Education challenge learning capability
2 likes7,893 views
The document discusses the evolving landscape of education and learning, emphasizing the importance of digital competence, personalized learning, and the integration of various teaching methodologies. It highlights the need for self-directed learning and the role of educators in facilitating knowledge construction through collaborative and experiential approaches. The text also underscores the significance of soft skills and adaptability in a rapidly changing society.
![L=P+Q
• L stands for Learning
• P stands for Programmed Knowledge
• Q stands for Questioning Insight
[INSERT YOUR
LOGO HERE]](https://image.slidesharecdn.com/educationchallengelearningcapability-131031010718-phpapp02/85/Education-challenge-learning-capability-37-320.jpg)
![Kolb’s learning cycle
[INSERT YOUR
LOGO HERE]](https://image.slidesharecdn.com/educationchallengelearningcapability-131031010718-phpapp02/85/Education-challenge-learning-capability-38-320.jpg)
![Volunteer Coaching…
resourceful
[INSERT YOUR
LOGO HERE]](https://image.slidesharecdn.com/educationchallengelearningcapability-131031010718-phpapp02/85/Education-challenge-learning-capability-39-320.jpg)
Education challenge learning capability
- 1. Learning Capability (Language, Learning, Leadership and communication) Kresnayana Yahya L/O/G/O
- 2. From Talk to Action
- 3. Parenting the youth cc Steve Wheeler, University of Plymouth, 2010 The pace of change is accelerating 3
- 4. ~ W. B. Yeats www.preservefortlouis.org Parenting the youth 4 cc Steve Wheeler, University of Plymouth, 2010 Education is not the filling of a pail, but the lighting of a fire.
- 5. Trends in Education Apprenticeship model Parenting the youth © Steve Wheeler, University of Plymouth, 2010 Just for me 5
- 6. Trends in Education Apprenticeship model Just in case Parenting the youth © Steve Wheeler, University of Plymouth, 2010 Just for me Standard Curriculum 6
- 7. Trends in Education Apprenticeship model Just in case Bespoke Curriculum © Steve Wheeler, University of Plymouth, 2010 Just for me Standard Curriculum Just in time Parenting the youth 7
- 8. Trends in Education Apprenticeship model Just in case Bespoke Curriculum © Steve Wheeler, University of Plymouth, 2010 Just for me Standard Curriculum Just in time Personalised Learning Parenting the youth Just for me 8
- 9. Trends in Education Apprenticeship model Just in case Bespoke Curriculum © Steve Wheeler, University of Plymouth, 2010 Just for me Standard Curriculum Just in time Personalised Learning Just for me Personal Learning Environment Parenting the youth 9
- 10. cc Steve Wheeler, University of Plymouth, 2010 “It's not what you know that counts anymore. It's what you can learn.” – Don Tapscott Parenting the youth 10 http://www.nationalpost.com
- 12. Society Digital Strategy Digital Connectivity Digital Participation Public Service Delivery Society is well positioned to take full advantage of all the opportunities of the digital age Digital Economy
- 13. Connectivity • 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
- 14. Strengths and Opportunities Strengths and Opportunities Telehealth Big data Big data Cloud Gaming
- 15. Smart Communities Smart Systems of a Image courtesy of Telefonica UK m2m
- 17. Information Literacy Umbrella Patrica Senn Breivik.
- 18. Definitions IL 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.
