Post on 02-May-2018
IDENTIFYING THE IMPORTANCE OF ICT IN TECHNICAL VOCATIONAL EDUCATION AND TRAINING (TVET)
“Leverage ICT to scale up Quality Learning Across Malaysia” Malaysia Education Blueprint (2013-2025)
Dr. Norlidah Alias Senior Lecturer
Department of Curriculum & Instructional Technology
Faculty of Education University of Malaya, Kuala Lumpur
The Definition of Technical Vocational Education and Training (TVET)
‘Vocational Education prepares
students for career requiring
expertise in a specific set of
techniques. These career range
from technical or vocation skill
like carpentry to positions in
engineering and other
occupations. In contrast to the
technical stream which
prepares students for further
education, the vocational
stream is more career oriented’ Malaysia Education Blueprint 2013-2025
‘Technical and Vocational
education to aspects of
educational process involving,
in addition to general education,
the study of technologies and
related sciences, and the
acquisition of practical skills,
attitudes, understanding and
knowledge relating to
occupations in various sectors of
economic and social life UNESCO, 2002
Background of TVET
• In South African, TVET incorporated technology education as a learning area in the curriculum but it was modeled on the English design and technology approach blended with South African culture, values and context with an outcomes-based education as a guiding principle (Stevens 2006)
• In Malawi, technical education emphasizes craft and skills development and the curriculum has largely remained the same, despite undertaking a number of national policy and curriculum reforms for learning that fosters technological literacy (National Research Council of Malawi 2002; Nyirenda 2005)
BACKGROUND DATA Population : 28 million No. of schools: 9,987 No. of schools with Voc Subjects: 860 Voc Ed in school system : MOE Voc. Training post-secondary: 7 ministries Voc. Schools: 70 Enrolment 2012 : 97% (35,000) – 5% in VocEd No. of voc teachers: 3,000 Pilot Vocational Colleges: 15 Enrolment : 98%
TVET Delivery System in Malaysia
Ministry Institutions
Ministry of Human Resources (MOHR)
JMTI, ADTEC, ILP, Private Accredited center
Ministry of Youth & Sport (MOYS)
IKBN , IKTBN
Ministry of Rural & Regional Development (MORRD)
UniKL, GMI, KKTM, Kolej Polytech MARA, IKM and Giat MARA
Ministry of Education (MOE) Vocational college, Technical School, Polytechnics, Community College,, University
Ministry of Agriculture (MOA) Institutes under department of agriculture (DOA), Fisheries (DOF), Veterinary Services (DVS)
Ministry of Public Works (MOPW)
CIDB
States Agencies States Institutions
TVET Fields in Malaysia
1. Machinery
2. Welding
3. Automotive
4. Refrigeration & Air Conditioning
5. Building Construction
6. Electric & Electronic
7. Catering
8. Fashion
9. Tourism
10. Cosmetology
11. Bakery
12. Services and Child Development
13. Office technology management
14. Business management
15. Computer science and information technology
16. Horticulture and Landscape
17. Livestock Technology
18. Agro-based industry agricultural
19. Agro-based industry livestock
2. Efficient way to transmit content.
• Allow the systematic structure of a teaching material to be visualized through the representation of ideas and concepts
Internet platform for learning
• Social network
• Office tools and storage
• Video sharing
• Web search
• Presentation software
• Productivity tools
• Blogging/ website
Distribution method of teacher and learner in TVET
On Campus Off Campus
Face to face (F2F)
Distance Education
Mixed Mode
Strategy for learning
• E-learning
• M-learning
• Blended learning
• Collaborative learning
• Students’ learning style
• Homeschooling
• Flipped Classroom
Strategy for Learning: Students’ Learning Style
Recent studies have indicated that secondary school students have difficulties in learning Physics (de-Marcos, Hilera, Barchino, Jimenez, & Oton, 2010; Heck & Ellermeijer, 2010; Mun, Hew, & Cheung, 2009). A key to success of science education is the use of technology tools which can greatly enhance a student’s understanding of science concepts (Isman, Yaratan, & Caner, 2007). The educational technology tools can take a difficult to learn science concept and change it from abstract to concrete to make it easier to understand (Isman et al., 2007). Identifying a learner’s unique learning style is important in ensuring that learners are engaged in learning (Graf, Kinshuk, & Liu, 2009; Larkin-Hein & Budny, 2001; Yang & Tsai, 2008; Naimie, Siraj, Ahmad Abuzaid, &Shagholi, 2010). It has been observed that when instruction is aligned with the learners’ learning styles learning achievements will increase together with affective and motivational advantages (Aviles & Moreno, 2010; Franzoni & Assar, 2009; Lau & Yuen, 2010; Saeed, Yang, & Sinnapan, 2009).
