Developing online learning resources: Big data,social networks,and cloud computing to support pervasive knowledge     

Muhammad Anshari  Yabit Alas  Lim Sei Guan 《Education and Information Technologies》2016,21(6):1663-1677

Utilizing online learning resources (OLR) from multi channels in learning activities promise extended benefits from traditional based learning-centred to a collaborative based learning-centred that emphasises pervasive learning anywhere and anytime. While compiling big data, cloud computing, and semantic web into OLR offer a broader spectrum of pervasive knowledge acquisition to enrich users’ experience in learning. In conventional learning practices, a student is perceived as a recipient of information and knowledge. However, nowadays students are empowered to involve in learning processes that play an active role in creating, extracting, and improving OLR collaborative learning platform and knowledge sharing as well as distributing. Researchers have employed contents analysis for reviewing literatures in peer-reviewed journals and interviews with the teachers who utilize OLR. In fact, researchers propose pervasive knowledge can address the need of integrating technologies like cloud computing, big data, Web 2.0, and Semantic Web. Pervasive knowledge redefines value added, variety, volume, and velocity of OLR, which is flexible in terms of resources adoption, knowledge acquisition, and technological implementation.  相似文献   

Peer mentoring in engineering: (un)shared experience of undergraduate peer mentors and mentees     

Jae Hoon Lim  Bailey P. MacLeod  Peter T. Tkacik  Sandra L. Dika 《Mentoring & Tutoring: Partnership in Learning》2017,25(4):395-416

In this qualitative study, we explored the experiences of 26 engineering student mentors and mentees in a peer mentoring program. We found that mentors and mentees exploited the mentoring program’s fluid structure and situated social relationships to enact a specific type of academic/professional goal and identity conducive to their entry to one of two communities of practice, the on-campus engineering program community and the community of professional engineers. The mentoring program functioned as a social space in which identities of these students converged and diverged, creating a subtle tension and self-reflection in relation to the two different communities of practice that they pursued.  相似文献   

Charting trends for e-learning in Asian schools     

John Hedberg  Lim Cher Ping 《Distance Education》2004,25(2):199-213

E-Learning is the confluence of many technology-based learning opportunities. It employs technologies as part of the delivery systems, as tools to assist with the representation of ideas, and most recently as the integration of processes and the topics to be learned. This paper reviews some of the approaches adopted by Asian schools and charts the trends that will guide instructional designers as they seek to effectively employ e-learning strategies. It also suggests a more integrated view of e-learning for those managing the learning and training systems within schools.  相似文献   

Meritocracy,policy and pedagogy: culture and the politics of recognition and redistribution in Singapore     

Leonel Lim  Michael Tan 《Critical Studies in Education》2020,61(3):279-295

ABSTRACT

Ideas about merit and the associated notion of a meritocracy have long been drawn upon to frame and understand a range of issues central to education policy. Little attention, however, is given to how in practice and through the workings of policy, meritocracy functions as an ideology that is struggled over by various social groups and pedagogic agents. Focusing on classroom pedagogic practices in Singapore, this article explores the ways in which in an ostensibly meritocratic education system, teachers interpret and negotiate ideas about culture to engage their students in the system’s low-progress tracks. We argue that these teachers are creatively resisting, even challenging official discourses of meritocracy and engaging in what Nancy Fraser calls struggles over recognition and redistribution.  相似文献   

Importance of Biology in Environmental Education     

Lee Sing Kong  Tan Wee Hin  Shirley Lim Siew Lee 《Asia Pacific Journal of Education》1995,15(2):64-71

One of the aims in the Singapore Green Plan is to maintain a more proactive and environmentally conscious population. This can be met through the education of the people. The Plan recognises that one of the most important target groups is the student population. For this to be achieved, a case can be made for the teaching of biology as a core subject in both the primary and secondary schools. According to the Biological Science Inquiry Model, a teaching model designed for instructing and nurturing the learning process of students, a good foundation in biology will enable students to be more open minded, more inquiring into related issues and apply biological principles to rationalise such issues. A good grounding in biology will therefore help students to have a better understanding of environmental issues as these issues are extensively related to biological principles. This can be illustrated by the ten issues concerning the global environment highlighted at the United Nations Conference on the Environment in June 1992. Through a systematic discussion of each of these issues, this paper illustrates the importance of biological knowledge in understanding the problems, implications and consequences of these issues.  相似文献   

