Future Paradigms in the Education: - Strong impact of the birth of globalization will result in a change in management strategy of education and training - For that requires knowledge of education and learning methods are new - The structure of skills and knowledge to support changing lifelong learning and continuous learning that serves to prepare peoples to meet the demands or institution interests

1. 21st Century Learning
at Higher Education
Djadja.Sardjana, S.T., M.M.
Djadja@comlabs.ac.id
www.slideshare.net/djadja

2. About me
EDUCATION
Indonesia Education University (www.upi.ac.id)
2013 expected
Doctoral Candidate, Majoring on Education Management
with concentration on Knowledge Management & e-Learning/E-Learning.
Telkom Management Institute (www.imtelkom.ac.id)
MBA on Telecommunication Business (Biztel), Cum Laude Graduate (3.71 from 4.0)
with Theses “Role of Grameen Telecom Stakeholder at Bangladesh on Strategic Management”
National Technology Institute (www.itenas.ac.id)
May 30, 1990
Bachelor on Telecommunication Engineering, with Theses “Simulation of Automatic Direction Finder on Airplane”
EXPERIENCE
Council Member | Gerson Lehrman Group
May 2009 - Now
DIVISION HEAD | SAMPOERNA TELEKOMUNIKASI INDONESIA
May 2008 – April 2009
SENIOR MANAGER | MOTOROLA, INC.
November 2002 – April 2008
SENIOR MANAGER | MWEB, INC.
June 2001 – October 2002
IT MANAGER | Ariawest International
January 1997- May 2001
SUPERVISOR, CTS | AT&T/Lucent Technologies Indonesia
JUNE 1994 – JANUARY 1997
Lecture| Sekolah Tinggi Telekomunikasi Telkom (STTTelkom)
February 1991 – May 1994
6-Jun-13 221st Century Learning

3. INTRODUCTION
A_Vision_of
Students_Today-
4m44

4. Education Challenges in Indonesia
6-Jun-13 21st Century Learning 4
Therefore, various alternative strategies relating to the problem needs to
explored, studied and applied.
But when watching the situation geography, socio-economic and cultural
diversity of Indonesia, it is clear that it was not adequate anymore (not
practical) when only relying on the ways of traditional solutions alone.
The main vehicle in the development of human resources is education and
training.

5. Information Necessity on Education
6-Jun-13 21st Century Learning 5
Information is already a 'commodity' as like
other economic goods.  Without runaway
from “ Philosophy of Education “
The role of information become increasingly
large and visible in the modern world it is today
including on education.
This is understandable because the public now
to the era of information society (information
age) or community knowledge (knowledge
society)

6. Future Paradigms in the Education
6-Jun-13 21st Century Learning 6
The structure of skills
and knowledge to
support changing
lifelong learning and
continuous learning
that serves to prepare
workers to meet the
demands or institution
interests
For that requires
knowledge of
education and
learning methods are
new
Strong impact of the
birth of globalization
will result in a change
in management
strategy of education
and training

7. “Books will soon be obsolete in the schools. . . .
It is possible to teach every branch of human
knowledge with the motion picture. Our school
system will be completely changed”
Thomas Edison, 1913
Influence of Technology on Education
6-Jun-13 21st Century Learning 7

8. What are the signals for the
next 10 years?
 Near future (12 months)
 Interactive e-books
 Personal and mobile learning
 Open social learning
 Assessment for learning
 Medium future (2-3 years)
 Augmented reality
 Game-based learning
 Learning design and orchestration
 Longer term (4-5 years)
 Gesture based computing
 Learning analytics
 Learning toolkits
 Intelligent tutoring?
Educause Horizon Report 2011
http://net.educause.edu/ir/library/pdf/HR2011.pdf
6-Jun-13 21st Century Learning 8

9. Comparison on 20th and 21st
Century Learning
Mobile
learning-
1m14

10. Nature of 20th century learning
6-Jun-13 21st Century Learning 10

11. 6-Jun-13 21st Century Learning 11

12. Strengths of 20th Century learning
The “signature practices”, as summarised by Carrington
(2006, p.103), include:
 Higher order thinking, holistic thinking, critical thinking,
problem-solving and lifelong learning
 Learner-centred (relevant and meaningful; connecting
learning to students' lives outside of school)
 Integrated and negotiated curriculum
 Co-operative and collaborative learning
 Authentic, reflective and outcomes-based assessment
 Heterogeneous and flexible student groupings
6-Jun-13 21st Century Learning 12

13. Weaknesses of 20th century learning
 Curricula not applied locally or contextually
 Learning decontextualised; not problematised
 Low levels of intellectual challenge for students
 Acceptance of binaries – either / or; not sophisticated or
useful
 Lack of explicit teaching AND
lack of student autonomy and
creativity
 Lack of student direction of
their learning
 Lack of student learning motivation
and engagement
6-Jun-13 21st Century Learning 13

