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Published by Seameo Voctech, 2019-02-07 02:35:24

Learning Management System For Best Classroom Technology Integration - Dr. Abbes Sebihi

Learning Management System For Best Classroom Technology Integration - Dr. Abbes Sebihi

Learning Management System For Best Classroom Technology Integration
by Dr. Abbes Sebihi
Creative Commons Attribution 4.0 International License.

First edition published January, 2019

Design by KMD
SEAMEO VOCTECH
Jalan Pasar Baharu, Gadong BE 1318,
Brunei Darussalam

Visit our website at http://www.voctech.org/

Table of Contents

COURSE OUTLINE
Rationale
Objectives
Course Content
Delivery Method
Expected Output
Target Participants
Course Requirements
Course Schedule
Course Coordinator
Prescibed Reading

INTRODUCTION
Introduction to SEAMEO VOCTECH
Introduction of the Trainer
Introduction of the SEA-VET.NET
Course objective

TEAM BUILDING AND HOST TEAM
What is Teamwork & Team Building
How does a Team Work Best?
What Type are You?

Teamwork Video

COURSE 1
The 21st Century Learning

1.1 Building 21st Century Skills
1.2 Strategies Effective Teaching 21st Century
COURSE 2
Theories and Pedagogical Model to Online Education
This part is still under construction

COURSE OUTLINE

Regional Training Programme on

“ Learning and Course Management Systems (LMS) for Best Classroom
Technology Integration”

14– 25 January 2019

Rationale

The Internet is becoming an important part in our modern life and the main
driver of globalization, the integration of economic, political, cultural,
religious, and social systems reaching across the world. It has swept across
entire industries, and radically altered the way they do business. A good
example is the entertainment industry. In the past, a considerable budget,
studios, actors - among others - were required to shoot a movie, for example.
Nowadays anyone with a camcorder can film something and post it online,
reaching an audience far greater that was previously possible.

In the same context, technology and more specifically Information and
Communication Technology (ICT) have also made our lives easier, faster and
reshaped teaching and learning pratices. In many ways’ education has lagged
behind some of these trends and is just beginning to feel their wake”
(Downes, 2006,). Consequently, two terms as e‐learning’ and ‘computer-
based training’ have emerged. Distance education, it is defined as a planned
teaching/learning experience that uses a wide spectrum of technologies,
mainly administered on/via the Internet, to reach learners at a distance.
Lately, in most Universities, e-learning is used to define a specific mode to
deliver a course or programmes of study where the students rarely, if ever,
attend face-to-face or for on-campus access to educational facilities. Online
learning is almost absent in technical and vocational education and training

(TVET) system in Southeast Asia, teachers are more relying on traditional
training methods and techniques in designing, developing and delivering
courses. Today’s TVET and education institutions are encountering many
challenging and complicated issues, including increasing student enrollment
in their education programmes and expanding an infrastructure such as a
Learning Management Systems (LMS) (Dobre, 2015). For instance, to meet
the need for a supportive learning environment in higher education
institutions, various types of LMS vendors such as proprietary LMSs, open-
source LMSs, and cloud-based LMSs have been introduced into higher
education institutions (Dobre, 2015). Nearly 99% of higher education
institutions in the United States currently adopt and run an LMS (Dahlstrom,
Brooks, & Bichsel, 2014). TVET Personnel should be prepared to meet the
new trends of teaching and learning for 21st century preparing highly skilled
and job-ready younger generation who will lead economic development in
the region.

The “Learning and Course Management Systems (LMS) for Best Classroom
Technology Integration” regional training takes advantage of the strengths of
the internet as a teaching and learning environment, namely its open,
distributed, dynamic, globally accessible, filtered, interactive, and archival
nature” (Caplan, n.d.). It is designed for TVET personnel, specifically
teachers who share a commitment as educators to improve the quality of
education by using digital technologies to produce teaching materials that
correspond to the current learning trends.

