This document discusses innovative learning environments (ILEs) and their impact on teachers' professional identities. It describes how ILEs utilize flexibility, open resources like technology, and focus on learning rather than teaching. This represents a shift for teachers from dispensers of information to orchestrators of learning and helping students develop knowledge and wisdom. For teachers to be relevant in ILEs, the document emphasizes developing digital literacy and personal knowledge management skills. It questions whether teachers need to become more relevant guides or risk being replaced by technology like Google and YouTube.

1. Innovative Learning
Environment (ILE)
and
Teachers’ Professional
Identity

2. MORE OR LESS
Being a teacher
in
the current learning environment
a relevant one

3. Ardian Wahyu Setiawan
Senior Editor and Manager - Prosemantic.com
Dosen – ESP (Engineering – Mechatronics and Machine Maintenance)
Program Director - SiNERGI Youth Empowerment
Founder Englishrep.net - a collaboratively built database of English
Resources
Culturaldictionary.org - Australian Cultural Dictionary
Universitas Negeri Malang (Beasiswa Gudang Garam)
Monash University (Australian Development Scholarship)
The University of Adelaide (Adelaide Scholarship International)
www.penaklausa.wordpress.com

4. TEACHING PROFESSION
UU Guru dan Dosen No. 14 Tahun 2005
Professional Educators (teachers and lecturers)
Professional Qualifications - S1/S2/S3/Spesialist

5. TECHNOLOGY
* More about technology? Click HERE

6. FACT
7 BILLION PEOPLE ON THE PLANET
5.1 BILLION HAVE A MOBILE PHONE
4.2 BILLION HAVE A TOOTHBRUSH
(Mobile Marketing Strategy Asia)

7. NO SOCIAL MEDIA IN THE PAST

9. NO SELFIE

10. TECHNOLOGY
HAS SHAPED OUR SOCIAL ENVIRONMENT
OUR GENERATIONS

11. DIFFERENT GENERATIONS
More about generation X,Y and Z? Click HERE

14. Digital Landscape
It allows students access information and learning
experiences outside schools and classrooms
Students can access information, music and multi-media, full motion colour images from
friends and school mates, as well as people who they might have absolutely nothing to do with
normally
TECHNOLOGY

17. ‘No, you were not downloaded. You were born’

18. Two Key Aspects
Understanding the Learning Environment
Becoming a professional ‘relevant’ teacher

19. LEARNING
FACTORY-STYLE LEARNING
Where all students learn the same things, at the same time
X

20. LEARNING
WHAT SORT OF LEARNING?

21. MLE / ILE
MODERN LEARNING ENVIRONMENT
INNOVATIVE LEARNING ENVIRONMENT

22. MLE / ILE
MLE was used in the past
ILE is more widely used – international recognition
21st Schooling – to build students’ learning capacity; to
help them develop into life-long, active, independent
learners
‘Our responsibility must be to ensure that our students no longer
need us by the time they graduate from school’

23. MLE / ILE
Flexibility
Openness
Resources
Esp. technology
FEATURES
Learning flexibility
The use of available
resources to help students learn
Open to all learning

24. MLE / ILE
Teachers as Learning Coaches – Not only to provide
knowledge and skills
Teachers’ main role – experienced learners
Show students how to learn
Learning how to learn
* More about ‘learning how to learn’ – click here

25. MLE / ILE
Teachers as Models
Confidence, openness, persistence, commitment and
pleasure
* More about ‘learning how to learn’ – click here

26. MLE / ILE
A new orientation of teachers’ role
To support students to actively interact with knowledge and to do
things with it – to understand, critique, manipulate, create, and
transform it
* More about ‘learning how to learn’ – click here

27. MLE / ILE
The Paradigm of One is NOT RELEVANT
The paradigm – where you have one teacher in front of one class
doing one subject for one hour (or more)
* More about ‘learning how to learn’ – click here

29. HOWEVER
A necessary precursor to this is the teachers’
capacity for -and awareness of- their own
learning needs and how they could be
developed.
SO?

30. TEACHERS
From primary role as a dispenser of information
to orchestrator of learning and helping students
turn information into knowledge, and
knowledge into wisdom
(Leggat, 2015)
Professional Identity

31. Professional Identity
What is Professional Identity?
Two Aspects for Professional Development
Digital Literacy
Personal Knowledge Management

32. Professional Identity
Who am I?
What can I do?
(West, 1992)

33. DIGITAL LITERACY
“Digital literacy is the skills required to achieve
digital competence, the confident and critical
use of ICT for work, leisure, learning and
communication”

34. Digital literacy includes not only the ability to
use a computer for creating and retrieving files,
but also the ability to interact effectively on the
internet.
DIGITAL LITERACY

35. DIGITAL LITERACY
• Instrumental skills – the ability to operate hardware and
software
• Informational skills – the ability to search for relevant
information using digital hardware and software
• Strategic skills - using the information for own purpose and
position
(Hilding-Hamann, 2009)
More resources: https://docs.google.com/document/d/1QUu7x1yscJ_LRbLAHfbxy_prMTH_S_L_mlq439cpxMQ/edit
http://www.nmc.org/news/nmc-releases-horizon-project-strategic-brief-on-digital-literacy/

37. PERSONAL KNOWLEDGE
MANAGEMENT

38. Seek, Sense-making, Share

39. REFLECTION
If students can get (almost all) information from
Google, why should they attend our class?
Be a relevant teacher
Or
Google and YouTube will replace us