Presentation given at the Conference on Vocational Training in Amman, Jordan. Discusses Millennials, Engaged Learning, Connected Knowledge, PLNs, and Problem-Based Learning.

1. Conference of Vocational Training:
Advanced Models on Training,
Business & Governance for the VTC
Dr. Leigh E. Zeitz
Instructional Technology
University of Northern Iowa

2. Empowered

4.  Learning: Engage & Empower
 Teaching: Prepare & Connect
 Infrastructure: Access & Enable
 Assessment: Measure What Matters
 Productivity: Redesign & Transform

5.  Learning: Engage & Empower
 Teaching: Prepare & Connect
 Infrastructure: Access & Enable
 Assessment: Measure What Matters
 Productivity: Redesign & Transform

6.  Who is doing the learning
 How they need to learn
 What they need to know
 Where and When they
want to learn

7. Flickr.com/JulieLindsay

8. Positive and confident
Can-do Attitude
Flickr.com/rdecom

9. Structure
Frequent
Feedback
Variety of
Tasks
Flickr.com/zeitz

10. Are
Team Players
Appreciate
Diversity
Enjoy
Collaboration
Flickr.com/ToGaWandering

11. Learn
Work
Play
Flickr.com/ToGaWandering

12. Flickr.com/MediaJon

13.  Tech careers: Engineering
 82% get news online
 68% own a phone
 41% own a computer
Connected Learners
2008

15.  Declarative Knowledge
 Recalling information or experiences.
▪ Capital of Jordan.
▪ Chemical Periodic Table.
▪ Difference between a Square and a Rectangle.
 Procedural Knowledge
 Knowing “How to” do things
▪ “How-to” realign a printer.
▪ “How-to” pressurize a radiator.
▪ “How-to” design a production line.

16. Declarative
Knowledge
Procedural
Knowledge
Neural Network

17.  More than knowledge acquisition.
 Forming networks.
 Connecting nodes/information source.s
 Learning may reside in non-human
appliances.
 Nurture/Maintain connections.

18.  Google
 Colleagues
 Online Resources
 Distant Experts
 Cloud Applications
 Distant Collaborations

19. Alec Couros http://www.scribd.com/doc/3363/Dissertation-Couros-FINAL-06-WebVersion

22. Building an accessible
organized network of
information both
internal and external
to the learner.
Declarative
Knowledge
Procedural
Knowledge
Neural Network

25.  Learning MUST have meaning.
 Students want immediate relevancy.
 84% of Jordanian students want school to be
more relevant to corporate requirements.
 Project-based learning provides relevancy

26.  Learning is an ACTIVE SOCIAL process.
 Acting on new information connects it to
existing knowledge
 Listening to lectures is a PASSIVE
INDIVIDUAL process
 Empowerment arises from being involved.

28. http://www.unido.org

29. http://www.unido.org

30.  Student-Centered
 Collaborative Learning
 Educator/Student Partners
 Construction of Learning
 Meaningful Assessment in
a Real World Context

31.  Whose making decisions?
Active Passive
Students Books Teacher
Student/Teacher Partnership

32.  Learners work together
 Learners specialize
 Work Synchronously
 Work Asynchronously
 Combine to create final product

33.  Book/Teacher Driven
 Collaborative/Individual
 Follow Directions
 Complete Assigned
Project
 “Just in Case” learning
 Teacher Graded

34.  Standards aligned
 Critical thinking & problem solving
 Collaborative
 Inquiry-based (students ask questions)
 Learning skills “as needed”
 Public Audience

35. Skill-Based Learning Problem-Based Learning
Book/Teacher Driven Guiding Question
Collaborative/Individual Collaborative
Follow Directions Critical Thinking
Complete Assigned Project Inquiry-based
Learning skills “just in case” Learn skills “as needed”
Teacher graded Public audience

36. 19th Century Classrooms
Saemah Mat Sahir of SMK

37. 20th Century Teachers

39. We must teach our students
for their tomorrows,
NOT our yesterdays.