Engaging Mobile-Assisted Learning Activities Using Multiple Mobile Apps for Foreign Language Practice

Mobile applications have been used to support engaging and interactive learning over the past several years. However, most mobile apps for language education were developed for merely vocabulary learning and simple grammar exercises. Hence, it is important for instructors to encourage and guide students to participate in more diverse learning activities using the mobile apps to learn and practice the target language in their daily lives. This chapter attempts to introduce a sample of engaging mobile-assisted learning activities toward the use of multiple mobile apps like TIMeS (Taylor's Integrated Moodle e-Learning System), Naver Blog, and Quizlet. A survey was conducted to gather student responses and feedback regarding this app-based learning, and 266 students responded over four semesters in 2018 and 2019. The chapter examines how these app-based learning activities are advantageous to the students' learning outside of the classroom in terms of enhancing engagement and flexibly.

Transforming Online Learning Beyond the Digital Data

Experiential Online Classroom (ExOC) for Introduction to Business Presentation under the English 1 module at Taylor's University has expanded the landscape of blended learning from self-directed learning to experiential learning through participation in an online learning environment (OLE). The ExOC has been completely modernised and humanised to shape students' skills in a business presentation by building intangible elements of the Fourth Industrial Revolution (IR), which are character building, higher order thinking, soft skills, and lifelong learning. Human touch to technology-based content encourages students to build a community virtually, which naturally gives a deep learning experience with greater engagement. This chapter explains the design and development Introduction to Business Presentation MOOC as a modernised and humanised blended learning method that transformed online learning. Finally, the preliminary impacts of students' participation and engagement in using the MOOC are also discussed.

Developing Fluid and Organic Curricula

Literature has argued for the importance of developing complex problem-solving and active learning capabilities among the graduates in response to the challenges posed by the Fourth Industrial Revolution. Literature has also argued for the need to promote interdisciplinary and personalised learning to nurture such future-ready graduates. To effectively fulfil and sustain this expectation, higher education curriculum must be designed to become more fluid and organic, promoting more personalized and interdisciplinary learning. This chapter outlines a curriculum framework as well as key principles and lessons learned in developing a fluid and organic curriculum through broad-based and flexible programme options. The chapter also highlights the importance of efficiency consideration to ensure scalability across a university. It is believed that such fluid and organic curricula caters to the changing demands of the industry as well as diverse learner career aspirations, interests, and the capability of learners.

Future Ready Universities

The sands of education are constantly shifting, and in order to stay significant, higher educational institutions (HEIs) need to reinvent themselves in the Fourth Industrial Revolution. With high global unemployment rates of fresh graduates and internal institutional challenges, future conscious HEIs understand the importance of the need to redesigned curriculum, content, and assessments to prepare graduates for employment. Through a detailed evaluation of the newly developed Taylor's curriculum framework (TCF), this chapter will elaborate on the core purposes of this curriculum framework and the governing principles in redesigning a curriculum that focuses on the 21st century needs. By shifting the focus from teaching to learning and by redirecting the focus of assessment from knowledge base to skills base, HEI graduates will be equipped meet the needs of industry, the Fourth Industrial Age and beyond.

Preparing 21st Century Teachers for Teach Less, Learn More (TLLM) Pedagogies

Higher education institutions face much disruption in the Fourth Industrial Age. The rapid changes in the workplace demand that university graduates exhibit competencies beyond discipline-specific knowledge. To thrive in a complex world filled with rapid advancements in knowledge and technology, graduates must possess lifelong learning skills, think critically and creatively, be socially intelligent, resilient, and adaptive. The demand for these transferable skills requires universities to re-examine their curriculum design, assessment, and delivery methods to ensure learners know, develop, and culminate these skills upon graduation. This chapter explains how this can be achieved through a paradigm shift in the teaching and learning approach by reducing face-to-face teaching to enable greater interaction in the classroom, opportunities for expression, the building of character and other life skills whilst promoting more self-directed and independent learning. Lecturers should revolutionize the way they teach and develop the 21st century competencies skills among the students.

