Designing to PLEaSE: A case study of personalizing learning for a Malaysian secondary school
Khalid, Mimma Sayuti Mat and Hussain, Raja Maznah Raja (2011) Designing to PLEaSE: A case study of personalizing learning for a Malaysian secondary school. pp. 1-8. In: Proceedings of the The PLE Conference 2011, 10th - 12th July 2011, Southampton, UK.
Personalized Learning and Students’ Engagement (PLEaSE) is a model used to design virtual learning environments as part of the e-learning initiative of the Malaysian Ministry of Higher Education (MOHE). The key elements in PLEaSE methodology are 1) tailoring content to user needs and learning styles; 2) continuity of learning and out-of-hours learning; 3) supporting anytime, anywhere learning; 4) enabling peer/mentor dialog, 5) assessing learners for learning; and 6) involving learners in their own learning. Having implemented the key elements in the training of pre-service teachers in a higher institution, the same concepts are being extended to the secondary school in Malaysia. This is a work in progress, the aim of this paper is to describe how PLEaSE is used to design learning environments that fulfils the Ministry of Education strategic roadmap for 2020. The design tasks include training pre-service teachers as virtual teachers/mentors for young learners; and designing virtual learning environments. The learning environments are created using a web-based course management system Web and Open Simulator (OpenSim) Web 3D virtual world. An OpenSim virtual world is a type of desktop virtual reality that enables learners to be visually ‘immersed’ in their learning environments within the presence of communities. Parallel to the concepts envisaged by the Ministry of Education, non-technical teachers are trained to use ICT in ESL classroom. After 14 weeks of training on instructional design and using ICT as learning tools, three out of 80 pre-service teachers are selected to design 3D virtual learning spaces for 13-year-olds students of a Malaysian secondary school. The learning processes involved creation of personalized learning environments for both teachers and learners based on Learner-Centred Design (LCD) philosophy. LCD focus on learners’ needs, thus the instructional model of this study is Cognitive Apprenticeship. This model emphasizes learning through modelling, coaching and scaffolding with the final purpose of making learners to model the experts in building their own virtual learning spaces in 3D environment.
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