ceri conference on innovation, governance and reform in education

CERI Conference on Innovation, Governance and Reform in Education

Alenoush Saroyan

McGill University Montreal. Canada

alenoush.saroyan@mcgill.ca

OECDNovember 3-5

Paris

My Lens

• Higher education• Faculty and educational development• Quality education

Discussion Points• University pedagogy in a changing world• Personal and contextual factors in PD • Indicators of effectiveness

What will the world’s big problems be in 5,10 years from now?

Are we teaching our students in ways to help them become the solvers or these problems?

Knowledge was …• Hierarchical• Prescribed• Finite

Impact was …• Sequential learning• On places of learning• Anticipated

Today, knowledge is …• Chaotic • Random• Taught out of sequence• Infinite• Often becomes quickly obsolete

Information is …• Democratized• Always available• Acquired formally AND informally

Shifts in Working Modes

Industrial• Division of labour• Individual tasks• Specialist duties• Administrative links• Credential-based

appointments• Appraisal by seniors

Post-industrial• Total solutions• Team work• Integrated expertise• Human interactions• On-demand, just-in-

time learning• 3600 appraisal

Estimates of Job Types in the Next 10 Years

Source: National Center on Education and the economy (2008). Tough choices or tough times: The report of the New Commission on the skills of the American workforce. San Francisco, CA: Jossey-Bass.

IN LESS DEVELOPED COUNTRIES

IN MORE DEVELOPED COUNTRIES

• Conceptual• Pedagogical• Cultural• Political

Source: Windschitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of Educational Research, 72(2), 131-175.

“Dilemmas” and Professional Development

From an Adult Learner Perspective

• Acknowledging a need (problem)• Effort/resources invested worth gain• Credible source of PD• Motivation (intrinsic or extrinsic)

Contextual Factors

• Institutional policies that value teaching• Reward structures (salary, merit, promotion)• Resources to support pedagogical development• Performance comparisons/ Global competition

Dimensions to Measure Effectiveness

• Inputs? Processes? Outputs? Outcomes?• Perceptions? Student achievement? Grades?• School performance? Rankings?• Graduate outcomes?

Measures of Effectiveness

Teachers’

• Beliefs• Knowledge• Practices

Students’

• Perceptions• Knowledge,

cognitive, affective, generic outcomes

Contextual Factors

• Institutional policies; resources; rewards; governance

• National policies; governance; priorities

alenoush.saroyan@mcgill.ca