|
|
|
|
Download full proceedings:
| iniic_series_2_2019_proceedings.pdf |
ARTICLES
The Development of ROBOTEACH: Teaching Expressions to Improve Social Interaction and Communication Skills among Autistic Children
Nur Atiqah Mohamed Toufid, Noreen Izza Arshad*, Mazeyanti M Ariffin, Siti Nor Hannan M Johari & Naili Iliani Mokhtar
Computer and Information Sciences Department, Universiti Teknologi PETRONAS
*noreenizza@utp.edu.my
ABSTRACT - Autism children are known to have impairments in social interaction and communication skills. Often autism children face challenges in leading independent lives causing many concerns toward teaching and learning for autism children. As a result, therapist and educators of autism are facing distress when teaching autism children as it is harder to retain their intention. Therefore, many researchers suggest robotic approach as clinical tool to assist therapist especially teachers in teaching the autism children. Therefore, this research is focusing on developing a robot that teach expressions to improve social interaction and communication skills of the autism children. A robot is built using the LEGO Mindstorm EV3 and a module as instructors’ guide. It is hoped that the robot and module would benefit autism children and teachers in teaching and learning. Further, as robotic approach is part of the advancing technology it is hoped that the project can help the autism children to get more exposure towards robotics.
Key Words: Autism Spectrum Disorder (ASD); LEGO Mindstorm EV3, Robot (Roboteach), teaching, learning
The Development of ROBOTEACH: Teaching Expressions to Improve Social Interaction and Communication Skills among Autistic Children
Nur Atiqah Mohamed Toufid, Noreen Izza Arshad*, Mazeyanti M Ariffin, Siti Nor Hannan M Johari & Naili Iliani Mokhtar
Computer and Information Sciences Department, Universiti Teknologi PETRONAS
*noreenizza@utp.edu.my
ABSTRACT - Autism children are known to have impairments in social interaction and communication skills. Often autism children face challenges in leading independent lives causing many concerns toward teaching and learning for autism children. As a result, therapist and educators of autism are facing distress when teaching autism children as it is harder to retain their intention. Therefore, many researchers suggest robotic approach as clinical tool to assist therapist especially teachers in teaching the autism children. Therefore, this research is focusing on developing a robot that teach expressions to improve social interaction and communication skills of the autism children. A robot is built using the LEGO Mindstorm EV3 and a module as instructors’ guide. It is hoped that the robot and module would benefit autism children and teachers in teaching and learning. Further, as robotic approach is part of the advancing technology it is hoped that the project can help the autism children to get more exposure towards robotics.
Key Words: Autism Spectrum Disorder (ASD); LEGO Mindstorm EV3, Robot (Roboteach), teaching, learning
| the_development_of_roboteach_teaching_expressions_to_improve_social_interaction_and_communication_skills_among_autistic_children.pdf |
Education 4.0 Technologies for English Language Teaching and Learning in the Malaysian Context
Muhamad Khairul Ahmad, Airil Haimi Mohd Adnan, Nurul Munirah Azamri, Khamizatul Baizura Idris, Nor Najihah Norafand & Nur Insyirah Ishak
University of Malaya, KL (UM) Universiti Teknologi MARA Perak Branch (UiTM), Malaysia
k.ahmad@outlook.my
ABSTRACT - Education 4.0 is a global movement that encourages non-traditional thinking and practice when it comes to imparting education, based on the ‘disruptions’ and radical changes brought by the 4th Industrial Revolution or Industry 4.0. Educators who subscribe to the notion of Education 4.0 rely on technology-based tools, resources and applications to drive teaching and learning in non-traditional ways within their classrooms. The rationale behind Education 4.0 is that our learners now were born ‘into’ digital technologies and the way they learn are very much technology-based, compared to previous generations of learners. Without a doubt, interactive and immersive educational contents are needed to cater to the real needs and wants of ‘Generation Z’ (young people born between 1995 to 2015) and now ‘Generation Alpha’ (children born between 2011, now, and into 2025). This research critically examines the use of new technologies, technological resources and digital applications to teach English to Malaysian students from Generation Z. Focusing on qualitative data collected from educational instructors at Malaysian tertiary institutions and informal classroom observation data from the same institutions, using the English language as a case in point, this study highlights some of the serious challenges faced by educational instructors (i.e., Malaysian tertiary lecturers) who are trying very hard to enhance and support the teaching and learning process in their tertiary institutions through the application of Education 4.0 tools and the use of Industry 4.0 technologies. Even though the participants in this study report that they face tough challenges at every juncture, especially in terms of limited financial resources and low technical knowledge, the resolve of these instructors to push ahead with the Education 4.0 agenda is highly commendable, given the fact that they appreciate how essential new technologies are for their students who will live in the post Industry 4.0 era and beyond.
