| Foreword 1 | 5 |
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| Foreword 2 | 7 |
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| About the Book | 9 |
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| Contents | 10 |
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| Twenty-First Century Skills Education on the Whole | 15 |
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| 1 Introduction | 16 |
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| 1.1 Goal for the Book: Fostering Meaningful Learning Experiences and a Love for Learning | 17 |
| 1.2 Key Domains of Scholarship | 18 |
| 1.2.1 Theoretical Perspectives of Influence | 18 |
| 1.2.2 Twenty-First Century Skills | 21 |
| 1.2.3 Inquiry-Based Learning | 22 |
| 1.2.4 Collaborative Teaching | 22 |
| 1.2.5 Collaborative Learning | 23 |
| 1.2.6 Social Media for Learning | 23 |
| 1.2.7 Gamification/Games for Learning | 24 |
| 1.3 Organization of the Book | 25 |
| 1.4 A Note About the Book’s Drafting | 26 |
| References | 26 |
| 2 Twenty-First Century Skills and Global Education Roadmaps | 30 |
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| 2.1 Frameworks Developed for Twenty-First Century Skills | 31 |
| 2.1.1 International Frameworks | 32 |
| 2.2 Twenty-First Century Skills in Comparison | 33 |
| 2.3 Twenty-First Century Skills in Detail | 34 |
| 2.3.1 Skill Set 1: Learning and Innovation | 35 |
| 2.3.2 Skill Set 2: Digital Literacies | 35 |
| 2.3.3 Skill Set 3: Life and Career Skills | 36 |
| 2.4 A Formula of Twenty-First Century Learning | 36 |
| 2.5 Twenty-First Century Skills and the Education Roadmap in Hong Kong, Switzerland, and the U.S. | 37 |
| 2.5.1 Hong Kong | 37 |
| 2.5.2 Switzerland | 39 |
| 2.5.3 The U.S. | 40 |
| 2.6 The Need for an Inquiry-Based Pedagogical Approach | 42 |
| References | 43 |
| Twenty-First Century Skills Education: Plagiarism-Free Inquiry PjBL in Asia, Europe and North America | 46 |
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| 3 Twenty-First Century Skills Education in Hong Kong and Shenzhen, China: Inquiry Project-Based and Collaborative Teaching/Learning Supported by Wiki | 47 |
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| 3.1 Collaborative Approaches to Conducting Inquiry Group Project-Based Learning | 48 |
| 3.1.1 Team-Teaching Amongst School Teachers | 49 |
| 3.1.2 Collaboration Between Subject Teacher and School Librarian | 49 |
| 3.1.3 School Administration–Subject Teachers–Parents Collaboration | 50 |
| 3.2 Using Social Media Technology to Facilitate Collaborative Writing | 51 |
| 3.2.1 Wiki | 51 |
| 3.2.2 Google Docs | 52 |
| 3.3 Case Studies on Collaborative Teaching and Learning of Twenty-First Century Skills | 52 |
| 3.3.1 Case 1: Empirical Evidence for Collaborative Teaching in Inquiry Group PjBL (Chu 2009) | 55 |
| 3.3.1.1 Improving Reading Ability with Inquiry Group PjBL | 58 |
| 3.3.2 Case 2: A Refined Collaborative Teaching Approach and Using Social Media in Collaborative Teaching (Chu et al. 2011c | Tavares and Chu 2012) |
| 3.3.3 Case 3: Collaborative Learning in Mainland China (Li et al. 2012) | 63 |
| 3.3.4 Case 4: Developing IL Skills in a Secondary School Using Inquiry Group PjBL | 64 |
| 3.4 Conclusion | 67 |
| References | 67 |
| 4 Twenty-First Century Skills Education in Switzerland: An Example of Project-Based Learning Using Wiki in Science Education | 72 |
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| 4.1 Notable Aspects of Science Education | 73 |
| 4.1.1 Models of Science Education | 73 |
| 4.1.2 Supporting Science Education with the Use of Technology | 78 |
| 4.1.3 European Policy Concerning Twenty-First Century Skills | 79 |
| 4.2 An Example of a Project-Based Inquiry Learning Approach in Switzerland Using Wiki as a Co-authoring and Collaboration Tool | 81 |
| 4.2.1 Implementation Model | 81 |
| 4.3 Case Study: Creating a Collaborative Glossary in Science Education: “Evolution” | 83 |
| 4.3.1 Time Schedule, Group Building | 84 |
| 4.3.2 Specific Goal | 84 |
| 4.3.3 The Collaborative Glossary | 84 |
| 4.4 Conclusion | 86 |
| References | 87 |
| 5 Twenty-First Century Skills Education in the U.S.: An Example of an Inquiry-Based Game Design Learning Approach | 90 |
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| 5.1 Technology Education in the United States | 91 |
| 5.1.1 Policies and National Standards, and Implementation Challenges | 91 |
| 5.1.2 Smaller Scale Pilots of Instructional Design Innovations | 93 |
| 5.1.3 Ind
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