2018 International Conference On Creative and Innovative Technology in Education (i-CITE2018) i-CITE2018 to be held in Johor, MALAYSIA from 24th to 25th July 2018.
All paper submissions will undergo double-blind peer review process. All accepted full papers will be published in Advanced Science Letters (www.aspds.com/science), a SCOPUS indexed journal once they meet the requirements of the Journal quality review..
Authors are invited to submit papers describing original research. Areas of interest includes, but are not limited to the following tracks:
Primary education
Secondary education
Tertiary education
Distance education
Blended learning
M-learning
Learning Analytic
Emerging technologies
Learning management system (LMS)
Virtual learning environments (VLE)
Web 2.0 Tools & applications
Artificial intelligence
Pedagogical strategies
Game based design
Ubiquitous learning
Gamification
Augmented reality
Personalized Learning
STEM learning
Cloud Computing in Education
Internet of Things (IOT)
Big data in education
Important Dates:
Submission abstract : 31st January 2018
Notification of Abstract Acceptance : 28th February 2018
Submission of full paper : 31st March 2018
Notification of Full Paper Acceptance : 31st May 2018
Final Paper Submission : 30th June 2018
Early Bird deadline : 15th June 2018
Registration deadline : 15th July 2018
EDAS Paper Submission : http://edas.info/N24266
Further information can be obtained from the following website :
https://people.utm.my/icite2018/
Kindly disseminate this information to your colleagues, students and other interested parties. Thank you for your kind attention. See you there!
On 23rd – 24th November 2014, Faculty of Education, UTM had organized the 1st International Educational Postgraduate Seminar at he five star KSL Resort Hotel, Johor Bahru, Malaysia. The seminar which used to be known as Education Postgraduate Research Seminar (EDUPRESS) since 2008, was organized by the faculty with strong support from its Postgraduate Student Society (PGSSFP).
The seminar is one of the way to guide the postgraduate student, especially in the Faculty of Education, UTM to produce a quality academic paper as well as giving an opportunity for them to share their research finding or concept.
More than 250 papers (ranging from Physics education, Mathematic Education, Educational Technology, technical and Vocational Education and etc.) were submitted and presented during this event which was such a wonderful success. Plus, the papers were not only from full research student but also includes mix mode and taught course students.
“Video Based Learning Embedded with Cognitive Load Theory: Visual, Auditory, and Kinaesthetic Learnersā Perspectives”
This paper is written by me and my students. Norah Md Noor, Munirah Aini, & Nurul āIzzati Hamizan. It was written based on our research that had been done in 2013 under UTM Instructional Development Grant.
Abstract for the paper is as follows:
Many research studies have shown that using video as an instructional material in class has a positive impact on the students. However, it is still an open question as to whether learning using video works with all type of students and as to who actually gains more than other types of students when learning using video. Chen, Czerwinski, and Macredie [1] found that individual visual ability affects information seeking on the Web and lessens the effects of cognitive load theory. So, what about the auditory and kinaesthetic learners? This study was conducted to investigate visual, auditory, and kinaesthetic learnersā preferences towards learning using video embedded with cognitive load theory. 10 respondents within the age range of 20-24 years old have been voluntarily involved with this study. The instruments used in this research are a questionnaire set and three learning portfolios. The instruments examine the respondentsā learning styles, perception, comments, and suggestions about video-based learning selected by the researcher that were embedded with cognitive load theory. The data were analysed qualitatively using content analysis strategy. Even though the early expectation was that visual learners would be concerned about visuals more than other learner types, this research shows that all of them prefer similar elements. These include clear instruction, high visual and audio quality, and an easy-to follow strategic flow of the video. However, every learner group has its own additional characteristics that might be able to inspire its learning optimization.
Keyword:Ā Cognitive load theory, video based learning, learning using video, auditory learners, visual learners, and kinaesthetic learners
This paper can be found in IEEE Explore,
PROCEEDING ISBN : 978-1-4799-3592-5/14
DOI : 10.1109/LaTiCE.2014.19
Alhamdulillah, 2 of my paper had been accepted to be presented during this conference.
