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21st Century Assessments are focused on both the learning process and the assessment outcome.

21st Century Assessments are focused on both the learning process and the assessment outcome.

In a real very practical sense, my ability to connect to other people, is learning for me. My ability to find information sources through easy-to-use tools is learning for me. And ultimately, anything whether it's policy, government initiatives, copyright, or any other system that puts up barriers between me and my ability to connect to others and information, it is ultimately a barrier to my learning.

Interacti

The implementation of interactivity can be perceived as an art because it requires a comprehensive range of skills, including an understanding of the learner,

the importance of rigorous instructional design and the application of appropriate graphical interfaces

Support Interactivity

Similarly, Ambron & Hooper (1988) described interactivity as a state in which users are able to browse, annotate, link and elaborate within a rich, non-linear database

In contrast, Jonassen (1988) identified five levels of interactivity which focused more on the user's involvement with the application and the subsequent effect on learning.

The five levels included the modality of the learner's response, the nature of the task, the level of processing, the type of program and the level of intelligence in design. In relation to these levels, it was also suggested that the level of interactivity would affect whether surface or deep learning would occur

The taxonomy however does provide a useful starting point for developing our understanding of interactivity. The three levels, which significantly extend the definition of Rhodes & Azbell (1985), range from basic stimulus:response interactions (reactive) to learner construction and generative activity (proactive) to mutual "artificial or virtual reality designs, where the learner becomes a fully franchised citizen in the instructional environment" (Schwier & Misanchuk, 1993:12)

understand that quality in an instructional resource is a function of the design effort, not the technology.

from simple help messages to complex tutorial systems.

The construct class of interactivity (proactive elaboration) is an extension to update interactivity, and requires the creation of an instructional environment in which the learner is required to manipulate component objects to achieve specific goals

With hyperlinked interactivity (proactive navigation), the learner has access to a wealth of information, and may "travel" at will through that knowledge base.

The first dimension, engagement, refers to interactivity which is either navigational (where the user moves from one location in the application to another) or instructional (where the user is involved with the content in a way designed to facilitate learning). The second dimension, control, refers to the extent to which the system (program control) or user (learner control) is making the instructional or navigational decisions. The third dimension, interactive concept, provides an indication of the type of interaction which might be expected under the varying conditions defined by the model.

proposing three dimensions by which interactive instruction may be viewed.

your journal

Managing Impulsivity

Listening with Understanding and Empathy

Highly effective people spend an inordinate amount of time and energy listening (Covey, 1989).

Senge, Roberts, Ross, Smith, and Kleiner (1994) suggest that to listen fully means to pay close attention to what is being said beneath the words—listening not only to the "music" but also to the essence of the person speaking; not only for what someone knows but also for what that person is trying to represent

our inclination and ability to find problems to solve.

Thinking Flexibly

Flexible thinkers display confidence in their intuition

They tolerate confusion and ambiguity up to a point, and they are willing to let go of a problem, trusting their subconscious to continue creative and productive work on it. Flexibility is the cradle of humor, creativity, and repertoire. Although many perceptual positions are possible—past, present, future, egocentric, allocentric, macrocentric, microcentric, visual, auditory, kinesthetic—the flexible mind knows when to shift between and among these positions

Thinking About Thinking (Metacognition)

Striving for Accuracy

Whether we are looking at the stamina, grace, and elegance of a ballerina or a carpenter, we see a desire for craftsmanship, mastery, flawlessness, and economy of energy to produce exceptional results

Questioning and Posing Problems

Generative listening is the art of developing deeper silences in oneself, slowing the mind's hearing to the ears' natural speed and hearing beneath the words to their meaning

Applying Past Knowledge to New Situations

Thinking and Communicating with Clarity and Precision

Gathering Data Through All Senses

Creating, Imagining, Innovating

Creative people are open to criticism. They hold up their products for others to judge, and they seek feedback in an ever-increasing effort to refine their technique. They are uneasy with the status quo. They constantly strive for greater fluency, elaboration, novelty, parsimony, simplicity, craftsmanship, perfection, beauty, harmony, and balance.

Responding with Wonderment and Awe

Taking Responsible Risks

Finding Humor You can increase your brain power three to fivefold simply by laughing and having fun before working on a problem. —Doug Hall

Thinking Interdependently

Collaborative humans realize that all of us together are more powerful, intellectually or physically, than any one individual

Working in groups requires the ability to justify ideas and to test the feasibility of solution strategies on others

t also requires developing a willingness and an openness to accept feedback from a critical friend. Through this interaction, the group and the individual continue to grow. Listening, consensus seeking, giving up an idea to work with someone else's, empathy, compassion, group leadership, knowing how to support group efforts, altruism—all are behaviors indicative of cooperative human being

Remaining Open to Continuous Learning

Intelligent people are in a continuous learning mode

They are invigorated by the quest of lifelong learning. Their confidence, in combination with their inquisitiveness, allows them to constantly search for new and better ways. People with this Habit of Mind are always striving for improvement, growing, learning, and modifying and improving themselves. They seize problems, situations, tensions, conflicts, and circumstances as valuable opportunities to learn (Bateson, 2004).