Promoting Whole Person Education at Maubin University

Understanding the Learner of Today:

The Whole Person Way

Aye Aye Tun

(4.8.22)
Maubin University
Student Persona

Student Experience

Graduate Attributes
Discuss within a group and Develop:

- Student Persona (3 min)

- Graduate Attributes (3 min)

- Student Experience (4 min)

- Group Reports (3 min)

 Student Persona
A student persona is:
Your student persona should include:
a semi-fictional
• A short summary of the student,
representation of your ideal
• Their interests, their goals, and other relevant
student. When properly
information
researched and executed, a
• Age, location, and other demographic information
persona can help you
• The student's educational goals and challenges
connect with the right
student, at the right time.

Student personas help us:

• get to really ‘feel’ and ‘know’ what the student experience is for all our students.
• They help ensure no one gets left out or left behind
• They help us improve quality all the way through the student journey
 Graduate Attributes:

The high level qualities, skills and understandings that

a student should gain as a result of the learning and
experiences they engage with, while at university.

Graduate attributes | Student life - University of Stirling

https://www.stir.ac.uk › careers-advice-for-students › grad...
 Example : Graduate Attributes of the Lingnan University
Undergraduate Programme (Liberal Arts)
Scholarly and LU graduates will have a secure grounding in a chosen academic field(s) and cross-
Interdisciplinary disciplinary applications.
Digitally Literate LU graduates will have proficiency in technology
Skilled Communicator LU graduates will have excellent communication skills, including oral and written
English and Chinese (Putonghua as well as Cantonese) skills.
Critical and Analytical LU graduates will demonstrate independent critical thinking and strong analytic
competence.
Creative and LU graduates will be creative problem-solvers and be capable planners, and
Entrepreneurial entrepreneurs.
Committed to Service LU graduates will have a commitment to service to the community.
Glocally Minded LU graduates will have a global and local (a Glocal) outlook with the ability to
understand various cultural perspectives.
Personally and Socially LU graduates will have tolerance, integrity, civility and a sense of responsibility.
Responsible
Committed to Life-long LU graduates will have a desire for life-long learning.
Learning
- Student Persona (5 min)

- Graduate Attributes (5 min)

- Group Reports (3 min)

Student Persona

Student Experience

Graduate Attributes
Outline:
• The learner & the learning process
• What is Whole Person Learning/ Education
• Our Ideal Learners (this Generation of Learner)
• Teacher-Formators of the Gen Z learners
• Developing the Leaners of Today: The Whole Person Way
What is the Goal of The Goal of Teaching
Teaching? is Student Learning

TEACHING LEARNING
What & How What & How
Teachers teach Students learn
What is Learning?
Learning connotes CHANGE
DEVELOPMENT
TRANSFORM

Point B
Point A
 Purposeful
 Planned
 Progressive
What is Learning?

E
N
V S
I E STIMULUS RESPONSE
R N
O S STIMULUS RESPONSE
N E STIMULUS RESPONSE
M S
E
N
T
What is Learning? SKILLS

KNOWLEDGE

VALUES

ATTITUDES

E
N
V S
I E STIMULUS RESPONSE
R N
O S STIMULUS RESPONSE
N E STIMULUS RESPONSE
M S
E
N
T
What is Learning? I Think
Head
Cognition
I Do
Hand
Behaviour
I Feel
Heart
Affect

E
N
V S POSITIVE
I E STIMULUS RESPONSE
R
O
N
S STIMULUS
CHANGE IN
RESPONSE
N E
M S STIMULUS RESPONSE BEHAVIOR
E
N
T
Purposeful Planned Progressive
How can we say that Learning has
occurred?
• Learning takes place …………
• Change in the way we think
• Resulting from our efforts to make sense of our world
 Principles of
Learning
1. Learning depends on experience
2. Learners construct knowledge in an attempt to make sense
of their experience
3. Knowledge that is constructed depends on and builds on
the learner’s prior knowledge
4. Learning is enhanced by social interaction
5. Learning requires practice and feedback
Educating the Learner: The Whole Person Learner
All teaching and learning should be concerned with the development
and formation of the whole person.
 Whole Person Learning

• Everything within the body works to become whole.

(Alfred Adler’s Person as a Whole Individual)

• The essence of whole-person learning is the integrated use of the

cognitive, affective & experiential senses of the learner as
s/he moves towards the fulfilment of his or her life purpose.
(Bloom, 1956; Krathwohl,1973; Downing, 2002; Willeke, 2015)
 Whole Person Education
•The education that develops the whole person – intellectually,
spiritually, and ethically.
•WPE promote a framework that grounds teaching and learning in
academic rigor, social concerns, and moral inquiry.
In the classroom, WPE fosters
• critical thinking and challenges students to draw their own conclusions.
• It guides curricula toward exploration of ethics and service as well as knowledge.
• It replaces an institution’s blind pursuit of prestige and rankings with a commitment to
developing sound citizens.
• It directs students’ attention beyond the classroom to the needs of the surrounding
community.
 Transformative Learning

