MODELLING IDIAS-INTERACTIVE DIGITAL INSTRUCTION AND ASSESSMENT SYSTEM THROUGH THE ICONIZATION OF LEARNING IN TEACHING ISLAMIC HISTORY Maulawi

L. Calimba Islamic Studies Department, Mindanao State University, Fatima Campus, General Santos City, 9500 Philippines maulawi@yahoo.com Abstract The teaching-learning modalities is in flux as challenges and gaps brought about by advances in digital technologies. The project proposed, IDIAS (Interactive Digital Instruction and Assessment System), could be one of the initiative for curriculum and pedagogical innovation in a developing country like Philippines. It is suggested that the proposal is an aid towards online learning while still in a state of chalk-board era. The project aimed advocacy is to optimize the use digital technology in the classroom environment through proposed IDIAS and through the aid of users friendly courseware. Through Iconization as a teaching-learning and assessment method, samples of relio-cultural materials, personalities, places, symbols, emblems, images, words, audio ( indigenous musical sounds and instruments ) or any thing of historical significance, that can represent as a digital icon of particular event in Islamic history. And or build icons through learners contruct or choice to emphasize learning objective. The project is proposed as a trasformative initiative, organizationally, and in teaching-learning-evaluation process. The modalities of teaching-learning of Islamic history is accentuated as classroom environment, new technologies, new learning style of digitally literate students and the net that challenges the traditional teaching style. The paper which was largely developed from the Authors Masters Research Project as Graduate student from University Southern Queensland, Toowoomba, QLD, Australia. The paper aimed to proposed the IDIAS and Iconization of Learning as a curriculum and pedagogical transformation initiative in teaching Islamic History or perhaps enhancing Muslim education particularly in a third world setting. It explores its theoritical foundation by revisiting literatures available to provide further academic validity of the concept as a teaching-learning theory and evaluation method.

INTRODUCTION To begin with, let me qoute few verses in the Holy Quran: (competition) The 21st century is the era that human civilization have faced enormous challenges to change. The main factor causing irresistible force to change is globalization (economic and political integration), new technology, giant leap in information system that facilitate world interconnectedness, the ecological responsibility and interdependence were commonly cited in literatures e.g. (Nankervis, 2008; Schuller et. al.,1996; Diggins, 1997, Drucker, 1994). Diggins (1997, p. 418) observed that school system are structurally ineffective amidst the immense transformation of educational system taking place worldwide. The challenges on education is confluenced by intertwined factors of : the changing learners demographic profile, the key role of universities, budget cut of government support to tertiary institution, and the advancement of information technology. A phenomenon globally observed in many countries by educators like Terenzini and Pascarella, (1998), Elliot (1995), Rita Kop (2008)

