236 TOPIC 9 TECHNOLOGIES OF THE FUTURE 9.3.1 Characteristics of a Blog A blog is dynamic, and hence, it needs to be updated regularly. According to Byrd (2014), the visitor to the blog can communicate through the comment section attached to each post. Other significant characteristics that blogs have include the following (Byrd, 2014): (a) Has some form of navigation, usually in the form of menus; (b) The layout contains a header, footer, and content. Usually, there is at least one sidebar running beside the content; (c) There are categories of posts given which may be part of the navigation; (d) Previous posts can be accessed, usually through the archives; (e) Post may contain text and images, (and often video and other media embedded); (f) Posts may be linked to other posts, both within a blog and to the entire web; (g) Has a contact page and a form for submission of comments; and (h) Should have an „about‰ page. In addition to the above, Byrd (2014) states that a blog may also have a display of recent posts which is connected to a plugin that automatically sends new post details to social media platforms such as Twitter, Facebook and image galleries. Blogs may also have the ability to turn the post into an easy to print document (Byrd, 2014). A blog which is well-managed promotes a presence and a sense of community which is needed for online visibility among the specific target audience. In business, blogs give companies an opportunity to establish their branding, authority, and to communicate company news directly to their clients and What is the difference between a blog and a vlog? SELF-CHECK 9.2 Copyright © Open University Malaysia (OUM)
TOPIC 9 TECHNOLOGIES OF THE FUTURE 237 customers. Great blogs enable interaction and enable knowledge, ideas and experiences to be transferred. Hence, it is essential to have interesting content that will draw the interest of the audience. Collins (2012) has listed several characteristics for successful blogs: (a) Post must have content which is relevant and pertinent to your audience. This means that you will need to know your audience. (b) Post information that is useful to your audience. If you aim to educate your audience with relevant and useful information, your blog would be valuable. However, when your information is too self-absorbed and just stating your feeling and thoughts, it may be a failure. (c) Posts engaging content. That means is should be well-written, without errors, and also personal, interesting, and interactive. (d) Your blog should be able to spark discussion and generate conversation. So, you would include your readers in the discussion, asking for their feedback, thoughts, opinions, or even just comments especially at the end of article to garner a response. (e) Blog posts should be readable, which means that if the articles cannot be easily digested, people will skip reading it. So, you need to be direct to the point. Bullets, lists, graphs, and images make content easy to read. (f) Have an appropriate length for the post. If you can write a well thought out, complete article in 400 words, that is great. If you can keep it interesting, engaging, relevant and informative all the way to 1,500 words, then it is still a great blog post. In conclusion, good posts would be informative, engage the reader and enable interaction with a sense of online community. Try to start your own blog. Go to http://neilpatel.com/how-to-start-ablog/ and select a topic that is relevant for blogging. Ensure that you have some followers. Discuss in the myINSPIRE online forum how you would maintain a regular following. ACTIVITY 9.5 Copyright © Open University Malaysia (OUM)
238 TOPIC 9 TECHNOLOGIES OF THE FUTURE 9.3.2 Characteristics of a Vlog The elements of vlogging differ from blogging. According to Khan (2016), the following are some of the main elements of vlogs: (a) Firstly, there must be a platform to deliver your vlogs. YouTube is one of the largest video repositories and has lots of features that help video creators manage and portray their video content. (b) Secondly, the purpose of vlogging must be clearly defined, and hence your vlogs should be helping others in order to be successful. (c) Finally, there must be a unique style to your voice and your vlogs that make you stand out. Style would include your cinematography, speaking, content (subject that you talk about), areas you film and lessons and values that you share. Everything that you present on a regular basis is your style. Khan (2016) also highlighted six characteristics for successful vlogs: (a) There must be a goal, a mission and a passion for the idea. It can be about hairstyling, for example the YouTube channel, Luxy Hair which creates hair tutorials. (b) The value of the message: Storytelling is an important element: your stories, personal life plans, goals, and married life forms an attachment between the audience and the vlogger. People want to be entertained as well as learn. (c) Depending on the mission of your vlog, what niche area it stands in and who is the target audience interested in your content: hobbies, beauty and fashion, entrepreneurship guidance and business. (d) Targeting and knowing your audience. For example, a prankster vlogger, Roman Atwood has now grown into a family vlogger as he films with his sons, girlfriend, dog, friends and family, hence developed a mixed audience. (e) Having cinematography with cinematographic effects helps. Small clips to describe a daily routine (such as Nikki Phillippi) or filming every tiny step with different gear usage (such as Casey Neistat). Looking at other vloggers and YouTubers may help you come up with your style. Copyright © Open University Malaysia (OUM)
TOPIC 9 TECHNOLOGIES OF THE FUTURE 239 (f) Finally, you have to be natural and innovative in creating your distinctive style. Do not impersonate others. For instance, Adam Saleh is a popular YouTuber and vlogger. He has a certain style ă his vlog intro always starts with a certain dialogue: „Hey guys, whatÊs up? I hope youÊre having an amazing day, because IÊm having an amazing day, so if IÊm having an amazing day, you should all be having an amazing day‰. 9.3.3 Blogging and Vlogging Benefits for Students Blogging and vlogging are ways to express thoughts in a well-designed format for people to tell stories, conduct in-depth analysis and interact with others (Zeiger, 2015). Blogging enhances writing skills. Students are encouraged to write and are motivated to read and analyse texts, thereby improve their reading comprehension skills. Vlogging, on the other hand, encourages skills such as the ability to speak spontaneously and to attract the audience. The following are some of the benefits of blogging and vlogging: (a) Blogging and Vlogging Encourages Storytelling The ability to create a story to engage and capture the attention of the audience requires skills such as making critical connections that can improve reading comprehension skills (Zeiger, 2015; Baran, 2007). Teachers can provide tasks by giving situations requiring learners to share their experiences and relate to the characters in a story, which means they would need to think critically. Also, digital stories can be created for vlogging in which the learner can integrate the use of media such video, graphics and audio together (Baran, 2007). Would you start a vlog or a blog? You can get some ideas from the following link: http://tech.co/the-great-debate-blogging-vs-vloggingand-how-to-get-the-most-out-of-both-2016-07 Share your thoughts in the myINSPIRE forum and give reasons for your answer. ACTIVITY 9.6 What are the important points to be aware of when you develop your own vlogs? SELF-CHECK 9.3 Copyright © Open University Malaysia (OUM)
240 TOPIC 9 TECHNOLOGIES OF THE FUTURE (b) Blogging and Vlogging Encourages Research Not all blogs and vlogs are stories. Some posts can be informative and require some amount of research (Zeiger, 2015). In blogs, the content needs to be verified. Organising the content in an interesting manner and providing links to the relevant topics as collections of links from reliable sources requires effort in researching (Zeiger, 2015). Posting on opinions of authors and requiring the blogger to find similarities and differences in opinions, and supporting their arguments would enable learners to write and organise their thoughts better. In vlogs, content also needs to be researched and organised so that it can be presented well. This means that the learner needs to know and understand the content (Baran, 2007). Vlogs are designed projects that needs to be researched and planned well. The processes of higher order thinking and problem-solving are involved for the production of the vlogs (Baran, 2007). (c) Blogging and Vlogging Encourages Analysis and Reflection Blogging and vlogging encourage communities of learners to share their opinions and knowledge with the world. Learners share content about the world, and they receive comments and questions which they have to defend from peers and teachers (Zeiger, 2015). The format of a blog is less threatening compared to an analysis assignment. However, for many, to blog about their thoughts, insights and reactions, gives them the opportunity to interact with a text on a much deeper level. Analysis can be encouraged with prompts such as, what questions would you ask the author on the text, and who would most benefit from this? Vlogs may be more challenging. However, vlogs enhance studentsÊ cognitive abilities when they analyse and reflect on what they have learned (Baran, 2007). In this way, they realise what they know, what they learned and what they can learn in the future (Baran, 2007). (d) Blogging and Vlogging Promotes Interaction Blogging and vlogging provide students with an authentic environment and audience to share and collaborate. Also, the audience can respond to them (Zeiger, 2015). The social interaction motivates students as well as makes them defend their opinions and arguments when required. Alternative viewpoints would also need to be considered. Also, learners are made aware of the need to use appropriate language, to connect with their audience, and understand the impact of what they write and say. Copyright © Open University Malaysia (OUM)
