UniSZA IDNalini's Philosophy of Teaching and Learning
My Story as a Lecturer
"Let's learn, unlearn, and then learn again." I've always found resonance in this quote. Since I firmly believe that learning never stops, I've kept it as a sort of personal motto throughout my professional life. We cease to grow the instant we cease to learn. I can therefore honestly say that I love what I do, even after nearly 25 years of teaching at Universiti Sultan Zainal Abidin (UniSZA) and multiple other education institutions.
I positively believed that a vigorous education system is a fundamental essence for a vibrant and innovative society. As our world becomes more complex and interconnected, there are extensive discussions taking place in terms of how our educational institutions should teach our young people (ETS, 2002; Partnership for 21st Century Skills, 2008; Wallis, 2006). Globalization and economic liberalization, digital technology evolution, the ability to foster innovation, and more importantly support an entrepreneurial culture consider the key drivers for an education system which exerting our 21st Century students to acquire a different set of capabilities to live and work. In addition, it implies a transformation of the education system to cope with the changes (Dede, 2007; Kozma, 2005). As mentioned in Malaysia Education BluePrint 2015-2025:
"Internet penetration in Malaysia currently stands at 67% — the seventh-highest penetration rate across Asia. This puts Malaysia in a good position to harness the power of online learning to widen access to good quality content, enhance the quality of teaching and learning, lower the cost of delivery, and bring Malaysian expertise to the global community. There are significant opportunities to achieve the desired outcomes first set forth in the National e-learning Policy (Dasar e-Pembelajaran Negara or DePAN). Malaysia needs to move from a mass production delivery model to one where technology-enabled innovations are harnessed to democratise access to education and offer more personalised learning experiences to all students."(Malaysia Education Blueprint 2015-2025, p.23).
There are plenty of shreds of evidence proved that a huge number of countries understand the vital role of ICT in transforming their education systems to meet the demands of 21st-century society. As an academic institution, Universiti Sultan Zainal Abidin plays a crucial role in molding and shaping the youth, especially undergraduates with necessary tools that able them to face/respond to the fast-paced, complex, and multi-dimensional challenges of today’s society.
Learning for the 21st Century
What used to be a rather stable setting with fixed roles-educational policymakers setting the scene for learning through curricula; educational publishers developing the learning materials building on the curricula; and schools implementing the curricula issued by policymakers and using the textbooks produced by publishers – is now changing. (Hylen, 2010)
I am Knowledge Transmitter or Transformer
As a teacher/lecturer, I aware of the demand of 21st century learning environment. I have to acts as a knowledge transmitter as well as knowledge transformer to meet the needs of 21st-century students. I have to be very attentive to students’ knowledge, skills, attitudes and beliefs. I have to be constantly updating my knowledge and skills and applying it in my classes. So that, the learning will be exciting and joyful not only for the students but for me as well.
“Education is the passport to the future, for tomorrow belongs to those who prepare for it today” - Malcolm X
“Change is the end result of all true learning” ~ Leo Buscaglia
“An investment in knowledge pays the best interest” ~ Benjamin FranklinReferences:
Dede, C. (2007). Transforming Education for the 21st Century: New Pedagogies that Help All Students Attain Sophisticated Learning Outcomes. Retrieved April 26, 2010, from http://www.gse.harvard.edu/~dedech/Dede_21stC-skills_semi-final.pdf
ETS (2002). Succeeding in the 21st Century What Higher Education Must Do to Address the Gap in Information and Communication Technology Proficiencies. Princeton, NJ:ETS.
Hylen,J. (2010). “Can digital learning resources spur innovation?’. In OECD (Ed.), Inspried by Technology, Driven by Pedagogy. A Systemic Approach to Technology-based School Innovations (pp. 45-64). Paris, France: OECD Publishing.
Kozma, R.B. (Ed.). (2003). Technology, innovation, and educational change: A global perspective. Eugene, OR: International Society for Technology in Education.
Leland, C.H and Kasten, W.C. (2002). “Literacy Education for the 21st Century: It’s time to close the factory”. Reading & Writing Quarterly, 18, 5-15.
McGinn, A. (2007). “Senoir High School Education in the 21st Century”. The Educational Forum, 71(4), 331-344.
