Mimbina sifat dan Membentuk Minda Pelajar
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Transcript of Mimbina sifat dan Membentuk Minda Pelajar
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Membina Sifat dan Membentuk Minda pelajar “Digital Native”
Riza Atiq Abdullah bin O.K. Rahmat,
K-Novasi Pengajaran dan Pembelajaran UKM 2016 18-19 Februari 2016
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Dahulu dan sekarang
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assembly line
Source: Proton
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https://larrycuban.wordpress.com/2014/05/08/schools-as-factories-metaphors-that-stick/
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Changes Surrounding U• The economic and job market are
constantly changing at a very fast rate
• Knowledge is expending at much faster rate than ever and rapidly become obsolete
• 65% of young children today will end up doing jobs that have not been invented
• Only 52% of university graduates get appropriate job within 6 months (also in the US).
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Senario 1
• Rasyid seorang graduan undang-undang• Kemudian bekerja sebagi lawyer korporat
dengan gaji lumayan• Selepas 2 tahun dia berhenti dan
meneruskan karier sebagai usahawan internet
• Setahun kemudian isterinya yang juga seorang lawyer juga berhenti untuk turut dalam berniaga
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Senario 2
• Hasmah, graduan perubatan• Selepas menamatkan hourmentship,
dia berhenti dan membuka perniagaan herb atas talian
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Senario 3
• Hamzah, lulus SPM dari salah sebuah sekolah berprestasi tinggi, berasrama penuh dengan semua A+
• Dia enggan menyambung pelajaran, ibu bapanya marah
• Ia memulakan perniagaan• Ketika berumur 20 tahun dia telah
memilik RM 1 juta dalam akaunnya dan menaja ibu bapanya menunaikan haji
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Senario 4
• Syarikat antara bangsa A, E, G dan P telah TIDAK meletakkan syarat lulus universiti untuk bekerja dengan mereka
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Our students
Gen X Gen Y Millennium / Gen Z
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Millennium / Gen-Z
http://puzzleminds.com/deeper-learning-for-digital-natives/
http://amandalearnsthings.blogspot.my/
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Millennium / Gen Z
• Grew up in an environment where they use ‘gadgets’ and smart phones more than pen and paper
• They are so used to getting information instantaneously
• Attention to lectures is not more than 9 minutes and lose interest just as fast
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Graduate attributes
Innovative Entrepreneurial: •Great collaborators and orchestrator•Great Synthesiser•Great Explainer•Great Leverager •Great adapter•Green people•Passionate personality•Great Localizers and globaliser
(Friedman, 2005)
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Future Learning-Teaching
http://www.informasi-pendidikan.com/2013/07/4-kompetensi-guru-profesional.html
http://siliconangle.com/blog/2013/06/27/infographic-clouds-growing-footprint-in-storage/
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Paradigm shift•Lecture centered
•Lecture•Lecturer
•Student centered•Facilitate learning
•Learning experience designer
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Curriculum
Flip
ped
clas
sroo
m
Teac
hing
N
aked
Peer
In
stru
ctio
n
Wor
k ba
sed
lear
ning
Serio
us g
ame
Oth
er
inno
vativ
e te
achi
ng
met
hods
Ent
repr
eneu
rshi
p
Course 1 Course 2
Course 3 Course 4
Course 5 Course 6
Course 7 Course 8
Course 9 Course 10
Course n-1 Course n
Graduation
Teaching-Learning
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Teaching-Learning• Flipped Classroom • Teaching Naked• Peer Instruction • Work-based learning• Serious Game• Innovative entrepreneurship courses
•Leaders•Innovative Entrepreneurial
Shaping minds, building characters
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Flipped Classroom
Time for meaningful interaction: shaping minds and
building characters
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Teaching Naked• No modern technology in the
classroom• Concentrate to face-to-face
interaction with students.• On-line lectures and assignment as
class preparation• Class activities in the form of
application and problem solving“Do not bring any technology into classroom”, Prof Jose Bowen
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Peer Instruction • Students have to read certain material
before entering classroom• In the classroom, the professor explains
the core concepts and ask the students to execute predetermine activities.
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“Digital Native” / Gen-Z
http://stephenchukumba.com/2015/06/26/whats-a-cd-top-10-signs-youre-dealing-with-a-digital-native/
http://theithacan.org/news/millenials-fail-to-meet-expectations-as-digital-natives/
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Work-based learning• 25% in the classroom at the
beginning semester. 75% in industrial work places
• On-line delivery of the basic knowledge
• Authentic assessment
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BYU Curriculum
Course 1
Course 2
Course 3
Course 4
Course 5
Externship to provide a real life Capstone experience
(Back up by on-line delivery)
1 semester
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Waterloo U Curriculum
Course 1
Course 2
Course 3
Course 4
Course 5
Professional skills & expertise [industrial internship]
1 semester
Project, group
meeting, lab
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Serious GameComputer game can be a powerful
learning tool if the game is designed:• to give players with immediate
feedback, • clear learning objective • challenges that are matched to his or
her skill level(Kiili, 2005).
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Pedagogy of on-line teaching is getting better and better
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Khan Academy• Khan Academy provides many on-line
courses in the form of game. • Learners are given a badge when they
master a learning object. The badge provides some kind of confident and motivation to progress for a more challenging learning object.
• In the end the learners gain valuable knowledge as well as confident to master more difficult courses.
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Surat Tanis kepada Salman Khan
(Burke, 2014)
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An Example of Entrepreneurship spine
Entrepreneurship 101
2 credits
Semester 2
Compulsory Year 1
Junior Startup
6 Credits Semester 1&2
Year 2
Advanced Startup
6 credits
Industrial training and SME Development
6 credits
Senior Startup
6 credits
Internship
6 credits
Startup route
Industrial training and SME Development route
Inter-session Year 3 or 4
Preparing Generation Z students who are very independent to face the challenging future
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Entrepreneurship CourseSimulation and CompetitionBased learning
(First Year)
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Entrepreneur Icons
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Second year
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Pitching and selling their own product(Final year)
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Current assessment
http://weknowmemes.com/2011/10/the-educational-system-comic/
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Assessment
Assessment Plan
Program Learning
Outcomes
Authentic assessment
Badging / mastery
Assessment tools
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UKM dan Alumni Usahawan
http://www.ksup.co/2014_08_01_archive.html
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Thank youTerimakasih
شكرا