IDENTIFYING THE IMPORTANCE OF ICT IN TECHNICAL VOCATIONAL EDUCATION AND TRAINING (TVET)

“Leverage ICT to scale up Quality Learning Across Malaysia” Malaysia Education Blueprint (2013-2025)

Dr. Norlidah Alias Senior Lecturer

Department of Curriculum & Instructional Technology

Faculty of Education University of Malaya, Kuala Lumpur

The Definition of Technical Vocational Education and Training (TVET)

‘Vocational Education prepares

students for career requiring

expertise in a specific set of

techniques. These career range

from technical or vocation skill

like carpentry to positions in

engineering and other

occupations. In contrast to the

technical stream which

prepares students for further

education, the vocational

stream is more career oriented’ Malaysia Education Blueprint 2013-2025

‘Technical and Vocational

education to aspects of

educational process involving,

in addition to general education,

the study of technologies and

related sciences, and the

acquisition of practical skills,

attitudes, understanding and

knowledge relating to

occupations in various sectors of

economic and social life UNESCO, 2002

Background of TVET

• In South African, TVET incorporated technology education as a learning area in the curriculum but it was modeled on the English design and technology approach blended with South African culture, values and context with an outcomes-based education as a guiding principle (Stevens 2006)

• In Malawi, technical education emphasizes craft and skills development and the curriculum has largely remained the same, despite undertaking a number of national policy and curriculum reforms for learning that fosters technological literacy (National Research Council of Malawi 2002; Nyirenda 2005)

BACKGROUND DATA Population : 28 million No. of schools: 9,987 No. of schools with Voc Subjects: 860 Voc Ed in school system : MOE Voc. Training post-secondary: 7 ministries Voc. Schools: 70 Enrolment 2012 : 97% (35,000) – 5% in VocEd No. of voc teachers: 3,000 Pilot Vocational Colleges: 15 Enrolment : 98%

TVET Delivery System in Malaysia

Ministry Institutions

Ministry of Human Resources (MOHR)

JMTI, ADTEC, ILP, Private Accredited center

Ministry of Youth & Sport (MOYS)

IKBN , IKTBN

Ministry of Rural & Regional Development (MORRD)

UniKL, GMI, KKTM, Kolej Polytech MARA, IKM and Giat MARA

Ministry of Education (MOE) Vocational college, Technical School, Polytechnics, Community College,, University

Ministry of Agriculture (MOA) Institutes under department of agriculture (DOA), Fisheries (DOF), Veterinary Services (DVS)

Ministry of Public Works (MOPW)

CIDB

States Agencies States Institutions

TVET Fields in Malaysia

1. Machinery

2. Welding

3. Automotive

4. Refrigeration & Air Conditioning

5. Building Construction

6. Electric & Electronic

7. Catering

8. Fashion

9. Tourism

10. Cosmetology

11. Bakery

12. Services and Child Development

13. Office technology management

14. Business management

15. Computer science and information technology

16. Horticulture and Landscape

17. Livestock Technology

18. Agro-based industry agricultural

19. Agro-based industry livestock

WHY ICT IN TVET?

1. As a mediator between knowledge and skills

KNOWLEDGE SKILLS

ICT

2. Efficient way to transmit content.

• Allow the systematic structure of a teaching material to be visualized through the representation of ideas and concepts

3. Access to a wider range of resources. Facilitate 2-way communication.

4. Shift from content provision/testing. To exploration, co-creation & interaction

Teaching and learning using technology

OFFLINE ONLINE

Top 10 learning tools for learning 2013

Jane Hart (2013) 7th Annual Learning Tools Survey

Internet platform for learning

• Social network

• Office tools and storage

• Video sharing

• Web search

• Presentation software

• Productivity tools

• Blogging/ website

TEACHING AND LEARNING INCORPORATING ICT IN TVET

Distribution method of teacher and learner in TVET

On Campus Off Campus

Face to face (F2F)

