IN THE SEARCH OF GREEN SCHOOL DESIGN IN MALAYSIA: AN OUTDOOR LEARNING EXPERIENCE OF RAINBOW TROOP AND TOTO CHAN

With current development in the pedagogy of teaching and learning approaches in the world, not many studies have been done on outdoor learning inMalaysia. This paper tries to reconstruct a new framework for elementary school design inMalaysiaby introducing a new typology called green school. By referring to the unique approaches of the Rainbow Troops inIndonesiaand the story of Toto Chan’s outdoor learning space. It will challenge our perception of Malaysian common school design by introducing more open and outdoor oriented learning approaches. The discussion itself will consist of four (4) main parts First part will discuss on the current problem and situation in teaching and learning inMalaysia, while the second part will try to explore and review on the definition of outdoor learning with its importance and character in learning environment. The third part will focused on the lesson fromGreenSchoolapproaches and philosophy of learning while the last part will do some analysis and on the 3rd year design studio in architecture department of Universiti Putra Malaysia.

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Redefining Sustainable Outdoor Learning Environment in Malaysia from the Understanding of Natural School Design and Approaches in Indonesia

Applied Mechanics and Materials ◽

10.4028/www.scientific.net/amm.71-78.4999 ◽

2011 ◽

Vol 71-78 ◽

pp. 4999-5002 ◽

Cited By ~ 1

Author(s):

N Spalie ◽

N. Utaberta ◽

Nag Abdullah ◽

M. Tahir ◽

Ai. Che Ani

Keyword(s):

Learning Environment ◽

Teaching And Learning ◽

Alternative School ◽

Alternative Methods ◽

School Design ◽

Learning Approaches ◽

Outdoor Learning ◽

Facilities Design ◽

Definition Of ◽

Methods Of Learning

With current development in the pedagogy of teaching and learning approaches in the world, not many studies have been done on outdoor learning in Malaysia. Most of the study was focusing on the development of curriculum and the delivery of knowledge but not many writing and approaches has been done to see outdoor learning as one of the alternative methods of learning in school design. This paper tries to briefly explain the philosophy and approaches of one of the alternative school in Indonesia which is the Natural school or Sekolah Alam which grow tremendously fast in Indonesia. With its unique methods and learning philosophy, this Toto Chan’s style of learning has been considered one of the fastest growing alternative school in Indonesia. With its successful attempt in grooming un-ordinary children this school has proofed to be the most effective implementation of outdoor learning study methods in Indonesia. The discussion itself will consist of four (4) main parts First part will discuss on the current problem and situation in teaching and learning in Malaysia, while the second part will try to explore and review on the definition of outdoor learning with its importance and character in learning environment. The third part will focused on the lesson from Natural School approaches and philosophy of learning while the last part will do some analysis and comparison which result on the suggestion and recommendation for outdoor learning facilities design in Malaysia.

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OnTask

Pacific Journal of Technology Enhanced Learning ◽

10.24135/pjtel.v2i1.55 ◽

2020 ◽

Vol 2 (1) ◽

pp. 42

Author(s):

Steve Leichtweis

Keyword(s):

Learning Analytics ◽

Teaching And Learning ◽

Teaching Practice ◽

Course Design ◽

Learning Experience ◽

Technology Enhanced Learning ◽

Learning Approaches ◽

Laptop Computer ◽

Data Set ◽

Hands On

Universities are increasingly being expected to ensure student success while at the same time delivering larger courses. Within this environment, the provision of effective and timely feedback to students and creating opportunities for genuine engagement between teachers and students is increasingly difficult if not impossible for many instructors, despite the known value and importance of feedback (Timperley & Hattie, 2007) and instructor presence (Garrison, Anderson & Archer, 2010). Similar to other tertiary institutions, the University of Auckland has adopted various technology-enhanced learning approaches and technologies, including learning analytics in an attempt to support teaching and learning at scale. The increased use of educational technology to support learning provides a variety of data sources for teachers to provide personalised feedback and improve the overall learning experience for students. This workshop is targeted to teachers interested in the use of learning data to provide personalized support to learners. Participants will have a hands-on opportunity to use the open-source tool OnTask (Pardo, et al. 2018) within some common teaching scenarios with a synthetically generated data set. The facilitators will also share and discuss how OnTask is currently being used in universities to support student experience, teaching practice and course design. As this is a hands-on workshop, participants must bring a laptop computer to work with the online tool and the prepared scenarios. References Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The internet and higher education, 13(1-2), 5-9. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. Pardo, A., Bartimote-Aufflick, K., Shum, S. B., Dawson, S., Gao, J., Gaševic, D., Leichtweis, S., Liu, D., Martínez-Maldonado, R., Mirriahi, N. and Moskal, A. C. M. (2018). OnTask: Delivering Data-Informed, Personalized Learning Support Actions. Journal of Learning Analytics, 5(3), 235-249.

