Design and Development of Lifelong Skills-Enhancement e-Programmes Using Monitoring/Evaluation Tools: Exemplars with Policy Recommendations

Developing ‘Future Ready’ learners in preparation of Industrial Revolution (IR) through implementation of lifelong skills-enhancement programmes collaborating with various sectors is the recent global governmental aspiration. In response to call for quality technology-enhanced ‘Science, Technology, Reading, Engineering, Arts, Mathematics’ (STREAM) education, SEAMEO RECSAM initiated the ‘Learning Science and Mathematics Together’ [LeSMaT (Borderless)] project-based programme under the Golden SEAMEO Basic Education and Student Networking involving blended-mode lifelong education. This article reports SEAMEO Inter-Centre Collaboration (ICC) Education 4.0 project initiative as an offshoot programme of LeSMaT involving Design and Development Research (DDR) in developing lifelong skills-enhancement e-programmes integrating STREAM education with evidence-based output under sub-themes identified from LeSMaT(Borderless) involving ‘Analysis, Design, Development, Implementation, Evaluation’ (ADDIE) instructional model. ‘Analysis’ of these sub-themes were made to develop criteria as guiding focus for project teams to design technology-enhanced learning (TEL) output that could showcase the knowledge/skills required during IR4.0. Literature research was also made on existing e-programmes fulfilling SEAMEO’s priorities. During ‘Design and Development’ phases, e-surveys were developed as monitoring/evaluation tools for tracking of skills-enhancement e-programmes in line with Sustainable Development Goals (SDGs).  During ‘Implementation/Evaluation’ phases, qualitative/quantitative data collection/analysis methods were implemented involving case study and validation of e-survey entitled ‘Motivation towards STREAM education’ (MoToS). The qualitative analysis integrating ‘type 4’ multiple-case design includes analysing output illustrating curriculum innovation through transdisciplinary studies reflecting Education 4.0 and SDGs whereas quantitative method involved Rasch model to validate MoToS  to monitor/evaluate participants’ engagement  in 1st Regional Workshop on SEAMEO-ICC Education 4.0. The findings using Rasch analysis in the ‘Evaluation’ phase revealed that MoToS is reliable with measure of CA 0.98 internal consistency and ‘feeling stressed on STREAM’ is the most difficult item.  After the e-course series 2020-2022, participants' output was examined using ‘Cross-Case Analysis’ (CCA), ‘Within/Exemplary-Case Analysis’ (WCA/ECA). The e-course series produced evidence-based SDG-related outputs with exemplars integrating SEAMEO Priority Areas No.7 and No.5. Policy recommendations and suggestions for future studies related to Education 4.0 are discussed including developing innovative programmes to improve transdisciplinary quality educatio

Emergence of fungal pathogen Rhodotorula mucilaginosa and real-time PCR assay for future detection

Rhodotorula species have shown significant worldwide prevalence emerged as fungal pathogen, mainly Rhodotorula mucilaginosa that causes fungemia. In this study, a molecular assay based on real-time PCR using EvaGreen was developed for sensitive and accurate detection of R. mucilaginosa. A pair of primers that specifically target this yeast was designed and the amplification assay was optimized using EvaGreen as the DNA binding dye. The assay could detect and quantify up to 100 fg concentration of genomic DNA from R. mucilaginosa with amplification efficiency of 101.8%. The quantitative real-time PCR assay merits future evaluation study in order to evaluate its potential as molecular diagnosis tool for early detection of rare fungal infection caused by R. mucilaginosa

Real-Time PCR assay for detection of candida parap-silosis and candida orthopsilosis

C. parapsilosis and C. orthopsilosis emerged as fungal pathogen with significant worldwide prevalence, particularly in causing nosocomial and skin infections. In this study, we aimed to develop molecular assay based on real-time PCR for sensitive and accurate detection of C. parapsilosis and C. orthopsilosis. A pair of primers that specifically target on both of these yeast species was designed and real-time PCR amplification assay was optimized using EvaGreen as the DNA binding dye. The optimized assay could detect and quantify up to 1 pg concentration of C. parapsilosis and C. orthopsilosis DNA with amplification efficiency of 104% and 103%, respectively. Both the designed primers and the quantitative assay will have a great potential as molecular diagnosis tool for early detection of fungal infection caused by either C. parapsilosis or C. orthopsilosis, which merits future clinical study prior to use in diagnosis

Exploring the Effect of Science Teachers’ Age Group on Technological Knowledge, Technological Content and Pedagogical Knowledge in Augmented Reality

This study describes the effect of science teachers’ cognizance of technological knowledge, technological content and pedagogical knowledge towards augmented reality across five age groups. This pilot study involved 44 science teachers from Penang, Malaysia using a 5-point Likert scale instrument. The administered survey instruments consisted of 18 questions on technological knowledge; technological content knowledge; and technological pedagogical knowledge. The analyses showed that generally teachers had good technological knowledge but their technological content and pedagogical knowledge seemed to be less.  The results also showed that two items had significant differences using the Kruskal Wallis non-parametric test. The findings would be used as a tool to revise the servicing teachers’ technological practices using augmented reality incorporated in their daily teaching and learning sessions to obtain better learning outcomes. The research findings could also be used for further research exploring other variables affecting teachers’ technological knowledge. The intervention may be used in teachers’ training curriculum and continuing professional development in terms of determining their level of technological content and pedagogical knowledge that would increase the interest of students in learning and exploring science using Augmented Reality.