Navaminda Kasatriyahiraj Royal Airforce Academy May 16, 2017
Assoc. Prof. Bundit Thipakor Deputy Secretary-General for Higher Education Commis
ent
aw
number of credits
e m y lo p em nt
I B A Y O L P M
Y T I L
up-to-date subjects
d ne
facilities
s
ig
research
ard
es l-d
PROCESSES
tud
l we
well-managed
s e t a u d of gra
of s
M LU CU
E C N E T E P M num be r
RI
CO
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the highest degree held by faculty members
etc.
SCHOLAR
quality in HE is “complex system”, multidimensional, multi-levels, and dynamic…
… creating men and women who are capable of doing the new things, not simply repeating what other generations~Jean have Piaget done… … is being able to differentiate between what you know and what you don’t ~Anatole know… France
mind THINK
training of the
to
the underline is‌
we do the
“RIGHT” thing so far?
YES… kind of
our education system is based on a
JOB
DEGREE
to get a
this is “what” we have been doing so far…
this piece of paper can get our student a job…
Intellectual
NUTRITION FACT
but cannot ensure the success of our graduates
ent
aw
number of credits
e m y lo p em nt
I B A Y O L P M
Y T I L
up-to-date subjects
d ne
facilities
s
ig
research
ard
es l-d
PROCESSES
tud
l we
well-managed
s e t a u d of gra
of s
M LU CU
E C N E T E P M num be r
RI
CO
R CU
the highest degree held by faculty members
etc.
SCHOLAR
GAME
new
CHANGE
how do you feel about this news…
unpredictable
anything can happen ‌
THAILAND 4.0 ?
AILAND 4.0
smart
WISDOM
collective
INTELLIGENCE
DIGITAL
openness
INNOVATION
normal is not good enough collaboration
4.0
generation/age
COCREATION
sharing
for ALL
massive
CONNECTIVITY interaction
of everything
4.0 ?
N O “WORK” T
JOBS WILL BE ELIMINATED…
ANYWORK THAT
CANNOT be
A utomated … Digitised or
will become
VALUABLE
“CHANGE” always happens…
longer
LIFE EXPECTENCY
โจทยย์สสสำหรรับกสำร ศศึ•กผลลิ ษสำคคืต อ “ตน”
มมีควสำมคลิด สรร้สำงสรรคย์ และตรงกรับ ควสำมตร้องกสำรของกสำร พรัฒนสำประเทศ • บบูรณสำกสำรเปป็นสส่วนหนศึนึ่ง ของ “ชชุมชน” ในกสำร
ย 4.0 ไมส่ใ ชส่ ค นไทยในอดมี ต ... ไมส่ต ร้อ งเหมคือ นผบูร้ใ หญส่/บรรพบชุร ชุษ
งมองไปขร้สำ งหนร้สำ ... ใชร้
“วลิธ มีก สำรเหมคือ น เดลิม ” ไมส่ไดร้...
“คน”
ในกสำรขรับเคลคืนึ่อนประเทศไทย 4.0 นรัพื้น ถคือวส่สำเปป็นหรัวใจสสสำครัญ ของกสำรขรับเคลคืนึ่อนดรังกลส่สำว ในอดมีตทมีนึ่ผส่สำนมสำนรัพื้น กสำรพรัฒนสำประเทศไทย ใหร้ควสำมสสสำครัญกรับกสำรพรัฒนสำเศรษฐกลิจเปป็นหลรัก สส่งผลใหร้กสำรพรัฒนสำขสำด ควสำมสมดชุล เรสำแลกกสำรเจรลิญเตลิบโตทสำงเศรษฐกลิจกรับควสำมทรชุดโทรม ของสลินึ่งแวดลร้อม ควสำมเสคืนึ่อมโทรมของสรังคม และควสำมลร้มเหลวในกสำร พรัฒนสำคน แตส่ในประเทศไทย 4.0 นรัพื้น เรสำจะใหร้ “คน” เปป็น ในกสำรพรัฒนสำประเทศ เพคือ นึ่ ใหร้กสำรพรัฒนสำเปป็นไปไดร้ อยส่สำงมรันึ่นคง มรันึ่งครันึ่ง และยรันึ่งยคืน “กสำรบรลิหสำรกสำรศศึกษสำเพคือ นึ่ รส่วมสรร้สำงประเทศไทย 4.0”