The title of my first paper ( some finding based on my PhD research) is
“Application of the Pedagogical and Andragogical Model in Web-Based Learning Instruction among Non-Major Computer Science Students Learning Programming”
Abstract for my paper is as follows:
This study identified the pedagogical and andragogical learning orientations preferred by non-major Computer Science students in one of the higher education institutions in Malaysia. The pedagogical and andragogical learning orientation model differs in six assumptions about learners, which are: the learnerās need to know, selfconcept, existing experience, readiness to learn, orientation to learning, and motivation [1]. Questionnaires were developed and distributed among 262 undergraduate students in non-major Computer Science Faculty who took the Introduction to Programming Language course. Descriptive analyses have also been conducted (alpha ā 0.958), and the results showed that a majority of the sample in this study (246 respondents or 93.9%) stay under Stage 2 in the four stages of learning development. This means that the respondents had a high preference for pedagogical as well as andragogical learning orientations. Data collected shows that non-major Computer Science students in the age range of 18 to 24 are able to work independently since their self-concept had progressed to the self-directed learning phase. However, they still need guidance from their lecturers. These findings were used to develop a prototype of an individualized online learning environment based on the pedagogy and andragogy as its foundational model. Learners in Stage 2 need goal-setting, learning strategies, and evaluation to be set by the teacher. The online learning environment allowed the student to explore her learning modules from easy to hard levels. However, students were allowed to continue to the next module even though their performance was not yet at the passing level. This is based on andragogical theory; that they are dependent learners with a moderate level of self-directedness. Additional learning materials were also provided that could be freely explored by learners at their own pace. The prototype was tested among one group of 32 students in the Faculty of Education in the course Introduction to Programming using Pre-Experimental Research Design. The statistical analysis conducted indicated that the application of the pedagogical and andragogical Model in web based instruction had a positive effect on learnersā outcomes.
Keyword: pedagogy, andragogy, learning programming for non-majors
This paper can be found in IEEE Explore,
PROCEEDING ISBN : 978-1-4799-3592-5/14
DOI : 10.1109/LaTiCE.2014.27
On 11-13 April 2014, University Teknologi Malaysia and IEEE Computer Society had organize the International Conference on Learning and Teaching in Computing and Engineering (LaTiCE) in conjunction with Regional Conference in Engineering Education & Research in Higher Education (RCEE & RHEd) 2014 atĀ Riverside Majestic Hotel, Kuching, Sarawak.
The conference intention isĀ to create a platform towards sharingĀ current practices and rigorous research being conducted in computing and engineering education as well as Higher education. All paper presented in this conference will be indexed in IEE Explore which is included in SCOPUS.
We hope that the conference was a huge success, provide high quality research presentations in three parallel tracks, inspiring keynotes, and strengthen the network. We also wish that all the participants had a fantastic experience in Borneo.
If you wish to submit a paper or attend seminars in the field of educational technology, here are some suggestion:-
1. International Conference on Learning and Teaching in Computing and Engineering (LaTiCE) in conjunction with Regional Conference in Engineering Education & Research in Higher Education (RCEE & RHEd) 2014
11 – 13 April 2014 ( Kuching, Sarawak)
Link : http://ctl.utm.my/latice_rceerhed2014/
2. The 14th IEEE International Conference on Advanced Learning Technologies – ICALT2014
Advanced Technologies for Supporting Open Access to Formal and Informal Learning
July 7-10, 2014 ( Athens, Greece )
Link : http://www.ask4research.info/icalt/2014/
3. International Conference on Smart Learning Environments ICSLE 2014 (ICSLE2014).
24 – 25 July 2014 (Hong Kong).
Link : http://icsle2014.ied.edu.hk/
4. 22nd International Conference on Computers in Education (ICCE 2014)
November 30-December 4 , 2014 (Nara, Japan)
Link : http://icce2014.jaist.ac.jp/icce2014/
5. 19th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE 2014)
June 23-25, 2014, Uppsala, Sweden.