- 19. Information literate person Recognizes the need for information Uses and presents information Develops successful search strategies Processes information Organizes information Identifies sources of information IL PERSON Evaluates information and sources Accesses sources of information
- 20. “The relationship between learning outcomes and competences is a complex area – the subject of some debate and no little confusion”. (Adam, 2004) 20
- 21. 21
- 22. 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) 22
- 23. Examples of Generic Competences SAARD (Self-Assessment of All-Round Development Questionnaire Research project identified 14 generic competencies: Communication Creative thinking Critical thinking Cultural Appreciation Emotional Intelligence and Psychological wellness. Entrepreneurship Global outlook Healthy lifestyle Interpersonal Effectiveness Leadership Life-Long Learning Problem Solving Social and National Responsibility Teamwork 23
- 24. Trend masa depan • Self learning and learning improvements akan menjadi bagian utama dari Life Improvements • Learning activities akan terjadi karena dorongan kebutuhan dan tekanan perubahan yang cepat dan radikal • Knowledge base activity akan makin dominan • Cycle of change, cycle of Improvement makin pendek
- 25. Benefits for learning: explicit or implicit knowledge? Negative evidence & cognitive comparison (L1: Farrar, Nelson....) Noticing Incorporation & (Schmidt) Introspection Testing hypothesis, pushed output (Lyster) explicit?? Positive evidence & enhanced input (L2: Leeman, McDonough, Doughty) Repeated processing Structural priming & Recasts held gains Pre-post-test in memory implicit?? Memory trace, frequency tallying
- 27. What is the hidden curriculum? curriculum What is taught After: Snyder, B R (1971). The Hidden Curriculum. USA, MIT Press. What is learned
- 28. What is the hidden curriculum? curriculum designers Intended curriculum teachers Curriculum in use learners Received curriculum
- 29. 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
- 30. Alignment Within Courses Design Backward Intended Learning Outcomes of the Lesson Deliver Forward Intended Learning Outcomes of the Unit Intended Learning Outcomes of the Course
- 31. Alignment Between Course Outcomes and Institutional Outcomes Design Backward Intended Learning Outcomes of the Lesson Deliver Forward Intended Learning Outcomes of the Unit Intended Learning Outcomes of the Course Intended Learning Outcomes of the Academic Program Intended Learning Outcomes of the Institution
- 33. Innovation, Integration and Leadership Development through a Peer Coaching Process
- 34. Levels of Reflection What we see and do Mindsets Ø Pre-conceptions Ø Beliefs Ø Assumptions Ø Frame
- 35. Waterline Action Learning Framework Action Situation Frame Reframe Explore
- 36. Learning informs action and action informs learning. Action Learning
- 37. L=P+Q • L stands for Learning • P stands for Programmed Knowledge • Q stands for Questioning Insight [INSERT YOUR LOGO HERE]
- 38. Kolb’s learning cycle [INSERT YOUR LOGO HERE]
- 40. 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.
- 41. 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
- 42. Examples of Constructivist Content • Causes of WWII • The strengths and weaknesses of Democracy • How technology fosters collaboration • The effects of global warming
- 43. Now, an activity
- 44. 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
- 46. 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.
- 47. Knowledge is meaning making, Learning occurs not as students take in mathematical knowledge in readymade pieces but as they build up mathematical meaning on the basis of their experience in the classroom. Yackel, Wood, Merkel, Clements, Battista (1990)
- 48. To change the world, emphasise learning by doing The ‘net’ for the ball
- 49. … by collaborating Measuring circumference
- 50. …sharing ideas, experiences, expertise. Measuring, recording, analysing, understanding
- 52. 52
- 53. Tantangan masa depan • • • • • Learn How to Learn Life long learning Proficiency in Communication Multi Language Membangun Leadership
- 54. Mental Resources ¢Technology ¢Information ¢Knowledge ¢Creativity “Unlike material resources, information & knowledge are not lost Harlan when you give them away.” Cleveland kresnayana yahya, pengembangan statistik, semarang 14 september 2013 54
- 55. Internet as Mental Organization ¢ Internet multiplies human capabilities & extends social organization 1000-fold Global social networking l Global access to information l Global free communication l Global transactions l ¢ The potential impact on productivity of resources & quality of life is incalculable kresnayana yahya, pengembangan statistik, semarang 14 september 2013 55
- 56. Psychological Resources ¢ Rising expectations ¢ Skills & capacities ¢ Culture ¢ Values ¢ Trust kresnayana yahya, pengembangan statistik, semarang 14 september 2013 56
- 58. Key Qualifications “Softskills“ Language skills Presentation Communcation Intercultural Competence Social corporate responsibility Conflict Management Assessment Center Parenting the youth Diversity Management 58
- 59. 4R • reading • writing • arithmetic • responsibility Parenting the youth 59
- 61. 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 Parenting the youth 61
- 62. 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 62
- 64. Why Do We Care? Ability PERFORMANCE Motivation Opportunity Performance = f (Ability, Motivation, Opportunity) 64
- 65. kresnayana yahya, pengembangan statistik, semarang 14 september 2013 65