Deep Learning and 21st-Century Skills – A series of thinking (2)
If the goal of instruction is to prepare students to accomplish tasks or solve problems exactly the ones addressed during teaching then deeper learning is not required. The advances in technology have reduced the demand for routine skills rather for success in life and work in the 21st century. Individuals must be able to adapt effectively to changing situations rather than rely solely on rote learning procedures. Therefore the call for 21st-century skills such as innovation, creativity and creative problem-solving can be seen as calls for deeper learning – assisting students to develop transferable knowledge that can be applied to new situations and problems.
Cognitive Perspective
All deeper learning is made up of two areas, the cognitive perspective and the social-cultural perspective (situated perspective). The cognitive perspective focuses on the types of knowledge and how they are structured in an individual’s mind research into this area investigates the mechanisms of learning and the nature of products (the kinds of knowledge and skills). The goal of the cognitive perspective is to establish theory and models that apply to all individuals, accepting that there will be variation in the way individuals implement the theories and models and therefore a variety of products produced in a particular learning experience.
Social-cultural perspective
The social-cultural perspective is based on that learning takes place as an individual participates in the practices of a community using tools such as language and other cultural artefacts within the community. Learning is situated within the community and emerges from the community. Scientific research demonstrates that science is both a body of established knowledge and a social process through which individuals and communities continually create, revise and elaborate scientific theories and ideas. The link between deeper learning and 21st-century competencies lies in the classic concept of transfer (the ability to use prior knowledge to support new learning or problem-solving in a culturally relevant context.)
Deeper learning is, therefore, a process through which transferable knowledge develops, individuals not only develop expertise in a particular discipline, They also understand when, how and why to apply what they know to new problems and situations that are related to what they have learnt previously. Therefore, they can use their knowledge and skills to solve new problems.
Transfer
A study of transfer suggests that firstly, transfer is possible within a subject area or domain of knowledge when effective instruction methods are used. Secondly, eDeep learning involves the development of well-organised knowledge in an area that can be readily retrieved to apply to new problems within that domain. Thirdly, Research suggests that deeper learning requires Deliberate practice, With appropriate feedback, that assists the learner correct errors and practice correct procedures, with the use of multimedia resources to provide effective feedback. Finally, meaningful learning (deeper learning) develops a deeper understanding of the structural problems and the solution method which leads to transfer.
The researcher Mayer (2010) suggests that deeper learning involves five interconnected networks of knowledge. These five systems include facts, concepts (categories, schemas, models, principles), procedures (step-by-step processes), strategies and beliefs about one’s learning. The way in which the learner organises these five types of knowledge influences whether the knowledge leads to deeper learning and transfer.
For deeper learning to occur, the learning needs to coordinate all five types of knowledge. We merge a challenge in designing instruction for transfer is to create learning experiences for students that will prime appropriate cognitive processing during learning without overloading the learner’s information processing systems.
Mayer, R.E. (2010), Applying the science of learning, Pearson, Upper Saddle River, NJ