The Politeknik Malaysia TeCC Agenda: Towards Creating 21th Century Learning Spaces

ZAINAL AZHAR ZAINAL ABIDIN, PhD

21ST CENTURY THINKING

STUDENT

TECHNOLOGY ENABLED COLLABORATIVE CLASSROOM

21ST CENTURY PEDAGOGY 21ST CENTURY SKILLS

THEME ENVIRONMENT

INTRODUCTION

TECC USE POLICY CENTRAL POLICY LOCAL POLICY PEDAGOGY AND INSTRUCTIONAL APPROACH USE OF LECTURE COLLABORATIVE DISCCUSIONS CURRICULUM OUTCOMES PRESENTATIONS AND REFLECTIONS BLENDED LEARNING AND THE FLIPPED CLASS GAMIFICATION ‘HOT’ JOURNEYS & DEEP LEARNING ASSESSMENT PRACTICES FORMATIVE ASSESSMENT FEEDBACK PEER ASSESSMENT USE OF TECHNOLOGY TECHNOLOGY AS A TOOL WEB 2.0 LIFE WITHOUT DIGITAL TECHNOLOGY DESIGNING YOUR OWN TECCs

INTRODUCTION: …By our definition, TECCs are learning spaces that MUST be used to promote the following concepts:

- 21st Century Learning Skills - Education 3.0 - Higher Order Thinking

st 21

CENTURY

INDUSTRY & BUSINESS ECONOMIC GLOBALIZATION COMPETITION OUTSOURCING INFLUX OF FOREIGN WORKERS DIGITAL TECHNOLOGY INFORMATION EXPLOSION NEW SOCIAL STRUCTURES

EDUCATION 1.0, 2.0, 3.0

Cooperative Learning and Higher Level Thinking: The Q-Matrix with Question Manipulatives Paperback – January 1, 1995 by Chuck Wiederhold

LOWER

HIGHER

LOWER HIGHER Cooperative Learning and Higher Level Thinking: The Q-Matrix with Question Manipulatives Paperback – January 1, 1995 by Chuck Wiederhold

FACILITATING BY QUESTIONS

THE THREE ICONS

Charlotte Danielson

Formative Assessment

Dylan Wiliams Clarifying, sharing, and understanding learning intentions and criteria for success – getting the students to really understand what their classroom experience will be and how their success will be measured. Engineering effective classroom discussions, activities, and learning tasks that elicit evidence of learning – developing effective classroom instructional strategies that allow for the measurement of success. Providing feedback that moves learning forward – working with students to provide them the information they need to better understand problems and solutions. Activating learners as instructional resources for one another – getting students involved with each other in discussions and working groups can help improve student learning.

Activating learners as owners of their own learning – We wrote a recent blog on this topic: self-regulation of learning leads to student performance improvement.

ERIC MAZUR

https://www.youtube.com/watch?v=wont2v_LZ1E

PUTTING IT ALL TOGETHER

STORYTELLING IN EDUCATION

HOW TO USE STORIES:

ASSIGNMENT

CONTEXT FACILITATOR

CHARACTERS IN STORIES

8 CHARACTERS 8 GROUPS

http://dramaticapedia.com/2012/08/17/the-8-archetypal-characters-2/

WHAT IS THIS STORY ALL ABOUT?

WHAT IS YOUR COLLABORATIVE CLASSROOM STORY STRATEGY? PROBLEM BASED LEARNING PROJECT BASED LEARNING INQUIRY BASED LEARNING STORYTELLING CDIO

A TECC LEARNING ENVIRONMENT STUDENTS WORKING TOGETHER WITH TUTOR TO SOLVE THE ASSIGNMENT. A LIVE CONTEXTUAL PROBLEM C3 ABOVE: AN INQUIRY/ PROJECT/ PROBLEM

C1: FACTS AND KNOWLEDGE

C1: FACTS AND KNOWLEDGE

C1: FACTS AND KNOWLEDGE

C1: FACTS AND KNOWLEDGE

A TECC LEARNING ENVIRONMENT STUDENTS WORKING TOGETHER WITH TUTOR TO SOLVE THE ASSIGNMENT. A LIVE CONTEXTUAL PROBLEM C3 ABOVE: AN INQUIRY/ PROJECT/ PROBLEM

LEARN OUTSIDE TECC ENVIRONMENT

C1: FACTS AND KNOWLEDGE

C1: FACTS AND KNOWLEDGE

C1: FACTS AND KNOWLEDGE

C1: FACTS AND KNOWLEDGE

TARGETS/OBJECTIVES

PLANNING YOUR TeCC USAGE STRATEGY How deep are your stories/characters are involved in your stories? How much technology is used to assist your stories/classes?, How much reflection activities are incorporated T&L? etc…

TIME/SEMESTERS

PLANNING YOUR TeCC USAGE STRATEGY INNOVATIVE LEARNING EXPERIENCE

TARGETS/OBJECTIVES

GENERIC TUTORIALS

TIME/SEMESTERS

TARGETS/OBJECTIVES

JURASSIC PARK

A SPECIAL PARK

MAN Vs NATURE

BAD SCIENCE – CLONING

CHAOS vs ORDER DEEP LEARNING

SURFACE LEARNING TIME/SEMESTERS

TARGETS/OBJECTIVES

FIRST SEMESTER

MID SEMESTERS

FINAL SEMESTER

PEDAGOGY

ANDRAGOGY

HEUTAGOGY

SIMPLE STORIES AND MESSAGES (ASSIGNMENTS, PROJECTS)

AVERAGE STORIES AND MESSAGES (ASSIGNMENTS, PROJECTS)

DEEP STORIES AND MESSAGES (ASSIGNMENTS, PROJECTS)

BASIC STRAIGHT FORWARD QUESTIONS

MID DIFFICULTY QUESTIONS

QUESTIONS THAT REQUIRES INFORMED SPECULATIONS

INFORMATION REFLECTION VIA ANY WEB 2.0 APPS

TOPICAL REFLECTION VIA PERSONAL BLOGS

COURSE REFLECTION VIA PROJECT BLOGS

NO PEER ASSESSMENT

INTEMITENT PEER ASSESSMENT

EMBEDDED PEER ASSESSMENT

FORMATIVE ASSESSMENT: VOTE WITH THUMBS

FORMATIVE ASSESSMENT: METACOGNITION TABLE

FORMATIVE ASSESSMENT: JOURNALS

TIME/SEMESTERS

LECTURERS ROLE vs.

STUDENTS ROLE

PROJECT TIME PER CLASS SESSION /SEMESTERS

ORIENTATION

CONSTRUCTION

COLLABORATION

INITIATION

STAGE 1

STAGE 2

STAGE 3

STAGE 4

MARSYITAH Ismail OPENLEARNING.COM

PROJECT TIME/SEMESTERS

TeCC USAGE KPI (2017-2018)

PeLARAS

75-80% UTILITY FACTOR via TeCC TIMETABLE; BLENDED LEARNING PLATFORMS AUDITS; A CLASS BLOG/S filled with formative assessments, portfolios, reflections etc..

ASSIGNMENT: CLASS TO BE DIVIDED INTO FIVE GROUPS.

THEN CREATE A LESSON PLAN USING THE TECC APPROACH TO EDUCATE STUDENTS ON THE “RUKUN NEGARA”.

Q&A ZAINAL AZHAR ZAINAL ABIDIN, PhD