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IP2LP

Moving from an
Instructional Paradigm
to a Learning Paradigm
Rosna Awang-Hashim
School of Education & Modern Languages
UNIVERSITI UTARA MALAYSIA

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Falsafah Pendidikan Kebangsaan
Pendidikan di Malaysia adalah suatu usaha berterusan ke
arah memperkembangkan lagi potensi individu secara
menyeluruh dan bersepadu untuk mewujudkan insan
yang seimbang dan harmonis dari segi intelek, rohani,
emosi dan jasmani berdasarkan kepercayaan dan
kepatuhan kepada Tuhan. Usaha ini adalah bagi
melahirkan rakyat Malaysia yang berilmu pengetahuan,
berketrampilan, berakhlak mulia, bertanggungjawab dan
berkeupayaan mencapai kesejahteraan diri serta memberi
sumbangan terhadap keharmonian dan kemakmuran
masyarakat dan negara.

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PROPOSED STRATEGIC DOCUMENT:

11TH MALAYSIA PLAN

TECHNICAL WORKING GROUP

FOCUS GROUP HIGHER


EDUCATION

(NEW CURRICULUM)

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PELAKSANAAN HIPS DI IPT
Pada tahun 2015, penerapan pengajian liberal ini
ditingkatkan melalui penetapan KPI memperkasakan
pencapaian atribut holistik dan seimbang melalui
pelaksanaan Service/Community Based Learning
(SL) serta empat (4) amalan HIPs yang lain di dalam
Pelan Pembangunan Pendidikan Malaysia (Pengajian
Tinggi).

Pelaksanaan HIPs dijalankan secara kerjasama di


antara Majlis Ketua-Ketua Pusat Pembelajaran Dan
Pengajaran IPTA Malaysia (MAGNETIC) dan AJK CAP
P&P di IPTA.

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Conception of Teaching

8
3P MODEL OF STUDENT
LEARNING
PRESAGE PROCESS PRODUCT
(INPUT)

CHARACTERISTICS OF
THE STUDENT
(previous experiences,
current understanding,
aptitudes and abilities,, etc)

STUDENTS STUDENTS
PERCEPTIONS OF STUDENTS
LEARNING
CONTEXT APPROACHES TO
OUTCOMES (what
(quality of teaching, clarity of LEARNING (how they
they learn:
goals, appropriateness of learn; surface, deep)
quality/quantity)
COURSE AND assessment)
DEPARTMENTAL
LEARNING
CONTEXT
(course design, teaching
methods, assessment,
learning environment)

Adapted from Trigwell, K. & Prosser M. (1996). Towards an understanding of individual acts of teaching. HERD.

9
Levels of Thinking LEM
about Teaching

1. Focus presage: what the student is:


teaching as transmitting information;
blame-the-student theory of teaching.
2. Focus presage: what the teacher does:
getting it across but still transmitting
information
3. Focus all especially process & product:
what the student does; teaching as
supporting learning
10
Conceptions of Teaching: LEM
(Ramsden, 1992)

Learning is a function of individual


differences between students.
Learning is a function of teaching.
Learning is the results of students
learning-focused activities which are
engaged by students as a results both of
their own perception and inputs, and of the
total teaching context.

11
21st Century Learners
Learners have changed
Thus, learning experience must
change!

Are we prepared to lead out our


students & ensure their preparedness
for global leadership & citizenship?
Greater Expectations
(AACU)
The shape of our undergraduate
curriculum was essentially fixed half
a century ago.
Although listed in the catalog as part
of a curriculum, individual courses
are effectively owned by
departments, and most advanced
courses by individual professors. Few
faculty members teach to collectively
owned goals.
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Current state
Graduate employability issues: Lack
CTPS, CS, TS, EM, Digital literacy