Key Words: Education 4.0, Education technology, Language education, English language, Malaysia
| education_4.0_technologies_for_english_language_teaching_and_learning_in_the_malaysian_context.pdf |
Video-based Learning as an Education 4.0 Technique for Blended Learning in Flipped Classrooms
Muhammad Anwar Mohd Kamal, Airil Haimi Mohd Adnan, Nurul Munirah Azamri, Khamizatul Baizura Idris, Nur' Ain Zuraimi & Maizatul Nabihah Yusof
Universiti Pendidikan Sultan Idris (UPSI) Universiti Teknologi MARA Perak Branch (UiTM), Malaysia
anwarmohdkamal@gmail.com
ABSTRACT - Education 4.0 is a worldwide initiative in the teaching and learning process that ensures the teaching experiences of instructors are similar to the future working experiences of their student. Many radical changes are happening due to Industry 4.0, and so the process of teaching and learning must also change in line with the demands that Industry 4.0 put on future workers. One way that the nature of ‘working’ is being changed is in how training is being done at this moment in time. Future workers and our young learners are increasingly exposed to learning technologies and technological tools that are endemic to Education 4.0, one of them is the concept of video learning or video-based learning (VBL). VBL has become an enabler of the ‘flipped classroom’ initiative and it allows for the delivery of ‘blended learning’ lessons, particularly at colleges and universities. In Malaysia, VBL is empowering not just learners but also tertiary instructors who can now ensure that access to learning will be open all the time, and that learners will be able to access knowledge whenever and wherever they want to. Short, funny but engaging and illuminating videos are easily the future of learning through the Education 4.0 movement. The empirical study in this paper is based on our initiatives to create and share 60-seconds video clips, as a method to teach in a wider, more open and accessible manner focusing on key points and highlights that our learners need to expand based on their own efforts. At the present time, VBL is not just a form of informal learning, it is quickly becoming a common teaching and learning tool across the academic and even the corporate learning divide. Based on data collected from our students who were exposed to bits of VBL, this empirical study shows how the dawn of the smartphones and tablets ‘age’ has become a momentous event in terms of knowledge sharing and transfer. We also examine our own experiences in instructional design with reference to VBL, to bring into light how VBL could be used to positively change academia from our vantage points.
Key Words: Video-based learning, Education 4.0, Blended learning, Flipped classrooms, Learning technologies
| video-based_learning_as_an_education_4.0_technique_for_blended_learning_in_flipped_classrooms.pdf |
Industry 4.0 Skillsets and ‘Career Readiness’: Can Malaysian University Students face the Future of Work?
Ainol Mardhiyah Rahmat, Airil Haimi Mohd Adnan & Nor Marini Mohtar
Universiti Teknologi MARA Perak Branch (UiTM), Malaysia
dhiyarahmat@gmail.com
ABSTRACT - The World Economic Forum (WEF) in its biennial 'Future of Jobs Report' lists ten critical skills for the Future of Work for year 2020 and beyond. Critical skillsets - complex problem solving, critical thinking, creativity, people management, coordinating with others, emotional intelligence, judgment and decision making, service orientation, negotiation, and cognitive flexibility - used to be viewed as 'soft' skills in the past. For the post Industry 4.0 era, these skills are no more seen as soft or even inferior to technical skills but as core skills that are required not just to survive but also to thrive in the future workplace. Without these critical core skills, not only will future workers fail to secure future jobs, but they will also fail to contribute to the Industry 4.0 economy and society in a productive manner. Without a doubt, these critical skills are challenging for the younger generation to acquire without sustained and directed effort. Furthermore, failure to acquire these skills will lower the career readiness level of the younger generation of future workers. Career readiness is the bridge or preparatory stage that signals the crossing from ‘campus life’ into the world of work. It is highly likely that university students who are not ready for future careers will be doomed to the lower rungs of the job market of the future. In this empirical inquiry, we examine how much Malaysian university students know about Industry 4.0 skillsets and how far they are ready to look for future careers based on the critical skills that they have (or have not) acquired. Data were collected, firstly, through an online survey questionnaire that sought demographical information and presented 44-items related to Industry 4.0 skillsets; 190 respondents completed the online survey and chose one from six pre-set answers on a Likert scale from 'Strongly Disagree' at one end to 'Strongly Agree' at the opposite end of the continuum. The 190 respondents represented students from five Malaysian public universities. Then, qualitative data were collected through focus group discussion sessions with a smaller number of participants (from the main group but not reported in this research article). As expected, some skillsets were familiar to the respondents but, a number of the respondents indicated they were not familiar with many of those skillsets we shared. This brings into question the actual career readiness level of Malaysian university students with regards to the post Industry 4.0 era and the future World of Work.
