prof dr ruhizan (1)

8/12/2019 Prof Dr Ruhizan (1)

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Prof.Madaya Dr. Ruhizan Mohammad

YasinFaculty of Education

Universiti Kebangsaan [email protected]


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Economic Development

Environment Social Wellbeing

Educationfor

Sustainable

Developme

nt(ESD)

Framework for Sustainable Development


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Three Major Global Trends Affecting Tvet

Educators For The Next Generation

UNEVOC


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TECHNOLOGY IN EDUCATION :

EXPLORING 21STCENTURY

LEARNING


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A Chronology of Learning Technology

Years Description

1450 Johannes Gutenberg introduce the first westernprinting press

1840 First correspondence study (a secretarial

program focused on teaching shorthand)

1900s Audio recording1920s Radio stations

1930s Television

1960s Satellite, pre-world wide web internet (text based

databases and discussion boards)1980s Fibre optic, audiovisual tech/CD-Room

1990s -

present

World Wide Web

(Hofmann, 2006)


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Applications of Computer-oriented Approach

Computer-

AssistedLearning (CAL)

Multimedia-

BasedInstructional

Software

Web-basedInstruction

FEATURES

Interactivity,

Flexibility,

Learner-centered

Interactivity &

Multi model

Instruction

Interactivity & On-

Demand

Instruction

STYLES

Drill & Practice,

Tutorials,

Simulation and

Instructional

Games

Hypermedia,

Hypertext; 2D/3D

Simulation &

Modeling

Computer-

supported

Collaborative

Learning

Environment

USAGESelf-paced

Instruction

Self-paced

Instruction

Asynchronous &

Synchronous

Virtual Classroom

PEDAGOGICAL BASE BehavioralObjectives

Behavioral

Objectives &Constructivism

Constructivism


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Changes in Media Applications

From To

Single Sense

Stimulation

Multi Sensory

Stimulation

Single Media Application Multimedia Application

Delivery of Information Exchange of Information

MonologueCommunication

Dialogue &Collaborative

Analogue Resources Digital Resources


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Changes in Learners Roles

From To

Passive Learner Active Learner

Reproducer ofKnowledge Producer of Knowledge

Dependent Learner Autonomous Learner

Solitary Learner Collaborative Learner


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Changes in Curricula & Delivery

From To

Memorizing Facts Inquiry Based

Artificial Teaching

Exercises Authentic Learning

Rigid Delivery

(Fixed Time & Space)

Open & Flexible

Delivery (Anytime &

Anywhere)

Single Path Progression Multi Path Progression

Traditional Based Competency Based


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Potential of ICTs in Teaching

Technology

Potential

Method of Application by Teachers

Improved TeachingPractice and

Learning

Resources for teaching abstract concepts, complexsystems, problem solving and basic skills

Resources for group work and collaborative inquiry

Building and maintaining a class or course Website

Adaptable to various student learning styles and special

needs

Using ICT in preparing quizzes and exams for students Improve teaching practice: Use ICT to improve teachers

subject knowledge and improve pedagogical practices,

and to assist teachers in planning objectives, structuring

lessons.

Assisting with DailyTasks Preparing lesson plans: Online databases, CD-ROMs,videodiscs, and other electronic sources

Help teachers create, customize, and update lessons.

Tracking student progress: Grade book programs and

databases to update student profiles and maintain

records.

ICTs will free teacher and administrator time and improvedata storage and flow.


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Potential of ICTs in Teaching

Technology

Potential

Method of Application by Teachers

EnhancingProfessional

Development and

Mentorship

Just-in-time training and support: Satellite, video, cable,or computer access to new ideas, master teachers, and

other experts for training and follow-up

Formal courses and advanced degrees:

Distance learning technologies for courses not available

locally.

