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Balancing Pedagogy and Technology to Strengthen Higher
Education Delivery Models
28 February 2017
by
Prof. Dato’ Dr. Ho Sinn Chye Vice-Chancellor & CEO
Higher Education Landscape and Trends
Technology is dramatically changing the way we work and study
• Mobile tools and Apps allow us to work or study anywhere, anytime
• Cloud computing is flattening our world
• Business operations are becoming more decentralized
• We gain actionable insights from clever use of data science and analytics (Big Data)
• Digital technology is narrowing the distinction between on-campus and online degrees
• On-campus education will be about provision of mentorship and guidance with research as an important factor
• Demand for open ubiquitous learning is pushing HEIs to re-examine their existing education delivery models
Technology is dramatically changing the way we work and study
On-going Challenges
• Redesigning learning space
• Moving from content to connections
• Shifting from credit hours to competencies
• Benchmarks for measuring learning outcomes
• Q-assured accreditation, certification, and credentialing and processes
• Teachers need training to stay relevant
(Back to the drawing board)
What it means …… how to respond?
Klaus Schwab
Book by Klaus Schwab (2016) The Fourth Industrial Revolution World Economic Forum
• More breakthroughs in emerging technologies (AI, robotics, Internet of Things, 3D printing, driverless cars, block-chain, fintech, nanotechnology, etc…)
• More people get connected by mobile devices, and to unlimited ubiquitous access to technology)
• Impacts on all disciplines, economies, industries, governments, our way of life, and Education Institutions
World Economic Forum’s Future of Jobs study predicts that before 2020:
• 5 million jobs will be lost• 2.1 million new jobs will be created
Source: WEF (2016) Global Challenge Insight Report
The challenge…
Innovating
Pedagogy for the Digital
Age
4th Industrial Revolution Impact on Higher Education
Graduates with future-proof SKILLS
• Analytical thinking • Creative thinking• Communicate effectively• Collaborate with partners• Problem solving• Ethics, accountability, etc.
21st Century Pedagogy… is about developing:
• Information fluency
• Media fluency• Technological
fluency• Knowledge seeker
and producer
• Thinking skills• Problem solving
skills• Project based
learning• Personalized
learningHow prepared are we to function in a learner-centered environment and support personalized instructions?
This publication is available in Open Access under the Attribution - Share Alike 4.0 International (CC-BY-SA 4.0) license.
WOU Press
ISBN 978-983-3910-03-8 (ePub)
Emerging Trends in Higher Education PedagogyEdited by S. Rahman (2016)
(ePub)
Technology’s affordances for Higher Education
• Access (open, synchronous, online digital tools, on-demand info/data, 24/7, informal, etc.)
• Engagement (LMS, hands-on, mobile, media-driven, game-based, project/problem/inquiry-based learning, constructivist learning, social networking, etc.)
• Customization (interactive modules, learner-centered, adaptable, personalized learning, flipped class approach, OERs, MOOCs, etc.)
3 Key StakeholdersLearner
Instructor Institution
Technology Mediated Learning Support Services
Course material & textbook(Self-paced study) Blended
ModeOnline tutorials
andFacebook Support Groups
(Virtual Tutorials)
Face-to-face tutorials
(Teleconferencing Session)
WawasanLearn (LMS)
We ask …• How receptive are our instructors to engaging
learners not just as consumers but also co-producers of content?
• How prepared are our instructors to continually learn new technologies?
• Can our instructors develop skills to engage learners in project/inquiry-based learning?
• Are our efforts fully backed by the institutions we work in (e.g. enabling policies)?
WOU’s e-Learning Development Road Map2011 2012 2013 2014 2015 2016 2017
Phasing out of printed course materials
Ensuring digital bandwidth availability and stability at WOU
Producing digitized course materials on CD-ROMs
Providing recommended textbooks for free
Enhancing WawasanLearn (LMS) features and learning resources
• Course materials delivered in portable PDF format
• Increasing use of OERs in course content
• Development of MOOC courses
• Staff training
On-going Activities
WOU’s ODL Environment
Global E-Learning Mainstream21st Century Education
Web 2.0 & 3.0 tools and Education 3.0
• Student centered• Project-based learning• Interactive learning,
hands-on activities• Customizable modules
• Online chats• Social networking
and media sharing• OER & FOSS**• MOOC
** OER = Open Educational Resources FOSS = Free and Open Source Software
MOOC = Massive Open Online Courses
Teachingand
Learning
OERand
MOOCe-Course Materials
Enabling Policies (Feb 2012)
Selection and Evaluation of Technology for Pedagogy
Key considerations:
• Teaching-learning effectiveness
• Value emanating to the learner
Learner’s Perspective:• Does this technology supported pedagogy
enhance learner engagement?• Does it allow learners to access content, learner
support, teacher support, and learning resources effectively and efficiently?
• Does it provide for flexible and ubiquitous access to learners?
• Does it translate to reasonable cost to learners?• Does it allow flexibilities in terms of time and
space for learning?• Does it make learning enjoyable?
Learner’s Perspective:
Instructor’s Perspective:• Does the technology allow instructors to have
an inclusive approach to teaching, providing for all types of learners?
• Does it allow opportunities for instructors to engage with learners using different approaches?
Instructor’s Perspective:• Does it allow learner participation and feedback
during and after the teaching-learning process?• Does it allow for effective assessment of
learning?• Does it facilitate utilization of all critical domains
of learning?• Is it practical to use and enhance on a regular
basis?
70:20:10 Model for Learning and Development
102070
Experiential Learning
Social Learning
Formal Learning
The numbers provide a contextual indication of the required response of each component of learning.
TPACK = Technological, Pedagogical, Content Knowledge
TPK = Using technology to utilize new teaching methods
TCK = Using technology to deliver new content
PCK = Combining pedagogy and content effectively
To remain relevant in this 21st century, e-Teachers need
training too!
Workshop on how to produce a Screencast
Date: 29 September 2015
RedefinitionTechnology allows for the creation of new tasks, previously inconceivable Trans-
formationModification Technology allows for significant
task redesign
AugmentationTechnology acts as a direct tool substitute, with functional improvement Enhance-
mentSubstitution Technology as a direct tool, with
no functional change
The SAMR Model(Reuben Puentedura, 2010)
Technology Adoption Ladder
Technology Enabled PedagogyCritical Thinking Tools
We are often held back not by technology but by our concern for the last person in the queue!
Instructors Learners
Institutional Perspective:• Does the application of this solution lead to
overall learning effectiveness and efficiency?• Does it add to financial viability and
sustainability (e.g. cost of acquisition, renewal and cost per learner)?
Institutional Perspective:• Does it tie up the institution in long-term 3rd-
party contracts, in the highly uncertain time of constantly evolving technologies?
• Does it allow the institution for wider outreach and access to markets efficiently?
• Does it enable efficient information flows within the system and from all stakeholders to enable timely decision making and good governance?
• Institutional commitment • Senior management support• Enabling policies and environment• Mainstreaming of faculty capacity building• Developing quality assured and
pedagogically sound course contents • Providing the right support services for
online learning
Critical Success Factors