Key Words: Career readiness, Industry 4.0, Job skills, University students, World of work
| industry_4.0_skillsets_and_‘career_readiness’_can_malaysian_university_students_face_the_future_of_work.pdf |
Teaching Arabic Language to Malaysian University Students using Education Technologies based on Education 4.0 Principles
Khairun Nisaa Mohd, Airil Haimi Mohd Adnan, Ahmad Ariffuddin Yusof, Muhamad Khairul Ahmad & Muhammad Anwar Mohd Kamal
Universiti Pendidikan Sultan Idris (UPSI) Universiti Teknologi MARA Perak Branch (UiTM), Malaysia
khairunnisaa90@gmail.com
ABSTRACT - The Arabic language is usually ranked amongst the top of the world's major languages based on its number of speakers. It is also the language of the Al-Qur’an, the holy book of Islam, thus the language is similarly widely used throughout the Muslim world until today. The Arabic language belongs to the Semitic group of languages that includes Hebrew and Amharic. As with many other languages, there are several Arabic dialects currently in use: Classical Arabic, Modern Standard Arabic and also localised dialects based on different geographical areas. At Malaysian universities, the Arabic language is a popular third language course especially for the Malay-Muslim majority students. They choose this language due to its familiarity based on the Islamic religion, and also as a way to increase their religious piety by deepening their knowledge of Islam through the Al-Qur’an. Nonetheless, compared to the English language and indeed other third languages, the teaching and learning of Arabic seem to rely mainly on the traditional chalk and talk method, followed by endless language drills and the process of memorisation. This might be a serious issue given the fact that ‘Generation Z’ (youngsters born between year 1995 to year 2015) and now ‘Generation Alpha’ (children born between year 2011 into year 2025) are true ‘digital citizens’ who are familiar with, and prefer to be taught through, technology. This research effort examines the above issue based on data gleaned from a mass online survey involving nearly 250 respondents. The survey questionnaire contained both Likert-scale closed statements and open questions that sought the feelings, perceptions and opinions of respondents regarding the teaching of Arabic language using current state-of-the-art education technology apps and tools. This is a timely question to ask, due to the fact that the teaching and learning process is moving into the ‘Education 4.0’ era that marries the teaching and learning process with learning technologies to prepare the younger generation to face the challenges and disruptions of ‘Industry 4.0’.
