21st Century Learning


21st Century Learning


  • Lesson 1 - Introduction and Digital Literacy2016/02/29
  • Lesson 2 - Overview of Learning Technologies2016/03/07
  • Lesson 3 - Open Education2016/03/14
  • Lesson 4 - Social Media2016/03/21
  • Lesson 5 - Virtual Worlds and Augmented Reality2016/03/28
  • Lesson 6 - Future Scenarios2016/04/04




Week 1: Initiate http://www.olds.ac.uk/the-course/week-1
Week 2: Inquire http://www.olds.ac.uk/the-course/inquire
Week 3: Ideate http://www.olds.ac.uk/the-course/week-3-ideate
Week 4
: Connect http://www.olds.ac.uk/the-course/week-4-connect
Week 5: Prototype http://www.olds.ac.uk/the-course/week-5-prototype
Week 6: Curate http://www.olds.ac.uk/the-course/week-6-curate
Week 7: Evaluate http://www.olds.ac.uk/the-course/week-7-evaluate
Week 8: Reflect http://www.olds.ac.uk/the-course/week-8-reflect
Week 9: Plenary http://www.olds.ac.uk/the-course/week-9-plenary-close

Welcome to the Open Learning Design Studio's MOOC (Massive Open Online Course) "Learning Design for a 21st Century Curriculum". The course ran from 10th January to 13th March 2013. There are currently no plans to repeat the live presentation, however all the materials remain available as Open Educational Resources.
Group produced OLDS MOOC Course Map
This free, open and online course (MOOC) has been designed with further and higher education professionals in mind - lecturers, qualification teams, awarding bodies, learning technologists, library and student support staff and learning and teaching specialists - but may also be of interest to teachers (or teachers to be) in secondary schools or informal/work based learning facilitators, in fact, anyone with an interest in curriculum and learning design. The course has been funded by JISC as part of a benefits realisation programme and is intended to build on the success of the Open University Learning Design Initiative (OULDI) and other JISC funded curriculum design and delivery projects.

We expected that many participants would commit for the 9-week 'journey', following the MOOC through from start to end and dedicating 3-10 hours a week. Others joined us for specific weeks or even a single activity. Participants found answers to specific questions that interest them, and had the opportunity to experience particular tools, techniques, representations or methodologies which they could apply in their practice.

The structure of the MOOC reflects a proposed process for a design inquiry project. In such a process, designers identify a (learning/curriculum) design challenge, explore it to gain an understanding of its context and driving forces, generate possible solutions, implement a solution and reflect on the process as a whole and its outputs. More about the course... and OLDS MOOC - how it works... and the Accessibility Statement

63 Things Every Student Should Know In A Digital World


63 Things Every Student Should Know In A Digital World

The Changing Things They Need To Know: 13 Categories & 63 Ideas

Information Sources

1. The best way to find different kinds of information

2. How to save information so that it can be easily found and used again

3. Distinguish fact from opinion, and know the importance of each

4. How to think critically—and carefully–about information

Learning Pathways

5. How to self-direct learning

6. How to mobilize learning

7. How to identify what’s worth understanding

8. How to relate habits with performance

Human Spaces

9. The relationship between physical and digital spaces

10. The pros and cons—and subsequent sweet spots–of digital tools

11. What mobile technology requires—and makes possible

12. The nuance of communication in-person (e.g., eye contact, body language) and in digital domains (e.g., introduction, social following, etc.)

Socializing Ideas

13. The consequences of sharing an idea

14. The right stage of the creative process to share an idea

15. That everything digital is accelerated; plan accordingly. And this kind of acceleration doesn’t always happen in the brick-and-mortal world—and that’s okay.

16. The need for digital citizenship—and how to create their own rules citizenships in general–digital and otherwise

Digital Participation

17. How to remix, mash, reimagine, tweak, hack, and repurpose media in credible, compelling, and legal ways

18. How to identify what information is private and what is “social”—and how to make changes accordingly

19. What expertise they can offer the digital world

20. How to take only what you need, even when the (digital) resources seem infinite

Publishing Nuance

21. How to leverage both physical and digital media for authentic—rather than merely digital–purposes

22. The kind of information people look for on the internet

23. What to share with one person, one group, one community, and one planet. (And the difference in permanence and scale between a social message, email, threaded conversation, and text.)

