CATCH 21ST CENTURY SKILLS Teaching Materials Communication / Collaboration / Critical Thinking / Self-Direction Creativity and Innovation / Making Global and Local Connections Using Technology as a Tool for Learning 1 CATCH 21ST CENTURY SKILLS - Teaching Materials Editorial board: Ing. Karel Němejc, Ph.D. Mehmet Emin Bakay, Ph.D. Review: Prof. Dr. Serhat Burmaoğlu, Prof. Virginia Larraz Rada Book cover: Ing. Barbora Jordánová Publisher: Czech University of Life Sciences Prague Institute of Education and Communication Issue: 200 copies Edition: First, 2021 This publication is not for sale. ISBN 978-80-213-3076-4 © Czech University of Life Sciences Prague © Authors of the modules The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 2 TABLE OF CONTENTS LECTURE 1: TIME, SPACE AND COMMUNICATION: TECHNOLOGICAL PARADIGMS ............................................................................................................................... 10 LECTURE 2: INFORMALISATION AND COMMUNICATION ......................................... 14 LECTURE 3: ORALITY VERSUS LITERACY / LITERACY VERSUS VISUALITY ........... 18 LECTURE 4: LANGUAGE SENSITIVITY IN COMMUNICATION SKILLS ..................... 22 LECTURE 5: NONVERBAL COMMUNICATION: GESTURES AND MANNERS .......... 26 LECTURE 6: EFFECTIVE VERBAL COMMUNICATION AND PRESENTATION SKILLS IN DIGITAL AGE ........................................................................................................................ 31 LECTURE 1: THE ELEMENTS OF COLLABORATION AND COLLABORATION PROCESS ...................................................................................................................................... 38 LECTURE 2: THE PROCESS OF BEING A CAPABLE TEAM ............................................. 45 LECTURE 3: COLLABORATION IN THE DIGITAL ERA ................................................... 58 LECTURE 4: IMPROVING AND ENCOURAGING COLLABORATION SKILLS ........... 61 LECTURE 1: DEFINITIONS, THEORIES AND MODELS OF CRITICAL THINKING .... 70 LECTURE 2: STRATEGIES TECHNIQUES AND TOOLS TO ENHANCE CRITICAL THINKING ................................................................................................................................... 74 LECTURE 3: DIFFERENT TYPES OF ARGUMENTATIONS, PRE-CONCEPTIONS AND STRENGTHS OF ARGUMENTATIONS ................................................................................. 79 LECTURE 4: FALSE CRITICAL THINKING AND COGNITIVE BIAS .............................. 85 LECTURE 5: USE OF CRITICAL THINKING IN ORDER TO IMPROVE ACADEMIC RESULTS ....................................................................................................................................... 89 LECTURE 6: APPLYING CRITICAL THINKING TO CONCRETE PROFESSIONAL PROBLEMS AND PRACTICAL CASES IN THE REAL WORLD ........................................ 91 LECTURE 1: SELF-DIRECTION AND DEVELOPMENT OF STUDENTS' SELF- DIRECTED LEARNING SKILLS ............................................................................................... 98 LECTURE 2: THE ROLE OF EMOTION IN SELF-DIRECTED LEARNING .................... 104 LECTURE 3: SELF-REFLECTION AND METACOGNITION IN SELF-REGULATED LEARNING ................................................................................................................................ 109 LECTURE 4: TEACHER EVALUATION IN THE PROCESS OF SELF-REGULATED LEARNING ................................................................................................................................ 114 LECTURE 5: STUDY TASKS AND SELF-MANAGEMENT SKILLS IN HIGHER EDUCATION ............................................................................................................................. 117 LECTURE 6: TEACHING STRATEGIES FOR ESTABLISHING AND SUPPORT OF SELF- REGULATED LEARNING....................................................................................................... 124 LECTURE 1: THEORETICAL PERSPECTIVES AND MODELS OF CREATIVITY AND INNOVATION ........................................................................................................................... 136 LECTURE 2: STRATEGIES AND TECHNIQUES TO ENHANCE CREATIVITY ........... 145 3 LECTURE 3: METHODS AND TOOLS TO ENCOURAGE INNOVATION SKILLS ..... 149 LECTURE 4: APPLYING INNOVATIVE THINKING METHODS AND TECHNIQUES INTO ACTUAL PRACTICES ................................................................................................... 152 LECTURE 5: TACTICS AND STRATEGIES TO DEVELOP CREATIVE PROCESSES ... 155 LECTURE 6: CREATIVE PERSPECTIVE AND INNOVATIVE OUTLOOK TO COMPLEX CHALLENGES .......................................................................................................................... 