Learning to
Raja Maznah
Academic Development Centre
ICTL 2008, 7 april 2008
Producing Leaders Since 1905
www.um.edu.my
Learning to
ersonalize
earning
nvironment
nd
tudent
engagement
Producing Leaders Since 1905
www.um.edu.my
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
Producing Leaders Since 1905
www.um.edu.my
Learning to
Agenda
Personalized learning
Engaging learners
Action research
Producing Leaders Since 1905
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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)
Producing Leaders Since 1905
www.um.edu.my
“I never teach my pupils, I only attempt to
provide the conditions in which they can learn”
- Albert Einstein
Personalised
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Producing Leaders Since 1905
Leanring Environment and Student Engagement
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
Producing Leaders Since 1905
www.um.edu.my
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.
Producing Leaders Since 1905
www.um.edu.my
Soft Skills
Communication
Critical thinking
Team work
Leadership
Ethics and values
Entrepreneurship
Life
longLeaders
learning
Producing
Since 1905
www.um.edu.my
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)
Producing Leaders Since 1905
www.um.edu.my
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
Producing Leaders Since 1905
www.um.edu.my
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
Producing Leaders Since 1905
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Soft Skills
Communication
Critical thinking
Team work
Leadership
Ethics and values
Entrepreneurship
Life
longLeaders
learning
Producing
Since 1905
www.um.edu.my
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
Producing Leaders Since 1905
www.um.edu.my
Interactive Learning
Felder & Brent (2005) Cooperative Learning www.ncsu.edu/felder-public
Cooperative
Learning
Collaborative
Learning
Active
Learning
Producing Leaders Since 1905
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Student Engagement
1.
2.
3.
4.
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)
Producing Leaders Since 1905
www.um.edu.my
Design Principles
Learning is facilitated when
1.
2.
3.
4.
5.
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 learner’s world
(Merrill’s First Principles, 2002)
Producing Leaders Since 1905
www.um.edu.my
Producing Leaders Since 1905
www.um.edu.my
•Resource
skills
•Interpersonal
skills
•Information
skills
•System skills
•Technology
skills
•Basic skills
•Listening
skills
•Thinking skills
•Personal
qualities
Alternative
Methods
•Yahoo
groups
•Google
groups
•Blog
•E-mail
Authentic
assessments
•Individual reflections
•process reports
•group evaluations
PXGT 6103
Skillsbased
Systematic
teaching &
learning
method
Personalized
Learning
and
Student
Engagement
Problemoriented
Project
Based
Learning
Engaged
learning
Producing Leaders Since 1905
www.um.edu.my
Group Products
and Tasks
• Module on Fishing
4 Job
• Module on
Entrepreneurship
• Training module for
lecturers
• Video on learning
centre for soft skills
• A portal for soft
skill knowledge
management
• Reflection
• Searching
• Active
exploration
• Solving
• Creating
• Sharing
•Resource
skills
•Interpersonal
skills
•Information
skills
•System skills
•Technology
skills
•Basic skills
•Listening
skills
•Thinking skills
•Personal
qualities
Alternative
Methods
•Moodle
•Blog
•E-mail
Authentic
assessments
•Individual reflections
•process reports
•group evaluations
PKEY 3101
Skillsbased
Systematic
teaching &
learning
method
Personalized
Learning
and
Student
Engagement
Problemoriented
Project
Based
Learning
Engaged
learning
Producing Leaders Since 1905
www.um.edu.my
Group Products
and Tasks
• Courseware
developed using
SMARTnotebook
for use with IWB
• Reflection
• Searching
• Active
exploration
• Solving
• Creating
• Sharing
i n t e r p e r s o n a l
person A
as
instructor
giving instruction
c o
m
m
u
n
( T e B L E )
r e l a t i o n s h i p
person B
Barriers
receiving learning
Aptitude,
attitude,
hierarchy,
personality,
age, race,
religion
ASK4HeLP
n t e r v e n t
I
T e B L E
E n v i r o n m e n t
i c a t
i
o
i o n
as
learner
n
On-Job
performance
execution
L e a r n i n g
task
B a s e d
Learning output
T e c h n o l o g y
Learning
by learner
Producing Leaders Since 1905
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ASK4 H eLP
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.
Producing Leaders Since 1905
www.um.edu.my
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
Producing Leaders Since 1905
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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
Producing Leaders Since 1905
www.um.edu.my
Instructor
Constructivism
Clinical inquiry
Asking/probing technique
Teaching by negotiation
Inquiry
technique
Introspection
technique
Reinforcement /
incentives
Learner-A
Learner-B
Learner-C
Needs to be
asked
Needs to be
reminded
Needs to be
forced
to be able to use the new
tool for assignment
Cognitivism
Introspection
Looking back at thought
processes
Teaching through reflection
Behaviourism
Change of behaviour due to
stimuli through rote repetition,
reinforcement and/or incentives
Teaching by imposition
Figure 7: Types of instructional techniques and theories of learning
Producing Leaders Since 1905
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Ask for help and receive instructions
from
peers and instructor
Through asynchronous online
communication channel
Producing Leaders Since 1905
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Producing Leaders Since 1905
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Figure 1: Assignment in progress platform in Seedwiki
Producing Leaders Since 1905
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Links to the
individual groups’
wiki pages
Figure 2: Links to all the groups’ individual wiki pages
Producing Leaders Since 1905
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Producing Leaders Since 1905
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Scaffolding
Group’s
assignment
Comments
by others
Figure 3: One group’s wiki assignment
Producing Leaders Since 1905
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Links to
students’
personal
blogs
Figure 4: A wiki for links to personal blogs
Producing Leaders Since 1905
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Producing Leaders Since 1905
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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.
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).
Producing Leaders Since 1905
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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)
Producing Leaders Since 1905
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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 learner’s 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…
Producing Leaders Since 1905
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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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Producing Leaders Since 1905
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Thank You
[email protected]
CTLHE07, Palace of the Golden Horses
Producing Leaders Since 1905
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