Page 41 - 21st Century Competencies: Foundation Document for Discussion

Research has found that experiential learning that takes place in the community contributes to the development of 21st century competencies “by giving opportunities for authentic learning, engaging students actively, fostering co-operation and collaboration, meeting individual interests, empowering learners and extending horizons beyond comfort zones” (Furco, 2010, p. 227). Examples of experiential learning include internships, field studies, volunteerism, and academic service-learning.
Academic service-learning (often referred to simply as “service learning”) may warrant particular attention as a lever for developing students’
21st century competencies. It is a community-based experiential learning opportunity conducted in partnership with communities with the intention to benefit both the provider and the recipient of the service. “[T]he research on academic service-learning suggests that it can enhance students’ academic, civic, personal, social, ethical, and career development” (Furco, 2010, p. 235).
Academic service-learning is an experiential learning pedagogy in which education is delivered by engaging students in community service that is integrated with the learning objectives of core academic curricula . . . premised on providing students with contextualised learning experiences that are based on authentic, real-time situations in their communities. . . . Today, service-learning is one of the fastest growing educational initiatives in contemporary primary, secondary and post-secondary education. (Furco, 2010, p. 228)
Assessment Practices: Transformative pedagogical approaches will necessitate changes to assessment practices.
“The research clearly shows that whatever is measured matters” (Binkley et al., 2012, p. 20). If there is value in promoting new pedagogical models that make it possible for students to apply their learning to real-world problems with authentic audiences, then assessments will need to be adapted to widen the range of skills and knowledge being observed. A number of authors make the case for authentic learning tasks that provide opportunities for students to “experience what it is like to perform tasks like those in the workplace and other real-life contexts, which tend to be complex and messy” (Wiggins & McTighe, 2005, p. 154).
Section Four: Implications for Practice 39