TOPIC 9 TECHNOLOGIES OF THE FUTURE 241 In developing vlogs, students may work together to design their documentaries. The process of sharing their work on vlogs with other students, even with the people outside of the class enables interactions to occur (Baran, 2007). Hence, in blogs and vlogs, the learning space can expand the borders of a classroom, creating new types of interactions between them and the society (Baran, 2007). (e) Blogging and Vlogging Promotes Media Literacy Media literacy is important as we are constantly being exposed to different forms of media. In blogs, students can design the textual information and enhance with appropriate media: audio, graphic or videos. However, with blogs, media tools are being used to create highly interactive channels using audio-visuals and the Internet. Vlogging may serve as a strong educational tool by providing students with rich opportunities to reflect on messages being conveyed (Baran, 2007). Examples of student vlogs can be found in the following link: http://www.suitedandbooted.org/portfolio/student-vlogs/ (f) Blogging Promotes Regular Writing The most obvious benefit of blogging is that it encourages students to write regularly, giving them a reason to blog. A range of tasks, purposes, and audiences to focus on in their blogs can be designed by the teacher to use for fun in promoting new ideas. 9.3.4 Blogging and Vlogging Benefits for Educators Blogging and vlogging have been used in social media for marketing by professionals promoting their businesses, amateurs and hobbyists. In education, blogging has been used for reflections and homework assignments. However, there are many more reasons why educators should use blogging and vlogging. An example of a teacher vlog is the Lettered Classroom at https://www.youtube.com/watch?v=_nTh5Ajnmn0. Design a lesson for students to blog. Identify the skills that can be promoted in your activities. ACTIVITY 9.7 Copyright © Open University Malaysia (OUM)
242 TOPIC 9 TECHNOLOGIES OF THE FUTURE Let us look into some of the main benefits of blogging and vlogging for educators: (a) Sharing Within the Community of Practice You can share your success stories and best practices with other practitioners within the education community. Projects, ideas, resources and best teaching practices, lesson ideas or classroom management strategies can be shared among thousands of teachers worldwide (Palmer, 2015). Blogging and vlogging can be done almost anywhere and anytime, as long as there is Internet connection with todayÊs current technological advancements. (b) Reflection on Practices Blogging and vlogging provide a platform to reflect on your learning and teaching. Blogging is an engaging thinking activity as you are required to write, hence an analysis and critical thinking skills is required to do so (Palmer, 2015). For vloggers, being spontaneous in your speaking skills requires you to be actively processing your thoughts. Your teaching philosophy, teaching style, beliefs, and preferences may be expressed in your blog or vlog (Palmer, 2015). Blogging and vlogging can not only help in organising and visualising your thinking and ideas, but can also record your progress (Palmer, 2015). (c) Publishing Content Publishing content on vlogs and blogs brings the responsibility in ensuring the accuracy of the online content. This would mean that vloggers and bloggers need to continue to research while processing and reporting their findings. When vlogging and blogging are done for a real audience and real feedback is received, the responsibility to provide authentic and meaningful information is needed (Palmer, 2015). (d) Improve Your Reading and Information Processing Skills Blogging as a writing activity will encourage you to read more books, blogs, articles and all other relevant materials. It will change the way you select and process new information as you will be relating it to the topics you write about (Palmer, 2015). You will develop certain filters and improve your ability to analyse and synthesise new information and think critically. Vlogging is similar to blogging. However, the vlogger may need to have sufficient information at hand and be proficient in his field in order to vodcast (video podcast)! Copyright © Open University Malaysia (OUM)
TOPIC 9 TECHNOLOGIES OF THE FUTURE 243 (e) Serve to Improve Knowledge Within the Community Vlogging and blogging can be used to build your library of content and resources of useful links, articles, content, and activities. The content curated will then be the list of resources to be shared with other educators who teach the same grade, level, or student population (Palmer, 2015). (f) Lead Your Own Professional Development Vlogging and blogging can build your professional development. You can engage with your audience and build your own professional learning community. It will help you identify your starting point, where you are at the moment and where you are heading. (g) Become a Digital Citizen Vlogging and blogging establish your digital presence. You are now a content generator as you produce new knowledge, having the opportunity to contribute your unique point of view (Palmer, 2015). This creates your positive digital footprint and promotes your digital literacy. (h) Be Ahead of Your Students As more teachers make vlogging and blogging a requirement for students, they also need to build their experience. This will enable you to foresee the difficulties, learning curves or fears students may face along the way (Palmer, 2015). Also, you will also get the experience in trouble shooting to possible technical issues, and you can model by showing students your vlog or blog, and even teach from it (Palmer, 2015). (i) Showcase Student Work Vlogs and blogs can be used to showcase studentsÊ work and projects. This can be accessed online by the world. Students will also be able to leave their comments and share your blog. Would you blog or vlog? Discuss which is more suitable for you and share your thoughts with your coursemates in the myINSPIRE online forum. You may refer to the following video by Jessica Davis (2014). Blogging vs. Vlogging: How to Choose WhatÊs Right For You http://tubularinsights.com/blogging-vs-vlogging/#ixzz4gf5ncYMN ACTIVITY 9.8 Copyright © Open University Malaysia (OUM)
244 TOPIC 9 TECHNOLOGIES OF THE FUTURE PODCASTING AND VODCASTING Podcasting started in the era of the iPod. The term „podcasting‰ is a combination of the terms „iPod‰ and „broadcasting‰. The Professional Learning Board (2013) states that podcasting is a type of radio show which allows access to periodic information through downloads on portable devices. Podcasting can also be referred to as a type of media that consist of an episodic series of audio, video, PDF or ePubfiles subscribed to and downloaded through the web or streamed online to a computer or mobile device. Some of the popular podcasts among the youngsters at present are „Serial‰ and „StartUp‰ which have several episodes and are based on a story. It is simple to create and view a podcast. In education, more schools and institutions are podcasting. In the classroom, podcasting stimulates learning through creative means and open lines of communication. 9.4.1 Factors for the Explosive Growth of Podcasting In the US, the growth of podcast listener has increased in the last ten years. In 2016, 98 million or 36 per cent of the population had listened to a podcast (Nevins, 2017). As many as 21 per cent of Americans aged 12 and above listened to a podcast at least once a month in 2016, as compared to 17 per cent in 2015 (Baer, 2016). Large corporations are spending more money on advertising from radio to podcasts. In Malaysia, radio channels like BFM produce podcasts on Tech Talks and other popular matters and it is fast gaining popularity. One of the contributing factors responsible for the high growth is because of its listening-on-demand feature. Having the choice to stream or download the media during podcasts makes it convenient, hence, creates more habitual listening in a personÊs daily life (Nevins, 2017). Nevins (2017) also notes that podcasts are more authentic and has deep audience engagement. Roose (2014) has suggested other factors to the high growth of podcasts. One such factor is that the quality of podcasts has recently improved. Some podcasts such as „The AtlanticÊs‰ have full-scale productions with real staffs, big budget and industry expertise behind them. Another reason is the economic cost. An average podcast costs far less than a TV production or a radio show. There is little technical costs required (a microphone, a copy of Audacity or other editing software, and a cheap hosting service for the audio files). However, the advertising rates on a successful podcast are big enough to pay for the costs many times over. 9.4 Copyright © Open University Malaysia (OUM)
