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Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges
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Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges

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This presentation was delivered as part of the SUT Fiesta Discourse on Language Learning in the 21st Century, in Suranaree University of Technology, Nakon Ratchasima, Thailand, Nov. 25, 2013. The …

This presentation was delivered as part of the SUT Fiesta Discourse on Language Learning in the 21st Century, in Suranaree University of Technology, Nakon Ratchasima, Thailand, Nov. 25, 2013. The event was organized by Dr. Andrew Lian.

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  • I would like to extend my greatest appreciation for the very warm hospitality of the SuranareeUniv of Technology. May I cite the kindness of the Associate Professor AnjarAnchalee, Chair of School of Foreign languages, who made this session possible. And of course I would also like to mention a very good colleague who extended his confidence on this project, Dr. Andrew Lian. Let’s give them a round of applause.
  • There are three interconnected objectives that are moving this activity. First is to heighten the awareness of the need to make us attuned to the many learning practices taking place and that we need to think and work towards the future. Second, is to encourage participants in this research from our friends in Southeast Asia. It is important that we understand and realize our interconnectedness if we talk of futures thinking. This is a very good opportunity of joint research cooperation as wel as possibly finding research funding. Third, it is very significant as academics to be mindful of issues taking place influenced by technology intrastructure and the need for an underlying theoretical framework to address the issues. And so this is the outline I have prepared this morning. Hopefully, this will tease your minds even after a a two-week long of deep thoughts already.
  • Some basic informationabt the Philippines
  • Talk about caring, guidance, mentoring & coaching in the family. Add extended family values.Mention less orphans/orphanages, less homes for the elderlies.
  • Some trivia on how (or why) DLSU was established in the Phils.
  • Students develop the ability to construct meaningful realities when they are given the opportunities to explore areas of learning, relate their experiences, and challenge these areas as they reach higher levels of expertise.For La Salle, scholarship– or intellectual inquiry opens opportunities for reflection and discussion in Catholic thoughts and teachings as other faith traditions.
  • The ASEAN’s strength is not competition but collaboration. The ASEAN is in the middle of the world supply chain, from products to services. According to economists “ASEAN lies at the heart of many important global industrial production chains in manufacturing and services trade. These allow countries to specialize in different parts of the production process, tapping the competitive advantages of each location.” The ASEAN has become a big production network on its own as well as serving as intermediaries to different suppliers and producers in the world.”This means that in order to sustain our competitiveness, we need to be able to prepare and develop the necessary learning skills of our citizens. 
  • ASEAN countries like Singapore, Malaysia and Thailand now host large and growing numbers of migrants, including those from fellow ASEAN countries like Indonesia and the Philippines. Many ASEAN nationals are also returning home from industrial countries, bringing with them connections to technology, capital and international business networks.We are looking at cross-border skills and actions taking place.
  • I will skip this as this was discussed by Dr. Ho already.
  • The rhizome was inspired by two French philosophers, Gilles Deleuze & Felix Guattari. who wrote A Thousand Plateaus. It talked about many things, citing how we traditionally build structures to frame our thoughts. These two gentlemen argued a rhizomatic map of perceiving things.1 the rhizome has no hierarchy and no tree-like (or root-like) structures 2 knowledge representations 3 model of connectivism5"transformational multiplicities” 4 locations for breeding knowledge because of emerging technologies  creation of a map to create the unconscious the rhizome is the production of the unconscious the rhizome is measured not by units but by dimensionsa rhizome has a plateau; the plateau can be a multiplicity connected to another multiplicity6 the rhizome is alliance, uniquely alliance  A rhizome has no beginning or end; it is always in the middle, between things, inter being, intermezzo. (p. 23) .. the rhizome is alliance, uniquely alliance.
  • Students may have individual differences and character, but it doesn’t mean they cannnot be independent or work together.It is more likely that you become creative when you have diverse opinions.OR have better productivity with diverse skills.Ask the students of any experience that they were stopped on the idea of working together bec of some pre-conceived notion abt the other person.
