Design, before Technology in Global Education

APAC Professional Development Workshop 2024
Enna Ayub
Design, before
Technology
in Global Education
Dr. Enna Ayub
Taylor’s University

Salam Perkenalan
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Apa khabar Semua?

Agenda
Part 1
Digital Transformation and
Changes in Learning
Part 2
Challenges in Online Learning
Part 3
Preparing the Change: The
Rules of Engagement
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Let’s Now Take a Step Backward . . .

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Muhamad Izzat Afif Hasim (Izzat)
GAME CHANGER

The Arpanet
1969-1989c
Communication
Consumption
Internet
Social Learning
Web 2.0
Creation, Collaboration, and Sharing
Web 3.0
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The advancement of technology allows content to be
within reach instantaneously, as long as you have a device.
How has learning evolved due to the changes in online
environment?
April 1993
1999-2012
2013- Present

Challenges in Online Learning
Part 2
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https://www.tonybates.ca/
3rd edition in 2022
“How can I engage with my students using technology?”
"How can I continue to engage and support my students as the
class sizes grow?“
"How can I effectively teach a more diverse student population?“
"What are the most effective strategies for effective teaching in an
environment rich with technology?“
"What teaching techniques yield the best results in blended or
online course formats?“
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Recurring Concerns Of Educators about
Engagement in Online Learning

Lecturer’s stress is associated with
designing courses, occupying most of their
time in online lesson planning, using
technology to develop assessment criteria,
and selecting activities, live session.
(Awanis et al., 2023, Mosleh et al., 2022,
Ahn et al., 2022, Rubila & Oros, 2021)
- Khalifa Uni, Universidad del Aconcagua,
Mendoza, Argentina, UITM-Malaysia,
Philippines.
The Instructors
Impact of Fully Online Teaching, Stress and Burnout
Preparation for
Effective Fully Online Learning
takes a Long Time

Online engagement fatigue – educators are largely oblivious to the
online engagement fatigue experienced by students (Maloney et al.,
2023). – Leading Australian University Study
Upsides of Online Learning Post-Covid: Majorities of
students felt more comfortable asking and answering questions
in online classes, suggesting that there might be features of
learning online to which students are receptive (Hollister et
al., 2022). –University San Diago
• Low engagement hurt their online learning experience.
• Low engagement opportunities, cause struggles to
stay connected to peers and instructors and manage
the pace of coursework.
The Students
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Educators may be tempted to try everything, but students have
asked to limit number of tools, apps, platforms (Svatos, et al.,
2022)-Czech Tech Uni, Prague
Student Discomfort being Seen on Camera-
would like the lecturer to be more interactive
but, not required to have to turn on the
cameras
- (Bashir, et. Al 2021)- Birmingham Uni, UK

The Traps of Edu-Tech
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Technology Focused DOES NOT
Guarantee Engagement
(Engagement in Online
Learning, Bond and Bedenlier,
2019)
Traps of content-publishing mentality-
Cognitive load – too many interactive
activities, learning tools, unused features
in UI
Disengagement
Impede Learning
Simple Design
Online Learning Environments must
be INTENTIONALLY designed, careful
planning, sound pedagogy Bond
and Bedenlier, 2019)

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Shift- Educator Facilitators of Learning
Focus shift not just on pedagogy
design but also in consideration
instructional design and learning
experience design (LXD)
Learners are socially supported, as
learning becomes more student
centered
Strive for Balance

Preparation of Change: The Rules of Engagement
Part 3
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The Top 10 Key Challenges of Online Education in 2023
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Source: https://www.hurix.com/
Online Fatigue Phenomena
Lacking engagement - personal

"Bad course organization, or at worst, lack of course
organization and disconnected, illogical structures of
the courses are linked with dropout decisions.”
Hammond, et al., C. 2014
Past research informed us that:
The Risk of Poorly Organized Courses
“Poor course design/organization affects learner
satisfaction, thus contributing to dropout decisions.”
Ice, et al., 2011
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Poorly organized courses may cause online engagement fatigue and eventually affect students’ satisfaction
Attrition can happen!

