INNOVATION IN EDUCATION - Inclusion of 3D-Printing Technology in Modern Education System of Pakistan: Case from Pakistani Educational Institutes

On this research, the traditional education system of Pakistan has been analyzed in comparison to international modern education system with 3D printing technology. Also how this technology results in revolutionizing current education system and its future aspects. The study adopted semi-structured interviews to solicit an understanding of teachers, students and 3D printing service providers on the inclusion of this prototyping technology in Pakistani education system. Content analysis technique was used to analyze the data and verbatim texts were applied in discussing the emergent themes. The findings indicate that teachers and students are really motivated and convinced that prototyping technology will bring another revolution in education system of Pakistan near future, just like computers. They rely so much on modern learning techniques to present innovative ideas in tangible forms. They were influenced by this technology in their current practices and mentioned that primary and basic education should adapt this technology to create better understanding to innovative minds. The paper identifies key contribution of 3D printing technology as a factor in state development. This study will be significant and gainful for educationist, understudies and individual working in the field of prototype development and customization who wish to see how the field has developed and evolved as well as the individuals who are occupied with way for future research. Keywords: 3D printing technology, prototyping, traditional education system, Pakistan.

Innovation in Education - Inclusion of 3D-Printing Technology in Modern Education System of Pakistan: Case from Pakistani Educational Institutes

On this research, the traditional education system of Pakistan has been analyzed in comparison to international modern education system with 3D printing technology. Also how this technology results in revolutionizing current education system and its future aspects. The study adopted semi-structured interviews to solicit an understanding of teachers, students and 3D printing service providers on the inclusion of this prototyping technology in Pakistani education system. Content analysis technique was used to analyze the data and verbatim texts were applied in discussing the emergent themes. The findings indicate that teachers and students are really motivated and convinced that prototyping technology will bring another revolution in education system of Pakistan near future, just like computers. They rely so much on modern learning techniques to present innovative ideas in tangible forms. They were influenced by this technology in their current practices and mentioned that primary and basic education should adapt this technology to create better understanding to innovative minds. The paper identifies key contribution of 3D printing technology as a factor in state development. This study will be significant and gainful for educationist, understudies and individual working in the field of prototype development and customization who wish to see how the field has developed and evolved as well as the individuals who are occupied with way for future research. Keywords: 3D printing technology, prototyping, traditional education system, Pakistan

The Technology Education System Staffing: Problems and Solutions

The strategic objective of modern technological education is to prepare children for life in a high-tech competitive world. The implementation of this task encounters the problems of material and technical equipment of educational institutions and their staffing. An integrated approach based on the pooling of all resources and efforts of interested parties is needed to organize a technological education modern system. Training programs for teachers should take into account their interdisciplinary nature, and include the psychological, pedagogical, and natural-science components, so as technical aspects. The important segment of technology education is training of technical specialists without pedagogical background to work at schools and universities, as well as training of school teachers and university lectures based on the modern technological order. In this regard, a new look at the IGIP programs is possible, these program goals and objectives interpretation should be applied to the teacher training within the system of high-school technological education.The article considers the approaches to solving the problems of high-school technological education system staffing, presents the comparative analysis of the current educational programs. The experience in training technical university teachers, masters of industrial instruction, technology teachers should be adjusted in accordance with the global changes in science, technique and technology

