Learning in 21st Century & Transformative Learning

Learning in 21st Century& Transformative learning

Arnuparp Lekhakula M.D., M.S.Past President ThaiPODFaculty of MedicinePrince of Songkla UniversityHat Yai, Songkhla

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“ประเทศไทยใชงบดานการศกษามากคดเปน 2% ของ GDPแตคณภาพการศกษาของไทยอยทอนดบท 88 ของโลก

และอนดบ 8 ของอาเซยน”

Thai Education quality

Rank Institution (Location)1 National University of Singapore (Singapore)

2 Nanyang Technical University (Singapore)

3 Tsinghua University (China)

4 The Hong Kong University of Science and Technology

5 The University of Hong Kong (Hong Kong)

6 Seoul National University (Korea)

7 Kyoto University (Japan)

8 The University of Tokyo (Japan)

9 Peking University (China)

10 Korea Advanced Institute of Science & Technology

ASIAN UNIVERSITY RANKINGS 2015

Is our HE system still effective to prepare graduates for ASEAN Community?

Current Students Are Not Trained to….

• Challenge known facts • Embrace unknowns• Identify problems• See issues in a holistic

& integrated manner• Be creative & innovative• Be team players• Be active learner• Enhance critical thinking,

reasoning, problem-solving

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ความรตงแตสรางโลก จนถงเมอกลางศตวรรษท 20

ความรตงแตกลางศตวรรษท 20 จนถงปจจบน

0-1950

1951-2012

KNOWLEDGE EXPLOSION

โลกของการเรยนรท เปลยนไป

ความรใหมบางอยาง ลบลางความร ความเขาใจ ความเชอเดม

????

ความร จงมวนลาสมยได

ความรมอายใชงาน (Shelf-life)

Subjects Life Cycle are shorter.

“ Information can be found on:

Anything

Anywhere

Anytime

What….if ?

จะเกดอะไรขนกบคณภาพคนไทยในปจจบน

ถา….เราไม….คดทจะหาความรใหม ๆ

จะเกดอะไรขนกบการพฒนาประเทศ

ถา..ครอยางพวกเราไมคดจะหาวธการถายทอดความรของเรา

....ใหไดผลดขน

Once Upon a Time………

Higher education is education for

human development...

HE makes human be a scholar (educated person)...

need scholars with specific

knowledge and skills

(professional) to work ...

then………

The WORLD is Changing.

Our World is shifting…….• Increased global competition

• Decreased resources

• Rise of alternative higher education institutions

• Growing political intervention and managerialism

• Emphasis of performance-based outcomes

• Escalating focus on research outcome

21st Century (cont'd)

• ขนกบ ความสามารถในการใชเทคโนโลยสารสนเทศ• ขนกบ ความสามารถในการใชภาษา• ขนกบ ความสามารถของเครองมอและเทคโนโลย• ขนกบ นสยใฝร / การบรหารจดการเวลาเพอเรยนร• ขนกบ แนวคดในการแกปญหาทใชความรเปนฐาน

critical thinking

โลกของการเรยนรทเปลยนไป

21st Century - Any Differences?

“The way teachers teach their students

is the way they were taught.”

The Forces of Change

The Knowledge ExplosionGlobalizationThe High Performance WorkplaceDiversityAccelerating Technological ChangeNonlinear Knowledge Transfer

The Age of Knowledge

Changing Societal NeedsFinancial ImperativesTechnology DriversMarket Forces

The Themes of Our Times

•The exponential growth of new knowledge.

•The globalization of commerce and culture.

•The lifelong educational needs of citizens in a knowledge-driven, global economy.

•The increasing diversity of our population and the growing needs of underserved communities.

The Themes of Our Times

•The impact of new technologies that evolve at exponential rates (e.g., info, bio, and nanotechnology).

•The compressed timescales and nonlinear nature of the transfer of knowledge from campus laboratories into the commercial marketplace.

Problem………

19th century educational modelapplied to a 21st century environment

For survival, learning must be greaterthan, or at least equal to, the rate of change in the environment

We cannot teach them everything.

... is the vehicle

driving STUDENT

LEARNING.

When the wind blows,

some build walls,

others build windmills.

Hawkin and Winter, 1997

Change

Content is

the king ...

Knowledge transfer station ...

Education1.0 ...Teaching in the 20th Century

TeacherStudents

Knowledge

Teacher disseminates

knowledge in class...

Vitamin Cs

Students need more vitamin C

1. Competency 2.

Critical thinking

3.

Creativity

4. Communication

5. Computing-Language

Literacy

6. Career Reliance

7. Collaboration,

teamwork

8. Captain / Leadership

9.

