What are the implications of artificial intelligence? In Love and War

Introduction: 1. I am a computer scientist and educationist who work with robots that looks like human. Collaborating with the South East Asia National Human Rights Institutions including Malaysia. I investigate the educational implications for embedding humanoid robot activist in educating child rights in ASEAN regions. The robot activist has artificial intelligent (AI) capabilities such as assessment and feedback analytics. 2. As a Welsh Crucible alumni, I extended the humanoid robotics research to healthcare sector with a Welsh hospital and an International Rehabilitation Centre. I am a pastor’s wife who use humanoid robot to engage refugees’ and autistic children in learning and teaching. 3. As a Fellow of the Higher Education Academy, I am a productive author, reviewer and editor for quality research publications; an academic trainer and a leader of advanced technology enhanced assessment and feedback for higher education in international horizon. 4. The following are my personal views grounded on the above experiences and expertise

A blended learning model in higher education: a comparative study of blended learning in UK and Malaysia

Blended learning, involves the combination of two fields of concern: technology and education; or two groups of people: technologists and educationists. However, current literature shows less consideration on the potential disciplinary gap in the blended learning experience, as a result there is a paucity of evidence from cross-country/institutional/disciplinary investigations. This study aimed to explore, analyse and compare the blended learning experience in higher education. The research is reflected in 3 questions: (1) What are the current blended learning experiences in the selected higher educational institutions? (2) How such experience varies in different disciplines? (3) What are the reflections on the comparative experiences in (1) and (2)? The qualitative case study with comparative methods was used to obtain in-depth findings for these research questions. I visited 4 universities in two countries and sampled 51 research participants’ voices from contrasting disciplines. With these voices, I thoroughly discussed individual case studies, followed by a cross-case and cross-discipline comparison. These findings enabled insights to be drawn on a major argument: blended learning did enable and enhance learning experiences in all case studies but disciplinary differences remain a major challenge. The analysis shows that academics from science-based disciplines have an advantage at the instrumental level of technological usage without transforming learning experience; social science-based academics, due to their disciplinary nature, have embedded technology in wider trans-technical aspects that would enhance and transform learning and teaching. In the context of blended learning, I would argue that learning has not been enhanced (1) if the technology is the sole focus; (2) if the research effort of “technology enhanced learning” does not gain ground in educational theories and (3) does not recognise the disciplinary differences. Arising out of these findings, I proposed a blended learning model that indicates the boundary of the current literature and research findings, and a blended learning definition - an educational-focused process to enhance and transform f2f learning with the blend of technology in a symbiotic relationship. It is necessary for educationists and technologists to establish such a symbiotic relationship and the inter-disciplinary integration and discourse, that may impact on the individuals’ practice beyond their own disciplinary territory

The marriage of Freire and Bloom: an assessment prototype for pedagogy of the oppressed and higher order thinking

The proposal delineates the problem of CAA and Bloom’s taxonomy, summarising the pedagogical issues addressed by Freire and Bloom, and their relationships. The methods of data collection are explained concisely. The paper explicates several design elements of a system prototype, namely the Learning HOTwatch v.1.0 based on the selected responses. The analysis and discussion makes its design meeting criteria such as reflection and substantive self-actualisation for high order level thinking. The preliminary architecture designed for the prototype is depicted and the similarity computation of case-based reasoning is suggested to use for the assessment computation. This proposal will be extended to provide further details in the short paper to be submitted

Generic model of computation for intelligent computer aided progress assessment (iCAP)

One of the major problems levelled at many traditional learning initiatives is that individual progress and performance are not well monitored and evaluated. This paper offers a model of computation for intelligent computer aided progress assessment and reports on a recent study which formulated a generic model (iCAP) from a prototype testing in a 4 months course. A walk through study for the course was carried out which was used to formulate an intelligent computer aided assessment system. As a result, a generalized model was designed which was used to determine the expected performance bank with various levels of difficulty (challenge levels), thereby ensuring that, if the test is randomized, levels of competence could be examined. Each individual result of the student (current performance level) is captured and stored in a progress file for self-reviewing by the student as well as by the lecturer for assessment and monitoring purposes. The benefits and limitations of iCAP are discussed at the end of the paper

“Flipping or flapping?” Investigating engineering students’ experience in flipped classrooms

Purpose This study has explored the flipped classroom model in a private university in Malaysia. It aims to present a flipped classroom intervention for engineering education innovation. Design/methodology/approach The research (1) revisited prominent educational theories for a flipping or flapping pedagogy, (2) implemented and explored the flipped classroom experiences in one engineering subject using the action inquiry method with thematic analysis and (3) reflectively evaluated both students’ and educators’ “flipping or flapping experience”. Findings The responses of the research participants are analysed and used to develop the flipping or flapping classroom principles and an ideal flipped classroom model. From passive lectures to active learning with collaborative discourse and reflective communication, flipping the classroom can offer a seamless learning experience. Research limitations/implications The flipped classroom model can provide good reference for other educational researchers who intended to conduct a flipped classroom. However, the small sample size with qualitative method and thematic analysis useds led to considerable theoretical development, but it may not achieve the validity standards to generalise the findings. Further empirical investigation with a systematic controlled group is recommended for future work across disciplines for extrapolation. Originality/value This is a genuine case study with an identified innovative teaching need to investigate how flipped classrooms can be enabled and enhanced in engineering education innovation

Enhancing Seamless Nurses-Physician Communication After-Hours with Google Glass

There is a major issue in medical centres in Malaysia: the shared responsibility and communication between nurses at the bedside care and conversation with the physicians after-hours. Inexperience nurses may, sometimes, overlook patients' critical symptoms that indicate immediate medical care and cause the circumstance deteriorate. Therefore, mutual blaming practices are common if there is a medical error. The design of hands-free assessment and feedback with wearable technologies is welcomed in healthcare sector. Hence, the paper presents a pilot design that investigates how a wearable technology can help in daily patient care in an innovative way that enhance the nurses and physicians' communication. The paper reviewed the current practices and technologies, followed by the design of the transformed flow, hardware and apps used with technical limitations, pilot evaluation and future work

Thy word is a lamp unto my feet: A study via metaphoric perceptions on how online feedback benefited Chinese learners

Theoretical claims about the benefits of online feedback suggest it can facilitate language learning. However, despite the calls for new digital literacies on language education, attitudes of educators have not been encouraging. To delve further into this issue, the present study addresses the following research concerns: (1) learners’ metaphoric perceptions of online feedback, (2) how metaphoric perceptions show the impact of online feedback on language learning, and (3) the messages educators can glean through these metaphoric perceptions. A subsequent question would be what new insights we can gain by asking students to reflect on online feedback via metaphors not unearthed by previous research using more traditional means. We argue that different methods should be used based on student differences and the contextual realities of the learning setting. Participants are introverted Chinese novice learners who are not accustomed to technology-enhanced teaching/learning and are restrained in the open expression of their feelings and thoughts. Given participants’ backgrounds, the use of metaphors enables them to express their reflective thinking in a more profound manner. Therefore, the findings of the present study, i.e., learners’ metaphoric thoughts, are considered timely and can be used in academic training to address the necessity of applying different approaches to different types of students. They can also showcase the impact of online feedback on introverted learners. Together, these findings can encourage educators to consider changing their attitudes regarding educational technology