The Third UAD TEFL International Conference 2014

21st CENTURY LEARNING DESIGNPROJECT BASED LEARNING : SCHOOL CAMPAIGN FOR

BETTER FUTURE

Betty Sekarasih Hadi Yani

SMA NEGERI 2 PLAYENbettysekarasih@hotmail.com

Abstract The world has changed and things around us arenoticeably changing. The changes are touching manyaspects of the human life. The environment is becomingless stable, the world is becoming interconnected andthe countries seem to be borderless. The unlimiteddevelopment of technology is altering the pattern ofour relationship to information. This global changereally demands qualified human resources so that theyare able to live on and keep the pace to the rapidchange.

Preparing qualified human resources cannot be separatedfrom the role of education. Due to the high speedchange in this 21st century, an educational institutionthen needs to provide the students advanced skills(21st century skills) so that they are able to facetheir future, to succeed in the globalized, knowledgebased world of today. In doing so, there is a need tocreate a learning design that equip the students the21st century skills that influence the way of thinking,the way of working, tools of working and also skills tosurvive in the real world. The learning design shouldreflect some dimensions of 21st Century Learning:collaboration, knowledge construction, self-regulation,real world problem solving and innovation, use of ICTfor learning and skilled communication. Each dimensionrepresents an important skill for student to develop.

Project Based Learning is one of learning models thatreally matches to the 21st century learning paradigm.This paper is going to present project based learning:school campaign for better future that has beenconducted as the best practice. The students were

engaged in projects to create campaign to struggle thereal problem happen in the society. The campaign werein the form of visual products by creating brochure orposter, audio product by using song smith and audiovisual product by applying photo story program. Indoing so, they had to work collaboratively and thinkcritically about the selected issue. They had to findvalid data through some observation, interview,analysis and the other critical thinking. They werealso trained to communicate actively. They should workwith the technology. The ICT use was absolutelyrequired in the project. They regulated themselves indoing the project and finally they presented theirproducts to the real audience and the products wereexpected to bring benefits for the realsociety/audience.

Keywords: 21st century learning design, 21st century skills,collaboration, innovation, knowledge construction, project based learning,real world problem solving, self regulation, skilled communication, use ofICT for learning.

1 IntroductionSince the 21st century the world has entered the

knowledge based era. It has been changed and thingsaround us are noticeably changing. The changes aretouching many aspects of the human life. Theenvironment is becoming less stable, the world isbecoming interconnected and the countries seem to beborderless. The unlimited development of technology isaltering the pattern of our relationship toinformation. This global change really demandsqualified human resources. It means that the humanresources should have advanced skills that cover waysof thinking, ways of working, tools of working andskills for living in the world to live on and keep thepace to the rapid change. Kang, Kim, Kim & You ( 2012)noted that there was a change of academic standardduring the development of information and communicationtechnology (ICT) and the growth of global economy.

Then, this different academic standard forceseducational institution to prepare the students.

ICT really supports today’s communication so thatpeople can communicate effectively and workcollaboratively without the limitation of space andtime. The global economy growth requires strictcompetition in every aspect of human life. So,learning activity should be designed well to equip thestudents some skills needed in the real world today.Rotherdam & Willingham (2009) said that the studentssuccess depend on the 21st century skills, so thatstudents are expected to possess these skills throughlearning process occured at school.

Therefore, there is a need to create a learningdesign that equip the students the 21st century skillsthat influence the way of thinking, the way of working,tools of working and also skills to survive in the realworld. The learning design should reflect somedimensions of 21st Century Learning: collaboration,knowledge construction, self-regulation, real worldproblem solving and innovation, use of ICT for learningand skilled communication. Each dimension represents animportant skill for student to develop. Project BasedLearning is a learning model that represents 21stcentury learning. It is student centered, engaging,authentic and also process oriented. The expectedskills can be well integrated in this learning model.

2 Literature Review.

2.1 21st Century Learning ParadigmThe term 21st century skills is generally used to

refer to certain core competencies such ascollaboration, digital literacy, critical thinking andproblem solving that advocates believe schools need toteach to help students thrive in today’s world. Thenwhat do we mean by 21st century learning?

