learning in 21st century & transformative learning
TRANSCRIPT
Learning in 21st Century& Transformative learning
Arnuparp Lekhakula M.D., M.S.Past President ThaiPODFaculty of MedicinePrince of Songkla UniversityHat Yai, Songkhla
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“ประเทศไทยใชงบดานการศกษามากคดเปน 2% ของ GDPแตคณภาพการศกษาของไทยอยทอนดบท 88 ของโลก
และอนดบ 8 ของอาเซยน”
Thai Education quality
Rank Institution (Location)1 National University of Singapore (Singapore)
2 Nanyang Technical University (Singapore)
3 Tsinghua University (China)
4 The Hong Kong University of Science and Technology
5 The University of Hong Kong (Hong Kong)
6 Seoul National University (Korea)
7 Kyoto University (Japan)
8 The University of Tokyo (Japan)
9 Peking University (China)
10 Korea Advanced Institute of Science & Technology
ASIAN UNIVERSITY RANKINGS 2015
Is our HE system still effective to prepare graduates for ASEAN Community?
Current Students Are Not Trained to….
• Challenge known facts • Embrace unknowns• Identify problems• See issues in a holistic
& integrated manner• Be creative & innovative• Be team players• Be active learner• Enhance critical thinking,
reasoning, problem-solving
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ความรตงแตสรางโลก จนถงเมอกลางศตวรรษท 20
ความรตงแตกลางศตวรรษท 20 จนถงปจจบน
0-1950
1951-2012
KNOWLEDGE EXPLOSION
โลกของการเรยนรท เปลยนไป
ความรใหมบางอยาง ลบลางความร ความเขาใจ ความเชอเดม
????
ความร จงมวนลาสมยได
ความรมอายใชงาน (Shelf-life)
Subjects Life Cycle are shorter.
“ Information can be found on:
Anything
Anywhere
Anytime
What….if ?
จะเกดอะไรขนกบคณภาพคนไทยในปจจบน
ถา….เราไม….คดทจะหาความรใหม ๆ
จะเกดอะไรขนกบการพฒนาประเทศ
ถา..ครอยางพวกเราไมคดจะหาวธการถายทอดความรของเรา
....ใหไดผลดขน
Once Upon a Time………
Higher education is education for
human development...
HE makes human be a scholar (educated person)...
need scholars with specific
knowledge and skills
(professional) to work ...
then………
The WORLD is Changing.
Our World is shifting…….• Increased global competition
• Decreased resources
• Rise of alternative higher education institutions
• Growing political intervention and managerialism
• Emphasis of performance-based outcomes
• Escalating focus on research outcome
21st Century (cont'd)
• ขนกบ ความสามารถในการใชเทคโนโลยสารสนเทศ• ขนกบ ความสามารถในการใชภาษา• ขนกบ ความสามารถของเครองมอและเทคโนโลย• ขนกบ นสยใฝร / การบรหารจดการเวลาเพอเรยนร• ขนกบ แนวคดในการแกปญหาทใชความรเปนฐาน
critical thinking
โลกของการเรยนรทเปลยนไป
21st Century - Any Differences?
“The way teachers teach their students
is the way they were taught.”
The Forces of Change
The Knowledge ExplosionGlobalizationThe High Performance WorkplaceDiversityAccelerating Technological ChangeNonlinear Knowledge Transfer
The Age of Knowledge
Changing Societal NeedsFinancial ImperativesTechnology DriversMarket Forces
The Themes of Our Times
•The exponential growth of new knowledge.
•The globalization of commerce and culture.
•The lifelong educational needs of citizens in a knowledge-driven, global economy.
•The increasing diversity of our population and the growing needs of underserved communities.
The Themes of Our Times
•The impact of new technologies that evolve at exponential rates (e.g., info, bio, and nanotechnology).
•The compressed timescales and nonlinear nature of the transfer of knowledge from campus laboratories into the commercial marketplace.
Problem………
19th century educational modelapplied to a 21st century environment
For survival, learning must be greaterthan, or at least equal to, the rate of change in the environment
We cannot teach them everything.
... is the vehicle
driving STUDENT
LEARNING.
When the wind blows,
some build walls,
others build windmills.
Hawkin and Winter, 1997
Change
Content is
the king ...
Knowledge transfer station ...
Education1.0 ...Teaching in the 20th Century
TeacherStudents
Knowledge
Teacher disseminates
knowledge in class...
Vitamin Cs
Students need more vitamin C
1. Competency 2.
Critical thinking
3.