PEMIKIRAN K.H. AHMAD DAHLAN TENTANG PENDIDIKAN ISLAM

Speak Islamic education means discussing human problems themselves as God’s creatureswho are prepared to be His caliph on earth in order to serve Him. One of the challenges of Islamiceducation is the dichotomy of science. To improve the educational conditions of Muslims in Indonesia,especially Muslims, one of the reformers, KH Ahmad Dahlan, offered a new education system bycollaborating religious and general sciences. According to him, only through education like this, thecondition of Muslims in Indonesia can develop better economically-educationally and educationaleconomically.Based on this context, it can be taken a formulation of the problem related to KH AhmadDahlan’s thoughts on Islamic Education and the relevance of KH’s thoughts. This research is includedin the type of Library Research which is descriptive analysis. In collecting data, the author uses themethod of documentation. In data analysis, the writer uses descriptive analysis technique, by findingcertain patterns, themes, looking for logical relationships between these thoughts, then classifyingthe thoughts of the characters, then finally formulating results to achieve specific generalizations ofideas.The results show that Islamic education according to KH Ahmad Dahlan is an effort to improveliving standards, freedom of creativity, moral goodness, and responsibility for the good of his life,society and the world of humanity, as well as the belief in monotheism. There are five key conceptsto understand KH Ahmad Dahlan’s educational thinking, namely pragmatic, progressive, socialpedagogical,renewal (tajdid), and progressive. The concept of education initiated by Ahmad Dahlanis the concept of integrative Islamic education, namely the integration between religious knowledgeand general science. So that the educational ideals initiated by Ahmad Dahlan are the birth of newhumans who are able to appear as “ulama-intellect” or “scholar-intellect”, namely a Muslim whohas broad knowledge, strong physically and spiritually. The thoughts of KH Ahmad Dahlan are stillrelevant and have an influence that can still be applied to Islamic education in this modern era. In therenewal of Islamic education, it must develop and implement contextualization of existing educationalconcepts, by developing them in accordance with the progress of the times and existing technology

Exploring the multi-dimensional attainment of self-regulatory learning skills in educational contexts : a comparative study

Self-regulated learning nowadays has been seen as the way forward for the 21st century learning. The ability of the students to develop their own learning modes is of great essence in the process of education in modern times. The choice of learning has been seen to be a way to motivate effective participation in the different modes of learning whether in conventional (traditional) face-to-face manner or online. This paper investigates self-regulatory learning skills from two different dimensional student perspectives, between students from developed countries and less developed countries. Firstly, we revealed related studies on conventional self-mode study supporting self-regulatory learning skills, bringing together findings from several components that were applied in aiding individual learning patterns from the perspective of these two different learning dimensions. Secondly, using themes from the literature review, we provide findings from a qualitative perspective from three groups of universities students: (a) The University of Warwick, an institution in the United Kingdom (UK) and (b) North West University an institution in South Africa (SA). We will be conducting a comparative study from these three conventional students demographic data (i) the first from the UK (developed country) and (ii) from SA (developing country). This provides direct comparison between the students’ choice and preferences in studying so as to investigate whether there is any similar relationship in the pattern of study. In addition, the study also explores a preliminary investigation on self-regulated learning skills acquired from the support of modern educational methods and the impact it has in both developed and less developed nations. Finally, we discuss how the students from these nations engage with their studies. Looking into how technology and modern devices influences and support in building students ability to develop selfregulatory learning skills. Our results indicate how modern devices and technology help to foster learning in developed nations and the impact or effect it has to less developed nations. The data collection structure in this study comprises a focus group interview conducted with first year undergraduate students (home students) in the department of Computer Science (CS) at the University of Warwick, who participated in an online blended learning module in computer security while the others consist of qualitative data analysis from fourth year undergraduate students from the North West University in South Africa and qualitative data from third year undergraduate student (overseas student) from Centre for Education Studies (CES) at the University of Warwick, United Kingdom. In conclusion, this research applied a mixed method of both quantitative and qualitative content analysis to evaluate the data using themes emerging from the data collection process and using statistical package for social sciences (SPSS) descriptive analysis to evaluate the results

Model Pendidikan Tradisionalisme Dalam Kegiatan Pembelajaran di Madrasah Diniyah: Tinjauan Filsafat Pendidikan Islam

