2014
Ahmed Habib
202332129
[WEB BASED LEARNING AS A DRIVING FORCE IN
TEACHER TRAINING IN SAUDI ARABIA]
TTC Riyadh
Vocational Pedagogy
VP8
Contents
Introduction ............................................................................................................................................ 2
Chapter 1: Reasons for change ............................................................................................................... 3
2.1
Drivers of change .................................................................................................................... 4
Chapter 3: Blended learning as an Option .............................................................................................. 5
2.2
Challenges ............................................................................................................................... 5
2.3
Curriculum Change ................................................................................................................. 5
Chapter 3: The future in TTC ................................................................................................................... 6
2.4
The first step could well be to gauge faculty opinion throughout TTC................................... 6
2.5
The second to develop a strategy ........................................................................................... 6
2.6
Third step to look at what we have now ................................................................................ 6
Chapter 3: The future in Saudi Arabia..................................................................................................... 7
Chapter 4: Conclusion ............................................................................................................................. 8
References .............................................................................................................................................. 8
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WEB BASED LEARNING AS A DRIVING
FORCE IN TEACHER TRAINING IN
SAUDI ARABIA
Introduction
“The Kingdom’s ongoing efforts to transform itself into a knowledge-based society have
resulted in a tremendous rise in the number of institutions of higher studies focusing on
science and research.”
The ministry’s present policies on restructuring the education system are in line with the
Kingdom’s plan to become a full-fledged knowledge-based economy.
The success of teacher’s today can be seen in
inspiring students and reflected in their relative
ability to utilize and implement ICT within their
classrooms. This process is now being developed
in one particular teacher training college in KSA.
The three year vocational course develops student’s skills in their technical subject whilst
alongside they are taught to use new classroom
methodologies using web based learning to pass on their knowledge to their own students.
This is a unique approach to teacher training in KSA and ideas based on this curriculum have
already been adopted in a sister college, wherein the top percentile of students on completion of graduation are sent. Once there they have the background knowledge of a system
developed and accepted outside KSA and are able to design a new curriculum to embrace
the many ways in which learners are helped to achieve the outcomes offered to them by
this new didactical approach. The teaching staffs have considerable freedom to plan sessions, choose materials, and decide how to support a specific cohort of learners to achieve
their goals.
“Instead of producing more graduates in traditional specializations, the ministry’s current
policy is to promote programs and specializations which are geared to the job market. It
also has plans to restructure academic programs in established universities to suit market
requirements.”
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VP8
Chapter 1: Reasons for change
Vocational training is seen as one solution to an increasing young population ill-equipped
for the modern world of work. KSA is looking to train around one million young men and
women for the country's labour market. This in turn will help drive the process of Saudization (employing Saudis) in local industry to 10% by 2013. To be successful this stakeholders
have to understand and identify the justification behind the introduction of e-learning within schools
Vocational education will be critical to building advanced economies in the Arab World,
and needs to become a priority for regional governments looking to create high performance, global workforces, said Ramiz Haddadin, Pearson’s senior business development
manager in the Middle East, who represented Pearson at the 7th Arab Human Resources
Management
and Training.
The process of learning is to combine theoretical and practical content with teaching skills.
The pace of change required within KSA means that new decisions have to be made regarding a collaborative curriculum that transforms the ‘them and us’ classroom to one encompassing all. Educators have to learn not only new practices but determine what length by
what amount they are willing to incorporate the new pedagogy. In other words, select what
is most appropriate for each class and potentially each student to stimulate learning. As
suggested by Berge, any new introduction of technology should come after careful planning, strategic goals and direction. (Berge, 1995) For the digital age to be embraced within
the classroom, it has to be alongside a professional education that recognises the new
methodology and not simple practical ability.
Employers in the Arab world have also called for more vocationally trained graduates, as
the region faces a skills crisis in many industries, including the engineering, construction
and
hospitality
sectors
of
the
economy.
This approach is combined with giving students an understanding of problem solving competencies and the ability to understand peer to peer assessment. The pedagogical side of
their learning develops an awareness of a student centred approach using digital tools along
with web based learning. Cox et al in their study of 2004, deliberate the, “strong relationship between the ways in which ICT has been used and the resulting attainment of pupils”, and put this down to, “the crucial component in the use of ICT within education is
the teacher and his or her pedagogical approaches”. (Cox et al, p.12, 2004).
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Haddadin also points out that vocational education will only have a positive impact on
employment statistics if the vocational programs offered meet stringent independent
standards.
