Uploaded byDjadja Sardjana
TechnoEduPreneur 30 Mei 2013 Higher Education 21st Century Learning
The document discusses the evolution of education in the 21st century, highlighting the shift from traditional methods to innovative learning models influenced by technology and globalization. It emphasizes the necessity for educational institutions to adapt to new demands and prepare students for a rapidly changing workforce by incorporating interactive and collaborative learning approaches. Additionally, it notes the challenges faced by higher education in Indonesia regarding the implementation of e-learning and the importance of government support and infrastructure in facilitating this transition.
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TechnoEduPreneur 30 Mei 2013 Higher Education 21st Century Learning
- 1. 21st Century Learning atHigher Education Djadja.Sardjana, S.T., M.M. [email protected] www.slideshare.net/djadja
- 2. About me EDUCATION Indonesia EducationUniversity (www.upi.ac.id) 2013 expected Doctoral Candidate, Majoring on Education Management with concentration on Knowledge Management & e-Learning/E-Learning. Telkom Management Institute (www.imtelkom.ac.id) MBA on Telecommunication Business (Biztel), Cum Laude Graduate (3.71 from 4.0) with Theses “Role of Grameen Telecom Stakeholder at Bangladesh on Strategic Management” National Technology Institute (www.itenas.ac.id) May 30, 1990 Bachelor on Telecommunication Engineering, with Theses “Simulation of Automatic Direction Finder on Airplane” EXPERIENCE Council Member | Gerson Lehrman Group May 2009 - Now DIVISION HEAD | SAMPOERNA TELEKOMUNIKASI INDONESIA May 2008 – April 2009 SENIOR MANAGER | MOTOROLA, INC. November 2002 – April 2008 SENIOR MANAGER | MWEB, INC. June 2001 – October 2002 IT MANAGER | Ariawest International January 1997- May 2001 SUPERVISOR, CTS | AT&T/Lucent Technologies Indonesia JUNE 1994 – JANUARY 1997 Lecture| Sekolah Tinggi Telekomunikasi Telkom (STTTelkom) February 1991 – May 1994 6-Jun-13 221st Century Learning
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- 4. Education Challenges inIndonesia 6-Jun-13 21st Century Learning 4 Therefore, various alternative strategies relating to the problem needs to explored, studied and applied. But when watching the situation geography, socio-economic and cultural diversity of Indonesia, it is clear that it was not adequate anymore (not practical) when only relying on the ways of traditional solutions alone. The main vehicle in the development of human resources is education and training.
- 5. Information Necessity onEducation 6-Jun-13 21st Century Learning 5 Information is already a 'commodity' as like other economic goods. Without runaway from “ Philosophy of Education “ The role of information become increasingly large and visible in the modern world it is today including on education. This is understandable because the public now to the era of information society (information age) or community knowledge (knowledge society)
- 6. Future Paradigms inthe Education 6-Jun-13 21st Century Learning 6 The structure of skills and knowledge to support changing lifelong learning and continuous learning that serves to prepare workers to meet the demands or institution interests For that requires knowledge of education and learning methods are new Strong impact of the birth of globalization will result in a change in management strategy of education and training
- 7. “Books will soonbe obsolete in the schools. . . . It is possible to teach every branch of human knowledge with the motion picture. Our school system will be completely changed” Thomas Edison, 1913 Influence of Technology on Education 6-Jun-13 21st Century Learning 7
- 8. What are thesignals for the next 10 years? Near future (12 months) Interactive e-books Personal and mobile learning Open social learning Assessment for learning Medium future (2-3 years) Augmented reality Game-based learning Learning design and orchestration Longer term (4-5 years) Gesture based computing Learning analytics Learning toolkits Intelligent tutoring? Educause Horizon Report 2011 http://net.educause.edu/ir/library/pdf/HR2011.pdf 6-Jun-13 21st Century Learning 8
- 9. Comparison on 20thand 21st Century Learning Mobile learning- 1m14
- 10. Nature of 20thcentury learning 6-Jun-13 21st Century Learning 10
- 11. 6-Jun-13 21st CenturyLearning 11
- 12. Strengths of 20thCentury learning The “signature practices”, as summarised by Carrington (2006, p.103), include: Higher order thinking, holistic thinking, critical thinking, problem-solving and lifelong learning Learner-centred (relevant and meaningful; connecting learning to students' lives outside of school) Integrated and negotiated curriculum Co-operative and collaborative learning Authentic, reflective and outcomes-based assessment Heterogeneous and flexible student groupings 6-Jun-13 21st Century Learning 12
