To move toward deep smarts, schools can use project-based learning with learning by doing methods to create and transfer 21st century skills. KEYWORDS: Project-based learning / Deep smart / 21st century skills / Learning by doing / Guided problem solving. To keep up with the change and solve this challenge, school system must be redesigned for the 21st century education (May, 2011).
The 21st century skills are considered crucial for students to have, including creativity, critical thinking and collaboration (Saavedra & Opfer, 2012). In the rest of this paper, the process and related issues regarding the project-based learning with deep smart learning methods in the creation and transfer of 21st century skills will be discussed.
LITERATURE REVIEW
Knowledge Management Process
According to the knowledge management framework by Alavi and Leidner (2001), there are 4 activities in the knowledge management process: (1) creation, (2) transfer, (3) storage/retrieval, and (4) application. These types of knowledge management processes are all interconnected and important components of deep smarts. First, knowledge creation that addresses the construction of tacit and explicit knowledge can be clearly illustrated using Nonaka's (2007) SECI model of the cycle of socialization, externalization, combination, and internalization.
An organization can become a knowledge-creating company by increasing strength and minimizing weakness within these patterns of knowledge conversion. Any user should be able to easily access the knowledge base anytime, anywhere (Fulmer, 2002). Also, the knowledge base system must be real-time, with content automatically displayed at the time of knowledge transfer.
However, concern with this process usually concerns the usefulness of the knowledge including issues of accuracy, obsolescence and redundancy. Technological tools can be helpful in creating an effective KMS for the storage and retrieval process. Regarding the management of knowledge application, codification and personalization strategies are adopted to make the most of the knowledge at hand (Hansen, Nohria & Tierney, 1999).
The codification strategy is suitable for providing high-quality knowledge that is reliable and fast from the existing knowledge base.
Deep Smarts
For example, guided practice refers to an in-depth technique for imparting smart skills through doing with reflective feedback. The learner's practice is assessed by the knowledge coach, who will provide constructive comments to improve performance (Leonard & Swap, 2004). Leonard and Swap stated that guided observation and guided problem solving are effective methods for conveying deep knowledge (2005).
The learner can gain deep intelligence from observing the actions of the knowledge coach, as sometimes the expert may not be able to express something clearly, but they can show it. Moreover, guided problem solving is one of the transfer techniques for deep intelligence that involves active engagement by both the knowledge trainer and the learner. Directed experimentation is another technique that is useful for achieving deep intelligence, but perceived as risky and costly (Leonard & Swap, 2004).
Gary (2005) cited additional insights to the concept of deep smarts by Leonard and Swap (2004) on how to begin recreating deep smarts. There are 3 steps to re-creating deep smarts which are to calibrate the knowledge gap, create dual purpose projects and help managers become knowledge coaches. Nevertheless, teaching skills can be developed and improved so that deep smarts can be effectively created and transferred.
Although there are several 21st century skills, 3 particular skills can be considered very important - creativity, critical thinking and collaboration (Saavedra & Opfer, 2012; Trilling & Fadel, 2009).
METHODOLOGY
Founded in 1971, the school is located in Bangkok, Thailand and caters to Kindergarten, Elementary, and Junior High (K-9) students. One of the learning activities that contribute to the school's success is called the "Patai Style Project Approach". Therefore, the questions of the target groups were developed on the basis of the learning activity "Project approach in the style of Patai".
Open-ended questions were used for the focus groups to stimulate discussion among participants and not to undermine their ideas and opinions (Brikci & Green, 2007). Project approach in Patai's style?, What are the roles and responsibilities of each person?, What happens during the project?, What have you learned from project-based learning?, What are the advantages and disadvantages. Reflective notes were also used to record observed data during the focus groups and observation.
Participating teachers and students are from the secondary education at Patai Udom Suksa School, who have participated in PBL. Each focus group spent approximately one and a half hours collecting relevant data. Teacher D is an English teacher who has recently transferred from primary school to secondary education.
On the other hand, there are 8 students, 6 girls and 2 boys, who also have different knowledge, skills and experience.