Objectives

The main objective of this course is to equip participants with relevant
knowledge, skills and attitudes to use learning managements systems
effectively for teaching and learning in the 21st century. At the end of the
course, participants should be able to:

Apply pedagogical underpinnings and theories in designing digital
content

Decide the nature of content and select the most appropriate ‘learning
object’ to promote further knowledge creation
Identify the levels of ICT integration in the learning environment of
institution in SEAMEO member countries represented in the course
Produce e-content that does not violate copyright issues by using
royalty-free images, videos, audios etc., and selecting open-source, free
software
Apply latest ICT tools and applications to develop learning contents for
the LMS
Introduction to the most popular LMS systems and explore their
features/ functions
Identify and distinguish the different types of learning content that can
be hosted on a LMS and the tools that can be used to manage such
contents
Identify user-friendly software and technology for developing learning
material in the chosen LMS format
Manage and administer students and courses on Moodle
Conduct online teaching learning instruction in virtual classroom
environments
Evaluate online teaching and learning materials via the help of rubrics

Course Content

1. Applying learning Theories and Pedagogical Model to Online
Education
This module provide participants with an outlook of learning theories
and teaching models that focus on the pedagogical aspects of online
education. Instructors will gain gain understanding about how strategies
on teaching and learning can be mapped together. A proposal for an
integrated multimedial model for “Online Education “ will be provided
based on pedagogical purpose and learning styles theories.

2. Introduction to Instructional Design process
This module will introduce to participants on how to arrange

information and environment to facilitate teaching and learning.
Participants will be able to identify principles that are required for
effective instruction, the approach in integrating technology, ways to
organize the subject matter to facilitate learning (Blended and online
courses), and the multimedia used to preparing learning contents using
the ADDIE model.

3. Country Reports on the Country Status of ICT Penetration in
Education and Status of Learning Management Systems
implementation at their organisation
Participants will present country reports focusing on the status of ICT
penetration in education in their respective country, the status of LMS
application in their respective organisation, major issues, challenges, and
future directions in the use of Learning Management Systems (LMS) in
delivering courses in their organisations.

4. Introduction to Learning Management Systems (LMS)
This module will cover a brief definition and introduction of learning
management systems, the history and influence of learning management
systems, open source implementations and proprietary commercial LMS
- the most popular available LMS today with their respective unique
features, advantages and disadvantages. Participants will learn about
how LMS can also be implemented as part of a blended learning
programme.

5. MOODLE Basic Requirements, Installation and Working
environment
Participants will be introduced to a few implementation version of
MOODLE which can be installed online on a virtual server or in a
cloud. The session follows a hands-on approach and participants shall be
using this installation throughout the course to manage their lesson
activities and prepare Rich Media teaching resources to be tried and
tested in the MOODLE learning environment.

6. Managing a Course in MOODLE
Participants will add resources and activities for their students to
complete. They will learn how to manage a simple page with

downloadable documents to a complex set of tasks where learning
progresses through interaction to keep track of all students’ access to
ensure that students are referring to the learning resources that they have
developed and hosted for them. The hands-on session will include the
creation of student accounts, monitoring their access and providing with
complimentary resources according to their level of attainment.

7. LMS Action Planning and Content Development Project
Participants are required to work in groups to prepare a sample course
for hosting on a LMS. The richness of content supported by sound
pedagogical approach to create an engaging learning experience for
learners will be the focus of this project. Furthermore, they will draft an
action plan to be implemented in their institution upon completion.

Delivery Method

Most of the training sessions will be in groups, using online teaching and
learning materials. The course will primarily comprise practical work on
PCs/laptops, and course content will be in the form of demonstrations,
storyboards, discussions, analysis of materials, quizzes, presentations, audio-
visuals, among others. Assignments and project-based tasks will be given to
participants to encourage ‘learning by doing’ for developing context-specific
online teaching and learning materials.

