Pembangunan model kurikulum m-Pembelajaran kursus teknologi dalam pengajaran dan pembelajaran di Institut Pendidikan Guru

The m-Learning Model development is able to improve students’ performance achievement. Yet, studies involving m-Learning in education are very limited because most studies are more focused on the digital function of mobile devices rather than mobile pedagogy. Therefore, this study is aimed at examining the implementation of the m-Learning curriculum which is in line with the current educational needs at the Malaysian Teacher Education Institute and should be carried out as an initiative and provision of infrastructure at schools as well as institutions of higher learning.This ongoing agenda of the Ministry of Education needs to be given support and realization. This study identifies the needs of the m-Learning curriculum model for the teaching and learning of a Technology course in the Malaysian Institute of Teacher Education. The main objective was to design a curriculum Model of m-Learning for a Technology course in teaching and learning using Fuzzy Delphi Technique.This study employed Design and Development Research (DDR) which involved descriptive statistics in the analysis of phase one. For phase two, data were analyzed using Fuzzy Delphi Technique that was Triangular Fuzzy Numbers and Defuzzification Process. This process was to determine the ranking of each of the variables and build a model. The third phase which was consumerism assessment involving analyzing qualitative findings. The findings of the first phase showed that the highest mean score was for the major component of the model (mean = 4.510) and the lowest was the purpose of using m-learning (mean = 3.715). This concluded that there was a need to develop a model for m-Learning in a Technology in teaching and learning course. The findings of the second phase showed that the panel of experts agreed unanimously on the elements in the model. The general findings of the third phase from the interviews of students and lecturers showed that they were satisfied with the use of m-Learning Model in the aspects of technology, usability and learning. This study implies that there is a need to develop a model of m-Learning in a Technology course in teaching and learning in the Teacher Education Institute, which is parallel with the development of ICT and the changes in the current pedagog

Garis panduan pembangunan media pengajaran berkonsepkan penceritaan digital untuk tablet skrin sentuh

The usage of the Digital Storytelling (DST) concept for development process in instructional media is not fully comprehended. Besides, the features of DST tools also need to be identified. The lack of standard guidelines to develop instructional media with touch screen interaction should also be addressed. Therefore, this study proposes a guideline for the development of instructional media with DST concept (MPBPD) for touch screen tablet that could help designers to produce compelling MPBPD apps. This study applies the Design Science Methodology to achieve the objectives of the study that comprises of five phases: problem awareness, suggestion, development, evaluation and conclusion. A total of 13 experts and 70 teachers from the Institut Pendidikan Guru (IPG) and a school in the Northern Region, Malaysia participated in the quality evaluation phase using a set of questionnaire called Q-Qguide. Furthermore, 40 MPBPD apps created by the respondents were measured in terms of compellingness using a rubric instrument (R-Compelling). The findings indicate that the guideline is of quality and has positive and high relationship in the dimension of usefulness, ease of use, easy to understand, applicability and tablet interaction. MPBPD apps which were developed by implementing the guideline is found to meet the guideline elements and has a high perceived compellingness level. In conclusion, the study has contributed a guideline for the development of instructional media with DST concept for touch screen table

Supporting teacher orchestration of across-spaces learning situations

La tesis doctoral trata sobre la orquestación de situaciones de aprendizaje “a través de espacios” (across-spaces, AS, en inglés): situaciones de aprendizaje que integran actividades que tienen lugar en múltiples espacios físicos y virtuales, y donde se da una transición suave, o continua, entre los distintos espacios. En particular, la tesis intenta proporcionar herramientas conceptuales y tecnológicas para apoyar a los docentes en la orquestación de este tipo de situaciones de aprendizaje, que puedan incluir espacios físicos, web y mundos virtuales 3D. Siguiendo la Metodología de Investigación de Desarrollo de Sistemas, y con un paradigma de investigación interpretativo subyacente, se proponen dos constructos (modelo de POI y noción de cubo de aprendizaje o learning bucket) y dos sistemas (GLUEPS-AR y Bucket-Server), para ayudar a los docentes en la orquestación de situaciones de aprendizaje AS. Para la evaluación de las propuestas, se realizaron múltiples análisis de características, estudios pilotos y estudios de evaluación, enmarcados en un modelo de evaluación “receptivo”Departamento de Teoría de la Señal y Comunicaciones e Ingeniería TelemáticaNota: In reference to IEEE copyrighted material which is used with permission in this thesis, the IEEE does not endorse any of Universidad de Valladolid's products or services. Internal or personal use of this material is permitted. If interested in reprinting/republishing IEEE copyrighted material for advertising or promotional purposes or for creating new collective works for resale or redistribution, please go to http://www.ieee.org/publications_standards/publications/rights/rights_link.html to learn how to obtain a License from RightsLink. If applicable, University Microfilms and/or ProQuest Library, or the Archives of Canada may supply single copies of the dissertation