Founded in , Miriam College offers programs at the basic, tertiary, post-graduate and adult education levels. The Master of Education in Curriculum and Teaching with Specialization in 21st Century Learning Program challenges education professionals to reexamine theories, structures, and practices in curriculum and instruction in order to plan and provide learning opportunities fit for a fast-paced, competitive, technology-driven society.
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Anchored on 21st century frameworks, this program aims to produce 21st century teachers who have developed the following:. This program is implemented using a modular delivery mode and qualifies students to take the Licensure Examination for Teachers. The Special Project is practice-based and is accomplished as you take the different specialization courses.
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Master of Education in Curriculum and Teaching with Specialization in 21st Century Learning The Master of Education in Curriculum and Teaching with Specialization in 21st Century Learning Program challenges education professionals to reexamine theories, structures, and practices in curriculum and instruction in order to plan and provide learning opportunities fit for a fast-paced, competitive, technology-driven society.
Program Goals Anchored on 21st century frameworks, this program aims to produce 21st century teachers who have developed the following: an in-depth understanding of emerging global literacies competencies in the innovation and utilization of emerging classroom technologies sensitivities towards diversity that lead to more effective collaborative efforts in education strong theoretical and practical knowledge on curriculum design, development, and evaluation in formal, informal, and online learning environments an understanding of instructional designs and models related to 21st century education.
What Will I Study? Curriculum Design and Development. This course enhances your skills in analyzing curriculum designs and curriculum development models. Instructional Design Theories and Models.
This course provides opportunities for you to analyze instructional theories, instructional design models, and instructional approaches. Trends and Issues in 21st Century Education. In the context of innovation, economic growth and competitiveness agendas, increasing the number of graduates in science, technology, engineering, and mathematics STEM areas has been prioritized within Canadian and provincial innovation strategies over the past decades.
Despite policy intentions and a number of efforts across Canadian provinces and institutions, the inclusion of women and minorities in STEM fields has remained stagnant. Systemic challenges within the postsecondary system and professional environments, including cultures of meritocracy that ignore the cultural and social biases that hamper the success of under-represented groups, are not easily addressed.
They include the impacts of enhancing spatial reasoning in mathematics curricula starting at the primary education level, greater focus on peer-to-peer or near-peer interactions, and gender or cultural-neutral interventions within postsecondary education and the workplace. A call for more cohesion among STEM initiatives across various levels of the education system and studies in Canada seeks greater involvement and benefits for all stakeholders, including young female and other under-represented students. Art plays a substantial role in our lives. Art links us to our human condition, allowing us to explore meaning within our lives.
It holds therapeutic value for our health and well-being, and fosters social cohesion by bringing communities together in both formal and informal settings.
From early learning through postsecondary education, the arts provide a unique context to developing essential 21st century skills. This includes abilities to visualize, create, transform, prioritize, and extract meaning and essence—all vital within a knowledge economy increasingly demanding of its workforce greater innovation and creativity. Teaching creativity and innovation has become a major interest in business schools and is being applied through new teaching and learning methods across other fields.
However, the foundation that arts education provides for essential skills development is not accessible to all K students. Capturing perspectives on new ways of learning through art. Art installation created by Madeleine Co. See video on the installation. Top 5 areas of interest: Aboriginal learning, transformative learning, inclusion and diversity, learning outcomes, experiential learning.
Social sciences and humanities research is fostering a deeper understanding of the knowledge, delivery mechanisms and outcomes of the Canadian education system needed to support and sustain an innovative, resilient and diverse society. Building better linkages, whether across or within disciplines and sectors, is central to realizing a better future for learners and teachers. Greater flexibility will also drive innovative approaches to foster the development of critical skills and competencies.
It also identifies several areas where improvement is necessary for better learner outcomes for students. Where Canada has demonstrated strength in research capacity and expertise, greater efforts to mobilize knowledge may be taken to inform policy and practice.
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In areas of knowledge gaps and weakness, opportunities to support new research questions may be pursued. SSHRC encourages the research community to review these findings closely, and to consider leveraging new funding opportunities for knowledge mobilization and future research, including seeking out partnership opportunities, as appropriate. Our exploration of this future challenge area has generated tremendous interest among the research community, as well as by research users in the public, private and not-for-profit sectors.
