<abstract xmlns="http://www.w3.org/1999/xhtml">

THE ARTICLE DESCRIBES OPEN-ENDED EDUCATION FOR 21ST CENTURY LEARNING AS THE COMING TOGETHER OF OPEN-ENDED TECHNOLOGY, OPEN-ENDED PROJECTS, AND OPEN-ENDED INSTITUTIONS IN WAYS THAT FOSTER AND PROMOTE FUTURE EDUCATION FOR CITIZENSHIP IN SOCIETY.
THROUGH THE CASE OF THE CODING PIRATES FUTURE ISLAND, THE ARTICLE DEMONSTRATES HOW OPEN-ENDED EDUCATION CAN BE PRACTICED TO FOSTER AND PROMOTE TECHNOLOGICAL IMAGINATION, ENTERPRISING, AND PARTICIPATION. THIS PRACTICE IS THEN DEVELOPED INTO A THEORETICAL MODEL FOR THE CONCEPT OF OPEN-ENDED EDUCATION AS A WAY OF AND FRAMEWORK FOR PRACTICING FUTURE EDUCATION FOR 21ST CENTURY LEARNING WITH NEW TECHNOLOGIES.
THE ARTICLE PRESENTS AN ANSWER TO THE CALL FOR 21ST CENTURY LEARNING AS THOROUGHLY COLLABORATIVE, COMMUNICATIVE, CREATIVE, AND CRITICALLY REFLECTIVE THROUGH THE CASE AND THE CONCEPT OF OPEN-ENDED EDUCATION.
IT OUTLINES THE IMPLICATIONS OF THIS CALL FOR EDUCATION AND HIGHLIGHTS THE FACT THAT THE EMPHASIS IN BLOOM’S REVISED TAXONOMY ON INGENUITY, ORIGINALITY, PARTICIPATION, AND ASPIRATION IMPACTS THE PRACTICE OF EDUCATION.
</abstract>

THE ARTICLE DESCRIBES OPEN-ENDED EDUCATION FOR 21ST CENTURY LEARNING AS THE COMING TOGETHER OF OPEN-ENDED TECHNOLOGY, OPEN-ENDED PROJECTS, AND OPEN-ENDED INSTITUTIONS IN WAYS THAT FOSTER AND PROMOTE FUTURE EDUCATION FOR CITIZENSHIP IN SOCIETY.
THROUGH THE CASE OF THE CODING PIRATES FUTURE ISLAND, THE ARTICLE DEMONSTRATES HOW OPEN-ENDED EDUCATION CAN BE PRACTICED TO FOSTER AND PROMOTE TECHNOLOGICAL IMAGINATION, ENTERPRISING, AND PARTICIPATION. THIS PRACTICE IS THEN DEVELOPED INTO A THEORETICAL MODEL FOR THE CONCEPT OF OPEN-ENDED EDUCATION AS A WAY OF AND FRAMEWORK FOR PRACTICING FUTURE EDUCATION FOR 21ST CENTURY LEARNING WITH NEW TECHNOLOGIES.
THE ARTICLE PRESENTS AN ANSWER TO THE CALL FOR 21ST CENTURY LEARNING AS THOROUGHLY COLLABORATIVE, COMMUNICATIVE, CREATIVE, AND CRITICALLY REFLECTIVE THROUGH THE CASE AND THE CONCEPT OF OPEN-ENDED EDUCATION.
IT OUTLINES THE IMPLICATIONS OF THIS CALL FOR EDUCATION AND HIGHLIGHTS THE FACT THAT THE EMPHASIS IN BLOOM’S REVISED TAXONOMY ON INGENUITY, ORIGINALITY, PARTICIPATION, AND ASPIRATION IMPACTS THE PRACTICE OF EDUCATION.

Open-Ended Education: How Open-Endedness Might Foster and Promote Technological Imagination, Enterprising and Participation in Education

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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

THE ARTICLE DESCRIBES OPEN-ENDED EDUCATION FOR 21ST CENTURY LEARNING AS THE COMING TOGETHER OF OPEN-ENDED TECHNOLOGY, OPEN-ENDED PROJECTS, AND OPEN-ENDED...

Open-Ended Education: How Open-Endedness Might Foster and Promote Technological Imagination, Enterprising and Participation in Education

Publicado en línea: 03 abr 2021

Páginas: 1 - 25

DOI: https://doi.org/10.7146/tjcp.v3i1.23630

Palabras clave
FUTURE EDUCATION, 21ST CENTURY LEARNING, OPEN-ENDED TECHNOLOGY, OPEN-ENDED PROJECTS, OPEN-ENDED INSTITUTIONS, DESIGN THINKING, CRITICAL PEDAGOGY, CODING PIRATES

© 2016 Rikke Toft Nørgård et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Open-Ended Education: How Open-Endedness Might Foster and Promote Technological Imagination, Enterprising and Participation in Education

Publicado en línea: 03 abr 2021

Páginas: 1 - 25

DOI: https://doi.org/10.7146/tjcp.v3i1.23630

Palabras claveFUTURE EDUCATION, 21ST CENTURY LEARNING, OPEN-ENDED TECHNOLOGY, OPEN-ENDED PROJECTS, OPEN-ENDED INSTITUTIONS, DESIGN THINKING, CRITICAL PEDAGOGY, CODING PIRATES

© 2016 Rikke Toft Nørgård et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Palabras clave
FUTURE EDUCATION, 21ST CENTURY LEARNING, OPEN-ENDED TECHNOLOGY, OPEN-ENDED PROJECTS, OPEN-ENDED INSTITUTIONS, DESIGN THINKING, CRITICAL PEDAGOGY, CODING PIRATES