Changing practice in Malaysian primary schools: learning from student teachers’ reports of using action, reflection and modelling (ARM)

This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Education for Teaching on 15 March 2018, available online at doi: https://doi.org/10.1080/02607476.2018.1433468. Under embargo until 1 August 2019.Curricular and pedagogical reforms are complex inter-linked processes such that curricular reform can only be enacted through teachers teaching differently. This article reports the perspective of emergent Malaysian primary teachers who were expected to implement a Government reform that promoted active learning. The 120 student teachers were members of a single cohort completing a new B.Ed. degree programme in Primary Mathematics designed by teacher educators from Malaysia and the UK. They were taught to use a tripartite pedagogical framework involving action or active learning, supported in practice through reflection and modelling. Drawing on findings from surveys carried out with the student teachers at the end of their first and final placements this article examines evidence for the premise that the student teachers were teaching differently; illustrates how they reported using active learning strategies; and identifies factors that enabled and constrained pedagogic change in the primary classroom. The students’ accounts of using action, reflection and modelling are critiqued in order to learn about changing learning and teaching practice and to contribute to understanding teacher education and early teacher development. The students’ reports suggest diversity of understanding that emphasises the need to challenge assumptions when working internationally and within national and local cultures.Peer reviewe

A Pair-oriented Requirements Engineering Approach for Analysing Multi-lingual Requirements

Requirements written in multiple languages can lead to errorproneness,inconsistency and incorrectness. In a Malaysian setting, software engineers are exposed to both Malay and English requirements. This can be a challenging task for them especially when capturing and analyzing requirements. Further, they face difficulties to model requirements using semi-formal or formal models. This paper introduces a new approach, Pair-Oriented Requirements Engineering (PORE) that uses an Essential Use Case (EUC) model to capture and analyze multi-lingual requirements. This approach is intended to assist practitioners in developing correct and consistent requirements as well as developing teamwork skills. Two quasi-experiment studies involving 80 participants in the first study and 38 participants in a subsequent study were conducted to evaluate the effectiveness of this approach with respect to correctness and time spent in capturing multi-lingual requirements. It was found that PORE improves accuracy and hence helps users perform better in developing high quality requirements models

MEReq: A Tool to Capture and Validate Multi-Lingual Requirements

Within the era of globalisation that acknowledges differences and diversity, multiple languages have been increasingly used to capture requirements. This practice is particularly prevalent in Malaysia, where both Malay and English languages are used as a media of communication. Nevertheless, capturing requirements in multiple languages is often error-prone due to natural language imprecision being compounded by language differences. Considering that two languages may be used to describe requirements for the same system in different ways, we were motivated to develop MEReq, a tool which uses Essential Use Case (EUC) models to support capturing and checking the inconsistency occurring in English and Malay multi-lingual requirements. MEReq is tablet compatible to minimise time for on-site capture and validation of multi-lingual requirements. This paper describes the MEReq approach and demonstrates its use to capture and validate English and Malay requirements

Learning together through international collaboration in teacher education in Malaysia. Report of a project to develop a Bachelor of Education (Honours) in Primary Mathematics

Copyright University of Hertfordshire, School of Education 2011Learning together through international collaboration in teacher education in Malaysia is the report of an enterprising partnership between the University of Hertfordshire, UK, the Ministry of Education Malaysia and two Institutes of Teacher Education in Malaysia. Working collaboratively with colleagues in Malaysia, the University of Hertfordshire School of Education designed, validated, supported and quality assured a Bachelor of Education (Honours) degree programme for initial teacher training for a single cohort of 120 students over four years. All the students graduated in 2010. Learning together through international collaboration in teacher education in Malaysia provides a record of the project itself. It also documents in-depth insights from contributors to the project in two main areas: the collaborative approach to working together and issues relating to learning and teaching, including the Action – Reflection – Modelling (ARM) pedagogical approach, which underpinned the degree programme. Senior managers, teacher educators and lecturers share some of their learning from working together to develop and implement the new degree programme. Student teachers voice some experiences from their school placements. They describe how they used ARM; highlight some of the benefits of the approach and identify some of the challenges associated with introducing a different pedagogy in schools as they were 'learning to teach'. There are glimpses of 'lively and attractive' classes in which 'pupils enjoy and feel comfortable to learn' and 'are eager to answer my questions'. School mentors provide additional insights into the student teachers' learning and teaching practice. The richness of the contributions is reflected in the many quotations included in the report. The successful completion of this project was due to the dedication and expertise of many contributors. The findings documented in this report are relevant for all those engaged in international collaboration and teacher education.Final Published versio

The design principles of edutainment system for autistic children with communication difficulties

The number of children with autism is increasing worldwide. Children with autism face three major problems; socializing, communicating, and behaviour. Approximately 50% of all individuals with autism have difficulties in developing functional language owing to communication deterioration. Mobile devices with installed educational games help these individuals feel more comfortable and relaxed doing such activities. Although numerous mobile applications are available for individuals with autism, they are difficult to use; particularly in terms of user-interface design. This study analysed the existing apps in order to determine the design principles applicable to the Edutainment App being studied. Five applications were involved in this analysis. As outlined in the objectives of this study, identifying these design principles is important in designing the app. The analysis identified fifteen suggestions for the design principles. These suggestions addressed, simple interfaces; image size; number of pictures; home page icon; colour; having images identical to real life objects; the use of caregivers; navigation; password-protection; audio appropriate to the images; the app language used; evaluating parameters to measure the child’s growth; option for photo loading; PECS-based communication; and sentence pronunciation function. These recommendations are offered by this study towards designing and developing a prototype app for autistic children. This study introduces an edutainment-system design principle formulated to help develop the communication skills of children with autism-spectrum disorders. This study also describes the design, implementation, and evaluation of the ICanTalk app-a mobile edutainment app that can be used to improve users’ understanding and communication skills and help them to connect with society and the surrounding environment particularly for autistic children with communication difficulties. This app allows caregivers to create personalized content using pictures and audio on their mobile devices (tablets). The evaluation of the app by teachers suggests that it is useful and easy-to-use. In conclusion, based on the evaluation results, it is found that the ICanTalk app is effective in helping autistic children with communication difficultie

