Bridge21: teamwork, technology and learning. A pragmatic model for effective twenty-first-century team-based learning. Issue 2 (15th March 2018)

• Record Type: Journal Article
• Authors: Lawlor, John; Conneely, Claire; Oldham, Elizabeth; Marshall, Kevin; Tangney, Brendan
• Is Part Of: Technology, pedagogy and education. Volume 27:Issue 2(2018)
• Page Start: 211
• Page End: 232
• Publication Date: 2018-03-15
• Subjects: Teamwork -- technology-mediated learning -- non-formal learning; Educational technology -- Great Britain -- Periodicals; Teachers -- Training of -- Great Britain -- Computer-assisted instruction -- Periodicals; Teachers -- Training of -- Great Britain -- Periodicals; 371.33
• DOI: 10.1080/1475939X.2017.1405066
• Languages: English
• ISSNs: 1475-939X

Abstract

Abstract: There have been calls for decades by many educational writers and commentators for a new model of learning to facilitate what is generally described as twenty-first-century learning. Central to this challenge is the required shift in responsibility for who leads and owns the learning – from teacher to student. Such a shift requires a pragmatic pedagogical model to facilitate the transfer of control and ownership of learning. Vygotsky's 'more able other' identified the peer as a key figure in learning. Teamwork facilitates project-based learning and, when mediated with technology, proves an effective partner in creating an engaging and autonomous learning experience. This paper describes the rationale for the design of a team-based model of twenty-first-century learning, particularly drawing upon the team-based learning model of the World Scout Movement. Results from a year-long study of the implementation of the model in an out-of-school context with 288 second-level students are presented. The authors argue that Bridge21 is a candidate learning model for effective, implementable, twenty-first-century, team-based learning.