21C Learning

Today’s learners no longer are the human beings that our education systems were designed to teach. Their brains and minds are physiologically, psychologically and behaviourally adapted to the transformed 21st century. Education systems are needed that are meaningful to these “new people” in their specialized environments. Education Systems should perhaps be redefined to mean lifelong learning and critical enquiry processes instead of the current standard systems that are applied to non-existent standardised learners. Learning spaces should ignite creative thinking, not curtail them. In the initial stages, the methods to achieve this cannot just be abstract ideas, but purposefully designed activities with tangible and intangible outcomes.

We propose that these series of activities are offered and linked via online systems, school based learning and self-developed projects; and backed by innovative systems that utilise cutting edge technology. Design and Training processes, Data and Mind Performance Harvesting and Mind training systems are incorporated in ways that have never been attempted before. Learning through mistakes, and understanding human dynamics through community service are the foremost methodologies employed to achieve real learning.

Learners have evolved, thrived and excelled in our various fields of study and have emerged from education systems, with a variety of brand new skills and knowledge. We stand now at a point where the World Wide Web, technology and the subsequent evolution in thinking styles, beliefs and values, have introduced revolutionary, transformative and disruptive events that demand we take that next step, built upon the foundations of previous achievements. We are tasked with once again revolutionising our approaches and designs of “teaching, learning and learning spaces”. We need to construct not standardised systems, but ecosystems that grant independent learners personalised approaches to learning; helping us find meaning and relevance; personal value propositions and impacts; to contribute to our planet and to our communities.

The core objective is to redefine 21st Century Education utilising VUCA Design Thinking and innovation processes to develop tangible and intangible skills and talents, while preserving local heritages and cultural values. The focused outcome is to create Thinking tools that enable Autonomy, Purpose and Mastery through the construct and enabling of proficiencies, projects and prototypes. Proficiencies in 21C skills provides personal Autonomy that enables the process that provides learners with Purpose in real world Projects as learning becomes relevant, meaningful and real; thus leading to Mastery of content, sparking critical and creative thinking to increase levels of learning and achievement, that culminates in the creation of Prototype services and products.

The activities are designed to enable learners to discover inherent talents, and provide the motivations that will sustain learners to become experts. They build upon confidence and self-esteem that motivate lifelong learning, and with skills that will enable learners to reinvent themselves endlessly.  The core wanted outcome is for learners to reach levels and realisations where they, given any challenge, will have capabilities, self-belief and confidence levels to overcome problems and find innovative, creative and sustainable solutions.