Lethbridge College Wide Outcomes

An interactive graphic to help students develop 21st Century Skills.

Graphic on Bloom's Taxonomy that provides classification of learners along a thinking continuum.

"A recent article points out that both students and postsecondary institutions are increasingly embracing the ideal of the "T-shaped" graduate: the combination of deep "vertical" knowledge in a particular domain with a broad set of "horizontal" skills such as teamwork, communications, facility with data and technology, an appreciation of diverse cultures, and advanced literacy skills. These horizontal skills are gained from a burgeoning set of internships, co-op programs, community service learning programs, study-abroad programs, undergraduate research programs to supplement coursework, and professional development seminars for graduate students to build skills for work beyond the lab. But as the article points out, the challenge is to recognize and validate the skills and abilities that emerge from these diverse learning experiences. Enter digital badges.1 In a higher education setting, digital badges are symbols that represent discrete academic achievements or valued skills not represented by course outcomes or a degree. These smaller achievements can represent incremental learning and progress toward more significant goals. They can also recognize learning and skill building that is not part of, but enhances or complements, a formal degree program. As such, badges are becoming an increasingly popular way for universities to more fully document the breadth of student learning."

Mozilla's open Badges program exemplifies this concept. Your given badges based on a proven skill. The Multimedia program is looking at maybe trying it out. http://openbadges.org/

Resources for 21st c skills

Yes, instructors will definitely need guidance on implementation of 21st century skills. I liked the simplicity of this framework.

I like the idea!

Neat way to think about designing for engagement and learning.

Really inspiring video about the changing face of Universities!

Infographic full of insightful examples from real schools.

Introduction Educating for global citizenship has become a shared goal of educators and educational  institutions interested in expanding their own and their students' understanding of what it means  to claim or to have citizenship in the twenty-first century. Efforts toward this shared goal are  complicated by the multitude of definitions and conceptualizations that are, at the least,  contested, and in many cases, in significant tension with one another. If the large and globally  interconnected issues of our time, for example, climate change, increasing intensity and extensity  of poverty, and increased militarization, are to be addressed, we are challenged to create  educational institutions that remain relevant to students as they find their place within this global  context. As Chris Shiel (2008) in The Global University: The Role of Senior Managers, states, it  may seem simpler to focus on the economic and competitive aspects of globalization and the  local working contexts than to take a place in addressing the justice/injustice issues before us.  However, universities, along with other institutions and organizations, are beginning to make  explicit their commitments to accept there is a pivotal role for higher education in resolving the  current and emergent global problems.

Communication (from Latin "communis", meaning to share) is the activity of conveying information through...

Sustainability Smarts: Applying the Core Principles of Sustainability on Campus

Teacher guide to implenting it in classroom

Watson Glaser Appraisal provides an assessment that can be used pre and post training to measure development of critical thinking skills. Provides contact info to order Watson-Glaser Critical Thinking Appraisal

Workshop materials to download

Website with resources and activities on self-directed learning