Berry (2010) stated that 21st century learningmeans that students master content while producing,

synthesizing and evaluating information from a widevariety of subjects and sources with an understandingof and respect for diverse cultures. They demonstratethree Cs: creativity, communication and collaboration,digital literacy as well as civic responsibility.Virtual tools and open source software createborderless learning territories for students of allages, anytime, anywhere.

Wessling (2012) viewed that 21stcentury learningembodies an approach to teaching that marries contentto skill. It offers an opportunity to synergize themargins of the content vs skills debate and bring itinto a framework that dispels these dichotomies.

Beers (2012) emphasized that 21st century learningshould faciltate the students to possess 21st centuryskills. This learning paradigm focuses on the abilityof the students to develop critical thinking, relatethe kowledge obtained to the real world, work with ICTand collaborate.

2.2 Framework for 21st Century LearningTo help practitioners integrate skills into the

teaching of core academic subjects, the Partnership hasdeveloped a unified, collective vision for learningknown as the Framework for 21st Century Learning. ThisFramework describes the skills, knowledge and expertisestudents must master to succeed in work and life; it isa blend of content knowledge, specific skills,expertise and literacies.Every 21st century skills implementation requires thedevelopment of core academic subject knowledge andunderstanding among all students. Those who can thinkcritically and communicate effectively must build on abase of core academic subject knowledge.

Within the context of core knowledge instruction,students must also learn the essential skills forsuccess in today’s world, such as critical thinking,problem solving, communication and collaboration.

When a school or district builds on this foundation,combining the entire Framework with the necessarysupport systems—standards, assessments, curriculum andinstruction, professional development and learningenvironments—students are more engaged in the learningprocess and graduate better prepared to thrive intoday’s global economy.

Figure 1 Framework for 21st Century Learning

ATC21S (assesment and teaching for 21st centuryskills) concluded four main aspects of 21st centuryskills:

a. Ways of thinking. Creativity, critical thinking,problem-solving, decision-making and learning

b. Ways of working. Communication and collaborationc. Tools for working. Information and communications

technology (ICT) and information literacyd. Skills for living in the world. Citizenship, life

and career, and personal and social responsibility

Mastery of core subjects and 21st century themes isessential to student success. Core subjects includeEnglish, reading or language arts, world languages,

arts, mathematics, economics, science, geography,history, government and civics.In addition, schools must promote an understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into core subjects:

a. Global Awarenessb. Financial, Economic, Business and Entrepreneurial

Literacyc. Civic Literacyd. Health Literacye. Environmental Literacy

2.3 21st Century Learning StrategyAccording to Beers (2012) there are several

criteria of learning that can be considered as effective 21st century learning:a. Varied learning activity

The learning opportunity and activity should not bemonotonous. The learning method must be matched tothe competency that will be achieved. The mastery ofa competence can be done through several methodsthat accomodate many kinds of learning styles suchas auditory, visual and kinesthetic as well.Therefore, the students will obtain balance learningopportunity.

b. Use of ICT to achieve learning goalsThe utilization of technology (ICT) facilitates thestudents to keep in pace with the rapid change andobtain many kinds of learning sources and media.Varied learning sources and media will make thestudents possible to explore many kinds of materialsbased on their own interest and learning styles.

c. Project/problem based learningProject or Problem based learning connect thestudents to the real problems that happen in thedaily life. This learning is started from theinvented problems and should be ended with thestrategies offered to overcome the problems. Thestudents study the materials in a structured way. In

project based learning the students produce certainproducts as the outcomes of learning. And inproducing the outcomes they should do investigationor inquiry learning.

d. Cross curricular connectionsCross curricular connection or integrated curriculummakes the student possible to connect differentsubjects and learning competency. By doing this, thestudents will experience meaningful learning andthey will finally understand the benefits oflearning a certain subject and apply that in thereal world. This learning should be supported bycollaborative learning environment.