Creativity
4. Communication
5. Computing-Language
Literacy
6. Career Reliance
7. Collaboration,
teamwork
8. Captain / Leadership
9.
Cross cultural Understanding
+ 3R- Reading - (W)Riting- (A)Rithmetics
Typical Delivery Program
• Content delineated• Encapsulated• Detached from the ‘real life’ situation
we teach them to memorize the facts…
Results
• Passive and safe learners
• Rote learning
• Silo vision
• Dependent on teachers
Shifting from………
“Hand On”
“Exploring”
“Constructing”
COMPETENCE
Such student performance is called
Learning Outcome
1. From hierarchy to network2. From informative/formative to transformative
learning3. 6 “Beyonds” (David Perkins):
• Beyond contents• Beyond local• Beyond topics• Beyond the traditional disciplines• Beyond discrete disciplines• Beyond prescribed studies
Changing Social Values and Demands
Three Generation of Reform
InstructionalScientific
curriculum
Problem-based
learning
Competencydriven:
local-global
Institutional University-based
Academic centers
Society & Workplace
systems
Science based
Problem-based
Systems-based1900 2000+
• มอสระทจะเลอกสงทตนพอใจ• ตองการดดแปลงสงตางๆ ใหตรงกบความพอใจและความตองการของตน
• ตรวจสอบหาความจรงเบองหลง• เปนตวของตวเอง และสรางปฏสมพนธกบผอน• ความสนกสนานและการเลนเปนสวนหนงของงาน• ความรวมมอและความสมพนธเปนสวนหนงของทกกจกรรม
• ตองการความเรวในการสอสาร การหาขอมลและตอบค าถาม
นกศกษาแหงศตวรรษท ๒๑
Four Pillars of Education
Core Skills in 21st Century
• ไมท าตนเปน “ผร” ไมตอบค าถามศษย ทถามเนอความร
• ท าตนเปน “ผไมร” เนนตงค าถาม ใหศษยคนควา หรอทดลองปฏบตเพอหาค าตอบเอง
• ทาทาย กระตน ใหศษยเกดความใครร และขวนขวายอดทนหาค าตอบ/ทกษะ เอง
อดมการณครแหงศตวรรษท ๒๑
Teacher as coach
and facilitator
The 21st century teachers perform various roles which are very different from the traditional or classic educator
21st
Century Teacher
Collaborator
Model
Adaptor
Visionary
Leader
Risk Taker
Communicator
Learner
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Curriculum
Subjects to LectureTo get the
degree,
How can Graduates SURVIVE ?
Digital Age
Only Subjects Can't
LIFEEducation for
• Mission and Purpose
• Teaching and learning structures
• Nature of roles
• Productivity/Funding
• Criteria for success
• Learning Theory
Robert B. Barr & John Tagg
Teaching Paradigm Learning Paradigm
• Provide/deliver instruction
• Transfer knowledge from faculty to students
• Achieve access for diverse students
• Offer courses and programs
Teaching Paradigm Learning Paradigm
Mission and Purpose• Produce learning/improve
outcome
• Elicit student discovery and construction of knowledge
• Achieve success for diverse students
• Create powerful learning environments and supports
• Time held constant, learning varies
• Covering material
• Degree equals accumulated credit hours
• Independent disciplines, departments
• Timetables may be a way of controlling teaching
Teaching Paradigm Learning Paradigm
Teaching/Learning Structures• Learning held constant,
time varies
• Specific learning results
• Degree equals demonstrated knowledge and skills
• Cross disciplinary/ department collaboration for interleaving
• Timetables may be a way of encouraging learning
• Faculty deliver content in lectures, labs and seminars
• Staff serve/support faculty and the instruction process
• Teachers classify and sort students
• Any expert can teach
Teaching Paradigm Learning Paradigm
Nature of Roles• Faculty design learning
environment and methods
• All staff are educators who produce student success
• Teachers develop every student’s talent/ competencies
• Empowering learning is challenging and complex
• Productivity: cost per hour of instruction per student
• Funding based on hours of instruction
Teaching Paradigm Learning Paradigm
Productivity/Funding• Productivity: cost per unit
of learning per student
• Funding based on learning outcomes
• Input measures and resource
• Quality of entering students
• Curriculum development/ expansion
• Quality of faculty and instruction
• Assessment of learning
Teaching Paradigm Learning Paradigm
Criteria for Success• Learning and student-
success outcomes
• Quality of exiting students
• Learning technologies development/expansion
• Quality of students and learning
• Assessment for learning
• Knowledge exists “out there” and comes in “chunks” delivered by instructors
• Talent and ability are rare
• Classroom/lab are competitive/individualistic
• “Live” teacher and “live” student is required
Teaching Paradigm Learning Paradigm
Learning Theories• Knowledge exists in
learners’ individual minds and is constructed, created, “gotten”
• Talent and ability are abundant
• Learning environment is collaborative/supportive
• Active learner (not “live” student) required
Traditional Classroom
Instructor and students A stage approach to
lecturing Passive classroom Instructor centric
Learning and teaching Instructor as the facilitator for
student learning High engaged learning
environment/Active and collaborative classroom
Student centric and personalized learning environment
“Learning” Classroom
Learning in 21st Century• Authentic learning
• Mental model building
• Internal motivation
• Multiple intelligences
• Social learning
Level Objectives Outcome
Informative • Information• Skills
Experts
Formative • Socialization•Values
Professionals
Transformative • Leadership attributes
Change agents
Level of Learning
TransformativeLearning
Mezirow’s Definition of Learning
The process of using a prior interpretation to construe a new or a revised interpretation of the meaning of one’s experience in order to guide future action.
