IR4.0 Ready and Aware Academics at the National Defence University of Malaysia

This chapter argues for the importance of equipping academics with the knowledge and impact of IR4.0 and beyond for future graduates. Particularly to prepare for military leaders for Malaysia at the National Defense University of Malaysia (NDUM), a new learning model may be apt and urgently needed. The objectives of the chapter are twofold: firstly, to gauge the readiness and awareness level of academics on implementing IR4.0 during their classroom teaching, and secondly, to investigate academics' views on their own teaching practices. The methodology for this chapter is quantitative in nature, where an online survey was used to collect data from the academics. It is found that, first, there are mixed reactions from academics on their readiness and awareness of IR4.0 and its impacts, and second, should the existing curriculum be revamped to serve students' needs on IR4.0, academics opined that the delivery methods must change too.

Exploring Collaborative Learning for Programming Course to Enhance Students' Interest and Achievement

As programming is one of the core subjects for BSc IT students, it is vital for them to have programming skill. However, students are often terrified of programming since it is a challenging subject. Traditionally, the programming teaching and learning process are limited to lectures and lab exercises. This approach is no longer appropriate in today's learning environment and required skills in the 21st century. Collaborative learning is acknowledged as an approach that fits the programming students. Thus, this chapter has adapted the collaborative approach in Programming 1 class. Three techniques were applied namely problem-based learning, buzz groups, and pair programming. At the end of the semester, an online survey to obtain students' opinions and a focus group discussion were conducted. In addition, the examination results of the repeaters were also compared. Results from the survey and focus group indicate that the collaborative approach is able to increase students' interest and the grade of the repeaters in the Programming 1 subject.

Redesigning Prediction Algorithms for At-Risk Students in Higher Education

Use of algorithms and data mining approaches are not new to Industry 4.0. However, these may not be common for students and educators in higher education. This chapter compares various classification techniques: classification tree, logistic regression, and artificial neural networks (ANN). The comparison focuses on each method's accuracy, algorithm, and practicality in higher education. This study made use of a dataset from two academic writing courses in a university in Hong Kong with more than 5,000 records. Results suggest that classification trees and logistic regression can be easily used in the higher education context, but ANN may not be applicable in higher educational settings. The research team suggests that higher education administrators take this research forward and design platforms to realize these classification algorithms to predict at-risk students.

Active Use of Digital Technologies in Mathematical Problem Solving

The need for students to engage in critical thinking, collaboration, communication, and creativity when utilizing digital technologies is well established given the current push to prepare our students for future work expectations, often referred to as Industry 4.0. In this chapter, 54 Grade 5 students participated in online collaborative mathematical problem solving over a period of 9 weeks. Text-based discussion and software derived artefacts were investigated in an effort to understand how this approach aligns with these expectations. An examination of the frequency/density of technical mathematical vocabulary use and identified examples, Talk Types is used as a means to understand how often students within the online environment are likely to be engaged in work that might be considered productive. The findings of this study suggest that utilizing online synchronous and asynchronous collaborative learning platforms for the purposes of mathematical problem solving is a small but important approach to preparing students for the era of Industry 4.0.

Edmodo in an Institute of Teacher Education

Edmodo is a free online learning platform for teachers to communicate and collaborate with students. It is a digital communication tool that has been designed to work across a range of devices, suitable for blended learning. To maximize learning and meet the challenges of the current digitalized classroom, supplemental blended learning was adopted in an English literature course in an institute of teacher education in Kedah, Malaysia. This chapter describes how Edmodo was used to manage blended learning, with the focus on online activities created in posts, small groups, assignment tool, and polling tool. The activities were planned based on the five ingredients on blended learning by Carman. The result of a poll done in Edmodo showed 74% of the students agreed that they were able to explicate Shakespeare after attending the course, and 81% opined that the course was effectively organized in Edmodo. Based on the positive feedback, Edmodo is recommended for subsequent blended learning courses.