Using ICT in communication with colleagues: Onlinecontact with teacher colleagues and other experts;

exchanging materials and lesson plans

Preparing New

Teachers

Models of effective teaching: Video can take prospective

teachers into classrooms to watch effective teachers in

action. Computer and video simulations and case studies:

Give prospective teachers practice solving teaching

challenges in a nonthreatening environment

Electronic networks:

Minimize violation during field experiences; provide

support and interaction with college faculty or mentors.Table: Potential of ICTs in Teaching (Evoh , 2009)


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Integrating ICT in Teaching and Learning

CAIMultimediaEleaning

UlearningMlearning

InteractiveFlexible

Multi Sensory

EngagingCollaborative

Source :UNEVOC (2011)


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Source :UNEVOC (2011)


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The Conceptual Framework For The Design, Implementation,

Monitoring And Evaluation Of ICT Projects In Education

Figure : The Conceptual Framework For The Design, Implementation, Monitoring And Evaluation

Of ICT Projects In EducationSource (Cabrol & Severin , 2009)


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Flowchart Of The Design Methodology Of

Interactive Applications.


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Figure :Flowchart Of The Design Methodology Of Interactive

Applications (Cortizo, 2010).


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Key Concepts Of ICT Literacy

Basics

skills

Be able to open software, sort out and save information on the

computer and other simple skills in using the computer and

software.

Download Be able to download different information types from the

internet

Search Know about and be able to get access to information

navigate Be able to orient oneself in digital network, learning strategies in

using the internet.

Classify Be able to organise information according to a certainclassification scheme or genere

Integrate Be able to compare and put together different types of

information related to multimodal texts


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Key Concepts Of ICT Literacy

Source: Erstad (2009)

Evaluate Be able to check and evaluate if one has got the information one

seeks to get from searching the internet. Be able to communicate

information

Communicate Be able to communicate information and express oneself

through different mediation sources

Cooperate Be able to take part in net-based interactions of learning, and

tahe part in networks

Create Be able to produce and create different forms of information as

multimodal texts, make web pages and so forth. Be able to

develop something new by using specific tools and software.

Remixing different existing texts into something new.


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BLENDED LEARNING


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Blended Learning

Blended learning can be defined as an educational approach that

combines different models of face to face and distance educationand makes use of all technology types belong to educational

studies. (Kose, 2010)

Figure : A diagram of the blended learning formed with face to face education and e-

learning (Kose, 2010)

blended learning

face-to-face education

e-learning


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K

Past, Present & Future

Figure : Progressive convergence of traditional face to face and distributed

environment allowing development of blended learning ( Graham, 2006)


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Why Blended ?

1.Improved pedagogy.

2.Increased access and flexibility.

3.Increase cost-effectiveness.


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Categories of Blended Learning System(Graham, 2006)

Categorie

s

Description

Enabling

blends

Primarily focus on addressing issues of access and convenience for

example, blends that are intended to provide additional flexibilityto

the learners or blends that attempt to provide the same opportunities

or learning experience but through a different modality.

Enhancing

blends

Allow incremental changes to the pedagogy but do not radically

change the way teaching and learning occurs. This can occur at both

ends of the spectrum. For example, in a traditional face-to-face

learning environment, additional resources and perhaps some

supplementary materials may be included online.

Transforming blends

Blends that allow a radical transformation of the pedagogy forexample, a change from a model where learners are just receivers of

information to a model where learners actively construct knowledge

through dynamic interactions. These types of blends enable

intellectual activity that was not practically possible without the

technology.


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Example of Pedagogical Strategies For

Blended Learning (Jung & Suzuki, 2006)

Purposes of Blended

Learning

Example of Effective Strategies

1. Open Interaction Creating small group debate/discussion teams

Encouraging integration of classroom lectures and reading in

debate and discussion.

Assigning facilitator and wrapper.

Integrating online activities in evaluation of studentperformance.

Reducing classroom time during online activities.

2. Knowledge

creation

Inviting external expert to online classroom

Combining asynchronous and synchronous onlineinteraction.