Expected Output

On completion of this course, participants will be able to

1. Apply the theories of learning and instructional design
2. Apply practical technological and pedagogical skills in developing

learning content to be integrated into learning management systems for
teaching and learning

3. Discuss the operational requirements for implementing learning
management systems using Open Source Software and Cloud Based
services in the context of teaching and learning

4. Select free-to-use images and creating relevant graphics, recording
screen and video lecturing, organising video conference call session

5. Develop learning material that promotes and enhances distance learning
via digital platforms

6. Create a basic layout/blog/glossary/wiki/forum and more
7. Create and host a sample course and upload all instructional materials

produced during the course on cloud based Moodle platform.

By the end of the course participants will produce a group project and action
plan.

Target Participants

Curriculum and e-learning developers, lecturers, teachers and practitioners
from various TVET and General Education institutions.

Course Requirements

1. Scholarship participants are required to submit a country paper containing
the following information:

a) Description of current educational setting, trends and issues or
challenges in his/her country.
b) Status of ICT penetration in education in their respective country
c) Status of LMS application in their respective organisation
d) Major issues, challenges, and future directions in the use of
Learning Management Systems in delivering courses in their
organisations (if already applied, otherwise discuss possible challenges
in initiating such activity in their organisation)
2. All participants should also bring along a Notebook computer each which
runs any operating system, connected to the internet.

3. Teachers/ Instructor are required to bring along sample lesson contents in
their area of teaching for reference in preparing the learning resources.

Course Schedule

This course will run for ten (10) days. It is scheduled for 14– 25 January
2019

Course Coordinator

For further inquiries, please contact the Course Coordinator:

Dr. Abbes Sebihi
Head of Knowledge Management Division/TVET Senior Specialist
SEAMEO VOCTECH Regional Centre
Jalan Pasar Baharu, Gadong BE1318
Brunei Darussalam

Phone: 673-2-447992
Fax: 673-2-447955
E-mail: [email protected]

Prescibed Reading

1. E-learning methodologies: A guide for designing and developing e-
learning courses (2011) Retrieved from
http://www.fao.org/docrep/015/i2516e/i2516e.pdf

2. University of Warwick. (2017). E-Tutoring: Teaching, Supporting,
Managing and Assessing Students Online. Retrieved from University of
Warwick website:
https://www2.warwick.ac.uk/services/ldc/resource/eguides/etutoring/#curriculum

3. Marjorie Vai & Kristen Sosulski.Essentials of Online Course Design: A
Standards-Based Guide (Essentials of Online Learning)

4. Schoenborn, P., Poverjuc, O., Campbell-Barr, V., & Dalton, F. (2013).
Challenges of ‘Students as Producers’ in web 2.0: A reflective account.
Journal of Teaching and Learning with Technology, 2(2), 5-20.
http://jotlt.indiana.edu/article/view/3837

5. Caplan, D. (n.d.). The Development of Online Courses (E-Reader
Version). Retrieved from http://cde.athabascau.ca/online_book/ch7.html

6. ITL Research, (2012) 21st Century Learning Activity Rubrics.
Microsoft Partners in Learning, 2012

7. J.I Moore, C. Dickson-Deane, K. Galyen (2011) e-Learning, online
learning and distance learning environment: Are they the same? Internet
and Higher Education 14 (2011) pp 129-135

8. Principles & Frameworks (https://cft.vanderbilt.edu/teaching-
guides/principles-and- frameworks/)

9. Pedagogies & Strategies (https://cft.vanderbilt.edu/teaching-
guides/pedagogies-and- strategies/)

10. Reflecting & Assessing (https://cft.vanderbilt.edu/teaching-
guides/reflecting-and- assessing/)

INTRODUCTION

Learning and Course Management Systems (LMS) for Best Classroom
Technology Integration”

Introduction to SEAMEO VOCTECH

Introduction of the Trainer

Short Profile: Past Experience and Education
Role at SEAMEO VOCTECH: Senior TVET Specialist / CIM Expert

Dr Abbes Sebihi

Introduction of the SEA-VET.NET

An Online Platform on TVET Southeast Asia
The SEAMEO Regional Centre for Vocational and Technical Education and
Training (SEAMEO VOCTECH) has recognised this need and decided to
build an online platform on TVET for Southeast Asia, that is referred to as
Regional Knowledge Platform on TVET. The ASEAN Senior Officials
Meeting on Education shares this vision and has included the SEA-VET.net
in its current work plan. GIZ’s RECOTVET programme also supports the
initiative.