TOPIC 9 TECHNOLOGIES OF THE FUTURE 245 Roose (2014) also states that the biggest reason for podcasts popularity is that cars are now being connected. Just like radio-listening during the drive-time commute, drive-time commuters will now listen to online podcasts such as GoogleÊs Android Auto and AppleÊs Apple CarPlay (Roose, 2014). Most new cars in the US these days come with the ability to play smartphone audio over the carÊs speakers, either through Bluetooth connectivity, a USB or an auxiliary plug, and it is believed that by 2025, all cars will be Internet-connected. Just as TV viewers now watch Netflix, iflix and Astro On Demand, radio listeners will also demand their choice of in-car channels. 9.4.2 Compelling Uses for Podcasting in an Educational Setting Podcasts are episodic series of audio, video or PDF files that can be downloaded or streamed through the Internet. Podcasts are described to be engaging, funny, entertaining and often educational. The following are some of the ways of using podcasts in the classroom: (a) Podcasts can encourage the reading habit. With the advent of engaging podcasts such as Serial and the Atlantic, more students were reading and listening at the same time (Godsey, 2016). Audio books and podcasts do have their role to play, making learning a very personal experience to the learner. (b) Students can be asked to create podcasts as an alternative to an oral report. Students record their presentations and upload them to the class online platform. This saves time and yet enhances opportunity for creativity as music, audio and even interviews can be added in. In addition, this form of report allays the learnersÊ fear of standing in front of the class. (c) In language learning, podcasts can be used with compelling stories to discuss and analyse situations where pieces of evidence are used to prosecute criminals. The practice of investigative journalism can be put to practice. (d) Podcasts can be used for reviewing materials. Students who are creating materials and speaking out loud seem to retain information better as well. Study groups to produce podcasts before a topic enables collaborative and productive work. What is podcasting? What are the forms of podcasts you have used? SELF-CHECK 9.4 Copyright © Open University Malaysia (OUM)
246 TOPIC 9 TECHNOLOGIES OF THE FUTURE (e) Podcasts can be independent learning projects for students to research a topic and create a weekly podcast on the development of the event. An example is the 60 second science podcast where an expert scientist discusses a scientific topic for under two minutes. VIRTUAL WORLDS Some aspects of virtual worlds have been discussed in Topic 7 as emerging technologies for training. In this subtopic, more on the use of artificial intelligence to discuss in virtual companions and virtual reality will be highlighted. Virtual worlds make use of immersive technologies to provide alternative environments for situated learning by providing a variety of virtual contexts to give the users a sense of „being there‰ (Bishop & Elen, 2014). The usersÊ avatar, a representation of the self in some form, interacts with digital agents, artefacts, and contexts. Games such as Minecraft, Second Life, OpenSim, World of Warcraft and Unity have been used to engage learners. So can similar environments be used for teaching and learning? 9.5.1 Artificial Intelligence (AI): Virtual Learning Companions Artificial intelligence (AI) is defined by Hindi and Luckin (2016) as an autonomous behaviour and an artificial agent. AI has been called machine-learning, and is related to big data and algorithms. Hindi gives a few examples of AI: A „Google search‰ that filters what the individual needs based on his regular search behaviour, and that decides what to show and what not to show as he does the search; the news feed on Facebook which is pushed based on by the profiles that the user has clicked on, as it models what the user is interested in; and self-driving cars (Hindi, & Luckin, 2016). In all of these cases, the learning in the system is based on oneÊs interaction which may be what we search, or click on, as there is an autonomous algorithm involved. In the self-driving car, the car is autonomous and replaces the human driver. 9.5 Research into apps that can be used for recording podcasts: Soundtrap, GarageBand, Vocaroo and SoundCloud. Next, the podcast needs to be uploaded on a platform: Podbean and YouTube, which will quickly upload mp3 files for your class to listen to. Suggest ways on which you can create podcasts or other audio files to share. ACTIVITY 9.9 Copyright © Open University Malaysia (OUM)
TOPIC 9 TECHNOLOGIES OF THE FUTURE 247 Professor Rose Luckin stated that artificial intelligence in education (AIEd) was about building computational models for school curriculum in subjects such as maths. A model of how learners learn could be created when AI recorded and predicted a childÊs behaviour as he interacts with the software (Hindi, & Luckin, 2016). They stated that the recordings of these models were to show how to teach using the most optimal path for learning. Hence, AIEd can be used to create learning tools that are more efficient, flexible and inclusive than those currently available; tools that will help learners prepare for an economy that is swiftly being reshaped by digital technologies (Institute of Education, 2016). This would mean that we could begin to predict what our learners need and be able to provide one-on-one tutoring to every student, in every subject in order to create authentic virtual learning environments while personalising learning (Institute of Education, 2016). Virtual learning companions, are sometimes called pedagogical agents and they have been used to simulate peer interactions in virtual learning environments (see Figure 9.1). A virtual learning companion observes the human learnerÊs actions and their effects, mainly, the environmental changes and observations. It will then responds accordingly to learners using cognitive and affective reasoning (Wu, Miao & An, 2014). Figure 9.1: The role of a virtual learning companion Source: Wu et al. (2014) There are various types of characters for these virtual companions: some are trouble makers, challengers, and cooperator; in some others, they play the role of an instructor, tutee, and companion; and may show different emotions (Wu, Shen & Miao, 2013). These virtual companions have been shown to be able to engage students and enable mastery of sophisticated knowledge and skills, and transfer of learning in the virtual learning environment. Copyright © Open University Malaysia (OUM)
248 TOPIC 9 TECHNOLOGIES OF THE FUTURE In Wu et al. (2014), curiosity is seen as an emotional motivation that is related to exploratory behaviours such as learning, investigation and exploration. It has been modelled in a virtual learning companion to allow the companion to discover knowledge gaps and formulate questions. To be able to discover knowledge gaps, these virtual companions need to have social intelligence with social abilities such as showing emotions and having conversation, memory and trust (Yu, Shen, Wu, & Miao, 2014). By asking questions, new interactions which may help individual learners notice the weakness in their knowledge structure, are added, and this may motivate them to actively explore the virtual learning environment (Wu et al., 2014). 9.5.2 Virtual Reality Artificial intelligence in education (AIEd) can be used for virtual reality environments. Learning environments using movements and gestures for communication can be captured and modelled to represent aspects of a bigger idea, abstract concept, or idea (Lane & Santos, 2016). Gestures such as pointing have been used to reference an object, and metaphoric gestures such as the relative height of one hand from another, or the drawing of lines in space can be used to form representations of ratios or slopes of lines, which in turn enhance mathematical understanding (Lane & Santos, 2016). Hence, the concept of virtual reality is using physical motion as an input in a system. The learnerÊs movement is used to deliver personalised experiences. To do this, AI-based educational technologies require a learnerÊs model, which estimates what a learner believes, thinks, and is trying to achieve in the system (Lane & Santos, 2016). Hence, a tremendous amount of rich and varied data, made available through sensing technologies such as smart watches, cameras and other sensors, need to be processed in real time using Big Data techniques or smart technologies. An example of an intelligent tutoring system using AI to make the VR system „smart‰ is the SafeChild platform (Gu, 2016). The amount of practice a student is assigned, the level of detail of feedback and instructions the student receives, or Have you used any virtual reality applications? How do they make use of artificial intelligence? SELF-CHECK 9.5 Copyright © Open University Malaysia (OUM)
TOPIC 9 TECHNOLOGIES OF THE FUTURE 249 the sequence of exercises that the student must complete depend on the real-time interactions between the learner and system. The AI adjusts the parameters of the experience, such as car speed, visual aids or the number of obstructions, according to the needs of each learner (Gu, 2016). THE NEXT WAVE OF E-LEARNING: CONNECTIVISM AND WEB 2.0 In the 21st century, learning needs to be meaningful. With the availability of technology anywhere and anytime, and the technical capabilities for searching, information is only a click away. Hence, we only find out more about information when we need to know it, such as when confronted by a problem or when completing a task or project. Hence, the concept of education may need to change and should be aligned with current times. The learner should be prepared for the ideals of the current times, as well as for their work and employment. Hence, educators may need to know the difference between knowing and learning. According to Downes (2005), „to ÂknowÊ something is to be organised in a certain way, to exhibit patterns of connectivity while to ÂlearnÊ is to acquire certain patterns‰. Hence, as we search for information, solve problems and complete tasks, do we know things or are we learning things? When does learning occur? As we communicate differently today and use different tools for learning, we also experience knowledge in different formats and at a different pace. There is an overwhelming amount of information, hence new theories of knowledge and learning are needed. It is in this space that a whole development model of learning must be created (that is learning beyond vocational skills, leading to the development of persons as active contributors to quality of life in society). Knowledge is no more residing only in the mind of an individual, but in a distributed manner across a network while learning is the act of recognising patterns that are shaped by complex networks. 9.6 There are many other possibilities of using AI and virtual reality for teaching and learning. Discuss some of the applications that can be used and explain how you would incorporate them into teaching and learning. ACTIVITY 9.10 Copyright © Open University Malaysia (OUM)