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World Innovation Summit for Education (WISE 2013, Doha)
Schooling today needs to be
about ways of thinking,
involving creativity, critical
thinking, problem-solving and
decision-making; about ways of
working, including
communication and collaboration;
Andreas Schleicher
about tools for working, including
Deputy Director for the capacity to recognise and
Education and exploit the potential of new
Special Advisor on
Education Policy to
technologies; and, last but not
the OECD's least, about the capacity to live
Secretary-General. in a multi-faceted world as active
and responsible citizens...
17th June 2014 18
The team from the MIT won the $40,000 prize
in 8 hours and 52 minutes. The teams creative
and innovative 21st century approach was to
use the Internet, social networking,
shared expertise, and team work.
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21 Century Learners
st

Global
Engagement

Civic
Digital
Literacy
Citizenship

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Constructive Alignment

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Framework to
understand
student
development
Psychosocial development
Intellectual & ethical
development
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Developmental tasks in young adults:
Identity development to prepare for adult life

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Perrys Intellectual & Ethical
Development: (Ways of Knowing:
Meaning making)
Experience
disequilibrium; Commitm
Cognitive ent in
View the world dissonance Relativis relativis
dichotomously m m
Youre the View knowledge
lecturer. Multiplicit qualitatively; Choose, decide,
You tell us. y contextually affirm in a contextual
defined based on world; emergence of
evidence & ethical development
Dualism supporting
arguments

Source: (Perry, 1981; Kloss, 1994)

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What kinds of teaching &
learning activities are most
likely to lead to great results
(learning outcomes)?
High Impact Practices
(AACU)
A set of widely tested teaching and learning strategies and programs that
when done wellhave substantial educational benefits, especially for
traditionally underserved students. The elements of good teaching and
learning embedded in these practices can be applied in many settings,
including in traditional classrooms as well as special programs, and in co-
curricular settings.
First-Year Seminars and Undergraduate Research
Experiences Diversity/Global Learning
Common Intellectual Service Learning, Community-
Experiences Based Learning
Learning Communities Internships
Writing-Intensive Courses Capstone Courses and Projects
Collaborative Assignments
and Projects
A ConnectedCo Framework :
Student Affairs + nn
Academic Affairs
ec
tin
g
to
th

Co
nti
e
Connecting

nu
toCa

um
the
m
uu

of
re
Community
t in

En
er
on

ga
lC

ge
Connecting to the
nta

me
e

nt
Discipline
pm

(H
lo

IP
ve

S
De

an
dB
Connecting to the Campus

ey
on
d)
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Final
1st year
2nd year 3rd year year
(0-30
(31-60) (61-90) (91-
units)
120+)

Connecting Connecting to Connecting to Connecting to


to the the Discipline the Community the Career
Action
Campus Undergraduate Research or
First Year (Community- Service More Advanced
Seminar Based) Learning Undergraduate
Research Research (per
discipline)

Second Year Writing


Learning Capstone
Experience Intensive in the
Communities Experience
Discipline

Student Student Cooperative


Organizations Leadership Education
Internships
and Leadership Initiative Connected to
Initiative (continued) the Discipline

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High Impact Practices (HIPs)

CBL/ Final Year


1st Year CBL / Service
Seminars Service
Learning Capstone
Final Year Caps
Learning tone Project
Project

Diversity/ Interdisciplinary
Empirical
Research Global
Diversity / Glo Approach to
bal Learning
Learning Assessment

Collaborati
ve
Collaborative Writing Intensiv
Internship
Internship
Assignmen
Assignment e Course Program
Program
t
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HIPs Characteristics
Intentional
Analyzing Integratio
/ ns/
synthesizi Connectio
ng ns
Education
Applicatio al
n purposeful
activities

Deep
Highly
approach
integrative
to learning

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Experiential Learning

Internships related to the


degree
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Back
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Capstone

Back
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Diversity & Global Learning

Back
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Methods of Reflection
Civic Responsibility
- Active participation in the public life of a
community in an informed, committed,
and constructive manner, with a focus on
the common good.

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TERIMA KASIH

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