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 aiskandar@binus.edu

The project: Curriculum overhaul

Why? Concerns? Constraints?

Plagiarism as a cue

Students lack: •  Awareness •  Intrinsic motivation •  Social support

Lecturers lack: •  Instructional training •  Basic tech savviness

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instructional approach vs.

executive decision

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

The Questions 4.  How to do it within the time constraint?

faculty meetings

all-in-one workshops

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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