explain the interest and objectives of online CSCL activities to the incoming students and provide an introduction to online CSCL and teamwork competencies.

Yes! Therein lies the rub. Sounds like arguments for Competency-Based Learning, which is officially what we have in Quebec's Cegep system.

Historical inequity is fueled by historical practices. "The way we've always done it" can feel perfectly innocuous while at the same time actually be massively harmful. We know things aren't right, inquiry into what is wrong is our path to a more just world.

Convenient to have these four share an initial. (My perception is that a tendency to emphasize this type of parallelism has been strengthening over the years. At least, I don't recall this practice being common in French when I grew up.)

In this chapter, the author defines problem based learning (PBL) and highlights the benefits to the learner. In addition to incorporating technology to enhance learning, the article reinforces the need to foster the softer skills that may be developed as a result of PBL (teamwork, accountability, problem-solving, creative thinking, risk-taking, communication skills, and critical thinking skills). Though the data is limited, and there are inherent challenges, PBL is of value in course design. (8/10)

and my position is, how can we instantiate classrooms (ie communities of students) such that they have the agency and abilities to self-organize and tackle deep, "wicked problems" of such fundamental importance as this. In solving this science/equity problem, let's aim 1 level higher/deeper/further and also focus on transforming education to prepare children to care about and have the abilities to 'solve' problems such as this as they grow.

credentials

Thanks to @jeffgrann for the heads-up! Clearly, people have been waiting for this. We’ll have to wait for the concrete results (not all IMS Global activities make as big of a splash as the others). But it’s very interesting. And needed. For instance, Quebec uses a competencies model all the way to higher education (its Cégeps are post-secondary institutions for vocational training and pre-university education). Thing is, they lack consistent frameworks. CASE won’t make these magically appear, but at least it gives them room for impact.

Our social work education accrediting organization fetishizes competencies, thereby inducing stress in instructors, which then gets passed along to the students. I use hypothes.is extensively and can directly observe the students transition from coping to engagement.

Chart makes connections between 21st Century Skills & Personality Factors.

Being able to answer this question well, and "communicate better" in this sense, seems to be about intercultural competencies. Classroom learning about that can help, but these competencies are developed more meaningfully over time and long experience in inter-cultural circumstances.

AMICAL institutions, with their inherent mix of US and regional cultures, are actually great environments for students to work on this: our institutions are like 4-year labs for working on intercultural competencies.

The new frontier!

This is the goal -- or at least I think it is -- of competency, mastery-based learning and of open badges. One thing I love about looking at Alverno's 8 Abilities like I did this morning is to see two things: First, the over-arching 8 remain more or less the same for almost 40 years. And second, there is a constant revision, re-owning, re-thinking of the skills under each ot the abilities (thus the history of the changes).

There's a lot to learn about the leadership and vision shown by these questions and this process.

1. We want to know what the burning issues are in your field, and we want to know how you are dealing with these issues in your general courses and in the advanced courses.

2. What so important in your classes that everybody needs to learn it?

3. Let's forget credits and course requirements. Instead tell us what students need to know to be successful in your department.

4. Let's assume that your work with students is one piece of a larger picture. How do you think they might connect the work in your classes with their work in other classes? Let's think about the connections, not just hope they get there.

5. We value the liberal arts and professional learning. How do you see the two interacting.

The scheduled discussions make clear that this is a self-research project. This is what we need to do in schools at all levels.