Promoting anchored learning by requiring students to

preview materials for online discussion.

Integrating online activities in evaluation of student

performance.

Reducing classroom time during online activities.


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i i


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Design Procedure For Blended Learning(Huang & Zhou, 2006)


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Blended Learning Model - Open University Malaysia

(Kaur & Ahmad, 2006)


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Blended Learning Model - University of Bath

U.K (Kelly, 2005)

Source: www.ukoln.ac.uk/web-focus/papers/w4a-2005/html/

T 10 Ch ll f Bl d d L i


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Top 10 Challenges of Blended Learning(Hofmann, 2010)

Technical challenges

1. Ensuring participants can successfully use the technology.2. Resisting the urge to use technology simply because it is

available.

Organizational challenges

3. Overcoming the idea that blended learning is not as effective astraditional classroom training.

4. Redefining the role of the facilitator.

5. Managing and monitoring participant progress.

Instructional design challenges

6. Looking at how to teach, not just what to teach.7. Matching the best delivery medium to the performance

objective.

8. Keeping online offerings interactive rather than just talking atparticipants.

9. Ensuring participant commitment and follow through with non-


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ICT IN TVET


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Potential uses of ICTs in TVET

Source : UNESCO (2005)


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Planning Model To Integrate Icts In TVET

Source: The Conference Board of Canada as cited in Murray (2001, p. 26)


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Planning

The planning phase involves the needs assessment of the organization and

learners in relation to the capacity of the teaching and learning technologies. The

planning phase includes the following steps:1. Develop a team: bring all key stakeholders together to ensure buy-in and

sound decision Making.

2. Assess organizational needs: assess previous e-learning experience, and

assess support for e-learning and determine benefits.

3. Define learners needs and expectations: establish benchmarks regarding

computer literacy, language skills, access to information and communicationtechnologies, and learning needs.

4. Understand how e-learning is different: analyze the differences between e-

learning and other traditional delivery approaches, such as classroom-based,

instructor-led training.

5. Define the work processes to be involved in e-learning: determine the workprocesses, programmes, or courses within which e-learning will be integrated,

and how technology will be used.

6. Assess and leverage existing ICTs: assess existing infrastructure, equipment,

courseware, e-learning experience, and trainers and employee ICT literacy.

7. Define the budget: assess all costs and determine where the money will come

from.8. Get a seat at the information technolo s stem table: build ra ort and


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Building

The purpose of the Building phase is to develop an e-learning modelcomplete with external vendors, suppliers and outcome measures to assess

programme success as described in the following steps:1. Assess the vendor market and products: develop criteria for assessing

vendors of e-learning products.

2. Research e-learning options by content, technology, and service: assessproposal of content providers, technology providers, and service providers;examine programme requirements to determine if content should be

developed internally or externally.3. Develop measures: identify key success factors and develop an evaluation

plan.

4. Involve employee in content development: engage employees in thecontent development; they can be provided with a template that they canpopulate with their knowledge.

5. Re-purpose content with caution: assess existing instructional materialsthat can be used and packagedso they can fully benefit from the interactivepossibilities of e-learning delivery.

6. Leverage equipment supplier training: develop partnership with equipmentsupplier to gain access to existing e-learning packages.

7. Partner with other organizations: develop partnership with otherinstitutions/organizations to gain ccess to existing e-learning packages.


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Improvement

This phase of the e-learning integration process focuses on

improvement by researching new technologies, approaches,strategies, and techniques.

1. Check and evaluate: analyse all data collected to identifystrengths, weaknesses, successes, and failures.

2. Determine improvements: identify areas of e-learning

needing improvement.3. Assess and integrate new technologies: keep abreast of

technological development in e-learning and integratetechnologies that facilitate and enhance learning.

4. Scale up or out: successful organizations or institutionscan at this point develop external partnerships to sell theirtraining programmes in order to recover their e-learninginvestments.