We will continue monitoring SSHRC-funded research in this area, while we also look for ways to better connect research knowledge and expertise with Canadians. We invite you to participate in our national dialogue on all six future challenge areas. Through partnerships and innovative collaborative efforts, together we can leverage new and promising opportunities for research, training and knowledge mobilization. Together, we can build a better tomorrow for all Canadians. Through research grants, fellowships and scholarships, we support research that provides key insights on the social, cultural, environmental and economic challenges and opportunities of our ever-changing world.
Return to footnote 1 referrer. Ken Coates et al. Return to footnote 2 referrer. Return to footnote 3 referrer. Return to footnote 4 referrer. Alison Taylor et al. Return to footnote 5 referrer. Return to footnote 6 referrer.
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Return to footnote 10 referrer. Mike Smit et al. Return to footnote 11 referrer. Return to footnote 12 referrer. Return to footnote 13 referrer. Return to footnote 14 referrer. Skip to main content Skip to side navigation Skip to site information. Leveraging Knowledge for 21st Century Teaching and Learning Insights and opportunities for knowledge mobilization and future research June Printable version Overview. Executive summary. Among the findings detailed in this report: Traditional teaching and learning techniques are challenged in a technology-mediated environment. The new paradigm requires a balanced approach to the acquisition of foundational knowledge, stimulating deeper learning and fostering 21st century competencies.
New technologies can increase the access to—and flexibility of—learning, while also bridging the gap between knowledge and community. New e-learning approaches, however, present opportunities and challenges for learners and teachers alike. Collaborative teaching and peer-to-peer interventions in distributed learning, while beneficial, are not always intuitive. Appropriate teacher training and tools, flexibility and incentives support educators at all levels in immersing themselves in innovative, student-centered and collaborative approaches.
Applying a diversity lens to teaching approaches is integral to achieving successful learning outcomes. This is important when considering, for example, discipline-specific academic literacy among ESL learners, collaborative teaching methods for K students with special needs, and initiatives to foster perseverance in science, technology, engineering and mathematics STEM among women and minority groups.
Curriculum Models for the 21st Century: Using Learning Technologies in Higher Education
Indigenous knowledge and perspectives must be integrated into culturally-relevant learning and research strategies, to the benefit of learners, their families and their communities. More research on experiential learning is needed to develop better pedagogical, curricular and educational policy. While postsecondary institutions are employing experiential and other out-of-classroom learning approachesto provide better career options and to enhance discipline-specific, core and soft skills, there are uneven study, evaluation and engagement across disciplines.
Some voice the need to balance experiential learning with traditional classroom learning, while others speak to the need to better understand and explore the links between the two. Harnessing knowledge: New ways of teaching and learning Faced with the specific knowledge base and skill set required for 21st century prosperity, Canada, like many other countries, is focusing critical attention on its education system, in terms of pedagogy, structure and delivery, from K through postsecondary education.
View Video on YouTube Description: Graduate students highlight the benefits of collaborative and inter-disciplinary research. That kind of bridge opens the way for lifelong learning. Knowledge syntheses: Key findings The list of knowledge synthesis projects is organized in alphabetical order, by principal investigator. A transdisciplinary review of research into spatial reasoning Catherine Bruce , Trent University Spatial reasoning, the ability to make sense of objects and space, and to mentally insert ourselves in a situation to solve a problem, is vitally important for people of all ages.
Full Report Teaching in French immersion and in Canadian Francophone minority communities: The challenges and their repercussions on teacher training Martine Cavanagh and Laurent Cammarata, University of Alberta A review of teaching in French immersion and Francophone minority communities point to a number of different and common challenges to optimizing learning outcomes and promoting francophone language and culture, in the context of changing social and intercultural realities.
Full Report in French only Aboriginal workplace integration in the north Ken Coates , Heather Hall and Hayley Hesseln, University of Saskatchewan For many years, governments, industry and Aboriginal communities have significantly invested in workforce training, professional development and upgrading, and employment-based skills preparation, with the shared goal of encouraging greater Aboriginal participation in the market economy.