Balancing Pedagogy and Technology to Strengthen Higher

Education Delivery Models

28 February 2017

by

Prof. Dato’ Dr. Ho Sinn Chye Vice-Chancellor & CEO

Higher Education Landscape and Trends

Technology is dramatically changing the way we work and study

• Mobile tools and Apps allow us to work or study anywhere, anytime

• Cloud computing is flattening our world

• Business operations are becoming more decentralized

• We gain actionable insights from clever use of data science and analytics (Big Data)

• Digital technology is narrowing the distinction between on-campus and online degrees

• On-campus education will be about provision of mentorship and guidance with research as an important factor

• Demand for open ubiquitous learning is pushing HEIs to re-examine their existing education delivery models

Technology is dramatically changing the way we work and study

On-going Challenges

• Redesigning learning space

• Moving from content to connections

• Shifting from credit hours to competencies

• Benchmarks for measuring learning outcomes

• Q-assured accreditation, certification, and credentialing and processes

• Teachers need training to stay relevant

(Back to the drawing board)

What it means …… how to respond?

Klaus Schwab

Book by Klaus Schwab (2016) The Fourth Industrial Revolution World Economic Forum

• More breakthroughs in emerging technologies (AI, robotics, Internet of Things, 3D printing, driverless cars, block-chain, fintech, nanotechnology, etc…)

• More people get connected by mobile devices, and to unlimited ubiquitous access to technology)

• Impacts on all disciplines, economies, industries, governments, our way of life, and Education Institutions

World Economic Forum’s Future of Jobs study predicts that before 2020:

• 5 million jobs will be lost• 2.1 million new jobs will be created

Source: WEF (2016) Global Challenge Insight Report

The challenge…

Innovating

Pedagogy for the Digital

Age

4th Industrial Revolution Impact on Higher Education

Graduates with future-proof SKILLS

• Analytical thinking • Creative thinking• Communicate effectively• Collaborate with partners• Problem solving• Ethics, accountability, etc.

21st Century Pedagogy… is about developing:

• Information fluency

• Media fluency• Technological

fluency• Knowledge seeker

and producer

• Thinking skills• Problem solving

skills• Project based

learning• Personalized

learningHow prepared are we to function in a learner-centered environment and support personalized instructions?

This publication is available in Open Access under the Attribution - Share Alike 4.0 International (CC-BY-SA 4.0) license.

WOU Press

ISBN 978-983-3910-03-8 (ePub)

Emerging Trends in Higher Education PedagogyEdited by S. Rahman (2016)

(ePub)

Technology’s affordances for Higher Education

• Access (open, synchronous, online digital tools, on-demand info/data, 24/7, informal, etc.)

• Engagement (LMS, hands-on, mobile, media-driven, game-based, project/problem/inquiry-based learning, constructivist learning, social networking, etc.)

• Customization (interactive modules, learner-centered, adaptable, personalized learning, flipped class approach, OERs, MOOCs, etc.)

3 Key StakeholdersLearner

Instructor Institution

Technology Mediated Learning Support Services

Course material & textbook(Self-paced study) Blended

ModeOnline tutorials

andFacebook Support Groups

(Virtual Tutorials)

Face-to-face tutorials

(Teleconferencing Session)

WawasanLearn (LMS)

We ask …• How receptive are our instructors to engaging

learners not just as consumers but also co-producers of content?

• How prepared are our instructors to continually learn new technologies?

• Can our instructors develop skills to engage learners in project/inquiry-based learning?

• Are our efforts fully backed by the institutions we work in (e.g. enabling policies)?

WOU’s e-Learning Development Road Map2011 2012 2013 2014 2015 2016 2017

Phasing out of printed course materials

Ensuring digital bandwidth availability and stability at WOU

Producing digitized course materials on CD-ROMs

Providing recommended textbooks for free

Enhancing WawasanLearn (LMS) features and learning resources

• Course materials delivered in portable PDF format

• Increasing use of OERs in course content

• Development of MOOC courses

• Staff training

On-going Activities

WOU’s ODL Environment

Global E-Learning Mainstream21st Century Education

Web 2.0 & 3.0 tools and Education 3.0

• Student centered• Project-based learning• Interactive learning,

hands-on activities• Customizable modules

• Online chats• Social networking

and media sharing• OER & FOSS**• MOOC

** OER = Open Educational Resources FOSS = Free and Open Source Software

MOOC = Massive Open Online Courses

Teachingand

Learning

OERand

MOOCe-Course Materials

Enabling Policies (Feb 2012)

Selection and Evaluation of Technology for Pedagogy

Key considerations:

• Teaching-learning effectiveness

• Value emanating to the learner

Learner’s Perspective:• Does this technology supported pedagogy

enhance learner engagement?• Does it allow learners to access content, learner

support, teacher support, and learning resources effectively and efficiently?

• Does it provide for flexible and ubiquitous access to learners?

• Does it translate to reasonable cost to learners?• Does it allow flexibilities in terms of time and

space for learning?• Does it make learning enjoyable?

Learner’s Perspective:

Instructor’s Perspective:• Does the technology allow instructors to have

an inclusive approach to teaching, providing for all types of learners?

• Does it allow opportunities for instructors to engage with learners using different approaches?

Instructor’s Perspective:• Does it allow learner participation and feedback

during and after the teaching-learning process?• Does it allow for effective assessment of

learning?• Does it facilitate utilization of all critical domains

of learning?• Is it practical to use and enhance on a regular

basis?

70:20:10 Model for Learning and Development

102070

Experiential Learning

Social Learning

Formal Learning

The numbers provide a contextual indication of the required response of each component of learning.

TPACK = Technological, Pedagogical, Content Knowledge

TPK = Using technology to utilize new teaching methods

TCK = Using technology to deliver new content

PCK = Combining pedagogy and content effectively

To remain relevant in this 21st century, e-Teachers need

training too!

Workshop on how to produce a Screencast

Date: 29 September 2015

RedefinitionTechnology allows for the creation of new tasks, previously inconceivable Trans-

formationModification Technology allows for significant

task redesign

AugmentationTechnology acts as a direct tool substitute, with functional improvement Enhance-

mentSubstitution Technology as a direct tool, with

no functional change

The SAMR Model(Reuben Puentedura, 2010)

Technology Adoption Ladder

Technology Enabled PedagogyCritical Thinking Tools

We are often held back not by technology but by our concern for the last person in the queue!

Instructors Learners

Institutional Perspective:• Does the application of this solution lead to

overall learning effectiveness and efficiency?• Does it add to financial viability and

sustainability (e.g. cost of acquisition, renewal and cost per learner)?

Institutional Perspective:• Does it tie up the institution in long-term 3rd-

party contracts, in the highly uncertain time of constantly evolving technologies?

• Does it allow the institution for wider outreach and access to markets efficiently?

• Does it enable efficient information flows within the system and from all stakeholders to enable timely decision making and good governance?

• Institutional commitment • Senior management support• Enabling policies and environment• Mainstreaming of faculty capacity building• Developing quality assured and

pedagogically sound course contents • Providing the right support services for

online learning

Critical Success Factors