Start from basics: active learning and soft skills

Start from basics: active learning and soft skills

Nowadays, the ability of students to move across disciplines, to engage directly with other sources of knowledge outside academia, to be flexible and adaptable, are essential in order to address real world, complex problems in contexts that change unpredictably. In research, as well as in teaching practices, a transdisciplinary approach can promote the achievement of such competences that are strictly related to the four pillars of 21st Century Education. They include the dimensions of “learning to know”, “learning to do”, “learning to be”, and “learning to live together” (Delors, J. et al. 1996). UNESCO defines transdisciplinarity education as “An approach to curriculum integration which dissolves the boundaries between the conventional disciplines and organizes teaching and learning around the construction of meaning in the context of real-world problems or themes.” 

How can transdisciplinarity be concretely included in teaching for developing such competences? 

• Promoting connection and exchanges among disciplines (for example through case studies, problems);
• increasing opportunities for collaboration among subjects with different backgrounds, experiences;
• engaging in activities that require students to be “active”: to explain concepts or ideas, to solve problems, to design and implement solutions, to sustain and discuss their own point of view.

These characteristics differ considerably  from what is expected in traditional lecture-based instruction. A more interactive engaged approach to  instruction, apart from improving skill acquisition, can improve knowledge and deep understanding of concepts (Lengnick-Hall and Sanders 1997; Reynolds 2009, Deslauriers et al., 2011, Freeman et al., 2014).

A step back: what does active learning mean?

Active learning is generally defined as any instructional method that engages students in the learning process. In short, active learning requires students to do meaningful learning activities and think about what they are doingin the classroom (Prince, 2004).

The 4 basic elements of active learning are also related to each other, and combined,  render a  learning experience as active. They include:

• talking and listening — to promote process information and data/info analysis through questioning, replying, commenting, presenting and explaining what is being heard; 
• writing – to foster thoughts and reflection, self-organization, reframing by rewriting concepts with own words; 
• reading – to enhance self-reflection accompany reading with questions, summary activities, debating and resource evaluation; 
• reflecting – to facilitate the connection processes for concepts already learned; to develop metacognition and critical thinking on the application and implications of new knowledge. 

What do we mean by soft skills?

When we talk about soft skills, we mean skills that “represent a dynamic combination of cognitive and meta-cognitive skills, interpersonal, intellectual and practical skills. Soft skills help people to adapt and behave positively so that they can deal effectively with the challenges of their professional and everyday life” (Haselberg et al., 2012). Numerous frameworks for soft skills have been developed (Voogt et al., 2012). In the context of the eLene network, we suggest using the eLene framework for soft skill development that identifies the soft and digital skills most demanded in the EU by employers, graduates and novice workers.

KEY MESSAGES

• It is more effective to integrate soft skills development in the different subjects of a degree, while working on subject-matter knowledge, than to implement specific curriculum on soft skills;
• While conducting active learning, it is important to provide a window in which to make learners’ thinking visible and accessible. That means providing time for  them to reflect on behaviours and strategies adopted during the activity, and time to express their understandings; 
• Active learning supports metacognition processes. That means all processes learners use to plan, monitor, and assess their understanding and performance.

REFERENCE

• Delors, J. et al. 1996. Learning: The treasure within. Paris, UNESCO.
• Freeman, S., SarahEddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H. and Wenderoth, M. P. (2014). Active learning boosts performance in STEM courses, Proceedings of the National Academy of Sciences, 111 (23) 8410–8415; Active learning boosts performance in STEM courses, Proceedings of the National Academy of Sciences;
• Haselberg, D., Oberhuemer, P., Pérez, E., Cinque, M., Capasso, D. (2012). Mediating Soft Skills at Higher Education Institutions (ModEs project). Retrieved December 1st, 2020, from MODES | euca;
• Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education. 93. 223-231. Does Active Learning Work? A Review of the Research;
• Voogt, J. & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299-321.A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies;

For additional references and supporting research please visit Bibliography page.