Self Assessment

Course summary

21CLD: Embedding into Practice takes a practical look at implementing 21st century skills and learning into your classroom, using 21CLD as a framework for lesson design. This course will provide you with practical activities where you can reflect on your practice and on the practice of other teachers. This self-reflection and observation ensures that you can continue to enhance your professional practice using ICT, in order to develop your students’ 21st century skills.


Course Objectives 
To frame and answer the following questions:

  • How do you know that your students are developing 21st century skills?
  • How to use student work to find evidence of the 21st century skills?
  • What is the impact on classroom practice?
  • What do teachers think? (teacher testimonials)
  • What do teachers think? (student voice)


Practice Exam - 62-193 : Technology Literacy for Teachers

Course summary

Real world problem-solving and innovation are skills that are integral to living and working in the 21st century. Educators can provide young people with opportunities to engage in real world problems and to apply their solutions or ideas in practice. This course defines what we mean by problem-solving and the dimensions that should be present in such activities.


Course Objectives

To frame and answer the following questions:

  • What are the big ideas in problem-solving and innovation?
  • What are the problems experienced by real people?
  • Are there specific, explicit contexts for problem-solving?
  • How can actual data be used to solve a problem?


Course summary and objectives 

Self-regulation occurs when students consciously organize, monitor, evaluate and ultimately take control of their own learning. Educators can design learning activities that assist learners in building and developing their self-regulations skills. 21CLD: Self-Regulation introduces you to the idea of self-regulation and the dimensions of working on long-term projects, students planning their own work and providing opportunities to revise work based on feedback.

Course Objectives: 
To frame and answer the questions:

  • What are the big ideas in self-regulation?
  • What do we mean by long-term activity?
  • How important is defining learning goals and success criteria in advance of undertaking work?
  • How important is having the opportunity to revise work based on feedback?

Course summary

Information and communication technologies (ICT) have become commonplace in all aspects of life, including education. The use of ICT in education all too often supports the consumption of information and ideas. 21CLD: ICT for Learning highlights the need to use ICT to transform learning experiences and to create and design new information.

Course Objectives

To frame and answer the following questions:

  • What are the big ideas in ICT for learning?
  • How can ICT be used to learn or practice basic skills or reproduce information?
  • How can ICT be used to support knowledge construction?
  • How can an ICT product be created for authentic users?


Course summary

Knowledge construction provides a rationale for giving young people an opportunity to move beyond memorizing facts and to develop their critical thinking and reasoning skills. The 21CLD: Knowledge Construction course introduces you to the dimensions of Knowledge Construction so that students can build deep knowledge that they can transfer and apply in practice.


Course Objectives

To frame and answer the following questions:

  • How to apply knowledge in a new context?
  • How to design lessons, so that the main requirement is knowledge construction?
  • What does knowledge construction mean?
  • What are the big ideas in knowledge construction?

Course summary

Skilled communication in the 21st century learning refers to the ability of individuals to communicate clearly, using oral, written, and non-verbal languages. Society now requires that everyone has these abilities, because the demands of social relations and the global economy call for a much more diverse set of communication skills. This course introduces the concept of skilled communication and supports teachers to design learning activities where young people can develop this important skill.


Course Objectives

To frame and answer the following questions:

  • What are the big ideas in skilled communication?
  • What does extended-communication or multi-modal communication mean?
  • What does supporting evidence mean?
  • How can you design communication for a particular audience?

Course summary and objectives 

This course explores the broader meaning of collaboration, and your understanding of it. In today’s workplace young people are expected to collaborate and this course helps you to understand what we mean by collaboration. It helps you to design lessons where students can develop collaboration skills. It will also introduce you to the dimensions of collaboration which are: students working in groups or pairs, sharing responsibility, making substantive decisions together, and being co-dependent on one another.


Course objectives:

To frame and answer the questions: 

  • What are the big ideas in collaboration? 
  • What does working together mean? 
  • What does shared-responsibility mean? 
  • What does making substantive decisions mean? 
  • What does working interdependently mean?

Course summary 

This course provides a rationale for the need to develop 21st century skills among our students. It presents the key 21st century skills of; collaboration, knowledge construction, self-regulation, problem-solving and innovation, information and communications technology (ICT) for learning, skilled communication. It explores what learning looks like in the 21st century and how innovative teaching practices can support student learning to develop these skills.

Course objectives:

To frame and answer the below questions: 

  • Innovative teaching and learning: what is "innovative teaching practice"?
  • What are the characteristics of a “21st century educator”?
  • What are the characteristics of a “21st century learner”?
  • What school and system factors most support innovative teaching practices?