He further said “vocational programs should be internationally recognized and accredited against
global quality standards. Vocational programs
should also be developed in close consultation with
industry so that course content is an accurate reflection of the types of skills and knowledge demanded
by
employers”.
Chapter 2: Didactical approach
The college has been recently accredited and awards, on completion of the course a degree
in Engineering Technology. The difference between the average college in KSA and ours is
the approach of a relatively informal relationship (in certain areas) between lecturers and
students, based on a student centred approach. We have seen the development and success in inspiring students is today fully reflected in their relative ability to utilize and implement ICT within the classrooms. “That ethos and student-teacher relationship” are “factors
to a successful learning environment”. (Pittard et al, p.17, 2003).
The new curriculum is divided into six distinct areas and begins by looking at eLearning as a
concept. This is followed by web site design and a learning platform and online assessment.
Following this the students are introduced to webcasts as alternative learning methodologies to be used inside and outside the classroom. Then the semester is given over to looking
at writing a reflective report on elearning. In this report the students will hopefully recognise the relationship between digital tool and classroom didactics and understand when
each has its particular use in classroom methodology
This is easily followed by digital media, showing the students the range of possibilities available for presenting new ideas, such as mindmapping and prezis.
2.1 Drivers of change
Our reasons for change was to move away from the standard approach to teaching in KSA
based on rote learning and find a higher level of a ‘learning centred inclusive approach.’ This
pedagogical approach as we see it, is focused on a breakdown of classroom technique and
motivating individuals to flourish, ‘allowing learners, parents and teachers to work towards a common goal, which can positively influence learners’ academic achievement’.
(Underwood et al, 2009, p.30)
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Chapter 3: Blended learning as an Option
Blended Learning is an approach to learning and teaching which combines and aligns learning undertaken in face-to-face sessions with learning opportunities created online.
A Blended Learning approach is one, which in most cases, will enhance and extend the
learning opportunities for our 21st Century learners.
Blended Learning is a blanket term for an approach, and the following types of blend will be
most useful in providing a complete learning environment for students. These are:
 full provision of module related documents in electronic format and 24/7 access to
all learning content;
 regular formative assessment with feedback,
 opportunities to learn from each other collaboratively,
 electronic personal development planning,
 the opportunity to submit all appropriate summative assessments electronically,
 and that all face to face learning is interactive
2.2 Challenges
The simple prerequisite of this new didactical approach has been to incorporate Web based
learning where possible. As a result the syllabus is continuously being evaluated, as we develop a more collaborative curriculum that transforms the ‘them and us’ classroom to one
encompassing all.
2.3 Curriculum Change
The module which has been developed takes prospective trainers on a journey of recognition of media and it potential and scenarios for use. The aim is for them to move away from
the use of the traditional whiteboard and PPT slides. Furthermore, elaborate didactic models are developed using “action oriented training” and ‘active learning” to show the relationship between related decisions on media, methods and training techniques in order to
improve vocational training.
The programme looks at the use of social media outside the classroom, the creation and
viability of a web based learning environment and the understanding of asynchronous and
synchronous learning.
The syllabus is about peer to peer sharing of ideas, the discussion of possibilities and alternatives and joint efforts on methods of presentation. The goal is to inspire them as educa-
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tors to offer “new opportunities for education and training as they enhance learning and
teaching through innovation” (Redecker, 2008, p.9)
Chapter 3: The future in TTC
2.4 The first step could well be to gauge faculty opinion
throughout TTC
Knowing exactly how staff, faculty, and students perceive blended learning and Web-based
technologies, is an important first step. Teachers by benefit of experience and training know
that learning via the Web can take place, but that it will require different or modified pedagogical methods and strategies to make it happen effectively.
2.5 The second to develop a strategy
One vision within TTC could be that each department for example, could develop e-earning
platforms to replace paper handouts and allow learning to expand outside the classroom.
Similarly, students would replace their cardboard binders with an e-portfolio they manage
and keep for the three years of the bachelor programme.
This is not a hardware or software issue but one of transition and to be successfully introduced blended learning into any academic institution has to follow certain change management procedures. The introduction has to be flexible, gradual, and integrate with existing
structures, processes and organizational cultures. It therefore is best to combine old processes with new (e.g., educational strategies, etc.), and by substituting the old with the new,
until a final “desired” model of blended learning emerges that “fits” the educational and
cultural contexts unique to TTC and Saudi Arabia.
