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Taking a Leap to Education 4.0: The Practitioner-Learner Partnership in the Refinement of a Module Site for Learning at Scale
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Author(s): Enna Ayub (Taylor's University, Malaysia), Johan Eddy Luaran (Universiti Teknologi MARA, Malaysia), Syamsul Nor Azlan Mohamad (Faculty of Education, Universiti Teknologi MARA, Malaysia)and Wei Wei Goh (Taylor's University, Malaysia)
Copyright: 2021
Pages: 19
Source title:
Transforming Curriculum Through Teacher-Learner Partnerships
Source Author(s)/Editor(s): Pradeep Nair (Taylor's University, Malaysia), Michael James Keppell (Taylor's University, Malaysia), Chee Leong Lim (Taylor's University, Malaysia), TamilSalvi Mari (Taylor's University, Malaysia)and Nurhanim Hassan (Taylor's University, Malaysia)
DOI: 10.4018/978-1-7998-6445-5.ch003
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Abstract
This chapter reports on the design refinement process of the Malaysian Studies 3 (MS3) module site from the perspective of the designer, taking into consideration the feedback from the end-users who are the learners. The learners' feedback was reviewed with the practitioners for further refinements of MS3 version releases. This study contributes to the body of knowledge in design and development research bridging theory and practice based on a real-life design-case of in Taylor's University to make the leap to Education 4.0. The study affirms that in designing for a learner-centered environment a partnership is needed between the practitioners and learners to fully understand the learner's needs. Further, continuous support from an e-Learning team must be established in a HEI, to ensure a smooth transition to leaping from the traditional into an online classroom and this is also true when designing for learning at scale (L@S). Finally, a robust LMS must be a part of the eco-system to ensure L@S can be effectively delivered.
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