2.4. 21st Century Learning Design RubricModels of learning that better prepare learners

for life and work in the 21st Century can be called as21st Century Learning Design. Educators globally areworking to design these new models.As it is stated inMicrosoft Partner in Learning, there are 21st centurylearning design rubrics to help educators identify andunderstand the opportunities that learning activitiesgive students to build 21st century skills. Theserubrics were developed and tested internationally for theInnovative Teaching and Learning Research project.Thisguide describes six rubrics of 21st century learning,each of which represents an important skill forstudents for develop: a. CollaborationThis rubric examines whether students are workingwith others on the learning activity, and thequality of that collaboration. At higher levels ofthe rubric students have shared responsibility fortheir work, and the learning activity is designed ina way that requires students to make substantivedecisions together. These features help studentslearn the important collaboration skills ofnegotiation, conflict resolution, agreement on what

must be done, distribution of tasks, listening to theideas of others, and integration of ideas into acoherent whole. The strongest learning activities aredesigned so that student work is interdependent,requiring all students to contribute in order for theteam to succeed

b. Knowledge construction Knowledge construction activities require students togenerate ideas and understandings that are new tothem. Students can do this through interpretation,analysis, synthesis, or evaluation. In strongeractivities, knowledge construction is the mainrequirement of the learning activity. The strongestactivities require students to apply the knowledgethey constructed in a different context, helping themto deepen their understanding further, and to connectinformation and ideas from two or more academicdisciplines (for example, integrating learning fromboth science and literature).

c. Self-Regulation Learning activities that give students theopportunity to acquire self-regulation skills mustlast long enough for students to have the opportunityto plan their work over time, and offer visibilityinto clear learning goals and success criteria thatstudents can use to plan and monitor their own work.Educators can foster self-regulation skills by givingstudents working in groups responsibility fordeciding who will do what and on what schedule. Inthe most successful learning activities, studentsreceive feedback that is supportive of students’progress toward clear learning goals, and they havethe opportunity to act on that feedback to improvetheir work before it is considered final.

d.Real-world problem-solving and innovation

This rubric examines whether students’ work involvesproblem-solving, and uses data or situations from thereal world. The strongest learning activities forthis rubric: 1) ask students to complete tasks for which they do

NOT already know a response or solution 2) require students to work on solving real problems 3) represent innovation by requiring students to

implement their ideas, designs or solutions foraudiences outside the classroom.

e. The use of ICT for learning While ICT is becoming increasingly common inclassrooms and learning environments, it is oftenused to present or consume information rather than tofundamentally transform learning experiences. ThisITL rubric examines how students use ICT— and whetherit is used in more powerful ways to constructknowledge or to design knowledge-based products. In this rubric, the term “ICT” encompasses the fullrange of available digital tools, both hardware(computers and related electronic devices such astablets and notebooks, e-readers, smart phones,personal digital assistants, camcorders, graphingcalculators, and electronic whiteboards) and software(including everything from an Internet browser andmultimedia development tools to engineeringapplications, social media, and collaborative editingplatforms).

f. Skilled communication This rubric examines whether students are asked to produce extended or multi-modal communication, and whether the communication must be substantiated, witha logical explanation or examples or evidence that supports a central thesis. At higher levels of the rubric, students must craft their communication for aparticular audience. 21st century communication can take many differentforms. For example, as part of a learning activity

students may have a discussion with a peer overSkype. In this rubric, we don’t focus on informalclassroom talk, whether face-to-face or electronic.Instead, we focus on activities that require studentsto articulate their ideas in a permanent form: apresentation, a podcast, a written document, anemail, etc. A performance (for example, a skit ororal debate) would also be considered in this rubric.

