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Emerging learning technologies and innovative pedagogy for the 21 century final slideshare


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This presentation is a modified version of an invited presentation in the Digital Education Show - Middle East 2016, Dubai 16 November 2016

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Emerging learning technologies and innovative pedagogy for the 21 century final slideshare

  1. 1. Emerging Learning Technologies and Innovative Pedagogy for the 21st Century
  2. 2. 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
  3. 3. 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)
  4. 4. Editors Prof. Mohamed AllyDr Khalid Al-Shahrani
  5. 5. Evaluating some of the emerging learning technologies in action in the region
  6. 6. Adapting technology-enhanced learning to students’ culture: faculty perspective Rasha 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.
  7. 7. Situated learning, pedagogic models and structured tasks in blended course delivery David 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
  8. 8. 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
  9. 9. Blended learning: a proposed open system model Hend 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.
  10. 10. A conceptual model for the effective integration of technology in higher education Abdulrahman 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.
  11. 11. Case studies of innovative pedagogy applied in a number of Gulf Countries
  12. 12. 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.
  13. 13. 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 • 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.
  14. 14. 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
  15. 15. Use of Social Media in technology-enhanced learning in GCC Ali 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)
  16. 16. Student-centered learning analytics dashboards Naif 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
  17. 17. 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
  18. 18. Managing the change during e-learning integration in higher education Khalid 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
  19. 19. 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
  20. 20. Smart classrooms in the context of technology- enhanced learning (TEL) environments Salah 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.
  21. 21. Examining the future of digital education in the Gulf Region
  22. 22. 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
  23. 23. 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
  24. 24. 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.
  25. 25. Thank you Twitter @Khalid_alzabran