Student learning style
• Felder and Silverman (1988) have created a learning style model that brings focus to the learning styles aspects among the Engineering students.
• Local researchers have used the model to determine the learning style of Physics and Chemistry students (Ng Sook Chin, 2005; Saedah Siraj & Nabihah Badar, 2005).
• It can be implied that the development of Physics module based on technology and learning style would attract students’ interest in Physics. Hence, Norlidah Alias (2010) developed a Physics module based on learning style and appropriate technology in secondary educational setting.
http://modulpedagogifizik.webs.com
http://drnorlidah.webs.com
Learning Style: The way an individual focuses her attention to process, receive, understand and remember certain
information or new skills ( Felder-Silverman, 1988).
DIMENSION 1
DIMENSION 2
DIMENSION 3
DIMENSION 4
Sensing
Intuitive
PERCEPSION
Active
Reflective
PROCESS
Visual
Verbal
INPUT
Sequential
Global
UNDERSTANDING
http://modulpedagogifizik.webs.com
www.drsaedah.com/saedah@um.edu.my
METHODOLOGY: DEVELOPMENTAL RESEARCH
1. NEED ANALYSIS
Semi-structured interview on 10 Physics teachers
2.DESIGN
Modified Delphi Technique 21 expert panel
DEVELOPMENT
Expert reviews : 5 expert panel
Thematic Analysis mod, median, percentage, IQR
mod, median, percentage, IQR, Wilcoxon signed-rank test
Semi-
structured
interview
Round 1:
Questionnaire Round 2:
Questionnaire
3. USABILITY EVALUATION
Interview 2 Physics teachers
8
Physics
master trainers
7 ICT master
trainers 2 MOE
officers
2 Physics
Professors & 1
ICT lecturer
1 ICT vice
President
In private
company
http://modulpedagogifizik.webs.com
http://drnorlidahalias@webs.com
Design for development four learning styles
laptop, video clip, lecture, tutorial
and present assignment
•laptop, webquest, demonstration,
answers post to wiki and make power point.
•laptop, video clip, drill,
answers post to wiki
and produce mind maps.
•laptop, webquest, project,
answers post to blog
and group work.
Verbal Module
Visual Module
Reflective Module
Active Module
Development: 5. Implementation
Week Teaching & Learning Duration Learning Activities
1 Instrument ILS 2 hours Introduction and distribute instrument to two science classes
1 Distributing Consent
Letters to parents and
guardian
1 hour Explaining implementation schedule
2 Students Orientation 2 hours Introducing email, blog, power point to participants in the pilot study and the
actual study
2 Teachers Orientation 1 hour Lesson 1: Mr Sobri (not his real name)
Lesson 2: Mrs Tee (not her real name)
3 Pilot study 1 1 hour 30
minute
Mr Sobri teaches using Physics Lesson 1 with 9 participants in the
pilot study
3 Pilot study 2 1 hour 30
minute
Mrs Tee teaches using Physics Lesson 2 with 9 participants in the
pilot study
4 Implementation
“Lesson 1”
1 hour 30
minute
Mr Sobri teaches using Physics Lesson 1 with 14 participants in
the actual study
4 Implementation
“Lesson 2”
1 hour 30
minute
Mrs Tee teaches using Physics Lesson 2 with 14 participants in the
actual study
4 Interview 3 hours 5 students
4 Interview 3 jam 5 students
Strategy for Learning:
Homeschooling
Jorgeson (2011)
Homeschooling is normally done by parents or professional tutors at home.
Ebinezar (2008)
Schooling at home is an educational practice which is fully supervised by parents at normal school hours, same days as other prime schools.
