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There are so many useful skills you’ll develop while doing your research – from critical thinking and being able to evaluate your work and that of others, to time management skills. But the research world is rapidly changing, so what skills can you develop now to make you ready for the research future? In this post we guide you through some of the key skills for researchers today. 
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Interactive Designers will have to adapt or die. As AI starts to play a major part of the online learning landscape, aright across the learning journey, it will be used for learner engagement, learner support, content creation, assessment and so on, it will eat into the traditional skills that have been in play for nearly 35 years. The old, core skillset was writing, media production, interactions and assessment.
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Preparing a child for the world that doesn’t yet exist is not an easy task for any teacher. Step back and look at that picture from a broad perspective. What are the critical 21st-century skills every learner needs to survive and succeed in our world? What abilities and traits will serve them in a time that’s changing and developing so rapidly?
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As the world economy shifts away from manufacturing jobs and towards service industry and creative jobs, there’s a consensus among parents, educators, politicians and business leaders that it is crucial students graduate into university or the workforce with the ability to identify and solve complex problems, think critically about information, work effectively in teams and communicate clearly about their thinking.
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Five years from now, over one-third of skills (35%) that are considered important in today’s workforce will have changed. Via Ilana Ben-Ari
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You know the four Cs right? I mean everyone is talking about them. The four Cs that are going to change education in the 21st century? They are amazing! Do a Google Image Search for 21st Century Skills and you get a beautiful display of the four Cs. Great colors, wonderful wording and multiple ways to explain: Communication Collaboration Creativity Critical Thinking
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Widely understood to be essential to success in the workplace and modern life, digital literacy is beginning to emerge as a necessary component of curricula across the globe. As current undergraduates have never known a life without the internet, it’s only natural that universities should nurture their familiarity with technology, encouraging its use in teaching and learning.
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I've posted about The Other 21st Skills and Attributes. This post provides links and resources about these skills as well as an educator self-assessment. This assessment contains questions to ass...
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'‘Under the digital literacy umbrella are numerous interrelated skills that range from basic awareness and training to foster informed citizens and to build consumer and user confidence, to highly sophisticated and more complex creative and critical literacies and outcomes. Given the constantly evolving nature of technology, acquisition of digital literacy skills represents a process of life long learning.’ (MNet, 2010)
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This education article shares simple strategies to integrate 21st century skills into everyday instruction, starting with the science classroom.
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This is a continuation in my '3 things' short video series. If you follow this blog you will know that I wrote a series of posts last year on digital literacies. Many people confuse literacies with skills or competencies, but as you will see in the video I made below, they are different. For me literacies go beyond and deeper than skills and competencies, enabling users to assimilate into unfamiliar and challenging new cultures and environments.
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The effort to ensure that students are “future ready” has gained momentum in recent years as more and more stakeholders have recognized the importance of digital learning tools to ensuring the success of students. And while the effort has largely focused on elementary and secondary education, that does not mean that college students are off the hook. Rather, the same principles that benefit younger students will help college students make the most of their higher education experience. In fact, since one of the main aspects of the future ready movement is ensuring that students are prepared for college and work, the need for college students to have these skills developed is all the more acute.
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To thrive in today’s innovation-driven economy, workers need a different mix of skills than in the past. In addition to foundational skills like literacy and numeracy, they need competencies like collaboration, creativity and problem-solving, and character qualities like persistence, curiosity and initiative.
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How can skills providers make the most of digital technology to support their learners to gain employment and progress in their careers?
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How should institutions respond to students' changing expectations of their digital environment? What experiences at university prepare students to flourish in a digital world? What are institutions doing to engage students in dialogue about their learning environment and to gather intelligence about their changing needs?
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Will classes in curiosity, problem-solving and creative thinking soon be on the curriculum? Our latest report thinks it should. Via Nik Peachey
Elizabeth E Charles's insight:
Interesting choice.
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Additionally, Gladwell failed to adequately distinguish between the quantity of hours spent practicing, and the quality of that practice. This misses a huge portion of Ericsson’s findings, and is the reason why Tim Ferriss scoffs at Gladwell’s 10,000 hour rule in this video. Via Nik Peachey
Serge G Laurens's curator insight,
December 27, 2015 2:59 PM
The 10,000 Hour Rule Is Wrong. How to Really Master a Skill 
TD's curator insight,
March 8, 2016 6:03 PM
Great. I've always thought this 10k hours rule to be incredibly simplistic.
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In this section we outline how skills and competencies for digital literacy and media literacy intersect and provide us with essential skills for playing, learning and working as citizens of the digital world. Via Mary Reilley Clark
Mary Reilley Clark's curator insight,
April 14, 2015 11:41 AM
An article well worth your time, but the graph alone would be great to share with teachers!
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Online learning has been around for more than 30 years, but recent excitement around Massive Open Online Courses (MOOCs) has brought it fully into the public eye. In schools, online learning used to be a remedial alternative to classroom teaching, particularly where learners were geographically dispersed. But there is a growing belief that it might offer all […]
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Although numerous models exist to support the development of information literacy skills, most were designed to support 20th-century technologies and pedagogies. It is widely accepted that information literacy models needs to adapt and develop in response to changes in both technology and pedagogy, but the nature of this development is, as yet, uncertain. iTEC (Innovative Technologies for Engaging Classrooms) is a major EU-funded project attempting to bring about transformation in learning and teaching through the strategic application of learning technology. In this article, findings from the evaluation of iTEC are used to consider how effectively information literacy models which are currently available can support emerging technologically-engaged pedagogies. These findings suggest that an information literacy model for the 21st century needs to be flexible, suited to collaborative work and most importantly acknowledge and support students as creators of knowledge, not simply consumers.
[N.B. Article need to be purchased]
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“What does achievement look like?” The question lingers as does the pedagogical implications of how to create it in my classroom and because of the weight of this question constantly pressuring my consciousness, the need to excel as an educator continuous bubbles forcing me to reflect further on my part in that process.
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What is digital literacy and how is it different from information literacy?
Digital literacy includes the ability to find and use information (otherwise known as information literacy) but goes beyond this to encompass communication, collaboration and teamwork, social awareness in the digital environment, understanding of e-safety and creation of new information. Both digital and information literacy are underpinned by critical thinking and evaluation. What does the DIL framework cover and how is it structured?For the purposes of the DIL framework, digital literacy refers to the skills, competences, and dispositions of OU students using digital technologies to achieve personal, study, and work-related goals. The framework describes five ‘stages of development’ of digital literacy skills, competences and dispositions and maps them against the ‘levels’ of OU study.
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This section looks at the various aspects and principles relating to digital literacy and the many skills and competencies that fall under the digital literacy umbrella. The relationship between digital literacy and digital citizenship is also explored and tips are provided for teaching these skills in the classroom.
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