• TRANSFORMATIVE LEARNING resulting from a shift in

perspective in order to accommodate a new experience.
Jack Mezirow’s (1991)
• The best teachers of transformative learning are ourselves — our
lives in community with others.
• If we want to learn about fostering transformation among our
learners, the most important way to begin is with this particular,
special and sacred life that one has been given.
• It is a simple and humble, yet incredibly profound place to
begin.” (Dirkx, 1998)
Transformative Learning
Our Ideal Learners & Graduates
GENERATION Y GENERATION Z
refers to the refers to the
generation of the generation born between
Millennials born between 1997 and 2012.
1981 and 1996.
Currently aged between Currently aged between
26 to 41 years 10 to 25 years
The last of the Millennial Most of the Gen Z’ers are
generation graduated still in school.
college during the past
few years.
Millennials witnessed the Grew up with technology
origin and the elevation
of the internet and other
digital technologies.
 Our Ideal Learners: Generation Z
• Gen Z-er: current generation of students, born between 1997 and 2012
• They are practiced users of digital technology.
• 52% of their day is spent indulging in a significant amount of “screen time”:
computer, cell phone, iPad
• exposed to constant stream of information and clips not more than 6 seconds
• spend 8 seconds picking hyperlinked words to find answers instead of reading
entire texts
• translated into 4.4 seconds for an equivalent of 200 words per text
• naturally gravitate to technology, expecting it to support their learning and do
what they need it to do
• can perform more functions with mobile phones, handheld devices and other
wireless equipment than they can with traditional computers
Chun, C. et al (2015) PELP, University of Hawaii
1. Their Learning Style is different
from ours
• they multitask but are not keen on
depth
• they are not used to the rigour of
research the way former
generations were taught; they
“Google” it but lack ability to think
critically
• they do not necessarily want to sit
in a classroom to “learn” since
they know how to access
information instantly
• they find difficulty in focusing and
concentrating on longer, more
complex & involved problems
2. They think differently. Creatively.
• they invent, create, customize
• they use technology to complete tasks in
new and creative ways
• they are not limited by the information
available at their local library or by linear
searches in encyclopedias
3. They like to be in control. And are
challengers.
• do not want to be bound by traditional
schedules
• push boundaries in nearly all areas of life

4. They are group-oriented and
social.
• relentlessly exposed to the world
via the media, instantly connecting
with others online across
geographical lines, 24/7
• seek opportunities to identify with
other individuals on a smaller
scale online
• highly collaborative
• telecommute from anywhere in
the world
5. They like choice.
• use technology to complete tasks in new
and creative ways
• need for alternative methods to complete
tasks which presents challenges when
using traditional measurements to define
productivity
6. They have developed their own
“slanguage" which consists of acronyms
• Yeah LOL; Hi, WRU? OMG; FA; …..
• TTMY; စဆရက; လတလတ; မအလ
7. They are inclusive.
• are exposed and have been taught to be
tolerant of all races, religions and sexual 9. They are stressed
orientations
• they seem to be more stressed at an
8. They value time off because they view earlier age than previous generations
life as uncertain. • they worry about their online persona,
the environment, their education,
• they are exposed to global events and obligations
tragedies, hence, they view life differently • they are realists; choosing to stand and do
• they observe their parents working hard rather than sit, listen & watch
in anticipation of earning a certain status
or achievement level before taking a
break
• in response, Gen Z-ers want their own
time—and when it is free—to be dictated
according to their own terms.
10. This is how they define Quality of Life:

• they are constantly looking for solutions,

answers & impact
• they want their life to matter
• they want to work hard & see results
because they want to make a difference
• they are not afraid to die young and are
afraid to die at a ripe old age having done
nothing significant with their lives
 Gen Z’s Learning Habits

GLOBAL
MOBILE
VISUAL DIGITAL
SOCIAL
1. VISUAL
• Words & phrases are replaced with
images & pictures, signs, logos
• Rapid Visual
• What traditionally dominated the
classroom— the AUDITORY
• learning style —is now replaced with the
VISUAL learning style
2. DIGITAL
• “Generation GLASS”: not just pen & paper
used in the classroom
• BUT iPads, Computers, Laptops, smart
phones
• Digital Skills are learned in early childhood
Gen Z’s Learning Habits
3. GLOBAL
• They are able to reach the farthest end of
the globe via technology
• They are the most globally connected and
influenced generation in history
4. MOBILE
• They are not confined to a corner of the
world: their home or their school
• They are not afraid to navigate the world
around them, real or virtual
 Gen Z’s Learning Habits
5. SOCIAL

• Working in groups has become much

easier due to technology
• Faster connections don’t necessarily
translate to meaningful relationships
• “globalization of superficiality”

(A. Nicolas SJ, 2010)

 Gen Z’s Learning Habits

GLOBAL
MOBILE
VISUAL DIGITAL
SOCIAL
How do Teachers View their Role in this Technological
Learning Environment
Traditional teacher Technological teacher
• knowledgeable; • one who “moves aside” when
• they play a key role in the teaching the class;
learning process; • carries out activities primarily
• source of most knowledge in the background

• There are changes in the way teachers view their role.

