um.my

1. Learning to Raja Maznah Academic Development Centre ICTL 2008, 7 april 2008 Producing Leaders Since 1905 www.um.edu.my

2. Learning to ersonalize earning nvironment nd tudent engagement

3. SoTL Scholarship of Teaching and Learning About this presentation • Making public my teaching • Reflecting on my use of PoEIT (Pedagogy of Engagement Integrating Technology • Sharing of PLEaSE (Personalised Learning Environment and Student Engagement) experience • Getting feedback from my peers

4. Learning to Agenda Personalized learning Engaging learners Action research

5. PLEaSE allow learning to happen • Teaching is more difficult than learning because what teaching calls for is this: to let learn. • The real teacher, in fact, lets nothing else be learned than – learning … • The teacher is ahead of his apprentices in this alone, that he has still far more to learn than they – • he has to learn to let them learn (Heidegger, 1972, p.15) • The teacher has to learn what it is to learn to let others learn (Greene, 2001, p. 83)

6. “I never teach my pupils, I only attempt to provide the conditions in which they can learn” - Albert Einstein Personalised Leanring Environment and Student Engagement

7. My learning to let others learn • Action research – on my courses • Reflection on my practice • Learning new tools from colleagues and students (mostly) • Learning together with students – exploring the exciting new tools through project-based learning

8. 21st Century Skills • Skills in areas such as global literacy and criticalthinking skills help prepare students to succeed in today's digital economy. • Today's employers want graduates who can communicate effectively, think critically, solve problems, and work as part of a team • in short, graduates who are well versed in collaborative learning environments. • Whether you call it project-based or collaborative learning, it's a strategy that a growing number of educators are employing in their classrooms--and with growing success.

9. Soft Skills Communication Critical thinking Team work Leadership Ethics and values Entrepreneurship Life long learning

10. Personalization • A socially oriented idea – personalization could operate at 5 deeply structured levels: • Providing more customer friendly services • Giving people more say in navigating their way through services • Giving users more say over how money is spent • Users becoming co-designers and co-produces of services • Self-organization by individuals working with the support and advisory systems provided by professionals • (Leadbeater, 2003 cited in Campbell, et al. 2007)

11. 5-fold framework by DfES (2004) • Assessment for learning • Teaching and learning strategies that stretch pupils • Curriculum entitlement and choice • Student-centred organizations • Partneship beyond school

12. Why PLEaSE • Pedagogy of poverty – assumes students dependency • PLEaSE – students are co-producers of learning and self-managed • Co-authors of their educational scripts • Allows individual interpretations of goals and value of education • An innovation – change - requires a scaffold – care, thought, patience, intentional support

13. Scaffolding toPLEaSE Student-Centred Peer-Asssited Teacher-Assisted Teacher-Directed

14. Soft Skills Communication Critical thinking Team work Leadership Ethics and values Entrepreneurship Life long learning

15. OBJECTIVES ● engagelearners in active learning ● encourage learners in collaborative & critical learning ● re-enforce the development of the seven soft skills ● facilitate construction of learners’ own knowledge ● exploreprojects based on real-world environment

16. Cooperative Learning Collaborative Learning Active Learning Interactive Learning Felder & Brent (2005) Cooperative Learning www.ncsu.edu/felder-public

17. Student Engagement • Student engagement with the learning process • Student engagement with the object of study • Student engagement with contextof the subject of study • Student engagement with the human condition (Bowen, 2005)

18. Design Principles Learning is facilitated when • Learners are engaged in solving real world problems • Existing knowledge is activated • New knowledge is demonstrated • New knowledge is applied by the learner • New knowledge is integrated into the learner’s world (Merrill’s First Principles, 2002)

20. Authentic assessments • Individual reflections • process reports • group evaluations Engaged learning • Reflection • Searching • Active exploration • Solving • Creating • Sharing Alternative Methods Problem-oriented Project Based Learning • Group Products and Tasks • Module on Fishing 4 Job • Module on Entrepreneurship • Training module for lecturers • Video on learning centre for soft skills • A portal for soft skill knowledge management • Yahoo groups • Google groups • Blog • E-mail • Resource skills • Interpersonal skills • Information skills • System skills • Technology skills • Basic skills • Listening skills • Thinking skills • Personal qualities PXGT 6103 Personalized Learning and Student Engagement Skills-based Systematic teaching & learning method