Key Words: Arabic language, Education 4.0, Education technology, Language education, Teaching and learning
| teaching_arabic_language_to_malaysian_university_students_using_education_technologies_based_on_education_4.0_principles.pdf |
Education 4.0 Immersive Learning with Spherical Videos (360°) and Virtual Reality (VR) Experiences
Ahmad Arifuddin Yusof, Airil Haimi Mohd Adnan, Nurul Nadiah Mustafa Kamal, Muhammad Anwar Mohd Kamal & Muhamad Khairul Ahmad
Universiti Pendidikan Sultan Idris (UPSI) Universiti Teknologi MARA Perak Branch (UiTM), Malaysia
ariffuddinyusof@gmail.com
ABSTRACT - 'Education 4.0' is a teaching and learning paradigm that is aligned to the challenges and disruptions of the era of 'Industry 4.0'. Education 4.0 deals with the prevalence of technologies and the problems created by information excess, it also espouses the notion that today's learners need to be trained and not merely taught by rote and memorisation drills. Today is also a period where data and information must be made accessible and open 24/7 so that learners can learn about how to find knowledge rather than to know things from their teacher's textbooks. Education 4.0 acknowledges the precepts that our learners are not alike, they do not follow pre-set paths of growth and development, they acquire and absorb knowledge differently based on their personal focus points, and they would rather know about the skills to get access to knowledge rather than having knowledge spoon-fed to them. To address these challenges and learner differences, Education 4.0 depends on the concept of 'immersive learning'. Immersive learning provides learners with an environment that is highly interactive both at the physical and virtual levels. Hence, immersive learning ‘experiences’ should replicate possible scenarios that learners will face in real life and to teach specific techniques or skills to learners based on their academic syllabus. Another factor that leads to the effectiveness of immersive learning is that realistic and relevant learning settings can have a huge impact on the inner self of a learner, as these grab a learner’s attention and activate her or his learning action better than other teaching methodologies like traditional chalk-and-talk classroom learning, and even modern ones like e-Learning and MOOCs. Whereas the concept of immersive learning does not and might not replace all existing teaching methodologies, it will enrich the learning experiences of our learners and increase the efficiency of their training process. Taking onboard the notion of gamification and putting game-based elements in what we term as virtual reality (VR) learning experiences, we can strongly argue that these experiences are the future of teaching and learning at Malaysian universities. However, there are obstacles to the wider implementation of immersive learning (educational) experiences, for instance, limited time for content development, limited technical knowledge, and particularly limited monetary resources to acquire development software and state-of-the-art hardware for the actual development of immersive contents. Moreover, the definition of what counts as engaging and interactive is constantly shifting, to the point that all learning content developers must be ready to stand at the cutting edge. That being said, the demands to create even more immersive learning experiences continue to grow, not just within the field of education but also in other professional areas and technical disciplines that need sustained exposure together with intensive training. We believe that new learning technologies and educational experiences are not merely fads of the Education 4.0 era but, in reality, they are glimpses of tomorrow’s world, based on the comments shared by end-users (university students) of a learning innovation project that we have been working on called ‘ELSA 360°-Videos’.
Key Words: Education 4.0, Educational experiences, Immersive learning, Spherical videos, Virtual reality
| education_4.0_immersive_learning_with_spherical_videos__360°__and_virtual_reality__vr__experiences.pdf |
Online Shopping: Analysis of Students’ Experience
Hazlina Mohd Padil, Anie Farahida Omar, Mohd Syahril Ibrahim, Amylia Fuziana Azmi & Nor Laila Ahmad
Department of Law, Universiti Teknologi MARA, Cawangan Negeri Sembilan, Kampus Seremban, Seremban, Negeri Sembilan
hazlinapadil@gmail.com
ABSTRACT - Online shopping is the latest trend in purchasing goods. Technological advances have seen the rise of revenue in e-commerce market. This uptrend of online shopping has seen the growth of online malls such as Lazada, Shopee, and Alibaba which attract consumers including students to purchase goods via online without having to consider factors such as location or time since purchase can be made anywhere, at any time. A study has been conducted among Universiti Teknologi MARA (UiTM) students to seek their experience in determining the factors influencing their interests in online shopping. Data has been collected using online questionnaires from the students who attended the seminar on consumers’ protection organised by the Department of Law, UiTM Negeri Sembilan Branch, Seremban Campus. Findings shown that interactivity of the websites, product, service quality and trust are the factors which influence the interest of students of UiTM to shop online. This study recommends that further test to be done to identify the types of products which attract the purchase from the students.
Key Words: e-commerce, online shopping, students’ experience
| online_shopping_analysis_of_students’_experience.pdf |
Gamified-Learning Brings Out the Hero in You!