2.6 Third step to look at what we have now
One model for example might be to start with each VP module from 1 to 10 and develop a
Web Based Learning Environment (WBLE) to which teaching material would be uploaded
from the current “drop box” to populate the site. Once teachers are confident of their ability they can add video tutorials and podcasts along with online quizzes. Current examples of
this, which are used now as part of the teaching programme in VP are:
http://Vp7ttc.com
http://www.vp8ttc.com/
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Chapter 3: The future in Saudi Arabia
The intrinsic problem is that the science of teaching is still recognized by many in KSA as
an instructive process and those teachers, “use those practises that he or she remembered” (Cuban, 1986, p.60). This is not helped by measuring learning ability using tests that,
that “cover the core skills”, which teachers use to fulfil their goals within the college.
For the digital age to be embraced within the classroom, it has to be alongside a professional education that recognises the new methodology and not simple practical ability.
Educators believe the time is ripe for the full-fledged implementation of online programs
into mainstream traditional learning to meet the higher education needs of the Kingdom’s
growing youth population as envisioned by a number of billion-dollar projects of King Abdullah.
However, the transition from a blackboard and chalk to a more efficient technology integrated education system may not be easy for teachers, students and administrators.
“Some of the issues that we face include: technology phobia, user training, technology
support, right technology selection, and technology integration,” said Hamzeh M.I. AlRjoub, ICT and Educational Technology senior consultant at King Saud University, Riyadh.
2.7 From classroom teaching to online teaching in TTC
“The classroom is most effective for coaching, feedback and paper based tests, for example,
while self-paced e-learning works well for online case studies, interactive learning modules
and online assessments, and live e-learning provides online coaching, interaction between
students and feedback”.
TTC needs to look at where it can develop an environment that will enhance independent
thinking inside and outside the classroom. Bringing about this change awareness in TTC and
adopting a new scenario of introducing “digital education” needs sufficient resources and
time to develop teaching material.
“Researchers predict that the Saudi population will grow by one-third every eight years and
as such Saudi Arabia cannot accommodate the rapid growth of the college student population. The number of students admitted to universities has increased by 62 percent in only
3 years: from 68,000 in 2003 to 110,000 in 2006,” said Albalawi
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Chapter 4: Conclusion
The impact of the new curriculum by these new teachers using digital tools and web based
learning outside of this new learning environment has yet to be measured. The relationship
however is established between ICT, e-learning in education and consequentially between
technology, pedagogy and attainment. It will take further research to determine whether
this blended approach has potential within an appreciation of cultures, social settings, and
relationships already established.
This will determine whether the current learning environment is beneficial to all and as a
consequence should students be indebted to technology?
References
[1] Berge, Z.L. (1995). Facilitating Computer Conferencing: Recommendations From the Field. Educational Technology. 35(1) 22-30.
http://emoderators.com/wp-content/uploads/teach_online.html,
[2] Cox M, Abbott C, Webb M, Blakeley B, Beauchamp T and Rhodes V, (2004)“A review of the research literature relating to ICT and
attainment”, Becta 2003,
[3] Cuban L, (1986)”Teachers and machines: the classroom use of technology since 1920”, Teachers College, Columbia University, Teachers
College press, New York
[4] http://www.arabnews.com/news/464670 Riyadh: ARAB News
[5]http://www.saudigazette.com.sa/index.cfm?method=home.regcon&contentid=20130905179358 Ramiz Haddadin
[6] Pittard V, Bannister P, Dunn J, (2003), ‘The big pICTure: The Impact of ICT on Attainment, Motivation and Learning’, Department for
Education and Skills,
[5] Qureshi A, 2012, http://www.arabnews.com/more-saudi-universities-boarding-e-learning-bandwagon, (last accessed 05-01-13)
[8] Redecker C, Ala-Mutka K, Punie Y, (2008) “ICT for Learning, Innovation and Creativity, ”http://ftp.jrc.es/EURdoc/JRC48707.TN.pdf
[6] Richardson J, 2000, ‘ICT implementation in Education’, http://www.script.lu/activinno/ict_etude_ocde/ictfinalreport.pdf,
[7] Underwood J, Baguley T, Banyard P, Dillon G, Farrington-Flint L, Hayes M, Le Geyt G, Murphy J and Selwood I, (2010),“Impact 2, ICT
Test Bed evaluation and Understanding the Impact of Technology 2010,” Nottingham Trent University ,University of Birmingham ,p.7 ,
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