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Membina Sifat dan Membentuk Minda pelajar “Digital Native”
Riza Atiq Abdullah bin O.K. Rahmat,
K-Novasi Pengajaran dan Pembelajaran UKM 2016 18-19 Februari 2016
Dahulu dan sekarang
assembly line
Source: Proton
https://larrycuban.wordpress.com/2014/05/08/schools-as-factories-metaphors-that-stick/
Changes Surrounding U• The economic and job market are
constantly changing at a very fast rate
• Knowledge is expending at much faster rate than ever and rapidly become obsolete
• 65% of young children today will end up doing jobs that have not been invented
• Only 52% of university graduates get appropriate job within 6 months (also in the US).
Senario 1
• Rasyid seorang graduan undang-undang• Kemudian bekerja sebagi lawyer korporat
dengan gaji lumayan• Selepas 2 tahun dia berhenti dan
meneruskan karier sebagai usahawan internet
• Setahun kemudian isterinya yang juga seorang lawyer juga berhenti untuk turut dalam berniaga
Senario 2
• Hasmah, graduan perubatan• Selepas menamatkan hourmentship,
dia berhenti dan membuka perniagaan herb atas talian
Senario 3
• Hamzah, lulus SPM dari salah sebuah sekolah berprestasi tinggi, berasrama penuh dengan semua A+
• Dia enggan menyambung pelajaran, ibu bapanya marah
• Ia memulakan perniagaan• Ketika berumur 20 tahun dia telah
memilik RM 1 juta dalam akaunnya dan menaja ibu bapanya menunaikan haji
Senario 4
• Syarikat antara bangsa A, E, G dan P telah TIDAK meletakkan syarat lulus universiti untuk bekerja dengan mereka
Our students
Gen X Gen Y Millennium / Gen Z
Millennium / Gen-Z
http://puzzleminds.com/deeper-learning-for-digital-natives/
http://amandalearnsthings.blogspot.my/
Millennium / Gen Z
• Grew up in an environment where they use ‘gadgets’ and smart phones more than pen and paper
• They are so used to getting information instantaneously
• Attention to lectures is not more than 9 minutes and lose interest just as fast
Graduate attributes
Innovative Entrepreneurial: •Great collaborators and orchestrator•Great Synthesiser•Great Explainer•Great Leverager •Great adapter•Green people•Passionate personality•Great Localizers and globaliser
(Friedman, 2005)
Future Learning-Teaching
http://www.informasi-pendidikan.com/2013/07/4-kompetensi-guru-profesional.html
http://siliconangle.com/blog/2013/06/27/infographic-clouds-growing-footprint-in-storage/
Paradigm shift•Lecture centered
•Lecture•Lecturer
•Student centered•Facilitate learning
•Learning experience designer
Curriculum
Flip
ped
clas
sroo
m
Teac
hing
N
aked
Peer
In
stru
ctio
n
Wor
k ba
sed
lear
ning
Serio
us g
ame
Oth
er
inno
vativ
e te
achi
ng
met
hods
Ent
repr
eneu
rshi
p
Course 1 Course 2
Course 3 Course 4
Course 5 Course 6
Course 7 Course 8
Course 9 Course 10
Course n-1 Course n
Graduation
Teaching-Learning
Teaching-Learning• Flipped Classroom • Teaching Naked• Peer Instruction • Work-based learning• Serious Game• Innovative entrepreneurship courses
•Leaders•Innovative Entrepreneurial
Shaping minds, building characters
Flipped Classroom
Time for meaningful interaction: shaping minds and
building characters
Teaching Naked• No modern technology in the
classroom• Concentrate to face-to-face
interaction with students.• On-line lectures and assignment as
class preparation• Class activities in the form of
application and problem solving“Do not bring any technology into classroom”, Prof Jose Bowen
Peer Instruction • Students have to read certain material
before entering classroom• In the classroom, the professor explains
the core concepts and ask the students to execute predetermine activities.
“Digital Native” / Gen-Z
http://stephenchukumba.com/2015/06/26/whats-a-cd-top-10-signs-youre-dealing-with-a-digital-native/
http://theithacan.org/news/millenials-fail-to-meet-expectations-as-digital-natives/
Work-based learning• 25% in the classroom at the
beginning semester. 75% in industrial work places
• On-line delivery of the basic knowledge
• Authentic assessment
BYU Curriculum
Course 1
Course 2
Course 3
Course 4
Course 5
Externship to provide a real life Capstone experience
(Back up by on-line delivery)
1 semester
Waterloo U Curriculum
Course 1
Course 2
Course 3
Course 4
Course 5
Professional skills & expertise [industrial internship]
1 semester
Project, group
meeting, lab
Serious GameComputer game can be a powerful
learning tool if the game is designed:• to give players with immediate
feedback, • clear learning objective • challenges that are matched to his or
her skill level(Kiili, 2005).
Pedagogy of on-line teaching is getting better and better
Khan Academy• Khan Academy provides many on-line
courses in the form of game. • Learners are given a badge when they
master a learning object. The badge provides some kind of confident and motivation to progress for a more challenging learning object.
• In the end the learners gain valuable knowledge as well as confident to master more difficult courses.
Surat Tanis kepada Salman Khan
(Burke, 2014)
An Example of Entrepreneurship spine
Entrepreneurship 101
2 credits
Semester 2
Compulsory Year 1
Junior Startup
6 Credits Semester 1&2
Year 2
Advanced Startup
6 credits
Industrial training and SME Development
6 credits
Senior Startup
6 credits
Internship
6 credits
Startup route
Industrial training and SME Development route
Inter-session Year 3 or 4
Preparing Generation Z students who are very independent to face the challenging future
Entrepreneurship CourseSimulation and CompetitionBased learning
(First Year)
Entrepreneur Icons
Second year
Pitching and selling their own product(Final year)
Current assessment
http://weknowmemes.com/2011/10/the-educational-system-comic/
Assessment
Assessment Plan
Program Learning
Outcomes
Authentic assessment
Badging / mastery
Assessment tools
UKM dan Alumni Usahawan
http://www.ksup.co/2014_08_01_archive.html
Thank youTerimakasih
شكرا