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69 Learning Adventures in 6 Galaxies

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The presentation slides to my keynote presentation at the 2nd International Malaysian Educational Technology Convention (http://www.freewebs.com/ptpm2008/index.htm). In this presentation I discuss a ...

The presentation slides to my keynote presentation at the 2nd International Malaysian Educational Technology Convention (http://www.freewebs.com/ptpm2008/index.htm). In this presentation I discuss a bit about how my first ebook entitled \'69 Learning Adventures in 6 Galaxies\' came to life. The rest of the presentation I explore trends in learning, educational challenges we might face, excellent resources and tools, and a case study on how I revamped a critical thinking course. In short, learning overload, so take your time :)

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    69 Learning Adventures in 6 Galaxies 69 Learning Adventures in 6 Galaxies Presentation Transcript

    • 69 Learning Adventures in 6 Galaxies Zaid Ali Alsagoff E-Learning Manager, INCEIF zaid.alsagoff@gmail.com
    • A Vision of Students Today http://www.youtube.com/watch?v=dGCJ46vyR9o
    • Passionate Facilitator Creative Coach Innovative Confident Explorer Motivated Friendly Connector IT- IT-Savvy Caring Engaging AHA Learning Specialist
    • CONTENTS 5. Possibilities 1. eBook 4. Case Study 2. Learning 3. Challenges
    • I want to write a Book!
    • Not Sure Really!
    • Let’s Blog!
    • Oh! I forgot!
    • IDEA! “Let’s redefine my primitive perception of what a book should look like, and create a book (or ebook) out of my posted learning ebook) nuggets.”
    • http://zaidlearn.blogspot.com/
    • Mission Accomplished! URL: http://www.scribd.com/doc/4545960/69-Learning-Adventures-in-6-Galaxies 268 Pages
    • http://www.scribd.com/doc/4545960/69-Learning-Adventures-in-6-Galaxies
    • Reading Tips!
    • “Some people study all their life and at their death they have learned everything except to THINK” – Francois Domergue
    • Bloom’s Taxonomy Does ‘it’ have Evaluation a value Higher-Level Higher- How does ‘it’ Synthesis relate Thinking how is ‘it’ Analysis structured Application using ‘it’ Lower-level what does Comprehension ‘It’ mean Thinking Remember Knowledge ‘it’ © 2006 Universiti Tun Abdul Razak (UNITAR)
    • Generating new Higher-Level Higher- ideas, products, processes, or Create Thinking ways of viewing things. Evaluate Analyze Apply Understand Remember Lower-level Adapted from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm Thinking
    • • Critical Thinking • Problem Solving • Creativity • Innovation • Communication • Collaboration A Roadmap For 21st Century Learning URL: http://www.21stcenturyskills.org/route21/
    • Howard Gardner Video: http://forum.wgbh.org/wgbh/forum.php?lecture_id=3560 Book: http://www.amazon.com/Five-Minds-Future-Howard-Gardner/dp/1591399122 Image Source: http://isaiahlim.files.wordpress.com/2006/10/5minds.gif
    • A Whole New Mind Symphony Empathy Design Meaning Story Play Source: http://en.wikipedia.org/wiki/A_Whole_New_Mind
    • “…A form of knowledge and a pedagogy based on the idea that knowledge is distributed across a network of connections and that learning consists of the ability to construct and traverse those networks.” Source: http://www.elearnspace.org/media/ProfessionalDevelopment/player.html George Siemens
    • Property Behaviourism Cognitivism Constructivism Connectivism How learning Black box— Structured, Social, meaning Distributed within a observable computational created by each network, social, occurs behaviour main learner (personal) technologically focus enhanced, recognizing and interpreting patterns Influencing Nature of reward, Existing schema, Engagement, Diversity of network, punishment, stimuli previous experiences participation, social, strength of ties factors cultural Role of memory Memory is the Encoding, storage, Prior knowledge Adaptive patterns, hardwiring of retrieval remixed to current representative of repeated context current state, existing experiences— in networks where reward and punishment are most influential How transfer Stimulus, response Duplicating knowledge Socialization Connecting to constructs of “knower” (adding) nodes occurs Types of Complex learning, Reasoning, clear Social, vague rapid changing core, learning best Task-based learning objectives, problem (“ill defined”) diverse knowledge explained solving sources Source: http://docs.google.com/View?docid=anw8wkk6fjc_14gpbqc2dt
    • A Network of Diverse Technologies Source: http://www.innovateonline.info/index.php?view=article&id=668
    • “We are currently preparing students for jobs that We don’t yet exist, using technologies that haven’t yet been invented, in order to solve problems we don’t even know are problems yet.” yet.” - Karl Fisch
    • Source: http://shifthappens.wikispaces.com/
    • “The amount of new technical information is doubling every 2 years.” For students starting a four-year technical or college degree, this means that half of what they learn in their first year of study will be outdated by their third year of study. Source: http://shifthappens.wikispaces.com/ Karl Fisch
    • Source: http://thefischbowl.blogspot.com/2006/08/did-you-know.html Karl Fisch
    • Challenges from a… …point-of-view. point-of-
    • Global Graduates? Students for jobs not yet invented? 21st Century skills required in the workplace? The Net Generation? The students’ Language Barrier to thinking? Students for the Innovation Economy? Ourselves to become 21st Century…? “Learn, relearn and unlearn!” unlearn!”