ศบูน ยย์ก ลสำง
Suvit Maesincee
เรสำจสสำเปป็นจะตร้องสรร้สำงพลวรัตกสำรเตลิบโตเพคืนึ่อเตลิมเตต็ม ศรักยภสำพของคน (Growth for People) ดร้วยกสำรลงทชุน ในทรรัพยสำกรมนชุษยย์ (Investment in people) โดยจะ ตร้องลงทชุนเพคือ นึ่ กส่อใหร้เกลิดสรังคมทมีนึ่มมีคณ ชุ ลรักษณะ 3 ประกสำร คคือ 1) สรังคมทมีนึ่สสำมสำรถ คคือ สรังคมทมีนึ่คนมมีควสำมสสำมสำรถ ในกสำรสรร้สำงรสำยไดร้และประกอบธชุรกลิจ 2) สรังคมแหส่งโอกสำส คคือ สรังคมทมีนึ่เปปิดโอกสำสใหร้ทก ชุ คนอยส่สำงเทส่สำเทมียมกรัน และ 3) สรังคมทมีนึ่เกคืพื้อกบูลและแบส่งปปัน คคือ สรังคมทมีนึ่คนตส่สำงมมี ควสำมชส่วยเหลคือซศึนึ่งกรันและกรัน และไมส่ทลิพื้งใครไวร้ ขร้สำงหลรัง กสำรจะเกลิดสรังคมทมีนึ่มมีคณ ชุ ลรักษณะดรังกลส่สำว เรสำจะตร้องสรร้สำงคนทมีนึ่ เปป็น “ตน” และคนทมีนึ่เปป็น “คน” โดยคนทมีนึ่เปป็นตน คคือ คนทมีม นึ่ มี ศรักยภสำพ สสำมสำรถหสำเลมีพื้ยงชมีวลิตไดร้ และรบูร้จรักทมีนึ่จะเรมียนรบูร้และ พรัฒนสำตนเองอยบูต ส่ ลอดเวลสำ สส่วนคนทมีนึ่เปป็นคน คคือ คนทมีนึ่เรมียนรบูร้ทมีนึ่ จะอยบูรส่ ส่วมกรันคนอคืนึ่นในสรังคม ใหร้ควสำมสสสำครัญกรับสรังคมและสลินึ่ง แวดลร้อม ซศึนึ่งสอดคลร้องกรับปรรัชญสำเศรษฐกลิจพอเพมียงทมีนึ่วส่สำ “เมคืนึ่อ พรส่อง ตร้องรบูร้จรักเตลิม เมคืนึ่อพอ ตร้องรบูร้จรักหยชุด เมคืนึ่อเกลินตร้องรบูร้จรักปปัน”
“กสำรบรลิหสำรกสำรศศึกษสำเพคืนึ่อรส่วมสรร้สำงประเทศไทย 4.0 Suvit Maesincee
how “formal education” can be a “platform” for “life-long learning; lll” of graduates…
CHANGE you are driving the
DIGITISATION
COMPETENCE
DIFFERNTIATION
OUTCOME COGNITIVE SKILLS
YOU
4.0 SOCIETY AUGMENTATION
IMPACT
to me…
AUTOMATION
CHARACTERS
MOBILISATION
NEW
ECOSYSTEM
VALUE
DISINTERMEDIATION
DIGITAL TRANSFORMATION
competency of faculty num be r of s learning tud members ent aw ard outcomes graduates number of credits s
PROCESSES
well-managed
d ne
Y T I L
SCHOLAR
I B A Y O L l p em nt
ig
e m y o
up-to-date subjects
es l-d
research learning space
l we
of
M LU CU
E C N E T E P M
RI
CO
R CU
e e r g e d t y s t l e u h c g a i f h s y r e b e h t d b l e m h me
Save Our Students
which system HE needs to be ?
nature
nurture
พรัฒ นสำปปัญ ญสำชน
ไดร้ร รับ กสำร “ศศึก ษสำ”
new
ECOSYSTEM
not
ระบบนลิเวชวลิทยสำ
“SCHOOLING” system…
it is time to remove the
“FRONT” of the
classroom …
“know”
“ตน”
คนทมีนึ่เปป็น
“be able to do” and
“trainable”
competent scholar
“COMPETENC not CLAIMS
๏ ๏ ๏ ๏
Deep Skills Wide Scope of Roles Broad Experience Recognized in Other Domains
SUCCESS GRADUATES OF OUR
nsuring EMPLOYABILITY
context independent
Wisdom is the recognition that knowledge patterns arise from fundamental principles and the understanding of Knowledge is representedwhat by those principles are. patterns among data, information, and possibly other knowledge. These patterns do not provide knowledge Information untilby they have been represented understood. relationships organizing, between data interpreting… and the data sources to make it meaningful.
