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Innovative practices in ODL — the experience of Open University Malaysia
No full textWith the advancements in communications technology brought about by the advent of the Internet and World Wide Web, attention has been drawn to Open and Distance Learning (ODL) as a mode for teaching and learning. In Malaysia, the establishment of ODL universities such as Open University Malaysia (OUM) has expanded the role of ICT in learning and knowledge generation. By leveraging on Internet technology, ODL universities are able to transmit education across the country and even globally. ODL sets about making quality e-learning and e-content more accessible to both facilitators and learners. Utilising this method, new opportunities are continuously created to make higher education more accessible to those who seek to improve and upgrade themselves. This paper examines OUM's practice of using the innovative technology of online learning and teaching to make higher education easily accessible to those that seek it. With greater advancements in technology, the future of higher education may lie more with ODL than with traditional face-to-face learning
An Innovative Drive Train Design for Improved Dead Reckoning Accuracy in Automated Guided Vehicles
No full textThe automated guided vehicle (AGV) is a key component for the successful implementation of flexible manufacturing systems (FMS). AGVs are wheeled mobile robots (WMR) employed for material handling in the constantly evolving layouts of these modern factory shop floors. As such their ability to navigate autonomously is an equally important aspect to sustain an efficient manufacturing process. However, their mobility efficiency is inherently affected by the unproductive systematic and non-systematic odometry errors. Odometry errors mainly occur due to the mobility configuration of the AGV drive train and the surface characteristics the robot is interacting with. Odometry error accumulates over the distance traveled and leads to severe dead reckoning inaccuracy if the robot’s feedback control mechanism is unable to correct the error fast. This paper proposes an innovative drive train mechanism called dual planetary drive (DPD) that will minimize odometry errors without the need for complex electronic feedback control systems. (Abstract by authors
Transforming learning through strategic management case studies : OUM's on-line alternative
Get PDFEngaging learners has become a major topic of discussion amongst academicians as
many employers in the corporate sector have voiced their complaints regarding the
employability of local graduates. Our local graduates are said to lack critical thinking
skills and analytical abilities. Taking this in mind, the Faculty of Business and
Management of Open University Malaysia has embarked on an ambitious project to
engage learners using case studies in Strategic Management. The use of cases as a tool
to develop critical thinking and analytical abilities have long been used by renowned
business schools such as Harvard Business School in the United States and Curtin
Business School in Australia. OUM’s Faculty of Business and Management has gone a
step further to transform learning for its students – the Strategic Management course is
going to be offered fully on-line where the faculty’s academicians will engage in case
discussions with learners from anywhere in the country at any point of time. The use of
cases, supplemented by learning materials, Power Point slides and videos will foster a
more engaging learning environment where learners will experience real-life scenarios,
make decisions and formulate strategies in the shoes of CEOs. This paper will share the
faculty’s plans and implemented projects for the transformation of BBPS4103 Strategic
Management. (Abstract by authors
Preliminary analysis: Engaging learning via new Web 2.0 medium - Facebook (Abstract)
Get PDFThis paper presents the use of online social network (OSN) applications, Facebook, as a tool for e-learning. The traditional e-learning medium in Open University Malaysia (OUM) is using the learning management system or learning portal called the “My Virtual Learning Environment” (myVLE), which is based on web 2.0 applications. If compared to Facebook, the myVLE is not really known to the public. Hence, we believe that the various features possessed by Facebook, such as facilitating online discussion, sharing links and resources, facilitating the conduct of Q&A sessions, uploading field trip/project photos and videos and much more, can be maximized as a tool that can empower educators and students to engage, interact, share and learn in an e-learning environment. Furthermore, Facebook is applicable to many types of devices ranging from personal desktop computer to mobile devices such as Smartphone and tablets. It is compatible with numerous operating systems and its features such as private group and event scheduling, are easy to learn and use. In this study, we used Facebook to investigate how our students feel about using this online social network for e-learning apart from the existing learning management system, myVLE. Most of the higher education institutions are discovering that new models of teaching and learning are required to meet the needs of a generation of learners who seeks greater autonomy and connectivity as well as the opportunity to experience social learning. Traditional approaches to teaching and learning are typically based on prepackaged learning materials, fixed deadlines, and assessment task and criteria defined by educators. However, today’s students demand greater control of their own learning and technology is a way to meet their needs and preferences. Thus, the aim of this paper is to explore how Facebook is suitable as an e-learning tool for students. It is not about replacing our existing e-learning platform (myVLE), but about collaborating and empowering students with more tools in e-learning to make them feel engaged and motivated, especially in distance education. Oncology Nursing students were used as the sample for this study. (Abstract by authors
Surviving the 21st century in Southeast Asia : Open & Distance Learning for Human Capital Development
