Enacting key skills-based curricula in secondary education: lessons from a technology-mediated, group-based learning initiative

Johnston, Keith; Conneely, Claire; Murchan, Damian; Tangney, Brendan

doi:10.1080/1475939x.2014.890641

Cited by 15 publications

(7 citation statements)

References 6 publications

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“…Student surveys, carried out using an adapted version of the Ravitz et al (2012) 21C skills framework, showed that students who had spent four days taking part in Bridge21 workshops reported large increases in confidence in all six skill categories (Sullivan, Kearney, O'Kelly, & Tangney, 2017). Increases in similar skills were reported when the model was deployed within the formal education system (Johnston et al, 2014).…”

Section: Introduction: Bridge21 Backgroundmentioning

confidence: 55%

“…The model has been used effectively in a wide range of contexts and with various groups of students and it has been developed and refined over the course of this time. Research into the use of the approach has consistently demonstrated an improvement in students motivation in learning (Lawlor et al, 2016) and an increase in confidence in key 21C skills such as learning with technology, communication, critical thinking, and self-directed learning (Sullivan et al, 2017;Johnston et al, 2014). A practical approach is an important step to implementing technology-mediated, 21C learning experiences in the classroom, yet education systems require development in a number of areas in order to fully support educators in adopting such practices in their teaching.…”

Section: Discussionmentioning

confidence: 99%

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Technology-Mediated Collaborative Learning: The Bridge21 Activity Model in Theory and Practice

Byrne

Kearney

Sullivan

2018

Didactics of Smart Pedagogy

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This chapter explores the Bridge21 activity model designed to support the development of an innovative 21st century learning environment in 2nd level schools. Over the past ten years, the model has been developed, trialed and tested with over 14,000 students and over 2,000 teachers, both in informal and formal educational scenarios. Research conducted at Trinity College Dublin has evaluated and underpinned the development of this learning model.The Bridge21 learning model is a pragmatic approach to team-based technology-mediated learning. It is designed to leverage current technology and to release students' potential through a structured move away from individualised, teacher-led learning. Essential elements of the model include: Technology-Mediated, Project-Based, Teamwork and Reflection.This chapter introduces the Bridge21 activity model and provides approaches and techniques to those who wish to design Bridge21 learning experiences. It empowers schools to build on what already works well for teachers and students, while creating the space for innovative ideas and alternative approaches to teaching and learning. It presents a shift in focus from the teaching of individual subjects, to the teaching of key competencies and 21st Century learning skills.

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Section: Introduction: Bridge21 Backgroundmentioning

confidence: 55%

Section: Discussionmentioning

confidence: 99%

Technology-Mediated Collaborative Learning: The Bridge21 Activity Model in Theory and Practice

Byrne

Kearney

Sullivan

2018

Didactics of Smart Pedagogy

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“…Initial results from application of the Bridge21 model in schools are very positive, both in terms of the acquisition of skills by the students and the attitudes of teachers towards the model (Johnston et al . ).…”

Section: Museum Practice Meets 21st Century Learningmentioning

confidence: 97%

Living The Lockout: The Dublin Tenement Experience Participation Design for Locals, Diaspora, and Teenagers through Engagement with one of the Darkest Times in Dublin’s History

O'Donovan

McCrea

Gallagher

et al. 2016

Museum International

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How do you interpret generations of memories of deprivation and disease? How do you embody a period of history when workers finally decided to stand up for their rights, even if it meant hunger and suffering for their already impoverished families? This was the aim of Living the Lockout, a pop‐up heritage experience in 14 Henrietta Street, Dublin, a tenement building almost unchanged since the last tenants moved out. The objective was to create an authentic and meaningful offering for multiple audiences, but especially locals who still lived in the area, and the tenement ‘diaspora’—those who had been transplanted to suburban social housing in the 1950s, and those who had left Dublin in search of a better life and scattered all over the world. The interpretation centered upon a situated drama performance in which the actors ‘lived the Lockout’ and asked the crowd ‘what would you do?’ This performance was received with huge critical acclaim. The project website comprised multiple interactive features including a daily blog, many posts of which were crowdsourced both onsite and online. This paper seeks to fully analyse and understand the success of the project by examining visitor feedback and social media engagement. There is a special emphasis on how the project reached atypical museum audiences. The findings will have meaning for museum professionals seeking to evolve their museum agenda into that of transaction and mutual engagement.

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“…While empirical evidence exists in support of the impact of the Bridge 21 model on post-primary student outcomes relating to teamwork and motivation (e.g. Johnston et al, 2015;Lawlor et al, 2018). However, relatively little research has been conducted to date as per the effectiveness of the Bridge 21 model on similar outcomes relating to young learners at primary level.…”

Section: The Bridge 21 Pedagogical Modelmentioning

confidence: 99%

Developing STEM literacy with young learners: An example of 21st century constructionist pedagogy from an Irish primary classroom

Holden

2020

IUL Research

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This paper presents a vignette, accompanied by reflections, which describe the author’s recent experience using a constructionist pedagogy, Bridge 21, as part of an exploratory 21st century STEM learning experience with a group of young learners in an Irish primary school setting. The aim of the learning experience was to develop pupil participants’ STEM Literacy, as well as enabling pupils to develop the 21st century skills of critical thinking, creativity and communication. Combining the Bridge 21 Model with playful pedagogy, pupils were facilitated to explore the concept of gravity through engaging in play-based activities, with pupils capturing their learning using Seesaw, an e-portfolio tool. Implications are derived for educators who may be interested in using a 21st century constructionist approach as part of their STEM practice

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Enacting key skills-based curricula in secondary education: lessons from a technology-mediated, group-based learning initiative

Cited by 15 publications

References 6 publications

Technology-Mediated Collaborative Learning: The Bridge21 Activity Model in Theory and Practice

Technology-Mediated Collaborative Learning: The Bridge21 Activity Model in Theory and Practice

Living The Lockout: The Dublin Tenement Experience Participation Design for Locals, Diaspora, and Teenagers through Engagement with one of the Darkest Times in Dublin’s History

Developing STEM literacy with young learners: An example of 21st century constructionist pedagogy from an Irish primary classroom

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