Learning in 21st Century

“How people think, communicate and learn together in technology supported interactions .. .“

Ilker Yengin (PhD) Social & Cognitive ComputingInstitute of High Performance Computing, A*STAR

Optimize communications

and thinking processes

Collaborative knowledge

building

Multi-modal knowledge

representation

Mobile Apps

Social Tutoring Robots

E-Learning Tools

Outline

1. 21st Century Life and Economic Values 2. Learning Societies in 21st century3. Core Cognitive Skills in 21st century Education4. Activities to Develop 21st century Cognitive

Skills5. Technology for 21st century Education 6. Developing Social and Communicative Skills 7. DiaCog

http://blog.linkedin.com/2012/11/15/dream_jobs/

1. 21st Century Life and Economic Values 2. Learning Societies in 21st century3. Core Cognitive Skills in 21st century Education4. Activities to Develop 21st century Cognitive Skills5. Technology for 21st century Education 6. Developing Social and Communicative Skills 7. DiaCog

60s 70s

ICT and Change

80s 90s

ICT and Change

2000

ICT and Change

Nowadays

Internet = Economic Power

Knowledge = Internet

Knowledge Creates Greater Knowledge

– Leibold, Marius, Gilbert Probst, and Michael Gibbert. Strategic Management in the Knowledge Economy: New Approaches and Business Applications. Erlangen: John Wiley & Sons.2007.

“ICT enabled knowledge societies create new economical values to the products or processes that enable the knowledge societies to provide new methods to generate even greater knowledge”

Knowledge Knowledge

Knowledge Knowledge

Internet= Knowledge

• Positive disruptive technology• Creating new industries • Spread Knowledge• Organize new social interaction

Education=Economic Power

• Effective education of cognitive skills is positively correlated with the economic growth of the societies .

Hanushek, E. A., & Wößmann, L. The role of education quality for economic growth. 2007.

Education=Economic Power

Can you calculate this for me ?1 Percent of GDP of USA in 2013 = ? 167 Billion

Question ?

IF >• Internet = Economic Power• Knowledge = Internet• Knowledge Creates Greater Knowledge• Education=Economic Power

• What is Education THEN?

Question ?

IF >• Internet = Economic Power• Knowledge = Internet• Knowledge Creates Greater Knowledge• Education=Economic Power

What is Education THEN? >

• Education = Internet=Economic Power• Education = Internet =Knowledge • Education Creates Greater Education = ?• Education Creates Greater Knowledge ?

http://www.ericsson.com/thinkingahead/networked_society

Winning Ingredient in the Equation

• Successful economies and societies will need to be creative !

2010 Winning Ingredients report , Standard Chartered

• Fast changing dynamics • Knowledge as the economical value• Networked societies • Collaboration and team work• Importance of creative and innovative individuals

1. 21st Century Life and Economic Values

2. Learning Societies in 21st century3. Core Cognitive Skills in 21st century Education4. Activities to Develop 21st century Cognitive Skills5. Technology for 21st century Education 6. Developing Social and Communicative Skills 7. DiaCog

Change = ?

Exam Factory

Pupils becoming 'anxious, stressed and disaffected

http://www.independent.co.uk/news/education/

http://www.google.com.sg/url?sa=t&rct=j&q=&http://www.ted.com/talks/ken_robinson_says_schools_kill_creativityhttp://www.technologyreview.com/news/506351/the-most-important-education-technology-in-200-years/

Knowledge SocietyFactory Model

Changing Face of Education

1. 21st Century Life and Economic Values 2. Learning Societies in 21st century

3. Core Cognitive Skills in 21st century Education4. Activities to Develop 21st century Cognitive Skills5. Technology for 21st century Education 6. Developing Social and Communicative Skills 7. DiaCog

CORE COGNITIVE SKILLS IN 21st CENTURY EDUCATION

CORE COGNITIVE SKILLS IN 21st CENTURY EDUCATION

Creativity Inventive Thinking

Critical Thinking

Effective Communication

Collaborating in Teams

The Flexible & Self-directed Learning

Cross-cultural Understanding

ICT Literate

1. 21st Century Life and Economic Values 2. Learning Societies in 21st century3. Core Cognitive Skills in 21st century Education

4. Activities to Develop 21st century Cognitive Skills5. Technology for 21st century Education 6. Developing Social and Communicative Skills 7. DiaCog

Activities to Develop 21 Cognitive Skills

Tilling and Fadel (2009). 21st Century Skills

1. 21st Century Life and Economic Values 2. Learning Societies in 21st century3. Core Cognitive Skills in 21st century Education4. Activities to Develop 21st century Cognitive Skills

5. Technology for 21st century Education 6. Developing Social and Communicative Skills 7. DiaCog

Future direction of Knowledge!

Plagiarism=? Privacy and Security=?

http://classroom-aid.com/technology-resources/

Web 2.0 & 21st CENTURY EDUCATION

http://content.clearchannel.com/cc-common/mlib/4665/03/4665_1362608472.jpg

Creativity & Inventive Thinking

Different forms of collaborative idea creation and discussion tools:

– Wikis – Blog– Online story telling – Brainstorming – Concept mapping – Multimedia (Video, audio, 3D objects etc.)– Games – Document Formats (Presentation, office documents etc.)

Web 2.0

Web 2.0 & Critical Thinking

• Open platform • Impact and trustworthiness of resources

Web 2.0 & Effective Communication

• Text based messages • Allowing different modes of non-verbal

communication.