Transformative LearningA meta-cognitive process used to transform old assumptions and judgments into new meaning-making perspectives. (Mezirow’sTransformative Learning Theory)
It potentially leads to:
• Transformation which can occur suddenly or over time.
• Deciding for yourself what has value and what is right.
• Thinking on your own instead of operating from old habits of mind.
• Integrating deeper aspects of yourself into consciousness.
Four Levels of Transformative Learning
•Existing frames of reference
•Learning new frames of reference
•Transforming a point of view
•Transforming a habit of mind
Ten Steps in the TL Model• A disorienting dilemma • Self-examination • A critical assessment of assumption • Recognition that one's discontent and process of
transformation are shared and that others have negotiated a similar change
• Exploration of options for new roles, relationships, and actions
• Planning of a course of action
• Acquisition of knowledge and skills for implementing one's plans
• Provisionally trying out new roles • Building of competence and self-confidence in new
roles and relationships • A reintegration of new assumption into one's life on
the basis of conditions dictated by one's new perspective.
Ten Steps in the TL Model
• It is only in the outcome of a learning experience that we can distinguish between a non-transformative learning experience and a transformative one.
• They are transformative when there is a radical change in one’s cognitive, emotional, and/or spiritual way of being.
Transformative Learning
• What factors contribute to transformational learning?
• What challenges arise for the instructor who teaches in transformational learning environments?
Fundamental Questions
• Transformative learning can be promoted in the classroom by using any strategy, activity, or resource.
• Readings from different perspectives, field experiences, videos, role plays, simulations, and asking challenging questions all have the potential to lead to transformative learning.
How to Promote TL
• Students' life experiences A starting point for transformational learning
• Critical reflection, Distinguishing characteristic of adult learning, and saw it as the vehicle by which one questions the validity of his world-view
• Rational discourse A catalyst for transformation, as it induced the various participants to explore the depth and meaning of their various world-views
What factors contribute to TL?
Encourage students to reflect on and share their feelings and thoughts in class
Be holistically oriented, aware of body, mind, and spirit in the learning process
Become transcendent of his own beliefs and accepting of others' beliefs
Cultivate awareness of alternate ways of learning
Instructor Roles in TL
Establish an environment characterized by trust and care
Facilitate sensitive relationships among the participants
Demonstrate ability to serve as an experienced mentor reflecting on his own journey
Help students question reality in ways that promote shifts in their worldview
Instructor Roles in TL
Be free to determine their own reality, as opposed to social realities defined by others or by cultural institutions
Be ready for and open to change
Those with a wider variety of life experiences, including prior stressful life events, are likely to experience more transformation.
Cultivate the ability to transcend past contexts of learning and experience
Student Characteristics in TL
Be willing and able to integrate critical reflection into their school work and personal life.
Be able to access both rational and affective mental functioning.
Have sufficient maturity to deal with paradigm shifts and material which differs from their current beliefs
Student Characteristics in TL
learn to transform
prior interpretation
new/revised personal interpretation
Multiple
Intelligences
Top Education Technology Trends
• The need to develop cultures of innovation
• Increasing collaboration between institutions
• Possibilities of assessment and measurement
• Proliferation of open educational resources
• Increase in blended learning
• Redesigning learning spaces
Things to Remember
• Education is not about the transmission of information, but the transformation of our learners
•This requires a transformative learning environment, which cannot help but transform us as faculty as it transforms our students
Things to Remember
• Focus on assessment for learning, assessment in learning, balancing support and challenge. Faculty development is the key.
• The goal of education is improved well-being for individuals, society and population