Karmila Rafiqah M. Rafiq1, Fetylyana Nor Pazilah1, Melor Md Yunus1, Harwati Hashim1 & Muhammad Hazmi M. Sabri2
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia1 SMK Kepong, Selangor, Malaysia2
melor@ukm.edu.my
ABSTRACT - Technology has become a norm in this 21st-century era. Many industries see technology as a panacea to aid daily tasks. Classroom learning is now being modernised complementing the revolution. One intrend tool in education nowadays is gamified-learning. Gamified-learning has been hypothesised to be able to bring learning to another level and has made its way to assist language learning, especially English as a second language (ESL). However, the issue of whether gamified-learning is suitable for teaching ESL vocabularies is still debatable, as games are mostly said to be for fun, which might inhibit learning. With much importance on the need for modernising ESL classrooms, it is also vital to know the students’ thoughts on gamified-learning. The theory of gamified-learning emphasized the perceptions of users in terms of interesting game characteristics, easy to understand, positive experience and improve their learning. Thus, this paper aimed to identify students’ perceptions of gamified-learning in enhancing their ESL vocabularies. A number of 37 secondary school students participated in this empirical study by answering ten items on a questionnaire, which were later calculated using percentages. Based on the results, it can be seen that students perceived gamifiedlearning to be interesting, encouraging, easy to use, provides a positive learning experience, improves their thinking skills and allows them to explore their own learning. This paper implied that teachers should incorporate elements of gamified-learning into their teaching sessions to obtain the desired learning outcome. Future research can focus on the students’ perceptions of the different types of games based on gender. All in all, gamified-learning provides a fun learning platform in brightening the ESL classroom.
Key Words: English as a second language (ESL), gamified-learning, motivation, vocabulary, technology-enhanced language learning
| gamified-learning_brings_out_the_hero_in_you_.pdf |
Dimension of Sexual Harassment in Academic Settings
Suria Fadhillah Md Pauzi1, Shamsinar Rahman2, Nur Syafiqah Hussin3, Naqiah Awang4 & Azniza Ahmad Zaini5
1Faculty of Laws, Universiti Teknologi MARA Pahang, Malaysia 2Faculty of Administrative Science and Policy Studies, Universiti Teknologi MARA Pahang, Malaysia 3,4Faculty of Accountancy, Universiti Teknologi Mara Pahang, Malaysia 5Faculty of Business and Management, Universiti Teknologi MARA Pahang, Malaysia
suriapauzi@uitm.edu.my
ABSTRACT - Over the last decade, Malaysia has been progressive in introducing various laws, by-laws and regulations in combating criminal act of sexual nature. Unfortunately, an escalation of sexual harassment cases in academic setting are reported in Malaysia and also other countries such as Taiwan, Canada and Pakistan. An academic setting should be a sacred place for knowledge transfer that enable students to have a comfortable learning environment, safe access to education and let the students enjoy their campus life. Unfortunately, sexual harassment could give a destructive effect on the victim, especially the psychological wellbeing of the victim and warrant a dismissal to the respective offender from office or expulsion from the institution if committed by the student. The lack of awareness on what constitutes the act of sexual harassment as well as the policies and regulations implemented by the respective institutions have become the major impediment in curbing this horrendous act. The purpose of this paper is to determine the awareness level among students on what constitutes sexual harassment. The paper also aims to elucidate the rules, regulations and policies pertaining to this offence and to see how far students are conscious of its existence.
Key Words: Awareness, Institution, Misconduct, Sexual harassment, Student
| dimension_of_sexual_harassment_in__academic_settings.pdf |
DustMobin - A New Bin for Smart Indoor Wastage Management System
Ashutosh Deshwal
PG Student, Department of Computer Science & Engineering, Thapar Institute of Engineering and Technology, Punjab, India.
