January 9th, 2009 by Robin Green

The core concept of 21st century skills is far from new. Although it incorporates some modern capabilities like information technology, LMSs and online learning systems, it is many ways a return from specialization back to well-roundedness–a virtue idealized in the 15th and 16th centuries.

A Renaissance man, or polymath, was the Renaissance ideal. It referred to a person whose knowledge was not restricted to one subject area, and who was educated in a wide variety of learning systems. A Renaissance man was knowledgeable enough to excel in a wide variety of subjects or fields.

Much like 21st century skills projects, Renaissance humanism considered man empowered and with infinite potential for development, which prompted the notion that people should develop their skills as fully as possible in all areas of knowledge. A similar term is Homo Universalis–”Universal Human,” which stresses universal learning systems to develop one’s potential.

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January 8th, 2009 by Robin Green

The 21st century skills goal to overhaul traditional learning systems isn’t without its critics. Jay Matthews of the Washington Post brings up some good points about what he calls “the latest doomed pedagogical fad.”

Matthews points out that he sees little guidance for classroom teachers in 21st century skills materials. He asks, “How are millions of students still struggling to acquire 19th century skills in reading, writing and math supposed to learn this stuff?”

Many school districts–especially in poor areas–lack access to online learning systems, LMSs and computer technology. Many even basic tools like computers, making the implementation of learning systems that boast 21st century skills dubious and unrealistic.

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January 8th, 2009 by Robin Green

West Virginia is one state that has joined the Partnership for 21st Century Skills, pledging to integrate 21st century skills into its learning system standards. According to 4th grade teacher Rachel Hull, the goal of the new projects is “to get students to know how to seek answers when they are faced with an unfamiliar task.”

The Partnership for 21st Century Skills brings together the business community, education leaders, and policymakers to define a vision for 21st century learning systems. The organization also provides tools and resources to schools.

New Jersey is another state that has pledged its support of developing a framework for 21st century learning system outcomes. Others include Arizona, Massachusetts, Iowa, Kansas, Maine, North Carolina, South Dakota, West Virginia, and Wisconsin.

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January 8th, 2009 by Robin Green

Learning management systems and CMSs are part of a larger educational movement in school districts nationwide. Across the country, a pedagogical shift is taking place from information-dispensing, to the facilitation of projects and activities that help students develop 21st century skills. Learning management systems are often deployed to organize activities that ask students to gather information and work collaboratively.

In order to enter a service-oriented, entrepreneurial, global workplace, students are called upon to develop critical thinking, technological, communication, and analytical skills. Many districts have found learning management systems and online collaboration tools helpful in encouraging these skills.

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