1
Prof.Madaya Dr. Ruhizan Mohammad Yasin
Faculty of Education
Universiti Kebangsaan Malaysia
dr_ruhizan@yahoo.com
Framework for Sustainable Development
Economic Development
Education for
Sustainable
Development
(ESD)
Environment
Social Wellbeing
Three Major Global Trends Affecting Tvet
Educators For The Next Generation
UNEVOC
TECHNOLOGY IN EDUCATION :
EXPLORING 21ST CENTURY LEARNING
A Chronology of Learning Technology
Years
Description
1450
Johannes Gutenberg introduce the first western printing
press
1840
First correspondence study (a secretarial program focused
on teaching shorthand)
1900s
Audio recording
1920s
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)
Applications of Computer-oriented Approach
Multimedia-Based
Computer-Assisted
Instructional
Learning (CAL)
Software
Web-based
Instruction
FEATURES
Interactivity,
Flexibility, Learnercentered
Interactivity & Multi
model Instruction
Interactivity & OnDemand Instruction
STYLES
Drill & Practice,
Tutorials, Simulation
and Instructional
Games
Hypermedia,
Computer-supported
Hypertext; 2D/3D
Collaborative Learning
Simulation & Modeling Environment
Self-paced Instruction
Self-paced Instruction
Asynchronous &
Synchronous Virtual
Classroom
PEDAGOGICAL
Behavioral Objectives
BASE
Behavioral Objectives
& Constructivism
Constructivism
USAGE
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 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
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 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 certain
classification scheme or genere
Integrate
Be able to compare and put together different types of
information related to multimodal texts
Key Concepts Of ICT Literacy
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.
Source: Erstad (2009)
BLENDED LEARNING
Blended Learning
 Blended 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)
face-to-face education
blended learning
e-learning
Figure : A diagram of the blended learning formed with face to face education and elearning (Kose, 2010)
Past, Present & Future
Figure : Progressive convergence of traditional face to face and distributed
K 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
Example of Effective Strategies
Blended Learning
3. Information
Distribution
•
•
•
•
4. Efficient
Managment
• Allowing electronic submission of assigments.
• Creating a list of standardized feedback
• Combining standardized feedback with personal messages.
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
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 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 as traditional
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 at” participants.
9. Ensuring participant commitment and follow through with “non-live”
elements
10. 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)
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 elearning 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, elearning 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.
Building
The 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.
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 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
Source : UNESCO (2005)
 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.
Examples Web 2.0
Moodle,
Jomla,
Wikis,
facebook,
skype,
slideshare,
youtube
etc.
CONCLUSION
 Globalization & 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 YOU
dr_ruhizan@yahoo.com
LIST OF REFERENCES
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