Bending and Flipping the Right Way:

Key success factors to enhance learning amidst thechallenges of globalisationNov 2016

Mohamad Ridwan OthmanVice President, AGILE Taylors Education Group

Taylor’s Education Group

2016

Garden International

School

Taylor’s International

School KL

Australian International

School Malaysia

NexusInternational

School Putrajaya & Singapore

Taylor’s International

School Puchong

Taylor’s University

Taylor’s College Subang

Jaya

Taylor’s College

Sri Hartamas

British University Vietnam

Schools Division 65 years in Schools

Higher Education Division 47 years in Higher Education

Est. 1969

Est. 2000Est. 1951 Est. 1991Est. 2008

& 2007

Est. 2014

AGILE was set up in 2015 to elevate and make consistent, the learning and teaching quality across all these

institutions and also for the learning community across the region

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AGILE’s Mission

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AGILE’s Values

Learner-Centered

Focus on enhancing the learning experience

ExcellenceFrom outside in.

Inside out

Sustainable

Pragmatic

Informed Decision

Pilot Implementation

Scalable

Integrated

Touching more students and teachers

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AGILE’s key thrusts can be expounded in 6 key areas:

Sustainable

ModelsFrameworks

Faculty Development Programmes

Pilots

POCsLearningTechnology

Collab-orations

Outreach

Events

Find out more: agile.taylors.edu.my

Why ?

Generation Shift and Change in Student Profiles

#1

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Learners of today?

9

10

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Characteristics:

• Social learners

• Multi-taskers

• Short attention span

• Wants information fast

• Wants it anytime, anywhere

Or more like these?

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• As they come of age, businesses, employers and even

governments will want to steel themselves for this demanding

generation: They want things fast, flexible and in tune with their

beliefs on a mobile device.

Gen Z Connected Locally and Globally

•As global consumers, Gen Z’s have interconnectedness that

make them demographically homogenous. Universally, they are

exposed to the same brands and marketing, as geographical

location has become irrelevant

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Characteristics of this Generation

- Access to hyperlinked, ubiquitous information in all aspects of their life - Hyper-statial mind; twitch-speed; short-attention span (Puchta 2007)- Wants empowerment; a chance to share between peers (Daniel Pink 2008)- Evidence from neuroscience: Synaptic plasticity of the brain; malleable; they are engaged in a different way.

So, what then??

Digital Homesteaders: create and interact

New World of Everywhere Everyone Everything Learning

#2

A story

about

“Content”

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Story of Google

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Observations

1. None of them went to the Library

2. Students become content co-creators

3. Students’ exploration not bounded by the curriculum or syllabus

4. Students will probably know more than their teachers

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Teacher

Facilitator

New skill sets required:• Facilitate classroom

and group management

• Letting go…..

Change in Work Place Expectations &

Disconnect of Employers and Graduates

#3

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Source: https://robertjgardner.files.wordpress.com/2013/07/vuca-copy.png

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5 Key Trends in the Work-place

• New behaviors entering the workplace

• being more public, sharing, collaborating, etc;

• Mobility

• being able to get your job done anywhere, anytime, and on any device;

• Millennials

• a new generation of digitally savvy and enabled workers;

• Globalization

• living and working in a world without boundaries;

• Technology

• big data, the cloud, internet of things, wearables, and the like

Source: Jacob Morgan: 5 Ways People Over 50 Can Stay Relevant in the Future of Work

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Training Net-Gen Students for Jobs Yet to be Invented

Education 1.0

Education 2.0/3.0

Source: Dancing with Robots: Human Skills for Computerized Workhttp://content.thirdway.org/publications/714/Dancing-With-Robots.pdf

It’s not the content but the pedagogical method

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Collaboration U: Business and University Partnerships To Secure Talent Pipelines

• Employers are struggling to find college graduates with the necessary skills for their jobs

Employers are encountering a "significant and constantly growing skills gap in today's workforce" and "there appears

to be a disconnect between higher education institutions that are preparing the next generation of workers and the employers who expect to hire them."

Author: Jenna Filipkowski, PhD

(Jenna.Filipkowski@HCI.org)

Publication date: June 30, 2015 v.2

Source: Human Capital Institute (2015), Collaboration U: Business and University Partnerships To Secure Talent Pipelines. http://www.hci.org/hr-research/collaboration-u-business-and-university-partnerships-secure-talent-pipelines

Specific Responses

The WHAT to do next is easy when you know

the WHY

Educational Challenges due

to Globalisation:

Students’ Profile (Diversified,

Homogeneous but yet Unique in

some ways from Previous

Generations)

Educational Challenges due to

Globalisation:

Learning Environment (Porous,

Open, Available)

Educational Challenges due to

Globalisation:

Future World of Work

(Mismatched expectations;

Changing Industry Needs;

Unanticipated Skills)

Students’

Profile

Facilitator of Learning

Co-Construction

We-Learning

Social, Participative, Collaborative

Heart, Head, Hands

Future Work

Learning Design

Experiment, Use data,

Feed it back into the system

Only then:

Blend, Flip

the Right

Manner

For

maximum

results

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Implications to EducationFace to Face (F2F)

Physical Classrooms changing to a

more facilitative setup.

