| Learning Environments Must Break Through the Silos that Separate Learning from the Real World |  |
ORLANDO, FL — Jan. 23, 2009 — Successful learning environments break through the barriers that separate schools from the real world, educators from each other and policymakers from the communities they serve. Yet, many schools continue to reflect their Industrial Age origins with rigid schedules, inflexible facilities and fixed boundaries between grades, disciplines and classrooms, according to a new paper released by the Partnership for 21st Century Skills and sponsored by Cisco Systems.
The paper, 21st Century Learning Environments, finds that learning environments – the structures, tools, and communities that inspire students and educators to attain the knowledge and skills that are required of them – must embrace a diverse and complex world of people, places, and ideas. While a tremendous amount of attention has been paid to standards, assessments, professional development, and curriculum and instruction, the paper finds that learning environments are an essential component to supporting positive 21st century outcomes for students.
The report notes that the term ‘learning environment’ has traditionally suggested a concrete place (schools, classrooms, libraries, etc.), but in today’s interconnected and technology-driven world, a learning environment can be virtual, online and remote. In addition, physical learning structures must be designed to suit the immediate and future requirements of a community and should enable collaboration, interaction and information sharing among community members.
While the relationship of physical spaces and technological systems to learning continues to be ever important, even more important is how – and whether – these environments support the positive human relationships that matter most to learning, according to the report. The most essential element of all learning environments has always been the ‘people network’ – the community of students, educators, parents, business and civic leaders, and policymakers that constitute the human resources of an education system.
“It is critical that 21st century learning environments address the multiple and interconnected needs of the whole child,” said Paige Kuni, worldwide manager of K-12 education for Intel Corporation and chair of the Partnership for 21st Century Skills. “Learning supports are only valuable if they effectively reinforce human relationships, give relevance to learning and encourage student engagement. Schools must devote themselves to more than the mind-body connection to ensure student achievement.”
Likewise, technology must go beyond merely supporting instruction to help foster personal connections to ensure students have the necessary foundations to become successful 21st century citizens. Toward that end, technology can enhance student learning and promote mastery of 21st century skills – learning and innovation skills, core subjects and 21st century themes, life and career skills and information, media and technology skills – by promoting greater student achievement, increasing student engagement, assessing student performance, facilitating communication and collaboration and maximizing administrative effectiveness.
The paper notes that the greatest challenge to incorporating technology into learning environments is not finding time and money, but finding ways to adequately support the use of these tools. Technology can only make a difference when students, teachers, and administrators are provided the necessary supports to proficiently integrate it into daily routines. Educational technology is most valuable when it functions as part of a thoughtfully orchestrated system that includes effective curriculum and instruction, ongoing professional development, authentic assessments and a positive learning culture.
“Schools are being designed for a new balance that combines the best of traditional classroom learning with leading 21st century learning methods and tools,” said Bernie Trilling, global director of education strategy and partnerships for the Oracle Education Foundation. “The learning environments of the 21st century will encompass a powerful mix of face-to-face learning opportunities with digital connections to bridge cultures and blend virtual and real-life relationships. At the same time, federal, state and local policies must help guide the creation of learning environments that serve all students in every corner of our states.”
With tight budgets and worries over the economy, policymakers face tough decisions concerning whether school design really makes a difference, notes the report. According to Georgetown University researchers, design has a bearing on achievement, as test scores can increase by up to 11 percent by improving a school’s physical environment. With that in mind, school design must also effectively address increasing enrollment, which is estimated to grow at record levels though 2013. This, in turn, signals that total spending on construction and maintenance could be as much as $30 billion annually. This is not an unprecedented occurrence – faced with similar demands a century ago, policymakers built thousands of schools that mimicked industrial forms to fulfill increased enrollment.
While, today, many schools have advanced well beyond those outdated models and classrooms have become undeniably more flexible, colorful and engaging, this is just an initial step, cautions the report. Successful learning environments must be able to adapt to the constantly evolving and ever-changing nature of technology, teaching and learning. One solution to achieve this necessary flexibility is to design learning environments that incorporate movable furniture and walls that can be made to conform to different class sizes and subjects.
"As important as it is for physical structures to be adaptable, it is even more important that class time be elastic. Instead of assigning a certain amount of time for teaching one subject per day, teachers need the flexibility of bigger and more adjustable time slots to truly impact learning," said Charles Fadel, global lead for education for Cisco Systems. "There must be a renewed focus on increasing the quality of teaching by providing teachers more time and opportunities to plan, collaborate and work with advanced technology systems."
In addition, schools cannot continue to use seat time as a measure of academic attainment. Rather, assessment of learning must include thoughtful measures of a student’s ability to apply and demonstrate knowledge in complex situations, the report concludes.
21st Century Skills Leadership States include: Arizona, Iowa, Kansas, Maine, Massachusetts, New Jersey, North Carolina, South Dakota, Wisconsin and West Virginia.