250 TOPIC 9 TECHNOLOGIES OF THE FUTURE In the new era of networks and Internet connectivity, a new learning theory emerges based on how knowledge flows within a network, or network theory. The basis of this learning theory, which is also known as the network theory, is the organisation of individual knowledge. Information exists in individual pieces in the network. These pieces of information are weak pieces as they may not be connected to other pieces of information. However, the more number of pieces of information surrounding the knowledge, the stronger the ties to the knowledge will be and the more willing we are to accept them as valid. Siemens (2005b) describes the knowledge flow by asking these questions: How does knowledge flow within a network? Which factors have an impact on the process? If we tentatively ascribe life-like properties to our learning networks, we can partly answer this question. Any living organism seeks two primary functions: replication and preservation. Nodes within our networks follow similar aspirations. Established beliefs and learning often ensure that new information is routed through (that is, contextualised) the existing network. New information is evaluated and coded with reference to the existing meme of the learning network. The learning theory of the information age, which is based on network theory is „connectivism‰. Connectivism differs from the traditional theories such as behaviourism, cognitivism and constructivism as it is based on networks of knowledge which exists in the environment (Siemens, 2005a). Hence, in order to obtain knowledge, connections must be made with the pieces of knowledge in the network. Connectivism considers learning as a process in which the role of informal information exchange are organised into networks and supported with electronic tools (Bessenyei, 2008). Hence, learning becomes a continuous, lifelong system of network activities, embedded into other activities (Bessenyei, 2008). According to Siemens (2006), the networked act of learning exists on two levels: (a) Internally, as neural networks (where knowledge is distributed across our brain, not held in its entirety in one location); and (b) Externally, as networks we actively form (each node represents an element of specialisation, and the aggregate represent our ability to be aware of, learn, and adapt to the world around). Copyright © Open University Malaysia (OUM)
TOPIC 9 TECHNOLOGIES OF THE FUTURE 251 Taking part in a network means that there are discussions and interactions within a community of learners. This can be a virtual community of learners who do not have any face-to-face interactions, but are online. The collective knowledge in the community of learners becomes a source of individual knowledge. Hence, this is described as a cycle of knowledge development as the individual contributes his knowledge to the community and the development of new knowledge in the community enables the individuals to build their individual knowledge and to contribute better to their community. Hence, the need for motivation for gaining and contextualising information becomes stronger, as searching and evaluation of information become a cooperative, network activity. Students who participate in cooperative activities can improve the efficiency of their learning (Bessenyei, 2008). Web 2.0 applications foster the culture of contextualising information and building connections for learning. This is because the users can express themselves, to share, communicate and collaborate with others on these applications. Web 2.0 applications such as blogs, podcasts, wikis, collaborative documents and concept mapping, VoiceThread, video sharing applications (for example, YouTube), microblogging (for example, Facebook and Twitter), social networking sites and social bookmarking are engaging and can connect millions of members of the community (Hsu, Ching, & Grabowski, 2014). Hence, the creation of a collective knowledge can only be done when there are connections to acquire the information distributed across all these applications and repositories of knowledge. As the community of learners exchange knowledge and relate and make connections with their work and life, a collective knowledge of the community is developed. In conclusion, technology is constantly evolving, and new tools will be developed. As an instructional designer and an educator, it is your task to ensure that you are a lifelong learner, constantly keeping abreast of the new developments and updating your knowledge as well as exploring new possibilities and frontiers for innovation and change. Technology has changed the way we teach and the way we learn: we seem to be interested in having more interactivity, in making learning personal and in making learning situated in the communities that we are a part of. As technology advances the way information is delivered, instructional designers will need to consider how best to adapt to these technologies to benefit the learners. How is connectivism different from the other learning theories? SELF-CHECK 9.6 Copyright © Open University Malaysia (OUM)
252 TOPIC 9 TECHNOLOGIES OF THE FUTURE There are many different technologies used for education; however what is more important is how it is used for designing learning environments. Mobile technologies have been used for education to deliver content. A new model of learning, mobigogy, is required for implementing mobile learning. Search technologies include search engines and other specialised search tools on different platforms. Blogs and vlogs enable content to be published for interactivity with a community of learners. Podcasting and vodcasting allow us to disseminate digital materials to a community. 1. Discuss in the myINSPIRE online forum phow collective knowledge can be formed from a community of practice. 2. You have been asked to implement one of these emerging technologies in your instruction. Decide on the learning outcomes that can be addressed and plan for a small-scale implementation of the use of the technology for designing a suitable learning environment. Use the following questions as a guideline: (a) What are the learning outcomes? (b) What preparations do you need for the use of this technology? (c) What does the learner need to do to be prepared for the use of this technology? Describe your implementation plan. (d) How would you evaluate the suitability of the technology? ACTIVITY 9.11 Copyright © Open University Malaysia (OUM)
TOPIC 9 TECHNOLOGIES OF THE FUTURE 253 Artificial intelligence enables interactions with virtual learning companions. Connectivism is considered as learning through an informal information exchange that is organised into networks. Artificial intelligence Blog Collective knowledge Connectivism Individual knowledge Metasearch engines Mobigogy Mobile technologies Podcast Search engines Search technologies Subject directories Virtual learning companions Virtual reality Virtual worlds Vlog Vodcast Web 2.0 Professional Learning Board. (2013). What are the benefits of podcasting in the classroom? PLB. Retrieved from https://k12teacherstaffdevelopment.com/tlb/what-are-the-benefits-ofpodcasting-in-the-classroom/ Arguel, A., Lockyer, L., Lipp, O. V., Lodge, J. M., & Kennedy, G. (2016). Inside out: Detecting learnersÊ confusion to improve interactive digital learning environments. Journal of Educational Computing Research, 1ă26. Baer, J. (2016). The 5 key 2016 podcast statistics. Convince & Convert. Retrieved from http://www.convinceandconvert.com/social-mediameasurement/the-5-key-2016-podcast-statistics/ Baran, E. (2007). The promises of videoblogging in education. Retrieved from http://www.aect.org/pdf/proceedings07/2007I/07_2.pdf Copyright © Open University Malaysia (OUM)