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Facebook or Faceblock

Web 2.0-Based E-Learning ◽

10.4018/978-1-60566-294-7.ch015 ◽

2010 ◽

pp. 284-300 ◽

Cited By ~ 19

Author(s):

Peter D. Duffy

Keyword(s):

Web 2.0 ◽

Social Networking ◽

Student Learning ◽

Social Networking Sites ◽

Teaching And Learning ◽

Tertiary Education ◽

Learning Experience ◽

Learning Approaches ◽

Academic Courses ◽

Social Networking Website

This chapter presents an introduction to an overview of the rise of social networking platforms, systems, and tools within tertiary education, through an analysis and exploration of one such platform, namely the popular social networking website Facebook. Social networking sites, like other Web 2.0 services, emphasize online socialization, collaboration, user-driven content generation, and sharing among users. They enable different forms of pedagogy equally as they disable and challenge more traditional teaching and learning approaches within tertiary education. In this chapter, various criticisms, challenges, and concerns in relation to the incorporation of the new tools within the student learning experience are explored. The chapter seeks to illuminate some of the educational possibilities of incorporating Web 2.0 social network structures provided by websites such as Facebook into academic courses, and to offer suggestions for effectively leveraging these emergent social networks to enhance the student learning experience.

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Using Blended Learning and Emerging Technologies to Transform the Adult Learning Experience

Online Course Management ◽

10.4018/978-1-5225-5472-1.ch109 ◽

2018 ◽

pp. 2140-2165

Author(s):

Leslie Cordie ◽

Maria Martinez Witte ◽

James E. Witte

Keyword(s):

Online Learning ◽

Adult Learning ◽

Blended Learning ◽

Teaching And Learning ◽

Emerging Technologies ◽

Learning Experience ◽

Future Research ◽

Online Learners ◽

Face To Face ◽

Definition Of

Faculty are increasing the use of emerging technologies in their classrooms and are recognizing the value of blending face-to-face and online learning to meet educational needs. Blended learning is defined as combining face-to-face and online learning formats. This chapter discusses the definition of blended learning and how it is affecting adult learning experiences and classroom settings. This chapter also addresses faculty and instructional design practices that can be used for blended learning and to continue promoting a positive teaching and learning environment for both face-to-face and online learners. Future research efforts can be focused on faculty development and academic support to continue fostering blended learning and meeting the needs of today's learners.

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Digital educational media in foreign language teaching and learning

E3S Web of Conferences ◽

10.1051/e3sconf/202127312018 ◽

2021 ◽

Vol 273 ◽

pp. 12018

Author(s):

Svetlana Kodrle ◽

Anna Savchenko

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

Language Teaching ◽

Learning Experience ◽

Foreign Language Teaching ◽

State University ◽

Educational Media ◽

Mobile Media ◽

Modern Media ◽

Definition Of

The article considers the ways of exploiting digital educational media in foreign language teaching at Kuban State University. The authors propose a comprehensive definition of digital educational media, which is an umbrella term for Internet-based media, computer-based media and mobile media used for educational purposes. The digital educational media exploited in foreign language teaching are classified into narrative, interactive, adaptive, communicative and productive according to the function they fulfil and the learning experience they support. The article outlines effective ways of incorporating podcasting, multimedia presentations, digital storytelling and other Internet-based media in foreign language teaching. The authors demonstrate that the ways modern media are applied in teaching English are determined by the teacher and depend on the learning objectives. The findings indicate that modern media can be effectively exploited for curricular purposes and assist in developing both foreign language skills and general learning skills. The research done shows that integration of media education and foreign language teaching proves to be the most promising innovative educational technology employed in modern universities today.