- 13. Weaknesses of 20thcentury learning Curricula not applied locally or contextually Learning decontextualised; not problematised Low levels of intellectual challenge for students Acceptance of binaries – either / or; not sophisticated or useful Lack of explicit teaching AND lack of student autonomy and creativity Lack of student direction of their learning Lack of student learning motivation and engagement 6-Jun-13 21st Century Learning 13
- 14. Nature of 21stcentury learning 6-Jun-13 21st Century Learning 14
- 15. 6-Jun-13 21st CenturyLearning 15
- 16. Past and FutureSchooling Learning feature Past Future Where learning takes place Mainly in schools In schools (including studio schools, learning villages and open campuses), cultural centres, businesses, virtual centres and other sites Who we learn from Teachers Teachers, parents, other skilled adults, peers and social networks Learning mode Instruction Interaction, collaboration. More learning by doing and discovery When we learn In school terms and hours. The lesson All the time, in different periods that more suit individual learning Assessment End of the line. Focus on cognitive skills During learning for better learning. More peer-to-peer evaluation and self evaluation against learning plans. More focus on non-cognitive skills How we learn In classroom, from books, whiteboards More real world learning. Schools as productive units Funding To schools and school boards More to pupils, learning and networks Standards/measures Top down More bottom-up targets and self evaluation (Leadbeater, 2008, p.69) 6-Jun-13 21st Century Learning 16
- 17. Research into 21stCentury Learning Online Key resources: http://learning21c.wordpress.com/ UWS 21st Century Learning research Blog iNET (International Networking for Educational Transformation) iNET Australia Cisco Global Education Leaders Program https://www.transformglobaleducation.org New Media Consortium Horizon Report– emerging technologies Charles Leadbeater Home Page Innovation Unit, UK ‘Personalised learning’ report from Futurelab 6-Jun-13 21st Century Learning 17
- 18. Books Carrington, V. (2006).Rethinking middle years. Early adolescents, schooling and digital culture. St Leonards, NSW: Allen & Unwin. Leadbeater, C. (2008). What’s next? 21 ideas for 21st century learning. London: The Innovation Unit. Miliband, D. (2006). Choice and voice in personalised learning. In Organisation for Economic Co-operation and Development (Ed.). Personalising education. Paris: OECD. Research into 21st Century Learning 6-Jun-13 21st Century Learning 18
- 19. University of the21st Century Mobile learning- 1m14
- 20. FUTURE | cango both ways 6-Jun-13 21st Century Learning 20
- 21. EITHER WAY |how do we prepare the population? 6-Jun-13 21st Century Learning 21
- 22. Coping with |UNCERTAINTY| 6-Jun-1321st Century Learning 22
- 23. Making the |TRANSITION| 6-Jun-1321st Century Learning 23
- 24. CHALLENGES| for universitiesworld-wide Increasing DEMAND for higher education proliferation of PLACES where knowledge is produced INTERNATIONALISAT ION of education and research REORGANISATION of knowledge University – Industry COLLABORATION emergence of new EXPECTATIONS 2003-2013 European Commission -10 6-Jun-13 21st Century Learning 24
- 25. CRITICAL SKILLS |are the much needed skills? Over the PAST FIVE YEARS which of the following has been the most important management skill at your company? 2008-2013 -05 Economist Intelligence Unit (EIU) study commissioned by PMI in 2013 6-Jun-13 21st Century Learning 25
- 26. CRITICAL SKILLS |are the much needed skills? Over the NEXT FIVE YEARS, which of the following skills will be most important to your institution success? 2013-2018 +05 Economist Intelligence Unit (EIU) study commissioned by PMI in 2013 6-Jun-13 21st Century Learning 26
- 27. CHALLENGES| USA Survey Accordingto the National Association of Colleges and Employers (NACE), USA, Job Outlook 2010 survey: 1. Communication Skills 2. Analytical Skills 3. Teamwork Skills 4. Technical Skills 5. Strong Work Ethic AUGUST 26, 2010, 10:00 AM ET 2010 6-Jun-13 21st Century Learning 27
- 28. CHALLENGES| Malaysian survey Astudy conducted by the Federation of Malaysian Manufacturers (FMM) on reasons why graduates unemployed: 1. Lack of industrial training 2. Poor communication skills especially poor command of English language 3. low problem-solving skills 4. lack of self-confidence 5. Poor work attitude Saturday February 27, 2010 MYT 9:11:00 PM 2010 6-Jun-13 21st Century Learning 28