  • Explain PLN as a representation of an individual rhizome that is useful in managing the resources and entities and connections supporting the learnng.
  • Making the learner more mindful of her learning incidents and capabilities, making her define her personal learning environment, makes her more capable of increasing the rhizome lines of her learning. (Pineda, 2012) (Reiterate bullet no. 2)
  • Im not sure if this slide is necessary, still thinking
  • I remember in the Asiacall conference hearing concerns such as– how can we deliver an effective language learning experience and be good in the technology too?First, you have to be a very good language learner first. If you are a teacher, be a SMART teaching teacher. Develops mastery – give an example on student presentationsThis is what we need in the 21st century. This is what we need to understand as Aseans. We cannot be left behiind.
  • This explains that while kangkong is common in the ASEAN region, it is cooked and prepared invariably by each culture or nation.
  • Check the time. If there is extra time, show the courseware.
  • Transcript

    • 1. Futures-thinking for the next generation ASEANs: facing the 21st century language learning challenges Victoria G. Pineda Information Technology Dept. De La Salle University, Manila, Philippines Email: mavic.pineda@delasalle.ph http://slideshare.net/mobilemartha De La Salle University Manila, Philippines 25 November 2013
    • 2. My appreciation to Suranaree University of Technology
    • 3. OUTLINE • My Background • Present ASEAN economic landscape • Current trends in educational models • The Rhizomatic approach • Models: Personal Learning Networks • Models: K-creation and K-exchange • Case Example: The Social Studies courseware (if time permits) • Proposed Research Focus • Final note: Asian cultural diversity
    • 4. Short introduction on who I am
    • 5. Basic Info • Archipelago of 7,107 islands • 3 major group of islands • Around 90M population • Strong American & Spanish influences • The only Catholic country in Asia • the 8th most multicultural nation in the world1 • We value “family”, “education” & “democracy” Source of map image: http://www.infoplease.com/atlas/country/philippines.html
    • 6. Familial ties
    • 7. HEIS in the Philippines • Total number of state colleges & universities - 607 • Private non-sectarian colleges & universities -1249 • Private sectarian colleges & universities - 324 • Total - 2180 Source of image: http://www.ust.edu.ph/ The University of Santo Tomas is the oldest university in the Phils, founded in April 28, 1611. UST celebrates its 400years this year.
    • 8. HEIS in the Philippines • Governing body is the Commission on Higher Education (CHED) • Accreditation of degree programs is important • Programs exhibiting best practices & serve as benchmarks are recognized as Centers of Developments or Centers of Excellence • No. of HEIs with COEs/CODs: Government – 39 Private - 61
    • 9. De La Salle in the Philippines • www.dlsu.edu.ph • 17 campuses in the archipelago • Trimester schedule • 5 colleges • Highest level of HEI accreditation Founded in 1911
    • 10. Learning Commons: the biggest library & holds upto-date and wide selection of printed and online learning resources Competent faculty Empowered student services Transformative Learning + Understanding by design + Service Learning IVLE-LMS 24/7 availability of reliable web portal & wifi services
    • 11. Disaster studies & DMIS What I do Research collaboration Personal learning environments Community-based disaster risk reduction Open learning objects Teacher ICT capacity building Community engagement
    • 12. ASEAN’s strength is competitive interconnectedness
    • 13. The World Economic Forum defines competitiveness as the set of institutions, policies, and factors that determine the level of productivity of an economy. http://www.weforum.org/issues/global-competitiveness/index.html
    • 14. Did you know? “Thailand, recovering from six years of political chaos and environmental disaster, has been leading the region, recording the fastest growth in the fourth quarter of 2012 since the country began compiling economic data in 1993.” Source: http://www.asiasentinel.com/econ-business/is-asean-the-new-brics/