Vision - “A regional community that jointly advances TVET in
Southeast Asia”
Mission - “Providing a space for TVET practitioners and policymakers
to exchange, cooperate and work together across boundaries”
Tagline - “TVET Platform for SEA”

The SEA-VET.net will be the central source for TVET knowledge in
Southeast Asia unifying all important knowledge and information on TVET
from the region on a single platform. The website includes but is not limited
to:

Profiles of all TVET systems in Southeast Asia
Good practices from the region
Regional events calendar
TVET publications including documentation of TVET conferences
Communities of practice for direct peer exchange.

"Introduction of SEA-VET.NET”

Context
One stop shop for TVET information and know-how in SEA
Forum for expert exchange and collaboration
Joint platform for all important stakeholders (labour and education,
public and private sector)
SEAMEO VOCTECH as regional leader in TVET

Features
Community
Events
Country Profiles
Good Practices
Learning
Library / Resources

Technical Overview of The Platform

TVET in Southeast Asia Section: Informing about important regional
TVET strategies and related activities.
Resources Section: Easy access to TVET and TVET related knowledge,
focusing on Southeast Asia, with collection of publications, journal articles,
research papers, briefs, case studies, reports, e-books.

Community Section: Comprehensive repository of high-quality
communities of stakeholders aiming to improve technical and vocational
training in Southeast Asia

Course objective

Apply pedagogical underpinnings and theories in designing digital
content
Decide the nature of content and select the most appropriate ‘learning
object’ to promote further knowledge creation
Identify the levels of ICT integration in the learning environment of
institution in SEAMEO member countries represented in the course
Produce e-content that does not violate copyright issues by using
royalty-free images, videos, audios etc., and selecting open-source, free
software
Apply latest ICT tools and applications to develop learning contents for
the LMS
Introduction to the most popular LMS systems and explore their
features/ functions
Identify and distinguish the different types of learning content that can
be hosted on a LMS and the tools that can be used to manage such
contents
Identify user-friendly software and technology for developing learning
material in the chosen LMS format
Manage and administer students and courses on Moodle
Conduct online teaching learning instruction in virtual classroom

environments
Evaluate online teaching and learning materials via the help of rubrics

Participant Expectations

1. Have you received the course outline and reviewed the topics covered
on the course? 90% yes

2. Do you have the prerequisites for attending the course? 70% yes
3. Are you familiar with the format in which this course will be conducted?

50% yes
4. What are your main objectives for attending the training? 50 % Learning

LMS
5. What specific skills do you hope to obtain from attending the training?

40 % ICT and Teaching

What are your main objectives for attending the training?
Answer

To enhance my knowledge, skills and attitude on learning management
systems and know how to avail of a LMS for perusal of my institution.
I'd like to learn the method process to (LMS)delivering course to
organizations and how to write action plan for get best experience and
skills .etc
To widen and deepen my understanding on the how-to when
incoporating ICT into my lesson delivery to learn latest IT software for
course management
I want to learn the techniques of teaching and learning using LMS.
To improve the quality of teaching and doing administrative tasks by
using digital technologies
To produce teaching materials using digital technologies
To learn new teaching approach using modern technology
Learn the new and trending applications relevant to LMS.
To gain more knowledge and information on learning management
system

Know more about theories of learning for e-learning
Improve my skill to create , manage and customize LMS (Moodle)
Improve my skill to create lesson planning for e-learning