2.5 Project Based LearningAccording to BIE (Buck Institute for Education)

project based learning is a teaching rmrthod in whichstudents gain knowledge and skills by working forextended period of time to investigate and respond to acomplex question, problem or challenge. Essentialelements of PBL include:

a. Significant ContentAt its core the project is focused on teachingstudents important knowledge and skills, derivedfrom standards and key concepts at the heart ofacademic subjects.

b. 21st century competenciesStudents build competencies valuable for today’world such as problem solving, critical thinking,collaboration, communication andcreativity/innovation which are explicitly taughtand assessed.

c. In depth inquiryStudents are engaged in an extended rigorousprocess of asking questions, using resources anddeveloping answers.

d. Driving QuestionProject work is focused by an open-ended questionthat students understand and find intriguing,

which captures their task or frames theirexploration.

e. Need to KnowStudents see the need to gain knowledge,understand concepts, and appy skills in order toanswer the driving questions and create projectproducts, beginning with an entry event thatgenerate interest and curiousity.

f. Voice and ChoiceStudents are allowed to make some choices aboutthe products to be created, how they work and howthey use their time, guided by teacher anddepending on age level and PBL experience.

g. Critique and RevisionThe project include processes for students to giveand receive feedback on the quality of their work,leading them to make revisions or conduct furtherinquiry.

h. Public AudienceStudents presents their work to other peoplebeyond their classmates and teacher.

3. DiscussionThe main root of this writing is to present

learning activity that represents the characteristicsof 21st century learning. In this case the learningmodel used is project based learning. The project basedlearning was conducted by combining the nationalcurriculum and the rubrics in the 21st Century LearningDesign.

This project was conducted in SMA Negeri 2 Playen,Gunungkidul Regency, Yogyakarta Special Province. Itwas applied in XI graders that belonged to scienceclasses (XI IPA1, XI IPA2 and XI IPA3). There were 21students in each class then they made groups of threein doing the project.

In the national curriculum, there were two basedcompetencies that expect the students to be able toexpress meaning in the form of functional text and alsoexposition text. The students were expected to producewriting in the form of poster, leaflet or brochure forthe functional text and they also had to resultexpository writing. The communicative purpose of anexpository text is to convince or persuade the readersabout certain issue stated in text. With this function,we tried to combine the content of the core subjectswith the themes that represent the themes in the 21stcentury learning. The selected themes were Globalawareness, health literacy and environmental literacy.

Having decided the theme, then we set the PBL. Thestudents were given the task to do project in group.They were expected to investigate and examine realproblem that happened in the society. They had fullauthority to decide which problem they would work with.They had to collaborate, communicate, constructknowledge, apply ICT in doing the project. The finaloutcomes will be expository writings that were packagedin multi modal products. They had to make bochure byutilizing microsoft office publisher, exposition text(campaign) in the audio visual form by utilizingMicrosoft photostory 3 for windows and they also had tomake audio campaign by creating songs using Microsoftsongsmith.

The students decided the topic that they are goingto discuss. The selected topics are :

XI IPA 1 XI IPA 2 XI IPA 31. Silicone Injection

2. Vandalism3. Corruption4. Early Marriage

5. Children

1. Hazing (Hard School Orientation)

2. Karst Mining in GunungkidulRegency

1.Mark orientation among the students

2.Internet Booth Phenomena

3.Students

and Gadget6. Child Sex Abuse

7. Poverty in Gunungkidul Regency

3. Early marriage4. Preservative

Food (Bakso Borax)

5. Teenager Suicide

6. Synthetic Color for Food

7. Free Sex

Cheating4.Mobile Phone

during the lesson

5.Traditional Game

6.Under age motorrider

7.Under age prostitute (Cabe-cabean)

Each selected topic was accompanied by drivingquestions such as : What phenomena that interest you?Why do you think that the problem is crucial? What arethe evidences of the problem? (Provide valid supportingevidences) What will the ideal condition be? Whatsolutions can you offer to solve the problem?

The driving questions were used as the base of theexploration and the process of constructing knowledge.Students were engaged in an extended rigorous processof asking questions, using resources and developinganswers. They surfed the internet, the conductedobservation and interview to competent part, they findinformation from many sources. They should explore thecontent as well as the the language features that theyare going to use for example the terms/vocabulary, thestructure and also the language style so that theirpresentation would be understandable and acceptable.

To get clear description about the learning activity the following is the outline of the project and also the reflection of the project based learning done by using 21st century learning design rubrics.

a. Project Based Learning Outline

School Campaign For Better Future

Objectives:

Students will learn about some crucial aspects in creating campaign for certain issue

Students will learn how to use technology as the tools of working

Students will learn to solve the real world problem

Students will learn the way of working such as to work in team/collaborate and also develop good communication skills

Students will learn some words and language features (in English)

Students will learn to create product that can bring benefit for the real life other than students.

