New Learning Environments for the 21st Century: Exploring the Edge
ARTICLE
John Seely Brown
Change: The Magazine of Higher Learning Volume 38, Number 5, ISSN 0009-1383
Abstract
Today's students are comfortable satisfying their immense curiosity on their own. This capacity for independent learning is essential to their future well-being, since they are likely to have multiple careers and will need to continually learn new skills they were not taught in college. Students will need to feel comfortable working in cross-disciplinary teams that encompass multiple ways of knowing. These challenges require re-conceptualizing some parts of the educational system and at the same time finding ways to reinforce learning outside of formal schooling. In this article, the author presents and discusses some of the new learning environments for the 21st century, like: (1) the architecture studio; and (2) the Massachusetts Institute of Technology's (MIT's) studio for 8.02 electricity and magnetism. It is evident in these environments that students move from "learning about" something to "learning to be" something, which is a crucial distinction. Furthermore, in today's Internet environment, learning to be literate in multiple media is an important tool in learning to be. Thus, faculty must understand how to foster this new literacy to understand the new vernacular of students who grew up digital. (Contains 3 resources and 4 online resources.)
Citation
Brown, J.S. (2006). New Learning Environments for the 21st Century: Exploring the Edge. Change: The Magazine of Higher Learning, 38(5), 18-24. Retrieved August 17, 2019 from https://www.learntechlib.org/p/100450/.
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Keywords
- active learning
- architecture
- College Students
- computer literacy
- Computer Uses in Education
- Constructivism (Learning)
- EDUCATIONAL ENVIRONMENT
- Energy
- Independent Study
- information technology
- Interdisciplinary Approach
- internet
- lifelong learning
- Magnets
- models
- Multimedia Materials
- teamwork
- technology integration
Cited By
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Flexibility and function: Universal design for technology enhanced active classrooms
Stuart Dinmore, University of South Australia
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2013 (2013) pp. 231–235
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A Physics Class Model that Predicts Student Performance
Muhammad Riaz & Elsa Sofia Morote, Dowling College, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 897–902
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Infusing instructional design principles into an active student-centred social learning framework
Gail Casey, Deakin University, Australia; Gayle Davidson-Shivers, University of South Alabama, United States
EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 708–713
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From Creation to Curation: Evolution of an Authentic 'Assessment for Learning' Task
Peter Albion, University of Southern Queensland, Australia
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1160–1168
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Using Instructional Design Principles to Prepare College Instructors and Preservice Teachers to Integrate Technology into the Classroom
Gayle V. Davidson-Shivers, University of South Alabama, United States; Stephanie I. Hulon, University of Mobile, United States
EdMedia + Innovate Learning 2013 (Jun 24, 2013) pp. 1940–1945
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What Students Think About Technology and Academic Engagement in School: Implications for Middle Grades Teaching and Learning
John Lee & Hiller Spires, North Carolina State University, United States
AACE Journal Vol. 17, No. 2 (April 2009) pp. 61–81
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3D Online Spaces for Teacher Education: Mapping the Territory
Peter Albion, Faculty of Education, USQ, Australia
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 1606–1612
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