While exploring the OECD’s website, I found the ‘in brief’ documents for each component of the ‘Learning Compass’. The Learning Compass is at the core of the vision for ‘The Future of Education and Skills 2030’, and within the briefs is where a description of Knowledge, Skills, Attitude and Values can be found. After revisiting the Ontario Ministry of Education’s Transferable Skills, I’ve found that there is one prominent overlaying message that is a throughline between the two frameworks; Instead of training for existing careers, students are training to be persevering, resilient life long learners who can adapt to a changing world. The OECD is an ever-evolving guide “for students to learn to navigate by themselves through unfamiliar contexts and find their direction in a meaningful and responsible way, instead of simply receiving fixed instructions or directions from their teachers.”[OECD]. In a complimentary way, the OME’s Transferable Skills are more direct applications of the compass model. In the remainder of this post I’m going to describe how transferable skills modelled in the media arts classroom satisfy the development of each of the Compass’ core foundations while considering community citizenship a key throughline for media projects.
Knowledge
The OECD divides the core foundation of knowledge into 4 categories. They are disciplinary and interdisciplinary knowledge, epistemic, and procedural. I’m not sure if there are intentions for one of the foundations to be considered ‘first’, but if there is, knowledge is it. More specifically, disciplinary and interdisciplinary knowledge comprise both knowledge of the field and what teachers could consider to be cross-curricular knowledge and its interconnected application. This is reflected in the classroom through the myriad of activist or awareness projects that students engage in collaboratively. These types of projects result in an exploratory based understanding of media arts, while nurturing the growth and development of students’ global citizenship. They engage in communication and collaboration with group members, other classes and potentially community programs, coming up with creative solutions through problem solving, and demonstrating citizenship and sustainability using their digital literacy skills. There may not be a better example of employing all of the OME’s transferable skills than something like a Community Action Media Campaign about a researched local issue. This could be water consumption or contamination, waste management, something agricultural [community garden]. I feel that there are countless options here.
Skills
The compass divides skills into three types: cognitive and metacognitive, social and emotional, and physical and practical. The skills foundation is important because it's about the ability to take action and use your knowledge to achieve a goal. This is particularly necessary now since computer technologies and AI continue to develop and the landscape of future employment is ever-changing and unknown. This means students need to rely even more on their creativity, responsibility, and the ability to "learn to learn" throughout their lives. Hands-on projects in a media arts class models this. To return to the initial example for ‘Knowledge’, a community-focused initiative like a campaign, students would enhance their critical thinking and problem solving skills while creating and designing, budgeting, and dealing with logistical challenges of the project. Collaboration is also key as they work with group members and community partners. Actually creating the media content for a project like this develops their physical and practical skills, and needing to work with others builds their social and emotional skills.
Attitudes
Attitudes are a key component which refers to the way in which you react to something or someone either positively or negatively. This disposition is influenced by personal beliefs and values and it can change given specific contexts and situations. A media arts classroom is an excellent place to develop and shape attitudes. I’ve talked a lot about citizenship and stewardship throughout my posts in this course, and my group’s unit plan at its core is about inclusivity. In my class, I would assign projects where students use digital media to create PSAs (Public Service Announcements) that address issues like environmental sustainability or social justice. Students would develop empathy and respect through the research and production process and by exploring diverse perspectives. This project would also foster a sense of global citizenship and sustainability, as students consider how their work contributes to the well-being of their community and the planet.
Values
I believe that attitudes are guided by values. They influence your choices, judgements, and actions towards the well-being of others, society and the environment. In a media arts project, students have to apply their personal, social, and societal values. As they develop their campaign, they must confront the ethical questions and choices involved, and that challenges their moral compass [more compasses…]. This work requires students to take responsibility for their actions and consider the impact they have on others, consciously and subconsciously. By reflecting on their actions, collaborating with others, and respecting the planet, students internalize the values needed to build a better future. Building a better, more resilient, persevering and self-reflective future is exactly what the Learning Compass is all about.
Note: You can find the briefs for each foundation and more in the table under the heading ‘The OECD Learning Compass 2030 Concepts’. They are very helpful reads.
OECD. OECD Learning Compass 2030: A Series of Concept Notes. OECD, 2019. www.oecd.org/education/2030-project.