Framework For 21st Century Learning Quotes

Specifically, they reference the work of Argyris and Schon on distinguishing between single and double-loop learning in both papers.72 Naot, Lipshitz, and Popper state that double loop learning is, “considered to be of higher quality because effective solution of some problems requires the examination of sensitive undiscussable issues, and the reframing of assumptions, values and goals.”73 Whereas single loop learning is more interested in a quick fix, double loop considers the larger context and works to shift organizational culture (values, beliefs, assumptions, etc.) when necessary to truly implement a lesson, and more importantly, change individual and organizational behavior. For example, Moynihan states, “The creation of the ICS can be considered an example of intercrisis double-loop learning, as it shows practitioners and policy makers questioning basic approaches to crisis response, and developing a new framework for future responses.”74

Obviously, an actual emergency cannot be interrupted to reflect on specific objectives, goals, and capabilities as a way to engage in an emergent learning process. However, a number of ways that this type of reflective process can still be accomplished is to facilitate and encourage learning during a real emergency. To be clear, the underlying motive of the entire framework is to infuse a continuous learning sensibility into a response agency by adopting a philosophy of continual learning though reflection and action. In other words, a shift in organizational culture and values is necessary.

AAR is referenced and described as a process, “designed to provide feedback on performance during exercises by involving participants in the training diagnostic process. Involving participants increases and reinforces learning.”78 Storytelling is listed as a learning technique that: …helps communicate complicated ideas, situations, and experiences. It helps Soldiers and units understand and recreate a mental framework for learning. Storytelling enables an organization to see itself differently, make decisions, and change behaviors in accordance with these new perceptions, insights and identities.79

In a 2009 paper, the Organisation for Economic Co-operation and Development (OECD) described skills and competencies that young people require in order to benefit from and contribute to a rapidly changing world. The OECD distinguishes these by defining skills as the ability to perform tasks and solve problems. Skills include critical thinking, responsibility, decision making, and flexibility. They define competencies as the ability to apply skills and knowledge in a specific context such as school or work. The OECD framework for 21st century skills and competencies has three dimensions: Figure 1.2 Center for Public Education Source: Jerald (2009). Used with permission. Information: This dimension includes accessing, selecting, evaluating, organizing, and using information in digital environments. Use of the information involves understanding the relationships between the elements and generation of new ideas. The competencies necessary to effectively use information include research and problem-solving skills. Communication: This dimension includes the ability to exchange, critique, and present information, and also the ability to use tools and technologies in a reflective and interactive way. The requisite skills are based on sharing and transmitting information to others. Ethics and Social Impact: This dimension involves a consideration of the social, economic, and cultural implications of technologies, and an awareness of the impact of one’s actions on others and the larger society. Skills and competencies required for this are global understanding and personal responsibility.