21st century Learning and Technologies

1. Learning in 21st Century

2. “How people think, communicate and learn together in technology supported interactions .. .“
Ilker Yengin (PhD)
Social & Cognitive Computing
Institute of High Performance Computing, A*STAR

3. Optimize
communications
and thinking
processes
Collaborative
knowledge
building
Multi-modal
knowledge
representation
Mobile Apps
Social Tutoring Robots
E-Learning Tools

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

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

9. 1. 21st Century Life and Economic Values
2. Learning Societies in 21st century
3. Core Cognitive Skills in 21st century Education
4. Activities to Develop 21st century Cognitive Skills
5. Technology for 21st century Education
6. Developing Social and Communicative Skills
7. DiaCog

12. 60s 70s
ICT and Change

13. 80s 90s
ICT and Change

14. 2000
ICT and Change

15. Nowadays

16. Internet = Economic Power

17. Knowledge = Internet

19. 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”

20. Knowledge Knowledge

21. Knowledge Knowledge

22. Internet= Knowledge
• Positive disruptive technology
• Creating new industries
• Spread Knowledge
• Organize new social interaction

23. 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.

24. Education=Economic Power

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

27. Question ?
IF >
• Internet = Economic Power
• Knowledge = Internet
• Knowledge Creates Greater Knowledge
• Education=Economic Power
• What is Education THEN?

28. 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 ?

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

30. Winning Ingredient in the Equation
• Successful economies and societies will need
to be creative !
2010 Winning Ingredients report , Standard Chartered

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

32. 1. 21st Century Life and Economic Values
2. Learning Societies in 21st century
3. Core Cognitive Skills in 21st century Education
4. Activities to Develop 21st century Cognitive Skills
5. Technology for 21st century Education
6. Developing Social and Communicative Skills
7. DiaCog

33. Change = ?

34. Exam Factory
Pupils becoming 'anxious, stressed and disaffected
http://www.independent.co.uk/news/education/

35. http://www.google.com.sg/url?sa=t&rct=j&q=&http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity
http://www.technologyreview.com/news/506351/the-most-important-education-technology-in-200-years/
Knowledge SocietyFactory Model
Changing Face of Education

36. 1. 21st Century Life and Economic Values
2. Learning Societies in 21st century
3. Core Cognitive Skills in 21st century Education
4. Activities to Develop 21st century Cognitive Skills
5. Technology for 21st century Education
6. Developing Social and Communicative Skills
7. DiaCog

37. CORE COGNITIVE SKILLS IN 21st
CENTURY EDUCATION

38. 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

39. 1. 21st Century Life and Economic Values
2. Learning Societies in 21st century
3. Core Cognitive Skills in 21st century Education
4. Activities to Develop 21st century Cognitive Skills
5. Technology for 21st century Education
6. Developing Social and Communicative Skills
7. DiaCog

40. Activities to Develop 21 Cognitive Skills
Tilling and Fadel (2009). 21st Century Skills

41. 1. 21st Century Life and Economic Values
2. Learning Societies in 21st century
3. Core Cognitive Skills in 21st century Education
4. Activities to Develop 21st century Cognitive Skills
5. Technology for 21st century Education
6. Developing Social and Communicative Skills
7. DiaCog

42. Future direction of Knowledge!
Plagiarism=?
Privacy and Security=?

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

44. Web 2.0 & 21st CENTURY EDUCATION
http://content.clearchannel.com/cc-common/mlib/4665/03/4665_1362608472.jpg

45. 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

46. Web 2.0 & Critical Thinking
• Open platform
• Impact and trustworthiness of resources

47. Web 2.0 & Effective Communication
• Text based messages
• Allowing different modes of non-verbal
communication.

48. Web 2.0 & ICT Literacy
• Chicken –Egg Problem
• Cyber ethics and rights

49. Web 2.0
Cross-cultural Understanding
A platform to practice attitudes.

50. Flexible & Self Directed Learning
• Platform for practice skills

51. 1. 21st Century Life and Economic Values
2. Learning Societies in 21st century
3. Core Cognitive Skills in 21st century Education
4. Activities to Develop 21st century Cognitive Skills
5. Technology for 21st century Education
6. Developing Social and Communicative Skills
7. DiaCog

52. 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

53. 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

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

55. 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].

56. Outline
1. 21st Century Life and Economic Values
2. Learning Societies in 21st century
3. Core Cognitive Skills in 21st century Education
4. Activities to Develop 21st century Cognitive Skills
5. Technology for 21st century Education
6. Developing Social and Communicative Skills
7. DiaCog

57. 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

58. Tracking Interactions with Cognitive Maps
START: 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

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

60. Summary
1. 21st Century Life and Economic Values
2. Learning Societies in 21st century
3. Core Cognitive Skills in 21st century Education
4. Activities to Develop 21st century Cognitive Skills
5. Technology for 21st century Education
6. Developing Social and Communicative Skills
7. DiaCog

61. Social & Cognitive Computing
Institute of High Performance Computing, A*STAR
By Ilker Yengin (PhD)
yengini@ihpc.a-star.edu.sg
Collaborative
Thinking
Technologies
Learning in 21st Century