With massive amounts of data created every second across the internet, the concept of big data would give opportunities with the ability to explore data and understand in maximizing the potential of data collection in relation to innovative teaching in an online learning setting. This is to support teachers’ pedagogical skills, mainly in the big data era from multiple sources in maintaining a competitive advantage to give a feedback on innovative teaching performance. This article aims to critically investigate innovative teaching competencies of teachers in the light of big data approach. Critical review using content analysis from both the theoretical and the empirical base was conducted to explore the big data for supporting innovative teaching. This result shows innovative teaching performance with an insightful result to contribute these competencies towards the theories and models of educational innovation into the pedagogical element.

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Innovative Teaching in Higher Education: The Big Data
Approach
Presentation · July 2016
DOI: 10.13140/RG.2.1.1267.6087
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Muhammad Anshari
Universiti Brunei Darussalam
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Universiti Brunei Darussalam
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2. July
13-­‐15,
2016,
Vienna,
Austria
INNOVATIVE
TEACHING
IN
HIGHER
EDUCATION:
THE
BIG
DATA
APPROACH
Miftachul Huda1, Muhammad Anshari2,
Mohammad Nabil Almunawar3, Masitah Shahrill4,
Abby Tan5, Jainatul Halida Jaidin4,
Sabrina Daud3, Masairol Masri3
1 Sultan Omar ‘Ali Saifuddien Centre of Islamic Studies, Universiti Brunei Darussalam
2 Continuing Education Centre, Universiti Brunei Darussalam
3 UBD School of Business and Economics, Universiti Brunei Darussalam
4 Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam
5 Faculty of Science, Universiti Brunei Darussalam

3. Benefit of ICT Development = Innovation in Online
Learning
The role of ICT is to formulate and to enhance mobile
teaching and learning process and it drives student-
centred learning (Williams et al., 2000).
Investments in integrating technologies for teaching
and learning practices.
Innovation in Teaching: The advancement of ICT, for
example, smartphones, social media, LMS, etc.
Accessibility of resources with smartphones.
2
INTRODUCTION

4. INTRODUCTION
The big data framework incorporates many aspects
related to massive data generation and its growth in
supporting and enhancing innovative teaching and
learning.
Big data, a new generation of data analytical approach
designed from collecting, aggregating and analysing very
large amounts of data (Mayer-Schönberger & Cukier, 2013;
Villars et al., 2011).
Big data, a utilization of massive amounts of data which is
created every second across the Internet (Villars et al.,
2011) and subsequently, it is extracted to gain its potential
and value for the user (Mayer-Schönberger & Cukier, 2013).
3

5. INNOVATIVE
TEACHING
IN
HIGHER
EDUCATION
There are four core competencies to deliver
innovative teaching:
ü Innovative learning competence,
ü Innovative social competency,
ü Innovative educational competency, and
ü Innovative technological competency.
(Zhu et al., 2013)
4

6. BIG
DATA
AND
EDUCATION
5
Figure 1: Big data analytic process
• The capabilities of big data range from transferring and
sharing, predicting, visualizing, capturing and searching
data.
• Big Data is the 4th generation of computing (Kitchin, 2014).
• Due to the growth and evolution of ICT, big data extends
its capacity in terms of volume, velocity, and variety
(Anshari et al., 2015).

7. PHASES
OF
ANALYSES
6
² Focus: Phases of literature analysis to the reference
model.
² 40 peer-reviewed journals and books were then selected
for the subsequent review.
² Used meta-synthesis to integrate, evaluate and interpret
the findings of multiple research studies.
² Phenomenological and grounded theories integrated
and used.
² Ideas extracted to identify common features, elements,
and functionalities.
² Analysed and synthesized key elements into new
interpretations, conceptualizations, and modelling of
innovative teaching with big data approach.