    • 15. Because of this.. • The rise of Asia (we are now in the Asian Century) means greater linguistic and cultural interactions with the rest of the world. The rise of the ASEAN Economic Community, means greater linguistic and cultural interactions within the region (and a little beyond as there are prospective connections with non-ASEAN Asian countries as well as Australia and New Zealand). The adoption of English as the language of communication for ASEAN’s quest for the mobility of its citizens means that the demand for English will rise considerably. But that is not all. If the mobility program is to succeed, there will also be a need for the development of local languages. Cultural study will encompass all languages. This is very likely to mean at least two things: (a) the demand for language and culture learning will certainly outstrip the supply of formal avenues for language/culture learning (schools, universities etc.) and (b) people will need to meet unpredicted and unpredictable needs as they navigate through their newly mobile life. They will not need a university certificate, but the ability to pass some kind of standardized proficiency test at a time decided by themselves, or perhaps a prospective employer, rather than by institution or government. From Andrew Lian’s Plenary lecture in DLSU, Feb. 22, 2013
    • 16. Because of this.. • diversification of education and educational practices. • Distance learning despite still being under discussion with regard to its efficacy, has become institutionalized. • MOOCs are attracting countless students • certification, credentialing and challenge examinations are gaining tractions
    • 17. Because of this.. • and the direction is a smarter self-managed Do-It-Yourself society Source: http://www.youtube.com/watch?v=p hwDtHUK_I8&feature=player_embe dded
    • 18. So my perspective
    • 19. Rhizomatic Approach to learning environments
    • 20. The ORIGINAL the rhizome has no hierarchy and no tree-like structures knowledge representations "transformational locations for breeding multiplicities” knowledge because of model of connectivism emerging technologies the rhizome is alliance, uniquely alliance
    • 21. The Rhizome • a metaphor to represent a dynamic, open-ended, selfadjusting (not chaotic) personal learning network constructed (by the learners themselves) to meet perceived and actual needs. (Lian, 2011) • Making the learner more mindful of her learning incidents and capabilities, making her define her personal learning environment, makes her more capable of increasing the rhizome lines of her learning. (Pineda, 2012)
    • 22. How do you perceive your learning rhizome? Source: http://www.cartoonsto ck.com/directory/p/par tnership.asp
    • 23. • In practical terms, this has meant a paradigm shift on the part of the teachers and course designers not just to shed part of their role but also to share it with the students. This means that amongst other things the students have choices on how or where or when to interact with teachers or other students.
    • 24. First model
    • 25. new way of understanding the learning process
    • 26. What a Personal Learning Network Does able to define and  The better the learner is construct her personal learning environment, the more she is capable of increasing the shoots and stems of her learning.  The more the student increases the learning interactions or circumstances, the more the student has better understanding of the individual ability to acquire knowledge and to retrospect on it. (Pineda, 2012)
    • 27. new way of understanding the learning process
    • 28. What a Personal Learning Network Does •The PLN likewise provides a way to discover what individuals naturally do and serves as a springboard for rethinking for how passionate they are about the things they do well or how much they wish to become excellent.
    • 29. Another model
    • 30. A short story 2009 2010 2011 2012
    • 31. A short story MARIA MAVIC 2009 2010 2011 2012
    • 32. A short story MARIA MAVIC 2009 2010 2011 2012
    • 33. A short story MARIA MAVIC 2009 2010 2011 2012
    • 34. A short story MARIA kiran MAVIC 2009 oliver 2010 2011 2012
    • 35. A short story MARIA kiran MAVIC 2009 oliver 2010 2011 2012
    • 36. A short story MARIA kiran MAVIC 2009 oliver 2010 2011 2012
    • 37. A short story lennarth MARIA kiran oliver MAVIC 2009 mid 2010 2011 2012
    • 38. A short story lennarth MARIA kiran MAVIC 2009 oliver 2010 2011 2012
    • 39. A short story lennarth MARIA kiran MAVIC 2009 oliver 2010 2011 2012
