The six guides for 21st century

learning Design Rubrics

1. Collaboration rubric:
COLLABORATION
Rubric description Ratings Reasons
Students are NOT required to
work together in pairs or groups.
1.

In terms of activities there was NO collaboration. We
were not required to work in pairs, we have no
shared responsibility, and all the activities were
design in a way that they promote individuality. For
collaborating our ideas and exchanging information
we had a discussion board, it was a sort of a group
where all students who were enrolled in the course
got an opportunity to communicate with each other.
Students do work together but
they dont have shared
responsibility.
2.
Students DO have shared
responsibility but they are NOT
required to make substantive
decisions together.
3.
Students DO have shared
responsibility and they Do make
substantive decisions together
about the content, process, or
product of their work, but their
work in NOT interdependent.
4.
Students DO have shared
responsibility and they Do make
substantive decisions together
about the content, process, or
product of their work, and their
work is interdependent.
5.

2. Knowledge Construction Rubric:
KNOWLEDGE CONSTRUCTION
Rubric description Ratings Reasons
The learning activity does NOT
require students to construct
knowledge. Students can
complete the activity by
reproducing information or by
using familiar procedures.
1.
The learning activity DOES
REQUIRE students to construct
knowledge by interpreting,
analysing, synthesizing, or
evaluating information or ideas
BUT the activitys main
requirement is NOT knowledge
construction.
2.
The learning activitys main
requirement IS knowledge
construction but the learning
activity does NOT require
students to apply their
knowledge in a new context.
3.
The learning activitys main
requirement IS knowledge
construction and the learning
activity DOES require students
to apply their knowledge in a
new context but the learning
activity does NOT have learning
goals in more than one subject.
4.
The learning activitys main
requirement IS knowledge
construction and the learning
activity DOES require students
to apply their knowledge in a
new context and the knowledge
construction IS interdisciplinary.
The activity DOES have learning
goals in more than one subject.
5.

In my mooc, the main requirement was knowledge
construction and to take those new ideas and apply
them on the real world problems. Most of the activity
we were given the scientific problem then our duty
was to construct a formula to solve that problem,
which is more like applying the knowledge in a new
context

3. Real-World Problem Solving and Innovation
Real-World Problem Solving and Innovation
Rubric description Ratings
The learning activitys main
requirement IS NOT problem-
solving. Students use a
previously learned answer or
procedure for most of the work.
1.
The learning activitys main
requirement IS problem-solving
BUT the problem IS NOT a real-
world problem.
2.
The learning activitys main
requirement IS problem-solving
AND the problem IS a real-world
problem BUT students DO NOT
innovate. They are NOT
required to implement their
ideas in the real world, or to
communicate their ideas to
someone outside the academic
context who can implement
them.
3.
The learning activitys main
requirement IS problem-solving
AND the problem IS a real-world
problem AND students DO
innovate. They ARE required to
implement their ideas in the real
world, or to communicate their
ideas to someone outside the
academic context who can
implement them.
4.

Of Corse we were dealing with Global warming
trying to get solutions to stop this rapid increasing of
temperatures. Climate change is a real world
problem and there are predictions that we will be
living in a 4C warmer planet, so if we dont act now
it would be hard to cope in that warmer planet and
many species would be extinct. Students DO
innovate. We were encourage to implement our
ideas in the real world; they used a slogan which
says THINK GLOBALLY AND ACT LOCALLY

4. Use of ICT for Learning: Rubric
Use of ICT for Learning
Rubric description Ratings Reasons
Students do not have the
opportunity to use ICT for this
learning activity.
1.
Students use ICT to learn or
practice basic skills or
reproduce information. They are
not constructing knowledge.
2.
Students use ICT to support
knowledge construction BUT
they could construct the same
knowledge without using ICT.
3.
Students use ICT to support
knowledge construction and the
ICT is required for constructing
this knowledge but students do
NOT create an ICT product for
authentic users.
4.

In my mooc we were required to use ICT to support
knowledge construction, but we do not create an
ICT product for authentic users. Most of the lessons
were offered in a form of a video then we reflect
based on that video by doing same short quiz which
require a basic computer literacy and for the fact
that it was an online course computer skills are
needed.
We were able to communicate using E-mails and
using the discussion board found in the mooc, so
the use of ICT for learning was promoted.
Students use ICT to support
knowledge construction and the
ICT is required for constructing
this knowledge and students do
create an ICT product for
authentic users.
5.

5. Self-Regulation: Coding Rubric
Self-Regulation
Rubric description Ratings Reasons
Pre-requisites for self-regulation
are NOT in place: The learning
activity is NOT long-term or
students do NOT have both
learning goals and associated
success criteria in advance of
completing their work.
1.
The learning activity IS long-
term and students DO have
learning goals and associated
success criteria in advance of
completing their work but
students DO NOT have the
opportunity to plan their own
work
2.
The learning activity IS long-
term and students DO have
learning goals and associated
success criteria in advance of
completing their work and
students DO have the
opportunity to plan their own
work but students do NOT have
the opportunity to revise their
work based on feedback.
3.
The learning activity IS long-
term and students DO have
learning goals and associated
success criteria in advance of
completing their work and
students DO have the
opportunity to plan their own
work and students DO have the
opportunity to revise their work
based on feedback.
4.

In my mooc learning goals and associated success
criteria were clearly stated: We have to get 60% in
order to pass and get a certificate. After every
activity we were given a feedback showing where
we went wrong because other questions required
the previous answer in order to be solved. Those
feedbacks were helping us to prepare for the final
examination
6. Skilled Communication

Skilled Communication
Rubric description Ratings Reasons
Students are NOT required to
produce extended or multi-
modal communication.
1.
Students ARE required to
produce extended
communication or multi-modal
communication but they are
NOT required to provide
supporting evidence or design
their work for a particular
audience
2.
Students ARE required to
produce extended
communication or multi-modal
communication and they ARE
required to provide supporting
evidence: they must explain
their ideas or support a thesis
with facts or examples or they
ARE required to design their
communication for a particular
audience BUT not both.
3.

In my mooc we were required to conduct ourselves
to an extended communication or multi-modal
communication in a form of discussion and via e-
mails. Whenever you upload something new like
new ideas you are required to provide supporting
evidence then we all try to implement your idea in
our local areas.
Students ARE required to
produce extended
communication or multi-modal
communication and they ARE
required to provide supporting
evidence and they ARE required
to design their communication
for a particular audience
4.