Semiotics,memory and augmented reality: History education with learner-generated augmentation     

Kenneth Y. T. Lim  Ryan Lim 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(3):673-691

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An activity theory approach toward teacher professional development at scale (TPD@Scale): A case study of a teacher learning center in Indonesia     

Lim  Cher Ping  Juliana  Liang  Min 《Asia Pacific Education Review》2020,21(4):525-538

Asia Pacific Education Review - Continuous teacher professional development (TPD) ensures that teachers have the capacity to continually plan and implement quality teaching and learning that...  相似文献   

Development of computer play pedagogy intervention for children with low conceptual understanding in basic mathematics operation using the dyscalculia feature approach     

Nor Elleeiana Mohd Syah  Nur Azah Hamzaid  Belinda Pingguan Murphy  Einly Lim 《Interactive Learning Environments》2016,24(7):1477-1496

This study describes the development of a basic computer-based play pedagogy intervention using a dyscalculia-remedy-oriented approach such as repetition and number orientation manipulation, and the investigation of its effect on children displaying dyscalculia characteristics. This computer play was evaluated in a group of 50 seven-year-old Malaysian children, who were low achievers in mathematics subject and were divided into control and intervention group. The intervention group engaged with the newly developed computer play for an hour per day for five consecutive days, while the control group attended normal classroom learning for the same time period. Overall post-test scores indicated that children from the intervention group performed significantly better than the control group after the five-day intervention period by 57.9%. Number disorientation and arithmetic operation confusion, which are common amongst the children displaying dyscalculia characteristics, were also significantly reduced after the intervention. This implies that the children benefitted from the computer play.  相似文献   

Localizing English literature as a school subject: a Malaysian experience     

Jia Wei Lim 《Asia Pacific Journal of Education》2018,38(2):151-163

This article explores some of the complexities involved in the act of localizing English literature as a school subject. Informed by Goodson and Marsh’s stages of subject development, I explore the ways in which post-16 English literature was localized in Malaysia from an introduced and mythologized subject entitled “English” to its reconceptualization as “Literature in English” in the year 1998. The main question this article asks is: can a mythologized subject be sustained when it is introduced into another context (i.e., Malaysia)? This question is explored through attempts made to localize it by the subject’s governing body in Malaysia, namely the Malaysian Examinations Council. Relevant documents as well as an interview with a subject committee member involved in the subject’s reconceptualization form the data of this article. Analysis suggests that not only were acts of localization incoherent in the subject’s implementation, the rationale for localization was also not shared by some constituencies within and beyond the education system. This article concludes by highlighting the importance of ensuring that support from relevant constituencies is based upon a shared understanding of a subject’s role, aims and conceptualization in order to sustain subject development in an education system.  相似文献   

Use of comics to enhance students’ learning for the development of the twenty-first century competencies in the mathematics classroom     

Tin Lam Toh  Lu Pien Cheng  Siew Yin Ho  Heng Jiang  Kam Ming Lim 《Asia Pacific Journal of Education》2017,37(4):437-452

Abstract

This paper discusses the use of comics in teaching mathematics in the secondary mathematics classroom. We explicate how the use of comics in teaching mathematics can prepare students for the twenty-first century competencies. We developed an alternative teaching package using comics for two lower secondary mathematics topics. This alternative teaching package consists of (1) several sets of comic strips expounding all related mathematical concepts in a lively way; (2) tiered practice questions for learning reinforcement; and (3) a set of proposed lesson outlines with suggestions on how to use the comics for mathematics teaching. We also report how one of the teachers in our study used this teaching package in her mathematics lessons. Her lessons were video-recorded and 11 students were interviewed to help us understand how the mathematics comics lessons were enacted and the students’ perception of comics as instruction. We identified instances in which the teacher tweaked the provided resource to further enhance student learning and incorporated elements of the twenty-first century competencies during her lessons. Through selected student interviews, we also identified instances in which students commented on their gain from the new approach from the perspective of the twenty-first century competencies.  相似文献