Abstract
Learners of the 21\(^{st}\) century face new challenges posed by the requirements of the digital era. However, education itself does not seem to have changed significantly. Thus, reports of a gap between graduates’ competences and the skills truly needed in professional life accumulate. This paper proposes three best practices to modern 21\(^{st}\) century education formalized as educational design patterns. Relevant literature is reviewed and the used pattern mining process is outlined. Furthermore, three educational software services fostering the application of the proposed patterns are introduced and evaluated within the scope of usability tests with 56 secondary-level students and a focus group of three teachers. The results show that the educational software services are well suited to reasonably support class and the educational design patterns provide educators with field-tested best practices for 21\(^{st}\) century education.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Trilling, B., Fadel, C.: 21st Century Skills: Learning for Life in Our Times. Jossey-Bass, San Francisco (2012)
van Laar, E., van Deursen, A.J., van Dijk, J.A., de Haan, J.: The relation between 21st-century skills and digital skills: a systematic literature review. Comput. Hum. Behav. 72, 577–588 (2017)
van Laar, E., van Deursen, A.J., van Dijk, J.A., de Haan, J.: 21st-century digital skills instrument aimed at working professionals: conceptual development and empirical validation. Telemat. Inform. 35(8), 2184–2200 (2018)
van Laar, E., van Deursen, A.J., van Dijk, J.A., de Haan, J.: Determinants of 21st-century digital skills: a large-scale survey among working professionals. Comput. Hum. Behav. 100, 93–104 (2019)
Voogt, J., Erstad, O., Dede, C., Mishra, P.: Challenges to learning and schooling in the digital networked world of the 21st century. J. Comput. Assist. Learn. 29(5), 403–413 (2013)
Cobo, C.: Mechanisms to identify and study the demand for innovation skills in world-renowned organizations. Horizon 21(2), 96–106 (2013)
Soulé, H., Warrick, T.: Defining 21st century readiness for all students: what we know and how to get there. Psychol. Aesthetics Creat. Arts 9(2), 178–186 (2015)
Sin, C., Neave, G.: Employability deconstructed: perceptions of Bologna stakeholders. Stud. High. Educ. 41(8), 1447–1462 (2016)
Conference Board, Partnership for 21st Century Skills, Corporate Voices for Working Families and Society for Human Resource Management: Are They Really Ready To Work?
Arsad, N.M., Osman, K., Soh, T.M.T.: Instrument development for 21st century skills in Biology. Proc. - Soc. Behav. Sci. 15, 1470–1474 (2011)
Dolezal, D., Posekany, A., Vittori, L., Koppensteiner, G., Motschnig, R.: Fostering 21st century skills in student-centered engineering education at the secondary school level: second evaluation of the learning office. In: 2019 IEEE Frontiers in Education Conference (FIE). IEEE (2019)
Posekany, A., Dolezal, D., Koppensteiner, G., Vittori, L.: We can learn ourselves - developing digital media for student-centered learning. In: 22th International Conference on Interactive Collaborative Learning (ICL 2019), Heidelberg, Germany (2019)
Case, J.M.: A third approach beyond the false dichotomy between teacher- and student-centred approaches in the engineering classroom. Eur. J. Eng. Educ. 44(5), 644–649 (2019)
Rogers, C.R.: A theory of therapy, personality and interpersonal relationships as developed in the client-centered framework. In: Koch, S. (ed.) Psychology: A Study of a Science, vol. 3, pp. 184–256. McGraw-Hill, New York (1959)
Rogers, C.R.: Freedom to Learn for the 80’s, 2nd edn. Merrill Publishing, Columbus (1983)
Rogers, C.R.: Freedom to learn: a view of what education might become. Studies of the person, Merrill, Columbus, Ohio (1969)
Rogers, C.R., Freiberg, J.H.: Freedom to Learn, 3rd edn. Merrill Publishing, Columbus (1994)
Motschnig-Pitrik, R., Standl, B.: Person-centered technology enhanced learning: dimensions of added value. Comput. Hum. Behav. 29(2), 401–409 (2013)
Motschnig, R., Sedlmair, M., Schroder, S., Moller, T.: A team-approach to putting learner-centered principles to practice in a large course on Human-Computer Interaction. In: Conference IFIE The Crossroads of Engineering and Business, pp. 1–9. IEEE, Piscataway (2016)