Proceedings of Regional Conference on Knowledge Integration in ICT 2010

105

Diggins (1997), Drucker (1994) and many more scholars that literatures and the googling the net will give more names recognizing these challenges. The impact to the educational institution is holistic ranging from change in its philosophy, organizational structure, role of teachers, classroom environment, educational theory and practice, and to curriculum development. For example, the teaching-learning modalities are in flux as digital technologies advances. Siemens (2006, p. 3) observed that traditional views of learning have been questioned and accentuated with the development of the internet. He further confirmed two years after that the current developments in educational technology and social software were significantly altering: (a) how learners access information and knowledge, and (b) how learners dialogue with the instructor and each other (Siemens, 2008, p.1). He was indeed precise in predicting that educators will be weary of pedagogy and curriculum before it can address the change needed (Siemen, 2006). Online education, educational software (e.g. easily speaking dragon), multimedia aided instruction and evaluation (e.g Eureka Software), stress relieving learning tools like mouse pen (e.g. livescribe and bamboo pen), electronic library resource materials and the globalization of academic standard were irresistable and exacerbating these trends. Similarly, the net generation are entering higher education with expectations sure to be unmet because these learners are digitally literate, constantly connected, socially-driven, engaged, visually-driven, and a host of additional pronounced characteristics (Siemens, 2008, p. 33-34). Rita Kop (2008) similarly made the same observation and noted that as the shift from tutor to autonomous learning style is becoming prevalent. She put emphasis on the need to use information technology in the schools to address the desperate learners appetite in the net as the current educational system failed their expectation. It is also worth mentioning that as a whole, our structures of learning have become more utilitarian, and career driven with the desire to achieve and produce in an economic system (Siemen, 2006, p.7). The dawn of 21th century corresponds to the 14th century Hijrah which was dubbed as Islamic Resurgence in most literatures (Calimba, 1990). There are several issues affecting Muslim communities from Morocco to Manila which can be categorized into dominant historical themes ranging from political to religio-culturally revisiting past prowess and assertive on the rediscovered role in the modern world. The Muslim communities response to these challenges varies from politically radical to intellectual or academic approach. But how this phenomenon does affect the Muslim society particularly the Madrasah and the teaching-learning of Islam. The net is far more serious as it creates a mouse click boundary between halal and haraam information, however in a positive note, it provides an opportunity for wireless propagating Islam and the ummah is more interconnected than ever before. For example, the electronic Quran and Hadith digitally encrypted in computers and mobile phones, and can be accessed anytime and anywhere but Shariah compliant users guide have not been properly disseminated for its perusal. By taking seriously the aformentioned observations, one has to tinker where are these current models of education taking us?. What future generation will be made up to assuming that this trend of learning will be prevalent?. How do these educational aproaches shape the future of human civilization?. Though uncertainties projected ahead, hope for the best is expected as educators are restless and endless in their effort to offer innovative designs to improve the teaching and learning environment. As Postman (1995, cited by Simon, 2004, p. 7) have succinctly noted that teachers, nowadays, are known not only in providing reasons for learning but also in inventing a method. Alternative medium of instruction comes as the phase of unpredictable changes challenges the present. This because Siemen (2004) observed that in the past decades, learning has changed tremendously and that even known learning theories like behaviourism, cognitivism, and constructivism fall short in a technology based learning environment.

Proceedings of Regional Conference on Knowledge Integration in ICT 2010

106

Henceforth, it is humbly advocated in this paper to promote the Multi-Media Instruction and Evaluation System in enhancing Muslim education in particular the teachinglearning of Islam like Muslim history. The object of contention is modelling a manageable prototype of the said proposal. The primary research focus of this paper is to investigate pedagogical issues relating to the theoretical basis of IDIAS and to explore its potentials as an initiative of instiutional transformation. Thus discover its potential benefits, limitations, oppurtunities, and challenges in initiating curriculum innovation in relation to the state of instruction in Muslim educational institution. Objective The main objective of the research project is to introduce IDIAS as an alternative medium of instruction and to explore issues associated with pedagogical design in teaching, learning and assessment, its theoretical foundation and its adaptability. As an organizational transformation initiative, it explores the conceptual framing, perceptual acceptability and the means or process of its implementation. Simply it attempt to introduce the adaptability of the proposal and possible projection on the advantages and disadvantages that will be considered. A theoretical foundation has been similarly discussed to validate iconization as a teachinglearning approach, and perhaps, as an assessment tool and technique. Hopefully, to further explore whether iconization will constitute as a learning theory and or teaching method or aid. Relevance The state of instruction in Madrasah in the Philippines is still basically in the blackboard era and the use of multimedia technology is very minimally employed as a teaching tool aide, not to mention that the asatids or teachers is yet to be abreast of the advances of digital technology and exploiting its usefulness in the academic world. Indeed, the IDIAS is of the essence as it will be helpful in addressing the digital gap in the teaching and learning environment. It is timely and relevant as the need for different theories of learning and a call to rethinking or redesigning education is felt not only in advance countries but also in developing nations like the Philippines. The proposed IDIAS and the iconization of learning as espoused here can readily respond to the HOW of learning: how we teach, how we design curriculum, the spaces and structures of learning, and the manner in which we foster and direct critical and creative thought. Admittedly, the real challenge for any learning theory is to actuate known knowledge at the point of application like the theory of connectivism (Simon, 2004:18). Hence, this research could be a possible response to this imperative. Another important feature of the study is that, through iconization, cultural preservation can not only be conducted in the museums or in building monuments but also be enlivened in the memory of the students. The continuity of the past to the present signifies the importance of the treasured heritage that can be brought to life in this digital age. Phases of the Project Proposal The current project is designed to be an exploratory phase by assessing the state of Instruction in Muslim educational institution and craft policy concerns for its transformation. It shall consolidate the legal and shariah issues, teaching modalities and feasibility in relation to the preaparedness of the Madrasah. The next phase is the production of modules through team teaching and in coordination with technical expert to customize the application of the
Proceedings of Regional Conference on Knowledge Integration in ICT 2010 107