14. Nature of 21st century learning
6-Jun-13 21st Century Learning 14

15. 6-Jun-13 21st Century Learning 15

16. Past and Future Schooling
Learning feature Past Future
Where learning takes place Mainly in schools In schools (including studio schools,
learning villages and open campuses),
cultural centres, businesses, virtual
centres and other sites
Who we learn from Teachers Teachers, parents, other skilled adults,
peers and social networks
Learning mode Instruction Interaction, collaboration. More learning
by doing and discovery
When we learn In school terms and hours. The lesson All the time, in different periods that
more suit individual learning
Assessment End of the line. Focus on cognitive skills During learning for better learning. More
peer-to-peer evaluation and self
evaluation against learning plans. More
focus on non-cognitive skills
How we learn In classroom, from books, whiteboards More real world learning. Schools as
productive units
Funding To schools and school boards More to pupils, learning and networks
Standards/measures Top down More bottom-up targets and self
evaluation
(Leadbeater, 2008, p.69)
6-Jun-13 21st Century Learning 16

17. Research into 21st Century Learning
Online Key resources:
http://learning21c.wordpress.com/
UWS 21st Century Learning research Blog
iNET (International Networking for Educational Transformation)
iNET Australia
Cisco Global Education Leaders Program
https://www.transformglobaleducation.org
New Media Consortium Horizon Report– emerging technologies
Charles Leadbeater Home Page
Innovation Unit, UK
‘Personalised learning’ report from Futurelab
6-Jun-13 21st Century Learning 17

18. Books
Carrington, V. (2006). Rethinking middle
years. Early adolescents, schooling and
digital culture. St Leonards, NSW: Allen
& Unwin.
Leadbeater, C. (2008). What’s next? 21
ideas for 21st century learning. London:
The Innovation Unit.
Miliband, D. (2006). Choice and voice in
personalised learning. In Organisation
for Economic Co-operation and
Development (Ed.). Personalising
education. Paris: OECD.
Research into 21st Century Learning
6-Jun-13 21st Century Learning 18

19. University of the 21st Century
Mobile
learning-
1m14

20. FUTURE | can go both ways
6-Jun-13 21st Century Learning 20

21. EITHER WAY | how do we prepare the population?
6-Jun-13 21st Century Learning 21

22. Coping with |UNCERTAINTY|
6-Jun-13 21st Century Learning 22

23. Making the |TRANSITION|
6-Jun-13 21st Century Learning 23

24. CHALLENGES| for universities world-wide
Increasing DEMAND
for higher education
proliferation of
PLACES where
knowledge is
produced
INTERNATIONALISAT
ION of education and
research
REORGANISATION of
knowledge
University – Industry
COLLABORATION
emergence of new
EXPECTATIONS
2003-2013
European
Commission
-10
6-Jun-13 21st Century Learning 24

25. CRITICAL SKILLS | are the much needed skills?
Over the PAST FIVE YEARS which of the following has
been the most important management skill at your
company?
2008-2013
-05
Economist Intelligence Unit
(EIU) study commissioned by
PMI in 2013
6-Jun-13 21st Century Learning 25

26. CRITICAL SKILLS | are the much needed skills?
Over the NEXT FIVE YEARS, which of the following
skills will be most important to your institution success?
2013-2018
+05
Economist Intelligence Unit
(EIU) study commissioned by
PMI in 2013
6-Jun-13 21st Century Learning 26

27. CHALLENGES| USA Survey
According to the National Association of Colleges
and Employers (NACE), USA, Job Outlook 2010
survey:
1. Communication Skills
2. Analytical Skills
3. Teamwork Skills
4. Technical Skills
5. Strong Work Ethic AUGUST 26, 2010, 10:00 AM ET
2010
6-Jun-13 21st Century Learning 27

28. CHALLENGES| Malaysian survey
A study conducted by the Federation of Malaysian
Manufacturers (FMM) on reasons why graduates
unemployed:
1. Lack of industrial training
2. Poor communication skills especially poor
command of English language
3. low problem-solving skills
4. lack of self-confidence
5. Poor work attitude Saturday February 27, 2010 MYT 9:11:00 PM
2010
6-Jun-13 21st Century Learning 28

29. CRITICAL SKILLS | are the much needed skills?
In your opinion, which skills will be in most demand from
employers OVER THE NEXT DECADE? Select up to three. (%
respondents)
21st
Century and
beyond
2009
6-Jun-13 21st Century Learning 29

