Paper Presentations - Embracing Purpose Learning as Higher Education Pedagogy

Teacher education programmes need to prepare student teachers for teaching in diverse and authentic contexts, as well as to contribute to the global goal of ensuring inclusive and equitable quality education for all. To achieve this, a project-based learning programme that partnered student teachers with a refugee learning centre was designed, where they co-created and implemented STEM learning aids for primary schoolers. This paper explores the benefits and challenges of this partnership for both student teachers and the industry partner. We used a mixed-method approach to collect data from questionnaires and interviews with student teachers and a teacher from the refugee learning centre. The findings showed that the partnership was mutually beneficial, but also posed some difficulties for student teachers. We conclude with some implications and recommendations for future industry-linked partnerships for STEM teacher education.

The concept of experiential learning is not new. In Malaysia, experiential learning has been strongly promoted by the Ministry of Higher Education through its SULAM initiative. However, experiential learning that requires students to apply their discipline specific knowledge to tackle real world challenges together with the partners and beneficiaries in order to make a positive impact to the beneficiaries is still rare. In addition, institution wide initiative to offer such experiential learning with authenticity concerning the task, physical context, and social context is still limited. The study aims to develop a practical implementation framework with insights to enable experiential learning being institutionalised effectively through impact projects, using design based research. The framework was developed and improved through two cycles of implementation over one year, participated by academics and students from more than nine science and social science disciplines. Data is collected from the reflections of the academics and student survey, which was analysed to develop and refine the implementation framework. The findings share insights in convincing academics to redesign and implement experiential learning. The findings also highlight ways to secure partners and beneficiaries as part of the learning activities. The proposed framework highlights the importance of proper conceptualisation of the impact projects involving the partners, beneficiaries and academics to ensure alignment. It also emphasises the importance of having well planned risk mitigation strategies. The framework has expanded the knowledge of experiential learning implementation by offering more detailed and practical steps to ensure its implementation achieve the intended learning outcomes. The proposed framework could be extremely helpful for institutions that are struggling to implement institution wide experiential learning to positively impact the beneficiaries and students.

With the rise of the Industrial Revolution 4.0 and the prevalence of Artificial Intelligence, we are constantly bombarded with visual imagery. It is observed that the limitless visuals available in this digital age are not used in context, or not fully understood before they are used. Hence, visual literacy is important in this respect. To impart the knowledge and importance of visual literacy, the researchers conducted a two-session workshop to twenty one 14- to 16-year-old students in a school in Kuala Lumpur, Malaysia. The workshop included an introductory lecture, brainstorming and development of ideas, creation of a heraldic emblem that is accompanied by a written rationale, and a closing lecture. Participatory Learning Approach was involved throughout the workshop. Lecture materials containing the conventions governing the designs of heraldic emblems were utilised by the students to ensure adherence to best practices. A survey, containing a mix of open and close ended questions, was completed by the students, each before and after the workshop, for the researchers to gauge their knowledge and understanding of visual literacy vis à vis heraldic practice. The results revealed that there was a change in the students’ knowledge and understanding of emblem design indicating visual literacy. In conclusion, they were able to recognise an effective emblem and the importance of visual literacy after attending the workshop. It is also noticed that the Participatory Learning Approach enabled them to learn by observing and doing, as well as learning from each other. Hands on workshops that are student centred are essential to imparting the knowledge and significance of visual literacy. Keywords: visual literacy, school emblems, design, participatory learning, heraldry

The global classroom is a well-recognized teaching approach that can widen students’ global perspectives and foster international collaboration. Through active engagement in collaborative projects, students can experience meaningful learning and adopt a global perspective required for them to be successful in future careers. However, there may be various challenges that can hinder the implementation of global classrooms, particularly the complexities in co-creating lesson plans with partnering institutions and planning of activities that can maximize student participation. To overcome these challenges, we propose a simple method that can be employed in the planning of global classrooms, namely the 4As strategy (Alignment, assimilation, authentic engagement, and authentic assessment). We have applied this strategy to plan for global classrooms by partnering with Far Eastern University (FEU) in the Philippines. Both synchronous and asynchronous activities were included in the lesson plans, and real-life case studies were designed for students to solve collaboratively. Based on survey feedback (n=106), the global classrooms have successfully engaged (>75%) and motivated (80%) the students to learn. In addition, most stakeholders agreed that the global classroom planned and conducted using 4As strategy have achieved its purpose. This innovative teaching approach has successfully engaged students in the learning process and provided them with a cross-cultural learning experience. Although it is challenging to conduct an interactive global classroom, educators are encouraged to embrace this new pedagogical approach as it can significantly enrich students’ learning experiences and broaden their life perspectives.

This paper aims to investigate the effectiveness of the flipped learning approach towards engineering students in enhancing student engagement and learning. The investigation involves the participation of 119 students enrolled in the Circuit Theory 1 course. At the beginning of the study, the students are provided with instructional materials outside of class, which are made accessible through UNIMAS's Learning Management System, eLeaps. By engaging with these materials, the students have the opportunity to familiarize themselves with the course content and prepare for the interactive activities that will take place during class time. During the class sessions, various interactive activities are conducted to promote active participation and deeper understanding which include pre-tests, discussion and post-tests on the subject matter where all of these activities allow the students to assess and measure their learning progress and help evaluate the effectiveness of the flipped learning approach. At the end of the session, a survey is conducted to gather feedback from the students regarding their experience with the flipped learning approach. The survey aims to assess their reaction to the instructional materials, the effectiveness of the interactive activities, and the overall impact of the approach on their learning outcomes. The findings from this investigation will provide valuable insights for educators and institutions seeking innovative teaching strategies to optimize student learning experiences.

“Teaching the mind without teaching the heart is not educational at all”. Aristole's quote implies the importance of education in developing moral values and socio emotionality among learners besides cognitive domain. Most teacher education programmes aim to develop student teachers’ pedagogical content knowledge and yet, nurture their hearts is equally important. It is vital for higher education institutions (HEIs) to develop student teachers’ ethic of care, bridging their understanding and practice of educating diverse learners, in response to emerging issues in education with passion. This study embedded refugee community engagement to provide experiential learning opportunities for student teachers to develop the core of professional competences and views on global issues such as educational equity and refugee education. Eight student teachers conducted lessons for 136 upper primary school students at a refugee school in Kuala Lumpur. Data was collected from the student teachers’ artifacts, assessment rubrics, peer assessment, and reflective videos. Content analysis was adopted to analyse the artifacts. The assessment rubrics and peer assessments were statistically analysed. The reflective videos were transcribed verbatim and categorised into themes. The research findings showed that the student teachers were able to design and implement developmentally appropriate lessons for the refugee students. Their classroom management skills, including developing positive relationships with the refugee students were enhanced. They gained insights into the challenges faced in a refugee school setting. Thus, their minds on global educational issues were broadened and their empathy grew. This study recommends the ways HEIs design their pre service teacher education programmes towards a more community based and inclusive model to prepare student teachers to make real connections with their students in alternative learning contexts.