NEW PARADIGM IN EDUCATIONAL TECHNOLOGY

AND TVET

1

Prof.Madaya Dr. Ruhizan Mohammad YasinFaculty of EducationUniversiti Kebangsaan Malaysiadr_ruhizan@yahoo.com

Economic Development

Environment Social Wellbeing

Education for

Sustainable

Development

(ESD)

Framework for Sustainable Development

Three Major Global Trends Affecting Tvet Educators For The Next Generation

UNEVOC

TECHNOLOGY IN EDUCATION :EXPLORING 21ST CENTURY

LEARNING

A Chronology of Learning TechnologyYears Description1450 Johannes Gutenberg introduce the first

western printing press1840 First correspondence study (a secretarial

program focused on teaching shorthand)1900s Audio recording1920s Radio stations1930s Television1960s Satellite, pre-world wide web internet (text

based databases and discussion boards)1980s Fibre optic, audiovisual tech/CD-Room1990s - present

World Wide Web

(Hofmann, 2006)

Applications of Computer-oriented ApproachComputer-Assisted Learning (CAL)

Multimedia-Based Instructional Software

Web-based Instruction

FEATURESInteractivity, 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

USAGE Self-paced Instruction

Self-paced Instruction

Asynchronous & Synchronous Virtual Classroom

PEDAGOGICAL BASE

Behavioral Objectives

Behavioral Objectives & Constructivism

Constructivism

Changes in Media Applications

From To

Single Sense Stimulation

Multi Sensory Stimulation

Single Media Application

Multimedia Application

Delivery of Information

Exchange of Information

Monologue Communication

Dialogue & Collaborative

Analogue Resources Digital Resources

Changes in Learners’ Roles

From To

Passive Learner Active Learner Reproducer of Knowledge

Producer of Knowledge

Dependent Learner Autonomous Learner

Solitary Learner Collaborative Learner

Changes in Curricula & Delivery

From To

Memorizing Facts Inquiry BasedArtificial Teaching Exercises Authentic Learning

Rigid Delivery(Fixed Time & Space)

Open & Flexible Delivery (Anytime & Anywhere)

Single Path Progression

Multi Path Progression

Traditional Based Competency Based

Potential of ICTs in Teaching Technology Potential

Method of Application by Teachers

Improved Teaching Practice and Learning

• Resources for teaching abstract concepts, complex systems, 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 Daily Tasks

• 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 improve data storage and flow.

• Communicating: Telephone, voice mail, e-mail to contact parents, other teachers, or administrators to plan meetings, discuss student and administrative concerns

Potential of ICTs in Teaching Technology Potential

Method of Application by Teachers

Enhancing Professional 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:

Online contact 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)

Integrating ICT in Teaching and Learning

CAI‐Multimedia‐E‐leaning‐U‐learning‐M‐learning

Interactive‐ Flexible‐ Multi Sensory‐ Engaging‐ Collaborative

Source :UNEVOC (2011)

Source :UNEVOC (2011)

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)

Flowchart Of The Design Methodology Of Interactive Applications.

Figure :Flowchart Of The Design Methodology Of Interactive Applications (Cortizo, 2010).

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

in using the internet.Classify Be able to organise information according to a certain

classification scheme or genereIntegrate Be able to compare and put together different types of

information related to multimodal texts

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.

BLENDED LEARNING

Blended LearningBlended learning can be defined as an educational approach that

combines different models of face to face and distance education and 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

K

Past, Present & Future

Figure : Progressive convergence of traditional face to face and distributed environment allowing development of blended learning ( Graham, 2006)

Why Blended ?1.Improved pedagogy.2.Increased access and flexibility.3.Increase cost-effectiveness.

Categories of Blended Learning System (Graham, 2006)

Categories

Description

Enabling blends

Primarily focus on addressing issues of access and convenience for example, blends that are intended to provide additional flexibility to 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 for example, 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.

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 student

performance.• Reducing classroom time during online activities.

2. Knowledge creation

• Inviting external expert to online classroom• Combining asynchronous and synchronous online

interaction.• 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.

Example of Pedagogical Strategies For Blended Learning (Jung & Suzuki, 2006)

Purposes of Blended Learning

Example of Effective Strategies

3. Information Distribution

• Posting articles to read before each class begins.• Posting materials used during class to review afterward.• Tracking student viewing of articles and materials.• Sending personal messages to students who do not check

articles and materials

4. Efficient Managment

• Allowing electronic submission of assigments.• Creating a list of standardized feedback• Combining standardized feedback with personal messages.