158 LECTURE 1: UNDERSTANDING CURRENT GLOBALIZATION: CONNECTING GLOBAL AND LOCAL ............................................................................................................ 169 LECTURE 2: POPULATION & GLOBALIZATION ............................................................. 172 LECTURE 3: ACTIVE GLOBAL CITIZENSHIP ................................................................... 178 LECTURE 4: HUMAN RIGHTS .............................................................................................. 181 LECTURE 5: SUSTAINABLE DEVELOPMENT AND CLIMATE CHANGE .................. 187 LECTURE 6: CASE STUDY ...................................................................................................... 193 LECTURE 1: COMPETENCES BASED LEARNING ............................................................ 202 LECTURE 2: DIGITAL LEARNING OPPORTUNITIES ...................................................... 210 LECTURE 3: LEARNING PLANS ........................................................................................... 215 LECTURE 4: DIGITAL ENVIRONMENTS AND TOOLS FOR LEARNING ................... 221 LECTURE 5: DIGITAL TOOLS FOR (SELF-) EVALUATION AND (SELF-) ASSESSMENT OF LEARNING .......................................................................................................................... 228 LECTURE 6: DIGITAL COMPETENCE FRAMEWORKS AND LEARNING PLANS IN ACTION ...................................................................................................................................... 236 ANNEX - LIST OF DIGITAL TOOLS FOR LEARNING ..................................................... 244 21ST CENTURY SKILLS SOCIAL CONSTRUCTIVIST DIDACTIC GUIDE ..................... 256 PROFILE OF THE AUTHORS ................................................................................................. 282 4 PROJECT COORDINATOR‘S FOREWORD The European Commission (2019) concluded that the European labour market is constantly evolving. The skills, competencies and qualifications that people need in order to succeed in the labour market are changing over time. To cope with these developments, people have to be fitted with a number of skills, including literacy, numeracy and digital skills. Managerial job seekers need to possess a broader set of competencies i.e. critical thinking, creativity, and collaboration. Education and training play a vital role in supporting young people in the development of their soft skills and competencies for civic and professional success. European educational managers, scientists and academic staff have raised the following questions: Do we have the appropriate methodology and curriculum to improve 21st Century professional and civic skills? It would be optimistic to say yes. However, a lot of universities do not offer concrete courses and any curricula to meet this demand. The international team of the Erasmus+ project, named CATCH 21st Century Skills, is currently developing a set of intellectual outputs in order to eradicate this lack of instruction, to help university students to develop their 21st Century professional and civic skills. This publication is one of them. The teaching materials are based on social constructivist methodology, and consist of contributions from authors of six European educational institutions. Seven teaching modules guide academic staff on how to contribute to improving the soft skills of their students. The didactic guide is the second part and complementary to this publication. This guide supports teaching the seven modules included in the first part of this publication and presents the most relevant activating teaching methods. I am thankful to all contributors to this publication. Dr. Mehmet Emin Bakay 5 EDITOR‘S FOREWORD We undoubtedly live in a time when we voluntarily, or inevitably, cope with various, rapidly changing situations that the world around is bringing. In this regard, it is necessary to find meaningful ways to deal with them effectively. Moreover, with the increasing speed and supply of information of all kinds and formats, newer generations are becoming more helpless in being information literate and intellectually competent, which has been noticed, in a long-term perspective, by their potential employers. According to many international studies, and recently also based on research conducted by partner universities, it is more than clear that students, and applicants in the labour market, lack key skills resulting in a skills gap. The growing demand of employers and the incresing importance of 21st Century Skills led the partner