deshwalashutosh2098@gmail.com
ABSTRACT - One of the major concerns with the territory is domestic refuse regulation which influences the health and surroundings of a locality. In the fresh decennium, urbanization has expanded tremendously. At the same instant there is an increment in refuse production. Managing waste has been a pivotal concept to be pondered. As the citizenry is enlarging day by day, the habitat should be clean and hygienic. Bins are containers used for collecting waste all around the corners. In our day-to-day life, we dispose variety of refuse materials. Indoor bins are used to accumulate garbage from apartments, which are then disposed into the outdoor dustbins maintained by the Corporation or Municipality. Indoor bins are quite compact in extent, whereas outdoor bins are so larger in extent since it has to accumulate all the wastes from many household users in that area. Hence our focus is on the dustbins placed indoors of all the homes, offices, universities, schools and others to first keeping the interior surrounding clean. Everyone now a day knows that we have to throw waste into the dustbins but at most of the places we can’t find dustbins near to us. Second main reason are people's mentality that they do not want to give any stress to themselves, due to this they either left the garbage where they gathered or throw it near around. This is common seen in canteens, grounds, parks, streets and other places. Priory we have to fix this issue so that our interior environment should stay neat and clean. For this a dustbin was developed which is fully automatic and consists a many features like controlling via mobile phone, auto detection and display of space over the dustbin, auto open lid to throw waste after detecting it, self-visiting to cabins, giving notifications via SMS and alerting nearby people after getting filled fully. This dustbin will help the interior environment to remain hygiene. It is also mentality the humans that if they get something new they feel a tickle to use it further. The only aim beyond the designing of this kind of dustbin is only that persons use it more and more, and if they used it definitely they will throw waste into it. Usage of Internet of things and machine learning make this bin more autonomous in terms of technology. Its control via mobile means people can call it near to themselves by their mobile phones, which will be easy for people to throw waste into it. Now they don't have to go near to dustbin they may now call dustbin to near to them. By the usage of machine learning the intelligent dustbin will visits to cabins at a floor that may help the authorities of universities, hospitals, offices etc to throw waste into it. At last using such a dustbin will going to be more beneficial to solve the problem of garbage from interior environment.
Key Words: autonomous, dustbin, intelligent, refuse production, urbanization
| dustmobin_-_a_new_bin_for_smart_indoor_wastage_management_system.pdf |
Recovery of Phosphorus by Struvite Precipitation: Possible use as Alternative Phosphate Fertilizer
R Selaman1 & N Wid1,2
1Faculty of Science and Natural Resources, Universiti Malaysia Sabah, 88400 Kota Kinabalu, Sabah, Malaysia. 2Water Research Unit, Faculty of Science and Natural Resources, Universiti Malaysia Sabah, 88400 Kota Kinabalu, Sabah.
newati@ums.edu.my
ABSTRACT - Struvite is known as magnesium ammonium phosphate (MAP) which precipitated from wastes as an alternative phosphorus (P) fertilizer. A continuous batch mesophilic reactor was used for enhancing the P removal from acidogenic fermentation of Protein-rich food waste (PRFW) and palm oil mill effluent (POME) sludge. During the process, various parameters were fixed, such as substrate to inoculum ratio= 1.0 : 2.0, pH= 6.0, temperature = 35 0 C (± 1), organic loading rate (OLR)= 4.0 g/VS/L, hydraulic retention time (HRT)= 3 and digestion time=10 days. The result shows the percentage of struvite recovery from PRFW liquor was about 65% with 4.18 mg struvite/ g PRFW. Different struvite concentration (Pot A= 7.0 mg/Kg, Pot B = 14.0 mg/Kg, and Pot C=21.0 mg/Kg) were applied in lady finger (Abelmoschus esculentus) plant. The present study was an attempt to identify the effect of different concentration of struvite produced towards lady finger height, leaf counts, leaf size and availability of fruits. The results showed that pot C with high struvite concentration (21.0 mg/Kg) have achieved the better height= 122.00 ± 3.61 cm, leaf count average = 13.33 ± 0.67 cm, leaf size average= 19.46 ± 1.96 cm and having fruits compared to other post. This study is very significant in resources recovery from wastes as it provides information on a new approaches for phosphorus recovery and at the same time it can be used as an alternative source of P-based fertilizer.
Key Words: Phosphorus recovery, Struvite, Protein-rich Food Waste, POME Sludge
| recovery_of_phosphorus_by_struvite_precipitation_possible_use_as_alternative_phosphate_fertilizer.pdf |
Informal Employee: Their Relevance and Protection under Malaysian Labour Laws
Azlina Mohd Hussain, Mohd Syahril Ibrahim & Anie Farahida Omar
Department of Law, Universiti Teknologi MARA, Cawangan Negeri Sembilan, Kampus Seremban, Seremban, Negeri Sembilan
azlinacounsel@yahoo.com
ABSTRACT - This paper aims to address the issue of the informal employee in Malaysia. The informal employee is the employee that works for wages in an informal and/ or formal employment setting. Most informal employees have no formal contracts, social benefits and basic employment legal protection as enjoyed by formal employees. It is important that we identify and address the issues of informal employment as there seems to be an increasing trend towards this kind of employment in the current market economy. The methodology that will be adopted in conducting this study would be a qualitative analysis of all local labour legislations that will provide an insight to the social and legal protection afforded to these informal employees. The findings/ results so far show that none of the local labour legislation provides nor addresses specifically the issues of social and legal protection for the informal employee. We hope to recommend through this paper either a specific legislation is created to address the social and legal protection for the informal employee or to propose amendments to the current local labour legislations to incorporate the informal employee in their protection.