Materials: Equipment: PC, Tablet, Mobile phone, video

camera, . Software: Bing Maps, Microsoft Office, Microsoft

Powerpoint, Photostory 3 for windows, Autocollage, Microsoft office Publisher, Songsmith

Standards: Citizenship Global awareness Health Literacy Digital and Media Literacy Environmental Science ESL Social Studies Technology and ICT 21st Century Skills

LESSON OUTLINE

Make a Plan (day 1-3)- Review the previous lesson. The former class

discussed about functional texts. Then direct students attention to focus on brochure/leaflet sample.

- Lead the class into a discussion, suppose they aregovernment official or social cummunity who concern about social issue in the society

- Give leading question : What should you do if you want to invite them to join some steps you offer to solve the social problems?

- Outline the project and make sure that all the students know the goals and the impact of the project for them

- Grouping- Assign the students to create their own planning

to accomplish the projects (time schedule and roledistribution)

- Teacher presented the success criteria (assesment)so that they are well aware of their responsibility and able to regulate themselves to take the best endeavour

Day 4

- Build awareness, what should be included in an effective campaign

- Relate the knowledge they got from other subjects to ESL

- Students make some list of required information toproduce acceptable ad

- Students share their responsibility to generate idea and obtaining information.

- Arrange interview guideline (What point should be asked)Day 5 – 15Constructing Knowledge1. Collecting Datas2. Finding information from the real objects

3. Finding information from Internet (Bing)4. Sharing a question in social media to invite

opinion/testimony/expectation from many people even from those who stay far away

5. Conducting observation in the real life6. Conducting interview, local people, competent

part, or government official that handle the issue.

7. Exploring the facts from the society8. Taking photo, recording9. Learn more information from many sources or

media10. Reviewing more sample videos of campaign11. Interpret, analyze, synthesize and evaluate

the information

Day 16-17Learn how to use the tools of working (technology applied) to present the gained knowledgea. Photo story for windows and Autocollageb. Microsoft Power point c. Microsoft office Publisherd. Songsmith

Day 18-22Continuing to work in a group, to result three productsrequired.

Day 23-25Presenting/communicating the product to the class and the real audience to obtain feedback

Day 26- 28 Revising, Evaluating and submiting the final product

b. Reflection of 21st Century Learning Design Rubrics on PBL

No Rubric Activity

1. Collaboration Students had to work in groups ofthree to do all the tasks, Withinthe small groups they discussedthe issue together and aremutually responsible for theoutcomes. They prepared thecontent, made a plan by makingmatrix/work schedule and decidedhow to present the product. Therewas also task distribution withinthe group so that the role ofeach students was essential forthe team success.Each student took a role in smallgroup (group of three). They hadto work separately in searchingtheir part and they also had tocome together to make conclusionbased on each finding. Eachindividual has his/her ownresponsibility but his/herexistence is equally importantfor the team success.

2 Knowledge Construction:

Students try to generate ideasand understanding that new tothem, in making/creating campaignthey connect their learning fromsocial studies (sociology,geography), science (chemistry,biology), Sport and PhysicalEducation and language(Indonesian and English as aSecond Language). Students spendmost of their time and effort inconstructing knowledge by doingobservation, conducting interviewand finding information from manysources. With the information

obtained they develop thecampaign and in the other contextthey can write a letter to publicor write article in newspapercolumn.

3. Real world Problem Solving and Innovation.

Students are faced to authenticsituation that is experienced bythe real people. The selectedtopics are the real problems thathappen around them.The studentsare required to do some tasksthat represents problem solvingactivities: they investigate,observe, design some steps tocomplete the tasks, they utilizethe potential around them, designproduct and evaluate their work.InnovationThe project done also bringsbenefits for people other thanthe students. Students presenttheir work to the government orrelated department/intitution.And whenever they have got feedback and revise they alsopresent their work to the public(in the school board) anduploaded their work.