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

Blended Learning Model - Open University Malaysia (Kaur & Ahmad, 2006)

Blended Learning Model - University of Bath U.K (Kelly, 2005)

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

Top 10 Challenges of Blended Learning (Hofmann, 2010)

Technical challenges1.Ensuring participants can successfully use the technology.2.Resisting the urge to use technology simply because it is available.Organizational challenges3.Overcoming the idea that blended learning is not as effective as

traditional classroom training.4.Redefining the role of the facilitator.5. Managing and monitoring participant progress.Instructional design challenges6. 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 at”

participants.9. Ensuring participant commitment and follow through with “non-

live” elements10. Ensuring all the elements of the blend are coordinated.

ICT IN TVET

Potential uses of ICTs in TVET

Source : UNESCO (2005)

Planning Model To Integrate Icts In TVET

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

PlanningThe 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 communication technologies, 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 work processes, 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 technology system table: build rapport and working relationship with IT colleagues.

9. Build or buy? Define your model of e-learning: determine if you are going to buy services, content, and technology externally, or develop them internally, or apply some combination of these two options.

BuildingThe purpose of the Building phase is to develop an e-learning model complete 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: assess proposal 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 the content

development; they can be provided with a template that they can populate with their knowledge.

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

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

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

8. Don’t bite off more than you can chew: begin with a small-scale project that can demonstrate the success of e-learning

Integration

This phase is designed to promote e-learning to administrators, instructors, and learners, providing professional development as required and collecting data as the process evolves. 1. Integrate, do not implement: implementation is a top-down approach, integration is

a more collaborative approach that can assist in building a successful e-learning community.

2. Develop e-literacy: develop an e-literacy programme to assist learners in becoming familiar with ICTs.

3. Provide adequate ICTs: ensure the availability and accessibility of ICTs in sufficient quantities.

4. Train the trainers: integration of e-learning requires a unique skill set, provide adequate training to instructors.

5. Track, link, and measure: use all data collected to monitor the success of e-learning. 6. Provide time to learn: time is a barrier to e-learning, it is imperative to provide

adequate time to all. 7. Develop mechanisms for content management and upgrading: establish a system

to manage and update content. 8. Communicate: communicate the importance of e-learning to all stakeholders.9. Build communities: build e-learning communities on the basis of specific knowledge

or content areas to solve problems, learn together, and construct and share knowledge.

ImprovementThis 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 identify

strengths, 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 integrate technologies that facilitate and enhance learning.

4. Scale up or out: successful organizations or institutions can at this point develop external partnerships to sell their training programmes in order to recover their e-learning investments.

Cost Implementation Of Ict−mediated Teaching And Learning In Tvet

Source : UNESCO (2005)

Toolkit to plan the ICT communication strategy in TVET

Who – Person who is responsible for delivering the communication.

What – The type of communication that must be delivered.Why – The purpose of the communication plan, i.e. to establish

and enforce a contract for communication.Where – The location where the recipient will find the

communication.When – The time and/or frequency at which the communication

will be delivered.How – The delivery mechanism that will facilitate the

communication.To Whom – The audience or recipients of the communication.

Source : UNESCO (2005)

Examples Web 2.0

Moodle, Jomla, Wikis, facebook, skype, slideshare, youtube etc.

CONCLUSIONGlobalization & knowledge society, climate

change 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.

THANK YOUdr_ruhizan@yahoo.com

LIST OF REFERENCES

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

2. Cortizo, J. L., Rodríguez, E., Vijande, R., Sierra, J.M., Noriega, A. 2010. Blended learning applied to the study of Mechanical Couplings in engineering. Computers & Education 54 (2010). 1006–1019

3. Evoh C.J . 2009. Emerging Trajectories and Sustainability of ICTs in Educational Reforms in Africa: Exploring the Prospects of the Teacher Laptop Policy in South Africa. Journal of Education for International Development.4 (2): 21-33

4. Erstad, 0. 2009. Addressing the complexity of impact A multilevel approach towards ICT in education. Scheuermann, F & Pedró, F (Editor). Assessing the effects of ICT in education. Pg. 21-38. France : Publications Office 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.

6. Hofmann, J. 2006. Why Blended Learning Hasn’t ( Yet) Fulfilled its Promise. Bonk, C.J & Graham, C. R (Editor).The Handbok of Blended Learning. Pg. 27-40. United State : Pfeiffer

7. Huang, R, & Zhou, Y. 2006. Designing Blended Learning Focused on Knowledge Category and Learning Activities. Bonk, C.J & Graham, C. R (Editor).The Handbok of Blended Learning. Pg. 296-310. United State : Pfeiffer

8. 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. United State : Pfeiffer

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

10. Köse, U. 2010, A blended learning model supported with Web 2.0 technologies. Procedia Social and Behavioral Sciences. 2 (2010) 2794–2802

11. Murray, D. (2001). E-learning for the Workplace: Creating Canada’s 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 Vocational Education And Training. Moscow : UNESCO.