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<!DOCTYPE html>
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<head>
<title>Education & Globalization</title>
<meta charset="utf-8">
<meta name="author" content="Dr. Zhou Yisu 周憶粟" />
<link href="libs/remark-css/robot.css" rel="stylesheet" />
<link href="libs/remark-css/robot-fonts.css" rel="stylesheet" />
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<body>
<textarea id="source">
class: top, left, inverse, title-slide
# Education & Globalization
## Session 26
### Dr. Zhou Yisu 周憶粟
### 2018/11/19
---
# Learning without boarders
## Aims
To identify limitation of traditional learning
To articulate why schools are reluctant to change
To understand how new forms of learning is transforming education
---
## To recap
Last Thursday we talked about university as a global institution with goals of producing and spreading knowledge.
--
In order to achieve this goal, as well as nurturing a particular type of young talent: .violet[those who have built-in capacities and interests to understand all aspects of social and natural reality], we also needs a new kind of pedagogy.
--
But in reality, only a handful of institutions are teaching in such a way. In many places, teaching & learning remain largely the same as those in secondary schools.
???
I for one, was quite dreadful of the university experience I receive. The professors I encountered seems less interested to connects or even talk to me than finishing up his lectures.
---
## The form of teaching & learning
Let us be reminded what classroom teaching is back in 1999
<iframe width="560" height="315" src="https://www.youtube.com/embed/yPY3eItHdjc" frameborder="0" allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe>
???
For demonstration, watch through 6:00 mark
---
### Similarity of teaching & learning across the world
What does teaching & learning have in common?
- Classroom
- Lecture
- Textbook
- Homework
--
Assumptions of teaching & learning:
- The structure of knowledge is linear 知識結構的線性
- The structure of classroom is conformative 課堂組織結構的一致性
???
The worst part maybe: to acquire knowledge is simply transmit it from one place (the instructor) to another (the student). As I saw a couple of weeks ago on mid-term exam paper on the desk of this classroom.
---
background-image: url(https://i0.wp.com/vrworld.com/wp-content/uploads/2014/08/University.jpg)
background-size: contain
???
University of Bolona, founded in AD 1088. Painting done in 14th century
---
background-image: url(http://i1.wp.com/inews.gtimg.com/newsapp_match/0/303404218/0)
background-size: contain
???
Confucius, about 500 BC
I always wonder if this is a glorified version of the actual teaching. No one fell asleep?
---
## Questions yet to be answered
.orange[Is this model of teaching & learning effective?]
- Does it improve learning efficiency? 提升學習效率嗎？
- Does it improve learning motivation? 是否促進學習的動力？
- Does it improve student ability? 是否促進學生的能力？
--
.orange[Could this model of teaching & learning produce the ideal person we want?]
---
## Modern schooling: bring education to the mass
.footnote[Image: Monitorial Schools: Paid one teacher to instruct hundreds using student teacher or monitors. Taught basics of reading writing and arithmetic.]
---
background-image: url(https://enoughisenough14.org/wp-content/uploads/2018/03/school.jpg)
background-size: contain
???
Education is primary domestic policy. In this regard, I appreciate the impact PISA brought to our current school system because if you wait for the happen from within, it might take a long period of time.
University is supposed to be this trailblazer that brings changes. But again, university is largely walled-off from elementary and secondary schools. Such that the change impact could be directly transmitted.
---
## Changing the format: failed attempt (1)
.footnote[Source: https://en.wikipedia.org/wiki/Minimally_invasive_education]
---
## Failed attempt (2): replace textbooks with laptop
---
class: middle
##The format of teaching & learning is stubbornly reluctant to change, because they are:
- Cheap to implement
- Socially accepted
- Results are difficult to measure
- Produce predictable token: credential (i.e. degrees)
---
## Changes came from outside of school
---
## Salman Khan's idea
He worked in a hedge fund in 2004 as an analyst. He was tutoring his cousins at home after work. He found the instruction repetitive and not efficient:
- Record his lecture as video and upload to youtube.
- Write a computer program to generate test questions.
---
## His approach to the same math class
.pull-left[
<iframe width="560" height="315" src="https://www.youtube.com/embed/vA-55wZtLeE" frameborder="0" allow="autoplay; encrypted-media" allowfullscreen></iframe>
]
.pull-right[
Features:
- Each video 5-15 minutes long
- Use colors to highlight key points
- Self-paced
- Can interact with others in comment section
### Why not expand to other subjects?
]
???
45 minutes lecture is actually 12 minute long. Stuffed with many different things in school.