- 29. CRITICAL SKILLS |are the much needed skills? In your opinion, which skills will be in most demand from employers OVER THE NEXT DECADE? Select up to three. (% respondents) 21st Century and beyond 2009 6-Jun-13 21st Century Learning 29
- 30. SURVIVE THE DISTRUPTIVE CHANGE WeNEED our population be able to… 6-Jun-13 21st Century Learning 30
- 31. ROLES | ofuniversities are changing Over the decades, fundamental roles of universities are CREATING, PRESERVING, INTEGRATING, TRANSMITTING, AND APPLYING KNOWLEDGE. While these fundamental roles of the university do not change over time, the particular realisation of these roles do change—and change quite dramatically, in fact. ‘DIGITAL’ GENERATION learners approach learning in a different way. Unaccustomed and unwilling to learn sequentially—rather inclined to PLUNGE IN and LEARN THROUGH PARTICIPATION AND EXPERIMENTATION. 6-Jun-13 21st Century Learning 31
- 32. CONNECT | COMMUNICATE| COLLABORATE | 6-Jun-13 21st Century Learning 32
- 33. POWER HOUSE| Universitiesplays a vital role in preparing the global population CHALLE NGE • Delivering programmes that are highly innovative • Producing graduates that are ready for the jobs that are not even created • Solving problems that are yet to exist • Using tools and techniques that are yet to be developed 6-Jun-13 21st Century Learning 33
- 34. NEEDEDover and above existingcompetency to SURVIVE REQUIRED Fundamental competency to PERFORM 6-Jun-13 21st Century Learning 34
- 35. faculty members ofthe 21st Century university will be asked to set aside their roles as teachers and instead become DESIGNERS OF LEARNING EXPERIENCES, PROCESSES, AND ENVIRONMENTS. they may be asked to develop collective learning experiences in which students work together and learn together with the faculty member becoming more of a CONSULTANT OR A COACH than a teacher. 6-Jun-13 21st Century Learning 35
- 36. faculty members MUSTmovein-line with the change CONNECT | COMMUNICATE | COLLABORATE | 6-Jun-13 21st Century Learning 36
- 37. BRICKS CLICKS Regulators MUSTmovein-line with the change 6-Jun-13 21st Century Learning 37
- 38. BOOKS DEVICES University MUSTmovein-line with the change 6-Jun-13 21st Century Learning 38
- 39. CHALLENGES| being creative INDUSTRY Linkage UNIVERSITY PERSONNEL Academic andNon- Academic POLICIES and PROCEDUR ES INDUSTRY Players PLAYERS Commitments REGULATOR S POLICIES and PROCEDUR ES PERSONNEL COLLECTIVE DESTINY 6-Jun-13 21st Century Learning 39
- 40. Learning Context MediationAgents Delivered Location Classroom Home Workplace Field ... Communication Synchronous Asynchronous Students Reflective Peers Collaborative Teachers Simulation Setting Single Co-located Distributed Virtual Avatars Construction Process Teacher led Self-managed Peer Teamwork Inquiry-driven Problem-solving Case-based Cross-context Technology Room Desktop Tablet Laptop Phone ... Representations Texts Images Virtual worlds Annotations ... Game-based Assessing Performative Subject Geography Geology Tourism History... Conversational Networked Browsing Embodied 6-Jun-13 21st Century Learning 40
- 41. Lecture Learning Context MediationAgents Delivered Location Classroom Home Workplace Field ... Communication Synchronous Asynchronous Students Reflective ? Peers Collaborative Teachers Simulation Setting Single Co-located Distributed Virtual Avatars Construction Process Teacher led Self-managed Peer Teamwork Inquiry-driven Problem-solving Case-based Cross-context Technology Room Desktop Tablet Laptop Phone ... Representations Texts Images Virtual worlds Annotations ... Game-based Assessing Performative Subject Geography Geology Tourism History... Conversational Networked Browsing Embodied 6-Jun-13 21st Century Learning 41
- 42. MOOC (Massive openonline course) Learning Context Mediation Agents Delivered Location Classroom Home Workplace Field ... Communication Synchronous Asynchronous Students Reflective Peers Collaborative Teachers Simulation Setting Single Co-located Distributed Virtual Avatars Construction Process Teacher led Self-managed Peer Teamwork Inquiry-driven Problem-solving Case-based Cross-context Technology Room Desktop Tablet Laptop Phone ... Representations Texts Images Virtual worlds Annotations ... Game-based Assessing Performative Subject Geography Geology Tourism History... Conversational Networked Browsing Embodied 6-Jun-13 21st Century Learning 42
- 43. E-learning in the1990s Technology- enhanced learning in the 2000s Constructivist learning Social-constructivist learning Online learning Blended learning VLEs and MLEs Personal Learning Environments Media-equipped teaching rooms Flexible learning spaces Desktop computer rooms Support for students with multiple personal technologies Creating re-usable learning objects Open learning and student-created media Collaborative learning Open social learning Evaluation of learning gains Evaluation of learning transformations Where is our institution? A: Left column? A: Left column? B: In transition? B: In transition? C: Right column? C: Right column? 6-Jun-13 21st Century Learning 43