IDIAS particularly the digital courseware that must be employed. According to Dean Caplan (2002, p. 192), designing and developing effective instructional materials with quality visuals, is timing consuming, needs collaborative planning of experts and the right tools in order to maintain pedagogical standard. The final stage is the application.

LITERATURE REVIEW The related literature that reinforced the conceptualization of the research project is categorized along theoretical themes and as a method of teaching and evaluation. The writings of Siemens (2004, 2005, 2006,2007, 2008) is the most valuable material reviewed and be treated as the theoretical foundation of this project. His article entitled the Connectivism: A Learning Theory for a Digital Age strengthen the academic validity of the proposed IDIAS which could be considered as an implementation of the said theory. Although connectivism is yet to earn its undisputable status as a learning theory in the academic community, but its relevance to this research beyond reproach. Recapturing some of its principles in the web, http://www.connectivism.ca/about.html, is enough manifestation of its growing recognition, and as quoted below than paraphrasing, lest it might result to distortion and be taken out of context, to wit:

Learning constitutes the integration of cognition (thinking) and emotions. Learning has an end goal - namely the increased ability to "do something". Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Learning (in the sense that something is known, but not necessarily actuated) can rest in a community, a network, or a database. The capacity to know more is more critical that what is currently known. Knowing where to find information is more important than knowing information. Nurturing and maintaining connections is needed to facilitate learning. Learning and knowledge rest in diversity of opinions. Learning happens in many different ways. Courses, email, communities, conversations, web search, email lists, reading blogs, etc. Different approaches and personal skills are needed to learn effectively in today's society. Organizational and personal learning are integrated tasks. Connectivism attempts to provide an understanding of how both learners and organizations learn. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning. Decision-making is itself a learning process. Learning is a knowledge creation process...not only knowledge consumption. Learning tools and design methodologies should seek to capitalize on this trait of learning. (http://www.connectivism.ca/about.html).

Siemen (2006) strongly proposed that to avoid the error or misunderstanding of connectivism, the need to explore said concept as a learning theory: static, context-less, content-centric approaches to knowing and understanding is paramount. He was alarmed on the danger of product iconization and review of prominent theories of learning in failing to

