education challenge learning capability
DESCRIPTION
Pengembangan pendidikan mengarah pada personalized learning. Design process pendidikan makin lama harus mengikuti tuntutan jaman, serta mendorong self learning yang makin kuat dan pilihan life long learning yang makin mandiri.TRANSCRIPT
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L/O/G/O
Kresnayana Yahya
Learning Capability(Language, Learning, Leadership and communication)
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From Talk to Action
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The pace of change is accelerating
Parenting the youth 3
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Education is not the filling of a pail, but the lighting of a fire.
~ W. B. Yeatswww.preservefortlouis.org
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Parenting the youth 4
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Trends in Education
© S
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Parenting the youth 5
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Trends in Education
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Just in case Standard Curriculum
Just for me Apprenticeship model
Parenting the youth 6
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Trends in Education
© S
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Just in case
Just in time
Standard Curriculum
Bespoke Curriculum
Just for me Apprenticeship model
Parenting the youth 7
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Trends in Education
© S
teve
Whe
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Just in case
Just in time
Just for me
Just for me Apprenticeship model
Standard Curriculum
Bespoke Curriculum
Personalised Learning
Parenting the youth 8
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Trends in Education
© S
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Whe
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Just in case
Just in time
Just for me
Just for me Apprenticeship model
Standard Curriculum
Bespoke Curriculum
Personalised Learning
Personal Learning EnvironmentParenting the youth 9
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“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
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A Digital Vision for
Society
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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
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• 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
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Strengths and OpportunitiesStrengths and Opportunities
Big data
Gaming
Cloud
Big data Telehealth
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m2mof a
Smart CommunitiesSmart Systems
Image courtesy of Telefonica UK
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Parenting the youth 16
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Information Literacy Umbrella
Patrica Senn Breivik.
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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.
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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:
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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
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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
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Exploring Hidden Curriculum
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What is the hidden curriculum?
curriculum
What is taught What is learned
After: Snyder, B R (1971). The Hidden Curriculum. USA, MIT Press.
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What is the hidden curriculum?
Intendedcurriculum
Curriculumin use
Receivedcurriculum
curriculum designers
teachers learners
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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
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IntendedLearning
Outcomes ofthe Lesson
IntendedLearning
Outcomes ofthe Unit
IntendedLearning
Outcomes ofthe Course
Deliver Forward
Design Backward
Alignment Within Courses
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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
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Action based learning
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Innovation, Integration and Leadership Development through a Peer Coaching
Process
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Levels of ReflectionWhat we see and do
MindsetsØ Pre-conceptions
Ø BeliefsØ AssumptionsØ Frame
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Waterline Action Learning Framework
Situation
Frame
Explore
Reframe
Action
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Learning informs action and action informs learning.
Action
Learning
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[INSERT YOURLOGO HERE]
L = P + Q
• L stands for Learning• P stands for Programmed Knowledge• Q stands for Questioning Insight
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[INSERT YOURLOGO HERE]
Kolb’s learning cycle
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[INSERT YOURLOGO HERE]
Volunteer Coaching…
resourceful
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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.
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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
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Examples of Constructivist Content
• Causes of WWII
• The strengths and weaknesses of Democracy
• How technology fosters collaboration
• The effects of global warming
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Now, an activity
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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
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Experiential Learning Model
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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.
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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)
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To change the world, emphasise learning by doing
The ‘net’ for the ball
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… by collaborating
Measuring circumference
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…sharing ideas, experiences, expertise.
Measuring, recording, analysing, understanding
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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
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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
kresnayana yahya, pengembangan statistik, semarang 14 september 2013
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Psychological Resources
¢Rising expectations¢Skills & capacities¢Culture¢Values ¢Trust
kresnayana yahya, pengembangan statistik, semarang 14 september 2013
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Parenting the youth 57
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Language skills
Assessment Center
Social corporateresponsibility
Presentation
Conflict Management
Diversity Management
Intercultural CompetenceCommuncation
Key Qualifications“Softskills“
Parenting the youth 58
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• reading • writing• arithmetic • responsibility
4 R
Parenting the youth 59
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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
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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
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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