SMARTeduUM fostering authentic learning

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Learning to
Raja Maznah Academic Development Centre
ICTL 2008, 7 april 2008
Producing Leaders Since 1905
www.um.edu.my
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Learning to
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• About this presentation
• Making public my teaching
• Reflecting on my use of PoEIT (Pedagogy of
  Engagement Integrating Technology
• Sharing of PLEaSE (Personalised Learning
  Environment and Student Engagement) experience
• Getting feedback from my peers

SoTL
Scholarship of Teaching and Learning
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Learning to

• Agenda
• Personalized learning
• Engaging learners
• Action research

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PLEaSE allow learning to happen

• Teaching is more difficult than learning because
  what teaching calls for is this to let learn.
• The real teacher, in fact, lets nothing else be
  learned than learning
• The teacher is ahead of his apprentices in this
  alone, that he has still far more to learn than
  they
• he has to learn to let them learn (Heidegger,
  1972, p.15)
• The teacher has to learn what it is to learn to
  let others learn (Greene, 2001, p. 83)

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I never teach my pupils, I only attempt to
provide the conditions in which they can learn -
Albert Einstein
Personalised Leanring Environment and Student
Engagement
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My learning to let others learn

• Action research on my courses
• Reflection on my practice
• Learning new tools from colleagues and students
  (mostly)
• Learning together with students exploring the
  exciting new tools through project-based learning

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21st Century Skills

• Skills in areas such as global literacy and
  critical thinking skills help prepare students to
  succeed in today's digital economy.
• Today's employers want graduates who can
  communicate effectively, think critically, solve
  problems, and work as part of a team
• in short, graduates who are well versed in
  collaborative learning environments.
• Whether you call it project-based or
  collaborative learning, it's a strategy that a
  growing number of educators are employing in
  their classrooms--and with growing success.

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Soft Skills
Communication Critical thinking Team
work Leadership Ethics and values Entrepreneurship
Life long learning
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Personalization

• A socially oriented idea personalization could
  operate at 5 deeply structured levels
• Providing more customer friendly services
• Giving people more say in navigating their way
  through services
• Giving users more say over how money is spent
• Users becoming co-designers and co-produces of
  services
• Self-organization by individuals working with the
  support and advisory systems provided by
  professionals
• (Leadbeater, 2003 cited in Campbell, et al. 2007)

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5-fold framework by DfES (2004)

• Assessment for learning
• Teaching and learning strategies that stretch
  pupils
• Curriculum entitlement and choice
• Student-centred organizations
• Partneship beyond school

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Why PLEaSE

• Pedagogy of poverty assumes students dependency
  
• PLEaSE students are co-producers of learning
  and self-managed
• Co-authors of their educational scripts
• Allows individual interpretations of goals and
  value of education
• An innovation change - requires a scaffold
  care, thought, patience, intentional support

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Scaffolding to PLEaSE
Student-Centred
Peer-Asssited
Teacher-Assisted
Teacher-Directed
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Soft Skills
Communication Critical thinking Team
work Leadership Ethics and values Entrepreneurship
Life long learning
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OBJECTIVES ? engage learners in active
learning ? encourage learners in collaborative
critical learning ? re-enforce the
development of the seven soft skills ?
facilitate construction of learners own
knowledge ? explore projects based on
real-world environment
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Interactive Learning
Felder Brent (2005) Cooperative Learning
www.ncsu.edu/felder-public
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Student Engagement

• Student engagement with the learning process
• Student engagement with the object of study
• Student engagement with context of the subject of
  study
• Student engagement with the human condition
• (Bowen, 2005)

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Design Principles

• Learning is facilitated when
• Learners are engaged in solving real world
  problems
• Existing knowledge is activated
• New knowledge is demonstrated
• New knowledge is applied by the learner
• New knowledge is integrated into the learners
  world
• (Merrills First Principles, 2002)

