Creative and Collaborative Practices in Virtual Immersive Environments

Doyle, Denise

doi:10.1007/978-3-030-72216-6_1

Cited by 1 publication

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“…For example, teacher-based skills that are critical for enhancing collaboration are, among others, the abilities to plan, monitor, support, consolidate, and reflect upon student interaction in group work ( Kaendler et al 2016 ). Research focuses also on investigating the most relevant tasks and evaluating the possibilities offered by technology to support, to assess (e.g., Nouri et al 2017 ; Graesser et al 2018 ), and/or to learn the skills involved in pursuing effective and satisfying collaboration (see e.g., Schneider et al 2018 ; Doyle 2021 ; Ainsworth and Chounta 2021 ).…”

Section: The 4cs Assessment and Support For Developmentmentioning

confidence: 99%

Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education

et al. 2023

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This article addresses educational challenges posed by the future of work, examining “21st century skills”, their conception, assessment, and valorization. It focuses in particular on key soft skill competencies known as the “4Cs”: creativity, critical thinking, collaboration, and communication. In a section on each C, we provide an overview of assessment at the level of individual performance, before focusing on the less common assessment of systemic support for the development of the 4Cs that can be measured at the institutional level (i.e., in schools, universities, professional training programs, etc.). We then present the process of official assessment and certification known as “labelization”, suggesting it as a solution both for establishing a publicly trusted assessment of the 4Cs and for promoting their cultural valorization. Next, two variations of the “International Institute for Competency Development’s 21st Century Skills Framework” are presented. The first of these comprehensive systems allows for the assessment and labelization of the extent to which development of the 4Cs is supported by a formal educational program or institution. The second assesses informal educational or training experiences, such as playing a game. We discuss the overlap between the 4Cs and the challenges of teaching and institutionalizing them, both of which may be assisted by adopting a dynamic interactionist model of the 4Cs—playfully entitled “Crea-Critical-Collab-ication”—for pedagogical and policy-promotion purposes. We conclude by briefly discussing opportunities presented by future research and new technologies such as artificial intelligence and virtual reality.

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