Web 2.0 & ICT Literacy

• Chicken –Egg Problem • Cyber ethics and rights

Web 2.0 Cross-cultural Understanding

A platform to practice attitudes.

Flexible & Self Directed Learning

• Platform for practice skills

1. 21st Century Life and Economic Values 2. Learning Societies in 21st century3. Core Cognitive Skills in 21st century Education4. Activities to Develop 21st century Cognitive Skills5. Technology for 21st century Education

6. Developing Social and Communicative Skills 7. DiaCog

CORE COGNITIVE SKILLS IN 21st CENTURY EDUCATION

Creativity Inventive Thinking

Critical Thinking

Effective Communication

Collaborating in Teams

The Flexible & Self-directed Learning

Cross-cultural Understanding

ICT Literate

Example Argumentation

• What do you think about the role of the internet in education in 21st century ?

Player 1’s Response to the Question

Comment of Player 2 to Player 1

Player 2’s Response to the Question

Comment of Player 3 to Player 2

Player 3’s Response to the Question

Comment of Player 1 to Player 3

What is the Structure of language and cognition in this dialog ?

START: Copyright laws and policy could be better aligned with the interests of both consumers and copyright holders.

Player A: I agree, although the Copyright Act attempts to balance culture and commerce through exclusive incentive models and fair use defenses, the law just doesn’t seem to be keeping up with the way end users, developers, and content creators operate in the digital sphere [Round 1], [Agree].

o Player D: For instance, current copyright laws are inadequate for the digital age anyway, some legal experts says "Most of it was written more than a quarter century ago," [Round 1], [Support].

o Player A: For example, we see it all the time on YouTube: people communicating through shared content without permissions. [Round 3], [Agree].

o Player C: I think so, with the influx of innovative technologies comes new opportunities for artists and creators to earn a living, but it is often on the fringes of traditional copyright laws.

Player B: Is it the case that, the Copyright Act protects “original expression,” but what is considered “original”? [Round 1], [Question].

o Player C: I read that, a work can only be original if it is the result of independent creative effort. It will not be original if it has been copied from something that already exists. If it is similar to something that already exists but there has been no copying from the existing work either directly or indirectly, then it may be original. [Round 1], [Inform].

Player B: I am not sure about that, copyright protection should not depend on the artistic quality or merit of a work [Round 2], [Challenge].

Player C: I read that, the term "original" also involves a test of substantiality - literary, dramatic, musical and artistic works will not be original if there has not been sufficient skill and labor expended in their creation. But, sometimes significant investment of resources without significant intellectual input can still count as sufficient skill and labor. [Round 2], [Support].

o Player A: For example, there is much case law indicating, for example, that names and titles do not have sufficient substantiality to be original and that, where an existing work is widely known, it will be difficult to convince a court that there has been no copying if your work is very similar or identical. [Round 3], [Inform].

Player D: I am agree, if your work is very similar or identical to something it is not original. [Round 3], [Agree].

Player B: I am agreeing on that. [Round 3], [Agree]. Player D: I think. the purpose and character of the use of the works are important. If the new work is transformative the law should be evaluate that aspect. [Round 2], [Propose].

Outline

1. 21st Century Life and Economic Values 2. Learning Societies in 21st century3. Core Cognitive Skills in 21st century Education4. Activities to Develop 21st century Cognitive Skills5. Technology for 21st century Education 6. Developing Social and Communicative Skills

7. DiaCog

START: Copyright laws and policy could be better aligned with the interests of both consumers and copyright holders.

TURN 1:

Student A: I agree, although the Copyright Act attempts to balance culture and commerce through exclusive incentive models and fair use defenses, the law just doesn’t seem to be keeping up with the way end users, developers, and content creators operate in the digital sphere.

Student D: For instance, current copyright laws are inadequate for the digital age anyway, some legal experts says "Most of it was written more than a quarter century ago,"

Teacher: Is it the case that , the Copyright Act protects “original expression,” but what is considered “original”?

Student C: I read that, a work can only be original if it is the result of independent creative effort.

Tracking Interactions with Cognitive Maps

Tracking Interactions with Cognitive MapsSTART: Copyright laws and policy could be better aligned with the interests of both consumers and copyright holders.

Student A: I agree, although the Copyright Act attempts to balance culture and commerce through exclusive incentive models and fair use defenses, the law just doesn’t seem to be keeping up with the way end users, developers, and content creators operate in the digital sphere.

Student D: For instance, current copyright laws are inadequate for the digital age anyway, some legal experts says "Most of it was written more than a quarter century ago,"

Teacher: Is it the case that , the Copyright Act protects “original expression,” but what is considered “original”?

Student C: I read that, a work can only be original if it is the result of independent creative effort.

Student C

Teacher

Student D

Student A

START

I read that, for Type II is theoretically possible to fulfill a condition which is given in the if-clause.

Structuring cognition

Summary

1. 21st Century Life and Economic Values 2. Learning Societies in 21st century3. Core Cognitive Skills in 21st century Education4. Activities to Develop 21st century Cognitive Skills5. Technology for 21st century Education 6. Developing Social and Communicative Skills 7. DiaCog

Social & Cognitive ComputingInstitute of High Performance Computing, A*STAR

By Ilker Yengin (PhD)

yengini@ihpc.a-star.edu.sg

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Learning in 21st Century