This presentation was given by Alenoush Saroyan of McGill University at the CERI Conference on Innovation, Governance and Reform in Education on 4 November 2014 during session 5.b: Innovative Teaching for Effective Learning (ITEL) – Changing Classrooms, Changing Teacher Knowledge.

1. CERI Conference on Innovation,
Governance and Reform in Education
OECD
November 3-5
Paris
Alenoush Saroyan
McGill University
Montreal. Canada

2. My Lens
• Higher education
• Faculty and educational development
• Quality education

3. Discussion Points
• University pedagogy in a changing world
• Personal and contextual factors in PD
• Indicators of effectiveness

4. What will the world’s big problems be in 5,10 years from now?

5. Are we teaching our students in ways to help them become
the solvers or these problems?

6. Knowledge was …
• Hierarchical
• Prescribed
• Finite
Impact was …
• Sequential learning
• On places of learning
• Anticipated

7. Today, knowledge is …
• Chaotic
• Random
• Taught out of sequence
• Infinite
• Often becomes quickly obsolete
Information is …
• Democratized
• Always available
• Acquired formally AND informally

8. Shifts in Working Modes
Industrial
• Division of labour
• Individual tasks
• Specialist duties
• Administrative links
• Credential-based
appointments
• Appraisal by seniors
Post-industrial
• Total solutions
• Team work
• Integrated expertise
• Human interactions
• On-demand, just-in-time
learning
• 3600 appraisal

9. Estimates of Job Types in the Next 10 Years
IN MORE DEVELOPED COUNTRIES
IN LESS DEVELOPED COUNTRIES
Source: National Center on Education and the economy (2008). Tough choices or tough times: The report of the New Commission on the
skills of the American workforce. San Francisco, CA: Jossey-Bass.

14. “Dilemmas” and Professional Development
• Conceptual
• Pedagogical
• Cultural
• Political
Source: Windschitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the
conceptual, pedagogical, cultural, and political challenges facing teachers. Review of Educational Research, 72(2), 131-175.

15. From an Adult Learner Perspective
• Acknowledging a need (problem)
• Effort/resources invested worth gain
• Credible source of PD
• Motivation (intrinsic or extrinsic)

16. Contextual Factors
• Institutional policies that value teaching
• Reward structures (salary, merit, promotion)
• Resources to support pedagogical development
• Performance comparisons/ Global competition

17. Dimensions to Measure Effectiveness
• Inputs? Processes? Outputs? Outcomes?
• Perceptions? Student achievement? Grades?
• School performance? Rankings?
• Graduate outcomes?

18. Measures of Effectiveness
Teachers’
• Beliefs
• Knowledge
• Practices
Students’
• Perceptions
• Knowledge,
cognitive,
affective,
generic
outcomes
Contextual Factors
• Institutional
policies;
resources;
rewards;
governance
• National policies;
governance;
priorities

19. alenoush.saroyan@mcgill.ca