Education challenge learning capability

L/O/G/O

Kresnayana Yahya

Learning Capability(Language, Learning, Leadership and communication)

From Talk to Action

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The pace of change is accelerating

Parenting the youth 3

Education is not the filling of a pail, but the lighting of a fire.

~ W. B. Yeatswww.preservefortlouis.org

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Trends in Education

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010Just for me Apprenticeship model


Trends in Education

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Just in case Standard Curriculum

Just for me Apprenticeship model


Trends in Education

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Just in case

Just in time

Standard Curriculum

Bespoke Curriculum



Trends in Education

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Just in case

Just in time

Just for me


Standard Curriculum

Bespoke Curriculum

Personalised Learning


Trends in Education

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Just in case

Just in time

Just for me


Standard Curriculum

Bespoke Curriculum

Personalised Learning

Personal Learning EnvironmentParenting the youth 9

“It's not what you know that counts anymore. It's what you can learn.”

– Don Tapscott

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http://www.nationalpost.comParenting the youth 10

A Digital Vision for

Society

Digital Participation

Public Service Delivery

Digital Economy

Digital Connectivity

Society is well positioned to take

full advantage of all the opportunities of

the digital age

Society Digital Strategy

Presenter

Presentation Notes

• By 2020, a future-proofed infrastructure that supports any device, anywhere, anytime connectivity

• A longer term plan with the right mechanisms, partnerships and commercial models in place

• Delivered in a sustainable way and in partnership with industry

Connectivity

Strengths and OpportunitiesStrengths and Opportunities

Big data

Gaming

Cloud

Big data Telehealth

m2mof a

Smart CommunitiesSmart Systems

Image courtesy of Telefonica UK


Information Literacy Umbrella

Patrica Senn Breivik.

DefinitionsIL cover the following experiences: n the use of information technology;n the use of information sources; n executing a process; n controlling information for retrieval; n gaining knowledge; n extending knowledge; n gaining wisdom.

Bruce, C. S. (1997). The seven faces of information literacy. Adelaide: Auslib Press.

Recognizes the need for information Identifies

sources of information

Develops successful search strategies

Accesses sources of information

IL PERSON

Evaluates information and sources

Organizes information

Processes information

Uses and presents information

Information literate person

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“The relationship between learning outcomes and competences is a

complex area – the subject of some debate and no little confusion”.

(Adam, 2004)

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Assessment of Generic Competences

“Some competences are poorly defined so that an analysis of them is somewhat difficult….This lack of precision makes analysis and critical evaluation difficult” (Boni and Lozano, 2007)

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Examples of Generic Competences

CommunicationCreative thinkingCritical thinkingCultural AppreciationEmotional Intelligence and Psychological wellness.EntrepreneurshipGlobal outlook

Healthy lifestyleInterpersonal EffectivenessLeadershipLife-Long LearningProblem SolvingSocial and National ResponsibilityTeamwork

SAARD (Self-Assessment of All-Round Development QuestionnaireResearch project identified 14 generic competencies:

Trend masa depan

• Self learning and learning improvements akanmenjadi bagian utama dari Life Improvements

• Learning activities akan terjadi karenadorongan kebutuhan dan tekanan perubahanyang cepat dan radikal

• Knowledge base activity akan makin dominan• Cycle of change, cycle of Improvement makin

pendek

Benefits for learning: explicit or implicit knowledge?

Recasts

Negative evidence & cognitivecomparison

(L1: Farrar, Nelson....)

Noticing(Schmidt)

Testing hypothesis,pushed output

(Lyster)

Positive evidence& enhanced input

(L2: Leeman, McDonough, Doughty)

Repeated processingheld in memory

Memory trace,frequency tallying

explicit??

implicit??

Incorporation &Introspection

Structural priming &Pre-post-test gains

Exploring Hidden Curriculum

What is the hidden curriculum?

curriculum

What is taught What is learned

After: Snyder, B R (1971). The Hidden Curriculum. USA, MIT Press.

What is the hidden curriculum?

