Read Time:12 Minute, 53 Second

By William Van Zyl (August 21, 2021)

Table of Contents

Abstract

This scholarly paper will not look at the possibilities for embedding digital and collaborative skills into subject areas. On the contrary, it will be focusing on an individual approach (ISP’s) for learning in the 21 st Century. This article will explore the implementation of Individual Study Programs (ISP’s) for individual students in a collaborative context developing digital collaborative skills.

The paper starts with a scenario – touching on digital collaborative frameworks for the 21 st Century- and then focuses on Individual Study Plans (ISP’s) for high school students.

SCENARIO:

Imagine – as a high school teacher – a new student walks through the door of your classroom. In her hand is a Personal Profile Folder labelled Career Path and Digital and Collaborative History: Jolene Hobson (Calambra College, New Zealand). You open the folder, and online access details are printed on the first page:

_{To see Jolene’s Career, Digital and Collaborative skills history, please follow this link. Request access from the local Education Department.}

You open the personal profile file of Jolene online – the new 16-year-old student to your school. To your surprise, her career preferences, digital skills, and collaboration skills are all listed on a timeline with progression indicators. It shows a summary of all her interests and abilities. You read on. The essential projects she had completed individually and collaboratively are all described with images and annotations. Also, her computer programming literacy, A.I. knowledge, collaborative learning skills, leadership experience in a cyber-context, and examples of her engaging in solving real-life problems are visually displayed. A visual dashboard is showing colourful charts and graphs.

On the list are: She had developed – collaboratively in intermediate school – sensors to improve the sustainability of the Waitomo Caves in New Zealand. Using the BBC Microbit (microprocessor), the group had developed an app that uses ultrasonic and infra-red technology to detect and manage the O2 levels and CO2 in the caves. She has soldering and assembling-electronic-component experience. The list goes on.

The scenario I have just sketched is the focus of this short scholarly article: Digital Collaborative Learning: Individual Study Plans (ISP’s) for developing digital and collaborative skills for the 21 st Century – solving real-life problems and leading collaboratively to solve local and global burning issues.

Isn’t that what we need at the beginning of the 21 st Century in a future-focused education system? Are we preparing students for future jobs (Robinson, 2010)?

The world’s education systems have not changed much since the Enlightenment, and the Industrial Revolution, says Ken Robinson (2010). Knowledge is ubiquitous now. The jobs for young people in the future will look very different from what we are teaching today. Literacy and Numeracy as the drivers are too limited.

Are we integrating enough Digital Technology, A.I. (Artificial Intelligence), Algorithms, Electronics, Microprocessors, Sensors, and more into our everyday subjects? For example, the subject English as we know it – intentionally including developing apps for spell checking and analysing text as we type on a document in Google Drive. Isn’t the development of Grammarly (literacy editing software) an indication of where we should be focusing? In other words, do not only teach English – like in a first language or second language context – but delve into the computing possibilities behind it. Go deeper, much more profound (National Academies for Science, Engineering, and Medicine, 2012). Here is an example of a project for the typical English class (16-year-old students):

Creative Writing and Computer Programme Design.

PART 1: Write a short story of your choice – collaboratively – and then take turns to edit it. Your group could start with brainstorming – making diagrams and sketches on an iPad – then jot down some ideas. When you are ready, create an interesting storyline and create some characters. Group of 4 students. Word count 1500 words. Use Google Docs.

PART 2: Once you have completed the task, investigate software that detects spelling, grammar and other aspects of writing (for example, Grammarly). With your computing programming and code writing abilities – collaboratively – develop an app that could assist writers in their writing. Fully extend the app and make it available on the app stores. Use the free software the Appy Pie App Building Platform. However, if you want to publish your mobile app to Google Play Store and Apple App Store, you need to upgrade it to one paid plan. The school has a paid plan for students.

PART 3: Once you have completed your app – using JavaScript – run your short story through it. Now make a short video in your groups to document the process, showing the tools you have developed for checking text and what you have learned.

This task or assignment should prompt students to think about future jobs (app developer for analysing and correcting text). Teach students in the English class digital and collaboration skills that could solve real-world problems.

What is JavaScript?

This section is included to show JavaScript (code) in its simplest form.

Here is an example of using simple JavaScript (code) for a web application – simplified. The goal is to create a button that will display a random cat photo on the browser when clicked.