Cross cultural Understanding

+ 3R- Reading - (W)Riting- (A)Rithmetics

Typical Delivery Program

• Content delineated• Encapsulated• Detached from the ‘real life’ situation

we teach them to memorize the facts…

Results

• Passive and safe learners

• Rote learning

• Silo vision

• Dependent on teachers

Shifting from………

“Hand On”

“Exploring”

“Constructing”

COMPETENCE

Such student performance is called

Learning Outcome

1. From hierarchy to network2. From informative/formative to transformative

learning3. 6 “Beyonds” (David Perkins):

• Beyond contents• Beyond local• Beyond topics• Beyond the traditional disciplines• Beyond discrete disciplines• Beyond prescribed studies

Changing Social Values and Demands

Three Generation of Reform

InstructionalScientific

curriculum

Problem-based

learning

Competencydriven:

local-global

Institutional University-based

Academic centers

Society & Workplace

systems

Science based

Problem-based

Systems-based1900 2000+

• มอสระทจะเลอกสงทตนพอใจ• ตองการดดแปลงสงตางๆ ใหตรงกบความพอใจและความตองการของตน

• ตรวจสอบหาความจรงเบองหลง• เปนตวของตวเอง และสรางปฏสมพนธกบผอน• ความสนกสนานและการเลนเปนสวนหนงของงาน• ความรวมมอและความสมพนธเปนสวนหนงของทกกจกรรม

• ตองการความเรวในการสอสาร การหาขอมลและตอบค าถาม

นกศกษาแหงศตวรรษท ๒๑

Four Pillars of Education

Core Skills in 21st Century

• ไมท าตนเปน “ผร” ไมตอบค าถามศษย ทถามเนอความร

• ท าตนเปน “ผไมร” เนนตงค าถาม ใหศษยคนควา หรอทดลองปฏบตเพอหาค าตอบเอง

• ทาทาย กระตน ใหศษยเกดความใครร และขวนขวายอดทนหาค าตอบ/ทกษะ เอง

อดมการณครแหงศตวรรษท ๒๑

Teacher as coach

and facilitator

The 21st century teachers perform various roles which are very different from the traditional or classic educator

21st

Century Teacher

Collaborator

Model

Adaptor

Visionary

Leader

Risk Taker

Communicator

Learner

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Curriculum

Subjects to LectureTo get the

degree,

How can Graduates SURVIVE ?

Digital Age

Only Subjects Can't

LIFEEducation for

• Mission and Purpose

• Teaching and learning structures

• Nature of roles

• Productivity/Funding

• Criteria for success

• Learning Theory

Robert B. Barr & John Tagg

Teaching Paradigm Learning Paradigm

• Provide/deliver instruction

• Transfer knowledge from faculty to students

• Achieve access for diverse students

• Offer courses and programs

Teaching Paradigm Learning Paradigm

Mission and Purpose• Produce learning/improve

outcome

• Elicit student discovery and construction of knowledge

• Achieve success for diverse students

• Create powerful learning environments and supports

• Time held constant, learning varies

• Covering material

• Degree equals accumulated credit hours

• Independent disciplines, departments

• Timetables may be a way of controlling teaching

Teaching Paradigm Learning Paradigm

Teaching/Learning Structures• Learning held constant,

time varies

• Specific learning results

• Degree equals demonstrated knowledge and skills

• Cross disciplinary/ department collaboration for interleaving

• Timetables may be a way of encouraging learning

• Faculty deliver content in lectures, labs and seminars

• Staff serve/support faculty and the instruction process

• Teachers classify and sort students

• Any expert can teach

Teaching Paradigm Learning Paradigm

Nature of Roles• Faculty design learning

environment and methods

• All staff are educators who produce student success

• Teachers develop every student’s talent/ competencies

• Empowering learning is challenging and complex

• Productivity: cost per hour of instruction per student

• Funding based on hours of instruction

Teaching Paradigm Learning Paradigm

Productivity/Funding• Productivity: cost per unit

of learning per student

• Funding based on learning outcomes

• Input measures and resource

• Quality of entering students

• Curriculum development/ expansion

• Quality of faculty and instruction

• Assessment of learning

Teaching Paradigm Learning Paradigm

Criteria for Success• Learning and student-

success outcomes

• Quality of exiting students

• Learning technologies development/expansion

• Quality of students and learning

• Assessment for learning

• Knowledge exists “out there” and comes in “chunks” delivered by instructors

• Talent and ability are rare

• Classroom/lab are competitive/individualistic

• “Live” teacher and “live” student is required

Teaching Paradigm Learning Paradigm

Learning Theories• Knowledge exists in

learners’ individual minds and is constructed, created, “gotten”

