How+are+21st+Century+learning+environments+that+support+e-learning+practice

=__**E-learning Practice and 21st Century Learning Environments**__ = = = **What behaviors, skills and knowledge we want to encourage in the environment?** The early introduction of computers in New Zealand Schools saw learning environments adjusted to accomodate these resources. One move that happened in a number of large schools and is still current today is e-digital classrooms. Falloon (2006) explains how these classrooms made computers available to a large number of students at a given time. Experts now agree that technology can no longer be limited in this way and teaching computers is dated (Nair, nd). The move now is to make computers available for integrated curriculum activities anytime thoughout the day.

Pearlman (2011) describes how schools now need to move away from teacher-directed whole group instruction to create a learner-centered workplace for a collaborative culture of students. La Marca (2010) explains how historically education has been content-driven and teacher driven. The shift for the 21st Century learners now is for a constructivist approach that allows the student to be centered in the learning experience, focusing on their experience, abilities and learning needs.

Nair (n.d) states that '//We worry about our schools becoming ineffective when we should be afraid that they will become irrelevant'.// He explains that if changes to learning environments do not undergo radical reform now, schools will simply cease to exist as the primary source for education. Technology changes and the way we communicate today are happening in the outside world but are slow to change in the school setting. Nair (nd) defines how 'technology empowers schools to establish new learning environments that reflect a shift away from the traditional teacher-centered model to a student-centered model of education.'


 * ** Establishing New Learning Environments ** ||
 * Incorporating New Strategies ||  ||   ||
 * ** Traditional Learning Environments ** ||  || ** New Learning Environments ** ||
 * Teacher-Centered Instruction || -> || Student-centered learning ||
 * Single sense stimulation || -> || Multisensory stimulation ||
 * Singlepath progression || <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">-> || <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Multipath progression ||
 * <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Single media || <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">-> || <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Multimedia ||
 * <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Isolated work || <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">-> || <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Collaborative work ||
 * <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Information delivery || <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">-> || <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Information exchange ||
 * <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Passive learning || <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">-> || <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Active/exploratory/inquiry-based learning ||
 * <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Factual, knowledge-based || <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">-> || <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Critical thinking and informed decision making ||
 * <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Reactive response || <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">-> || <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Proactive/planned action ||
 * <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Isolated, artificial context || <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">-> || <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Authentic, real-world context ||
 * <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Reactive response || <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">-> || <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Proactive/planned action ||
 * <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Isolated, artificial context || <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">-> || <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Authentic, real-world context ||

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: medium;">Technology changes are happening at such a rapid pace and it's going to be a challenge for schools to keep up with the changes of infrastructure to support this. La Marca stresses that 'The impact of technology is more complex and far reaching, possibly more invasive and certainly more central to every aspect of education' (LaMarca, 2010, p17). Technology developments are impacting on educational goals, methods and processes. Cliff, O'Malley & Taylor (2008) explain that these impacts will affect changes in human thinking capacity, activity and communication technology through the use of computing technology. They describe the blurring of boundaries, between personal/private and public, between the individual and group identity, and therefore with the 21st Century learner the blurring of boundaries between individual output and group output.

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<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-decoration: none; vertical-align: baseline;">As part of the Information and Communication Technologies review project for schools in New Zealand, the Ministry of Education conducted a review which set out to provide a ‘futures thinking’ perspective of the use of ICT within the education sector. The review explained the need for education delivery to shift from the Industrial Age Model where teachers stand at the front of the class and an audience of students sit in rows facing them, to a Knowledge Age Model where the teacher acts in a facilitator role, guiding and support the students to reach and achieve their specific academic goals.

<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-decoration: none; vertical-align: baseline;">Pearlman (2011) describes how schools now need to move away from teacher-directed whole group instruction to create learner-centered workplaces for a collaborative culture of students. These spaces will need to allow for flexible table arrangements that allow for a variety of technology devices to be used anywhere, anytime and in any configuration. Spaces that allow for these changes easily will encourage interaction and collaboration skills in students. Creative collaboration and research space for groups creates an environment of shared learning to the creation of knowledge La Marca (2010).

<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-decoration: none; vertical-align: baseline;">Here you can see below the careful consideration of space


 * <span style="font-family: Arial,Helvetica,sans-serif;">Seating arrangements that are flexible and can be rearranged to support a variety of learning groups
 * <span style="font-family: Arial,Helvetica,sans-serif;">IWB that is accessible for teachers and students to find information and create new knowledge
 * <span style="font-family: Arial,Helvetica,sans-serif;">A variety of technology devices have immediate accessibility and can be used in any of these spaces
 * <span style="font-family: Arial,Helvetica,sans-serif;">Virtual and physical learning spaces are intertwined.

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<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: medium;">Roger Schank, the director of Northwestern Institute of Learning Sciences, declared that the only way of learning is though doing and failure. He makes the statement that "We should spend about 1/3 of our day at the computer, 1/3 talking with others, and 1/3 making something." This brings implications to the learning environment when we spend time in this way. According to Fielding (1999) 'computer-based learning is best suited to an individual work station, not a classroom. Talking or social learning lends itself to small, coffee shop-like spaces, where learners can gather informally. Learning by "doing" can happen in a wide variety of environments, including gardens, science labs, technical shops and dance studios.' (Fielding, 1999)

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