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• Resource skills
• Interpersonal skills
• Information skills
• System skills
• Technology skills
• Basic skills
• Listening skills
• Thinking skills
• Personal qualities

PXGT 6103
Personalized Learning and Student Engagement
Skills-based
Systematic teaching learning method
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• Resource skills
• Interpersonal skills
• Information skills
• System skills
• Technology skills
• Basic skills
• Listening skills
• Thinking skills
• Personal qualities

PKEY 3101
Personalized Learning and Student Engagement
Problem-oriented Project Based Learning

• Group Products and Tasks
• Courseware developed using SMARTnotebook for use
  with IWB

Skills-based
Alternative Methods
Systematic teaching learning method

• Moodle
• Blog
• E-mail

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Learning
model
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Acquisition of Skills and Knowledge for
Humanistic e-Learning Protocols
is a proposed model of learning protocols,
involving Technology Based Learning Environments
(TeBLE) and focusing on Interpersonal
Relationships (IR) between learners and
instructors, learners and learners, as well as
learners and their learning environment. This
framework uses humanistic approaches, including
learning psychology and sociology.
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PXGT6103 - ID 4 Soft Skills Project
Method MIT Course Instructional Design and
Development No. of students 21 students / 5
groups Class meetings 10 weeks Blended learning
face 2 face online Free Online Groups
Tools (FrOGs FrOST) Yahoo, Google, Blogs,
e-mails, wiki Monitoring progress 24/7 Lecturer
Coach facilitator Students Peer coaches
mentors Output reflections process reports
group evaluations Product ID solutions, 1 group
1 ID solution for soft skills
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ID 4 Soft Skills Project

• Outcomes
• learning outcomes process products.
• 5 different products based on the types of
  clients.
• Module on Fishing 4 Job
• Module on Entrepreneurship
• Training module for lecturers on PBL
• Video on learning centre for soft skills
• A portal for soft skill knowledge management

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Figure 7 Types of instructional techniques and
theories of learning
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Ask for help and receive instructions from peers
and instructor
Through asynchronous online communication channel
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knowledge through this social interaction
afforded by the open source tools.
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Figure 1 Assignment in progress platform in
Seedwiki
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Figure 2 Links to all the groups individual
wiki pages
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Figure 3 One groups wiki assignment
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Figure 4 A wiki for links to personal blogs
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• Findings personalized learning
• Students are able to personalize their learning
  when they are give opportunities to work with
  real projects to solve real problems.
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• It (the assignment) is a real world problem.
  My group members and I have to plan on how to do
  it properly. It is not an easy task, but it
  enables us to have a critical thinking on how to
  identify and analyse problem, have a justifiable
  evaluation and find ideas for alternative
  solution. (Student MP)
• I like the idea of personalizing the project
  by having own yahoo group for each group (Student
  DU).

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• Findings knowledge creation
• By engaging in the PoPBL students were able to
  actively participate in creating knowledge and
  managing their learning using technology.
• since most of the classmates are working
  adults, using online groupware (Google group) is
  one of the best ways to monitor the progress of
  assignment and to get the latest updates.
  Groupware allows for file sharing and
  asynchronous discussions, etc (Student Ye)

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Findings research development Action
research allows the learners to engage in an
in-depth investigation of a real-world topic
worthy of the learners attention and effort.
From the beginning we decided to divide our task
to design the sub modules and responsible to
complete it and collect together to be one final
product. Reflection from fishing 4 job group
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• Findings developing 21 st century skills
• Working on soft skills as the content of the
  project allows the students to check their
  competency in the soft skills
• To become a good team player one needs to be
  patient and to support each other especially
  during the critical time, to give solution and
  not to find others fault and condemn others
  (Student Na).
•  

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Reflection on learning print-based portfolio
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Recipe for teamwork
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Critical thinking and problem solving?
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rmaznah_at_um.edu.myCTLHE07, Palace of the Golden
Horses
Thank You
Producing Leaders Since 1905
www.um.edu.my