Norlia Goolamally,

Sharifah Rosfashida Syed Abd Latif ,

Thirumeni Subramaniam ,

Yuzery Yusoff,

English

Open University Malaysia Knowledge Repository

Faculty of Science and Technology1Teaching and Learning of Technical Subjects in An ODL EnvironmentNorlia Goolamally, Yuzery Yusoff, Thirumeni  Subramaniam, Sh Rosfashida S. A. Latifrosfashida@oum.edu.myBySharifah Rosfashida Bt Syed Abd LatifFaculty of Science and TechnologyOpen University Malaysia (OUM)Jalam Tun Ismail50480 Kuala LumpurMalaysiaFaculty of Science and Technology2Introduction• Teaching and Learning of science and technical subjects worldwide is facing a serious problem due to continuous decline in students’knowledge.• An effective solution can be found using teaching and learning strategies that are based on constructivism theories.• Active learning strategies incorporated in self-instructional material in most ODL institutions encourage learners to think and construct knowledge as they read at their own pace.Faculty of Science and TechnologySequence of PresentationThis paper will highlight:• Pedagogical Aspects• Visualisation Mode• ICT influence• Future Research3Faculty of Science and Technology• In the context of S&T, Constructivist Theory which is based on the learning approach where the ability of learners to actively build new knowledge based on their current and previous experiences and knowledge is highly relevant. Learning should also include social and cultural aspects. Learning should engage learners in activities and realistic situations. Communication, interaction and sharing of knowledge with other learners is the expected outcome from this learning framework. It emphasizes active learning. (Bruner, 1966).4Pedagogical AspectFaculty of Science and TechnologyDevelopment of Learning Material should:- engage learners in activities that require learners to construct knowledge by assimilating their prior knowledge and new knowledge. - engage learners in activities involving realistic situations.- include social and cultural aspects by creating a platform for communication, interaction and sharing of knowledge with others.5PEDAGOGICAL ASPECTFaculty of Science and TechnologyCognitive Flexible Theory (CFT)Another aspect in developing teaching material is the incorporation of the Cognitive Flexibility Theory. This theory emphasizes repeated presentations of the same material in rearranged instruction sequences and from different conceptual perspectives.(Spiro and Jehng, 1990)6Faculty of Science and Technology7Online- support bymyLMS- AsynchronousOnline forum- Facilitate by tutorSelf Study- Reading module- Do exercises- Assignment- RevisionF2F Tutorial- Guided Classroom- Facilitate by Tutor-Group activitiesOUM Blended Learning ModeFaculty of Science and TechnologyVisualisation The role of visualisation as an effective method in teaching and learning of science and technical courses is evident through the various case studies conducted in the past (Edited by Gilbert, 2005; Khoo, 1998; Pea, 1993). Visualisation in the context of education refers to both the perception of an object or phenomena that is observed and the mental image which is the product of that perception. And perception is not independent of memory. Part of what we perceive comes through our senses from the object before us, another part (and it may be the larger part) always comes out of our mind (James, 1984). 8Faculty of Science and TechnologyVisualisation The seminal role of visual learning is recognised as a key which will open up new ways of looking at all aspects of science education including practical work, classroom discourse, concept understanding and assessment.(Ramadas, 2009)9Faculty of Science and TechnologyCurrent Situation:Support material for selected courses:• Courseware development• Virtual Lab• Video LabThe idea is to widen the predominantly textual mode to audio and visual.At present:• Module published in HTML mode allowing the expansion of the textual mode to include the verbal mode and eventually the visual mode on a single platform.10Faculty of Science and TechnologyHow visualisation-based cognitive skill can be developed effectively? Mental models are used to capture a type of memory that instructors want students to build. In learning science and technical subjects, we could safely assume the presence of cognitive engagement since mental models are likely to be constructed when students are actively engaged. However, one must consider the issue arising from the fact that students are not trained from young to develop their visual-spatial skills.11Faculty of Science and TechnologyICT InfluenceThe above learning environments necessary for the use of visualisation in teaching and learning of science and technical courses to be effective can be constructed with ease due to the advancement in ICT.The paradigm shift from teaching to learning exploits hypermedia as an excellent way for self-paced and exploratory learning that based on the constructivist methodology.Personalized instruction, instant feedback, real world simulations, and most important of all, having fun while learning, is the key features of multimedia (McLean & Alem, 2009).12Faculty of Science and Technology13Organizing Knowledgearound core conceptsCooperative LearningEngaging ResilientPreconceptionsSupporting Meta cognition And Student Self-RegulationBest PracticesNational Research Council (2005)Faculty of Science and TechnologyWay Forward in ResearchPhase Ii) Identification of the student learning style and  interest in science.ii) Study on flawed prior knowledge among students.Phase IIStudy on effective framework in achieving the cognitivegoal of science education.Phase IIIDesign of CFT based learning environment incorporating the outcome from phase I and phase II for effective science education. 14Faculty of Science and Technology15Terima KasihThank You

Teaching and learning of technical subject in ODL environment

http://library.oum.edu.my/repository/465/1/teaching_and_learning_rosfashida.pdf

Teaching and learning of technical subject in ODL environment

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