Create management model of e-learning using LMS
Create tutorial or book of LMS for vocational school
To learn more about the current LMS systems and their capabilities
To learn more about LMS ideas about Best Classroom Technology
Integration
To learn about the principles and challenges of Learning and Course
Management Systems (LMS) for Best Classroom Technology
Integration
To listen to SEAMEO VOTECH leaders discuss the future of Classroom
Technology Integration
To learn the "know - hows" of incoperation of ICT into lesson delivery
I would like to gain knowledge on the LMS Course Management.
I would like to improve my working skill on learning Management.
Gain more knowledge on ict in education best practices and solutions,
especially from member countries and case studies.
Able to manage a good distance / blended learning
Improve more knowledge and skills of teaching in the era of IT
after the training I hope be able to design a learning management system
which is appropriate with the future

What specific skills do you hope to obtain from attending the training?
Answer

The ability to communicate with many people, especially using foreign
languages with people from various countries
Managing students in online courses, utilizing the LMS for online
teaching, and improve my interpersonal skills.
A ble to get experience and skills,ensure to use the method,could
delivering course in my organizations,write action plan and can develop
material that promotes and ect.
The "how - to" of the course
To manage a course in moodle
Course design management in various teaching styles such as Project-
based Learning etc.
Make digital presentations and How to use Collaboration tools
Able to delivery knowledge using ICT especially online teaching and

learning
skills in developing, managing and maintaining of LMS.
To know how this Moodle operates

Understand configuration of moodle so it can be accessing for
mass user with minimum specification of server ( optimize server
configuration)
Know more about moodle feature, specially about competence,
completion and evaluation
Build model courses based on learning theory of e-elearning
ICT skills or tools to enhance our lesson delivery
Mastering the knowledge training course and Problem solving about
training course
To be able to apply the knowledge I learnt into my lesson delivery
The modern learning Management system. I hope to adapt and apply the
knowledge gained from training into my working area.
New strategies in teaching
How to manage classroom with effectively
Clearly about LMS
Content programming manager. project manager in relation to the
development lifecycle of educational contents.
Implement the pedagogic principle into online learning
Designing a digital content on competency based test
Technical & management skill in e-learning

TEAM BUILDING AND HOST
TEAM

Coming together is a beginning.

Keeping together is progress.
Working together is success.
- Henry Ford -

What is Teamwork & Team Building

Teamwork
Concept of people working together as a team
Team player
A team player is someone who is able to get along with their colleagues and
work together in a cohesive group
Team Building
Process of establishing and developing a greater sense of collaboration and
trust between members

The Results of Teamwork

How does a Team Work Best?

a commitment to common objectives
defined roles and responsibilities
effective decision systems, communication and work procedures
good personal relationships

HOST TEAM
H = Help manage the training
O = Organize and lead daily “energizers”
S = Support resource persons
T = Time management

T = Take charge of organising socials if needed
E = Encourage active participation
A = Acat as ambassador to the TMT
M = Maintain friendly atmosphere

Every Team Member Can Help

PERFORMING

Team members have:

Gained insight into personal and team processes
A better understanding of each other’s strengths and weaknesses
Gained the ability to prevent or work through group conflict and resolve
differences
Developed a close attachment to the team

Team Roles - Leader

Encourages and maintains open communication
Leads by setting a good example
Motivates and inspires team members
Helps the team focus on the task
Facilitates problem solving and collaboration
Maintains healthy group dynamics
Encourages creativity and risk-taking
Recognizes and celebrates team member contributions

What Type are You?

Online PersonalityTests
There are several online tests that the participants can take to help them
identify their personalities. If time permits you may want to pause here and

have the participants take one of the tests and discuss the results
Its these personality types that individuals bring to their team during the
forming stage. Helping understanding the different types will help the
individuals begin to work together.

Jung types: http://www.humanmetrics.com/cgi-win/JTypes1.htm

Recipe for Successful Team
Commitment to shared goals and objectives
Balanced participation
Awareness of the group process
Good personal relationships
Clearly define roles and responsibilities: Use best skills of each and
Allows each to develop in all areas

Teamwork Video

"Good teamwork and bad teamwork”

"Power of working in Team, Team Work!”