    • “It’s Not ADD—I’m Just Not Listening!” *ADD - Attention Deficit Disorder Quote: http://net.educause.edu/ir/library/pdf/ERM0553.pdf
    • The Net Generation? Baby Generation Net Matures Boomers X Generation Birth Dates 1900–1946 1946–1964 1965–1982 1982–1991 1982– Description Greatest generation Me generation Latchkey Millennials generation Attributes Command and Optimistic Independent Hopeful control Workaholic Sceptical Determined Self-sacrifice Likes Respect for authority Responsibility Freedom Public activism Family Work ethic Multitasking Latest Community Can-do attitude Work-life involvement balance technology Parents Dislikes Waste Laziness Red tape Anything slow Technology Turning 50 Hype Negativity Source: http://www.educause.edu/educatingthenetgen/5989
    • Time to study?
    • The Language Barrier to Thinking… Language is a powerful tool that enables you to articulate/express your thoughts, feelings, and experiences symbolically. It is probably the most important tool your thinking process has. “I know what I want to say, but I just can’t find the right words.”
    • The relationship between thinking and language is interactive; both processes interactive are continuously influencing each other in many ways. Clear Language Clear Thinking Specific Specific Distinct Distinct Precise Precise Accurate Accurate Clear and precise language leads to clear and precise thinking.
    • Photons Bits Genes IT Bio Nano Neuro Atoms Neurons Qubits “The Innovation economy is coming. It will bring sweeping global change that affects everyone…Those who embrace innovation and adapt quickly will win…The Innovation economy is a revolution in how individuals use ideas, knowledge, and conduct commerce.” – James Canton
    • Challenge Content Vs Process Mindset Change Engaging Tech savvy Learning- Learning-oriented Empathy Sensitive
    • Course Goals Learning Outcomes Alignment Learning Activities Assessment quot;Good teaching is getting most students to use the higher cognitive level processes that the more academic students use spontaneously.” -John Biggs Video: http://www.daimi.au.dk/~brabrand/short-film/
    • Kinaesthetic/Practical Interpersonal/Social Musical/Rhythmic Naturalist/Environmentalist Logical/Mathematical Intrapersonal/Self Gaming/Simulation Visual/Spatial Verbal/Audio
    • “To be playful and serious at the same time is possible, and it defines the ideal mental condition.” – John Dewey
    • Your Answer? Article: http://www.scribd.com/doc/3417306/Coaching-Critical-Thinking-to-Think-Creatively
    • Case Study Coaching Critical Thinking to Think Creatively! I was asked to lead and transform the ‘Critical Thinking’ course, which is a requirement for all undergraduate students.
    • Case Study Coaching Critical Thinking to Think Creatively! Course Reengineering Needed? Yes! Yes! Yes! Yes! Students Tutors Content Pedagogy
    • Case Study Coaching Critical Thinking to Think Creatively! Course Reengineering Learning? Topics Reasoning Critical Thinking Thinking Tools Arguments Fallacies Language Decision Making Analyzing CRITICAL Evaluating Problem Solving THINKING SKILLS Decision Making Problem Solving
    • Case Study Coaching Critical Thinking to Think Creatively! Content Strategy
    • Case Study Coaching Critical Thinking to Think Creatively! F2F Tutorials Warm Up (5 – 15 minutes) A few brain stimulating activities (puzzle, video, question, issue, quote, etc.). Warm Up Lecture & Discussion (30– 40 minutes) Lecture & Explore, discuss and reflect together with the students the ‘Thinking Menu’ of the day. Discussion Group Activities (45 - 55 minutes) Small groups (4- 6 participants) collaborate on Group thinking activities, nurturing also leadership, time management, reasoning, organizing, Activities collaboration, communication, writing and presentation skills. Sum Up (5-10 minutes) Sum Up Summarize the content and synthesize/evaluate/ reflect the group activity findings.