    • 40. A short story lennarth MARIA kiran MAVIC 2009 oliver 2010 2011 2012
    • 41. A short story lennarth MARIA kiran MAVIC 2009 oliver 2010 2011 2012
    • 42. A short story lennarth MARIA kiran MAVIC 2009 oliver 2010 social connection knowledge exchange - formal & informal collaborative work & tools communication technologies 2011 2012
    • 43. A short story lennarth MARIA kiran MAVIC 2009 oliver 2010 2011 2012
    • 44. A short story ase lennarth MARIA kiran MAVIC 2009 oliver 2010 2011 2012
    • 45. A short story ase lennarth MARIA kiran MAVIC 2009 oliver 2010 2011 2012
    • 46. A short story marcus ase lennarth others mukisa MARIA kiran MAVIC 2009 oliver 2010 2011 2012
    • 47. A short story marcus ase lennarth others mukisa MARIA kiran MAVIC 2009 oliver 2010 2011 2012
    • 48. others A short story marcus Research project lennarth ase mukisa Book chapter MARIA kiran MAVIC 2009 oliver 2010 2011 2012
    • 49. A short story marcus ase lennarth others mukisa MARIA kiran MAVIC 2009 oliver 2010 social connection knowledge exchange - formal & informal collaborative work & tools communication technologies 2011 2012
    • 50. others A short story marcus Research paper lennarth MARIA 2009 mukisa Book chapter kiran MAVIC ase oliver 2010 social connection knowledge exchange collaborative work & tools communication technologies 2011 2012
    • 51. marcus The connection story ase lennarth others mukisa MARIA andrew kiran MAVIC ralph oliver Increasing nodes & networks Increasing possibilities of more k-exchange and k-creation 2009 2010 2011 2012
    • 52. What is this model all about? Connectivism!
    • 53. Lima (2011) claims that current trends of knowledgebuilding pushes a modern world inherent of complexity leading to a new norm, a shift from hierarchical configuration to a rhizomatic arrangement of knowledge networks.
    • 54. Some rhizome examples Of course, there are still many spaces for exploration
    • 55. Builds autonomy Develops mastery Identifies the sources of information & learning resources Underscores purpose & openness Congruent to collaborative networking Why rhizomatic approach? • The adaptive competency of the 21st century • Expertise is still essential • Self-management & self-regulation • Goal-oriented & resilient • Peer learning, dynamic collaboration and harmonious knowledge exchange
    • 56. Let’s not forget Our Asian diversity & uniqueness
    • 57. How to cook the Kangkong? Each Asean member has a kangkong story to tell
    • 58. Focus research areas • PLE (personal learning environments) capacity planning & building based on a rhizomatic model • Development of Personal language learning & collaborative tools • Design of multicultural learning environments • Macrosimulations and gamifications in context/local domains
    • 59. “Today’s complex problem solving requires multiple perspectives. The days of Leonardo da Vinci are over.” Etienne Wenger
    • 60. Maraming salamat po. Victoria G. Pineda Information Technology Dept. De La Salle University, Manila, Philippines Email: mavic.pineda@delasalle.ph http://slideshare.net/mobilemartha
    • 61. Additional References • Lian, A.P. (2013). “Reflections on Intellectual and Strategic Educational Development in an Exponentially-Expanding Technological World”, a presentation delivered in The Forum on Strategic Approaches to the Future, De La Salle University, Manila, Philippines on February 23, 2013. Retrieved from http://pleandrhizomes.net/2013/05/02/reflections-on-intellectual-and-strategiceducational-development-in-an-exponentially-expanding-technological-world-2/ • Lima, M. (2011). “The Power of Networks: Mapping an increasingly complex world”, a presentation at Royal Society of Arts (London), December 8th, 2011, Full audio recording in RSA Events. Retrieved from http://www.thersa.org/events/audio-andpast-events/2011/the-power-of-networks-knowledge-in-an-age-of-infiniteinterconnectedness • Pineda, Ma. V. (2012b). Personal Learning Networks (PLNs) as an approach to understanding the rhizomatic learning connections of 21st century students. Proceedings of AsiaCALL2012, the 11th International Conference of the Asia Association of Computer-Assisted Language-Learning. A special issue of the AsiaCALL Online Journal. Retrieved from http://asiacall.info/acoj/wpcontent/uploads/2013/09/Pineda_Ma_V_AsiaCALL2012_Proceedings.pdf

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