FINDINGS
Data Analysis
All teachers said that the most difficult part of the project for them is in the pre-project period. As part of the activity, students create products related to the topic, such as posters, models or videos. These products, along with what they learned, are presented to other groups. during activity and at the end of the day.
Nevertheless, all focus group participants feel that they are encouraged by the activity each week and want to learn. The teaching methods used depend on the appropriateness of the context, such as content and time. One of the most common problems students face is that . they do not have enough time to complete the product assigned for the weekly activity.
Then, the post-project period occurs immediately after the project ends with the final presentation and is usually the end of the term, in which the steps are 7) evaluation and 8) feedback. Not only can the award be an assessment of the project's success, the teacher and lower secondary students are proud to be part of the award-winning project. The results of the project are not only academic and applied knowledge, but also skills acquired by teachers and students actively participating in PBL.
Most importantly, the majority of students indicate that they are fortunate to have the opportunity to demonstrate their competences and improve themselves through the project.
Discussion
Since the school decides to implement PBL as part of the curriculum in the lessons, the results of the learning activities must be properly evaluated with the standard. Before the project starts, much of the PBL work is done by the teachers, who have to prepare learning resources for the project in addition to their regular teaching workload. On the other hand, students have to do a lot of actions as they have to participate in weekly learning activities.
It has to do with real world connections regarding the project's theme, so it involves students more in learning necessary knowledge and skills (Bell, 2010). However, it is possible for the plan to be adapted to fit the context during the project. It is possible that learning by doing is not feasible in certain contexts and therefore traditional learning methods must come into play.
Because deep wisdom is created and transferred from experts to novices, teachers must have sufficient knowledge of the chosen topic to guide students during the project. In this case, both teachers and students are students who drive the learning process forward with the guidance and support of other people involved in the project. In addition to IQ and EQ, MQ or moral intelligence is encouraged as teachers and students must be able to apply morals and ethics when working together as a learning community.
Next, information obtained from the Internet may or may not be valid, so students must develop critical thinking skills to process such information.
Recommendation
In addition to the knowledge and skills acquired from PBL, teachers and students are actively engaged in learning. Perhaps 'Project Approach in Patai's Style' can be more tuned towards guided problem solving, as evidenced by the learning collaboration between teachers and students. This means that throughout the project, teachers and students must find solutions to questions that challenge their knowledge and skills to develop.
These experienced teachers can be considered experts in their fields and are valuable assets to the school. Since there is a lot of extra work for teachers and students in certain periods of PBL, the school may need to rearrange the time frame for the project and learning activities. During the curriculum design phase, teachers may need to consider other tasks that students may need to complete.
Another recommendation that the school should consider is that the 'Project approach in Patai's style' teaching method is not used in other schools. Even though it is PBL that can be used elsewhere, it has a unique process for teachers and students to learn together. Students completing Year 9 at Patai Udom Suksa School must attend another school that may or may not have PBL.
Given that the school offers after-school and weekend classes, Patai Udom Suksa School may have a course that adopts the "Patai-style Project Approach".
CONCLUSION
Under the guidance of teachers, students not only create and transfer knowledge, but also the necessary skills, which can be considered deep intelligence. There are 8 steps to implement a “Patai Style Project Approach” that can be used as a guide to the PBL process for other schools. These steps can be classified into three periods, namely before the project, during the project and after the project.
Other than learning by doing method, deep intelligence can be created by learning by teaching method. Based on the findings of this research paper, potential further research can explore the shift towards deep intelligence for 21st century skills in other schools in Thailand. Teaching methods, including the proposed learning-by-teaching method, can be examined according to the context of each school.
PBL can stimulate interest in other topics, where knowledge and skills can be created and shared across borders. Instead of only using technology for the learning process, it can be created as a learning system to allow the continuity of learning in the PBL approach, where students and teachers can participate in the project without time and distance limits. Overall, PBL is an effective method that uses learning-by-doing techniques to create and transfer deep intelligence for 21st century skills.
For example, multi-level projects can be difficult to implement due to the large number of students, so PBL can be done by students within the same level.
