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

Abstract

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.

Computer mediated communication and task-based learning for adolescent learners of Chinese as a foreign Language in Ireland: An eBook task design under the adaption of Bridge 21 technology-mediated learning model

“…The Bridge 21 learning model is student-centred, which involves the following elements: technology-mediated, project-based, goal-oriented, social learning environment, learning space, and reflection. This model addresses a shift from teacher-centred to student-led instruction which aims to create a collaborative learning atmosphere for learners (Byrne et al, 2019;Lawlor et al, 2018;Sullivan et al, 2015). The full stages of the Bridge 21 activity model are shown in Figure 1.…”

“…The full stages of the Bridge 21 activity model are shown in Figure 1. To date, the Bridge 21 model has been deployed in a wide range of post-primary school contexts in Ireland across a range of curriculum areas, including some European languages learning through Erasmus+ programmes (Byrne et al, 2019). However, Chinese as a curriculum specification at post-primary schools in Ireland has not been investigated in depth or integrated with the Bridge 21 model.…”