Dolezal, D., Posekany, A., Motschnig, R., Kirchweger, T., Pucher, R.: Impact of game-based student response systems on factors of learning in a person-centered flipped classroom on C programming. In: Bastiaens, T., van Braak, J., Brown, M., Cantoni, L., Castro, M., Christensen, R., Davidson-Shivers, G.V., DePryck, K., Ebner, M., Fominykh, M., Fulford, C., Hatzipanagos, S., Knezek, G., Kreijns, K., Marks, G., Sointu, E., Sorensen, E.K., Viteli, J., Voogt, J., Weber, P., Weippl, E., Zawacki-Richter, O. (eds.) Proceedings of EdMedia + Innovate Learning 2018 pp. 1143–1153. Association for the Advancement of Computing in Education (AACE), Amsterdam, Netherlands (2018). https://www.learntechlib.org/p/184323
Dolezal, D., Posekany, A., Motschnig, R., Pucher, R.: Effects of introducing a game-based student response system into a flipped, person-centered classroom on object-oriented design. In: Hancke, G., Spaniol, M., Osathanunkul, K., Unankard, S., Klamma, R. (eds.) Advances in web-based learning - ICWL 2018. Lecture Notes in Computer Science, 0302-9743, vol. 11007, pp. 132–139. Springer, Cham (2018)
Dolezal, D., Posekany, A., Roschger, C., Koppensteiner, G., Motschnig, R., Pucher, R.: Person-centered learning using peer review method - an evaluation and a concept for student-centered classrooms. Int. J. Eng. Pedagogy (iJEP) 8(1), 127–147 (2018)
Dolezal, D., Posekany, A., Vittori, L., Koppensteiner, G., Motschnig, R.: Student-centered classrooms in engineering education: concept and evaluation of a learning office for software development and applied mathematics. In: 2018 IEEE Frontiers in Education Conference (FIE), pp. 1–9. IEEE (2018)
Alexander, C.: The Timeless way of Building, Center for Environmental Structure series, vol. 1. Oxford University Press, New York, 24. print edn. (1979)
Fowler, M.: Analysis Patterns: Reusable Object Models. The Addison-Wesley Series Object Technology Series. Addison-Wesley, Boston (2010)
Gamma, E., Helm, R., Johnson, R.E., Vlissides, J.: Design Patterns: Elements of Reusable Object-Oriented Software, 39. printing edn. Addison-Wesley Professional Computing Series, Addison-Wesley, Boston (2011)
Fincher, S.: Analysis of design: an exploration of patterns and pattern languages for pedagogy. J. Comput. Math. Sci. Teach. 18(3), 331–348 (1999). https://www.learntechlib.org/p/15198
Derntl, M.: Patterns for person-centered e-learning. Doctoral thesis, University of Vienna, Vienna, Austria (2005)
Standl, B.: Conceptual modeling and innovative implementation of person-centered computer science education at secondary school level. Doctoral thesis, University of Vienna, Austria (2013)
Rasfeld, M., Spiegel, P.: EduAction: Wir machen Schule. Murmann Publishers GmbH, Hamburg (2012)
Rasfeld, M., Breidenbach, S.: Schulen im Aufbruch - Eine Anstiftung. Kösel-Verlag, München (2014)
Koppensteiner, G., Lepuschitz, W., Leeb-Bracher, U., Hollnsteiner, K., Merdan, M.: Educational programs for fostering entrepreneurial skills and mindset. In: Auer, M.E., Guralnick, D., Simonics, I. (eds.) 20th International Conference on Interactive Collaborative Learning (ICL 2017), pp. 1716–1724. Heidelberg, Germany (2017)
Hahnenkamp, A.: Learning Management Systeme: Analyse, Vergleich von vorhandenen Systemen und Entwicklung eines LMS-Tools. Master’s thesis, University of Applied Sciences Technikum Wien, Vienna, Austria (2020)
Brooke, J.: SUS: a “quick and dirty" usability scale. In: Jordan, P.W., Thomas, B., Weerdmeester, B.A., McClelland, A.L. (eds.) Usability Evaluation in Industry. Taylor and Francis, London (1996)
Acknowledgment
We would like to express our thanks to all of our students who help us pursue our research in 21\(^{st}\) century education and trust in our work.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this paper
Cite this paper
Dolezal, D. et al. (2021). Educational Design Patterns for Student-Centered 21\(^{st}\) Century Learning in Technology-Enhanced Learning Environments. In: Auer, M.E., Rüütmann, T. (eds) Educating Engineers for Future Industrial Revolutions. ICL 2020. Advances in Intelligent Systems and Computing, vol 1329. Springer, Cham. https://doi.org/10.1007/978-3-030-68201-9_41
Download citation
DOI: https://doi.org/10.1007/978-3-030-68201-9_41
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-68200-2
Online ISBN: 978-3-030-68201-9
eBook Packages: Intelligent Technologies and RoboticsIntelligent Technologies and Robotics (R0)