A systems approach to the development of large Geographic Information Systems

Includes bibliography.Large computer-based information systems seldom achieve unqualified success. The major problem is organisational rather than technical, hence to achieve greater success in system implementation greater emphasis must be given to organisational issues than to technology. Current practise, however, tends to focus on technical issues. The aim of this research was to investigate whether a systems-based approach would lead to better understanding of the system development process, and hence form the basis of a methodology which would lead to greater success in computer-based information system implementation. The thesis comprises four parts. In the first part (Chapters 1 - 5) the literature on systems theory in sociology with particular reference to business organisations is reviewed. This review focuses on the historical development of systems thinking, particularly in business management. Beer's Viable System Model, Checkland' s Soft Systems Methodology, and Hoebeke' s ideas on the adoption of new technology provided the main ideas for developing a conceptual model for the information system development process. In the second part (Chapters 6-9) this model is applied to the information system development process to identify the strengths and weaknesses of current methods. Each stage of system development from planning to implementation is considered from a systems perspective. This involves identifying the key stakeholders, and understanding their role in the development process. In the next part three case studies are examined in the light of the theoretical material. The impact of inter-cultural communication is highlighted in these studies as the developers and customers were from· several different cultures. The author was personally involved as project manager and chief consultant in the development of two of the systems described. He was also fully aware of the progress of the other case because that development was being undertaken in the same office. Regular exchanges of views on the progress of each project took place. In the final chapter the conclusions are presented. The main conclusion is that information system implementation must be undertaken within the overall context of the organisation, must be closely aligned with the organisational business processes, and must address the conflicting needs of the different stakeholders. Effective Communication between system developers and system users is crucial to success. A focussed effort is required to achieve effective communication in a multi-cultural environment

Fuzzification of quantitative data to predict tumour size of colorectal cancer

Regression analysis has become more popular among researchers as a standard tool in analyzing data. This paper used fuzzy linear regression model (FLRM) to predict tumour size of colorectal cancer (CRC) data in Malaysia. 180 patients with colorectal cancer received treatment in hospital were recorded by nurses and doctors. Based on the patient records, a triangular fuzzy data will be built toward the size of the tumour. Mean square error (MSE) and root mean square error (RMSE) will be measured as a part of the process for predicting the size of the tumour. The degree of fitting adjusted is set between 0 and 1 in order to find the least error. It was found that the combination of FLRM model with fuzzy data provided a better prediction compared to the FLRM model alone. Hence, this study concluded that the tumour size is directly proportional to several factors such as gender, ethnic, icd 10, TNM staging, diabetes mellitus, Crohn’s disease

The preparation of English language teachers in Malaysia : a video-based approach.

SIGLEAvailable from British Library Document Supply Centre- DSC:D178020 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Bridging linguistic typology and multilingual machine translation with multi-view language representations

Sparse language vectors from linguistic typology databases and learned embeddings from tasks like multilingual machine translation have been investigated in isolation, without analysing how they could benefit from each other's language characterisation. We propose to fuse both views using singular vector canonical correlation analysis and study what kind of information is induced from each source. By inferring typological features and language phylogenies, we observe that our representations embed typology and strengthen correlations with language relationships. We then take advantage of our multi-view language vector space for multilingual machine translation, where we achieve competitive overall translation accuracy in tasks that require information about language similarities, such as language clustering and ranking candidates for multilingual transfer. With our method, we can easily project and assess new languages without expensive retraining of massive multilingual or ranking models, which are major disadvantages of related approaches.Comment: 15 pages, 6 figure

Using action, reflection and modelling (ARM) in Malaysian primary schools: connecting 'the ARM theory' with student teachers' reported practice

This is an Accepted Manuscript of an article published by Taylor and Francis in Teachers and Teaching, published online 29 July 2016. The version of record is available online at: http://www.tandfonline.com/doi/full/10.1080/13540602.2016.1211101This article presents Malaysian student teachers' reports of using an action, reflection and modelling (ARM) pedagogical approach during their placements in Malaysian primary schools. The ARM approach was designed to support the implementation of the Malaysian primary school mathematics curriculum, which involved changing classroom practice in learning and teaching. It was developed and used during a Malaysia-UK collaborative project to construct a Bachelor of Education (Honours) degree programme in Primary Mathematics for a cohort of 120 student teachers in Malaysia. The three principles integral to the ARM approach were repeatedly made explicit to the student practitioners who were engaged in learning and teaching on the new degree programme. Using findings from surveys carried out with the students at the end of their first and final placements, this article provides examples of the way some of them described ARM and recounted how they had used the approach in the classroom. Four of these narratives are used as 'vignettes' to illustrate the students' perceptions of using new ways of learning and teaching in primary schools and to inform and enable a discussion of the relationship between theory and practice in teacher education.Peer reviewedFinal Accepted Versio