Distance Education

Mixed Mode

Strategy for learning

• E-learning

• M-learning

• Blended learning

• Collaborative learning

• Students’ learning style

• Homeschooling

• Flipped Classroom

Strategy for Learning: Students’ Learning Style

Recent studies have indicated that secondary school students have difficulties in learning Physics (de-Marcos, Hilera, Barchino, Jimenez, & Oton, 2010; Heck & Ellermeijer, 2010; Mun, Hew, & Cheung, 2009). A key to success of science education is the use of technology tools which can greatly enhance a student’s understanding of science concepts (Isman, Yaratan, & Caner, 2007). The educational technology tools can take a difficult to learn science concept and change it from abstract to concrete to make it easier to understand (Isman et al., 2007). Identifying a learner’s unique learning style is important in ensuring that learners are engaged in learning (Graf, Kinshuk, & Liu, 2009; Larkin-Hein & Budny, 2001; Yang & Tsai, 2008; Naimie, Siraj, Ahmad Abuzaid, &Shagholi, 2010). It has been observed that when instruction is aligned with the learners’ learning styles learning achievements will increase together with affective and motivational advantages (Aviles & Moreno, 2010; Franzoni & Assar, 2009; Lau & Yuen, 2010; Saeed, Yang, & Sinnapan, 2009).

Student learning style

• Felder and Silverman (1988) have created a learning style model that brings focus to the learning styles aspects among the Engineering students.

• Local researchers have used the model to determine the learning style of Physics and Chemistry students (Ng Sook Chin, 2005; Saedah Siraj & Nabihah Badar, 2005).

• It can be implied that the development of Physics module based on technology and learning style would attract students’ interest in Physics. Hence, Norlidah Alias (2010) developed a Physics module based on learning style and appropriate technology in secondary educational setting.

http://modulpedagogifizik.webs.com

http://drnorlidah.webs.com

Learning Style: The way an individual focuses her attention to process, receive, understand and remember certain

information or new skills ( Felder-Silverman, 1988).

DIMENSION 1

DIMENSION 2

DIMENSION 3

DIMENSION 4

Sensing

Intuitive

PERCEPSION

Active

Reflective

PROCESS

Visual

Verbal

INPUT

Sequential

Global

UNDERSTANDING

http://modulpedagogifizik.webs.com

www.drsaedah.com/saedah@um.edu.my

METHODOLOGY: DEVELOPMENTAL RESEARCH

1. NEED ANALYSIS

Semi-structured interview on 10 Physics teachers

2.DESIGN

Modified Delphi Technique 21 expert panel

DEVELOPMENT

Expert reviews : 5 expert panel

Thematic Analysis mod, median, percentage, IQR

mod, median, percentage, IQR, Wilcoxon signed-rank test

Semi-

structured

interview

Round 1:

Questionnaire Round 2:

Questionnaire

3. USABILITY EVALUATION

Interview 2 Physics teachers

8

Physics

master trainers

7 ICT master

trainers 2 MOE

officers

2 Physics

Professors & 1

ICT lecturer

1 ICT vice

President

In private

company

http://modulpedagogifizik.webs.com

http://drnorlidahalias@webs.com

Design for development four learning styles

laptop, video clip, lecture, tutorial

and present assignment

•laptop, webquest, demonstration,

answers post to wiki and make power point.

•laptop, video clip, drill,

answers post to wiki

and produce mind maps.

•laptop, webquest, project,

answers post to blog

and group work.

Verbal Module

Visual Module

Reflective Module

Active Module

Development: Expert review Visual learners module

Development: Expert Review Verbal learners module

Development: 5. Implementation

Week Teaching & Learning Duration Learning Activities

1 Instrument ILS 2 hours Introduction and distribute instrument to two science classes

1 Distributing Consent

Letters to parents and

guardian

1 hour Explaining implementation schedule

2 Students Orientation 2 hours Introducing email, blog, power point to participants in the pilot study and the

actual study

2 Teachers Orientation 1 hour Lesson 1: Mr Sobri (not his real name)

Lesson 2: Mrs Tee (not her real name)

3 Pilot study 1 1 hour 30

minute

Mr Sobri teaches using Physics Lesson 1 with 9 participants in the

pilot study

3 Pilot study 2 1 hour 30

minute

Mrs Tee teaches using Physics Lesson 2 with 9 participants in the

pilot study

4 Implementation

“Lesson 1”

1 hour 30

minute

Mr Sobri teaches using Physics Lesson 1 with 14 participants in

the actual study

4 Implementation

“Lesson 2”

1 hour 30

minute

Mrs Tee teaches using Physics Lesson 2 with 14 participants in the

actual study

4 Interview 3 hours 5 students

4 Interview 3 jam 5 students

Actual study:

Verbal learners

Actual study:

Visual learners

Actual Study:

Active learners

Verbal learners

Strategy for Learning:

Homeschooling

Jorgeson (2011)

Homeschooling is normally done by parents or professional tutors at home.

Ebinezar (2008)

Schooling at home is an educational practice which is fully supervised by parents at normal school hours, same days as other prime schools.