254 TOPIC 9 TECHNOLOGIES OF THE FUTURE Barker, A., Krull, G., & Mallinson, B. (2005). A proposed theoretical model for m-learning adoption in developing countries. In Proceedings of mLearn. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.102.3956&rep= rep1&type=pdf Bessenyei, I. (2008). Learning and teaching in the information society: Elearning 2.0 and connectivism. In R. Pinter (Ed.), Information society: From theory to political practice (Coursebook). Retrieved from http://www.lincompany.kz/pdf/Hungary/NETIS_Course_Book_English 2008.pdf Bishop, M. J., & Elen, J. (2014). Emerging technologies. In M. J. Spector, J. Elen, M. D. Merrill, & M. J. Bishop (Eds.), Handbook of research and educational communications and technology (4th ed.). New York, NY: Springer. Byrd, K. (2014). Characteristics of a blog. Blog Basics. Retrieved from http://blogbasics.com/characteristics-of-a-blog/ Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles: Technology as lever. AAHE Bulletin, 49(2), 3ă6. Collins, C. (2012). 6 characteristics of a great blog post. Page One Power. Retrieved from http://www.pageonepower.com/resources/blog/p1parchives/2012/05/6 -characteristics-great-blog-post DeWitt, D. (2010). Development of a collaborative mlearning module on nutrition for Form 2 science. Unpublished PhD thesis. University Malaya. DeWitt, D., Alias, N., & Siraj, S. (2015). Transforming learning: Collaborative mlearning for a problem-centred approach. Kuala Lumpur, Malaysia: UM Press. Downes, S. (2005). E-learning 2.0. Association for Computing Machinery. Retrieved from http://elearnmag.acm.org/featured.cfm?aid=1104968 Faizah Abd Majid. (2013). Adult learners and mobile learning: A case study. In Mohamed Amin Embi & Norazah Mohd Nordin (Eds.), Mobile learning: Malaysian initiatives and research findings. Bangi, Malaysia: Pusat Pembangunan Akademik, Universiti Kebangsaan Malaysia. Copyright © Open University Malaysia (OUM)
TOPIC 9 TECHNOLOGIES OF THE FUTURE 255 Friedman, A. (2015). The future of search engines is context. Search Engine Land. Retrieved from http://searchengineland.com/future-search-enginescontext-217550 Godsey, M. (2016). The value of using podcasts in class. The Atlantic Daily. Retrieved from https://www.theatlantic.com/education/archive/2016/03/the-benefitsof-podcasts-in-class/473925/ Gu, Y. (2016). Teaching road safety to kids with virtual reality. Ideas Worth Sharing. Retrieved from https://www.pearson.com/content/dam/onedot-com/one-dot-com/global/Files/about-pearson/innovation/ideasworth-sharing_road-safety-with-virtual-reality.pdf Hindi, R., & Luckin, R. (2016). What is AI, and what is AI in education? Pearson. Retrieved from https://www.pearson.com/corporate/about-pearson/what-wedo/innovation/smarter-digital-tools.html Hsu, Y. C., Ching, Y. H., & Grabowski, B. L. (2014). Web 2.0 applications and practices for learning through collaboration. In M. J. Spector, J. Elen, M. D. Merrill, & M. J. Bishop (Eds.), Handbook of research and educational communications and technology (4th ed.). New York, NY: Springer. Institute of Education. (2016).Why we should take artificial intelligence in education more seriously. University College London. Retrieved from https://www.ucl.ac.uk/ioe/news-events/news-pub/april-2016/Newpaper-published-by-pearson-makes-the-case-for-why-we-must-takeartificial-intelligence-in-education-more-seriously Johnson, D. W., & Johnson, R.T. (2004). Cooperation and the use of technology. In D. H. Jonassen (Ed.), Handbook of research in educational communications and technology, Mawah, NJ: Lawrence Erlbaum Associates Johnson, L., Becker, S. A., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). NMC Horizon Report: 2016 Higher Education Edition. Austin, TX: The New Media Consortium. Retrieved from http://cdn.nmc.org/media/2016-nmchorizon-report-he-EN.pdf Jonnasen, D. H., Lee, C. B., Yang, C-C, & Laffey, J. (2005). The collaboration principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of multimedia learning, New York, NY: Cambridge University Press. Copyright © Open University Malaysia (OUM)
256 TOPIC 9 TECHNOLOGIES OF THE FUTURE Kadyte, V. (2004). Learning can happen anywhere: A mobile system for language learning. In J. Attewell, & C. Savill-Smith (Eds.), Learning with mobile devices: Research and development. London, England: Learning and Skills Development Agency. Khan, H. (2016). What is a vlog? Vlogging.pk. Retrieved from http://vlogging.pk/what-is-a-vlog/ Khalifeh, A. (2016). Mobile in Malaysia: Growth of mobile usage [infographic]. Tech Corner. Retrieved from https://lavaprotocols.com/2016/03/14/mobile-malaysia-usageinfographic/ Keough, M. (2005). 7 reasons why mLearning doesnÊt work. Retrieved from http://iamlearn.org/mlearn-archive/mlearn2005/CD/papers/McMillanKeough.pdf Lane, H. C., & Santos, O. C. (2016). Embodied learning and artificial intelligence: Expanding the bandwidth of learning technologies. Ideas Worth Sharing. Retrieved from https://www.pearson.com/content/dam/one-dot-com/one-dotcom/global/Files/about-pearson/innovation/ideas-worthsharing_embodied-learning-and-artificial-intelligence.pdf Naismith, L., Lonsdale, P., Vavoula, G., & Sharples, M. (2004). Report 11: Literature review in mobile technologies and learning. London, England: Futurelab. Retrieved from https://www.nfer.ac.uk/publications/FUTL15/FUTL15.pdf Nevins, T. (2017). SXSW shines a spotlight on the explosive growth of podcasting. Silicon Hills. Retrieved from http://www.siliconhillsnews.com/2017/03/17/sxsw-shines-a-spotlighton-the-explosive-growth-of-podcasting/ Pappas, C. (2014). 23 Inspirational elearning quotes for elearning professionals. Elearning Industry. Retrieved from https://elearningindustry.com/inspirational-elearning-quotes-forelearning-professionals Palmer, T. (2015). 9 reasons why teachers should blog. Edutopia. Retrieved from https://www.edutopia.org/discussion/9-reasons-why-teachers-shouldblog Copyright © Open University Malaysia (OUM)
TOPIC 9 TECHNOLOGIES OF THE FUTURE 257 Pintus, A., Carboni, D., Paddeu, G., Piras, A., & Sanna, S. (2004). Mobile classrooms with geo-referenced information. In Proceedings of International Conference of Methods and Technologies for Learning. Palermo, Italy. Roose, K. (2014). WhatÊs behind the great podcast renaissance? Daily Intelligencer. Retrieved from http://nymag.com/daily/intelligencer/2014/10/whatsbehind-the-great-podcast-renaissance.html Sentance, R. (2016). Rob Kerry on the future of search: 2016 and beyond. Search Engine Watch. Retrieved from https://searchenginewatch.com/2016/03/14/rob-kerry-on-the-future-ofsearch-2016-and-beyond/ Sim, H. (2005). Learning simple grammatical concepts through SMS. Unpublished masters research project report. University Malaya. Siemens, G. (2006). Connectivism: Learning theory or pastime of the self-amused? Elearnspace. Retrieved from http://www.elearnspace.org/Articles/Connectivism_response.doc Siemens, G. (2005a). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3ă10. Retrieved from http://www.itdl.org/journal/jan_05/article01.htm Siemens, G. (2005b). Connectivism: Learning as network-creation. Elearnspace. Retrieved from http://www.elearnspace.org/Articles/networks.htmSiemens, G. . International Journal of Instructional Technology and Distance Learning 2, 1 (2005). Tan, Q., Liu, T. C., & Burkle, M. (2013). Location-based environments for formal and informal learning: Context-aware mobile learning. In D. G. Sampson, Ubiquitous and mobile learning in the digital age. New York, NY: Springer. Traxler, J. (2009). Current state of mLearning. In M. Ally (Ed.), mLearning: Transforming the delivery of education and training. Edmonton, Canada: Athabasca University Press. Vygotsky, L. (1978). Mind in society: the development of higher psychological processes. Cambridge, MA: Harvard University Press Copyright © Open University Malaysia (OUM)
258 TOPIC 9 TECHNOLOGIES OF THE FUTURE Wu, Q., Shen, Z., & Miao, C. (2013). Stimulating studentsÊ curiosity with a companion agent in virtual learning environments. Proceedings of The World Conference on Educational Media and Technology. Retrieved from http://www.ntulily.org/wpcontent/uploads/conference/Stimulating_students_curiosity_in_virtual_le arning_environments_accepted.pdf Wu, Q., Miao, C., & An, B. (2014). Modeling curiosity for virtual learning companions (extended abstract). In A. Lomuscio, P. Scerri, A. Bazzan, & M. Huhns (Eds.), Proceedings of the 13th International Conference on Autonomous Agents and Multiagent Systems (AAMAS 2014). Retrieved from https://pdfs.semanticscholar.org/b052/9cbc78cb7cff617ccd204375bc794792 4e18.pdf Yahaya, F. (2017). Mobile tech and education. Cyberview. Retrieved from http://www.cyberjayamalaysia.com.my/stories/stories/2015/12/28/mob ile-tech-and-education Yu, H., Shen, Z., Wu, Q., & Miao, C. (2014). Designing socially intelligent virtual companions. Retrieved from https://arxiv.org/ftp/arxiv/papers/1411/1411.7090.pdf Zeiger, S. (2015). 5 benefits of blogging in the ELA classroom. Edtech. Retrieved from http://blog.whooosreading.org/5-benefits-of-blogging-in-the-elaclassroom/ Copyright © Open University Malaysia (OUM)
INTRODUCTION Plato had long ago predicted, „Someday, in the distant future, our grandchildrenÊs grandchildren will develop a new equivalent of our classrooms. They will spend many hours in front of boxes with fires glowing within. May they have the wisdom to know the difference between light and knowledge. (as cited in Cipolla-Ficarra, 2010) Topic 10 Issues, Challenges and Professional Development LEARNING OUTCOMES By the end of this topic, you should be able to: 1. Highlight some of the challenges when implementing e-learning in schools and universities; 2. Discuss the state of e-readiness in Malaysia; 3. Describe methods to evaluate the readiness to adopt new technologies in your own institution or organisation; 4. Discuss the factors that can lead towards successful technologybased learning; and 5. Explain how infrastructure plays an important role in the success of online learning. Copyright © Open University Malaysia (OUM)