Learning Law Using Augmented Reality and Neuro-Linguistic Programming

In the era of the Fourth Industrial Revolution (4 IR), there are various legal tasks that are becoming increasingly automated, and hence, it is no longer sufficient for law students to only know the law. Today's law graduates have to be equipped with skills that can future-proof their careers from automation; hence, the onus is on education providers to embed those skills in the curriculum. In an attempt to address the identified skills gap and better enable graduate work readiness, augmented reality (AR) and neuro-linguistic programming (NLP) have been introduced into a law module at Taylor's University to encourage first-year law students to learn law using AR and utilise NLP techniques to deliver a human element through digital learning. Through the interpretation of students' feedback from a module survey, this chapter aims to understand student learning experience on the role of AR and NLP in facilitating and enhancing their legal studies and preparing the graduate more effectively for the workplace.

Re-Designing the Architecture Curriculum Through the Lens of Graduate Capabilities

Aligned to the national and global movement towards the definition, design, and mapping of graduate capabilities of university curriculum, universities are assigned the colossal task to incorporate these capabilities through curriculum design, delivery, and assessment. Using curriculum design research as the methodology of study, this chapter presents the framework and principles for the development of an innovative curriculum in architecture to enhance specific graduate attributes. It describes the constraints of time as well as competency in curriculum design to make critical evaluations of mappings, integration, and progression throughout the different year-level of the programme and within each module. While fueled with challenges, it suggests the propensity for enhancement of a curriculum that engages with the whole-person development as well as opportunities for teaching and learning innovations.

Assisting Peer Learning Performance Using Online Collaborative Tools in Virtual Learning Environments

Assisting peer learning performance through behaviour of teaching for learning is not a novel idea. In most learning environments, students have been supporting one another regardless of the involvement of their teachers. However, though the potential of peer learning has been realized, it is often introduced in unintentional way, without much consideration of their implications in different learning environments. In the virtual learning environment (VLE), especially, the application of peeragogy is imperative as the online knowledge is mainly generated through peer-to-peer learning and collaboration. Therefore, it is timely to explore how to embrace online collaborative tools in facilitating online peer learning. Three emerging online collaborative tools (workshop, wiki, and database) are discussed in this chapter with focus on the strategies and ideas to assist peer learning performance in VLEs. Checklist related to selecting the most effective collaborative tools according to the diverse pedagogical requirements is also provided.

Digitalizing PBL to Transition Learning Into the Real World

This chapter is on how the concept of teach less, learn more is envisioned in the perspective of the problem-based learning (PBL) approach. It includes a brief introduction of the problem-based learning design and its relevance to learning in the 21st century as well as strategies for implementing the processes and assessments in PBL, not in a manner of merely digitalizing the tradition but to re-establish how PBL can be strategized to transition learning experience into the real world. The chapter also discusses the effects of digitizing the PBL approach, which include highlighting how it can improve students' learning as well as cautioning teachers on the common challenges of digitizing this approach.

Improving Logical Thinking Skills Through Jigsaw-Based Cooperative Learning Approach

Many opportunities for success are given to computer science students in their modules with minimum guidance from their instructors. Mainly, students from this field have to complete tasks on an open-ended problem that requires higher-order thinking skills. Since the students need to derive their unique answer from a given task in a group setting, cooperative learning helps them to compare with and discuss the solutions together. Hence, the individual's foundational skills of problem-solving and logical thinking skills are critical in the process of software development. However, to install such skills is usually a challenging task for academics. This study believes jigsaw-based cooperative learning approach helps the computer science students to grasp and build their logical thinking skills. The familiarity with software analysis tools as part of the online cooperative learning helps accelerate and firm-up the process of sequential logical skills. The results of pre- and post-experiment showed significant improvement (61.6%) in logical thinking and problem-solving skills among students.