Isabel Shaw (2011)

Learning out from school environment using diversified sources in the society, environment and through interaction with other homeschooling families.

HS is also known as Home education or Home based school. Has authority to determine own rules and teaching materials.

HOMESCHOOLING (HS)

Implementation TVET through Homeschooling

Using ICT

Homeschooling in Malaysia is a form of alternative education that emphasizes quality education based on moral values and belief in strengthening family ties (Norlidah Alias, Mohd Nazri Abdul Rahman & Saedah Siraj, 2014). Norlidah Alias, Mohd Nazri Abdul Rahman, Saedah Siraj & Ruslina Ibrahim (2013) conducted a study is to produce a model of homeschooling technology based learning activities in Malaysia. This model is a guideline to improve the quality of education, curriculum and organize the delivery of learning content and teaching for homeschooling children. This study used the Interpretive Structural Modeling (ISM) process to develop a model and map the relationship between the elements involved in the homeschooling model-based learning and teaching technology. A group of eight experts have reached consensus on seven elements of technology based activities in homeschooling teaching and learning practice as shown in the Model.

A Model of Homeschooling Based on Technology in Malaysia

Use of Social media such as Facebook, Twitter, Badoo, Myspace, Tagged, Friendster and Google + and M‐Learning is at the highest stage in the hierarchy of ISM‐Based Models based on clusters of elements namely Dependent High Power and Low Driving Power. Product of this study demonstrated that the use of social pages is learning and teaching styles practiced by parents who run homeschooling. The Mlearning based activities were also practiced by homeschooling parents in the era of globalization and technological advancement that optimizes the use of technological equipment as a medium of teaching and learning is effective (Zawawi, 2006; Ruslina Ibrahim, Rohani Abdul Aziz, Norlidah Alias & Saedah Siraj, 2012). With reference to Figure 1, homeschooling parents also prioritize activities in Online Learning Materials Development (Wiki, Blogs), digital story and access information via the Internet (WebQuest) after the teaching and learning activities using the social networking site. The existence of curriculum materials and online learning, the ability to access data and information via the Internet as well as blogs and digital WebQuest story that can be shared with possible teaching and learning Homeschooling activities achieve the intended learning outcomes of each homeschooling parent. The use of information networks and blogs such as Family Place, Home School Frontier, Malaysian Home Educator Network‐Malhen and Learning Beyond schooling allows them to share homeschooling implementation problems, facilities, curriculum and expertise (Soon & Cheng, 2013).

Strategy for Learning: Flipped Classroom

• Developments in active learning pedagogy, coupled with advancements in instructional technology, have prompted some educators to implement a radical, yet intuitive, educational model called the flipped classroom (Wesley, 2000)

• The flipped classroom inverts traditional teaching methods, delivering instruction online outside class and moving “homework”

• Flipped classroom model improve student graduate performance. (Tune, Sturek & Basile; 2013)

What is flipped-classroom ?

• Students watch lectures at their own pace, communicating with peers and teacher via online discussion

• Concept engagement takes place in the classroom with the help of the instructor.

Traditional VS Flipped-Classroom Flow of learning activities

Traditional classroom Flipped-classroom

• Teacher Instructs • Students take note • Students follow guided instruction • Teacher gives assessment

Teacher instructs lesson at home (video/ podcast/ book/ website) Online Collaborative (social media: Facebook, twitter, edmodo/ e-learning/)

Students have homework Students in class: • Deeper understanding of concept,

application and connection to content are made

• Students receive support as needed.

Flip

pe

d

• Flipped classrooms free class time for hands-on work. Students learn by doing and asking questions. Students can also help each other, a process that benefits both the advanced and less advanced learners

• Traditionally, the teacher engages with the students who ask questions — but those who don’t ask tend to need the most attention

A Model of flipped-classroom for TVET implementation Malaysia

Traditional classroom

• Pre & post test

Flipped classroom

• Pre & post test

• ICT embedded

Traditional classroom

• Pre & post test

1BESTARINET AND FUTURE ICT IN TVET

What is 1BestariNet

• 1BestariNet is a project initiated by the Malaysian Ministry of Education (MOE) and carried out in partnership with YTL Communications.

• 10,000 primary and secondary public schools equipped with 4G internet.

• Allow teaching, learning, collaboration, and administrative functions through VLE (Frog VLE) which can be access anywhere with internet connection.

Components of the solution work to deliver an integrated service

Offers better learning platform

THANK YOU