Abstract
Toplumların iş gücünden beklediği yetkinlikler gün geçtikçe karmaşıklaşmakta ve eğitim kurumları
bu değişime paralel olarak öğrencilerin hem içerik bilgisine hâkimiyetini hem de problem çözme
becerilerini gerektiren çalışma ortamlarında başarılı olmalarını sağlayacak yeni stratejiler geliştirmek
zorunda kalmaktadır. Geleneksel yükseköğretim modelimiz 21.yüzyılın getirmiş olduğu zorlukları
karşılayamamaktadır. Yeni yüzyılın yükseköğretim kurumlarından beklentileri karşılamak için bu
kurumlar programlarını ve pedagojilerini gözden geçirmek durumundadır. Bu çalışmada, yazar yeni
ve karmaşık problemleri çözmeleri beklenen 21.yüzyıl öğrenenlerinin ihtiyaçlarına cevap verecek
öğretim ortamlarını değerlendirmektedir. Bu bağlamda, teknoloji, mezunlarımıza 21.yüzyılın
gerektirdiği temel yetkinlikleri kazandırmaya yönelik değerli bir araçtır. Yükseköğretim kurumlarının
asıl hedefi öğrencileri aktif bir şekilde öğrenme sürecine dâhil eden ve onları aktif takım üyeleri yapan
öğrenme ortamları oluşturmak olmalıdır. Teknoloji destekli öğrenme ortamları ile gerçekleştirilecek
olan anlamlı öğrenme, öğrenenlerin değişen koşullara uyum becerilerini geliştirmelerine ve gerçek
hayatta başarılı olmalarına yardımcı olabilir. Yapılandırmacı öğrenme platformlarının önemini
vurgulayan bu çalışmada, yükseköğretimde Teknoloji Destekli Aktif Öğrenme sınıflarının örnek
uygulamaları irdelenecektir. Ayrıca, öğrenen merkezli öğrenme ortamları oluşturma hususunda
öğretmenlerin, eğitim tasarımcılarının ve eğitim yöneticilerinin karşılaşacakları zorluklar ele alınacak
ve bu kapsamda eğitimcilerin üstlenecekleri yeni rolleri değerlendirilecektir.
References
- Astin, A. (1996). Involvement in learning revisited: lessons we have learned. Journal of College Student Development, Vol. 37 No. 2, 123-134. Braxton, J. M., Jones, W. A., Hirschy, A. S., & Hartley, H. V. (2008). The role of active learning in college persistence. New Directions for Teaching and Learning, Number 115, 71–83. Clayton, A., R., O’Neill, P., O’Neill, N. (2005). Curricula Designed to Meet 21st-Century Expectations. In. Oblinger, D.G. & Oblinger, J.L. (2005). Educating the Net Generation. Chapter 9, ISBN 0-9672853-2-1. Retrieved September 15, 2015, from https://net.educause.edu/ir/library/pdf/pub7101i.pdf Collins, J. W., 3rd, & O'Brien, N. P. (Eds.). (2003). Greenwood Dictionary of Education. Westport, CT: Greenwood Draper, R. J. (2002). School mathematics reform, constructivism, and literacy: A case for literacy instruction in the reform-oriented math classroom. Journal of Adolescent & Adult Literacy, 45(6), 520-529. Haack,K. (2008). UN Studies and the Curriculum as Active Learning Tool. International Studies Perspectives 9, 395–410. Hiradhar, P. & Gray, J. (2008). From a social digital identity to an academic digital identity: Introducing ePortfolios in English language enhancement courses. Canadian Journal of Learning and Technology, 34(3). Retrieved August 20, 2015 from http://www.cjlt.ca/index.php/ cjlt/article/view/503/234 Howard, B. C., McGee, S., Schwartz, N., & Purcell, S. (2000). The experience ofconstructivism: Transforming teacher epistemology. Journal of Research on Computing inEducation, 32, 455-465. Howe, N., and Strauss, W. (2003) Millennials Go to College. Retrieved September 23, 2015 from https://students.rice.edu/images/students/AADV/OWeek2008AADVResources/ Characteristics%20of%20the%20Millenial%20Generation.pdf Huba, M.E. & Freed, J.E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Needham Heights, MA: Allyn & Bacon. p. 108. Husen, T. & Postlethwaite,T. N. (1989). The International Encyclopedia of Education, Supplement Vol.1. Oxford/New York: Pergamon Press, 162–163. Johnson, D.W., Johnson, R., and Holubec, E.J. (1994). Nuts and Bolts of Cooperative Learning. 1-3 Interaction Book Company. Johnson, D. W.; Johnson, R. T.; Smith, K. A. (1998). Active Learning: Cooperation in the College Classroom, (2nd ed.); Interaction Book: Edina, MN. Kehm, B.M. and Stansaker, B. (2009). University Rankings, Diversity, and the New Landscape of Higher Education, Sense Publishers, Rotterdam. Maclellan, E. and Soden, R. (2004). The Importance of Epistemic Cognition in StudentCentred Learning. In: Instructional Science, 32:3, 253-268 Massachusetts Institute of Technology. Educational Transformation through Technology at MIT - TEAL. Retrieved May 20, 2015 from http://web.mit.edu/edtech/casestudies/ teal.html Palloff, R. M., & Pratt, K. (2009). Assessing the online learner: Resources and strategies for faculty. San Francisco: USA: Jossey-Bass – A Wiley Imprint. Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. Sfard, A. (1998). On two metaphors for learning and the dangers of choosing one. Educational Researcher, 27(2), 4-13. Tan, I. G., Sharan, S., and Lee, C. K. (2006). Group investigation and student learning. An experiment in Singapore schools. Marshall Cavendish International, Singapore. University of Minnesota. Active Learning Classrooms (ALCs). Retrieved July 18, 2015 from http://www.pkallsc.org/assets/files/UniversityofMinnesota-ActiveLearningClassrooms. pdf Wagner, T. (2008). The global achievement gap: Why even ourbest schools don’t teach the new survival skills our childrenneed-and what we can do about it. New York, NY: BasicBooks.
