The document discusses learning engagement and global citizenship. It presents case studies from Asia-Pacific countries on conversations across boundaries, including projects in Singapore and Australia, Thailand, and Indonesia. It also addresses challenges like time constraints and designing learning environments to empower students. The goal is to provide opportunities for students to critically examine issues across boundaries to improve learning outcomes.
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Lead Paper in Australian Council for Educational Leaders Annual Conference 2011
1. Deep Conversations Across Boundaries: Learning Engagement in the Context of Global Citizenship Professor Cher Ping LIM 1 Oct 2010 – CCEAM & ACEL International Conference 2010
4. Engagement is paramount for learning success; where engagement entails mindfulness, intrinsic motivation, cognitive effort and attention. Deep Conversations Across Boundaries The Hong Kong Institute of Education
5. Classroom activities in schools are often being driven by the implementation of curricular standards and standardized testing (Darling-Hammond , 2004) Deep Conversations Across Boundaries The Hong Kong Institute of Education
6. Harter (1980, 1981), in a series of studies, found that the intrinsic motivation of students for school steadily declined at statistically significant levels form grades three to nine. He treated intrinsic and extrinsic motivation as negatively correlated and credited the decline in intrinsic motivation to an increasing dependence on extrinsic motivators such as grades. More than a decade later, Lepper and colleagues (1997) showed that extrinsic and intrinsic motivation were not perfectly negatively correlated, and that in fact, in their study they found that both intrinsic and extrinsic motivation for school steadily declined in a statistically significant manner over grades three to nine. Deep Conversations Across Boundaries The Hong Kong Institute of Education
7. By undervaluing the rich and complex processes of learning for engagement, classroom activities that require active inquiry and deep conceptual understanding may become scarce in schools. Deep Conversations Across Boundaries The Hong Kong Institute of Education
8. Globalisation is a complex and multidimensional phenomenon that has become a part of everyday life that complicates local, national and global boundaries and creates tension between local and global dynamics. Deep Conversations Across Boundaries The Hong Kong Institute of Education
9. In such a new world order, our children and young people have to be prepared to be agents of change rather than just passive observers of world events. Deep Conversations Across Boundaries The Hong Kong Institute of Education
10. By providing students with opportunities to critically examine local and global issues across boundaries (country-country or rural-urban) and act upon them, students are more likely to engage in the learning process and improve their learning outcomes. Deep Conversations Across Boundaries The Hong Kong Institute of Education
11. Case Studies in Asia-Pacific – Conversations Across Boundaries
12. Deep Conversations Across Boundaries The Hong Kong Institute of Education QUEST ATLANTIS: Singapore & Australia
28. Deep Conversations Across Boundaries The Hong Kong Institute of Education Facebook Account? (Pacitan, Indonesia)
29. Deep Conversations Across Boundaries The Hong Kong Institute of Education Facebook Account? (Pacitan, Indonesia)
30. Students at Hogwarts question why their Defense Against the Dark Arts teacher is requiring that they sit and read a chapter in their textbook during each class. They discover that this is all she intends them to do the entire year. The students have begun to challenge her and she responds: “ Now, it is the view of the Ministry that a theoretical knowledge will be more than sufficient to get you through your examination, which, after all, is what school is all about. And your name is?” she added, staring at Parvati, whose hand had just shot up. Deep Conversations Across Boundaries The Hong Kong Institute of Education AN EXCERPT FROM HARRY PORTER
31. “ Parvati Patil, and isn’t there a practical bit in our Defense Against the Dark Arts O.W.L.? Aren’t we supposed to show that we can actually do the countercurses and things?” “ As long as you have studied the theory hard enough, there is no reason why you should not be able to perform the spells under carefully controlled examination conditions,” said Professor Umbridge dismissively. “ Without ever practicing them before?” said Parvati incredulously. “Are you telling us that the first time we’ll ever get to do the spells will be during our exam?” “ I repeat, as long as you have studied the theory hard enough—“ Deep Conversations Across Boundaries The Hong Kong Institute of Education
32. “ And what good’s theory going to be in the real world?” said Harry loudly, his fist in the air again. Professor Umbridge looked up. “ This is school, Mr. Potter, not the real world,” she said softly. (Rowling, 2003, pp. 243-244) Deep Conversations Across Boundaries The Hong Kong Institute of Education
33. Cher Ping LIM Professor of Curriculum & Instruction Hong Kong Institute of Education Honorary Professor of Education Edith Cowan University [email_address] http://ied.academia.edu/CherPingLim/About Deep Conversations Across Boundaries The Hong Kong Institute of Education
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