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  • Encouraging University-Wide Adoption of 21st Century Skills Learning and Assessment

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    Andrea K. Iskandar
    18 Ansichten20 Seiten
    Lecturers have found increasing number of freshmen unprepared for university learning. The issues range from time management to metacognition, from communication skills to information literacy. Today’s world characterized by virtual omnipresence of Internet and handheld/wearable gadgets doubtless creates its own challenges. How can universities address these and help students be ready for their university years and beyond? This paper aims to share some thoughts and experience, with emphases in the need for (1) academic leaders to promote and facilitate wider change beyond particular classrooms by (2) enabling all lecturers, regardless of their subject, to be models who enforce and assess acquisition of these skills in their students. This paper argues that these disruptions are so sweeping that it’s more effective that academic leaders lead the initiatives to address it. This is particularly important in settings where many lecturers don’t have pedagogical training. Faculty meetings can be fine-tuned to become meeting-cum-workshop which serves as in-service professional development. Professional learning would then be tightly connected with beneficial real-world reflection for everyone. The tangible outcomes can be as simple as integrated scoring rubrics which encourage both lecturers and students to strive toward common goals encompassing both hard- and soft-skills relevant for 21st century learning.

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    Encouraging University-wide Adoption of 21st Century Skills Learning and Assessment (PPT)

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    Lecturers have found increasing number of freshmen unprepared for university learning. The issues range from time management to metacognition, from communication skills to information literacy. Today’s world characterized by virtual omnipresence of Internet and handheld/wearable gadgets doubtless creates its own challenges. How can universities address these and help students be ready for their university years and beyond? This paper aims to share some thoughts and experience, with emphases in the need for (1) academic leaders to promote and facilitate wider change beyond particular classrooms by (2) enabling all lecturers, regardless of their subject, to be models who enforce and assess acquisition of these skills in their students. This paper argues that these disruptions are so sweeping that it’s more effective that academic leaders lead the initiatives to address it. This is particularly important in settings where many lecturers don’t have pedagogical training. Faculty meetings can be fine-tuned to become meeting-cum-workshop which serves as in-service professional development. Professional learning would then be tightly connected with beneficial real-world reflection for everyone. The tangible outcomes can be as simple as integrated scoring rubrics which encourage both lecturers and students to strive toward common goals encompassing both hard- and soft-skills relevant for 21st century learning.

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    Attribution Non-Commercial ShareAlike (BY-NC-SA)
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    Markieren Sie unangemessene Inhalte
    18 Ansichten20 Seiten

    Encouraging University-Wide Adoption of 21st Century Skills Learning and Assessment

    Hochgeladen von

    Andrea K. Iskandar
    Lecturers have found increasing number of freshmen unprepared for university learning. The issues range from time management to metacognition, from communication skills to information literacy. Today’s world characterized by virtual omnipresence of Internet and handheld/wearable gadgets doubtless creates its own challenges. How can universities address these and help students be ready for their university years and beyond? This paper aims to share some thoughts and experience, with emphases in the need for (1) academic leaders to promote and facilitate wider change beyond particular classrooms by (2) enabling all lecturers, regardless of their subject, to be models who enforce and assess acquisition of these skills in their students. This paper argues that these disruptions are so sweeping that it’s more effective that academic leaders lead the initiatives to address it. This is particularly important in settings where many lecturers don’t have pedagogical training. Faculty meetings can be fine-tuned to become meeting-cum-workshop which serves as in-service professional development. Professional learning would then be tightly connected with beneficial real-world reflection for everyone. The tangible outcomes can be as simple as integrated scoring rubrics which encourage both lecturers and students to strive toward common goals encompassing both hard- and soft-skills relevant for 21st century learning.

    Copyright:

    Attribution Non-Commercial ShareAlike (BY-NC-SA)
    Als PDF, TXT herunterladen oder online auf Scribd lesen
    Markieren Sie unangemessene Inhalte
    von 20

    Encouraging University-wide

    Adoption of 2st Century Skills


    Learning and Assessment
    Andrea K. Iskandar
    B.Sc. (CIS), B.Sc. (IE), M.Div., M.Ed.