Proceedings of Regional Conference on Knowledge Integration in ICT 2010

108

acknowledgeexplicitlythat ongoing changes obsolesce current knowledge (Siemen, 2006, p. 5). The constructivist theory serves similar importance as a theoretical pillar to this project. According to Geraldine Lefoe (1998) constructivist view learning as an active process of constructing rather than learning acquiring knowledge and instruction is a process of supporting that construction rather than communicating knowledge (Lefoe, 1998, as cited in Duffy & Cunningham, 1996, p. 171). The learners knowledge is generated out of their social interaction, personal experiences and perception of the environment. Each person has a different interpretation and construction of knowledge process. It is worth emphasizing that this theory advocates that students should not be told anything directly but allow freedom to build and enhance their ability for knowledge creation. The teaching pedagogy of constructivism is acclaimed to improve memory and attention since knowledge is built along the learners previous knowledge, regardless of how one is taught (Retrieved 15 May, 2009 from http://www.learning-theories.com/constructivism.html). The literature relating to teaching and evaluation, the proposal of John Allison (2007, p. 344) explores the impact of virtual reality tools on the teaching of history and assert that history educators at all levels must make use of the digital technology in their vocation. Accordingly, the virtual reality tools have the potential to change teaching and learning (Allison, 2007, p.347). However, commending his work as too advance and requires special digital technological skills and special focus to develop which can be considered as the ultimate objective of the IDIAS. The proposed IDIAS serves a transitional initiative in reaching the level of application of virtual tools in teaching history. The employment of icons is part of the content of virtual tools. Ideally, virtual reality tools is very important for history educators and provide for effective learning experiences both in the classroom and in the research environment (Allison, 2007, p.343). It is argued that virtual reality technologies show great pedagogical promise for both teachers and learners as these provide a breadth of real immersion in the historical past (Allison (2007, p.344). Indeed, technology will change historians view of the past and reality. In the study of C.D. Fulp and E.W. Fulp (2002) provides a more technical proposal for interactive multimedia enhanced instruction through a wireless handheld system that consists of hardware desktop and wireless link. The concept is very much alike to the purpose of IDIAS except in the emphasis on iconization. The technical hardware (IPaq Server) and the software (e.g. Microsoft PowerPoint, Adobe Acrobat, and HTML pages) used in the system may be outdated however it claimed considerably that classroom interaction has increased over 90% as compared to a traditional lecture environment on addressing the problem of shy students. The works of Terry Anderson and Fathi Elloumi (2002) expound the importance of the attributes of media and of the modes of teaching presentations and learning mediums. The e-book acknowledges that the challenge for teachers and course developers working in an online learning context are to construct a learning environment that is simultaneously learning, content, community, and assessment centred (Anderson & Elloumi, 2002, p. 54). In Dean Caplan (2004) article, it put emphasis on the development of online courses, visual design for electronic courses or optional electronic enhancements of print-based courses includes the development and creation of generic or customized templates, navigational icons, icons or images to aid recognition of location within a non-linear presentation of materials, and visuals or graphics to enhance textual content (Anderson, & Elloumi, 2002, p.192).