Data
name, collecting, organizing…
Data is an item out of context with no
Wisdo m
understanding, applying, applying with compassion
understanding “principles”
Knowledg e interpreting, integrating, understanding…
Informati on
understanding “patterns”
understanding “relations” understanding
nsuring
EARNING happens during studying
HOW learn? STUDENT
student’s
ENGAGEMENT is a key…
earning: DO and it is the RESULT of
๏
is something that students that they do …
๏
results in CHANGES in UNDERSTANDING, these changes in understanding enable learners to change their
BEHAVIOUR … ๏
COGNITIVE process (something that involves THINKING) but one that may be linked to the development of SKILLS and which can be influenced by AFFECTIVE (emotional) and contextual can be considered as largely a
factors…
ABI L ITY performance
“PROCESS” is what we design…
goal
student achievement
learning Development from
what we want to “CHANGE”…
beginner first day
achievement of student…
competent person
final day
๏
๏
๏
what are the competences (knowledge, skills, first and attitude) gap between each stage? how do we know our students are ready for the next stage? what is the
r u o r final o o f t e y k i a l d e t t s u r o fi r e e h h g t t n s o m i l o t a r a f h m s t e w ? n ๏ h y t e a d p d l u l t e a s h n e fi w e h n t a c w ? o h day ๏ h e pat th
day
rainable�
GOAL of the programme
tcomes-based education traditional educatio focus on “LEARNING”
focus on “TEACHING”
begin with “learning outcomes” individual teaching and learning assessment is a key learning outcome is fixed, time variable teacher as facilitator and guide curriculum as a
begin with “teaching objectives” “one-size fit all” teaching and learning assessment is a secondary time is fixed, learning outcomes variable teacher as guardian of curriculum curriculum as a “product”
“process”
“ based EDUCATION Spady, (1994)
DEMONSTRATE learning KEY
ability
is the
point…
only structure of KNOWLEDGE cannot ENSURE LEARNING happens…
WAY TAUGH
,but is about the the content is
content
is not about the
‌
WHA TEAC H T to
URRICULUM as a
RODUCT with
WHA material T
HO TEAC H W
to
WHA D T O
student can
“LEARNING OUTCOME”
URRICULUM as a
ROCESS
with
WHA activities THO TEAC
and
to
HO ASSES W
to
S
The primary aim of OBE is to facilitate desired
changes students levels
within the
, by increasing the
of
cognitive skills, developing non-cognitive skills and/or positively influencing attitudes, values and judgment ...
the systemic structures within which the activities take placed‌
constructive alignment
of intended/expected
learning outcomes assessment methods learning activities pedagogies
with and
teaching and
and
‌
specific, measurable statements identifying the
performance(s)
required to meet the outcome; conformed through evidence ‌
OBE - in a simple form‌
Say what you want Do what you say Measure it Improve it
learning outcomes
pedagogy & learning activities assessment
continous improvement
“WHAT” is important for students to be able to do
you must have a clear understanding of
(their
“ACHIEVEMENT ” )… teacher must design
“HOW” to make sure such learning ultimately
“HAPPENS”…
“WHAT”
“HOW”
would you like to
“ASSESS” “performance” from your students’
outcome-based syllabus design will
begin with “LEARNING OUTCOMES” not learning
“TOPICS”
…
“what is the SIGNIFICANT learning” for students to know, be able to do, or values (their accomplishment)?”… “PERFORMANCE not topics (what a student should be able to do in order successfully toect… complete the programme)”. “why should students take these core
what does the cupcake look like?
did you see the concept of your programme ?
course description…
did you see the concept ?
building blocks of learning (enabling outcomes) ‌
what is the concept of your course; “Knowledge of the Land”?
HOW to implement OBE …
Traditional OBE can be simply performed by using the existing curriculum. It does not have the clear picture of intended learning outcomes that lie beyond the curriculum. It should be labeled “curriculum-based objectives (CBO)� since the outcomes come after the curriculum in the design process. The traditional OBE is focused on
STEP 1 x
Transitional OBE focuses outcomes that reflect higher order competencies which cut across traditional subjects. It addresses the question: “what is most essential for students to know, be able to do, and be like in order to be successful when they have graduated�. Content is used as the vehicle to attain higher order competencies such as problem solving, critical thinking, effective communication and technological applications. An integration-across-the-curriculum
STEP 2 x
Transformation OBE is based on the concept of equipping all students with all the knowledge, competence, and orientations needed for success after graduating the college. It is the highest evolution of OBE introduced by Spady. For Spady, learning is not significant unless the outcomes reflect the complexities of real life ‌
STEP 3 x
“WHAT” of “LEARNING”… the
design backwar d/desig n down‌
context independent
Wisdom is the recognition that knowledge patterns arise from fundamental principles and the understanding of Knowledge is representedwhat by those principles are. patterns among data, information, and possibly other knowledge. These patterns do not provide knowledge Information untilby they have been represented understood. relationships organizing, between data interpreting… and the data sources to make it meaningful.
Data
name, collecting, organizing…
Data is an item out of context with no
Wisdo m
understanding, applying, applying with compassion
understanding “principles”
Knowledg e interpreting, integrating, understanding…
Informati on
understanding “patterns”
understanding “relations” understanding
“We need to kno where we want to b in order to make consciou and deliberate choice in that direction”…