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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 [email protected]
Plagiarism as a cue
Students lack: • Awareness • Intrinsic motivation • Social support
Lecturers lack: • Instructional training • Basic tech savviness
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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
Bloom’s 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
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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 21st Century Skills • Start with each lecturer’s conviction ▫ Evoke ▫ Employ
• Must be addressed ▫ Forms & procedures that don’t 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