Proceedings of Regional Conference on Knowledge Integration in ICT 2010

109

Revisiting Iconization The concept of icon or principle Iconization have been used in various academic field such as arts, iconography, sociolinguistics, psychology, education, politics, history and by at large computer science. Icon is a word widely used in arts before it was adopted as a language in computer. The literatures on the concept of icon or iconization is explored to evaluate the academic validity of the use the concept in this research project. Iconology or iconography is a structural approach of looking at paintings at all levels (Howells, 2003, p. 3). Or a method that help study the subject matter of work of art at each levels. It was popularized by Erwin Panofsky of Hamburg University, Germany in 1933. According to Howells (2003), iconology is a structural progressive and logical system for iconological analysis that we can use for ourselves and of images of our own observational detail in order to understand a paint or work of art but understanding a complex piece of art considering among others, the genre of the painting, subject protrayed, central theme, recognize the setting date, location, scene of climate, attributes (props) and cultural material. Accordingly, what you see is what you get is not always the case. There are disguised symboplism, codes, scales, emblems and color combination could be hidden in an art work. In simple terms Iconology is a modicum of common sense. In the field of linguistic and literature, iconicity is always based upon the implicit theory of perception (Maedler, et.al., nd. p. 17). Theory of Iconicity assert the causal relation between language and virtual perception of reality or environment that gives birth to the field of linguistic iconicity. Though gaining theoritical ground but still ultimately based upon on implicit theory of perception...but not without inherent weak and strong hypotheses (Maedler, et.al.,nd., cited. Bouissau, p. 17). In the study of Mary Antonia Andronis (2003, p. 37), she defined Iconization as a process involves the attribution of cause and immediate necessity to a connection (between linguistic and social groups) that may only be historical, contingent, or conventional. The paper proves the role of iconization in its symbiotic relation between language, icons and social identities. Accordingly, the linguistic features are then made to be (and are subsequently interpreted as being) iconic of the identities of the speakers and labelling the same as a type of iconization (and erasure) is pervasive in linguistic ideologies that reflect the marginalization of other (Ibid.). The forms of the language (and frequently, the entire code) are iconized as being low prestige. The author claimed that through the process of iconization, the linguistic forms or features of a language are made to be iconic of the social identities of the speakers themselves. This furthermore creates or allows for the existence of the other (or, conversely, for the existence of one) in both indigenous and nonindigenous contexts. How these features are iconized (and to what degree) is dependent solely upon the prevailing ideologies of the given community. In related study of Lionel Wee (2006) of National University of Singapore, stressed that language ideologies play an important role in managing an ethnically and linguistically diverse country. She examines the history of Singapore's language policy that remains largely unchanged, varying only in its lexical and textual realizations that which performances in the service of a set of ideologies give rise to potentially serious problems; and the material consequences of implementing the ideologies lead to changes in the ideologies themselves. According to Eckert & Rickford (Eds., 2001), by drawing on recent theoretical developments in the study of language ideologies, this paper shows how attention to the sidedness of language ideologies can help provide greater specification and appreciation of the interactional processes by which the ideologies are instantiated. In an article of Susan Ervin-Tripp of University of California, Berkeley, she examined the role of ideology in the relation between social group language differences and the

Proceedings of Regional Conference on Knowledge Integration in ICT 2010

110

representation of those differences in each speakers style contrasts. The major highlights of the study are: 1. That social meanings signified by styles, which are primarily contrastive and indicated empirical distributions. 2. That the principle of iconization is claims that the social contrasts that are imputed to groups or to situations are also represented by linguistic features. 3. That language features that supports iconization, using the underlying trait explanation (e.g. Wolof Speakers). 4. Those beliefs about contrasts in the traits of groups of people are consistent with contrasts in linguistic features, and these correspond to stylistic selections when traits are expressed by individuals. 5. Iconization could create an arbitrary relation of trait to feature, historical, contingent, or conventional. But in the Wolof case, the relation appears not to be arbitrary, but to have some naturalness, and the term icon implies a likeness. (Retrieved May 25, 2009 from http://istsocrates.berkeley.edu/~ervintrp/pdf/dialect.shifting.pdf) In similar study by Woolard, K. (2008), emphasised on re-conversation between linguistic anthropology and sociolinguistics is to bring concepts of linguistic ideology to the explanation of the iconization of specific sociolinguistic variables and associated sociolinguistic change. Sociolinguists such as Eckert (2000) and Milroy (2004) have made provocative efforts to incorporate linguistic-anthropological concepts into sociolinguistic explanation. The author is pause a question why specific linguistic variables emerge from the flow of speech and social life to become sociolinguistic icons or emblems and set off relatively rapid or intense changes. In anthropological discourse, the study of iconization proves its worth in revisiting the past in connecting to modern time through semiotic process. Accordingly, forming and reshaping ones memories involves much more than a simple retelling of ones own personal story, it involves the semiotic processes of highlighting and an iconization of certain practices as modern, whereby an erasure occurs, denying the existence of that which comes to be experienced as lost. Among the major points which the author asserts are, to wit: 1. That through the conscious highlighting of particular patterns of behaviour, ways of speech, and modes of understanding the world, these aspects of experience come to be iconized as the modern. 2. That Ideological iconization is accompanied by an erasure of that which is not iconized. 3. Those that are not seen as modern are erased; they are forgottenoften wilfully. 4. That those that are written out of history or often reinterpreted as an impediment to progress, primitive people and their antiquated ways. 5. That there is a conscious selective forgetting, the purging of certain unacceptable elements from the narrative historical record. 6. That a transmission that always contains the possibility of betrayal, of an arbitrary selection from the past. 7. That which is written out of history, constructed as the vanquished past out of which the future-oriented present has emerged, by the ideology of modernity because it does not serve the needs of the dominant classes, comes to be experienced as a loss, a loss that may be longed for, in a nostalgic desire for that which is beyond reach.