Where collaboration and discussion is

encouraged.

Affordances in tools such as Clickers

are introduced.

Psychosocial moratorium: (Gee; 2007)

‘learners can take risks where

consequences are lowered.’

Peer learning and instruction

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Traditional Classroom Design

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Learning Spaces:

X-Space Collaborative Classroom

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Learning Spaces:

K-12 Co-Construction Learning Spaces

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TR+: New Professor-friendly Learning Spaces

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Early version of Faculty Training Room (2002)

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AGILE’s PD Area for Educators (2016)

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Implications to Education

Physical Classrooms changing to a

more facilitative setup.

Where collaboration and discussion is

encouraged.

Affordances in tools such as Clickers

are introduced.

Psychosocial moratorium: (Gee; 2007)

‘learners can take risks where

consequences are lowered.’

Peer learning and instruction

What about online learning??

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Further Implications

Everywhere! F2F and Online.

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Blended learning: Needed

• eLearning alone is not enough. Many eLearning courses on typical LMS sites have online instructional resources that offer flexibility in delivery of high quality content anytime anywhere, but lacks the social and learner engagement found in a classroom.*

• Blended Learning combines the benefits of both F2F and online instruction for more effective engagement and learning experience. e.g. a lesson may have pre or post online activities or resources, while the classroom time can be used to engage students in feedback, clarification and other interactive learning experiences.*

• “the thoughtful integration of classroom face-to-face learning experiences with online learning experiences”(Garrison & Kanuka, 2004)

• “a pedagogical approach that combines the effectiveness & socialization opportunities of the classroom with the technologically enhanced active learning possibilities of the online environment” (Dziuban, Hartman & Moskal, 2004)

* [Bonk, C. J. & Graham, C. R. (Eds.). (in press). Handbook of blended learning: Global Perspectives, local

designs. SanFrancisco, CA: Pfeiffer Publishing. http://www.publicationshare.com/c083_bonk_future.pdf]

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Recent Evidence

Source: Coursera.org; https://class.coursera.org/mooc/wiki/view?page=FlippedLectures

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Learning Design Importance

Learning Design

Conceptual Map v1.0

Larnacadeclaration.wordpress.com

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Content Delivery only one aspect

Visual ‘drag and drop’ approach, helps educators visualize teaching and learning processes.

(Short-cut too!)

Social Aspects of Learning

Encouraged

Reflective+ Collaborative+

Assessment Activities too

Focus on learner experience and coaxes

students to think and go through the learning

process

Simple Learning Design

Authoring

Ambiguity reduced

though strong learning design

Reuse, re-purpose templates easily from LAMS Community and others. Over 700 shared sequences, downloaded more than 10000 times.

Supports various

pedagogies

Why LAMS?

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LAMS activity types

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LAMS Overview: Author View

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Learner View

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Continuation

• Multiple varied answers to the same question

• Good, poor, incomplete, right, wrong, partial, model answers

To improve the learning design, we must always test, pilot and gather data. Also, we must strive to analyse data that we are already collecting in our

institutions.

But must choose the right Analytics tool.

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Biggest ‘Problem’ with Analytics in Education

• Great Engine but no or very little mapping

• BI force-fit into Edu Model

• Cumbersome & Difficult to administer

• Time consuming to map to:• Academic’s concerns,

• Departments concerns

• Dean’s and Edu Leaders concerns

• Not easy to integrate with other Data sources

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A potential choice – Why we chose it?

Edu Mapping

Easily Integrated

Pedagogy Centric

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Professor Peter Mortimore

Professor Knut Roald

Professor Kjell B. Hjertø

Professor Louise Stoll

Professor Andy Hargreaves

Professor Viviane Robinson

Professor Michael Fullan

Professor Lorna Earl

Professor Jan Merok Paulsen

Edu Mapping done with Academic Rigour:

Yngve Lindvig, Louise Stoll, Michael Fullan, Andy

Hargreaves, Jarl Inge Wærness, Lorna Earl and

Anders Fosnes. Toronto, 2015

Input

Parental Support

Parental Expectations

Parental socioeconomic background

Input grades

Professional qualityStudent-Teacher Relations

Formative assessment

Student Involvement

Teacher Feedback

Order in Class

Teacher Encouragement of Creativity

Career counselling

Learning environment

Social well-being

Bullying

Trust

Safety

Emotional intelligence

EQ – SEA (Self Emotion Appraisal)