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Cost Implementation Of Ictmediated Teaching

And Learning In Tvet



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Toolkit to plan the ICT communication

strategy in TVET

WhoPerson who is responsible for delivering the communication.

WhatThe type of communication that must be delivered.

WhyThe purpose of the communication plan, i.e. to establish and

enforce a contract for communication.

WhereThe location where the recipient will find thecommunication.

WhenThe time and/or frequency at which the communication will

be delivered.

HowThe delivery mechanism that will facilitate thecommunication.



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Examples Web 2.0

Moodle,Jomla,

Wikis,

facebook,

skype,

slideshare,

youtube

etc.


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CONCLUSION

Globalization & knowledge society, climatechange and sustainable development as well

as ICT revolution, paint a big picture of the

emerging roles of teachers and learners in an

equally emerging learning and work

environment.

ICT development plays role of catalyst for

such educational reform. Web 2.0 and 3.0 offer platform for blended

learning to assist the learning of Y

generation.


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LIST OF REFERENCES

1. Cabrol,M & Severin, E. 2009. ICT to improve quality in education Aconceptual framework and indicators in the use of informationcommunication technology for education. Scheuermann, F & Pedr, F(Editor). Assessing the effects of ICT in education (ICT4E) pg 83-105.France : Publications Office of the European Union.

2. Cortizo, J. L., Rodrguez, E., Vijande, R., Sierra, J.M., Noriega, A. 2010.Blended learning applied to the study of Mechanical Couplings in

engineering. Computers & Education54 (2010). 100610193. Evoh C.J . 2009. Emerging Trajectories and Sustainability of ICTs in

Educational Reforms in Africa: Exploring the Prospects of the TeacherLaptop Policy in South Africa. Journal of Education for InternationalDevelopment.4 (2): 21-33

4. Erstad, 0. 2009. Addressing the complexity of impact A multilevelapproach towards ICT in education. Scheuermann, F & Pedr, F (Editor).Assessing the effects of ICT in education. Pg. 21-38. France : PublicationsOffice of the European Union.

5. Graham, C. R. 2006. Introduction To Blended Learning. Bonk, C.J &Graham, C. R (Editor).The Handbok of Blended Learning. Pg. 3-21.

United State : Pfeiffer.


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7. Huang, R, & Zhou, Y. 2006. Designing Blended Learning Focusedon Knowledge Category and Learning Activities. Bonk, C.J &Graham, C. R (Editor).The Handbok of Blended Learning. Pg.

296-310. United State : Pfeiffer8. Jung, I & Suzuki, K. 2006. Blended Learning in Japan and its

Application in Liberal Art Education. Bonk, C.J & Graham, C. R(Editor).The Handbok of Blended Learning. Pg. 267-280. UnitedState : Pfeiffer

9. Kaur, A & Ahmad, A. 2006. Developing a Learning Mix For theopen University Malaysia. Bonk, C.J & Graham, C. R (Editor).TheHandbok of Blended Learning. Pg. 311-324. United State : Pfeiffer

10. Kse, U. 2010, A blended learning model supported with Web 2.0technologies. Procedia Social and Behavioral Sciences. 2 (2010)27942802

11. Murray, D. (2001). E-learning for the Workplace: CreatingCanadas Lifelong Learners. Retrieved, from the World Wide Web:http://www.conferenceboard.ca/education/pdf/e-learning_for_the_workplace.pdf.

12. UNESCO. 2005. Ict Application In Technical And VocationalEducation And Training. Moscow : UNESCO.
http://www.conferenceboard.ca/education/pdf/e-learning_for_the_workplace.pdfhttp://www.conferenceboard.ca/education/pdf/e-learning_for_the_workplace.pdfhttp://www.conferenceboard.ca/education/pdf/e-learning_for_the_workplace.pdfhttp://www.conferenceboard.ca/education/pdf/e-learning_for_the_workplace.pdfhttp://www.conferenceboard.ca/education/pdf/e-learning_for_the_workplace.pdf

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