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  1. NEW PARADIGM IN EDUCATIONAL TECHNOLOGY AND TVET • Prof.Madaya Dr. Ruhizan Mohammad Yasin • Faculty of Education • Universiti Kebangsaan Malaysia •

  2. Framework for Sustainable Development Economic Development Education for Sustainable Development (ESD) Environment Social Wellbeing

  3. Three Major Global Trends Affecting Tvet Educators For The Next Generation UNEVOC


  5. A Chronology of Learning Technology (Hofmann, 2006)

  6. Applications of Computer-oriented Approach

  7. Changes in Media Applications

  8. Changes in Learners’ Roles

  9. Changes in Curricula & Delivery

  10. Potential of ICTs in Teaching

  11. Potential of ICTs in Teaching Table: Potential of ICTs in Teaching (Evoh , 2009)

  12. Integrating ICT in Teaching and Learning • CAI‐Multimedia‐E‐leaning‐ • U‐learning‐M‐learning Interactive‐ Flexible‐ Multi Sensory‐ Engaging‐ Collaborative Source :UNEVOC (2011)

  13. Source :UNEVOC (2011)

  14. 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)

  15. Flowchart Of The Design Methodology Of Interactive Applications.

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

  17. Key Concepts Of ICT Literacy

  18. Key Concepts Of ICT Literacy Source: Erstad (2009)


  20. Blended Learning face-to-face education blended learning e-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) Figure : A diagram of the blended learning formed with face to face education and e-learning (Kose, 2010)

  21. Past, Present & Future Figure : Progressive convergence of traditional face to face and distributed environment allowing development of blended learning ( Graham, 2006) K

  22. Why Blended ? Improved pedagogy. Increased access and flexibility. Increase cost-effectiveness.

  23. Categories of Blended Learning System(Graham, 2006)

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

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

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

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

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

  29. Top 10 Challenges of Blended Learning (Hofmann, 2010) Technical challenges Ensuring participants can successfully use the technology. Resisting the urge to use technology simply because it is available. Organizational challenges Overcoming the idea that blended learning is not as effective as traditional classroom training. Redefining the role of the facilitator. Managing and monitoring participant progress. Instructional design challenges Looking at how to teach, not just what to teach. Matching the best delivery medium to the performance objective. Keeping online offerings interactive rather than just “talking at” participants. Ensuring participant commitment and follow through with “non-live” elements Ensuring all the elements of the blend are coordinated.


  31. Potential uses of ICTs in TVET Source : UNESCO (2005)

  32. Planning Model To Integrate Icts In TVET Source: The Conference Board of Canada as cited in Murray (2001, p. 26)

  33. 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 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.

  34. 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

  35. 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.

  36. 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.

  37. Cost Implementation Of Ict−mediated Teaching And Learning In Tvet Source : UNESCO (2005)

  38. 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.

  39. Examples Web 2.0 Moodle, Jomla, Wikis, facebook, skype, slideshare, youtube etc.

  40. 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.


  42. LIST OF REFERENCES 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. 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 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 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. 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. 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

  43. 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 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 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 Köse, U. 2010, A blended learning model supported with Web 2.0 technologies. Procedia Social and Behavioral Sciences. 2 (2010) 2794–2802 Murray, D. (2001). E-learning for the Workplace: Creating Canada’s Lifelong Learners. Retrieved, from the World Wide Web: UNESCO. 2005.Ict Application In Technical And Vocational Education And Training. Moscow : UNESCO.