260 TOPIC 10 ISSUES, CHALLENGES AND PROFESSIONAL DEVELOPMENT Read the quote by Plato. IsnÊt it amazing? How could anyone at that time predict the coming of computers and mobile devices: the boxes of fires glowing! More importantly, take note of the cautionary statement about telling the difference between „light‰ and „knowledge‰. The real danger is not that computers will begin to think like men, but that men will begin to think like computers. (Sydney J. Harris, as cited in Grafton, 2010) Online, you get to know your studentsÊ minds not just their faces. (Harasim, Hiltz, Teles & Turoff, 1995) The quotes by Harris (as cited in Grafton, 2010) and Harasim et al. (1995) also believed in the potential of the online environment in anticipating the way students today think. However, we should note that the danger is when humans start to mimic the way computers think, and that is when creativity may be jeopardised. Technology is widely used. Computerised devices and gadgets are everywhere now. Our mobile phones and tablets are mini computers, and the smart TV is a computer in itself! Gadgets that connect via Bluetooth to our devices are also computerised such as smart watches, speakers, and web cameras. The computer has brought about the mobility of the workplace. Work is not confined to an office as the laptop or tablet enables files to be accessed, reports to be written and shared synchronously, and conference meetings to be conducted virtually. One can work from anywhere in the world and have access at any time. The computer has become a tool for communication, research, presentation and more (see Figure 10.1). Copyright © Open University Malaysia (OUM)
TOPIC 10 ISSUES, CHALLENGES AND PROFESSIONAL DEVELOPMENT 261 Figure 10.1: The use of computer for everyone The computer is used in all levels of educational institutions for a variety of purposes in administration, research as well as teaching and learning. Nevertheless, in some situations where technology is supposed to enhance or improve learning, it has not always been successful. This topic will discuss some of the issues and challenges, highlight findings of a national e-readiness study and discuss the critical success factors for technology-based learning. ISSUES AND CHALLENGES When computers were first introduced, it was a real challenge promoting its usefulness among teachers and students. Initially, affordability and computer literary was a problem. Computers were too expensive for the common man. Not many people were able to use the computer. In the early 1990s, it was thought that computers would be „white elephants‰! Today, we cannot operate efficiently without a computer! Almost all lecture halls have a computer projector for projection of lecture presentations. In addition, some rooms in local universities are equipped with interactive smart boards. Yet, not everyone is comfortable with using technology or doing so on a daily basis. 10.1 Copyright © Open University Malaysia (OUM)
262 TOPIC 10 ISSUES, CHALLENGES AND PROFESSIONAL DEVELOPMENT Among institutions of higher learning (IHL), various efforts and initiatives include providing physically wired networks and wireless networks, in the hopes that students will benefit from course materials made available online. All institutes of higher learning should encourage innovative learning and instruction. In fact, blended learning is seen as a target to be achieved among IHL (Asia eUniversity, 2010). In Malaysia, Open University Malaysia (OUM) is the countryÊs first open distance learning university and it has been at the forefront, offering blended learning and distance learning courses (Asia eUniversity, 2010). Computers are also used extensively in schools. When the Smart School Pilot Project was launched in 1999, it was the beginning of computerisation of schools. Although the project initially included only 88 pilot schools, computers are now provided to all schools in Malaysia. Various initiatives have been implemented in schools including the English for the teaching of Maths and Science (ETeMS) project, which started in 2003 (Alias, DeWitt & Siraj, 2013). This initiative equipped all teachers of Mathematics, Science and English with a notebook and courseware to teach in the classroom (Alias, DeWitt & Siraj, 2013). Computer labs were also built in all schools under the School Computer Project (Project Pengkomputeran Sekolah) under the 8th Malaysian Plan (Alias, DeWitt & Siraj, 2013). As for connectivity, SchoolNet was first employed for schools, later the 1BestariNet project was used for broadband internet access to all schools. In this project, selected schools were provided Chromebooks, tablets and mobile phones for use in education. When new technology projects are introduced, the innovators and early adopters among teachers and lecturers may be interested to use the technology. However, there will always be some groups who will be resistant. Among the conservative laggards, who refuse to use the technology provided, either out of fear, or lack of confidence, or lack of expertise, there will be objections and resistance to the technology. Technophobia, which is the fear or dislike of all forms of new technology, may be the source of objections and resistance of these conservative individuals (for more information on this, refer to Salmon, 2015 provided in the Reference List). In view of this, the topic will highlight some of the issues and challenges, particularly in technology-based learning. In implementing technology-based solutions, the main challenges are related to three issues: (a) Money or allocation; (b) Resources (hardware, software, people or heart-ware); and (c) Management „buy-in‰. Copyright © Open University Malaysia (OUM)
TOPIC 10 ISSUES, CHALLENGES AND PROFESSIONAL DEVELOPMENT 263 Support from the management is important in order to get the budget allocation for the implementation of technology-related innovations. It requires a change of mindset (also popularly known as paradigm shift) and a „buy-in‰ from the management. Having a „sponsor‰ which is a fairly high-level person in the organisation who is able to make sure that the project receives financial and manpower resources, is important to ensure the viability of the project (LeonardBarton, & Kraus, 1985). The organisational power of the sponsor will be necessary to mobilise the necessary resources for the project. Once there is a „buy-in‰ from the organisation, the resources and allocation should follow. There will be enough money to hire the right people, to buy the necessary equipment and software, and to send people for training and retraining. The impact of technology on the people in the organisation needs to be considered. It is important to communicate the status, benefits, training and expectations related to the new technology (Delaney & D'Agostino, 2015). When the users are convinced of the importance of this technology to them, and are aware of how the change will affect them personally and professionally, they might be ready to adopt the new technology. Another set of challenges, particularly when conceptualising innovative learning is a mismatch between the innovation, learning requirements and the need. When this mismatch occurs, the innovation will also appear to have failed. Hence, when planning for the technology, the definition and solution of problems to the users must be highlighted through successful „marketing plans‰ (Leonard-Barton, & Kraus, 1985). However, implementing a technology merely based on „hype‰ on how advanced and efficient the technology is, may only cause the users to be disillusioned with the reality. More practical approaches are required. Hence, identifying the group of users who are critical to the successful implementation of the technology, and planning for approaches to ensure their acceptance would be important to the implementation. Hence, addressing the people component or „human ware‰ is important as human error rather than the failure of the technology itself, can determine the success of the innovation. Thus, we need to ensure that our innovations match the learning requirements. Needless to say, the innovation should be consistent with the institutionÊs role and mission. Copyright © Open University Malaysia (OUM)
264 TOPIC 10 ISSUES, CHALLENGES AND PROFESSIONAL DEVELOPMENT STATE OF E-READINESS IN MALAYSIA A joint nationwide study to determine the level of e-learning readiness (ELR) among Malaysians was conducted in 2004 by the Ministry of Energy, Water and Communications and OUM (Abas, Kaur, & Harun, 2004). There were about 5,000 respondents who were policymakers, enablers and receivers in higher education, participants of in-service training in government agencies and e-learning providers in the education as well as the corporate sector. Findings of the study were expected to influence policymakers to help address issues pertaining to the digital divide and facilitate the implementation of programmes based on national goals. Four instruments were developed and administered online via the Internet as well as face-to-face using printed copies. The study focused on four research questions: (a) To what extent are policymakers enabling or ready to enable e-learning programmes within their respective organisations? (b) To what extent are providers (private corporations, organisations, tertiary educational institutions and major technology providers) ready to embark or have embarked on e-learning programmes? 10.2 Think of a technology-based implementation in your institution or organisation. How successful has it been? Are there any challenges that you have observed? What are they? What do you think needs to be done to overcome these challenges? Discuss with your coursemates in the myINSPIRE online forum. You may refer to some suggestions on this site: http://www.jobbertechtalk.com/5-reasons-enterprises-have-difficultyimplementing-new-technologies-by-dr-jonathan-reichental/ ACTIVITY 10.1 Discuss some of the challenges of using technology for learning in Malaysia. SELF-CHECK 10.1 Copyright © Open University Malaysia (OUM)