Islamic education at Madrasah Diniyah plays an important role in shaping the Islamic character and identity of the next generation of Muslims. This article presents an overview of the traditionalist education model applied in learning activities at Madrasah Diniyah, with a special focus on the perspective of Islamic educational philosophy. Through a qualitative approach, this research explores the values, characteristics of Islamic madrasas and traditionalism in organizing learning. In the context of Islamic educational philosophy, this article explores the fundamental principles that form the philosophical basis of the traditionalist educational model at Madrasah Diniyah. Through document analysis, interviews and classroom observations, this research tries to explain the relationship between the teachings of the Al-Qur’an and Sunnah and the practice of learning at Madrasah Diniyah. The research results highlight the positive contribution of the traditionalist education model to the formation of students' Islamic and moral character. It was found that teaching methods that emphasize memorizing sacred Islamic texts, developing noble morals, and instilling Islamic heritage values ​​are important points in this model. The discussion in the article discusses the challenges faced by the traditionalist education model, including adaptation to modern-day demands and the integration of technology in the learning process. This research provides a deeper understanding of how the traditionalism model at Madrasah Diniyah can remain relevant and contribute positively in the context of Islamic education in the contemporary era. The conclusion underlines the importance of understanding philosophical values ​​and absorbing the essence of the traditionalist educational model as an integral part of inheriting Islamic wisdom

Using IT to Assess IT: Towards Greater Authenticity in Summative Performance Assessment

An applied Information Technology (IT) course that is assessed using pen and paper may sound incongruous but it is symptomatic of the state of high-stakes assessment in jurisdictions such as Western Australia. Whereas technology has permeated most aspects of modern life, including schooling, and more has been demanded of education systems in terms of outcomes and participation, methods of summative assessment have changed little and are seriously out of alignment with curriculum, pedagogy and the needs of individuals and society. This paper reports on an analysis of some of the data from a component of a study into the feasibility of using digital technologies to achieve greater authenticity in summative performance assessment in the Applied Information Technology (AIT) course in Western Australian secondary schools. In the first phase of the study a sample of 115 students completed a digital portfolio and a computer-based exam that were both externally assessed using online tools and by two methods of marking, with the results analysed using Rasch modelling software. A traditional analytical method and a comparative pairs method of marking were investigated. The study found that both the digital portfolio and computer-based exam were implemented without significant technical difficulty and were well accepted by the students and teachers. The work output in digital form was readily accessed from an online repository by external markers using a standard web browser. The two methods of marking provided highly reliable scores, with those from the comparative pairs method being the more reliable. A number of questions of validity and manageability were raised and the strengths and weaknesses of the two forms of assessment revealed. It was concluded that it was feasible to implement either form of assessment for high-stakes purposes, with a resulting improvement in alignment and authenticity

Knowledge Sharing of Postgraduates Online: The Intention-Behavior Gap

Knowledge is recognized as a strategic asset and a critical factor for organizational development and competitive advantage in the knowledge economy. All modern organizations should incorporate knowledge management (KM) practices, particularly knowledge sharing behavior (KSB). This research investigates factors influencing KSB based on planned behavior theory and the technology acceptance model in higher education institutes (HEIs) in Jordan. A descriptive analysis approach was applied in the study. A questionnaire was designed and distributed to a sample of 500 respondents across the HEIs. The findings reveal that intentions positively influence MBA students’ KSB but explain less than 50% of KSB; hence an intention-behavior gap is observed. Contextual factors are also identified as significant, namely accreditation and HEI culture. No significant effects of knowledge sharing attitude, subjective norms, perceived ease, course involvement and perceived usefulness are identified. Perceived risk impacted negatively on students’ intentions and KSB. Complex cognitive and behavioral processes between individuals results in knowledge sharing. Combining theoretical foundations permits the identification of those features explaining either intention or behavior, or both. The extent of the intention-behavior gap indicates further research may focus on barriers to converting intentions into actual behavior to support knowledge sharing

Understanding best practices in control engineering education using the concept of TPACK

This study aimed to design an integrated pedagogical approach to advance introductory Process Control Engineering Education through the application of the Technological Pedagogical Content Knowledge (TPACK) framework, and evaluating its impact on student learning. The research is initially being undertaken at Nottingham Trent University, UK but we will next adapt it to a case study in Libya. This paper aims to strengthen the teaching of introductory Process Control by using appropriate approach es in universities to improve the learning outcomes for students. From this work a new schematic for teaching Process Control ha s be en developed and, moreover, a thoughtful best practice in introducing Process Control in engineering education can be developed