We should make a button that, when clicked, will display a random cat photo on the browser. The button will have an id of “give-cat.”

Lastly, create a div with an id of “cat-pic”, which will hold the cat photo.

Now, let’s go to index.js file and start coding J.S.!

Source: How to create a simple Web App using JavaScript. Create a button for a web application. https://levelup.gitconnected.com/how-to-create-a-simple-web-app-using-javascript-d27b28459fad

Those probing questions on the future skills required for the 21 st Century.

Robinson (2015), an educator and visionary asks the following tough questions.

1. “Should we reconsider the typical system which had evolved from the Industrial Revolution and the Enlightenment?”

2. “Are we producing students – just like in a factory – where the process is producing students assembled on a conveyor belt? In classes, selecting specific subjects, and answering the questions correctly, will guarantee a certificate which would lead to a paid job. Would it?”

3. “Are our education systems preparing students for the 21 st century?”

4. “Is the system of delivering education to students with questions and then placing answers in the back of the book the best way to deliver a curriculum?”

5. “Not much has changed around schools in the last 100 to 70 years (Robinson, 2010). We live in a time where students receive an overload of stimulation and knowledge via digital technology and collaboration challenges. With knowledge everywhere and easy to access, shouldn’t we focus on the skills identified as 21 st Century skills?”

6. “Is the result of the increase in technological advancement the rise of the attention Deficit Disorder ADHD? Are we medicating ADHD students to death with Ritalin?”

The 21st Century Job Skills required for the future identified by the World Economic Forum (2015 to 2020).

*Source: World Economic Forum, New Vision for Education (2015).* *https://www.weforum.org/agenda/2016/03/21st-century-skills-future-jobs-students/*

Here is the list from the World Economic Forum:

Critical reflection: Focusing on the competencies. Are schools teaching critical thinking and problem solving, or are we just laying the foundations for Literacy and Numeracy?

Creativity: Are we including creative concepts for solving real-life problems.

Communication: Do we include comprehensive, collaborative technologies in teaching?

Collaboration: To what extent are digital and face-to-face skills taught in schools?

Leadership (additional): Are we intentionally teaching leadership skills in schools in a collaborative context? Not only jostling for position but developing facilitation and equality in leading the collaborative process!

Individual Study Plans (ISP’s) for students.

Spencer (2017) and Robinson (2010) comment on the shifts required from what students have to learn to what do they want to learn. It’s a shift from the teacher asking all the questions to the students asking their own questions, exploring what they find interesting. They could consider the inquiry process and take their learning journey where they want to go.

It is moving away from uncritical consuming to consciously taking a critical consuming and creating perspective. It is shifting away from instruction that is differentiated to more tailor-made personalised learning. (Core Education; 2017).

And also, it is moving away from fixed to more pliable systems. Students should own the process. It is important that students are able to choose their own pace. They should be able to choose their own strategy (choosing their own formats), and they should be able to decide what sources and resources they want to explore to reach their goals (Van Zyl, 2021).

Such a mindset – where compliance is required – should allow ownership and self-direction. For example, Individual Study Plans – ISP’S (Van Zyl, 2021). In other words, the student owns their choices and strategies. When that happens, our students could become creative, critical thinkers, and innovators that could impact the world.

Shouldn’t we have done this 10 to 20 years ago? Change the ‘production line’ conveyor belt paradigm Robinson (2010) – to an individually tailor-made learning plan for every student (Spencer 2017)? –

The top 10 skills identified by the U.S. National Research Council (2020).

The consensus among different organisations on the framework for 21 st century skills.

We have already completed 20% of the 21 st century. Should we still talk about planning for this Century? However, it is still relevant because it reflects dimensions of human competence (U.S. National Research Council, 2020).

Top 10 Skills

Analysing the data of the Top 10 Skills: Comparing 2015 with 2020. See the shift in the last 5 years (2015 to 2020). See how critical thinking moved to position 2 (vertical migration). Creativity and innovation are in position 3. Are schools ready to teach Solving Complex Problems? To what extent are digital technology used – in a collaborative context – in schools in N.Z. and around the world? Could Google Docs be developed to improve collaboration? For example, prompts that teach how to improve Peer-to-Peer learning and collaboration (short instructional videos on Google Drive). The comparative lists below from the World Economic Forum shows the top skills listed for 2015 and 2010.