8. LEARNING
RESOURCES
7
Figure 2: Big data and Innovative Teaching Process

9. INNOVATIVE
SOCIAL
8
² Advancement of online learning – Aspects of innovative
teaching competency.
² Student learning activities:
ü same online activities,
ü distribute online surveys,
ü share web-based searches,
ü interact in online discussions,
ü solve case studies,
ü watched online videos, and
ü published articles on the web.
² Conversations from social networks as one of big data’s
source – improve the trust of the community at large from
reading the positive comments.
² Social media analytics – analysis of data from social
media channels used to analyze the stakeholders’
responses on the new course being introduced.

10. INNOVATIVE
TEACHING
9
² The innovation in teaching has improved and easily
more accessible than before.
² Very challenging when students get a huge amount
of data in order to refine the materials within the time
constraint.
² Big data – to extract value from a big volume and
large varieties of data, and within the velocity of
analytic, help students utilize resource knowledge.
² To be successful to apply big data in innovative
teaching, need the support from the stakeholders.
ü Government funding.
ü Researchers and educational practitioners to provide more
data into the media, social networks and any websites.
ü Higher learning institutions need to invest into big data
analytic for innovative teaching.

11. INNOVATIVE
TECHNOLOGY
10
² Benefits of Big data:
ü Detect future trends and issues such as educational
technology trends and product preference.
ü Provides useful insights on how the organization should
improve their educational technology component. Data
analytics can come from the students’ behavioural
patterns based on their clicks, comments, sharing
contents, and conversations (Anshari et al., 2015).
ü Detect future problems in education systems: Innovative
teaching delivery.
ü Gather data at an immense speed and to distinguish the
value of the data.
ü Help an organization to gain useful insights to improve its
operation, especially to education institutions and society.

12. CONCLUSION
11
² The explosion of big data emerges from variety of
data sources.
² Its benefit extended to higher education institutions
in terms of offering innovative teaching experiences
to students.
² The adoption of big data in innovative teaching a
promising new experience to the students,
education providers, instructors, and the community.
² In providing useful guidelines: Incorporating big data
into innovative teaching from different perspectives
for guiding teachers in effective integration of big
data into teaching and learning.

13. CONCLUSION
12
² To motivate and engage learners: The pedagogy,
social interaction and technology to become the
critical components of an innovative enhanced
learning environment.
² For higher learning institutions to explore the future
impact of deploying big data by extending the
learning experiences to students.
² With the efforts to integrate pedagogical skills and
big data approach, this model is supposed to
enhance the development of innovative teaching
performance for teachers as an insightful standard of
making curriculum design in teacher education in
particular and for schools in general.

14. 13
REFERENCES
(used
in
this
presentaBon
only)
Acknowledgment
Video presentation prepared by Miss Han Sau Herng
14M8473 MTeach (Secondary Education), SHBIE, UBD
Anshari, Alas, Y., & Guan, L. S. (2015). Developing online learning resources: Big
data, social networks, and cloud computing to support pervasive
knowledge. Education and Information Technologies, 1-15.
Kitchin, R. (2014). Big Data, new epistemologies and paradigm shifts. Big Data
& Society, 1(1), 2053951714528481.
Mayer-Schönberger, V., & Cukier, K. (2013). Big data: A revolution that will
transform how we live, work, and think: Houghton Mifflin Harcourt.
Villars, R. L., Olofson, C. W., & Eastwood, M. (2011). Big data: What it is and why
you should care. White Paper, IDC.
Williams, D., Coles, L., Wilson, K., Richardson, A., & Tuson, J. (2000). Teachers
and ICT: Current use and future needs. British journal of educational
technology, 31(4), 307-320.
Zhu, C., Wang, D., Cai, Y., & Engels, N. (2013). What core competencies are
related to teachers' innovative teaching? Asia-Pacific Journal of Teacher
Education, 41(1), 9-27.

15. THANK YOU
The video presentation for
Huda et al. (INTE 2016) can be
viewed from the YouTube Link:
https://youtu.be/endzyFXeqqg