24. How to take advantage of the fact digital text is fluid and endlessly updated and changing

Applying Technology 

25. What the relationship is between a smartphone, tablet, laptop, desktop, and wearable technology

26. How to use the cloud to their advantage; how to preserve bandwidth when necessary

27. How to effectively use technology in ways that might contradict their original purpose or design

28. How to use technology to perform tasks not traditionally thought of as technology-based—e.g., improving vocabulary and literacy, perform and update financial planning, eat healthier foods, etc.

The Always-On Audience

29. How to choose language, structure, tone, modalities, and other considerations based on a specific purpose and audience

30. Knowing the difference between who’s listening, who’s responding, who’s lurking, who cares, who doesn’t care, etc.

31. How to listen with curiosity when there are a million other things to do

32. Popularity and quality often fail to coincide; “traction” is as much timing and ecology as it is design

Social Rules

33. When it is socially-acceptable to check messages, update statuses, check scores, and so on. (Just because everyone at the table is doing it doesn’t mean it doesn’t have significant consequences.)

34. The acceptable timing of human responses depending on social channels

35. Even in a digital world, patience still matters

36. That mobile devices are “me” devices; the real world isn’t like that


37. Tone is everything; word choice is crucial when every thought is shared

38. Vocabulary & jargon can obscure communication, but also can communicate specific ideas and can’t always be avoided

39. Structure–essay level, blog post level, paragraph level, sentence level, world level, and acronym and initialism level–changes depending on where you publish

40. The benefits of being a polyglot (speaking more than one language) are increasing (not in lieu of, but because of digital translation tools). (This includes localized figurative language in the context of global communication.)

Connecting with Experts

41. Who the experts are

42. How—and when—to reach them

43. The difference between someone knowledgeable, someone experienced, and someone adept

44. When you need a closed group of friends, a crowd full of moderately-informed people, or a professional and/or academic expert

The Self

45. How to identify and fully participate in critical familial and social citizenships

46. How to prioritizing possibilities in spaces where it all seems so endless

47. How to self-monitor and manage their own distraction

48. How to choose the proper scale for work, thinking, or publishing

49. How to recognize niches and opportunity

A Life Built Around Software

50. The consequences of using a single operating system (e.g., iOS, Android, Windows, etc.)

51. The pros and cons of using social log-ins (e.g., facebook) for apps

52. How to evaluate an app for privacy permissions

53. That apps are businesses and some close–and take your media, files, or data with them

54. Nothing is free

Other Internet Pro Tips For Students

55. Passive-aggressiveness, snark, arrogance, unjustified brazenness, cyberbullying-without-being-obvious-about-it, blocking-for-dramatic-effect, ignoring people, and other digital habits carry over into the real world

56. A 140 character comment may not fully capture the nuance of a person’s stance or understanding of a topic. Don’t assume

57. Typos and grammar errors don’t make people stupid

58. Popularity is dangerous

59. Video games can make you smarter. That doesn’t mean that they do

60. People change their minds. That post from 2012 probably feels as dated to them as it does to you

61. If you often find yourself needing to “kill time” with Candy Crush and related fare, check your life choices

62. Just because you can sing, hack, code, paint, run, jump, lead, or dance doesn’t make you any more worthwhile than the next human being, no matter what your follower count suggests

63. Log-in info, passwords, old email address, and other trappings of digital life are a pain. Use password keepers and plan accordingly

63 Things Every Student Should Know In A Digital World




"A diligent student could get the equivalent of a college education just by spending many hours on the Saylor Academy web site."

Saylor Academy Sidesteps the Evil Duo

The 100 Most Helpful Websites for Students in 2016


The 100 Most Helpful Websites for Students in 2016

The Internet is full of resources for college students.

However, the problem lies in which material is valuable and which isn’t. If you’re heading off to university or already studying, you don’t have time to surf the net in the hope of stumbling upon valuable websites (college life is about efficiency, after all!).

Therefore, we created this helpful list of the 100 best websites for college students.

We’ve broken down the list into 15 categories and we’ve numbered them for easy scrolling (rather than being in a particular order). The categories include:

  • Academic writing
  • Academic research
  • Grammar resources
  • Online courses
  • Reference management and style guides
  • Free work tools
  • Inspiration
  • Dictionaries
  • Health websites
  • Exam practice
  • Money management
  • Student life
  • Work
  • Take a break
  • Social awareness

The list contains some websites you probably know about, and others are under-the-radar gems you almost certainly don’t. Enjoy!

Moocs: international credit transfer system edges closer


Moocs: international credit transfer system edges closer/The Times

Universities are set to pilot a global credit transfer system that will allow students to use courses taken online to count towards their degrees.

