Pengembangan pendidikan mengarah pada personalized learning. Design process pendidikan makin lama harus mengikuti tuntutan jaman, serta mendorong self learning yang makin kuat dan pilihan life long learning yang makin mandiri.

1. Learning Capability
(Language, Learning, Leadership and communication)
Kresnayana Yahya
L/O/G/O

2. From Talk to Action

3. Parenting the youth
cc Steve Wheeler, University of Plymouth, 2010
The pace of
change is
accelerating
3

4. ~ W. B. Yeats
www.preservefortlouis.org
Parenting the youth
4
cc Steve Wheeler, University of Plymouth, 2010
Education is not
the filling of a
pail, but the
lighting of a fire.

5. Trends in Education
Apprenticeship model
Parenting the youth
© Steve Wheeler, University of Plymouth, 2010
Just for me
5

6. Trends in Education
Apprenticeship model
Just in case
Parenting the youth
© Steve Wheeler, University of Plymouth, 2010
Just for me
Standard Curriculum
6

7. Trends in Education
Apprenticeship model
Just in case
Bespoke Curriculum
© Steve Wheeler, University of Plymouth, 2010
Just for me
Standard Curriculum
Just in time
Parenting the youth
7

8. Trends in Education
Apprenticeship model
Just in case
Bespoke Curriculum
© Steve Wheeler, University of Plymouth, 2010
Just for me
Standard Curriculum
Just in time
Personalised Learning
Parenting the youth
Just for me
8

9. Trends in Education
Apprenticeship model
Just in case
Bespoke Curriculum
© Steve Wheeler, University of Plymouth, 2010
Just for me
Standard Curriculum
Just in time
Personalised Learning
Just for me
Personal Learning Environment
Parenting the youth
9

10. cc Steve Wheeler, University of Plymouth, 2010
“It's not what you
know that counts
anymore. It's what
you can learn.”
– Don Tapscott
Parenting the youth
10
http://www.nationalpost.com

11. A Digital
Vision for
Society

12. Society Digital Strategy
Digital Connectivity
Digital Participation
Public Service Delivery
Society is well
positioned to take
full advantage of all
the opportunities of
the digital age
Digital Economy

13. Connectivity
• By 2020, a future-proofed infrastructure that
supports any device, anywhere, anytime connectivity
• A longer term plan with the right mechanisms,
partnerships and commercial models in place
• Delivered in a sustainable way and in partnership
with industry

14. Strengths and Opportunities
Strengths and Opportunities
Telehealth
Big data
Big data
Cloud
Gaming

15. Smart Communities
Smart Systems
of a
Image courtesy of Telefonica UK
m2m

16. Parenting the youth
16

17. Information Literacy Umbrella
Patrica Senn Breivik.

18. Definitions
IL cover the following experiences:
n the use of information technology;
n the use of information sources;
n executing a process;
n controlling information for retrieval;
n gaining knowledge;
n extending knowledge;
n gaining wisdom.
Bruce, C. S. (1997). The seven faces of information literacy. Adelaide:
Auslib Press.

19. Information literate person
Recognizes the
need for
information
Uses and
presents
information
Develops
successful
search strategies
Processes
information
Organizes
information
Identifies
sources of
information
IL PERSON
Evaluates
information and
sources
Accesses
sources of
information

20. “The relationship between learning
outcomes and competences is a
complex area – the subject of some
debate and no little confusion”.
(Adam, 2004)
20

21. 21

22. Assessment of Generic
Competences
“Some competences are poorly defined so that
an analysis of them is somewhat difficult….This
lack of precision makes analysis and critical
evaluation difficult” (Boni and Lozano, 2007)
22

23. Examples of Generic Competences
SAARD (Self-Assessment of All-Round Development Questionnaire
Research project identified 14 generic competencies:
Communication
Creative thinking
Critical thinking
Cultural Appreciation
Emotional Intelligence
and Psychological
wellness.
Entrepreneurship
Global outlook
Healthy lifestyle
Interpersonal
Effectiveness
Leadership
Life-Long Learning
Problem Solving
Social and National
Responsibility
Teamwork
23

24. Trend masa depan
• Self learning and learning improvements akan
menjadi bagian utama dari Life Improvements
• Learning activities akan terjadi karena
dorongan kebutuhan dan tekanan perubahan
yang cepat dan radikal
• Knowledge base activity akan makin dominan
• Cycle of change, cycle of Improvement makin
pendek

25. Benefits for learning: explicit
or implicit knowledge?
Negative evidence & cognitive
comparison
(L1: Farrar, Nelson....)
Noticing
Incorporation &
(Schmidt)
Introspection
Testing hypothesis,
pushed output
(Lyster)
explicit??
Positive evidence
& enhanced input
(L2: Leeman, McDonough, Doughty)
Repeated processing
Structural priming &
Recasts
held gains
Pre-post-test in memory
implicit??
Memory trace,
frequency tallying

26. Exploring Hidden
Curriculum

27. What is the hidden curriculum?
curriculum
What is taught
After: Snyder, B R
(1971). The Hidden
Curriculum. USA,
MIT Press.
What is learned

28. What is the hidden curriculum?
curriculum
designers
Intended
curriculum
teachers
Curriculum
in use
learners
Received
curriculum

29. Does it drives Action
•
•
•
•
•
Hidden curriculum to motivate action learning
How to motivate self learning
How to drive action and deepening knowledge
Society has to be supporting
Family and self inisiative becomes important

30. Alignment Within Courses
Design Backward
Intended
Learning
Outcomes of
the Lesson
Deliver Forward
Intended
Learning
Outcomes of
the Unit
Intended
Learning
Outcomes of
the Course

