scholarly journals Curriculum framework for employability readiness skills: sustainable industry engagement

10.32698/0841 ◽  
2020 ◽  
Vol 3 (1) ◽  
pp. 6
Author(s):  
A Azman Arshad ◽  
Roseman Mat Jidin ◽  
Mohd Firdauz Mhd Radzi
Keyword(s):  
Curriculum Reform ◽  
Belief System ◽  
Learning Activities ◽  
Skills Development ◽  
Learning Approach ◽  
Skills Gap ◽  
Partnership Model ◽  
Graduate Employability ◽  
Curriculum Framework ◽  
Industry Engagement

In spite of endeavors to expand the idea of graduate employability, there stays an overall spotlight on creating industry-pertinent employability abilities. The Work- Based Learning approach is found completely catch the multifaceted nature of graduate work-availability. This paper contends for the reclassifying of graduate employability by grasping industrial skills development and identifies with a comprehension of and association with the aptitudes, characteristics, lead, culture and belief system of an expected calling. The partnership model is attracted upon to show how WBL can be designed and created during internship by involving curriculum reform and mapping. The aim of this study is to reduce the skills gap between institution and industry by designing additional curriculum. These programmes are viewed as significant in light of the fact that they encourage students’ access to work-based learning activities in polytechnics and work-based opportunities such as placements after completed the internship.

The Development of Mobile Learning (M-Learning) Apps Adik-Adik Jawi to Enhance Learning Experience in Arabic Calligraphy

2021 ◽  
Vol 02 (01) ◽  
Author(s):  
Mohd Hatta Mohamed Ali ◽  
◽  
Anwar Hafidzi ◽  
Juliana Mohamed ◽  
Mariam Abdul Hamid ◽  
...  
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
Development Process ◽  
Learning Experience ◽  
Learning Activities ◽  
Learning Approach ◽  
Application Development ◽  
Research Article ◽  
Arabic Calligraphy

History has proven the development of Jawi calligraphy is in line with the development of Islam in the archipelago. It is the root of the nation’s identity that must be defended and maintained. As with other subjects, the challenge to learning Jawi calligraphy at this time is that the whole world including Malaysia is affected by the COVID 19 pandemic. Therefore, all learning activities are now geared towards teaching and learning from home (PdPR) as methods to ensure the continuity of education. Therefore, it is very important that Jawi calligraphy is given a new breath in teaching and learning. This research article will discuss the mobile learning approach (M-Learning) for Jawi calligraphy. Important elements discussed include the application development process according to the needs of teaching and learning activities. The features of the application that contribute to the improvement of students’ learning experience as well as the results of tests performed on students are also stated. The success of this M-Learning application for learning Jawi calligraphy will certainly be able to be further expanded to the learning of other subjects in various fields.

scholarly journals Stymulowanie przez nauczycieli aktywności samokształceniowej uczniów klas 1–3 szkoły podstawowej – raport z badań

2021 ◽  
Vol 20 (2) ◽  
pp. 257-276
Author(s):  
Jolanta Flanz
Keyword(s):  
Primary School ◽  
Scientific Literature ◽  
Learning Activities ◽  
Independent Learning ◽  
Learning Approach ◽  
Primary School Students ◽  
School Students ◽  
Multi Level ◽  
Grade 3

The necessity of developing students’ competences concerning independent learning is easily noticeable in both Polish and international educational documents as well as in scientific literature. This article contains an attempted answer to a question in what way teachers stimulate independent learning activities of primary school students (grade 1 to grade 3). This was the aim of the research conducted with the help of selected group of teachers from Kuyavian-Pomeranian Voivodeship in Poland. The research checked for instance how the teachers encourage the students to independent learning, how they are formulating their homework tasks, and whether they apply the multi-level learning approach. The results of this study are presented in this report.

scholarly journals Continuous Professional Development for Teacher Educator Development in Myanmar Education Colleges

2021 ◽  
Vol 8 (3) ◽  
Author(s):  
Win Phyu Thwe ◽  
Anikó Kálmán
Keyword(s):  
Teacher Education ◽  
Curriculum Reform ◽  
Political Change ◽  
Basic Education ◽  
Teacher Educator ◽  
Economic Education ◽  
International Standards ◽  
National Education ◽  
Curriculum Framework ◽  
New Curriculum

