PENDIDIKAN ETIKA REKA BENTUK DALAM PROGRAM INDUSTRI KREATIF DI INSTITUSI PENGAJIAN TINGGI MALAYSIA [DESIGN ETHICS EDUCATION FOR CREATIVE INDUSTRIES PROGRAMMES IN MALAYSIAN HIGHER EDUCATION INSTITUTIONS]

Nowadays, the creative industry is rapidly developing with various technologies and creativity moving forward. However, problems and issues involving ethical aspects are still often seen on social media, television and print media, it clearly shows the lack of values and ethical aspects of the individual in the production of designs. Therefore, this study is conducted to propose the guidelines on ethical education design for creative industry programs in the institutions of higher learning. The objective of this study is to evaluate students' behavior towards design ethics among students of higher education institutions, evaluate teaching practices implemented by educators of higher education institutions as well as to assess challenges related to design ethics faced by creative industry professionals in submitting proposal regarding ethical education guidelines for creative industry programs. This study uses quantitative method which is the survey method in which questionnaires are distributed to respondents. For the sampling of studies, which is stratified sampling that refers to individual specific characteristic features in terms of his/her involvement in the creative industry. The numbers of respondents were 164 for the students, 108 respondents for the teaching staff and 89 respondents were from creative industry professionals. The findings of this study that are based on the mean value and standard deviation from the data collected through the survey study, show that students' behavior on ethical aspects is an important aspect of design ethics. Meanwhile, for the lecturers, the teaching practices implemented show that ethical aspects are a crucial element in the teaching sessions. Next, for the creative industry professionals, ethical aspects are considered as an important element in facing the challenges regarding design ethics. This is explained through the findings of students, lecturers and creative industry professionals through high recorded mean value. Therefore, it is clear that ethical aspects are a vital element to these three groups. Thus, a guideline on ethical education design for creative industry programs in institutions of higher learning is produced through the findings. Hence, this study provides a module on design ethics education that can be practiced in creative industry programs in Institutions of Higher Learning in Malaysia.

Digital Mental Health Support for Students in Higher Institutions in Nigeria During Pandemics

This chapter examined the challenges associated with students' mental health in a pandemic period like the COVID-19 era and the expected coordinated response measures that should be in place to mitigate such challenges with focus on the mental health of students in institutions of higher learning in Nigeria, the most populous nation on the continent of Africa. Specifically, the review strengthened the need for school counselors' going back to the drawing board to come up with modalities that could keep students psychologically and emotionally healthy. Students normally enjoy school community life but would have to adjust their patterns of social interactions during an outbreak of an infectious disease. The review explored and applied the assumptions of social support theory which laid emphasis on supportive relationships within social contexts. School counselors were charged in this chapter to engage their students' community with digital mental health support to help them remain mentally healthy in spite of the adverse events usually provoked by the presence of a pandemic.

The Schoolwide Enrichment Model

The Schoolwide Enrichment Model is widely implemented as a both an enrichment program used with academically gifted and talented students and as a magnet theme/enrichment approach for all students. The theme of the SEM is to develop the strengths and talents of all students. The SEM provides enriched learning experiences and higher learning standards for all children through three goals: developing talents in all children, providing a broad range of advanced-level enrichment experiences for all students, and providing advanced follow-up opportunities for young people based on their strengths and interests. The SEM focuses on enrichment for all students through high levels of engagement and the use of enjoyable and challenging learning experiences that are constructed around students' interests, and preferred modes of expression.

Enhancing Organizational Resiliency

In this chapter, the authors describe the lessons learned in responding to the various effects of the COVID-19 event that occurred from January 2020 through January 2021 on the ability of faculty to deliver quality, college-level education coursework to the students of the Department of Public Administration at the National University of Mongolia. The experiences are related in terms of the initial shock to the educational process created by the COVID-19 pandemic and how the department enhanced its organizational resilience in response to the challenges posed by the COVID-19 disturbance. The authors provide a summary of the responses made as well as lessons learned. The lessons learned may be used by other organizations of higher learning to navigate stressful conditions while building resiliency and adaptive capacity.

Designing an Education Curriculum Through Collaboration With Institutions of Higher Learning, Libraries, Archives, and Museums

The chapter assesses the role of institutions of higher learning in designing education curriculum in collaboration with the library, museum, and archives (LAMs) of the Stevenson Hamilton Knowledge Resource (SHKR) center based at the National Park. This research is based on a qualitative research method. The finding of the NP case study underpins concepts and outcomes described in academic discourse on the relationship between institutions of higher learning and LAMs. LAMs may serve as lifelong learning in South Africa. The results of empirical research allow the researcher to conclude that designing educational materials requires the collaboration of the Ministry of Basic and Higher Education, Training, Science, and Technology and LAMs.