What is Engagement in Online Learning?
How do we Find Balance?
• Behavioral engagement refers to active responses to learning activities
and is indicated by participation, persistence, and/or positive conduct.
• Cognitive engagement includes mental effort in learning activities and is
indicated by deep learning, self-regulation, and understanding.
• Affective engagement is the emotional investment in learning activities
and is indicated by positive reactions to the learning environment, peers,
and teachers as well as a sense of belonging. (Bond & Bedenlier, 2019)
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3 types of interactions:
teachers, peers, and
curriculum
Framework for
Engagement

Of the 3 which do you
think is the most
important?
Engagement in Online Learning
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Engagement Dimensions: behavioral, cognitive
and affective
(Chapman, 2002; Fredricks et al., 2004,
Mandernach, 2015).
Soul

What is Engagement?
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Engagement is “a positive work-related state of fulfilment
that is characterised by vigour, dedication and absorption”
(Schaufeli et al., 2002).
In contrast, disengagement has been found to have a
profound effect on student learning outcomes, cognitive
development, and the quality of the student experience;
Higher Education Standards).
From an online learning perspective, student engagement
is recognised as crucial to student learning and
satisfaction in online courses
SOUL OF ONLINE LEARNING

Community of Inquiry (COI)
Framework of Engagement
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Garrison, Anderson, Archer, 2001
Teachers
Peers
Curriculum
Design, Facilitation direction
of cognitive & social presence
Learners able to identify with
the community, build trust
Learners can construct and
form meaning from content
and discourse

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COGNITIVE
e.g., perceived
relevance of coursework,
personal goals and
autonomy, value of
learning and success in
school
ACADEMIC
e.g., time on task,
credit accrual,
homework completion,
engaging in class
activities
AFFECTIVE
e.g., identification with
school, sense of
belonging, school
connectedness
BEHAVIORAL
e.g., attendance,
suspensions,
participation in school
activities, being on
time
Student Engagement
Model
Observable
Engagement
Internal
Engagement
Appleton et al, 2008
Design, Implement, Monitor &
Evaluate
Soul

Salmon’s 5 Stage Model
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Successful &
Happy Learning Experience
Structured Dev Process
Salmon, 2003, 2022
Model for Hybrid Learning
Source: https://www.gillysalmon.com/five-stage-model.html
E-moderation
Tech Support
Stage 1
Access & Motivation
Stage 2
Peer Group
Stage 3
Co-operation
Stage 4
Collaboration
Stage 5
Looking Back and Looking Forward
Amount of
Interactivity

ARCS
Student Motivational Model
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Keller, 1979

Major Categories & Definitions Process Questions
Attention Capturing the interest of learners;
stimulating the curiosity to learn
How can I make this learning
experience stimulating and
interesting?
Relevance Meeting the personal needs/goals of
the learner to affect a positive
attitude
In what ways will this learning
experience be valuable for my
students?
Confidence Helping the learners believe/feel that
they will succeed and control their
success
How can I via instruction help
the students succeed and
allow them to control their
success?
Satisfaction Reinforcing accomplishment with
rewards (internal and external)
What can I do to help the
students feel good about their
experience and desire to
continue learning?
Keller, 2009, p. 45
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ARCS

Connecting the Dots
Online
Tutorial
Sessions
(Synchronous)
Self Managed
Learning via
E-Modules
E-Learning Portal (LMS)
(Synchronous & Asynchronous)
Well Blended Learning Environments with Well-Blended Self Instructional Materials
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Individual
Collective
Knowledge
Creation
High
Tech-
High
Touch
Skilled
and
Competent
Staff
Academic
and
Administrative
Affective, Cognitive, Behavioral Engagement
Affective, Cognitive, Behavioral Engagement
Affective, Cognitive, Behavioral
Engagement

Learning Design Strategy Framework
Ayub, 2021, Abas, 2021
Modes & Approaches
Frameworks
Models
Learning Resources
STUDENT SUCCESS
STUDENT MOTIVATION
TECHNOLOGY
ENVIRONMENT
PEDAGOGICALLY-ORIENTED
ENVIRONMENT
OBE
Social
Media
Learner
Experience
Learning
Platform/Portal
Student
Engagement
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The new normal in
ODL
• Enablers
• Policies
• Infrastructure
• Learning Design

Pedagogy First, Technology Second
The Basic of all Things in Learner-Centred Teaching
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Adopt New Learning Technologies ONLY if
can create the necessary learning
experience for the learner.
Learning Experience Design

On Design
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Design is the process of going
from an existing condition to a
preferred one - Milton Glaser
An educator, just as a designer must ask
themselves “What does it mean to
design something?”

"Simplicity is hard," he said. "I think it
takes many, many iterations to peel
something to its core, to its most simple
and most eloquent form of expression --
and really to its truth."
Steve Jobs from the point of view of
Philippe Bouissou, his employee
On Design
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Let’s Help Our Students Learn
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Thank You for Your Attention
drennaayub@gmail.com
+60172239034

Design, before Technology in Global Education

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