This article reports on the role of teacher education in the curriculum reform of basic education in Myanmar. There was political change in Myanmar, a transition from military administration to democracy in 2010. Political change impacts on various sectors such as economic, education and health. As the education system was changed to meet the international standards, curriculum in basic education and teacher education were updated.  In the previous education of Myanmar that has progressed from the old monastic education to the current modern education, there has never been a curriculum framework although syllabi, textbooks, teacher’s guides with different teaching methods and various assessment forms were designed and used. Therefore, Myanmar Ministry of Education is now implementing the educational reforms by setting the curriculum framework with the direction of the National Education Law (Soe, et al.; 2017, Htet, 2020). This paper provides an overview of teacher education, basic education, curriculum reforms. Although teacher education including three institutions cooperates with basic education in implementation of the new curriculum, it found that there are still few weaknesses in implementation of the new curriculum of basic education. Soe et al. (2017) recommended that the new curriculum will fulfill local needs and circumstances and discourage the practice of rote-learning and will ensure that students grow as independent thinkers with their own sense of creativity.

scholarly journals Kecakapan Berpikir Dalam Konteks Pendekatan Pembelajaran Pada Kurikulum Sekolah Di Indonesia

2019 ◽  
Vol 14 (01) ◽  
pp. 63-84
Author(s):  
Marwan Salahuddin ◽  
Fatimatul Asroriyah
Keyword(s):  
Learning Process ◽  
Thinking Skills ◽  
School Curriculum ◽  
Learning Activities ◽  
Learning Approach ◽  
Scientific Thinking ◽  
Thinking Process ◽  
And Behavior ◽  
Previous Learning

The thinking skills are indispensable in the context of the learning approach, as it is a scientific thinking process aimed at growing the expected personality. It also affects the learning process and the ability to develop its goals through strengthening attitudes, skills and knowledge in an integrated way. The process includes activities: observing, asking, trying, reasoning, and communicating. In the course of the school curriculum in Indonesia and its learning process, the strengthening of cognitive and skill aspects is still dominant, while the attitude (spiritual and social) is still lacking, but this attitude will support the learning activities oriented to cultivation of character. Because the curriculum and the previous learning process still appear to be opposite and have not indicated the process of achieving competence in the attitude aspect, the curriculum of the school applied today is tailored to that need. So as to accommodate the elements of personality that include: beliefs, values, and behavior as a whole.

scholarly journals An Examination of the #NGSSchat Storify Database

2020 ◽  
Author(s):  
Conrad Borchers ◽  
Joshua Rosenberg ◽  
Christian Fischer
Keyword(s):  
Science Teachers ◽  
Professional Learning ◽  
Curriculum Reform ◽  
The United States ◽  
Next Generation Science Standards ◽  
Learning Activities ◽  
Science Standards ◽  
Educational Stakeholders ◽  
Synchronous Chat ◽  
Selection Of

Teachers frequently use Twitter to engage in professional learning activities. A prominent example of teachers’ use of Twitter for such purposes is evident within the #NGSSchat community, which encouraged synchronous (at the same time) conversations between teachers and other educational stakeholders regarding the Next Generation Science Standards (NGSS) curriculum reform in the United States. Notably, #NGSSchat moderators archived the chats via the Storify platform, which has subsequently been used by researchers to understand science teachers’ professional learning activities on Twitter. However, what has not been established is the representativeness of this archive of #NGSSchat tweets. In other words, whether those who archived #NGSSchat content selected only a (potentially biased) selection of tweets is as yet unknown. Thus, in this study, we examined the Storify #NGSSchat database and compared it with raw data requests using the Twitter API. We found that the synchronous chats most data was adequately achieved. Contrarily (but as anticipated given what distinguishes the #NGSSchat community-synchronous conversations), the Storify #NGSSchat database did not capture most data outside these synchronous chat sessions. Importantly, we did not find an indication of systematic content- or user-driven tweet exclusion within the synchronous NGSS chat sessions on Storify, suggesting that the #NGSSchat archive via Storify (and potentially others like it) may be used by researchers for most research-related purposes.