30. SURVIVE
THE DISTRUPTIVE CHANGE
We NEED our population be able to…
6-Jun-13 21st Century Learning 30

31. ROLES | of universities are changing
Over the decades, fundamental roles of universities are CREATING,
PRESERVING, INTEGRATING, TRANSMITTING, AND APPLYING
KNOWLEDGE. While these fundamental roles of the university do not
change over time, the particular realisation of these roles do
change—and change quite dramatically, in fact.
‘DIGITAL’ GENERATION learners
approach learning in a different way.
Unaccustomed and unwilling to learn
sequentially—rather inclined to PLUNGE
IN and LEARN THROUGH
PARTICIPATION AND
EXPERIMENTATION.
6-Jun-13 21st Century Learning 31

32. CONNECT | COMMUNICATE | COLLABORATE |
6-Jun-13 21st Century Learning 32

33. POWER HOUSE| Universities plays a vital role in
preparing the global population
CHALLE
NGE
• Delivering programmes that are highly
innovative
• Producing graduates that are ready for the
jobs that are not even created
• Solving problems that are yet to exist
• Using tools and techniques that are yet to be
developed
6-Jun-13 21st Century Learning 33

34. NEEDEDover and above
existing competency to
SURVIVE
REQUIRED
Fundamental
competency to
PERFORM
6-Jun-13 21st Century Learning 34

35. faculty members of the 21st Century university will be asked to
set aside their roles as teachers and instead become
DESIGNERS OF LEARNING EXPERIENCES, PROCESSES,
AND ENVIRONMENTS.
they may be asked to develop collective learning experiences
in which students work together and learn together with the
faculty member becoming more of a CONSULTANT OR A
COACH than a teacher.
6-Jun-13 21st Century Learning 35

36. faculty members MUSTmove in-line with the change
CONNECT | COMMUNICATE | COLLABORATE |
6-Jun-13 21st Century Learning 36

37. BRICKS CLICKS
Regulators MUSTmove in-line with the change
6-Jun-13 21st Century Learning 37

38. BOOKS DEVICES
University MUSTmove in-line with the change
6-Jun-13 21st Century Learning 38

39. CHALLENGES| being creative
INDUSTRY
Linkage
UNIVERSITY
PERSONNEL
Academic
and Non-
Academic
POLICIES
and
PROCEDUR
ES
INDUSTRY
Players
PLAYERS
Commitments
REGULATOR
S
POLICIES
and
PROCEDUR
ES
PERSONNEL
COLLECTIVE
DESTINY
6-Jun-13 21st Century Learning 39

40. Learning Context Mediation Agents
Delivered Location
Classroom
Home
Workplace
Field ...
Communication
Synchronous
Asynchronous
Students
Reflective Peers
Collaborative Teachers
Simulation Setting
Single
Co-located
Distributed
Virtual
Avatars
Construction Process
Teacher led
Self-managed
Peer
Teamwork
Inquiry-driven
Problem-solving
Case-based
Cross-context Technology
Room
Desktop
Tablet
Laptop
Phone ...
Representations
Texts
Images
Virtual worlds
Annotations ...
Game-based
Assessing
Performative Subject
Geography
Geology
Tourism
History...
Conversational
Networked
Browsing
Embodied
6-Jun-13 21st Century Learning 40

41. Lecture
Learning Context Mediation Agents
Delivered Location
Classroom
Home
Workplace
Field ...
Communication
Synchronous
Asynchronous
Students
Reflective ? Peers
Collaborative Teachers
Simulation Setting
Single
Co-located
Distributed
Virtual
Avatars
Construction Process
Teacher led
Self-managed
Peer
Teamwork
Inquiry-driven
Problem-solving
Case-based
Cross-context Technology
Room
Desktop
Tablet
Laptop
Phone ...
Representations
Texts
Images
Virtual worlds
Annotations ...
Game-based
Assessing
Performative Subject
Geography
Geology
Tourism
History...
Conversational
Networked
Browsing
Embodied
6-Jun-13 21st Century Learning 41

42. MOOC (Massive open online course)
Learning Context Mediation Agents
Delivered Location
Classroom
Home
Workplace
Field ...
Communication
Synchronous
Asynchronous
Students
Reflective Peers
Collaborative Teachers
Simulation Setting
Single
Co-located
Distributed
Virtual
Avatars
Construction Process
Teacher led
Self-managed
Peer
Teamwork
Inquiry-driven
Problem-solving
Case-based
Cross-context Technology
Room
Desktop
Tablet
Laptop
Phone ...
Representations
Texts
Images
Virtual worlds
Annotations ...
Game-based
Assessing
Performative Subject
Geography
Geology
Tourism
History...
Conversational
Networked
Browsing
Embodied
6-Jun-13 21st Century Learning 42

