Cher Ping Lim

DESIGN OF FUTURE LEARNING ENVIRONMENTS:

EMPOWER & ENACT to ENGAGE

Professor Cher Ping LIMDirector, Asia-Pacific Centre of Excellence for

Teacher Education & InnovationsEdith Cowan University (Western Australia)

Why Engagement?

Engagement is paramount for learning success; where engagement entails mindfulness, intrinsic motivation, cognitive effort and attention.

By undervaluing the rich and complex processes of learning for engagement, classroom activities that require active inquiry and deep conceptual understanding may become scarce in schools.

Globalisation is a complex and multidimensional phenomenon that has become a part of everyday life that complicates local, national and global boundaries and creates tension between local and global dynamics.

In such a new world order, our children and young people have to be prepared to be agents of change rather than just passive observers of world events.

Learning for engagement has to provide students with opportunities to critically examine local and global issues and act upon them .

Empower & Engage:

3 Considerations in Such Environments

• Developing Dispositions of Teachers and School Leaders to Support Technical and Pedagogical Competencies

• Engaging Global and Local Communities

• Transforming Mode and Process of High Stake Examinations

Dispositions of Teachers

Activities carried out by teachers in schools for teaching, learning and administration:

Lesson/activity planning; Resource design/development; Classroom activities and management; Out-of-school/classroom activities; Independent learning; Assessment of and for learning; Professional learning; Class/School administration; Communication with students, teachers, school

leaders, parents, district office, and community; and Extra-curricular activities.

o Dispositions (reflection, willingness to learn and innovate, values, beliefs and interpersonal relationships);

o Methodological competencies (instructional planning processes, pedagogical knowledge, content knowledge, pedagogical content knowledge, classroom management, knowledge of students); and

o Technical competencies (communication tools, word processing, presentation tools, spreadsheet, web-publishing, social networking (Live Space, Facebook), desktop publishing, multimedia design and production, database, learning management, classroom management and content management systems).

Developing Dispositions: Example

Worksheet

Levels of Use of ICT in Education Fundamental: Awareness (productivity, to support

existing practices) and Exploration (support teaching and learning of lower-level of thinking) – may consider the roles of teachers & students, & classroom activities

Proficient: Infusion (complement selected lessons to support higher-level thinking) and Integration (provide rich context and design and implement experiences to develop higher-level thinking).

Innovative: Expansion (Beyond classroom walls, support more authentic learning and problem solving) and Refinement (ICT pushes the boundaries of curriculum and assessment).

Levels Fundamental Proficient Innovative

Presentation Tools Preparation and use of Powerpoint for presentation in teaching (multimedia, text, slide transition)

Preparation and implementation of student-centred learning package using Powerpoint as tool

Facilitation of students’ construction of multimedia presentation

Technical Basic features of Powerpoint

Advanced features of Powerpoint

Just-in-time teaching of Powerpoint competencies & basic troubleshooting

Methodological Explain and pose questions

Plan and implement meaningful activities to engage students

Empower and facilitate/manage students’ knowledge construction

Dispositions Willingness to learn and use ICT

Willingness to change pedagogical practices & beliefs

Willingness to experiment & innovate

Levels Fundamental Proficient Innovative

Social Networking Tools

Building and maintenance of personal profile on Live Space

Communicating and exchanging/sharing of files with students on Live Space

Creation of learning community that involves other stakeholders of the school and its community on Live Space

Technical Basic features of Live Space

Advanced features of Live Space

Complementary use of Live Space with other ICT tools

Methodological Planning and organising personal profile

Planning and organising Live Space for communication and sharing with students

Empowering and facilitating/managing students’ collaboration among themselves and community

Dispositions Willingness to learn and use ICT

Willingness to change pedagogical practices & beliefs

Willingness to experiment & innovate

Engaging Communities

An Example: Quest Atlantis

3D environment

Synchronous Chat2D environment

Quest Atlantis in Singapore

An Example: Planting Rice

Planting Rice in Thailand

Planting Rice in Thailand

High Stake Examinations

An Example: Digital Assessment

Synchronous Chat

How are digitally based representations of student work output on authentic tasks most effectively used to support highly reliable summative assessments of student performances for courses with a substantial practical component?

An Example: Digital Assessment

Synchronous Chat

AIT Portfolio + Performance Tasks Exam

Engineering Studies Extended Production Exam

Italian Oral Exam with Portfolio

Phys Ed Studies Performance Tasks and Response Exam

An Example: Assessment in Italian

Synchronous Chat

Part A - Folio: Andiamo! Collect a series of tasks and activities including map activity, retrieval

chart and question answers, brainstorm, fact sheet, word processed reflection on practice talk and one minute voice recording evaluating final performance, to show development of ideas and preparation for presentation (Part B).

Part B - Presentation: Destinazione: Western Australia Prepare a talk to be recorded on video/DVD and send to a school in

Italy. Your talk will focus on your local area/WA destination, providing information such as, features of the area, recreational activities and cultural events. You should also consider the time of visit, and choose activities which are appropriate. Comparisons with the area you have chosen and region in Italy where your presentation will be shown should also be included. During your presentation you will be asked to respond to a question relating to the information you’ve prepared.

Synchronous Chat

Synchronous Chat

Synchronous Chat

Italian Pairs Marking Tools

Question to Ponder

Synchronous Chat

How do we develop a set of mechanisms to support such learning environments?

Cher Ping LIM

Professor of Education

Asia Pacific Centre of Excellence for Teacher Education & Innovations

Edith Cowan University

c.lim@ecu.edu.au

http://edresearch.education.ecu.edu.au/chirp/