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Professional Midwifery Education

Professional Education Using E-Simulations - Advances in Mobile and Distance Learning ◽

10.4018/978-1-61350-189-4.ch006 ◽

2012 ◽

pp. 87-99

Author(s):

Diane Phillips

Keyword(s):

Teaching And Learning ◽

Learning Experience ◽

Evaluation Process ◽

Future Research ◽

Learning Approaches ◽

Two Phase ◽

High Expectations ◽

Post Evaluation ◽

Midwifery Education ◽

Future Research Directions

Blended teaching and learning approaches are used in the postgraduate course of Graduate Diploma of Midwifery for students who are predominately women with family responsibilities residing in metropolitan, regional, or rural Victoria, a major state in Australia. The Virtual Maternity Clinic (VMC), a virtual learning experience (VLE) research project, was implemented during trimester 2, 2009. The purpose of the project was to expand the blend of teaching and learning activities to support students in their preparation for professional practice. The VMC includes four characters in early pregnancy and care provided by their midwife. All students enrolled in midwifery courses (postgraduate and undergraduate) at Deakin University were recruited to participate in a two-phase, pre- and post-use evaluation process related to the VMC. Findings from the pre-evaluation included that students’ had high expectations of the VMC in supporting their learning. The results from the post-evaluation of the VMC indicated that students’ were very satisfied that the VMC supported their learning. Future research directions include further development of the VMC.

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The use of Māori and Pasifika knowledge within the everyday practice of commensality to enrich the learning experience

Scholarship of Teaching and Learning in the South ◽

10.36615/sotls.v2i2.42 ◽

2018 ◽

Vol 2 (2) ◽

pp. 4

Author(s):

Nan Catherine O'Sullivan ◽

David Hakaraia

Keyword(s):

Design Education ◽

Teaching And Learning ◽

Design Thinking ◽

Learning Experience ◽

Everyday Practice ◽

World Views ◽

Learning Space ◽

Creative Commons ◽

The Everyday ◽

Indigenous Wisdom

Aotearoa, New Zealand, is both a bicultural nation and a multicultural society, so the need to prioritise culture in design pedagogy and practice is not only palpable but well overdue within our creative tertiary institutes. Diversities are acknowledged as highly valuable within higher education, but when they are explored as non-western cultural and creative practices, they are still sidelined as optional, or as extensions to the current teleological pathways carved out within tertiary design curricula and practice. Building on the ‘Indigenous Wisdom’ framework outlined in the emergent design provocation Transition Design, this research introduces how an appreciation of cultural acumen can benefit, enrich, critique, and radicalise current design thinking, process and praxis. This study will discuss both Māori and Pasifika world views and ideologies and illustrate how these can enrich and enable design education. The aim of this paper is to highlight an appreciation for the reciprocity and respect imbued within kaupapa Māori and the Pasifika ideology of ta-vā (time and space) and how these considerations can enhance the discipline when they are purposefully, knowingly and respectfully imbued in design thinking and praxis. This research specifically focuses on the establishment of connections as essential to both the discipline and the teaching and learning experience. To achieve this, this study will introduce commensality, the coming together around a table to break bread and boundaries, and place it within the framework of Transition Design. Having gained an appreciation of Transition Design, Māori and Pasifika world views and ideologies, and commensality, this research will exemplify instances where students have combined these considerations to enhance their design solutions, and also where pedagogy can be used to specifically enhance teaching and learning by enabling an appreciation of cultural identity and social connectivity within the learning space. How to cite this article:O’SULLIVAN, Nan; HAKARAIA, David. The use of Māori and Pasifika knowledge within the everyday practice of commensality to enrich the learning experience. Scholarship of Teaching and Learning in the South v. 2, n. 2, p. 4-17, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=42&path%5B%5D=31 This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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Strategi Pengajaran Dosen Dan Pengalaman Pembelajaran Mahasiswa Dalam Matematika Teknik Di Polytechnic Kuching Sarawak Malaysia

MADRASAH ◽

10.18860/jt.v6i1.3293 ◽

2016 ◽

Vol 6 (1) ◽

pp. 14

Author(s):

Ling Ying Leh

Keyword(s):