43. E-learning in the 1990s Technology- enhanced learning in the
2000s
Constructivist learning Social-constructivist learning
Online learning Blended learning
VLEs and MLEs Personal Learning Environments
Media-equipped teaching rooms Flexible learning spaces
Desktop computer rooms Support for students with multiple
personal technologies
Creating re-usable learning objects Open learning and student-created media
Collaborative learning Open social learning
Evaluation of learning gains Evaluation of learning transformations
Where is our institution?
A: Left
column?
A: Left
column?
B: In
transition?
B: In
transition?
C: Right
column?
C: Right
column?
6-Jun-13 21st Century Learning 43

44. E-LEARNING POLICY IN
INDONESIA HIGHER
EDUCATION
Light an
Educational Fire
1m15

45. (Leithwood, et al., 1998)6-Jun-13 4521st Century Learning

46. Current Target of E-learning Policy
in Indonesia Higher Education
6-Jun-13 21st Century Learning 46
ICT literacy (ability to access, utilize and use the radio,
television, computers and the Internet) of the students
and faculty with strengthening on Governance,
Accountability, and Public Image
Enhanced capacity of higher education unit conducted
through competitive grant programs run by
governments such as competitive grant programs,
partnership programs, research grants, education
development center and instructional activities
Management capacity building will also be supported
by the application of Information and Communication
Technology (ICT), such as the development of higher
education information system
Source: Education Strategic Plan of the Ministry of Education 2009-2014

47. Operational E-learning Policy
in Indonesia Higher Education
6-Jun-13 21st Century Learning 47
In Book VI - ACCREDITATION ASSESSMENT INSTRUMENTS FOR GRADUATE
PROGRAM STUDY also described in detail the policy "Access and utilization of
information systems in managing data and information on the implementation of
academic programs in the course of study”
The accreditation document (BOOK IIIB) point 6.4.1 (Information Systems) as follows:
"Describe the management information systems and facilities of ICT (Information and
Communication Technology) used the Faculty / School for the academic administration
and administration (eg SIAKAD, SIMKEU, SIMAWA, SIMFA, SIMPEG and the like),
including distance / e-learning. Explain utilization in decision-making processes in the
development of institutions
Source: The accreditation document of the Ministry of Education - 2008

48. Operational E-learning Policy
in Indonesia Higher Education
6-Jun-13 21st Century Learning 48
Source: The accreditation document of the Ministry of Education -2008

49. Conclusion
Focus on
Solution not
Problem-1m12

50. Teaching & Learning is by
its very definition is a
cyclical force that seeks to
spiral forward in order to
advance into the future.
(Philip Cragg, 2012)

51. 21st Century Learner
(The Partnership for 21st Century Skills, 2008)
21st
Century
Learner
Technology
Literate and
Adept
Media Savvy
Flexible and
Dynamic
Multitasking
Communicator
s and
Collaborators
Interactive and
Networked Reflective and
Critical
Instant
Creative and
Adaptive
Student
centric, Life
Long Learners
& Anywhere
Anytime
Learners
Have
Multimodal
Learning
Styles
21st Century Learning6-Jun-13 51

52. 21st Century Educator
(The Partnership for 21st Century Skills, 2008)
21st Century Learning6-Jun-13 52

53. Higher Education
E-Learning in Indonesia
6-Jun-13 21st Century Learning 53
E-Learning
will be used
or not depends on
government policy
in education and
how users view
or assess the e-learning.
Generally the use of these technologies depends on:
(1). Is the technology was already a requirement?, (2).
Is adequate supporting facilities?, (3). Is supported by
adequate funding?, and (4). Is there support from
policy makers?

54. E-Learning Prerequisites for
Higher Education in Indonesia
6-Jun-13 21st Century Learning 54
Many people often try to launch e-learning without
careful consideration and use it to look prestigious
without Management Policy and Strategy Education.
Therefore one thing to note before using the Internet
for learning, the policy analysis to answer whether it
requires e-learning.
In this analysis would have included whether it is
technically and non-technical e-learning can be
carried out this analysis regarding the availability of
People, Process and Technology.

55. 6-Jun-13 21st Century Learning 55
E-Learning in Indonesia
Need Social Economic Analysis
Economic analysis
• Economic analysis
such as Cost Benefit
(B / C) ratio, the
Internal Rate of
Return (IRR), Net
Present Value (NPV)
or Return on
Investment (ROI)
can be used as a
measuring tool.
Social Analysis
• Furthermore
whether socially, the
use of e-learning
must be accepted by
the community
(socially
acceptable).
Resistances
• Because
sometimes, although
the usage of e-
learning for learning
has been prepared
properly and operate
quality is also good,
people can not
accept it because
they consider the
ways of
conventional
education is
considered better.

56. Thank you very much
for your attention
Djadja.Sardjana, S.T., M.M.
Djadja@comlabs.itb.ac.id
www.slideshare.net/djadja
Dasar Manajemen
Proyek by Djadja
Sardjana-2m45