Intendedcurriculum

Curriculumin use

Receivedcurriculum

curriculum designers

teachers learners

Does it drives Action

• Hidden curriculum to motivate action learning• How to motivate self learning• How to drive action and deepening knowledge• Society has to be supporting• Family and self inisiative becomes important

IntendedLearning

Outcomes ofthe Lesson

IntendedLearning

Outcomes ofthe Unit

IntendedLearning

Outcomes ofthe Course

Deliver Forward

Design Backward

Alignment Within Courses

IntendedLearning

Outcomes ofthe Lesson

IntendedLearning

Outcomes ofthe Unit

IntendedLearning

Outcomes ofthe Course

IntendedLearning

Outcomes ofthe Academic

Program

IntendedLearning

Outcomes ofthe Institution

Deliver Forward

Design Backward

Alignment Between Course Outcomesand Institutional Outcomes

Action based learning

Innovation, Integration and Leadership Development through a Peer Coaching

Process

Levels of ReflectionWhat we see and do

MindsetsØ Pre-conceptions

Ø BeliefsØ AssumptionsØ Frame

Presenter

Presentation Notes

To get below the waterline, we can’t just tell someone what to do. That is as effective as a New Year’s resolution. Years ago, a manager of a self-directed team…

Waterline Action Learning Framework

Situation

Frame

Explore

Reframe

Action

Presenter

Presentation Notes

(border coliie and find one other example) Whether it’s for individual or team learning, this five step process is most powerful in adult learning. Identify an Issue In the WAL framework, the learning process starts with a focus issue. It might be a current issue, a project, an event, a work challenge. The first step is to understand what is known about the issue or situation. The process starts with questions to clarify the current state and understand the background, what has happened and what has been done on the issue so far. Understand Your Current Frame The first “dive” under the waterline is get clearer about why we see the issue the way we see it. We see our issues and challenges in a particular way based on our past experiences and the assumptions we have developed as a result of those experiences.. In order to do that, we need to examine how we are looking at the issue, our feelings and the assumptions we hold about what works and what does not work. Find New Perspectives The next phase is to explore new ways to understand your work issue, discovering other perspectives and different ways to interpret what is going on. We search for blind spots in our understanding of the issue and discover other ways we might interpret what is occurring. The “aha’s” that occur at this phase may be big or small, but they are critical to uncovering the creative possibilities for action on the issue. Reframe With new insights discovered, you identify what you have learned and how this new perspective might shift your approach on the issue. You, the learner, are in charge of this step. The questions at this step include: Of what we have discussed, what has had the most impact for you? What new insights have you discovered about your situation? Take Strategic Action The final step of the Waterline process is to take action. This is where insights are translated into new actions on the issue. You identify a small number of specific next steps that can be completed in the period of time established before the next meeting. It is important that these actions are doable, represent movement on the new insight and are yours to do, not something someone else needs to do. At this step we are back above the waterline, ready to test new behaviors and actions on the job.

Learning informs action and action informs learning.

Action

Learning

Presenter

Presentation Notes

Action Learning is a continuous cycle. Action informs our learning and Learning informs our action. Note how this is different from the more linear image of plan, then implement This approach to learning has been used in the UK and Europe over the past 40 years. Reg Revans, a Cambridge physicist was the first to codify this process. (Marquardt book has a good history section if you need more background.)

[INSERT YOURLOGO HERE]

L = P + Q

• L stands for Learning• P stands for Programmed Knowledge• Q stands for Questioning Insight


Kolb’s learning cycle


Volunteer Coaching…

resourceful

Constructivist Learning

• Knowledge is a function of how the individual creates meaning from his or her own experiences (Ertmer, p. 9)

• Meaning is created rather than acquired.

• Content knowledge is embedded in the context in which it is used.

Constructivist Instruction Cont.

• Teacher role: Acts as a guide and facilitator; collaborative resource as students explore topics

• Student role: Collaborate; develop competence; may learn different material

• Curriculum: Based on projects that foster higher level and lower level skills at the same time

• Learning Goals: Stated in terms of growth from where the student began; work independently and with groups

• Types of Activities: Group projects, hand-on exploration; product development

• Assessment: Performance tests and products (ex. Portfolios); quality measured by rubrics and checklists; measure may differ among students

Examples of Constructivist Content

• Causes of WWII

• The strengths and weaknesses of Democracy

• How technology fosters collaboration

• The effects of global warming

Now, an activity

The Learner Must Construct Knowledge

• Is Constructivism:• A theory of learning• Or a theory of teaching?