Authentic Experiences of CHamoru Students During the COVID-19 Pandemic

The year 2020 has been an especially difficult year for people and organizations all over the world because of the COVID-19 pandemic. Higher learning institutions and their respective stakeholders are no exception and have been severely impacted by the pandemic resulting in the reshaping of higher education regionally, nationally, and internationally. This chapter examined the University of Guam's (UOG) response to the COVID-19 pandemic and understanding the authentic academic experiences of indigenous CHamoru students during the global epidemic. The current study employed a qualitative approach using a collective case study of 10 CHamoru male and female students who attended UOG for at least one semester during the COVID-19 pandemic. The chapter concludes with the recommendation that institutions of higher learning analyze and possibly revise or design academic programs that will sustain academic resiliency in its indigenous student communities.

Island-Centered Pedagogy

In this chapter, the authors explore and reflect on the pedagogy of higher learning within the cultural context of Micronesian society. Islanders are raised with strong cultural values that often come into conflict as they enter the environment of higher education. They find themselves trying to balance the cultural values, responsibilities, and practices while meeting the demands of university norms and values that are often very counter-cultural in nature. The authors discuss four essential elements educators of Micronesian university students must consider as they endeavor to provide a culturally relevant curriculum centered on what is called island pedagogy. These four elements focus on the concepts of collectivism, cultural understanding, regional advocacy, and empathy. It is through a commitment to building the foundation for a truly islander-centered environment in higher education that teachers empower students of these small islands with every possible chance to succeed in their field of study.

Effects of Teaching Presentation Methods and Visual and Auditory Working Memory Capacity on Young Children’s Learning Effectiveness

Objectives: This study investigates the effects of teaching material presentation methods and young children's visual and auditory working memory capacity on their learning effectiveness. It also suggests effective instructional design and teaching-learning methods suitable for children’s information processing characteristics.Methods: Participants included 86 five-year-old children enrolled in kindergartens in Seoul, Gyeonggi, Incheon, and Daejeon. Three categories of teaching materials with different presentation methods were created. Participants were randomly assigned to one of the category groups, and participated in learning activities. After the activities, learning effectiveness, working memory, and attention were measured. Data were analyzed using SPSS 20.0.Results: Results indicated that children’s learning effectiveness differed according to the teaching material presentation method. Higher learning effectiveness was observed when auditory and visual information was presented concurrently rather than sequentially, but learning was not affected by the sequential order. The groups with larger auditory working memory capacity and larger visual working memory capacity achieved higher learning effectiveness than did their respective counterparts. Additionally, learning effectiveness was greater for children with larger auditory working memory capacity when presented with auditory information before visual, and for those with larger visual working memory capacity when presented with visual information before auditory.Conclusion: The study results enhance foundational knowledge related to individual differences in young children's visual and auditory information processing abilities. Moreover, this study has practical implications for developing instructional materials and proposals suitable for young children’s individual information processing characteristics.

A Literature Review on Automatic Generation of Examinations

The examination is a key activity in determining what the learner has gained from the study. Institutions of higher learning (IHL) perform this activity through various assessment methods (test/examination, practical, etc.). The world today is focused on automation of exam generation which is ongoing with dire need during this period of the COVID-19 pandemic when education is greatly affected, leading to embracing online learning and examination. A text/exam comprises questions and answers that focus on evaluation to determine the student’s conversant level in the area of study. Each question has a cognitive level as described by (Armstrong, 2016) in the revised Bloom’s taxonomy. Questions chosen have cognitive levels based on the level of study and standardization of the exam. There is, therefore, a need to consider the question’s cognitive level along with other factors when generating an examination by incorporating deep learning algorithms.

Integrated Mobile Learning Education Supply Chain Management for Higher Learning Institution

The mobile devices are used to execute the teaching-learning-evaluation process in Mobile Learning (m-learning) methodology. M-learning is a trending field in educational organizations, companies, and for individual study. With the explosion of mobile device ownership among the users aged within 18–29 years who are also the attendees of the higher learning institution (HLI), gives us the opportunity to consider the use of m-learning methodology to be embedded in the HLI beside traditional methodologies. Exceptional circumstances such as the COVID-19 pandemic when traditional face-to-face methodology suddenly changed to online paradigm, is also forcing us to strongly consider the m-learning approach. However, HLI may not have a general policy to implement m-learning into the traditional learning environment. A proper educational outcome needs to be configured to implement a new process into the traditional process. Therefore, a model integrating the m-learning aspects and the education supply chain management factors obtained from this study may benefit the stakeholders of HLI, especially educators and students.