balancing pedagogy &-technology
TRANSCRIPT
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Balancing Pedagogy and Technology to Strengthen Higher
Education Delivery Models
28 February 2017
by
Prof. Dato’ Dr. Ho Sinn Chye Vice-Chancellor & CEO
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Higher Education Landscape and Trends
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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)
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• 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
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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)
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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
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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
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The challenge…
Innovating
Pedagogy for the Digital
Age
4th Industrial Revolution Impact on Higher Education
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Graduates with future-proof SKILLS
• Analytical thinking • Creative thinking• Communicate effectively• Collaborate with partners• Problem solving• Ethics, accountability, etc.
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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?
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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)
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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.)
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3 Key StakeholdersLearner
Instructor Institution
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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)
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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)?
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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
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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
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Enabling Policies (Feb 2012)
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Selection and Evaluation of Technology for Pedagogy
Key considerations:
• Teaching-learning effectiveness
• Value emanating to the learner
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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?
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• 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:
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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?
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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?
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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.
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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
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To remain relevant in this 21st century, e-Teachers need
training too!
Workshop on how to produce a Screencast
Date: 29 September 2015
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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
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Technology Enabled PedagogyCritical Thinking Tools
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We are often held back not by technology but by our concern for the last person in the queue!
Instructors Learners
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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)?
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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?
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• 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
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