Link : http://iticse2014.it.uu.se/
Alhamdulillah, selesai dah seminar ICEED 2013. Banyak yang telah ku pelajari sepanjang 2 hari di sini. Tentang kajian, proses akreditasi, OBE, HCI, User Interface, Creative Learning Model, dan… banyaklah.
Sambil2 dengar, sambil memikirkan kesesuaian dengan diri… apa kajian lanjutan yang mungkin boleh dilaksanakan tahun depan. kuperhatikan juga tingkahlaku sesetengah Pembentang yang sangat defensive terhadap kajian yang dijalankan…
Teman buat tahan mengantuk… Cappucino
Majlis penutup yang ringkas.
Takda dinner, jamuan keraian, lawatan… betul2 fokus pada perkongsian ilmu.
Letih tapi berbaloi.
Selepas 2 kali terlibat dengan Seminar Antarabangsa Anjuran CTL dan CEE, rasa sangat berterima kasih pada jawatankuasa kerja yang bertugas sepanjang seminar ICEED 2013 dijalankan. Mudah2 an, kertas kerja yang dihantar ke seminar ini akan diterima oleh SCOPUS untuk diindekskan… Aminnnn.
As i inform earlier in my previous post that I attend ICEED 2013 conference to present my paper. For your information, all paper presented in this conference will be indexed in IEE Explore which is included in SCOPUS and ISI.
My paper presented during this conference is “The framework for Learning using Video on Cognitive Load Theory among Visual Learners” written by Me and my students, Noor ‘Izzati Hamizan and Radhiah Ab Rahim.
Abstract for my paper is as follows:
Using video for learning is no longer extraordinary in the world of education. Many researchers have shown that visual learners enjoy the use of video. However, which video will best grab their attention? This research was conducted to investigate the best framework for learning using video among visual learners. In order to do so, three different videos embedded with Cognitive Load Theory were selected by researchers. Then, 23 students from varied faculties at University Technology Malaysia (UTM) were selected to answer the Visual, Audio and Kinaesthetic (VAK) Learning Style Test. Nine visual learners were then identified among these respondents and invited to answer the questionnaire on perception of learning using video based on cognitive load theory. Data were analyzed using qualitative measures and content analysis. The findings show that visual learners love videos with less than six minutesā duration, high definition visual quality, simple delivery language and a slow delivery method. All of the visual learners preferred to use video before entering class, which synchronizes with the flip classroom strategy. Hopefully, this framework can be used by educators to develop their own video-based learning materials.
This paper can be found in IEEE Explore, IEEE Catalog Number :CFP1368H-CDR PROCEEDING ISBN : 978-1-4799-2333-5 DOI : 978-1-4799-2332-8/13
Some suggestion on how the research can be improved by the fellow collegue during my presentation were as follow:
1. Use another group (kinaestetic or Auditory learners) as the control group to see the differences and similarity using the same assesment tools. 2. Should also look into bacground of the learners such as gender, course, etc that might influence the results. 3. Try to look into the psycology aspect on the Cognitive Load of the learners and their performance.
On 4-5 December 2013, University Teknologi Mara and IEEE Advancing Technology for Humanity had organize the ICEED 2013 Conference at Hotel Grand Dorset, Subang Jaya, Selangor.
This is the 5th year of the conference series and the theme for the past conference has evolved from embracing the challenges in engineering education to acknowledging that engineering education is the way forward.
Some paper presented in this conference
Lecture Notes on A Linear Form of Power Spectral Density Estimation in signal Processing by Prof Qun Wan from China.
Using Air Temperature Data of All the Prefectural Capitals in Japan as Teaching Material for Introductory Data-MIning Classes by Prof Akio Imazawa from Japan.
Introducing Process Competences in a PBL-Based Engineering Course by Dr Jose Soler from Denmark.
Inventiveness of Students in an Intnational Program of Engineering Educatiob – Initial Study by Prof. Eleazar Jimenez Serrano from Mexico.
The conference really give many information regarding education, research and engineering education that currently need to be considered and concern. The most hot topic during the session is EAC and OBE as well as soft skill of the Engineering Education Students. I hope that I can join this conference again next year, InsyaAllah.
