiry-based learning (IBL), problem-based learning (PBL) and project-based learning (PJBL) in science education. Academia Journal of Educational Research, 2(7), 120-128

Project-Based Learning: Explained

 

Find some helpful links below:

How to Design Project-Based Learning Activities | European Schoolnet Academy

5 Keys to Rigorous Project-Based Learning | Edutopia

A Project-Based Approach to Teaching Elementary Science | Edutopia

Paul Hamlyn Foundation. (2012) Work that matters. The teacher’s guide to project-based learning.

Innovation and Education Challenges

 

• Common Sense of Education (2016). What are the 4Cs? https://youtu.be/QrEEVZa3f98
• New Media Consortium (2016). NMC/CoSN Horizon Report: 2016 K-12 Edition. https://youtu.be/wmiLrK-nF7k
• OCDE (2021). Beyond academic learning. First Results from the Survey of Social and Emotional Skills. OCDE. https://read.oecd-ilibrary.org/education/beyond-academic-learning_92a11084-en#page1
• TEDx Talks (2015). Teaching Methods for Inspiring the Students of the Future | Joe Ruhl | TEDxLafayette. https://youtu.be/UCFg9bcW7Bk
• UNESCO. (2021a). Reimagining our futures together: A new social contract for education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000379707.locale=en
• UNESCO. (2021b). What you need to know about UNESCO’s Futures of Education report. UNESCO. https://www.unesco.org/en/articles/what-you-need-know-about-unescos-futures-education-report?fbclid=IwAR1cbVpaj1FIQEp2ZPgfrXRPGq7acdGGYtHCTL50I6Iaope8XXke-dMVeUw
• World Economic Forum. (2016, March 10). Ten 21st-century skills every student needs. World Economic Forum. https://www.weforum.org/agenda/2016/03/21st-century-skills-future-jobs-students
• World Economic Forum (2016). The New Vision for Education. https://youtu.be/6p0VM-yUpGk
• World Economic Forum. (2020). The Future of Jobs report. https://www3.weforum.org/docs/WEF_Future_of_Jobs_2020.pdf

Innovation and Education Challenges

 

Rapid technological changes are transforming many aspects of our lives. However, these innovations may not be aligned with equity, inclusion, and democratic participation, so, according to the UNESCO report (2021), a new social contract for education is needed, with the following key principles:

1. Pedagogy should be organized around the principles of cooperation, collaboration, and solidarity.
2. Curricula should emphasize ecological, intercultural and interdisciplinary learning that supports students to access and produce knowledge while also developing their capacity to critique and apply it.
3. Teaching should be further professionalized as a collaborative endeavour where teachers are recognized for their work as knowledge producers and key figures in educational and social transformation.
4. Schools should be protected educational sites because of the inclusion, equity, and individual and   collective   well-being   they   support   –   and   also   reimagined   to   better promote the transformation of the world towards more just, equitable and sustainable futures.
5. We should enjoy and expand the educational opportunities that take place throughout life and in different cultural and social spaces. (p. 4)

The following video exhorts teachers to renew their practices, challenging them to ask themselves the following questions: What practices should we maintain? What practices should we abandon? What practices should we adopt?

The challenges facing society today lead us to the following questions: What skills should students develop in order to be able to integrate the job market in the future?