Browsing by Author "Low, Yvonne"

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    Open Access
    Digital Learning Hub - Marketplace Demonstration
    (2022-09) Kovilpillai, Jonathan; Abdul Uzza, Aisyamariam; Low, Yvonne; Darshan Singh, Abtar
    PCF10 Sub-theme: Inspiring Innovations [PRESENTATION] // APU’s processes and methodologies in the creation of open distance learning (ODL) and open education resources (OER). // Showcase our ventures in: // 1.Microcredentials // 2.Webinars on Instructional Design // 3.Webinars on Universal Design of Learning // 4.Learning Experience Design (LXD) // 5.Skills-based training series, ‘Master Faster’ // 6.Blending Learning for TVET courses in African countries // 7.XR learning designs & XR lab (Hololens, Oculus Quest) & our collaboration with Ministry of XR. // 8.Creating and developing a Learning Content Library (stock media for APU) // 9.Developing OER Content faster, cheaper, and better using the Easygenerator Authoring Tool // Paper ID 4483
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    Open Access
    Instructional Design for Quality Education: Role of A Digital Learning Hub
    (2022-09) Kovilpillai, Jonathan J S; Uzza, Aisyamariam Abdul; Singh, Abtar Darshan; Low, Yvonne
    PCF10 Sub-theme: Fostering Lifelong Learning // Quality education forms the foundation of all educational institutions and is made up of many aspects; a clear, well-thought-out curriculum and instructional design (ID) process, and everything else supporting the curriculum and ID ideals such as learning spaces, well-trained educators, availability of resources, management of processes and monitoring & evaluation exercises. For a long time, design and development of curriculum and ID was treated as a “given”, either because the curriculum was designed by a central body or “ID” was just another “normal” process, which was part and parcel of an employed educator, especially in higher education institutions (HEI). With current changes in the educational landscape whereby there is no guarantee of how a learning segment will be conducted, it is imperative that HEI look at these two components with a wider lens to mitigate possible setbacks and glitches for sustainable and continuing quality education. It has become vital that upskilling of ID is quickly acquired and certified. Considering this, we present a case study of how the Digital Learning Hub at the Asia Pacific University of Technology and Innovation has designed, developed, and implemented various projects using rapid instructional design methods to leap-frog and enable educators to gain crucial training for the skills and competencies related to instructional design. The aspects discussed include an overview of the newly setup digital learning hub, the amoebic process of achieving quality education, with ID as a core anchor and circumvented by the smart inter-play of stakeholders: students, educators, support staff, and leaders. // Paper ID 3453
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    Personalized Experiential Learning Using Virtual Reality to Enhance Imagination and Emotional Connectivity in Skills-Based Courses
    (2022-09) Low, Yvonne; Uzza, Aisyamariam Abdul; Hamdan, Analisa; Singh, Abtar Darshan
    PCF10 Sub-theme: Inspiring Innovations // Experiential learning is a philosophy and methodology in which educators plan to engage learners purposefully in direct experience and focused reflection to develop skills and knowledge, clarify values, and apply prior learning experiences. In other words, experiential learning is an instructor’s careful arrangement of a specific, interactive learning experience for students where they can develop their understanding and discover new knowledge. In this respect, different learning technologies can be used to ensure that skills-based content achieves the goals and learning outcomes, most of which are competency-based. Virtual reality is one such emerging technology which can enable learners to experience and be immersed in virtual learning environments which takes them out of the “window”. In a virtual learning environment, learners get to manoeuvre learning artifacts and manipulate the perspective plane to their prior learning experiences vis-à-vis the achievement of outcomes stated in the curriculum. This paper aims to provide answers to the research question: Could virtual learning designs enable personalized experiential learning to enhance imagination and emotional connectivity in skills-based courses in the new normal. As a result of the Covid-19 pandemic, many differentiated learning environments have been initiated such as ODL, blended and hybrid learning. In all these new initiatives, learners are still placed within the “4-walled classroom atmosphere” where learning is “confined to small, crowded, and neat spaces”. The researcher has observed that this has led to limited imagination, lack of emotional connection and has demotivated learners, resulting in poor quality products, especially in a skills-based learning environment. These observations are also supported by Latchem (2017) in an edited book ‘Using ICTs and Blended Learning in Transforming TVET’ which states that the common problem of distance learners is having limited contact with educators and their peers. According to Fleming (2021), advanced technology such as VR will ensure immense personal engagement and participation in a 21st century classroom as learning will involve artificially digitized content that resembles real life situations. // Paper ID 9345