The Added Value of the Hybrid Virtual Learning Approach

2018 ◽  
pp. 259-279 ◽  
Author(s):  
Athanasios Christopoulos ◽  
Marc Conrad ◽  
Mitul Shukla
Keyword(s):  
Virtual Worlds ◽  
Learning Process ◽  
Virtual Learning ◽  
Learning Activities ◽  
Added Value ◽  
Instructional Designers ◽  
Learning Approach ◽  
Learner Engagement ◽  
Learning Scenarios ◽  
Students Attitudes

This chapter maps the types of interactions that relate to the use of virtual worlds in hybrid virtual learning scenarios. Students were asked to state their opinions regarding their experiences and were also observed along the way. The results highlight that the learning activities and students' attitudes and experiences greatly affect learner engagement. It is vital, though, that instructional designers plan the learning activities thoughtfully and provide learners with enough time and support. Offering content with examples of the expectations of the teaching team can be invaluably helpful. Furthermore, a game-like content can be considered a great source of motivation. Moreover, the vividness of the virtual world makes the learning process more stimulating and less tedious. Additionally, avatars enable users to interact with the content and increase the opportunities for interactions with others. Nevertheless, learners' simultaneous co-presence in the physical classroom is a more immediate and preferred option, since it offers increased opportunities for collaboration.

Enabling Scholarship of Teaching and Learning Activities Across a Curriculum Design Framework

2020 ◽  
pp. 347-364
Author(s):  
Deanna Meth ◽  
Holly R. Russell ◽  
Rachel Fitzgerald ◽  
Henk Huijser
Keyword(s):  
Curriculum Design ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Evidence Base ◽  
Learning Activities ◽  
Design Studio ◽  
Learning Design ◽  
Scholarship Of Teaching ◽  
Wide Range ◽  
Curriculum Framework

This chapter outlines the multiple ways in which Scholarship of Teaching and Learning (SoTL) activities might be activated and/or realized through the processes of curriculum and learning design of a degree program. Key dual enablers for these activities are an underpinning curriculum framework, bringing a series of defined developmental steps each underpinned by SoTL, and the Curriculum Design Studio construct as a vehicle for collaborative ways of working between staff, including academics and curriculum designers and students. Drawing on evidence from the practices of four curriculum designers, examples are presented across a wide range of disciplinary areas. In many instances, SoTL not only brings an evidence base to the work, but also the potential for research outputs, thus becoming a useful lever for academic staff to engage in ongoing curriculum design discussions and evidence-informed practice. Such activities serve to mitigate against acknowledged challenges faced by academics such as lack of adequate time for such activities and the pressure to produce research outputs.

scholarly journals Determining the effects of traditional learning approach and interactive learning activities on personal and professional factors among Saudi intern nurses

Nursing Open ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 327-332
Author(s):  
Ahmad A. AlKhaibary ◽  
Faten Z. Ramadan ◽  
Ahmad E. Aboshaiqah ◽  
Omar G. Baker ◽  
Salwa Z. AlZaatari ◽  
...  
Keyword(s):  
Interactive Learning ◽  
Learning Activities ◽  
Traditional Learning ◽  
Learning Approach

scholarly journals Integrating competency-based education with a case-based or problem-based learning approach in online health sciences

2020 ◽  
Vol 21 (4) ◽  
pp. 683-696
Author(s):  
Ilse Johanna Sistermans
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Problem Based Learning ◽  
Health Science ◽  
Learning Activities ◽  
Learning Approach ◽  
Competency Based Education ◽  
Case Based Learning ◽  
Competency Based ◽  
Case Based

AbstractIn the current competitive and globalized economy, employers and professional organizations call for higher education institutions to deliver graduates with relevant competencies and skills. In response, a growing number of higher educational institutions is introducing competency-based education. This is particularly true for health science programs, which have a tradition of applying a case-based or problem-based learning approach. The effort to merge a problem- or case-based online learning approach with competency-based education offers various opportunities, while facing numerous challenges. To support these efforts, this paper aims at identifying suitable practices, as well as challenges for online course design and online learning activities for higher education health science programs, when integrating competency-based education with an online problem-based and/or case-based learning approach. It found various opportunities for online learning activities that support competency-based education, problem-based learning and case-based learning, whereas challenges relate to logistics, administration, and the affordances of an LMS.

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