- 44. E-LEARNING POLICY IN INDONESIAHIGHER EDUCATION Light an Educational Fire 1m15
- 45. (Leithwood, et al.,1998)6-Jun-13 4521st Century Learning
- 46. Current Target ofE-learning Policy in Indonesia Higher Education 6-Jun-13 21st Century Learning 46 ICT literacy (ability to access, utilize and use the radio, television, computers and the Internet) of the students and faculty with strengthening on Governance, Accountability, and Public Image Enhanced capacity of higher education unit conducted through competitive grant programs run by governments such as competitive grant programs, partnership programs, research grants, education development center and instructional activities Management capacity building will also be supported by the application of Information and Communication Technology (ICT), such as the development of higher education information system Source: Education Strategic Plan of the Ministry of Education 2009-2014
- 47. Operational E-learning Policy inIndonesia Higher Education 6-Jun-13 21st Century Learning 47 In Book VI - ACCREDITATION ASSESSMENT INSTRUMENTS FOR GRADUATE PROGRAM STUDY also described in detail the policy "Access and utilization of information systems in managing data and information on the implementation of academic programs in the course of study” The accreditation document (BOOK IIIB) point 6.4.1 (Information Systems) as follows: "Describe the management information systems and facilities of ICT (Information and Communication Technology) used the Faculty / School for the academic administration and administration (eg SIAKAD, SIMKEU, SIMAWA, SIMFA, SIMPEG and the like), including distance / e-learning. Explain utilization in decision-making processes in the development of institutions Source: The accreditation document of the Ministry of Education - 2008
- 48. Operational E-learning Policy inIndonesia Higher Education 6-Jun-13 21st Century Learning 48 Source: The accreditation document of the Ministry of Education -2008
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- 50. Teaching & Learningis by its very definition is a cyclical force that seeks to spiral forward in order to advance into the future. (Philip Cragg, 2012)
- 51. 21st Century Learner (ThePartnership for 21st Century Skills, 2008) 21st Century Learner Technology Literate and Adept Media Savvy Flexible and Dynamic Multitasking Communicator s and Collaborators Interactive and Networked Reflective and Critical Instant Creative and Adaptive Student centric, Life Long Learners & Anywhere Anytime Learners Have Multimodal Learning Styles 21st Century Learning6-Jun-13 51
- 52. 21st Century Educator (ThePartnership for 21st Century Skills, 2008) 21st Century Learning6-Jun-13 52
- 53. Higher Education E-Learning inIndonesia 6-Jun-13 21st Century Learning 53 E-Learning will be used or not depends on government policy in education and how users view or assess the e-learning. Generally the use of these technologies depends on: (1). Is the technology was already a requirement?, (2). Is adequate supporting facilities?, (3). Is supported by adequate funding?, and (4). Is there support from policy makers?
- 54. E-Learning Prerequisites for HigherEducation in Indonesia 6-Jun-13 21st Century Learning 54 Many people often try to launch e-learning without careful consideration and use it to look prestigious without Management Policy and Strategy Education. Therefore one thing to note before using the Internet for learning, the policy analysis to answer whether it requires e-learning. In this analysis would have included whether it is technically and non-technical e-learning can be carried out this analysis regarding the availability of People, Process and Technology.
- 55. 6-Jun-13 21st CenturyLearning 55 E-Learning in Indonesia Need Social Economic Analysis Economic analysis • Economic analysis such as Cost Benefit (B / C) ratio, the Internal Rate of Return (IRR), Net Present Value (NPV) or Return on Investment (ROI) can be used as a measuring tool. Social Analysis • Furthermore whether socially, the use of e-learning must be accepted by the community (socially acceptable). Resistances • Because sometimes, although the usage of e- learning for learning has been prepared properly and operate quality is also good, people can not accept it because they consider the ways of conventional education is considered better.
- 56. Thank you verymuch for your attention Djadja.Sardjana, S.T., M.M. [email protected] www.slideshare.net/djadja Dasar Manajemen Proyek by Djadja Sardjana-2m45