TOPIC 10 ISSUES, CHALLENGES AND PROFESSIONAL DEVELOPMENT 265 (c) To what extent are enablers (tutors, lecturers and trainers) ready to deliver e-learning programmes? (d) To what extent are receivers (learners and trainees) ready for e-learning? The areas of e-learning readiness covered for each respondent is summarised in Table 10.1. Table 10.1: Areas of Readiness Measured for Groups of Respondents Areas of Readiness Policymaker Provider Enabler Receiver Learner Management Personnel Content Technical Environmental Cultural Financial Source: Abas et al. (2004) The summary of findings is as presented in Table 10.2 and Figure 10.2. Table 10.2 shows the average scores of overall statements related to e-readiness in the eight areas as indicated in Table 10.1. The respondents were asked to rate, on a scale of 1 to 10, their perception of readiness. Table 10.2: Overall Means for E-learning Readiness among Policymakers, Providers, Enablers and Receivers Area of Readiness Policymaker Provider Enabler Receiver Learner ă ă 5.73 6.33 Management 5.98 ă 6.24 ă Personnel 5.87 6.52 5.88 ă Content ă 6.24 5.91 5.88 Technical 6.14 6.95 5.95 5.59 Environmental 4.76 4.77 5.27 5.39 Cultural 6.02 ă 6.77 5.99 Financial 5.26 5.97 6.39 6.06 Source: Abas et al. (2004) Copyright © Open University Malaysia (OUM)
266 TOPIC 10 ISSUES, CHALLENGES AND PROFESSIONAL DEVELOPMENT For this study, a score of one to three is considered as low level of readiness, a score of between four and six as medium level of readiness and seven to 10 as high level of readiness. Notice from the table and figure that none of the areas surveyed received a high level of readiness. The scores in Table 10.2 indicate that the level of e-readiness is a maximum of 6.95 for the technical area as scored by the providers. The highest and lowest score for both the policymaker and the provider is, respectively, for the technical and environment readiness. For the enabler, the highest and lowest score is, respectively, for the cultural and environmental readiness. Among the receivers or learners, the highest score is for learner readiness and the lowest is for environmental. It is interesting that environment scored the lowest for all four groups of respondents. Figure 10.2: Level of overall means for e-learning readiness among policymakers, providers, enablers and receivers Source: Abas et al. (2004) What it means is that they believe the presence of government policies, the role of mass media, intellectual property regulations and proficiency in the English language are lacking. It can be further interpreted as the readiness of a society/nation for e-learning. However, what do you think the results will be if this study was carried out today? Copyright © Open University Malaysia (OUM)
TOPIC 10 ISSUES, CHALLENGES AND PROFESSIONAL DEVELOPMENT 267 In 2016, Euromonitor International stated that Malaysia has one of the most advanced digital scene in South East Asia (Euromonitor, 2016)). In addition, a perception survey by General Electric Company (GE) on innovation across 23 countries showed that a high percentage of Malaysian business executives felt optimistic, confident and excited on the new age of the fourth industrial revolution, the age of the Internet (Yapp, 2016; GE Report Staff, 2016). Based on the above information, what do you think is the level of e-readiness in Malaysia? What would you investigate to determine the readiness for technology: digital readiness? Mobile learning readiness? Or innovation readiness? CRITICAL SUCCESS FACTORS The fastest growing trend in technology-based learning today is through massive open online courses (MOOCs) for open and distance learning. More and more institutions are committing themselves to offering MOOCs and blended learning courses. However, the success or failure of these courses would depend on the planning and implementation of these courses. What does it take, then, for technology-based learning to succeed? First, we would need to define success. Success can be defined as the ability to complete an online course with a passing grade (deNoyelles, Futch, Howard, & Thompson, 2016). This would mean that teachers and their teaching strategies would support learning. However, most studies focused on examination scores to measure success when there were other factors such as level of course difficulty and course discipline which influenced it (deNoyelles et al., 2016). For any technology-based learning to succeed, the infrastructure needs to be in place. Similar to roads or a transportation network, telecommunication facilities is considered a necessary infrastructure. Sufficient bandwidth for delivery of the instructional resources as well as for interactivity is important. Hot spot or wireless zones are necessary to connect mobile devices to the internet on a 4G broadband network. 10.3 How would you evaluate the e-learning readiness or the readiness to adopt new technologies in your own institution or organisation? Is it at a level where any technology-based learning will succeed? What else needs to be done? Discuss with your coursemates in the myINSPIRE online forum. ACTIVITY 10.2 Copyright © Open University Malaysia (OUM)
268 TOPIC 10 ISSUES, CHALLENGES AND PROFESSIONAL DEVELOPMENT In Malaysia, not all areas have adequate connectivity as there is still a digital divide in some rural areas. The government has set up Rural Internet Centres (RICs) throughout the nation as a result of a bridging effort where rural communities including farmers, housewives, and students, have been trained. Also, all schools, including rural schools, have been connected through the 1BestariNet project. This would then provide accessibility for the communities surrounding these schools. Although efforts have been made, there are still pockets of areas with limited access. Inadequate infrastructure leads to a digital divide or digital gap (the gap between those who are connected to the Internet and those who are not). A digital divide is a situation normally used to describe the lack of access to technology devices and infrastructure within a population (Moran, 2016). Moran (2016) describes this as the level 1 divide of access, which can be addressed by providing infrastructure and equipment. In level 2 divide, the gap is the way that technology is being used to assess higher order thinking skills. Research on the level 2 digital divide found that low-level skills are often being taught to students instead of using technology to engage in higher order thinking tasks such as creating and analysis (Moran, 2016). Hence, this means that the digital divide is more than just infrastructure and devices, but the instructional strategies used for engaging with technologies. The right pedagogical strategies and scalable best practices for the design of blended courses can promote student success (Milligan, Littlejohn, & Margaryan, 2013). Hence, before designing a course, the instructor would need to understand the nature of the learners. This is one of the factors critical to the success of any online course: to engage the learner, it is expected that the learner should be selfmotivated and self-directed in their learning (Milligan et al., 2013). However, in online learning courses, especially MOOCs, learners from a variety of backgrounds, experience, and skill levels will be involved, and the course designers need to provide a learning environment for the different learners. In Milligan et al. (2013), three factors affected learner engagement in online courses ă prior experience, confidence and motivation. Hence, designers of online learning courses and MOOCs should provide for additional guidance, support and facilitation. When a learner is comfortable in an online course, he or she it would be more likely to succeed. In fact, student comfort emerged as a mediating factor for studentÊs success, with „organisation‰, „communication‰, and „support‰ as supporting Copyright © Open University Malaysia (OUM)
TOPIC 10 ISSUES, CHALLENGES AND PROFESSIONAL DEVELOPMENT 269 themes (deNoyelles, Futch, Howard, & Thompson, 2016). Providing a learnercentred environment that supports studentsÊ diverse abilities and styles would also be a critical success factor for the course. Activities that required reflection for self-regulated learning skills that encouraged learnersÊ autonomy would support student responsibility for learning outside of class as well as studentÊs participation in class and increase a courseÊs success (deNoyelles et al., 2016). Therefore, the design of online courses is a factor that can contribute to the success or failure of a course. However, determining the ratio of asynchronous online interaction to synchronous face-to-face interaction is difficult (MaÊarop & Embi, 2016). Hartman, Moskal and Dziuban (2005) found the following to help improve the design of online courses: (a) Ensuring facilitation for student learning; (b) Communicating ideas effectively; (c) Demonstrating an interest in learning; (d) Organising effectively; (e) Showing respect for students; and (f) Assessing progress fairly. Hence, critical success factors for the implementation of technology-enhanced learning would cover not only the infrastructure but also the needs of the learners, the instructional strategies of the instructor or facilitator as well as the instructional design of the course. „It is believed that ensuring access to technology is the first critical success factor for online learning to succeed.‰ Do you agree with this statement? Build your list of critical success factors for technology-based implementations in education. You may search for relevant articles to support your stand. Share your list with your coursemates in the myINSPIRE online fourm. ACTIVITY 10.3 Copyright © Open University Malaysia (OUM)