• Is Lecturing Compatible with Constructivism?• It is if the student is activity processing the lecture,

and constructing meaning from it.• Are Student-Centered Approaches More

Likely to Assure Knowledge Construction?• Maybe so

Presenter

Presentation Notes

Spring 04 Constructivism is an idea that is meant to have broad applicability to teaching and learning. Construction – one piece is deliberately connected to another; active building Constructivism: Learners do not receive information passively, rather learners are doing the work of putting together pieces to create a larger idea. A learner is active. Confusion about Constructivism, because people see it as an approach to learning. It is actually a philosophy of learning. It is an epistemology; a statement about the way that knowledge comes about. It rejects a passive orientation to learning. It’s an important idea, but it is not really a unified idea. Different views about constructivism: Individual constructivism – goes on in the mind Social constructivism – social level Idealism – primary reality that resides in our minds; our world is a mental world Most philosophers would say that we don’t have access to the external world. We only have access to our thoughts. (Form of Idealism) We are active constructors of our world. Radical Idealist – don’t know of world outside of mind Degrees of constructivists Implications for education: Encourage students to work toward understanding; in process of learning, they should be doing some thinking Reasoning is part of the constructivist process

Experiential Learning Model

Constructivism…

A theory about knowledge and learning…. Describes what “knowing” is and how one “comes to know”.Describes knowledge as temporary, developmental, nonobjective, internally constructed, and socially and culturally mediated.Learning a self-regulatory process of struggling with the conflict between existing personal models of the world and discrepant new insights, constructing new representations and models of reality as a human meaning-making venture with culturally developed tools and symbols, and further negotiating such meaning through cooperative social activity, discourse and debate. Fosnot, 1996:ix.Knowledge is not passively received but actively built up by the cognizing subject. Von Glasersfeld, 1989.

Knowledge is meaning making,

Learning occurs not as students take in mathematical knowledge in ready-made pieces but as they build up mathematical meaning on the basis of their experience in the classroom.

Yackel, Wood, Merkel, Clements, Battista (1990)

To change the world, emphasise learning by doing

The ‘net’ for the ball

… by collaborating

Measuring circumference

…sharing ideas, experiences, expertise.

Measuring, recording, analysing, understanding

Effective Learning environments

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Tantangan masa depan

• Learn How to Learn• Life long learning• Proficiency in Communication• Multi Language • Membangun Leadership

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Mental Resources

¢Technology¢Information¢Knowledge¢Creativity

“Unlike material resources, information & knowledge are not lost when you give them away.” Harlan Cleveland

kresnayana yahya, pengembangan statistik, semarang 14 september 2013

Presenter

Presentation Notes

Technological resources have made it possible since 1980 to increase the world’s proven and economically accessible oil reserves by 50%, while reducing the finding cost by nearly 75%. Increasing the input of higher resources also makes it possible to more efficiently utilize the available material resources. Metal consumption in cars Information As a society develops to higher levels, non-material resources play an increasingly important role as factors of production. This principle is embodied in the concept of the Information Age, an era in which access to information has become a valuable input and precious resource for improving the quality of decisions and the productivity of activities. One characteristic of information is that it is not consumed by being distributed or utilized, thus it is inexhaustible. Access to information now enables investors to move financial resources around the world instantaneously in search of higher returns. The increasing contribution of higher, non-material resources helps explain how many societies continue to expand productivity on a limited physical resource base.

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Internet as Mental Organization

¢ Internet multiplies human capabilities & extends social organization 1000-foldl Global social networking l Global access to informationl Global free communicationl Global transactions

¢ The potential impact on productivity of resources & quality of life is incalculable


Presenter

Presentation Notes

Internet Web Conferences for five people saves one month of travel Multiplies human productivity exponentially

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Psychological Resources

¢Rising expectations¢Skills & capacities¢Culture¢Values ¢Trust


Presenter

Presentation Notes

Money is based on trust


Language skills

Assessment Center

Social corporateresponsibility

Presentation

Conflict Management

Diversity Management

Intercultural CompetenceCommuncation

Key Qualifications“Softskills“


• reading • writing• arithmetic • responsibility

4 R


engage

empower

extend

embed

enhanceenrich

exchangee-learning?

enthuse

entertain

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The ‘New’ Teacher?

• ‘unlearn’• collaboration in the time of competition• find ways to cater to individual learning

habits and strategies as never before.• Exchange ideas with creative and

relevant problems -solutions


The ‘New’ Teacher

• helps learners construct knowledge for themselves

• encourages multiple perspectives• uses multiple ICT tools rather than only the

printed text• promotes creative and innovative thinking

over memorisation

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Kemampuan Kerjasama

T E A M W O R K63

Why Do We Care?

OpportunityMotivation

Performance = f (Ability, Motivation, Opportunity)

Ability

PERFORMANCE

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kresnayana yahya, pengembangan statistik, semarang 14 september 2013 65