• Talent and ability are abundant

• Learning environment is collaborative/supportive

• Active learner (not “live” student) required

Traditional Classroom

Instructor and students A stage approach to

lecturing Passive classroom Instructor centric

Learning and teaching Instructor as the facilitator for

student learning High engaged learning

environment/Active and collaborative classroom

Student centric and personalized learning environment

“Learning” Classroom

Learning in 21st Century• Authentic learning

• Mental model building

• Internal motivation

• Multiple intelligences

• Social learning

Level Objectives Outcome

Informative • Information• Skills

Experts

Formative • Socialization•Values

Professionals

Transformative • Leadership attributes

Change agents

Level of Learning

TransformativeLearning

Mezirow’s Definition of Learning

The process of using a prior interpretation to construe a new or a revised interpretation of the meaning of one’s experience in order to guide future action.

Transformative LearningA meta-cognitive process used to transform old assumptions and judgments into new meaning-making perspectives. (Mezirow’sTransformative Learning Theory)

It potentially leads to:

• Transformation which can occur suddenly or over time.

• Deciding for yourself what has value and what is right.

• Thinking on your own instead of operating from old habits of mind.

• Integrating deeper aspects of yourself into consciousness.

Four Levels of Transformative Learning

•Existing frames of reference

•Learning new frames of reference

•Transforming a point of view

•Transforming a habit of mind

Ten Steps in the TL Model• A disorienting dilemma • Self-examination • A critical assessment of assumption • Recognition that one's discontent and process of

transformation are shared and that others have negotiated a similar change

• Exploration of options for new roles, relationships, and actions

• Planning of a course of action

• Acquisition of knowledge and skills for implementing one's plans

• Provisionally trying out new roles • Building of competence and self-confidence in new

roles and relationships • A reintegration of new assumption into one's life on

the basis of conditions dictated by one's new perspective.

Ten Steps in the TL Model

• It is only in the outcome of a learning experience that we can distinguish between a non-transformative learning experience and a transformative one.

• They are transformative when there is a radical change in one’s cognitive, emotional, and/or spiritual way of being.

Transformative Learning

• What factors contribute to transformational learning?

• What challenges arise for the instructor who teaches in transformational learning environments?

Fundamental Questions

• Transformative learning can be promoted in the classroom by using any strategy, activity, or resource.

• Readings from different perspectives, field experiences, videos, role plays, simulations, and asking challenging questions all have the potential to lead to transformative learning.

How to Promote TL

• Students' life experiences A starting point for transformational learning

• Critical reflection, Distinguishing characteristic of adult learning, and saw it as the vehicle by which one questions the validity of his world-view

• Rational discourse A catalyst for transformation, as it induced the various participants to explore the depth and meaning of their various world-views

What factors contribute to TL?

Encourage students to reflect on and share their feelings and thoughts in class

Be holistically oriented, aware of body, mind, and spirit in the learning process

Become transcendent of his own beliefs and accepting of others' beliefs

Cultivate awareness of alternate ways of learning

Instructor Roles in TL

Establish an environment characterized by trust and care

Facilitate sensitive relationships among the participants

Demonstrate ability to serve as an experienced mentor reflecting on his own journey

Help students question reality in ways that promote shifts in their worldview

Instructor Roles in TL

Be free to determine their own reality, as opposed to social realities defined by others or by cultural institutions

Be ready for and open to change

Those with a wider variety of life experiences, including prior stressful life events, are likely to experience more transformation.

Cultivate the ability to transcend past contexts of learning and experience

Student Characteristics in TL

Be willing and able to integrate critical reflection into their school work and personal life.

Be able to access both rational and affective mental functioning.

Have sufficient maturity to deal with paradigm shifts and material which differs from their current beliefs

Student Characteristics in TL

learn to transform

prior interpretation

new/revised personal interpretation

Multiple

Intelligences

Top Education Technology Trends

• The need to develop cultures of innovation

• Increasing collaboration between institutions

• Possibilities of assessment and measurement

• Proliferation of open educational resources

• Increase in blended learning

• Redesigning learning spaces

Things to Remember

• Education is not about the transmission of information, but the transformation of our learners

•This requires a transformative learning environment, which cannot help but transform us as faculty as it transforms our students

Things to Remember

• Focus on assessment for learning, assessment in learning, balancing support and challenge. Faculty development is the key.

• The goal of education is improved well-being for individuals, society and population