21 st

CLD DIMENSIONS

1. Collaboration
2. Knowledge Construction
3. Self Regulation
4. Real World Problem Solving
5. ICT for Learning
6. Skilful Communication

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 Interdependent | shared responsibility | interdependent
Do learners have
a shared
Collaboration responsibility for
a joint outcome?

Definition Do they make

Effective collaboration substantive
occurs when learners work decisions
together?
together to achieve results
or outcomes that are too
Is their work
complex to do on their interdependent?
own, or that they could not
do as well on their own.

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 Students are
required to work 1
in pair or groups? NO
Collaboration YES

Students have
shared 2
responsibility? NO
YES
Students make
substantive 3
decisions NO
together? YES

Decision Students work is

interdependent? NO
4

STEPS
YES
5

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 Are learners
Knowledge required to

Interdisciplinary | build | new

Construction construct new
knowledge?

Knowledge construction
Do they apply
activities require students the knowledge in
to generate ideas and a new context?
understandings that are
new to them. Students can Is that
do this through knowledge
interpretation, analysis, interdependent?
synthesis, or evaluation

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 Requires
knowledge 1
Knowledge construction? NO

Construction YES

Main requirement
is knowledge 2
construction? NO
YES
Students are
required to apply 3
their knowledge in NO
a new context?
YES

Decision
Learning activity is
interdisciplinary? 4
NO

STEPS
YES
5

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 Does the learning
Self activity offer
Regulation substantive time and

plan | intentions | feedback

opportunity to develop
self-regulation

Work with learners, Do learners know

guiding and the learning
intentions and success
empowering in ways criteria in advance,
that help them take and plan their work?
increasing
responsibility for their Do learners use
feedback to
own learning, both as improve their
individuals and in learning?
groups.

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 Long-term
activity AND
1
Self students have
learning goals
NO
Regulation and success
criteria in
advance? YES

Students plan
their own work? 2
NO

YES
Students have

Decision opportunity to
NO
3

STEPS
revise work based
on feedback? YES
4

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 Does the
Real World learning activity
Problem Solving require authentic,
and Innovation

authentic | solve | share

real-world problem
solving?
Real-world problems are Do learners
innovate to
authentic situations and implement their
needs that exist outside an ideas in the real
academic context. world?
Innovation requires putting
students ideas or solutions xxxx
into practice in the real
world.

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 Main
Real World requirement is NO
1
Problem Solving problem
and Innovation solving?

YES

Are students
working on a 2
real-world NO
problem?
YES

Decision
Requires
innovation? 3
NO

STEPS
YES
4

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 Do learners use ICT
ICT for to construct
Learning

multimodal | ethical | shared

knowledge in ways
that add value to
learning?

Learners use ICT to Do learners use ICT

to create new ideas
design and create new and products for
authentic audiences
knowledge, and users?
understandings, Does their work
solutions, ideas or demonstrate ethical
use and additional
products for authentic 21C capabilities?
audiences and users.
|
 Students have
the opportunity
1
ICT for to use ICT?
NO
Learning YES
ICT supports
students
knowledge
2
NO
construction?
YES

ICT is required for

constructing this 3
NO
knowledge?
YES

Decision
Students are
designers of 4
NO

STEPS
an ICT
product? YES
5

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Skilful
Communication
communication using
Connected and coherent
thought is evident in a range
of communication modes,
whether it achieves an
authentic purpose for a
particular audience, and
whether the communication is
substantive and multimodal in
nature.
|
coherent | multimodal | authentic audience
Does the learning
activity require
coherent
a range of modes?
Do learners design
and produce a
substantive,
multi-modal
communication for a
particular audience?
Do learners reflect
and use the process of
learning to improve
their communications?
 Requires
coherent
communication 1
Skilful using a range of NO
Communication modes? YES
Learners design
communication 2
for a particular NO
audience?
YES
Requires
substantive, 3
multi-modal NO
communication?
YES
Learners reflect

Decision and use the

process of NO
4

STEPS
learning to
improve YES
communication? 5