Blended Learning in Higher Education 4.0

Rapid technology advancement in the Fourth Industrial Revolution (FIR) has undoubtedly posed a great challenge to the education system in higher education institutes and changed every aspect of our lives including education. Higher education institutions across the world are amalgamating technology in modern learning and teaching approaches such as blended learning so that future teachers are equipped with the latest 21st century knowledge for further innovations and creations. This chapter covers definition, design, and implementation of blended learning in higher education. Further it also discusses blended learning models and assessment tools in recent education setting around the world. The education system worldwide has to transform for the imminent FIR as the job market will be largely prompted by the advancement of digital economy, robotics, artificial intelligence, and automation technology.

Heutagogy Approach Using Trello Online Learning on the Critical Thinking Skills Amongst Students With Different Learning Styles

Trello online discussion has become one of the important strategies for the University Utara Malaysia Management Foundation Programme student to teach other students to think critically in conveying their ideas and become more proactive and creative in critical thinking subject. In a heutagogical approach, learners become highly autonomous and self-determined while learning online. They use Trello online discussion tool as self-determination learning. Trello enable the learners to use their capacity and capability with the goal of producing learners. Trello online learning was conducted to examine its effectiveness in enhancing macro critical thinking among active-reflective learning style. The students discuss and write their ideas in Trello. Ideas that are posted in Trello will be displayed in front of the class so that the entire learners in the class could see the given ideas. Paul's model was used to analyze learners' critical thinking in Trello online discussion.

Adopting Internet of Things for Higher Education

To respond to the needs of IR 4.0, universities must continue to play their role as proving ground for educating the future generation and innovation. However, close collaboration with industry and stakeholders will be even more important to implement Education 4.0. Many of the components of IR 4.0 already exist in the Malaysian higher education system, but perhaps in separation such as soft skills that IR 4.0 demands have already been introduced to higher education in the country. In the context of demanding requirements of IR 4.0, it is important to look back on how the delivery of soft skills can be made more effective. Efforts should be made on how to make digital or even data literacy more accessible to the overall student regardless of discipline. Hence, the need for human resources in the key technical areas in IR 4.0 such internet of things (IoT), big data and analytics, cloud computing, virtual/augmented reality, and robotics should be assessed. This chapter will focus on integrating IoT in higher education.

The Future of Product Design Education Industry 4.0

When a society is undergoing transformational change, it is a challenge for all involved to step outside their immediate context sufficiently to evaluate its implications. In the current digital revolution driving Industry 4.0, the pace of change is rapid, and its scale and complexity can inhibit a proactive, rather than reactive, response. Yet if it were possible to return to the first industrial revolution, armed with twenty-first century knowledge and historical perspective, planning for a healthy society and the future of work could have been very different. This chapter aims to support educational leadership in the development of proactive strategies to respond to the challenges and opportunities of Industry 4.0 to inform the future of work, industry, and society. This is framed through the lens of product design, with its unique position at the nexus of engineering and the humanities, and directly tied to changes affecting manufacturing in the fourth industrial revolution.

Gamification Meets Mobile Learning

Higher education in the era of Industrial Revolution 4.0 (IR 4.0) has given a brand new drive on Malaysian educational transformation. The impact of a numerous technology innovations in ICT towards Malaysian education is noticeable. Some existing jobs will be eliminated in this era, but more new jobs that require digital literacy are going to be created. Therefore, Education 4.0 must be able to produce graduates with excellent communication and collaborative skills. However, Malaysian Digest states that fresh graduates lack soft skills. Several approaches have been proposed by the Ministry of Higher Education for the purpose of enhancing students' soft skills. Therefore, by having technologies to help overcome this problem is sought after. This chapter describes the utilization of mobile learning and gamification in enhancing learner's soft skills. It elaborates the effectiveness of using gamification in mobile learning technique to develop learners' higher order thinking skills to help them succeed in a global economy.