Active Learning ◽

Teaching Methods ◽

Student Involvement ◽

Teaching And Learning ◽

Engineering Students ◽

Learning Experience ◽

Learning Experiences ◽

Learning Approaches ◽

Student Centered ◽

Passive Learning

Teaching and learning approaches practiced by educators today must be different to suit the contents and time. Lecturers-teaching focused on student-centered teaching should be encouraged and emphasized as highly active student involvement is required during the process of teaching and learning. Active student involvement will form the interest of students to explore knowledge. The purpose of this study is to get the students’ perception of the lecturers’ teaching and students’ learning experiences. In this study, the lecturers’ teaching aspect highlighted is composed of a lecturer-centered teaching methods and student-centered teaching and learning experience aspects is in relation to active learning and passive learning. This study involved a total of 169 respondents among 2nd semester engineering students of diploma program who are studying in Engineering Mathematics 2 at Polytechnic Kuching Sarawak. These samples were identifid through stratifid random sampling method to answer a questionnaire about the lecturers’ teaching and students learning experiences. The instrument used was a structured questionnaire which containing 20 items. The data obtained were analyzed using descriptive statistics; i.e. mean, percentage and standard deviation. Through this study, the overall mean value obtained for lecturer-centered teaching methods and student-centered teaching methods are respectively 4.08 and 3.81. While the overall mean for active learning and passive learning is respectively 3.65 and 4.04. In this regard, the role of the lecturers who teach should not be underestimated because the majority of students still consider lecturer as a source of knowledge and “guardian” of them. Keywords: Active learning, Student-centered teaching

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Engineering Curriculum Design - Understanding motivational variables and their influence on self-directed learners when using 1:1 mobile devices.

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol5.iss9.816 ◽

2017 ◽

Vol 5 (9) ◽

pp. 8-31

Author(s):

Arthur Firipis ◽

Matthew Joordens ◽

Siva Chandrasekaran

Keyword(s):

Active Learning ◽

Mobile Devices ◽

Learning Strategies ◽

Curriculum Design ◽

Teaching And Learning ◽

Engineering Students ◽

Learning Experience ◽

Engineering Industry ◽

Engineering Curriculum ◽

Learning Space

Engineering curriculum design and delivery within the framework of budget restraints, learning outcome policies and industry standards, is a complex task that understandably universities and the engineering industry invest significant resources. It would be expected that what is actually occurring within the engineering learning space is a reflection of the constraints upon the industry, producing graduates, and products and services that provide a return on investment through intellectual capital. Firstly, the literature review will contextualise and explain the engineering student’s motivational variables to actively engage in their learning spaces, and how this may be applied by curriculum designers to improve the quality and delivery of courses. In particular, what are the intrinsic and extrinsic motivational variables and associated values that student’s desire during their engineering learning experience. Secondly, the research study will explore how motivational theory can be applied to the stages of ‘active learning’ when integrating 1:1 mobile devices for engineering learning. 1:1 mobile devices include iPad, mobile phones, Surface Tablets or handheld Wi-Fi or Internet accessible device used for learning purposes. It is not fully understood how to influence ‘active learning using existing teaching and learning strategies. How to influence an engineering undergraduate student to prioritise the use of 1:1 mobile devices as a means to source prescribed and unprescribed curriculum resources to improve learning outcomes. Is it unreasonable to expect engineering students to be constrained to the learning resources supplied by the engineering course facilitated, or should engineering students be encouraged to use their own initiative and find their own supporting information?

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Medan Nature School with the Application of Energy Saving Ecological Architecture

International Journal of Architecture and Urbanism ◽

10.32734/ijau.v4i3.5043 ◽

2020 ◽

Vol 4 (3) ◽

pp. 311-322

Author(s):

Devin Defriza Harisdani ◽

Samantha Theresia

Keyword(s):

Teaching And Learning ◽

Animal Husbandry ◽

Building Design ◽

Learning Objects ◽

School Design ◽

Learning Space ◽

Existing Problems ◽

Survey Techniques ◽

Husbandry System ◽

Ecological Architecture

Schools in Indonesia are conventional schools where students and teachers do activities which are commonly referred to as teaching and learning activities even though the school is not a place to lure students with stacks of information but also to train in terms of maturity of thinking and maturity of attitude. Now has developed a nature school that uses nature as a learning space, media, and teaching materials and learning objects that can take advantage of nature and can preserve nature for the next life. However, Medan only has a few nature schools. This nature school design uses the problem-solving methodology approach to solve existing problems, starting from the formulation stage, data collection, analysis to synthesis using survey techniques, interviews, literature studies, and comparative studies. So, through the design of Medan Nature School is expected to be able to educate students who emphasize education, character, and skills with the Ecological Architecture design approach where school buildings can maintain the environment to be sustainable, related to the plantation system, animal husbandry system, utility system, circulation systems, building design, and layout.

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