---
## Khan's curriculum was used by millions for different purposes
---
## Khan's success brings us to think
Traditional learning is ".cyan[one-size-fits-all]" and .cyan[discipline-based]:
- Content is not differentiated 教學內容無法因人而異
- Teaching style is not individualized 教學方法無法個性化
- Pace is the same for all students 課堂進度是一致不變的
- Classroom time is limited and fixed 課堂時間有限
--
This standardization in traditional learning also produces:
- Compulsory course
- Inflexible behavioral regulations
- Rigid tracking systems,
- Rituals
- Public ranking of performance
- Humiliation of failure to conform
---
## Traditional learning is created & accepted by the society at a specific time
- Technology is limited
+ Could not deliver high-quality contents to millions at once
+ No way to give feedbacks or diagnoses learning progress
- Amount of people who can receive an education is limited
- Type of knowledge we want to teach is limited
---
## Then, Universities were involved
One thing university is good at: there is no shortage of pioneers
???
Course in 2011.
---
## 100,000 students classroom
<div style="max-width:854px"><div style="position:relative;height:0;padding-bottom:56.25%"><iframe src="https://embed.ted.com/talks/lang/zh-tw/peter_norvig_the_100_000_student_classroom" width="854" height="480" style="position:absolute;left:0;top:0;width:100%;height:100%" frameborder="0" scrolling="no" allowfullscreen></iframe></div></div>
---
## What is different this time?
Combined these programs are called .red[M]assive .red[O]pen .red[O]nline .red[C]ourse (.red[MOOC] or 慕課 in Chinese)
__Characteristics:__
- Free (or at least very cheap) 免費或非常廉價
- Wide-range of topics (anything you want to learn) 囊括大量的知識
- Can be taken by large number of students at the same time 允許大量學生同時上課
- Delivered by top professors in the field (high quality) 由最好的教授講解
- Organized content 課程內容有序
---
background-image: url(https://i1.wp.com/educeleb.com/wp-content/uploads/2017/09/online-learning-platforms.png?fit=1392%2C1256&ssl=1)
background-size: contain
---
## It enables us to
This type of new learning uses some of the latest .orange[learning theory]:
- .violet[Active learning] 積極學習 through video and interactive exercise
- .violet[Gamification] 遊戲化: the use of game thinking and game mechanisms in non-gaming contexts to engage users in solving problems and increase users' self-contribution.
- .violet[Self pacing] 自主掌控學習進度
- .violet[Instant feedback] 實時反饋
- .violet[Peer-learning] 同學互助
.footnote[Source: https://www.ted.com/talks/daphne_koller_what_we_re_learning_from_online_education]
---
background-image: url(https://saraslistofedresources.files.wordpress.com/2018/08/da3a4e9a-0738-48ab-8343-b68b2b5c2f61-e1535223928521.png)
background-size: contain
## Active learning
---
background-image: url(https://gdurl.com/9x6V)
background-size: contain
## Active learning
---
## Gamification 遊戲化
---
## Self-pacing & instant feedback
An example from Hong Kong University of Science and Technology: http://vis.cse.ust.hk/vismooc/
???
Starting from 0:34
---
## Modular curriculum 模塊化課程
---
## Expand spectrum of learning
---
## MOOC is not the silver bullet, because it...
.violet[Could not replace schools & universities]:
- It couldn't solve the motivation problem.
- It couldn't solve the social problem (i.e. poverty, social class, etc)
- It couldn't solve ethical problem (i.e. cheating, etc)
- It didn't change the fact that learning is an extremely sophisticated human behavior
--
.violet[Not all subjects are suitable]:
- Location dependent knowledge (e.g. globalization)
- Subjective knowledge (e.g. history)
- Knowledge outside of English
---
class: reverse, center, middle
## If MOOC has so much limitation, why is it still important?
---
## Reason 1
Because it has .cyan[democratized learning]:
- As learners, we can learn almost anything without physically moving to another country
- Competition of providing the best content has been leveled to the global level
- Has the potential to break the monopoly of .violet[elite schools & universities]
+ In fact, some elite universities are pioneers in reducing the barriers of people getting an equivalent university education
???
In a way, MOOC forges a global learning community
---
## Reason 2 Higher education has changed
The token value of a higher education degree is associated with the scarcity of supplies. With more people holding the degree, the exchange value diminishes greatly.
---
### Think Macao is an exception?
Net enrollment rate for Macao's youth at higher education? .red[98%].
There is increasingly not meaningful or even feasible to stacking up degrees. So online degree/learning stabs at the credentialism with unique use value.
---
## .red[Summary]
New forms of learning has brought walled-off 被牆隔開 knowledge to learners.
It is still up to the learner to harness the benefit.
Schools & universities will not be replace overnight because they are as much a .violet[social institution] as a learning institution.
Universities are at the center of this change both because of its mission (.violet[to create and disseminate] 傳播 knowledge) and changing student body.
---
## Resources
Read more on why technology fails to deliver promised change in education: https://www.bloomberg.com/news/articles/2013-11-11/the-false-promise-of-classroom-technology
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