EQ - OEA (Other Emotion Appraisal)

EQ – UOE (Use of Emotion)

EQ – ROE (Regulation of Emotion)

Mastery-approach goal items -MAP

Mastery-avoidance goal items – MAV

Performance-approach goal items - PAP

Performance-avoidance goal items - PAV

Collectivism

Individualism

Win-loose

Commitment

Student behaviour

Self-Assessment

Digital skills

Communication skills

Decision-making skills

Citizenship

Key capacities

Output

Intrinsic Motivation

Self-efficacy

Satisfaction

Tests and/or grades

School Attainment

ConflictsConflicts – (Emotional Relationship Conflict)

Conflicts – (Emotional Task Conflict)

Conflicts – CT (Cognitive Task Conflict)

Conflicts - (Cognitive Relationship Conflict)

Scientifically tested student survey

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Why student survey?

Recent research has

shown that student

perception data are

predictive of student

achievement gains and

in many cases are more

reliable than classroom

observations and student

growth measures

(Schulz, Sud and Crowe 2014)

Students are at a good vantage point

to make judgements about classrooms

because they have encountered

many different learning environments

and have enough time in a class to

form accurate impressions. Also, even if

teachers are inconsistent in their day-to

day behaviour, they usually project a

consistent image of the long-standing

attributes of a classroom environment(Fraser 1998)

Unlike value-added data,

student survey data provide

actionable feedback that

teachers and supervisors

can use to target specific

areas for improvement

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Example of Survey QuestionsSelf-emotion appraisal (SEA)

• I have a good sense of why I have certain feelings most of the time.

• I have good understanding of my own emotions.

• I really understand what I feel.

• I always know whether or not I am happy.

Others’ emotion appraisal (OEA)

• I always know my friends’ emotions from their behavior.

• I am a good observer of others’ emotions.

• I am sensitive to the feelings and emotions of others.

• I have good understanding of the emotions of people around me.

Use of emotion (UOE)

• I always set goals for myself and then try my best to achieve them.

• I always tell myself I am a competent person.

• I am a self-motivated person.

• I would always encourage myself to try my best.

Regulation of emotion (ROE)

• I am able to control my temper and handle difficulties rationally.

• I am quite capable of controlling my own emotions.

• I can always calm down quickly when I am very angry.

• I have good control of my own emotions.

Emotional

intelligence

Possible Analysis and Data

For every factor, academics

ican easily plot two-factor

graphs like this, at both the

Institution Level and even at

their own programme level.

(Also by Gender etc.)

Ability to see the different

student groups that maybe

require the different and

necessary interventions.

Possible Analysis and Data (Future)

Its also possible to

drill down to the

individual students

and give a detailed

map such as this for

every one.

Correlations

between these

data and other

data such as

Student Grades in

the SMS or LMS can

also be shown.

Using evidence and customized educational technology systematically for releasing the potential in every learner: Findings presented at ICSEI Jan 2016

1. Assemble and present data from multiple sources leads to better professional learning

2. In-depth processes with a broad evidence perspective leads to better professional learning

3. Use of digital reflection tools leads to better professional learning

4. This type of professional learning leads to better student outcome, measured with a broad set of indicators

Paper presented at the annual conference of the International Congress for School Effectiveness and Improvement, January 2016, Glasgow.

Evidence

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“The dialog maps is an engaging way to inquire into our class-

climate. We are challenged to expand the way we think about learning

and well-being.”

Student

“For the first time the management was inquiring into our

professional learning activities, instead of just evaluating our

results.”

School leader

“Using the process designer with relevant prototypes led to better

prepared teachers that discuss teaching quality instead of data

quality.”

School Leader

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“This is probably… No, this is for sure the most sophisticated and

elegant educational solution I’ve ever seen. And the thinking behind it is

very much in line with ours.”

North American, Deputy Education Minister

“After seeing the products and mission, we need to further develop our

strategy and change the focus of our agenda for buying tools for

schools.”

Group of Educational Directors, European Country

“These products is an excellent way to broaden the focus in education

to include well-being, 21 century skills and holistic learning.”

Asian group of Educational Directors

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Understand the why

Choose the right tools and approach to

mitigate the challenges of globalisation and do proper learning design

Always pilot and test and gather data to

close the loop

Mohamad Ridwan Othman

mohamadridwan.othman@taylors.edu.my

agile.taylors.edu.my

facebook.com/taylorsagile

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