Keywords: informal employee, social and legal protection, legislations
| informal_employee_their_relevance_and_protection_under_malaysian_labour_laws.pdf |
GoPic with QR Code for Vocabulary Mastery
Emily Lau Yen Yen1, Aina Hartini Mohd Khair2, Norsharina Mohd Yusof3 & Melor Md Yunus4
1SK Taman Pantai Sepang Putra 2SK Kenang-Kenangan 3SK Taman Bunga Raya 1 4Faculty of Education, Universiti Kebangsaan Malaysia
elyy8850@gmail.com
ABSTRACT - Vocabulary mastery is important in language learning yet becomes a struggle especially for Malaysian primary students. Prior to this, the evolution and integration of information and communication technology (ICT) in 21st-century learning is essential for students’ knowledge and teachers’ pedagogical skills. It becomes the precursor for student-centred strategies. This action research of GoPic with QR Code investigates the importance of boosting students’ language experience in their mastery of vocabulary. The term ‘GoPic with QR Code’ is a product from the combination of using ‘BINGO’ word game and a total of twenty-five picture cards to match the words using QR code for the intervention. The correspondents for this research comprise of a total of thirty mixed-ability Year 1 primary school students. The instrument in data collection are the pre and post-test. The main intention of the research came from seeking the ‘correct’ strategy to suit the students’ needs in their mastery of vocabulary. The component of vocabulary that is utilised and evaluated in this intervention is concrete noun to assist students in their mastery of vocabulary from the constructivist point of view. The concepts of 21st-century as well as game-based learning are being emphasized; whereby procedures are simple; hoping to create fun, purposeful and active learning for students in the classroom. The findings concluded that the correspondents showed significant improvement in their English language vocabulary after the intervention is conducted.
Keywords : GoPic, QR Code, vocabulary mastery, 21st-century learning, game-based learning
| gopic_with_qr_code_for_vocabulary_mastery.pdf |
Decorative Wall Art: Appreciation of Layout Drawing
Norsyazlin Mohd Rosli, Nur Shaffiqa Muhammad Soffian, Muhamad Azrul Azwan Azman & Amelia Ahmad
Faculty of Architecture Planning and Surveying Universiti Teknologi MARA Perak Branch, Seri Iskandar Campus, 32610 Seri Iskandar, Perak
norsy986@uitm.edu.my
ABSTRACT - In the urban planning field, producing layout drawings are compulsory in order to visualize the ideas on how people will move and live in specific areas. The preparation of layout plans or drawings involve several basic stages including problem identification, goal and objectives setting, data collection, analysing and proposal stage. In reality, the layout drawings are part of the necessary documents to be submitted to the local planning authorities. This is to ensure that the future development that meets the needs of the present generation without compromising the ability of future generations to meet their own needs. However, the students’ works and progress in making the layout plans or drawings during their period of study are not appreciated, other than being evaluated for coursework mark. In additional, the town planning students also face the challenge of commercializing their works compared to other undergraduate students who found it easier in making benefits from their own artworks. The main objective of this invention is to develop innovative artwork for wall decoration by transferring layout drawings. Therefore, the visual analysis will be used to produce this invention. The new artwork invention is hoped to enhance clever decorating intervention in order to create a sense of space. In addition, the artwork is expected to generate passive income for students and the education institutions from the students’ creativity. It will also further improve the current syllabus for urban planning as well as become a platform for lecturers and current students to participate in creative artwork. It will directly help the ambition of government to become a high-income country.
Key Words: Layout Drawing, Artwork, Home Decoration, Commercializing, Innovation
| decorative_wall_art_appreciation_of_layout_drawing.pdf |