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Designing E-Learning Frameworks for the 21st Century Learners
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Designing E-Learning Frameworks for the 21st Century Learners

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A discussion on designing and developing E-Learning at the Institute of Health and Management.

A discussion on designing and developing E-Learning at the Institute of Health and Management.

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    Designing E-Learning Frameworks for the 21st Century Learners Designing E-Learning Frameworks for the 21st Century Learners Presentation Transcript

    • A Presentation at the Institute of Health and Management (IHM), Melbourne Designing E-Learning Frameworks for the 21st Century Learners Made Hery Santosa La Trobe University mhsantosa@hotmail.com
    • E-Learning vs. Traditional Learning E-Learning in the 21st Century Learning E-Learning Presentation for Potential Students Discussion Institute of Health and Management, Melbourne Let’s Start with Questions… Designing ELearning Frameworks (that motivates students to learn) 10/25/2013 Presentation Outline 2
    • • commodification • profit-oriented • source of knowledge? How teaching and learning activities are carried out? • traditional/conventional – one-way? • interactive and engaging? • learning approach? What does our curriculum say? How students’ learning is evaluated? • autonomous learning? • 21st century learning skills? • process-oriented? • product-oriented? 10/25/2013 What happens to our university as an institution now? Institute of Health and Management, Melbourne Let’s start with questions… 3
    • A Changing Direction… Graduates ready to meet the needs of the jobs market Directions in the global economy 10/25/2013 Bigger class size = varied learning attributes Rich information (Google) vs. reliability A Changing Direction Technology (Ubiquitous) Institute of Health and Management, Melbourne Human resources quality Digital Natives vs. Immigrants 4 Question: How all these components assist learning achievement?
    • E-Learning vs. Traditional Learning Technology Support Computer Competency: Staff & Students Lack of Face-to-face Interaction •Accessibility •Standardization •Consistency Cultural Acceptance •Effectiveness and Efficiency Internet Connection •Cost: Travel; Time •Personalized; Self-regulatory; Autonomous; Independent; Metacognitive Learning •Interactivity; Sharing •Productivity, Motivation and Self-confidence Fairly Structured Traditional Learning • Face-to-face; Physical& Social Interaction • Engagement: Senses • Structure • Fewer Requirements • Comfort Depth of Engagement Reliance; Compliance to the Teachers Institute of Health and Management, Melbourne E-Learning 10/25/2013 Lack of Control Cultural factors: Passive & rote-learning 5
    • Institute of Health and Management, Melbourne 10/25/2013 E-Learning in the 21st Century 6
    • 7 Institute of Health and Management, Melbourne 10/25/2013
    • 8 Institute of Health and Management, Melbourne 10/25/2013
    • 9 Institute of Health and Management, Melbourne 10/25/2013
    • 10 Institute of Health and Management, Melbourne 10/25/2013
    • Campus Learners 10/25/2013 Professional Institute of Health and Management, Melbourne Today’s Learners at HE 11
    • Dynamic engagement learning process Deeper Learning Generic skills (soft skills; graduate attributes) Application in different contexts 10/25/2013 Understanding of concepts Institute of Health and Management, Melbourne Designing E-Learning Frameworks: Deeper Learning Approach 12
    • Deeper Learning and Technology HOTS (Bloom’s vs. SOLO Taxonomies) Institute of Health and Management, Melbourne Deeper Learning Approach 10/25/2013 • How to combine these? Technology 13 Learning Emphasis: HOTS
    • Institute of Health and Management, Melbourne 10/25/2013 Bloom’s Taxonomy (Benjamin Bloom) 14
    • Institute of Health and Management, Melbourne 10/25/2013 SOLO Taxonomy (John Biggs) 15
    • SOLO Taxonomy • Relational • Extended Abstract REMINDER: Technology is only a tool for a better learning. Learning deeper is NEEDED in today’s learning 10/25/2013 HOTS in Bloom’s Taxonomy Technology •Top ICT tools for Learning (2013) by Jane Hart of C4LT – See on Slideshare •MOOC: Coursera, iTunes U, Udacity, Khan Academy Studentcentered Learning • Evaluation • Analysis • Synthesis Institute of Health and Management, Melbourne • Inquiry-based Learning • Problem-based learning • Project-based Learning The Design 16
    • Challenges to face 10/25/2013 • Talking about global competencies, students may have different learning approaches and conception. Particularly those coming from Asian countries (probably excluding Singapore, South Korea and Japan), they normally ‘suffer’ from: High achievement BUT… Rotelearning Memorization Didactic Learning High respect to Teachers •Critical Thinking •Problem-solving •Decision Making •Team Work •Collaboration •Engagement •Effective communication •Own voice •Argument •Research skills Institute of Health and Management, Melbourne 21st Learning Skills: 17
    • 10/25/2013 Flipped Classroom or here The Socratic Process DIY Learning The Padagogy Wheel Version 3.0 (Poster; look also SAMR Model) • Moodle • • • • Institute of Health and Management, Melbourne E-Learning presentation for potential students 18
    • 10/25/2013 What will IHM need when developing its E-Learning? What aspects will be emphasized? (Pedagogy, Technical) How IHM will develop its E-Learning? If IHM has been developing its E-Learning, what else needed to improve? • Etc. • • • • Institute of Health and Management, Melbourne Discussion 19
    • Contact Email: mhsantosa@hotmail.com Website: http://mhsantosa.com/ Twitter: @mhsantosa Thank you ^_^ 10/25/2013 Institute of Health and Management, Melbourne Questions, Comments, Suggestions? 20