bASES21: A Model for the Self-assessment of 21st-Century Skills in the Context of Computing Education in K-12

Wangenheim, Christiane Gresse von; Degering, Leonardo; Mioto, Fernanda; Pacheco, Lúcia Helena Martins; Borgatto, Adriano Ferreti; Petri, Giani

doi:10.1007/978-3-030-86439-2_19

Cited by 2 publications

(3 citation statements)

References 22 publications

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“…In Education 4.0, there is a significant focus on developing and assessing skills and competencies due to their innovative and essential nature for life in the 21st-Century (Messias et al, 2018). These skills and competencies are seen as crucial for individuals to thrive in a rapidly changing society influenced by ICTs (Gresse von Wangenheim et al, 2020). Students need to develop these skills to effectively utilize new ICTs and contribute to technological advancements and innovations (Maria et al, 2018).…”

Section: Development and Assessment Of 21st-century Skills And Compet...mentioning

confidence: 99%

Development of 21st-Century Skills and Competencies in High School Students Through the Interactive E-Books Creation

Silva,

Corrêa Sobrinho,

Valentim

2023

RBIE

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Currently, the need to prepare students for the challenges of the 21st-Century is being recognized, referred to as Education 4.0. This paradigm aims to redefine the education model by fostering the development of 21st-Century skills and competencies, such as problem-solving, creativity, collaboration, communication, and learning to learn. Therefore, this article explores the uses of the Teacher Assistance Educational Process (TAEP4.0) in a real educational scenario. TAEP4.0 is a student-centered process inspired by Education 4.0, which assists teachers in creating projects in the Informatics Lab. The TAEP4.0 process was implemented through a case study focused on fostering 21st-Century skills and competencies among High School students, using the Book Creator platform for interactive e-book creation projects. TAEP4.0 consists of a series of steps that include suggested activities, tools, and support materials. However, teachers have the flexibility to adapt the TAEP4.0 process, exercising their creativity and making decisions regarding project elements, such as the choice of Information and Communication Technology (ICTs) for project creation and monitoring, with the aim of promoting skills and competencies. In this case study, five classes of two High School teachers participated, involving a total of 189 students in the projects. The data collected were analyzed both quantitatively and qualitatively. During the projects, students engaged in activities and reported difficulties, primarily related to communication and teamwork. This feedback enables teachers to gain insight into students' challenges in applying the necessary skills to produce a project. Such evidence can assist teachers in addressing these issues in the future, allowing for project reuse and the creation of new projects that focus on improving specific skills and competencies.

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Section: Development and Assessment Of 21st-century Skills And Compet...mentioning

confidence: 99%

Development of 21st-Century Skills and Competencies in High School Students Through the Interactive E-Books Creation

Silva,

Corrêa Sobrinho,

Valentim

2023

RBIE

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“…The adaptation of the workforce, which will be most affected by the Industry 4.0 process, and its preparation for new competency needs will be largely performed by universities and research centers. The assessment of the research (Aladyshkin et al, 2020;Gresse von Wangenheim et al, 2021;Rocha et al, 2022) that will be conducted within this program in a wide range (not only in engineering but also in social sciences, medicine, and even law) will accelerate the process of integrating Industry 4.0 in universities. Thus, with the changing aims and learning outcomes of competency-based academic programs, it is natural to expect the industry to impact educational programs and methods.…”

Section: Introductionmentioning

confidence: 99%

“…In special literature (Shahroom and Hussin, 2018;Gresse von Wangenheim et al, 2021;Wessels and van Wyck, 2022), it is noted that universities have recently put forward their innovative entrepreneurial university feature in marketing activities, one of the forms of such activity is e-learning (Suprunenko and Masyuk, 2020). However, the following question arises to what extent students, who are the real target group of universities, are accounted for in the university entrepreneurship ecosystem?…”

Section: Introductionmentioning

confidence: 99%

University 4.0 concept: educational and scientific policies, innovative development of vocational education and training

et al. 2023

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The paper aims to generalize theoretical and practical aspects of educational and scientific policies and management of the vocational education innovative development within a University 4.0 model. The study of the University 4.0 continuum in this paper is based on a systematic approach. Our research content and construct validity, and reliability of its results were analyzed at the stage of developing a University 4.0 scale of environments using the SPSS (Statistical Package for the Social Sciences) and LISREL (Linear Structural Relations) software packages. Based on an explanatory factor analysis we developed a three-dimensional indicative scale of environments for an innovative entrepreneurial university. The efficient and reliable tool which is offered for assessing the internal environments of an innovative entrepreneurial university and its activities as a University 4.0 type is scaling. By scaling the University 4.0 environments our universities could succeed in upgrading their innovative entrepreneurial characteristics aimed to benefit their students, government agencies, and the entire economy at the macro level.

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bASES21: A Model for the Self-assessment of 21st-Century Skills in the Context of Computing Education in K-12

Cited by 2 publications

References 22 publications

Development of 21st-Century Skills and Competencies in High School Students Through the Interactive E-Books Creation

Development of 21st-Century Skills and Competencies in High School Students Through the Interactive E-Books Creation

University 4.0 concept: educational and scientific policies, innovative development of vocational education and training

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