Bridge21: Teamwork, Technology and Learning. A Pragmatic Model for Effective Twenty-First-Century Team-Based Learning

Autor/inn/en	Lawlor, John; Conneely, Claire; Oldham, Elizabeth; Marshall, Kevin; Tangney, Brendan
Titel	Bridge21: Teamwork, Technology and Learning. A Pragmatic Model for Effective Twenty-First-Century Team-Based Learning
Quelle	In: Technology, Pedagogy and Education, 27 (2018) 2, S.211-232 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2017.1405066
Schlagwörter	Teamwork; Cooperative Learning; Technology Uses in Education; Models; Learning Strategies; Program Implementation; Program Effectiveness; Nonformal Education; Youth Agencies; Active Learning; Student Projects; Workshops; Credentials; Questionnaires; Group Dynamics; Secondary Education; Teaching Methods; Foreign Countries; Secondary School Students; Mixed Methods Research; Ireland + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Analogiemodell; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Non-formal education; Non formal education; Nichtformale Bildung; Aktives Lernen; Schulprojekt; Lernwerkstatt; Schulung; Studienbuch; Fragebogen; Gruppendynamik; Sekundarbereich; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Sekundarschüler; Irland
Abstract	There have been calls for decades by many educational writers and commentators for a new model of learning to facilitate what is generally described as twenty-first-century learning. Central to this challenge is the required shift in responsibility for who leads and owns the learning--from teacher to student. Such a shift requires a pragmatic pedagogical model to facilitate the transfer of control and ownership of learning. Vygotsky's 'more able other' identified the peer as a key figure in learning. Teamwork facilitates project-based learning and, when mediated with technology, proves an effective partner in creating an engaging and autonomous learning experience. This paper describes the rationale for the design of a team-based model of twenty-first-century learning, particularly drawing upon the team-based learning model of the World Scout Movement. Results from a year-long study of the implementation of the model in an out-of-school context with 288 second-level students are presented. The authors argue that Bridge21 is a candidate learning model for effective, implementable, twenty-first-century, team-based learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01