• Teachers find ways to blend being traditional and being technological.
• They realize that there must be some changes in the way they teach.
• They acknowledge the context of the learners: they adopt the use of
technology in the classroom
• Teachers feel empowered through the use of technological tools.
• As they adapt to the world of their Gen Z learners,
• Teachers ensure that they stand at the center of teaching while their
students stand at the center of learning.
What Roles, Abilities & Skills are required to
make Teaching-Learning Meaningful for
Gen Z Learners
Knowledge Skills

Knowledge of Learning Skills for creating

Theories opportunities for students
to work in groups
Knowledge in integrating Skills in conducting
technology discussions
Knowledge of learning Skills in giving prompt
management systems feedback
Knowledge of hardware Skills in setting rules &
following through
 Developments of Techers’ Dimensions

PEDAGOGICAL- INTERPERSONAL-
TECHNOLOGICAL
COGNITIVE MOTIVATIONAL
1. Development of teachers’ PEDAGOGICAL-
COGNITIVE Dimension
• Use of various methods & strategies that relate to the everyday problems of the
students, so that lessons are meaningful & interesting
• Plan and prepare for a well-organized lesson structure, blending frontal teaching
& group work & use of computers
• Enable access to a variety of information sources
• Provide estimation and feedback for students’ work
2. Development of teachers’ INTERPERSONAL-
MOTIVATIONAL Dimension

• Direct and guide the students with confidence in his/her ability to help SS learn
• Be aware that they are students’ real-life models & transmitter of values
• Provide stability to students esp those with weak family support
• Integrate technology to make lessons interesting
 3. Development of teachers’
TECHNOLOGICAL Dimension
• Be familiar with the technological tools and to find ways to integrate them in an
efficient manner within the teaching process
• Recognize the need to be technologically comfortable & adept
• Utilize technology to bring about the school’s V-M-G

IMPORTANT TO REMEMBER:

• While INTEGRATION of TECHNOLOGY contributes to a dynamic, interesting and

effective teaching process, but it is PEDAGOGY that leads this process
• The computer is not a replacement for the teacher
• Technology should be integrated only where it can contribute significantly and
not merely because of its availability.
What is the most Effective Approach to Teaching that
Facilitates Learning of the Gen Z Learners?
• The importance that teachers give to the centrality of the students in the
teaching process, and their dominance in the learning process while the teacher
in a certain sense
• “moves aside” >from a focus on the teacher to a focus upon the student
• Bringing about
• significant learning, independent study
• dominance in the learning process
• autonomy of the students
• active trial and error experience
• students who investigate and develop unique outputs
• responsible, motivated learners
• lifelong learners
What is the most Effective Approach to Teaching that
Facilitates Learning of the Gen Z Learners?

• Teaching methods that lead the students to active construction of knowledge for
significant learning and to develop capabilities that will allow them to cope with
the challenges of life in the 21st century.

• For teachers to use a “guiding hand” in the classroom directing the students to
set learning goals for themselves and steering the learning process.

• Recognizing the importance of the whole person development of the students

which leads to the development of cognitive, psychomotor & affective spheres of
the individuals.
Developing & Forming the GEN-Z Learners: The
Whole Person Way
 Developing & Forming the GEN-Z Learners: The Whole
Person Way
1. Be faster at FEEDBACK
• This new generation values a faster pace of classroom, practice, rehearsal and career
advancement
• that provides frequent feedback for meeting certain benchmarks
• their pace is that of the online games they play that provide instant feedback of their rewards
or consequences
• 2. Provide

2. Provide OPPORTUNITIES for

• This new generation views themselves as the centre of their own life paths
• Opportunities to connect with others help them to experience the “other”, work in teams,
assess the relevance of their own “self brands”
• Sharing what they learn with others actually helps them create their own personal identities
Developing & Forming the GEN-Z Learners: The Whole
Person Way

3. Divide the work into SMALLER CHUNKS to keep them focused on the
task
• Smaller bites and segments of content given at a fast pace
• enable them to stay engaged for longer hours

4. Speak their digital language but lead them to TRY out other modes
• With the rapidly evolving technology, what we considered “groundbreaking” is
ordinary to them
• We need to lead them to experience other “traditional” modes of learning: outside of
their comfort zone
Developing & Forming the GEN-Z Learners: The Whole
Person Way

5. EMPOWER them to Create and Compose

• “We want to work for our success..”
• Lead the Ss into transforming the classroom as a space for empowerment and
experience of success

6. Offer more frequent REWARDS

• Until internal motivation is established
• Rewards may take the form of:
• Points for finishing a project on time, affirmation for reaching a goal, or small
gestures of appreciation for hitting a deadline
• This is to incentivize them to stay with us & stay on task
University Classroom During the Italian Renaissance (14-17 Century)
University Classroom in 21st Century
• “Physician, heal thyself.
• Teacher, teach yourself.”
• ~ John of Kronstadt