mimbina sifat dan membentuk minda pelajar

Membina Sifat dan Membentuk Minda pelajar “Digital Native”

Riza Atiq Abdullah bin O.K. Rahmat,

K-Novasi Pengajaran dan Pembelajaran UKM 2016 18-19 Februari 2016

Dahulu dan sekarang

assembly line

Source: Proton

https://larrycuban.wordpress.com/2014/05/08/schools-as-factories-metaphors-that-stick/

Changes Surrounding U• The economic and job market are

constantly changing at a very fast rate

• Knowledge is expending at much faster rate than ever and rapidly become obsolete

• 65% of young children today will end up doing jobs that have not been invented

• Only 52% of university graduates get appropriate job within 6 months (also in the US).

Senario 1

• Rasyid seorang graduan undang-undang• Kemudian bekerja sebagi lawyer korporat

dengan gaji lumayan• Selepas 2 tahun dia berhenti dan

meneruskan karier sebagai usahawan internet

• Setahun kemudian isterinya yang juga seorang lawyer juga berhenti untuk turut dalam berniaga

Senario 2

• Hasmah, graduan perubatan• Selepas menamatkan hourmentship,

dia berhenti dan membuka perniagaan herb atas talian

Senario 3

• Hamzah, lulus SPM dari salah sebuah sekolah berprestasi tinggi, berasrama penuh dengan semua A+

• Dia enggan menyambung pelajaran, ibu bapanya marah

• Ia memulakan perniagaan• Ketika berumur 20 tahun dia telah

memilik RM 1 juta dalam akaunnya dan menaja ibu bapanya menunaikan haji

Senario 4

• Syarikat antara bangsa A, E, G dan P telah TIDAK meletakkan syarat lulus universiti untuk bekerja dengan mereka

Our students

Gen X Gen Y Millennium / Gen Z

Millennium / Gen-Z

http://puzzleminds.com/deeper-learning-for-digital-natives/

http://amandalearnsthings.blogspot.my/

Millennium / Gen Z

• Grew up in an environment where they use ‘gadgets’ and smart phones more than pen and paper

• They are so used to getting information instantaneously

• Attention to lectures is not more than 9 minutes and lose interest just as fast

Graduate attributes

Innovative Entrepreneurial: •Great collaborators and orchestrator•Great Synthesiser•Great Explainer•Great Leverager •Great adapter•Green people•Passionate personality•Great Localizers and globaliser

(Friedman, 2005)

Future Learning-Teaching

http://www.informasi-pendidikan.com/2013/07/4-kompetensi-guru-profesional.html

http://siliconangle.com/blog/2013/06/27/infographic-clouds-growing-footprint-in-storage/

Paradigm shift•Lecture centered

•Lecture•Lecturer

•Student centered•Facilitate learning

•Learning experience designer

Curriculum

Flip

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sroo

m

Teac

hing

N

aked

Peer

In

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n

Wor

k ba

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lear

ning

Serio

us g

ame

Oth

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inno

vativ

e te

achi

ng

met

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Ent

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eneu

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p

Course 1 Course 2

Course 3 Course 4

Course 5 Course 6

Course 7 Course 8

Course 9 Course 10

Course n-1 Course n

Graduation

Teaching-Learning

Teaching-Learning• Flipped Classroom • Teaching Naked• Peer Instruction • Work-based learning• Serious Game• Innovative entrepreneurship courses

•Leaders•Innovative Entrepreneurial

Shaping minds, building characters

Flipped Classroom

Time for meaningful interaction: shaping minds and

building characters

Teaching Naked• No modern technology in the

classroom• Concentrate to face-to-face

interaction with students.• On-line lectures and assignment as

class preparation• Class activities in the form of

application and problem solving“Do not bring any technology into classroom”, Prof Jose Bowen

Peer Instruction • Students have to read certain material

before entering classroom• In the classroom, the professor explains

the core concepts and ask the students to execute predetermine activities.

“Digital Native” / Gen-Z

http://stephenchukumba.com/2015/06/26/whats-a-cd-top-10-signs-youre-dealing-with-a-digital-native/

http://theithacan.org/news/millenials-fail-to-meet-expectations-as-digital-natives/

Work-based learning• 25% in the classroom at the

beginning semester. 75% in industrial work places

• On-line delivery of the basic knowledge

• Authentic assessment

BYU Curriculum

Course 1

Course 2

Course 3

Course 4

Course 5

Externship to provide a real life Capstone experience

(Back up by on-line delivery)

1 semester

Waterloo U Curriculum

Course 1

Course 2

Course 3

Course 4

Course 5

Professional skills & expertise [industrial internship]

1 semester

Project, group

meeting, lab

Serious GameComputer game can be a powerful

learning tool if the game is designed:• to give players with immediate

feedback, • clear learning objective • challenges that are matched to his or

her skill level(Kiili, 2005).

Pedagogy of on-line teaching is getting better and better

Khan Academy• Khan Academy provides many on-line

courses in the form of game. • Learners are given a badge when they

master a learning object. The badge provides some kind of confident and motivation to progress for a more challenging learning object.

• In the end the learners gain valuable knowledge as well as confident to master more difficult courses.

Surat Tanis kepada Salman Khan

(Burke, 2014)

An Example of Entrepreneurship spine

Entrepreneurship 101

2 credits

Semester 2

Compulsory Year 1

Junior Startup

6 Credits Semester 1&2

Year 2

Advanced Startup

6 credits

Industrial training and SME Development

6 credits

Senior Startup

6 credits

Internship

6 credits

Startup route

Industrial training and SME Development route

Inter-session Year 3 or 4

Preparing Generation Z students who are very independent to face the challenging future

Entrepreneurship CourseSimulation and CompetitionBased learning

(First Year)

Entrepreneur Icons

Second year

Pitching and selling their own product(Final year)

Current assessment

http://weknowmemes.com/2011/10/the-educational-system-comic/

Assessment

Assessment Plan

Program Learning

Outcomes

Authentic assessment

Badging / mastery

Assessment tools

UKM dan Alumni Usahawan

http://www.ksup.co/2014_08_01_archive.html

Thank youTerimakasih

شكرا