Isabel Shaw (2011)
Learning out from school environment using diversified sources in the society, environment and through interaction with other homeschooling families.
HS is also known as Home education or Home based school. Has authority to determine own rules and teaching materials.
HOMESCHOOLING (HS)
Homeschooling in Malaysia is a form of alternative education that emphasizes quality education based on moral values and belief in strengthening family ties (Norlidah Alias, Mohd Nazri Abdul Rahman & Saedah Siraj, 2014). Norlidah Alias, Mohd Nazri Abdul Rahman, Saedah Siraj & Ruslina Ibrahim (2013) conducted a study is to produce a model of homeschooling technology based learning activities in Malaysia. This model is a guideline to improve the quality of education, curriculum and organize the delivery of learning content and teaching for homeschooling children. This study used the Interpretive Structural Modeling (ISM) process to develop a model and map the relationship between the elements involved in the homeschooling model-based learning and teaching technology. A group of eight experts have reached consensus on seven elements of technology based activities in homeschooling teaching and learning practice as shown in the Model.
Use of Social media such as Facebook, Twitter, Badoo, Myspace, Tagged, Friendster and Google + and M‐Learning is at the highest stage in the hierarchy of ISM‐Based Models based on clusters of elements namely Dependent High Power and Low Driving Power. Product of this study demonstrated that the use of social pages is learning and teaching styles practiced by parents who run homeschooling. The Mlearning based activities were also practiced by homeschooling parents in the era of globalization and technological advancement that optimizes the use of technological equipment as a medium of teaching and learning is effective (Zawawi, 2006; Ruslina Ibrahim, Rohani Abdul Aziz, Norlidah Alias & Saedah Siraj, 2012). With reference to Figure 1, homeschooling parents also prioritize activities in Online Learning Materials Development (Wiki, Blogs), digital story and access information via the Internet (WebQuest) after the teaching and learning activities using the social networking site. The existence of curriculum materials and online learning, the ability to access data and information via the Internet as well as blogs and digital WebQuest story that can be shared with possible teaching and learning Homeschooling activities achieve the intended learning outcomes of each homeschooling parent. The use of information networks and blogs such as Family Place, Home School Frontier, Malaysian Home Educator Network‐Malhen and Learning Beyond schooling allows them to share homeschooling implementation problems, facilities, curriculum and expertise (Soon & Cheng, 2013).
Strategy for Learning: Flipped Classroom
• Developments in active learning pedagogy, coupled with advancements in instructional technology, have prompted some educators to implement a radical, yet intuitive, educational model called the flipped classroom (Wesley, 2000)
• The flipped classroom inverts traditional teaching methods, delivering instruction online outside class and moving “homework”
• Flipped classroom model improve student graduate performance. (Tune, Sturek & Basile; 2013)
What is flipped-classroom ?
• Students watch lectures at their own pace, communicating with peers and teacher via online discussion
• Concept engagement takes place in the classroom with the help of the instructor.
Traditional VS Flipped-Classroom Flow of learning activities
Traditional classroom Flipped-classroom
• Teacher Instructs • Students take note • Students follow guided instruction • Teacher gives assessment
Teacher instructs lesson at home (video/ podcast/ book/ website) Online Collaborative (social media: Facebook, twitter, edmodo/ e-learning/)
Students have homework Students in class: • Deeper understanding of concept,
application and connection to content are made
• Students receive support as needed.
Flip
pe
d
• Flipped classrooms free class time for hands-on work. Students learn by doing and asking questions. Students can also help each other, a process that benefits both the advanced and less advanced learners
• Traditionally, the teacher engages with the students who ask questions — but those who don’t ask tend to need the most attention
A Model of flipped-classroom for TVET implementation Malaysia
Traditional classroom
• Pre & post test
Flipped classroom
• Pre & post test
• ICT embedded
Traditional classroom
• Pre & post test
What is 1BestariNet
• 1BestariNet is a project initiated by the Malaysian Ministry of Education (MOE) and carried out in partnership with YTL Communications.
• 10,000 primary and secondary public schools equipped with 4G internet.
• Allow teaching, learning, collaboration, and administrative functions through VLE (Frog VLE) which can be access anywhere with internet connection.