31. Alignment Between Course Outcomes
and Institutional Outcomes
Design Backward
Intended
Learning
Outcomes of
the Lesson
Deliver Forward
Intended
Learning
Outcomes of
the Unit
Intended
Learning
Outcomes of
the Course
Intended
Learning
Outcomes of
the Academic
Program
Intended
Learning
Outcomes of
the Institution

32. Action based learning

33. Innovation, Integration and
Leadership Development
through a Peer Coaching
Process

34. Levels of Reflection
What we
see and do
Mindsets
Ø
Pre-conceptions
Ø Beliefs
Ø Assumptions
Ø Frame

35. Waterline Action Learning Framework
Action
Situation
Frame
Reframe
Explore

36. Learning informs action and
action informs learning.
Action
Learning

37. L=P+Q
• L stands for Learning
• P stands for Programmed Knowledge
• Q stands for Questioning Insight
[INSERT YOUR
LOGO HERE]

38. Kolb’s learning cycle
[INSERT YOUR
LOGO HERE]

39. Volunteer Coaching…
resourceful
[INSERT YOUR
LOGO HERE]

40. Constructivist Learning
• Knowledge is a function of how the
individual creates meaning from his or
her own experiences (Ertmer, p. 9)
• Meaning is created rather than acquired.
• Content knowledge is embedded in the
context in which it is used.

41. Constructivist Instruction
Cont.
•
Teacher role: Acts as a guide and facilitator;
collaborative resource as students explore topics
•
Student role: Collaborate; develop competence; may
learn different material
•
Curriculum: Based on projects that foster higher level
and lower level skills at the same time
•
Learning Goals: Stated in terms of growth from where the
student began; work independently and with groups
•
Types of Activities: Group projects, hand-on exploration;
product development
•
Assessment: Performance tests and products (ex.
Portfolios); quality measured by rubrics and checklists;
measure may differ among students

42. Examples of Constructivist
Content
• Causes of WWII
• The strengths and weaknesses of
Democracy
• How technology fosters
collaboration
• The effects of
global warming

43. Now, an activity

44. The Learner Must Construct
Knowledge
• Is Constructivism:
• A theory of learning
• Or a theory of teaching?
• Is Lecturing Compatible with Constructivism?
• It is if the student is activity processing the lecture,
and constructing meaning from it.
• Are Student-Centered Approaches More
Likely to Assure Knowledge Construction?
• Maybe so

45. Experiential Learning Model

46. Constructivism…
A theory about knowledge and learning…. Describes what
“knowing” is and how one “comes to know”.
Describes knowledge as temporary, developmental,
nonobjective, internally constructed, and socially and
culturally mediated.
Learning a self-regulatory process of struggling with the
conflict between existing personal models of the world and
discrepant new insights, constructing new representations
and models of reality as a human meaning-making venture
with culturally developed tools and symbols, and further
negotiating such meaning through cooperative social activity,
discourse and debate. Fosnot, 1996:ix.
Knowledge is not passively received but actively built up by
the cognizing subject. Von Glasersfeld, 1989.

47. Knowledge is meaning making,
Learning occurs not as students take
in mathematical knowledge in readymade pieces but as they build up
mathematical meaning on the basis of
their experience in the classroom.
Yackel, Wood, Merkel, Clements,
Battista (1990)

48. To change the world, emphasise
learning by doing
The ‘net’ for the ball

49. … by collaborating
Measuring circumference

50. …sharing ideas, experiences,
expertise.
Measuring, recording, analysing, understanding

51. Effective Learning
environments

52. 52

53. Tantangan masa depan
•
•
•
•
•
Learn How to Learn
Life long learning
Proficiency in Communication
Multi Language
Membangun Leadership

54. Mental Resources
¢Technology
¢Information
¢Knowledge
¢Creativity
“Unlike material resources,
information & knowledge are not lost
Harlan
when you give them away.”
Cleveland
kresnayana yahya, pengembangan statistik,
semarang 14 september 2013
54

55. Internet as Mental
Organization
¢
Internet multiplies human capabilities &
extends social organization 1000-fold
Global social networking
l Global access to information
l Global free communication
l Global transactions
l
¢
The potential impact on productivity of
resources & quality of life is
incalculable
kresnayana yahya, pengembangan statistik,
semarang 14 september 2013
55

56. Psychological Resources
¢ Rising
expectations
¢ Skills & capacities
¢ Culture
¢ Values
¢ Trust
kresnayana yahya, pengembangan statistik,
semarang 14 september 2013
56

57. Parenting the youth
57

58. Key Qualifications
“Softskills“
Language skills
Presentation
Communcation
Intercultural Competence
Social corporate
responsibility
Conflict
Management
Assessment Center
Parenting the youth
Diversity Management
58

59. 4R
• reading
• writing
• arithmetic
• responsibility
Parenting the youth
59

60. entertain
engage
enthuse
embed
e-learning?
exchange
empower
extend
enhance
enrich
60

61. The ‘New’ Teacher?
• ‘unlearn’
• collaboration in the time of competition
• find ways to cater to individual learning
habits and strategies as never before.
• Exchange ideas with creative and
relevant problems -solutions
Parenting the youth
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62. The ‘New’ Teacher
• helps learners construct knowledge for
themselves
• encourages multiple perspectives
• uses multiple ICT tools rather than only the
printed text
• promotes creative and innovative thinking
over memorisation
62

63. Kemampuan Kerjasama
TEAM WORK
63

64. Why Do We Care?
Ability
PERFORMANCE
Motivation
Opportunity
Performance = f (Ability, Motivation, Opportunity)
64

65. kresnayana yahya, pengembangan statistik,
semarang 14 september 2013
65