    Global Class Manager, BINUS University
    aiskandar@binus.edu
    The project:
    Curriculum overhaul
    Why?
    Concerns? Constraints?
    Plagiarism
    as a cue
    Students lack:
    Awareness
    Intrinsic motivation
    Social support
    Lecturers lack:
    Instructional training
    Basic tech savviness
    http://www.paperchase.net/wp-content/uploads/2010/04/02_perfect_bound685x489.jpg
    http://3.bp.blogspot.com/-ScpfWvoHmXo/TsqxFui0D9I/AAAAAAAA7m8/KNQFxWm6_10/s640/google-ipad-app-6.jpg
    instructional approach
    vs.
    executive decision
    The Questions
    1. What skills are needed to make this
    curriculum overhaul happen?
    2. Who should be involved?
    What contribution would they make?
    3. How to empower those who need to be
    involved but lack the proper skills to
    contribute?
    4. How to do it within the time constraint?
    The Questions
    1. What skills are needed to make this
    curriculum overhaul happen?
    ADDIE
    Instructional
    Analysis
    Blooms
    Taxonomy
    Understanding by
    Design
    The Questions
    2. Who should be involved?
    What contribution would they make?
    getting buy-in vs. skills gap
    The Questions
    3. How to empower those who need to be
    involved but lack the proper skills to
    contribute?
    ! Perceptions of extra work
    ! Deliverables
    ! Conviction
    The Questions
    4. How to do it within the time constraint?
    faculty meetings
    all-in-one workshops
    http://4.bp.blogspot.com/_v5R3zCoqfkE/TFDps_Ha6FI/AAAAAAAAAFU/OJXHx_BcD4s/s1600/ban+bocor.jpg
    http://orsimages.unileversolutions.com/ORS_Images/Knorr_id-ID/Nasi-goreng-seafood-resep_7_6.2.5_326X580.jpeg
    http://37.media.tumblr.com/tumblr_l8g2n5vvkB1qd21fio1_1280.jpg
    https://cdn1.iconfinder.com/data/icons/softwaredemo/PNG/256x256/Scissors.png
    http://4vector.com/i/free-vector-arrow-right-blue-clip-art_116736_Arrowrightblue_clip_art_hight.png
    http://www.campuslabs.com/wp-content/uploads/2011/10/Development-Board.jpg
    The Questions
    4. How to do it within the time constraint?
    ! Let the curriculum documents rise from their
    death
    ! Get lecturers inside and beyond the curriculum
    documents.
    ! Empower them in a fun way, while yielding
    deliverables.
    ! Along the way, help them ask questions.
    The Documents We Made
    These play meetings were used to develop:
    ! Instructional analyses
    ! Learning outcomes
    ! of 4-year study
    ! for each semester
    ! for each course
    ! Syllabus form
    ! Homework: develop syllabi
    ! Assessment rubric
    ! Homework: a set of 3 rubrics were provided, tweak
    this set for each course to answer agreed-upon
    guiding questions.
    Moments of Truth
    Refreshed sense of meaning and calling.
    Fear and worry
    ! Policies
    ! University writing style guide
    ! Anti-plagiarism policy
    ! Instructional support
    ! In-class observations
    ! Consultation hours
    ! Instructional clinic
    Help them be the adults in their classrooms.
    Assessing 21
    st
    Century Skills
    Start with each lecturers conviction
    ! Evoke
    ! Employ
    Must be addressed
    ! Forms & procedures that dont speak to lecturers
    Cues of the gravity of the situation?
    ! Instructional approach
    ! Executive decision
    Getting buy-in
    Maximizing available resources
    ! Consider the stretch demanded from lecturers
    time and energy
    Dean/manager as one who empowers and
    enables
    ! Policies to scaffold and accelerate
    Encouraging University-wide
    Practices

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