4 Use of ICT forLearning

Students use the ICT directly tocomplete the task. They use somedigital tools such as camera, camcorders, mobile phone, tablet,notebook, Internet, Microsoftapplication (Photo story, OfficePublisher, Power point,autocollage and songsmith) andsocial media. The ICT reallypromoted the project.

Students also used the ICT toconstruct knowledge, they searchthe information from internet(Bing) and also updatedinformation from the socialmedia. They also did observationin the field and took photo usingtheir digital camera, theyconduct interview and record allinformation obtained. They alsoused their cell phone to exploremore information.ICT is required in this projectThe Students used social media(facebook) to invite some opinionfrom the public about the recentissue they worked with. By doingthis, they can obtain manyopinion, input or testimony frommany people even from those whostay in another area.Students also created ICTproducts that can be used byothers. They created simpleaudiovisual campaign by usingphoto story and make it availableon the internet, the outsideaudience can enjoy that.They also designedbrochure/leaflet using microsoftoffice publisher that can beviewed by the authentic audience.At last, they created theircampaign song to invite people todo or not todo the action basedon the chosen issue. They createdthe song by using song smith.

5. Self Regulation The project done is long term. Itshould be completed within one

month. And They have already gotthe learning goals and thesuccess criteria in advance. Theycan control their own progress,know what to do and well aware oftheir responsibility. To regulatetheir work, they plan their ownwork, they create matrix for theschedule and also taskdistribution. When they haveresulted the first draft, theyare given opportunity to presenttheir product to the class andalso to the related Department.From that presentation, they gotfeedback. And From tose feedbacksthey made some revision and madethe final draft.

6. SkilledCommunication

Student produced communicationthat present connected ideas.They produce video (photostory)that comes in the sequence ofidea. They arranged the picturesand related their ideas. It wasnot just a single thougt. Theyalso create multi modalcommunication. It ncludes morethan one type of communication.They create the campaign in theform of video (audio visual), inthe form of visual(leaflet/brochure) and also inthe audio form by creating song.In making the campaign studentsprovide some evidences to supporttheir description, they obtainedthe factual information from thereal objects also supported bypicture and recording. Finally in

this activity students design thecommunication for particularaudience. By holdingcommunication with competent partuch as related Department orinstitution in Gunungkidulregency, the message can beeasily conveyed. This audienceunderstand well about the matterso the effective communicationcan be occured. There was sharedknowledge and communication canbe shaped appropriately.

4 ConclusionThe development of the world today requires better

quality of the human resources. It demands peoplewho possess 21st century skills so that they cancompete in the globalized world. School as aneducational institution need to prepare the studentswell so that they can survive in the real life. Indoing so, the school has to provide meaningfullearning experience that can train the students toapply the skills needed the real world or theworkplace. One of the ways to provide meaningfullearning experience is by designing the learningactivity.

Project Based Learning is a model of learning thatcan give the students authentic experience. With thetouch of 21st century learning, the PBL can reallyoffer wide range real experiences for the studentsso that they can apply their experiences obtained inthe real conduct later. Students felt satisfied withtheir learning because they could find the answersof their curiousity. They also could practice theimportant skills such as communicate, collaborate,work with technology and also develop criticalthinking.

References

Beers, S. Z. 2012. 21st Century Skills: Preparing Students for THEIRFuture

Kang, M., Kim, M., Kim, B., & You, H. (n.d.). 2012. Developing an Instrumen to Measure 21st Century Skills for Elementary Student.

ITL Research. 2012. 21 CLD Learming Activity Rubric.Microsoft Partner in Learning. Taken from www.pil-network.com

Rotherham, A. J., & Willingham, D. 2009. “21st Century Skills: the challenges ahead”.In: Educational Leadership Volume 67 Number 1: 16 - 21.

http://bie.org/about/what_pbl accessed on June 28th 2014 www.edweek.org/tsb/articles/2010/10/12/01panel.h04.htmaccessed on June 28th 2014 www. atc21s.org/index.php/about/what-are-21st-century- skills accessed on June 30th 2014