emerging learning technologies and innovative pedagogy for the 21 century final slideshare
TRANSCRIPT
Emerging Learning Technologies and
Innovative Pedagogy for the 21st
Century
Based in an invited presentation at the
Digital Education Show – Middle East
Dubai – 16 November 2016
By Dr Khalid Al-Shahrani
Jubail Industrial College
Royal Commission of Jubail and Yanbu
About the book
• Published by Routledge - London, May 2016
• 16 Chapters, 22 authors, 249 pages
• Authors from: KSA, UAE, Qatar, Kuwait, Oman
UK, New Zealand
• Available now in Gulf and international universities
• Available in Amazon (printed and kindle versions)
Editors
Prof. Mohamed AllyDr Khalid Al-Shahrani
Evaluating some of the emerging
learning technologies in action in the
region
Adapting technology-enhanced learning to
students’ culture: faculty perspectiveRasha Al Okaily – UAE
• How faculty members adapt their use of technology enhanced
learning (TEL) activities to students’ cultural norms in a private
university in the United Arab Emirates (UAE).
• Some constraints of TEL:
I. Gender differences (Male lecturer vs female students & Female
lecturer vs male students)
II. Use of Social Media
III. Local culture norms
• Suggestions on how to adapt technology integration to ensure the
cultural acceptability of TEL activities.
Situated learning, pedagogic models and structured
tasks in blended course deliveryDavid Prescott – UAE
• A case study of a blended course delivery in the American University of
Sharjah in UAE
• Discussed the blended course goals in the light of three concepts:
1. Situated Learning (Lave & Wenger, 1991)
2. Three pedagogic models
• Bartlett-Bragg’s five-stage educational blogging model
• Ruben Puentedura’s SAMR model
• Blended learning five interactions model
3. Task Structure (Harris, 1898)
• It concludes with comments about course participant attainment and the
importance of ‘rich’, structured tasks that involve problem based learning
and offer students opportunities for creative and critical thinking
Technology-enhanced language instruction:
are we in the loop? Saleh Al-Shehri – Saudi Arabia
• Review for approaches and studies on the potential of technology for
language instruction
Some findings:
• Technology had great potential for students language learning
experience, and helped them to be active and positive learners
• An effective learning tool for female students
• Improved students research skills gave them access to authentic learning
materials
• Convenience, overcoming time and place constraints
Blended learning: a proposed open system
modelHend Merza –Saudi Arabia
Proposed an Open System Model
of Blended Learning of 5 elements:
inputs, process, outputs, feedback
and external environment.
To speed up the process of
providing local markets with highly
skilled workers and responding to
the increasing demand for flexible
higher education programs.
A conceptual model for the effective integration of
technology in higher educationAbdulrahman Al-Zahrani – Saudi Arabia
Adoption of technology through three main perspectives: the practitioner,
the pedagogical and the administrative.
Effective integration of technology in developing countries occurs in the
intersection between these three perspectives.
Case studies of innovative pedagogy
applied in a number of Gulf Countries
Mobile Learning in the GCC counties Hessah Alshaya and Afana Oyaid – Saudi Arabia
• Explores the concepts, benefits, implementation and issues that surround
mobile learning in GCC countries.
• Ways in which mobile learning is advancing in GCC countries, and the
challenges and expectations involved in the development of mobile
learning.
PresentationTube: a network for producing and sharing
online video lectures Alaa Sadik - Oman
• Video presentation recording
application and online video
sharing platform designed by
the author
www.presentationtube.com
• Allows instructors to narrate and
annotate PowerPoint slides and
synchronize a variety of visual
aids, including webcam video
footage, whiteboard, drawing
board and web browser.
Initiatives to innovate education to prepare Qatar
for the future Mohamed Ally –Canada
Martha Robinson, Mohamed Samaka - Qatar
• Explores a wide range of initiatives to innovate education in Qatar, based
on its 2030 National Vision.
Initiatives include:
• Qatar National Research Fund (QNRF)
• Educational research and innovative learning awards in Qatar
– Research programmes
– Capacity building and development programmes
– K-12 programs
– Special Programs
• Primary education
• Higher education
Use of Social Media in technology-enhanced
learning in GCCAli Almusawi–Oman
“For an educational institution to
implement social media in its
educational institutions/system, the
best models are those combining
‘blended’ learning and taking
advantage of the existing
classroom/schooling and online social
networking platforms promoting
students’ interaction by building a
systematic Computer Supported
Collaborative Learning
Environment” (Al Musawi, 2016, 134)
Student-centered learning analytics dashboardsNaif Aljohani – Saudi Arabia
Hugh Davis, Syed Jalal - UK
Mohamed Ally - Canada
• The differences between teacher-centred learning analytics dashboards
and student-centred learning analytics dashboards
• Students should have their own learning analytics dashboard to encourage
them to resolve their learning issues, whether independently or
collaboratively with their friends, teachers or any university members
• Students can share the results of the analytics with their teachers to work
collaboratively towards solving any detected performance problems
Flipped classroom as a form of blended learning Azizah Al Rowais – Saudi Arabia
• Discussed the use of flipped classroom as a form of blended learning in
GCC
• Best practices of flipped classroom in the GCC region
• A main concern is the lack of training for faculty and teachers on flipped
classroom strategies and design
Managing the change during e-learning
integration in higher educationKhalid Alshahrani – Saudi Arabia
Len Cairns – Australia
• The challenge of managing
change during e-learning
integration
• The role of leadership in the
change process surrounding the
implementation of e-learning
• The future of e-learning
deanships in Saudi universities
MOOC in the Arab World: a case study Khalid Alshahrani –Saudi Arabia
Mohamed Ally– Canada
• Introduced the first MOOC initiative
in the Arab world – Rwaq
• The first platform to deliver Arabic
MOOC
Smart classrooms in the context of technology-
enhanced learning (TEL) environmentsSalah Al-Sharhan –Kuwait
• Introduced a comprehensive model of smart classrooms as a part of an
approach to implement an efficient Technology Enhanced Learning (TEL)
environment.
• The proposed model is based on an integrated framework to implement a
holistic TEL approach that enables educators to design efficient teaching–
learning to overcome these challenges.
• A new integrated competency level is presented to ensure teacher
readiness in a new TEL environment.
Examining the future of digital education
in the Gulf Region
Towards teaching and learning mathematics using
mobile technology Fatima Azmi, UAE
Aqil Azmi, Saudi Arabia
Three challenges for higher education:
• Funding crisis (financial disruption)
• Technological revolution (challenging current business model)
• Training and retraining staff
• Teachers and students should have regular access to technologies that
support and advance mathematical sense making, reasoning, problem
solving and communication.
• Educational researchers ought to pay more attention to the technology-
related teaching practices of mathematicians
The future of mobile learning and implications for
education and training David Parsons – New Zealand
‘Top fives’ of :
• M-learning myths and misunderstandings
• M-learning innovations
• Future potentials for m-learning
• Future risks for m-learning
• These perspectives seek to provide an inclusive view of what m-learning
means today
• An agenda for the future for gaining the maximum benefits from m-learning
while minimizing the potential negative effects of technological, social and
pedagogical change
Conclusion
• Focus on the content rather than technology alone.
• Faculty/teachers need to focus on the ‘need’ or ‘problem’ and then
decide (or design) the means that best address it.
• Training on the smart learning design for faculty and teachers.
• Innovative use of technology does not exist in a vacuum, it depends
a great deal on overall educational and administrative context as
well as robust technological infrastructure.