COURSE 1
The 21st Century Learning

1.1 Building 21st Century Skills

Skills of 21st century learners
The illiterate of the 21st century will not be those who cannot read and write,
but those who cannot learn, unlearn, and relearn.

- Alvin Toffler

Relearning can be more accurately described as refocused learning. If
the focus, assumptions, objectives, and methods remain the same, won’t
we learn the same lessons? How can we “relearn” something we believe
we already know? When the challenges have changed, how useful is
that?
Sounds good - BUT - we resist “unlearning and relearning”, just as we
resist many kinds of change. The initial challenge is that our egos hate

being torn down, even to be rebuilt.
How do people go through this process?
When and how often is this necessary?
If learning is seen as a process of “connecting the dots”, understanding
the relationships between data points (of reality), then unlearning must
begin with asking about the data points themselves.
What insights do we gain from the connections we believe to be true?
How important and relevant are those insights?
What other ways might we interpret those connections?
Finally, we can “relearn” by observing data points and connections that
might have been beyond the scope or even the imagination of our
previous mindset. With new data points and new connections, can new
interpretations and insights be far behind?
Isn’t this a kind of “mental conditioning”, like physical conditioning?
Who wouldn’t want to be more fit to meet new challenges?

Let’s Think….
How has our world changed?
Use this chart as a brainstorming tool to reflect upon the changes that have
taken place during your lifetime.

Children age 6 and under…

Spend 2:01 hours / day playing outside
Spend 1:58 hours using computers
Spend 40 minutes reading or being read to
48% of children have used a computer

27% 4-6 year olds use a computer daily
39% use a computer several times a week
30% have played video games*

Kaiser Family Foundation, 2003

By age 21…

The average person will have
Sent 200,000 emails
Watched 20,000 hours of TV
Talked 10,000 hours on a cell phone
Spent under 5,000 hours reading
Played 10,000 hours video games*

Prensky, 2003

Why are 21st century skills important?

Today’s Learners Are Different

‘’ They think and process information fundamentally differently from their
predecessors”

Marc Prensky, Digital Natives, Digital Immigrants 2001

Technology & the New Learner

Do video games pose a challenge to education?
The time and money that students spend on gaming indicates pervasive
role of entertainment in our culture
Insight into engagement, not entertainment
Video games challenge students to foster engagement in learning

1. Students

(today’s education faces irrelevance unless we are able to bridge the gap
between how students live and how students learn)

2. Workforce

(“The average person in the US will change jobs 9 times by the they are 32.”
(Elaine Chao, former US Secretary of Labor)

3. Relationship to no child left behind

Emphasizes student achievement and requires assessments in core
subjects.
Skills are to be integrated into core subjects.
Requires that every student be technologically literate by a certain age
and school stage.

What are 21st century skills?

Instructions for use
1. Core Subjects (reading, math, science, etc.)
2. Learning Skills (thinking, problem solving skills; information and
communication skills; self interpersonal and self direction skills)
3. 21st Century Tools (information and communication technologies such
as computers, networking, audio, video and other multimedia tools)

How does a 20th century classroom compare/contrast with a 21st
century?

Contrasting 20th and 21st Century Educational Practices

What conditions do we control that can be altered to improve student
achievement?

Issues related to student achievement are derived

Curriculum – what we teach
Quality of instruction – how we teach
Effectiveness of schools – where we teach
Characteristics of students – who we teach

Learning & Innovation Skills For Student

Critical Thinking & Problem Solving
Creativity & Innovation
Communication & Collaboration

Teaching the New Learner

Teacher’s Role:

No longer the professor dispensing facts and theories. Old model:
primary challenge of learning is to absorb specific information
A participant in the learning process. Faculty role will be unbundled--
teacher to mentor and facilitate peer-to-peer learning*

Learning Spaces

Wireless technology enabled learning spaces within the classroom
Projection screens and document cameras
DVD players and Video conferencing tools
Tablet PCs and Collaborative classroom software such as OneNote and
Student response systems*
Library modules within the building and virtually within the course
management system

