DEC Scan Journal : Volume 36 Issue 2
2017 Volume 36, Issue 2 28 Contents Editorial Learning & teaching Research Share this Resource reviews It discusses the imperative of collaboration to solve global issues in health, society, science and economics. Arteaga (2012) researched outlier educators who used collaboration to formulate a digital pedagogy and concluded that what is needed is educator professional learning that adopts social interactive practices. These practices are in conjunction with reorganisation of learning spaces, both physical and virtual, to accommodate new modes of knowledge flow, as well as opportunities for learner connection, recombination and re-creation. Connection beyond the classroom - a new learning ecology? Siemens (2006a) outlines a learning ecology as a diverse, multi-faceted learning space where specific tasks are aligned with the unique nature of different learning approaches. In his book ‘Open’, Price (2013) describes the Global Learning Commons that connects the local to the global, the formal to the social and the public to the private. His vision is one of an ecology of learning that is inclusive and innovative. Characteristics of this global learning commons are: • participation • passion • purpose. Paradigm shift in teaching and learning The wave of technologies in schools, including new relationships between humans and technology, over the past 20 years (Facer, 2011) has supported change in learning. This includes the capacity to allow for sharing of ideas and learning from and with a worldwide community with a more participatory experience including customisable outcomes by the participants (Davidson & Goldberg, 2009). Learning to function and survive in new contexts as an educator and as a learner is the paradigmatic shift being seen in education (Harasim, 2012). The video ‘Collaboration: On the Edge of a New Paradigm’ (Birkegaard, 2014) discusses a shift from a world about content to a world about context. Collaboration: on the edge of a new paradigm? Vimeo video Introduction In recent years there has been an increased focus on the advantages of global education to support collaborative teaching and learning (Lindsay, 2016a). Through positive actions by government and organisations (P21 Framework for state action on global education, Asia Education Foundation, Asia Society) educators are encouraged to connect beyond the classroom and include global as well as local learning modes. There has also been an increased focus on Web 2.0 tools (the read and write web, such as blogs and wikis) that effectively support new ways of learning. This article explores the educational theories, pedagogies, strategies and skills needed to support connections and collaboration using online technologies. Looking to the future Work in the future will require skills that are cross-platform, freelance and flexible, local and global (Boudreau, 2016). The CEDA report identifies a lack of insight into the critical skills required for the current and future workforce stating that ICT ubiquity in the future means digital literacy must be a basic competency for children, and workers of the future will have a more in depth approach to computer literacy (CEDA, 2015). Increased global interconnectivity plus diversity and adaptability are identified by the Institute for the Future (Davies, Fidler & Gorbis, 2011) as ‘drivers’ or disruptive shifts that will reshape the workforce landscape, with key skills including cross-cultural competency and virtual collaboration.
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