Annotated Bibliography: The New Learning Paradigm

Anna Borkowski

Learning Frameworks

Annotated Bibliography

Kivunja, C. (2015). Teaching Students to Learn and to Work Well with 21st Century Skills:

Unpacking the Career and Life Skills Domain of the New Learning Paradigm.

International Journal Of Higher Education, 4(1), 1-11.

According to Kivunja (2014a, p.860), “The New Learning Paradigm” is captured

in the formula: “JR21CS = f (TCS + CLS + DLS)” Kivunja’s (2014, p.86) formula is the

composition of many idealistic skills including: Job Readiness With 21st Century Skills,

Traditional Core Skills, Learning and Innovations Skills, Career and Life Skills, and

Digital Literacy Skills (Kivunja 2014, p. 86). This new paradigm was created because

previous skills that were used for success in

the 20th century are not “good enough” for
today’s society.

To be able to successfully use 21st Century Skills effectively, students

must have core academic knowledge and “basic skills” such as: critical thinking,

effective communication and collaboration, and problem solving (P21, 2009, p.1).

Kivunja (2014b) states that having a substantial understanding of core academics and

basic skills guarantee 21st century skills in his formula’s areas.

Five elements of career and life skills needed to succeed include: “flexibility and

adaptability, imitative and self-direction, social and self-direction, productivity and

accountability, and leadership and responsibility skills.” Students can be taught, in any

environment, hot to manage goals and time, how to be an independent worker, and how

to be a self-directed learner (P21, 2011). All these things can be learned and taught

through well thought out plans and strategies.

My takeaway from this article is that in today’s ever changing and growing

world and society, we, as people, must be constantly changing and improving ourselves.

To change ourselves, we must first have basic skills and education. Once we have those

attributes in our life, we build them up so that failing or being average is not an

option.

Nikolaki, E., & Koutsouba, M. I. (2012). Support and Promotion of Self-Regulated Learning
through the Educational Material at the Hellenic Open University. Turkish Online Journal
Of Distance Education, 13(3), 226-238.
A study done at the Hellenic Open University was conducted on the ways
students are learning through printed materials. In this study over many years and
different people, it was found that learning using physical materials helps goal and
cognitive strategies through self-assessments and checks. Also, having accessibility and
a high degree of interest and engagement help students learn and grow.
My takeaway and view point on this research study is that, even though today
everyone thinks that students should be learning through technology, but really printed
materials have the same positive effects on students as technology.

Keller-Schneider, M. (2014). Self-Regulated Learning in Teacher Education--The Significance
of Individual Resources and Learning Behaviour. Australian Journal Of Educational &
Developmental Psychology, 14144-158.
A study done at the Zurich University of Teacher Education Switzerland,
Manuela Keller-Schneider observed the way professors learn new materials and what is
needed to be able to be a successful self-learner. In Keller-Schneider’s research, it was
found that even high quality courses do not guarantee positive outcomes, intensive tasks
and educational based motivation contribute to learning outcomes. Also, it is important
that requirements are viewed as challenges or else the student-teacher will not reach their
goals(Keller-Schneider 2014).
The results from the study showed that the quality of the course had little to no
effect, but the intensity of the ways and settings of learning greatly showed differences in
the groups. The limitations of this study was that they only used large class groups, no
focused, small class groups. Keller-Schneider says that in future research, small class
sizes will be tested along with another variable of the quality of the course.

My takeaway from this study is that it does not matter the quality of the course, it

just matters the amount of effort you put into it. Even though this article was about

student-teachers it can still be useful for any student on their academic journey.

Kee, C. L., & Samsudin, Z. (2014). Mobile Devices: Toys or Learning Tools for the 21st

Century Teenagers?. Turkish Online Journal Of Educational Technology - TOJET, 13(3),

107-122.

A study conducted by the Universiti Sains Malaysia in Malaysia researched and

studied the correlation between the number of hours spent on a mobile device and that

subject’s unique learning qualities. Based on the study, the student with the highest

amount of hours used on technology was primarily for non-learning activity, while the

median number of the data was using almost half non-learning and learning. It was also

found that people who social network are able to learn anywhere.

My takeaway from this study is that technology can be used in a positive or negative way. Also, the way you use technology can help you learn and gain new skills.

Copriady, J. (2014). Self- Motivation as a Mediator for Teachers' Readiness in Applying ICT

in
Teaching and Learning. Turkish Online Journal Of Educational Technology - TOJET,
13(4), 115-123.
A study was conducted at the University of Riau in Indonesia about teachers and
their use of ICTs. The study’s results showed that the teacher’s motivation has little to do
with using ICTs. The biggest reason instructors do not use ICTs is because they do not
have the knowledge or correct technology skills. To help teachers use these
informational ways, they must first be taught or provided with the correct materials.
My takeaway from this study is that without the proper materials and resources
available you cannot perform or learn at your highest potential. Even though this study
was about teachers, it applies to students because if we do not have proper resources or
do not seek better ways to learn, we will not reach our potential.