Pedagogical Approaches

Blended instruction and learning

Face-to-face interaction and activity
Online interaction and activity
Experiential interaction and activity
Allow learning to happen easily outside the classroom
End of class is a transition to another learning space
More time spent with content
Faculty Training
We need to have a new set of expectations of faculty
Foster a technology culture
Need for continuous faculty training
Resources and support should be available
Reward innovation in technology-rich learning environments*

What are Technical and Vocational Education’s Challenges and
Changing Demands of the 21st Century?
A responsive approach for decision-makers and practitioners encompassing 3
fields

Challenges for Tvet Personnel

Pedagogical versus Practical Skills

Fresh graduates from technical institutes recruited to teach
Industry experts hired to deliver lectures as TVET instructors
Lack of knowledge of principles of adult learning

Institutions versus Experts

Institutions’ local and limited knowledge of industry trends
Need for development and delivery of course by industry experts/team
of experts
Lack of collaboration (CoP)

TVET versus Academic Environment

Need for education and training in a wide range of occupations

Lifelong learning - at secondary, post-secondary and tertiary levels
Need for collaboration with industry and other employer groups

Information and Communication Technology (ICT)

Use of outdated teaching methods
Lack of familiarity with new teaching aids and tools using ICT
Reluctance to adopt new ICT methods, as well as, lack of teachers’
training

PEDAGOGICAL & PRACTICAL SKILLS
TVET delivery is viewed, NOT as an informal process, BUT a specialized
area of education

NEED FOR DIGITAL LEARNING & USE OF IT

APPROACHES TO USE ICT
1. Community of Practice’ & online learning presence to exchange ideas,

innovate, learn from each other’s experiences, and build a knowledge
pool
2. Multimedia tools viz. animation, infographics, audio-visual aids to help
generate innovative material that can be accessed even on smartphones
3. Online ‘Knowledge Management Platform’ to archive past and current
knowledge, and share new findings to contribute to R&D
4. Experiential learning that is guided by simulation for individual learning
styles social platforms for collective learning

GOOD PRACTICES IN TVET DELIVERY
PRACTICES AND TRENDS

Curricula designed by industry experts, academicians and central
government, recognized by the state and bound by legal frameworks for
a uniform national standard
Semi-academic colleges and faculty departments for integrative
expertise in pedagogies of TVET established Learning resources
Extensive use of ICT at learning and in the workplace
Short-term and long-term implications of training considered, such as,
changing labor market needs
Liaison with all relevant stakeholders to ensure that achievement of
larger educational and economic goals

1.2 Strategies Effective Teaching 21st
Century

21st Century Educational System (E-Learning)

Objectives of Current Strategies

Contributions from E-Learning

Personalized support
Individualized learning
Collaborative learning
Tools for information
Virtual environments
Flexible study
Qualiy education

Support educational leaders

Organizational planning
Leadership training
E-administration

Build collaborative partnership

Cross organizational tie-up
Cross sectoral partnership
Exchanges of faculty and students
Immersions and internships

Sustainable E-learning

Institutional funding
Resource planning tools

Quality of E-learning provisions

On-line research capabilities
Trainers’ training on E-learning
Company incentives
Loans

Embracing the new pedadogies

Industry practitioners
Experts as resource speakers
Center of excellence

Focus on the shortage on subject areas

Outsourcing of resources
Networking and linkages
Exposures through travel and tours
Seminar-workshops

Establish the appropriate evaluation methodology

New approaches (cost-benefit analysis)
CoP for E-learning research and evaluation

Removing barriers to learning

Learners with special needs to ensure greatest impact
Interactive diagnostic test and remediation

Build a practice-oriented research

Cross-sector R&D programs
Action research for teachers and lecturers as reflective practitioners

Developing the Educational Workforce

Initial qualification for E-learning

Access for teachers’ training
Guidance for support

Professional development

Use of E-learning for professional development
Inclusion of both teaching and non-teaching staff for the training
Transfer of knowledge (teacher-learner)

COURSE 2

Theories and Pedagogical Model to
Online Education

This part is still under construction


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