TOPIC 1 1 LIFELONG LEARNING PROCESS OF TEACHING Dr Jamilah binti Ahmad Lecturer

1. TOPIC 11 LIFELONG LEARNING PROCESS OF TEACHING Dr Jamilah binti Ahmad Lecturer Department of Educational Foundation and Social Sciences, School of Education, Faculty of Social Sciences and Humanities Tel :0194033669 Room M39

2. Teachers as long life learners

3. Definition lifelong learning is the education resulting from integration of formal, non formal, and informal education which create ability for continuous lifelong development of quality of life

4. LEARNING PROCESS the learning process is defined: as learning which progresses in time and by degrees, is planed and goal directed (Duch & Groh,2001) as a result of the learning process , the learner gets an insightful knowledge which includes both actual knowledge and skills to use this knowledge acquiring the skills

5. HOW PEOPLE LEARN Taking a class Reading Watching movie Socializing with other people

6. Example of longlife learners

8. PERANAN DAN TUGAS GURU MASA KINI PENUNTUT ILMU Pelajar sepanjang hayat Ilmu apakah yang diperlukan untuk masa kini? • ICT • Bahasa, terutamanya Bahasa Inggeris • Sains dan teknologi • Kemahiran sosial – interpersonal dan intrapersonal • Kemahiran berkomunikasi

9. PERANAN DAN TUGAS GURU Pekerja Ilmu • Agen perubahan • Agen sosialisasi • Penilai • Pakar rujuk/ fasilitator • Pengamal kemahiran

10. Inefficiencies issues related to Professional Development for Teachers type of professional development includes: (a) short, one-time sessions (b) training or workshops irrelevant to the teachers’ contexts. (c) sessions led by experts with little follow-up

11. Teachers should be excellent learners. Teachers should expect and be expected to learn in personalized contexts. Teachers should develop their skills in a collegial community. Teacher learning should embrace the kinds of learning valued in student learning

12. Research in longlife learning

13. Korea’s Preparation toward Ubiquitous Society • Gyeonggi lifelong learning, homelearn • It opened in May, 2010 • 500 free educational programs in five thematic areas: (foreign languages, liberal arts, computer skills, management, and leadership) • May 2011 its service expanded to mobile devices.

14. Korea’s Preparation toward Ubiquitous Society • KOCW (Korea Open CourseWare, http://www.kocw.net/) • Be freely accessed through an application for both android and apple phones.

15. Research Method • The total number of the survey respondents : 298 • Taking account of the characteristics of the above respondents, the result data of the needs analysis focused on the learners, though when needed the result data of the lifelong educators and professors was compared.

16. E-learning participation e-learning experience more than 90% Frequented e-learning educational websites distance or cyber universities Places for e-learning home Primary e-learning tools personal computers

17. Awareness and readiness for ubiquitous environments • E-learning devices that they currently use 21.5% 18.8% 17% 16.6% 9.9% 2.4% 4.1% 3.6% 1.5% 1.8% 2.6% 0.2%

18. Awareness and readiness for ubiquitous environments • E-learning devices learners will purchase within one year • Plans to purchase devices that have been launched quite recently, may show that commonly used devices lay the groundwork for a shift from the e-learning era to the mobile learning era.

19. Awareness and readiness for ubiquitous environments • Level of familiarity with electronic networks and devices • In general, as the learner’s age increases, less familiar with the devices, with higher academic qualifications corresponding to a higher level of familiarity with electronic devices, (p=.000) Housewives (3.69) Technical fields (3.71) rated 4.32 rated 3.50 Low relationship 34 years or younger 55 years or older P=.003

20. E-learning needs for lifelong learning in the ubiquitous environment • Intention to participate in lifelong learning through mobile learning • Almost two-thirds of respondents (64.8%) reported that they intend to take part in lifelong learning programs with mobile learning • the expectation and the participation intention of program providers was higher than learners. P=.001

21. E-learning needs for lifelong learning in the ubiquitous environment 33.6% • Preferred learning method on the move 31.1% 10.4% 10% 5.8% 5% 1.7% 2.5%

22. Enhancing Learners’ Lifelong Learning Through Implementing Problem-Based Learning Presenter: Dr Danh Duc Nguyen Department of Psychology and Education, Ho Chi Minh City University of Pedagogy, Vietnam

23. Rationale of the research -More important, students should be educated to be successful at solving problems at the workplace: problem solvers; lifelong learners. -Students taught through traditional approaches (lecturing) may not be educated to become effective problem solvers, lifelong learners

24. FINDINGS All 11 teachers and 182 students participated: -A strong commitment on teacher part in trying new teaching and learning approaches to enhance their students’ learning. Teachers voluntarily implemented the PBL approach in their university classes and participated in the process of data collection to share their perceptions of the PBL implementation.

25. Being a Teacher in the Knowledge Society

26. 1. Knowledge Society2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society Information society: A society in which information is a good that one can exchange, buy, sell, store, transport, process. The society of the digital divide. Knowledge society: A human society, in which knowledge should bring justice, solidarity, democracy, peace... A society in which knowledge could be a force for changing society. A society which should provide universal and equitable access to information (UNESCO).

27. 1. Knowledge Society2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society Integrating ICT in order to build the Knowledge Society: Learning to know ICT and Knowledge, accessing Knowledge Learning to do New capacities, do through ICT Learning to live together New communication, the « e-citizen » Learning to be … in the knowledge society; personal development

28. 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society • An aim for education: build a collective intelligence; a role for Teachers. • The (open) classroom is the first place where collective intelligence can be built and used. • Develop collective intelligence of pupils • Develop the capacity for collaborative work • Use collaborative work

29. 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

30. 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society ICT confirm the essential and core role of the teacher: be the MEDIATOR between knowledge and the student …the face-to-face relationship between the teacher and the pupil remains essential The human dimension of teaching supported and enhanced by technology

31. Exercise: In a small group, lists five reasons why teachers should be a long life learners.