Abstract
Workforce capabilities are evolving into complexity and educational institutions are to adopt new
strategies complied with this change in order to help the students to survive in sophisticated work
environments requiring not only mastery of the content knowledge but also problem solving skills.
Our traditional model of higher education is not meeting the 21st century challenges. In order to
respond the demands of the new era higher education institutions must revise their programs and
pedagogies. In this article, the author discusses the ways of fulfilling the needs of twenty-first-century
learners who are expected to solve novel and complex problems. In this respect technology is a
valuable tool for making our graduates acquire the core 21st century capabilities. Creating learning
environments enabling the students actively engaged in the learning process and making them active
team members should be the utmost goal of higher education classrooms. Meaningful learning
through technology enhanced learning environments can aid the learners to improve their
adaptability skills and succeed in real life situations. This paper emphasizing the importance of
constructivist learning platforms will focus on good practices of Technology Enhanced Active
Learning (TEAL) classrooms in higher education. Furthermore on the way of creating learner-centered
learning environments, the challenges that will be faced by teachers, instructional designers, and
educational administrators will be discussed and the new roles of the instructors will be elaborated.
References
- Astin, A. (1996). Involvement in learning revisited: lessons we have learned. Journal of College Student Development, Vol. 37 No. 2, 123-134. Braxton, J. M., Jones, W. A., Hirschy, A. S., & Hartley, H. V. (2008). The role of active learning in college persistence. New Directions for Teaching and Learning, Number 115, 71–83. Clayton, A., R., O’Neill, P., O’Neill, N. (2005). Curricula Designed to Meet 21st-Century Expectations. In. Oblinger, D.G. & Oblinger, J.L. (2005). Educating the Net Generation. Chapter 9, ISBN 0-9672853-2-1. Retrieved September 15, 2015, from https://net.educause.edu/ir/library/pdf/pub7101i.pdf Collins, J. W., 3rd, & O'Brien, N. P. (Eds.). (2003). Greenwood Dictionary of Education. Westport, CT: Greenwood Draper, R. J. (2002). School mathematics reform, constructivism, and literacy: A case for literacy instruction in the reform-oriented math classroom. Journal of Adolescent & Adult Literacy, 45(6), 520-529. Haack,K. (2008). UN Studies and the Curriculum as Active Learning Tool. International Studies Perspectives 9, 395–410. Hiradhar, P. & Gray, J. (2008). From a social digital identity to an academic digital identity: Introducing ePortfolios in English language enhancement courses. Canadian Journal of Learning and Technology, 34(3). Retrieved August 20, 2015 from http://www.cjlt.ca/index.php/ cjlt/article/view/503/234 Howard, B. C., McGee, S., Schwartz, N., & Purcell, S. (2000). The experience ofconstructivism: Transforming teacher epistemology. Journal of Research on Computing inEducation, 32, 455-465. Howe, N., and Strauss, W. (2003) Millennials Go to College. Retrieved September 23, 2015 from https://students.rice.edu/images/students/AADV/OWeek2008AADVResources/ Characteristics%20of%20the%20Millenial%20Generation.pdf Huba, M.E. & Freed, J.E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Needham Heights, MA: Allyn & Bacon. p. 108. Husen, T. & Postlethwaite,T. N. (1989). The International Encyclopedia of Education, Supplement Vol.1. Oxford/New York: Pergamon Press, 162–163. Johnson, D.W., Johnson, R., and Holubec, E.J. (1994). Nuts and Bolts of Cooperative Learning. 1-3 Interaction Book Company. Johnson, D. W.; Johnson, R. T.; Smith, K. A. (1998). Active Learning: Cooperation in the College Classroom, (2nd ed.); Interaction Book: Edina, MN. Kehm, B.M. and Stansaker, B. (2009). University Rankings, Diversity, and the New Landscape of Higher Education, Sense Publishers, Rotterdam. Maclellan, E. and Soden, R. (2004). The Importance of Epistemic Cognition in StudentCentred Learning. In: Instructional Science, 32:3, 253-268 Massachusetts Institute of Technology. Educational Transformation through Technology at MIT - TEAL. Retrieved May 20, 2015 from http://web.mit.edu/edtech/casestudies/ teal.html Palloff, R. M., & Pratt, K. (2009). Assessing the online learner: Resources and strategies for faculty. San Francisco: USA: Jossey-Bass – A Wiley Imprint. Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. Sfard, A. (1998). On two metaphors for learning and the dangers of choosing one. Educational Researcher, 27(2), 4-13. Tan, I. G., Sharan, S., and Lee, C. K. (2006). Group investigation and student learning. An experiment in Singapore schools. Marshall Cavendish International, Singapore. University of Minnesota. Active Learning Classrooms (ALCs). Retrieved July 18, 2015 from http://www.pkallsc.org/assets/files/UniversityofMinnesota-ActiveLearningClassrooms. pdf Wagner, T. (2008). The global achievement gap: Why even ourbest schools don’t teach the new survival skills our childrenneed-and what we can do about it. New York, NY: BasicBooks.
Details
| Journal Section | Articles |
|---|---|
| Authors | |
| Publication Date | December 1, 2016 |
| Submission Date | November 3, 2017 |
| Published in Issue | Year 2016 Volume: 7 Issue: 13 |