Get PDFWithin the last several decades, Southeast Asia has witnessed many developments in higher education. Borne of the necessity to meet 21st Century challenges that have been brought about by globalisation, international competition and rapid expansion in information and communication technology, these developments necessarily relate to Southeast Asian countries’ need to upgrade human capital to create a skilled workforce for a knowledge-based economy. Higher education in the traditional sense has not been able to cope with this demand, as resources and facilities are often limited in many developing Southeast Asian countries. However, it is now recognised that an alternative approach to higher education, such as that offered by open and distance learning, can pave the way for a more accessible, affordable and flexible means for people to attain higher education. Southeast Asia’s open and distance learning environment is fast evolving, and the region already has many established open universities; thus indicating the great potential in its advancement for, as well as contribution to, national progress by meeting workforce-related educational needs. This paper will briefly review the current open and distance learning scene in Southeast Asia and discuss how open universities can contribute to human capital development. This paper will also explore possible scenarios for the future; where open and distance learning can further the cause of lifelong learning, what changes will be needed and how international collaboration can play a part in a developing region like Southeast Asia
The Development and Implementation of Buzan Mind Mapping Module
Get PDFUsing Self-Instructional Modules within the technical education can be an alternative approach and make significant
contributions. Modules are not just “job sheets’ or “old style work units” or “chapters of books” with questions added. Module
is a planned series of learning activities designed carefully to assist the learners to accomplish certain specific objectives. An
attempt to develop and implement a modular approach on Buzan mind mapping techniques was made in the secondary school. A
quasi-experimental design research has been carried out to affirm the effectiveness of this module in test achievement among the
students. This paper will discuss various components of this modular approach by referring to Meyer Model. Statistical analysis
was done via an “intention to treat” comparison of post intervention scores and comparison of the change in scores from pre- to
post intervention, using a two-sample t-test. Students participating in the self-instructional modular approach had a significant
improvement in knowledge scores compared to non-participants. (Abstract by authors
Study of Critical Success Factors in Engineering Education Curriculum Development Using Six-Sigma Methodology
Get PDFHighly skilful and competent human capital especially engineers are critically needed to accelerate and contribute efficiently
towards the development of technology in view of spearheading much of Malaysia’s transformation agendas. Hence, Institutions
of Higher Learning (IHL) are required to play a pivotal role to produce graduates, who are equipped with sound engineering
based knowledge, technical competencies along with related desired attributes to support the nation’s transformation roadmap.
As employability of graduates forms as one of the important Key Result Areas (KRA) of all IHL, interesting active learners
teaching methodologies such as Outcome Based Education (OBE), Problem Based Learning (PBL), Project Base Learning, Case
Based Learning (CBL) and TRIZ has been infused in the curriculum to ensure that connectivity prevails between classroom
instructions and the curriculum contents besides producing industry ready graduates. However, rapid technological development
at work front has created an impact towards employment of graduates, which calls for an immediate redefining of current
technical attributes to cultivate elements of creativity or “out of box” thinking approach to spark ideas of highly innovative that
are of commercial value to generate revenue for the sustainability of businesses. Hence, this study is to determine the critical
success factors required in engineering education curriculum to produce engineering graduates of global minded workforce
where adaptability to new conditions and creativity for innovations are much sought after by industries. (Abstract by authors
Classifying Quality Attributes Using Service Gaps and Kano's Method
Get PDFThis paper attempts to compare the classification of quality attributes using and Kano's method and the service gaps method proposed by Kong and Muthusamy (2011). Expectation and perception data from 80
articles were systematically reviewed. Only two articles with classification of quality's attributes by Kano's
method were identified. Four service quality factors were apparent from this study, and eight of the quality
attributes were found to be the same by both methods. Service gaps could indeed be used to classify quality
attributes, besides for evaluation of service quality and customer satisfaction. (Abstract by authors
Tan Sri Dr. Abdullah Sanusi Digital Library : A little bit about us
Get PDFA slide presentation on OUM Digital Library initiatives and efforts in providing library and information services to her patrons. Among the initiatives is usage of Drupal CMS
Engaging adult learners in the learning process via accelerated learning : andragogical approach
Get PDFThis study attempts to examine the effectiveness of accelerated learning with
andragogical approach in engaging adult learners in the learning process. 20 learners of
undergraduate psychology programmes from Open University Malaysia (OUM) are
involved in the study. The approach of accelerated learning in the study incorporates the
five aspects, include, create an interesting learning environment, create an emotional
connection by using visuals, creatively present by using colours and sounds, activate and
integrate leaners through fun activity such as interactive quiz, sms mobile learning,
multisensory activities such as problem solving activities, exercises and learning games,
and finally, motivate learners to engage actively in learning process. The accelerated
learning is implemented in face-to-face tutorial sessions and online forums. The result of
the study is useful in understanding adult learners’ interests in an open and distance
learning institutions. (Abstract by author