Abstract
This chapter examines a historical framing for modern learning environments, drawing on a range of examples from international and New Zealand sources. The chapter also reviews current understandings of teaching and learning in the light of the influence of digital technologies on the social fabric of New Zealand and elsewhere. These influences have led to a rethinking about what education should look like and be in this century. The chapter also considers the value of a focus on key competencies for learners, what teachers both in New Zealand and internationally have wondered about in relation to those ideas. The chapter concludes with a discussion of literature about teaching and learning.
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- 1.
The National Certificate of Educational Achievement (NCEA) is the main secondary school national qualification in New Zealand. It is standards based, and over time, students are expected to achieve Level 2 credits (60 at Level 2 or above, plus 20 credits from any level. Level 2 literacy and numeracy credits must also be met by Level 2). These Level 2 credits are usually achieved by the end of Year 12 (students are about 16–17 years old). Level 3 credits (60 at Level 3 or above; plus 20 credits from Level 2 or above; plus Level 1 literacy and numeracy credits as a minimum). Standards can be achieved through internal or external assessments, and students can mix standards from levels to best meet their learning needs. Certificates can be ‘endorsed’ to reflect high achievement in a significant number of standards. From 2011, course endorsements will show that students have performed well in an individual course.
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Wright, N. (2018). Framing Learning Spaces: Modern Learning Environments and ‘Modern’ Pedagogy. In: Becoming an Innovative Learning Environment. Springer, Singapore. https://doi.org/10.1007/978-981-13-0764-5_2
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