    • Case Study Coaching Critical Thinking to Think Creatively! Assessment It takes time Participation 5% I want more to change Online Forums 5% marks for the rules. participation. Quizzes 15% Group Project Report 10% Group Project Presentation 15% Final Examination 50% 100% Total
    • Case Study Coaching Critical Thinking to Think Creatively! RESULTS Level 1 – Satisfaction = A- (90%) Level 2 - Learning = A (92.9% pass) Level 3 - Application = Some Idea! Level 4 – Results = No Idea! “…Thank you for your guidance and not forgetting your lively classes. It's been a month since the exam and I must say all the fallacies learnt remain and is being applied in everyday reading materials and at workplace with…(Student)” Article: http://www.scribd.com/doc/3417306/Coaching-Critical-Thinking-to-Think-Creatively
    • “Teaching is not rocket science. It is, in fact, far more complex and demanding work than rocket science.” - Richard F. Elmore
    • I don’t have time for this nonsense! I got to cover 17 chapters in 14 weeks!
    • Ways to Infuse… Indirectly Directly Thinking Into All Subjects Teach Thinking Skills Both you do, I sense SUCCESS. SUCCESS
    • Games Field Trips Videotapes Role Play Panel of Experts Simulation Interviews Discussion Presentations Brainstorming Lecture Guest Speaker Debate Small Group Discussion Lab Experiments
    • Average retention rate Teaching Others 90% Practice by Doing 75% Discussion Group 50% Demonstration 30% Audiovisual 20% Reading 10% Lecture 5% Adapted from: http://www.geography.utoledo.edu/eod/Learning%20Pyramid.jpg
    • REMEMBER! “If keeping someone’s attention in a If lecture was a business, it would have an 80% failure rate.“ rate - Dr. John Medina Source: http://www.brainrules.net/
    • Tips! After 10 minutes, audience attention steadily drops. Do something emotionally relevant at each 10- minute mark to regain attention (story, video, activity, etc.) Source: http://www.brainrules.net/
    • URL: http://www.youtube.com/watch?v=DRBW8eJGTVs
    • Source: http://www.educause.edu/LearningSpaces/10569
    • Source: http://www.educause.edu/LearningSpaces/10569
    • Source: http://www.educause.edu/LearningSpaces/10569
    • Source: http://www.educause.edu/LearningSpaces/10569
    • Source: http://www.educause.edu/LearningSpaces/10569
    • Source: http://www.educause.edu/LearningSpaces/10569
    • Source: http://www.educause.edu/LearningSpaces/10569
    • Second Life: http://secondlife.com/
    • Curriculum Framing Questions Force Field Analysis Attribute Listing Socratic Questioning SWOT Analysis Five Ws and H Provocation Disney Creativity Strategy CoRT DO IT Concept Fan Ishikawa Diagram Reframing Matrix Mind Mapping Six Thinking Hats 180+ Thinking Tools: http://www.mycoted.com/Category:Creativity_Techniques
    • Quiz Exam Assignment Bloom’s Taxonomy Assignment Project Lab Exercise Portfolio Rubrics Peer-Assessment Reflective Journals Solo Taxonomy Kirkpatrick’s 4 Levels of Evaluation
    • Surface Understanding Deep Understanding Biggs, John. (1999) Teaching for Quality Learning at University. Buckingham: SRHE, p47.
    • Evaluation Result of training/course as it relates to different business factors (e.g. productivity, profit, costs, product/service quality)? New knowledge, skills, or attitudes being applied on the job? Knowledge acquired, skills improved, or attitudes changed? Reaction of learners to the training/course (e.g. motivation and satisfaction)?
    • http://www.slideshare.net/zaid/slideshows
    • Informational Overload!
    • Let's explore the idea that there is at least one excellent FREE LEARNING TOOL for every learning problem, need or issue?