Proceedings of Regional Conference on Knowledge Integration in ICT 2010

111

8. That semiotic process of erasure and the psychoanalytic process of repression both involve a reimagining of memories, memories that are not exclusively at a personal level, but that are constrained and in some senses given by the dominant political narratives.(Woolard, 2008),

CONCEPTUALIZING IDIAS: THEORETICAL FRAMEWORK

Psychology

Computer Science

sociolinguistic

Anthropology

iconization
education iconograph y

History

\ Figure 1. Adoption of the Principle of Iconization from various academic fields

The literatures reviewed yielded variety of views on the concept of iconization as a method of understanding and analysing reality. Its adoption to the IDIAS is relevant as it captures the purpose of the project at hand. Perhaps customized adaptation on the variety of approaches and principle of iconization is dealt with great influence to the research. The application of which is an agglomeration of various approaches and employing icons such as disguised symbolism, codes, scales, emblems, color combination, images, personalities, audio-image, material culture, text and any other form that represent a historical event, personalities and places and in particular learning objectives. The constructivist and connectivism theory of learning serves as the foundation of IDIAS and an application. This is further strengthened by adopting the affordance theory which states that the world is perceived not only in terms of object shapes and spatial relationships but also in terms of object possibilities for action since perception drives action; and has various implications for design, human-computer interaction, ergonomics, visualization, etcetera (Gibson, 1904-1979). Guinans (1997) Icon Language Teaching System is replicated in this project except that its application is in teaching English language and her ready-made icons are patented not built on learners constructive imagination. Similarly, inspired by the study of Calloni et.al. (1997) Can icon-based programming languages be used to teach first year programming concepts to undergraduate students more effectively than text-based languages? which was proven positive. Hence, the framework of the proposed IDIAS is to be customized to any course selected for application.

Proceedings of Regional Conference on Knowledge Integration in ICT 2010

112

Subject to be Taught, Teaching Goal, Method, Style , Technique, Tools and Evaluation System Teaching-Learning is culture bound and Divine Driven World view, and Technology enhanced Teaching

Teaching-Learning is balanced centered on Teaching, Learning and Evaluation

Environment Conducive to learning (Affordance theory)

IDIAS interaction icon Learner internalizes learning goals/skills, Learning capacity and preparedness Learning Evaluation/ Assessment System: Learning goal Oriented

Evaluation

Figure 2. Adoption of the Principle of Iconization in the IDEAS

General Salient Features of IDIAS: (technology, logistics, learning method, student, faculty, administration). Development of courseware in all subjects in Program Offering Theatre type Multi-Media classroom system to increase class size Production of Interactive Digital entertainment-like Course Modules (topics can be 3D presented) Classroom environment adopts entertainment medium and eradicates boredom Computer based Assessment/Evaluation System, possible use of touch screen Monitor Theoretically back by Icon, Logo, sign, symbol to enhance learning retention Dual mode Learning system still retaining Face to Face but subjects are computer based presentation and advocate team teaching Synchronization and customization of educational universal academic standard Promote social harmony, awareness global issues that threaten human survival.

