Fostering thinking skills supported by e-portals with case examples of blended mode Problem-Based Learning (PBL) participated by secondary school learners

The integration of Information and Communication Technology (ICT) in science learning has been identified as an important component in the transformation process of many educational systems to impart the technology skills that is an essential 21st century skills to serve the new learning paradigm among the Net Generation students. In the advent of digital era, World Wide Web has spawned a wealth of new network-based applications with an overarching vision that supports specific blended mode learning programmes incorporating interactive e-platforms and m-learning. Student-centred learning opportunities were widened with more interactive activities that could engage their interest for science learning in the ever expanding knowledge-based societies. This article analyses the roles of e-portals incorporating Open Educational Resources (OERs) that foster thinking skills of learners through ‘Problem-based Learning’ (PBL) programmes. Cases are extracted from a bigger scale of longitudinal study that examined students’ participation in the blended mode PBL anchored on social constructivist and socio-cultural framework. Blended learning activities were implemented leveraging on the effective use of OER to enhance learners’ investigative skills with transformation of values-based classroom practices beyond formal teaching. PBL scenario (six contextual problems) adapted from secondary science entitled ‘Water and Solution’ was presented to project teams from two case study schools. Problem case 4 using ‘within-case dynamic matrix’ was further reported with exemplars elaborated. Students were administered with ‘Fluid Intelligence Test’(FIT) encompassing evaluation of creative, critical/logical thinking and reasoning skills prior to PBL through scaffolded instruction (SI)(PBL-SI) with evaluation guided by POSITIVE rubric (accessible at http://forum.sp3aceman.net). Four aspects of POSITIVE rubric guide, ‘Skills’ enhancement (scientific/ICT), ‘Information’, ‘Training/transfer of Higher Order Thinking’ (HOT) and ‘Evaluation/exchange/enrichment/exposure’ are illustrated with evidence of students’ enhanced HOT. Innovative learning designs and on-line assessment with evidences of exemplary students’ creative potentials involved in investigation using OER were identified which include interviews findings from two students who created web-portals using OER effectively. ‘More/moderately successful students’ were involved actively in mini science fair, congress/competitions and e-forum (http://forum.maays.net). Other pedagogical issues concerning of the importance of PBL and blended learning that promote thinking skills in line with research evidence as reported in TIMSS and PISA studies are also deliberated

Designing and Evaluating Collaborative Projects in Learning Communities: Innovative Practices and Strategies

Abstract The purpose of this review is to focus on the opportunities available for Corporates, Policy makers and Universities to strengthen ties which are mutually beneficial to all and to the economic growth of the Country. One of the main objectives is to explain how learning communities can be achieved by linking all the three sectors mentioned above so that they become the resource for the nation and has long term sustainable solutions as well as gaining grounds of goodwill from the public sectors. The blended learning programs existing in Universities can be expanded to join ventures with corporate companies to accommodate large learning platforms through peer to peer teaching and learning. This study introduces a model after a detailed review that links educational policies, Higher Institutions through Learning Communities and Corporates for sustainable human resource development. Past research conducted by the research team on e-platforms, revealed findings that there is a wide scope for collaborative projects integrated through e -learning that can contribute to enhance practical skills and gaining knowledge. Currently, the sharing of knowledge is limited and skewed towards academic excellence. At the same time, corporate companies are tight with budgets on areas that can be complemented through student interns. Peer to peer learning and research based learning can benefit both students and corporate companies through the establishment of joint projects. CSR taken up by corporates then stand to gain in the long term. This research review therefore concludes a new agenda, a new platform for nations to strengthen their economy and bring youth power to rebuild gaps that have become unsustainable. The model promises that links between corporate and educational ventures becomes mutually beneficial to each other, strengthens stakeholder capacity and gains the goodwill of the local communities. The results of the review will establish new grounds with new insights for Government and Policy makers to strengthen economy and upgrade education systems. Ethical and Context based Learning communities will become the crest jewel of any nation

Designing and Evaluating Collaborative Projects in Learning Communities: Innovative Practices and Strategies

Abstract The purpose of this review is to focus on the opportunities available for Corporates, Policy makers and Universities to strengthen ties which are mutually beneficial to all and to the economic growth of the Country. One of the main objectives is to explain how learning communities can be achieved by linking all the three sectors mentioned above so that they become the resource for the nation and has long term sustainable solutions as well as gaining grounds of goodwill from the public sectors. The blended learning programs existing in Universities can be expanded to join ventures with corporate companies to accommodate large learning platforms through peer to peer teaching and learning. This study introduces a model after a detailed review that links educational policies, Higher Institutions through Learning Communities and Corporates for sustainable human resource development. Past research conducted by the research team on e-platforms, revealed findings that there is a wide scope for collaborative projects integrated through e -learning that can contribute to enhance practical skills and gaining knowledge. Currently, the sharing of knowledge is limited and skewed towards academic excellence. At the same time, corporate companies are tight with budgets on areas that can be complemented through student interns. Peer to peer learning and research based learning can benefit both students and corporate companies through the establishment of joint projects. CSR taken up by corporates then stand to gain in the long term. This research review therefore concludes a new agenda, a new platform for nations to strengthen their economy and bring youth power to rebuild gaps that have become unsustainable. The model promises that links between corporate and educational ventures becomes mutually beneficial to each other, strengthens stakeholder capacity and gains the goodwill of the local communities. The results of the review will establish new grounds with new insights for Government and Policy makers to strengthen economy and upgrade education systems. Ethical and Context based Learning communities will become the crest jewel of any nation

Promoting sustainable living in the borderless world through blended learning platforms

Student-centred learning approaches like collaborative learning are needed to facilitate meaningful learning among self-motivated lifelong learners within educational institutions through interorganizational Open and Distant Learning (ODL) approaches. The purpose of this study is to develop blended learning platforms to promote sustainable living, building on an e-hub with sub-portals in SEARCH to facilitate activities such as “Education for Sustainable Development” (ESD), webinars, authentic learning, and the role of m-/e-learning. Survey questionnaires and mixed-research approach with mixed-mode of data analysis were used including some survey findings of in-service teachers’ understanding and attitudes towards ESD and three essential skills for sustainable living. Case studies were reported in telecollaborative project on “Disaster Risk Reduction Education” (DR RED) in Malaysia, Germany and Philippines. These activities were organized internationally to facilitate communication through e-platforms among participants across national borders using digital tools to build relationships, promote students’ Higher Order Thinking (HOT) skills and innate ability to learn independently