270 TOPIC 10 ISSUES, CHALLENGES AND PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT As an educator, you will surely wish to keep on updating yourself with some of the innovative tools and solutions in teaching and learning. The Internet is a large treasure trove of such information. However, how do you continue to upgrade your skills and knowledge to be updated with current technologies and tools? The Internet has made information from all over the world available. The culture of publishing information and news online to be shared with the open community supports the knowledge economy. Hence, to find out of the latest technologies and tools, one only needs to search on the World Wide Web. However, sometimes, you may not be aware of what to search for, and where to look for the information you require. Hence, another alternative to keep on updating yourself is to be part of a community of practice. When you sign up to be a member of a professional community of practice, members have access to information, publications, and are part of a community whose members interact and are engaged. Some of these communities have webinars (online web seminars) for an expert to share and interact with the virtual audience. A professional learning community that shares information and supports each other can be very useful for the creation of new knowledge. For a list of learning communities see https://spongeuk.com/insights/2016/08/21-top-elearning-communities and https://elearningindustry.com/top-5-elearning-communities-google-should-join 10.4 1. What are the factors that can lead towards a successful technologybased learning experience? 2. Explain how infrastructure plays an important role in the success of online learning. SELF-CHECK 10.2 Copyright © Open University Malaysia (OUM)
TOPIC 10 ISSUES, CHALLENGES AND PROFESSIONAL DEVELOPMENT 271 Do be a member of a community of practice. One of the ways may be to join an association (refer to Table 10.3). Do also check out some of the online resources provided in Table 10.3. Table 10.3: Online Resources for Instructional Design and Technology Resource Description Associations Association for Educational Communications and Technology (AECT) – AECTÊs mission is to provide leadership in educational communications and technology by linking professionals holding a common interest in the use of educational technology and its application to the learning process. – Link: http://www.aect.org/ International Society for Technology in Education (ISTE) – Promotes appropriate uses of technology to support and improve teaching and learning. – Link: http://www.iste.org/ Best Practices Instructional Design at Instructional Communications Systems, University of Wisconsin – This centre provides interactive technologies for distance learning and some guidelines on how to blend the technologies in teaching and learning practices. – Link: http://www.uwex.edu/ics/design/index.html E-Learning e-Learning Centre – The e-Learning Centre is a free information resource about elearning with a large collection of selected and reviewed links. – Link: http://www.e-learningcentre.co.uk Learning Resources MERLOT (Multimedia Educational Resource for Learning and Online Teaching) – MERLOT is a searchable collection of peer-reviewed online learning materials. The website enables the online community from around the world to share their learning materials and pedagogy. – Link: http://www.merlot.org/merlot/index.htm ODL Institutions The Open University United Kingdom – Link: http://www.open.ac.uk/ Open Polytechnic of New Zealand – Link: https://www.openpolytechnic.ac.nz/ Copyright © Open University Malaysia (OUM)
272 TOPIC 10 ISSUES, CHALLENGES AND PROFESSIONAL DEVELOPMENT Personality John Keller – Biography of John Keller: A Motivating Influence in the Field of Instructional Systems Design – Link: http://arcsmode.ipower.com/pdf/Biographical%20Information. pdf – Official Site of John KellerÊs ARCS Model – Link: http://www.arcsmodel.com/ Publications AJODL (ASEAN Journal of Open and Distance Learning) – Link: http://ajodl.oum.edu.my/ EDUCAUSE Review – This magazine explores the impact, the problems and the challenges of information technologies on higher education. – Link: http://www.educause.edu/ Journal of Technology Education, Virginia Tech – The journal provides a forum of discussion on topics related to technology education. Some of the important topics are technology education research, philosophy and theory. – Link: http://scholar.lib.vt.edu/ejournals/JTE/ The International Review of Research in Open and Distance Learning. – A refereed e-journal to advance research, theory and best practice in open distance learning worldwide, Athabasca University – Link: http://www.irrodl.org/ Centre for instructional technology Centre for Instructional Technology and Development, SAIT Polytechnic, Alberta Canada – Link: http://citd.sait.ca/default.htm Imagine that you have been asked to suggest a technology-based innovation for teaching and learning in your institution or organisation. What would be your immediate concerns? Do you think your concerns should be addressed? This will most likely depend on your perspective of technology-based education, particularly its impact on teaching and learning. It will be interesting to know your thoughts and feelings on this Discuss with your coursemates online. ACTIVITY 10.4 Copyright © Open University Malaysia (OUM)
TOPIC 10 ISSUES, CHALLENGES AND PROFESSIONAL DEVELOPMENT 273 Challenges abound when implementing e-learning in schools and universities. The main challenges are related to money, resources and management buy-in. Malaysia is at the medium level of e-readiness. Addressing the digital divide is a major critical success factor. Professional development is important to keep up-to-date with the latest educational technology developments, especially now that there is an abundance of technologies in many institutions of learning. Area of readiness Buy-in Digital divide Digital gap E-learning readiness (ELR) Enabler Paradigm shift Policymaker Provider Receiver Abas, Z. W., Kaur, K., & Harun, H. (2004). E-learning readiness in Malaysia. A National Report submitted to the Ministry of Energy, Water and Communications. Retrieved from http://asiapacific-odl2.oum.edu.my/C33/F70.pdf Alias, N., DeWitt, D., & Siraj, S. (2013). Development of science pedagogical module: Based on learning styles and technology. Kuala Lumpur, Malaysia: Pearson Malaysia. Asia e University. (2010). Dasar e-pembelajaran negara (DePAN) untuk institusi pengajian tinggi. Retrieved from https://meipta.files.wordpress.com/2011/06/dasar-e-pendidikannegara.pdf Copyright © Open University Malaysia (OUM)
274 TOPIC 10 ISSUES, CHALLENGES AND PROFESSIONAL DEVELOPMENT Cipolla-Ficarra, F. V. (2010). Quality and communicability for interactive hypermedia systems: Concepts and practices for design. Hershey, PA: Information Science Reference. Delaney, R., & D'Agostino, R. (2015). The challenges of integrating new technology into an organization. Mathematics and Computer Science Capstones. Retrieved from http://digitalcommons.lasalle.edu/cgi/viewcontent.cgi?article=1024&cont ext=mathcompcapstones deNoyelles, A., Futch, L., Howard, W., & Thompson K. (2016). „Comfort‰ as a critical success factor in blended learning courses. Online Learning, 20(3), 140ă158. Retrieved from http://files.eric.ed.gov/fulltext/EJ1113303.pdf Euromonitor. (2016). Digital consumer ă Landscape: Malaysia. Retrieved from http://www.euromonitor.com/digital-consumer-landscapemalaysia/report GE Reports Staff. (2016). GE global innovation barometer 2016. General Electric Company. Retrieved from http://www.gereports.com/innovation-barometer-2016/ Grafton, C. H. (2010). The seven steps to keyboarding for success: A book for all computer users. Durham, CT: Eloquent Books. Harasim, L., Hiltz, S. R., Teles, L., & Turoff, M. (1995). Learning networks: A field guide to teaching and learning online. Cambridge, MA: MIT Press. Hartman, J., Moskal, P., & Dziuban, C. (2005). Preparing the academy of today for the learner of tomorrow. In D. G. Oblinger, & J. L. Oblinger (Eds.), Educating the net generation. Retrieved from https://net.educause.edu/ir/library/pdf/pub7101.pdf Leonard-Barton, D., & Kraus, W. A. (1985). Implementing new technology. Harvard Business Review. Retrieved from https://hbr.org/1985/11/implementing-new-technology MaÊarop, A. H., & Embi, M. A. (2016). Implementation of blended learning in higher learning institutions: A review of the literature. International Education Studies, 9(3), 41ă52. Retrieved from http://files.eric.ed.gov/fulltext/EJ1093338.pdf Copyright © Open University Malaysia (OUM)
TOPIC 10 ISSUES, CHALLENGES AND PROFESSIONAL DEVELOPMENT 275 Milligan, C., Littlejohn, A., & Margaryan, A. (2013). Patterns of engagement in connectivist MOOCs. MERLOT Journal of Online Learning and Teaching, 9(2), 149ă159. Retrieved from http://jolt.merlot.org/vol9no2/milligan_0613.pdf Moran, C. (2016). The digital divide and closing the achievement gap for low socio economic students. Symposium on school leadership. Retrieved from https://www.unomaha.edu/college-ofeducation/moec/_files/docs/publications/EDL_9550_Final_Research_Brie f_Casey_Moran.pdf Salmon, F. (2015). Why we fear technology. Fusion. Retrieved from http://fusion.kinja.com/why-we-fear-technology-1793852789 Yapp, E. (2016). Malaysian execs high on innovation readiness index: GE survey. Digital News Asia. Retrieved from https://www.digitalnewsasia.com/digital-economy/malaysian-execshigh-innovation-readiness-index-ge-survey Copyright © Open University Malaysia (OUM)
MODULE FEEDBACK MAKLUM BALAS MODUL If you have any comment or feedback, you are welcome to: 1. E-mail your comment or feedback to [email protected] OR 2. Fill in the Print Module online evaluation form available on myINSPIRE. Thank you. Centre for Instructional Design and Technology (Pusat Reka Bentuk Pengajaran dan Teknologi ) Tel No.: 03-78012140 Fax No.: 03-78875911 / 03-78875966 Copyright © Open University Malaysia (OUM)
Copyright © Open University Malaysia (OUM)