    • http://www.typing-lessons.org/ http://www.rapidtyping.com/
    • http://moodle.org/
    • http://www.elearningcommunity.com/
    • http://www.lamsinternational.com/
    • http://www.ning.com/
    • http://www.dimdim.com/
    • http://www.wiziq.com/
    • http://www.ustream.tv/
    • http://courselab.com/ http://www.exelearning.org/
    • http://www.wetpaint.com/ http://www.wikispaces.com/
    • http://audacity.sourceforge.net/
    • http://www.zotero.org/
    • http://www.visiblebody.com/
    • http://www-306.ibm.com/software/solutions/soa/innov8.html
    • Is a management education game, a simulation of a university, in which the user takes the role of a university administrator. administrator. It is designed to foster better understanding of management practices in American colleges and universities. universities. http://www.virtual-u.org/
    • http://classtools.net/
    • http://www.toondoo.com/Home.toon
    • http://goanimate.com/
    • http://www.slideshare.net/ http://www.slideboom.com/ http://www.authorstream.com/
    • http://www.scribd.com/
    • http://www.youtube.com/ http://www.teachertube.com/
    • http://clipnabber.com/
    • Free Learning Content? RDN ICONEX Harvey Project MERLOT UT OCW SciQ JHSPH OCW eGranary Digital Library MIT OCW Wikipedia CLOE ARIADNE Fathom Archive W3Schools Gutenberg Project PEOI WOW! DLORN Stanford on iTunes CAREO SOFIA CORE OAISTER e-Lee Connexions USU OCW Tufts OCW OLI OOPS Open Open Yale Courses Lydia Global Repository WebJunction © 2005 UNITAR All Rights Reserved
    • http://ocwfinder.com/ http://www.oerrecommender.org/ http://iberry.com/ http://www.oercommons.org/ http://www.ocwconsortium.org/ http://www.wikieducator.org/
    • http://ocw.mit.edu/ http://mitworld.mit.edu/ http://youtube.com/mit http://techtv.mit.edu/
    • http://openlearn.open.ac.uk/ http://www.youtube.com/ou
    • http://www.youtube.com/nptelhrd http://www.rocw.raifoundation.org/
    • URLs found here: http://zaidlearn.blogspot.com/2008/06/university-learning-ocw-oer-free.html
    • http://ecorner.stanford.edu/podcasts.html http://itunes.stanford.edu/ http://www.youtube.com/stanford More Stanford juice: http://zaidlearn.blogspot.com/2008/06/university-learning-ocw-oer-free.html
    • http://videolectures.net/
    • Can we Can aliens join? oin? join, too? oin, Launch = Early 2009 http://www.peer2peeruniversity.org/
    • http://www.slideshare.net/zaid/slideshows
    • “A person who asks questions is a person who thinks.” - William Wilen thinks.”
    • 10 SECRETS TO GREAT TEACHING? PASSION EXPLORE ENGAGE AHA CHALLENGE FAIL CARE MOTIVATE CRITICIZE INNOVATE Source: http://zaidlearn.blogspot.com/2008/07/10-secrets-to-great-teaching-part-2.html
    • Using Roger Schank’s (2002) seven (7) criteria for assessing the effectiveness of a course: CRITERIA Description Examples Enable failures that surprise Include challenging individual/group Failure the student. activities, games, simulations, etc. Encourage practice in Group discussions, forums, chat, blogs & Reasoning reasoning. wikis. Evoke emotional reactions Emotionally evoking relevant stories that Emotionality (feelings) in the student. are preferably real. Promote exploration, curiosity Web quests, aggregators, social Exploration and enable inquiry. bookmarking, e-portfolio & study groups. Encourage practice in doing. Activities, lab exercises, games, puzzles, Doing We learn so that we can do. or the real thing (if possible). Allow students to see things Observe the real thing/world if possible. Observation for themselves. If not use the virtual/artificial alternative. Supply or build upon existing Make it relevant, interesting & enjoyable. Motivation motivation. Simply ask the students what motivates them. Source: http://www.amazon.com/Designing-World-Class-E-Learning-University-Succeeding/dp/0071377727
    • There is NO ‘silver-bullet’ model that can be applied for all types and level of courses. Encourage faculties and lecturers to explore alternative approaches depending upon the capacity of the students and types of courses that are being facilitated. Involve students more in the learning process and encourage them to reflect their own thinking when discussing issues. Encourage tolerance for ambiguity in the learning process.
    • Have flexibility to change the direction during the implementation process if the learning outcomes are not being achieved. Encourage students to work in groups in solving problems, making decisions, and presenting ideas. Explore (free) e-Learning tools to facilitate more engaging and effective learning. Explore free learning content available online, which could be embedded in your course (core or supplementary) to spice it up.
    • • Experiential Constructive • Reflective • Receptive Thinking • Sharing COMPETENCIES • Caring Innovative Expertise Entrepreneurship Thinking Creating Value & Usefulness from Leadership Ideas Lifelong Learning Knowledge Sharing Critical • Analysis • Synthesizing Creativity Adaptability Thinking • Reasoning Communication • Problem Solving • Decision Making Sensitivity Teamwork Creative Ethics Generating Thinking ICT New Ideas
    • Source: http://www.ridethatpony.com/calvin1.jpg Which expression matches Your Satisfaction with this convention until now?
    • Web 2.0 ... The Machine is Using Us The evolution of knowledge creation, management and sharing. URL: http://youtube.com/watch?v=NLlGopyXT_g
    • Contact Details Zaid Ali Alsagoff E-Learning Manager, INCEIF E-mail: zaid.alsagoff@gmail.com Blog: http://zaidlearn.blogspot.com/