Abstract
Acquiring pure fact-based knowledge is no longer sufficient when it comes to dealing with increasingly complex realities in the machine age, such as the degrowth economy, climate change and global health crises. 21st century learners who want to interact with the world in a constructive way need to cultivate (human) capabilities, develop relevant practical skills and acquire relational knowledge, which implies that they can apply factual knowledge in diverse contexts so as to solve complex problems. The present paper aims to demonstrate how the 2CG® Poetry Machine, a hybrid coaching tool that makes use of artistic impulses, can support learners across cultural, hierarchical and disciplinary boundaries in developing future skills and generating new ideas. The focus is on communication skills, critical thinking skills, creativity and imagination, collaborative skills and ICT literacy. Practice examples are given to show how the 2CG® Poetry Machine uses impulses from poetry, puppetry, literature, theater, photography, dance and music to enable learners to connect with their creative power, improve their skills and generate new ideas in Lab 21, a hybrid hyper-structure for learning, sharing and exploring new ways of thinking and doing.
Highlights
The current paper aims to present a multi-method teaching strategy and coaching tool that has been designed and developed for human intelligence cultivation and 21st century skills training with a focus on communication skills, collaborative skills, critical thinking skills, creativity and imagination, digital literacy, and the acquisition of relational knowledge or wisdom as defined in [2]
As we can see from these practice examples, the 2CG® Poetry Machine can effectively support modern learners in developing 21st century skills, in exploring new pathways of action and generating new ideas in hybrid settings
Qualitative data analysis suggests that high learner engagement and impactful learning outcomes are obtained if the approach is applied in a communities of practice (CoP)-based hybrid hyper-structure for learning, such as Lab 21
Summary
Adapt their business models to fast-changing circumstances. This asks for permanent upskilling and continuous new-idea generation. The 21st century skills discussed within this work are defined as learning skills (the 4C’s), literacy skills (IMT) and life skills (FLIPS) as pointed out in [5]; and as 21st century digital skills as referred to in [6] (see Figure 1 and Table 1), whereby digital literacy is seen as a mindset that enables learners to perform intuitively in digital environments and to both and effectively access a wide range of knowledge embedded in such environments These skills are referred to as relational knowledge, referred to as wisdom in [2]—knowledge that is successfully applied in different contexts and acquired through multiple changes in perspective. Clayton and Birren as quoted in [7] propose that wisdom consists of several discrete and measurable components: a reflective component involving introspection and intuition, an affective component involving empathy and peacefulness, and a cognitive component characterized by knowledge and experience
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