When analysing the two lists, it is clear that much has changed in 5 years. Critical thinking and creativity had migrated up towards the top (2020). To get students passionately involved, we have to know their strengths, their weaknesses and their passions. With this valuable information, the teacher can plan specific lessons for groups of students and use documented knowledge (past experiences of students) to combine certain students for particular tasks. Peer-to-Peer collaboration, Peer Learning and Peer Assisted Learning are concepts that required expertise and experience to successfully implement and integrate into the classroom (digital context and face-to-face). See the article on The Disadvantages of P2P Collaboration: (https://fivehousepublishing.com/product/p2p-collaboration-the-disadvantages-of-p2p-peer-to-peer-collaboration-pal-peer-assisted-learning-and-pl-peer-learning-2/

Some students may have a passion for writing code, others prefer the electronics side, some could be scientists, some could be mathematicians, and so on. Teachers will be able to create ISP’s for students individually as well as select a range of students that will fit best for the task.

Conclusion

A possible strategy to address the problem of not having enough information on student’s personal profiles – in a 21 st century context – is introducing ISP’s (Spencer 2017). Create profiles from a very young age that will go with students throughout their education at school. Focus on the 21 st century skills from a young age, like computer coding, digital skills, solving real-life problems, collaboration skills, critical thinking skills, creativity, innovation, and digital leadership, to name the most important ones – we have to go deeper (Pellegrino & Hilton (2012). Release the passion, interest and inquiring minds of students from a young age. Teachers should know students by heart – by updating personal profiles regularly – and focus on embedding 21 st Century learning for students, which addresses the educational needs for the 21 st Century.

References

Fadel, C. (2008). 21st Century Skills: How can you prepare students for the new Global Economy? Partnership for 21st Century Skills. https://www.oecd.org/site/educeri21st/40756908.pdf

Global Partnership for Education (2020). UNESCO. 21st Century Skills: What potential role for the Global Partnership for Education? A Landscape Review. https://www.globalpartnership.org/sites/default/files/document/file/2020-01-GPE-21-century-skills-report.pdf

Pellegrino, J.W. & Hilton, M.L. – Editors (2012). Committee on Defining Deeper Learning and 21st Century Skills; Center for Education; Division on Behavioral and Social Sciences and Education; National Research Council. Retrieved from https://hewlett.org/wp-content/uploads/2016/08/Education_for_Life_and_Work.pdf

OECD (Organisation for Economic Co-operation and Development) (n.d.). “The Future of Education and Skills.” Last modified 2018.

Prensky, M. (2007). Changing Paradigms from “being taught” to “learning on your own with guidance.” Published in Educational Technology, July-Aug, 2007. http://hibgroupbpr.pbworks.com/f/Prensy’s+Changing+Paradigms.pdf

Parsons, D. (2021). 21st Century Skills Frameworks [Video]. Uploaded in July 2021 by The Mindlab (UNITEC – New Zealand).

Robinson, K. (2010, October 14). RSA ANIMATE: Changing Education Paradigms [Video]. YouTube. https://youtu.be/zDZFcDGpL4U

Southwest Charlotte STEM Academy (SCSA) (n.d.). https://scstemacademy.org/4-cs-of-21st-century-skills/

Spencer, J. (2017, June, 10). The Shift from Engaging Students to Empowering Learners [Video]. YouTube. https://youtu.be/BYBJQ5rIFjA

World Economic Forum (n.d.). 21 st Century skills: Future Jobs for Students. https://www.weforum.org/agenda/2016/03/21st-century-skills-future-jobs-students/ *Can filter website from 2005 to 2021.

Reference for this article:

Van Zyl, W.N. (2021).Digital Collaborative Learning: Individual Study Plans (ISP’s) for developing digital and collaborative skills for the 21 st Century – solving real-life problems and leading collaboratively to solve local and global burning issues. Published to Five House Publishing (academic books and resources). Link: https://fivehousepublishing.com/2021/08/21/digital-collaborative-learning-individual-study-plans-isps-for-developing-digital-and-collaborative-skills-for-the-21-st-century-solving-real-life-problems-and-leading-collaboratively-t/

Cite:

Van Zyl (2021)

Download article for free:

Download this scholarly article for free at: https://fivehousepublishing.com/product/digital-collaborative-learning-individual-study-plans-isps-for-developing-digital-and-collaborative-skills-for-the-21-st-century-solving-real-life-problems-and-leading-collaboratively-t/