21. Authentic assessments • Individual reflections • process reports • group evaluations Engaged learning • Reflection • Searching • Active exploration • Solving • Creating • Sharing • Resource skills • Interpersonal skills • Information skills • System skills • Technology skills • Basic skills • Listening skills • Thinking skills • Personal qualities PKEY 3101 Personalized Learning and Student Engagement Problem-oriented Project Based Learning • Group Products and Tasks • Courseware developed using SMARTnotebook for use with IWB Skills-based Alternative Methods Systematic teaching & learning method • Moodle • Blog • E-mail

22. Learning model

23. e L P 4 H K S A Acquisition of Skills and Knowledge forHumanistic e-Learning Protocols is a proposed model of learning protocols, involving Technology Based Learning Environments (TeBLE) and focusing on Interpersonal Relationships (IR) between learners and instructors, learners and learners, as well as learners and their learning environment. This framework uses humanistic approaches, including learning psychology and sociology.

24. PXGT6103 - ID 4 Soft Skills Project Method MIT Course: Instructional Design and Development No. of students = 21 students / 5 groups Class meetings = 10 weeks Blended learning = face 2 face + online Free Online Groups + Tools (FrOGs + FrOST) = Yahoo, Google, Blogs, e-mails, wiki Monitoring progress = 24/7 Lecturer = Coach + facilitator Students = Peer coaches + mentors Output = reflections + process reports + group evaluations Product = ID solutions, 1 group = 1 ID solution for soft skills

25. ID 4 Soft Skills Project Outcomes learning outcomes = process + products. 5 different products based on the types of clients. • Module on Fishing 4 Job • Module on Entrepreneurship • Training module for lecturers on PBL • Video on learning centre for soft skills • A portal for soft skill knowledge management

26. Learner-A Learner-B Learner-C Needs to be asked Needs to be reminded Needs to be forced to be able to use the new tool for assignment Instructor Constructivism Clinical inquiry Asking/probing technique Teaching by negotiation Introspection technique Reinforcement / incentives Inquiry technique Cognitivism Introspection Looking back at thought processes Teaching through reflection Behaviourism Change of behaviour due to stimuli through rote repetition, reinforcement and/or incentives Teaching by imposition Figure 7: Types of instructional techniques and theories of learning

27. Ask for helpand receive instructions from peers and instructor Through asynchronous online communication channel

28. knowledge through this social interaction afforded by the open source tools.

29. Figure 1: Assignment in progress platform in Seedwiki

30. Figure 2: Links to all the groups’ individual wiki pages

32. Figure 3: One group’s wiki assignment

33. Figure 4: A wiki for links to personal blogs

35. Findings – personalized learning Students are able to personalize their learning when they are give opportunities to work with real projects to solve real problems. • It (the assignment) is a real world problem. My group members and I have to plan on how to do it properly. It is not an easy task, but it enables us to have a critical thinking on how to identify and analyse problem, have a justifiable evaluation and find ideas for alternative solution. (Student MP) • I like the idea of personalizing the project by having own yahoo group for each group (Student DU).

36. Findings – knowledge creation By engaging in the PoPBL students were able to actively participate in creating knowledge and managing their learning using technology. • … since most of the classmates are working adults, using online groupware (Google group) is one of the best ways to monitor the progress of assignment and to get the latest updates. Groupware allows for file sharing and asynchronous discussions, etc (Student Ye)

37. Findings – research & development Action research allows the learners to engage in an in-depth investigation of a real-world topic worthy of the learner’s attention and effort. From the beginning we decided to divide our task to design the sub modules and responsible to complete it and collect together to be one final product. Reflection from fishing 4 job group…

38. Findings – developing 21 st century skills Working on soft skills as the content of the project allows the students to check their competency in the soft skills: • To become a good team player one needs to be patient and to support each other especially during the critical time, to give solution and not to find others’ fault and condemn others (Student Na).

39. Reflection on learning – print-based portfolio

40. Recipe for teamwork

41. Critical thinking and problem solving?

43. rmaznah@um.edu.myCTLHE07, Palace of the Golden Horses Thank You Producing Leaders Since 1905 www.um.edu.my