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InnovativeTeachinginHigherEducation:TheBigDataApproach

Presentation·July2016

DOI:10.13140/RG.2.1.1267.6087

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MuhammadAnshari

UniversitiBruneiDarussalam

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MasitahShahrill

UniversitiBruneiDarussalam

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 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

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.

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INTRODUCTION  

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).

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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)

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BIG  DATA  AND  EDUCATION    

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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).

PHASES  OF  ANALYSES    

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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.

LEARNING  RESOURCES    

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Figure 2: Big data and Innovative Teaching Process

INNOVATIVE  SOCIAL    

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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.

INNOVATIVE  TEACHING    

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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.

INNOVATIVE  TECHNOLOGY    

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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.

CONCLUSION    

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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.

CONCLUSION    

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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.

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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.

THANK YOU

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