Six universities from Australia, Europe, Canada and the US are seeking to establish a new alliance in which each organisation’s massive open online courses (Moocs) are formally accredited by partner institutions.

The proposed scheme could be similar to the European Credit Transfer System, which enables universities to recognise marks gained by students while studying at other institutions within the European Union.

However, the proposed system – involving Delft University of Technology; ETH Zurich – Swiss Federal Institute of Technology Zurich; the Australian National University; the University of Queensland; the University of British Columbia; and Boston University – is believed to be the first international initiative relating to online courses.

“The potential of this scheme is huge, but we need to think about it clearly,” said Anka Mulder,vice-president of education and operations at Delft.

“We have to map out a system to see how qualifications compare,” she added.

This will require the consortium to develop a system of reliable testing for Moocs and to develop coding systems to measure the level and weight of each course, as well as to examine the entry requirements for each module.

“Universities can only consider integrating a Mooc in a regular programme if it is good quality and produced by a reliable university they know and have worked with before,” Dr Mulder said.

However, if an alliance of peer universities are willing to recognise each other’s courses for credit, it would massively expand the range of Moocs on offer and their value to students, she explained.

For instance, Delft offers about 25 Moocs, but about 200 Moocs are likely to be involved in the pilot if an agreement is reached.

Dr Mulder compared the proposed network to the SkyTeam airline alliance established in 2000, whose carriers now transport about 612 million passengers each year.

An individual airline may not fly somewhere, but this alliance means someone can book a ticket with you to almost any destination in the world”, she said.

In the same manner, the Mooc credit transfer system would enable students to take modules with a number of institutions, whose marks could be put towards a degree programme.

“Delft already works with these peer universities in student exchange programmes and so we are aware of the challenges and opportunities that come with transferring credits between universities,” Dr Mulder said.

“Recognising Moocs means potentially much larger numbers of students transferring credits from other institutions, which is why we are seeking to develop this alliance with the peer universities whom we know and trust,” she added.

Information Technology and the Future of Teaching and Learning/Stanford President John L. Hennessy


Here is my announcement!

Big History Week 2.


Here is my announcement!

숙명여대 MOOC 수업


집에서 하는 유학 ′무크′ - Arirang TV - 숙명여대 MOOC 수업

세계명문대학 무크(MOOC)를 이용하는 방법-교육균등!


Here is my announcement!

숙명여자대학교 디지털휴머니티즈센터에서는 이번 겨울방학 [Coursera] Global History since 1910 를 함께 수강합니다.


숙명여자대학교 디지털휴머니티즈센터에서는 이번 겨울방학 [Coursera] Big History를 함께 수강합니다.




숙명여대 역사문화학과에서 서양사를 가르치고 있는 김형률 입니다. 수업에 활용해 오던 방법과 자료들을 모아 "Digital Literacy" MOOC 를 만들고 있는 중 입니다. 누구든지 등록(Register)하실 수 있습니다. Digital Literacy(디지털 리터러시)는 다양한 디지털 정보와 테크놀로지를 이용하여 효과적이고 비판적으로 정보를 탐색하고, 평가하고, 소통하고 만들어내는 능력입니다. 21세기에 생을 사는데 있어서나 배움에 있어서 반드시 필요한 능력 입니다. 이 수업에서는 누구나  인터넷상의 영어로 된 전공별 지식정보에 대한 탐색, 비판적 분석과 인터넷 도구를 이용한 공동작업과 큐레이팅을 자유자재로 실현할 수 있는  능력을 습득할 수 있는 길을 안내해 줄 것 입니다.   Unit 1 - What is Digital Literacy? 

김형률 교수는 독일 마르부르크 대학에서 역사학 석사를 취득하고, 오스트리아 빈 대학교에서 역사학 박사학위를 취득하였다. 1995년부터 숙명여자대학교 역사학과에서 교수로 재직중이고, 숙명여대 "디지털 휴마니티즈 센터" 소장을 맡고 있다. 2002년 미국 하버드 대학교 유럽학 센터(Center for European Studies)에서 방문 교수로 연구활동을 했으며  2015년 부터 아시아 인스티튜트 이사장을 맡고 있다.

Prof. Hyungyul Kim acquired his Master’s degree in Histroy from Marburg University in Germany, and holds Ph.D in History from  Wien University in Austria. He has been with Sookmyung Women’s University since 1995, and is the Director of "Korea Center for Digital Humanities at Sookmyung Women's University." He was also a Visiting Scholar at Harvard University, Center for European Studies. He is the Board President of the Asia Institute .