Proceedings of Regional Conference on Knowledge Integration in ICT 2010

113

 A prelude towards divine driven learning Advocates less stressful learning Facilitate Zooming in order to level-off the learners learning capacity Reduce teaching load and cost saving for the University for not hiring more teachers for courses that does not require Ph. D. or M.A. Degree Eradicates banking system of education Icons can be value free, objective capturing common human values and experience. Teaching and Learning Features: It is culture bound It must be divine driven Technology enhanced Ensure Internalizing learning objectives Balance centered but slightly tilted in favour of the learner to assure better academic performance that would give relevance to real life. The interaction is inevitable in teaching- learning environment but the magnitude of interaction depends much on the nature of the subject. Learners shall build icon based on their construct as a class and perhaps make a video presentation on particular events in history. The classroom environment will conducive as it will be held in a theatre like classroom Assessment Feature: Emphasis on internalizing learning goals rather than mark or grade oriented particularly on the mandated general education courses (Math, Social Science, Humanities, History, and Psychology). Online Quiz shall be allowed Why Iconization of Learning In this contemporary reality of globalization and fast developing digital information technology, the learning process and environment is transforming. The e-icon is changing many of our vocabulary. A single prefix that gives new meaning to established concept. Similarly revolutionized how we perceive, understand and conduct our affairs. Several scholars attested that the world is becoming digital faster than we expect. Digital divide is a new social stratification category as the knowhow, access to digital technology and hardware, and its utilization has yet to trickle down to many. David (2003, p. 272) succinctly described that, the advent of digital television has resulted in an explosion of cheap programming throughout the world, and lifestyle programming in particular. Moreover, the Internet will definitely change the future which is largely a part of our present. As the cyberspace is cross culturally diverse, the future direction seems towards digital education. Multifarious learning style and methods is keeping attuned to the trend of time. As the knowledge based society is transforming many nations, traditional conventional learning is becoming obsolete, as some scholars have observed. Learning seems to be easy but expensive. The role of teachers will be more innovative equip with wider creative understanding, exhibiting maximum tolerance, less dogmatic, flexible and less ego-centric. The school is just an inch away compared in those days where one has to walk kilometric distance afar. As digital technology connects people everywhere, learners are static traveller as one can sojourn the globe in just a click of a mouse. Exchange of ideas and experiences from the four corners of the world can happen in

Proceedings of Regional Conference on Knowledge Integration in ICT 2010

114

split seconds, as distance does no longer matter. The interactive chat rooms in the web readily proves that interaction and learning takes place without regard to national boundaries and identity, ethnicity, age, gender, political ideological leaning, religion, interests, social role and position, and lastly an informal open interaction environment. The use of icons provided by most websites was universally accepted symbols of interaction in putting across message and emotion. Henceforth, icons facilitate learning easy, less stressful to recall, aesthetic consideration, prompt and concise in conveying ideas and feelings. Designing a learning system to the most complicated creature in world is the most challenging and mindboggling concern. Admittedly, there is no one stop learning method akin to downloading software in the computer. However, there are no proven universal pedagogical standard that are efficient and effective learning method. The Iconization of Learning is NOT a new invented concept but encapsulating existing known theories of learning to be adapt with digital trends in the a generic wireless world. It is a recycled thought given a new label borrowed from computer electronic language and software. Besides, computer is universal learning tool aid. The iconization of learning to traveller learner can draw parallelism to a driver who internalizes road and traffic sign. Similarly, to pilot who memorizes signs and symbols to fly and land the aircraft; to a sailor and ship captain who have a common understanding of symbolic commands and signs; goods and services employ logo as part of the marketing strategy; and lastly a musician guitarist/pianist who uses same chords or musical note. Most institution and social organizations have logo that represents their respective institution. Now a days, the amount of images, words, text, sounds that are encoded, stored and compressed digitally that are available for any purpose and can be viewed and send regardless of time and location through the net is gigantic and with utmost speed and precision. Many were largely represented by an icon, which are either subjective or objective construct. As proven in the empirical studies of Gulz and Haake (2005) that user preference is to the iconized visualization that represents a relation oriented and more subjective agent. The main research problem was to determine the significant relations between the users choice of visual style in agents with respect to realism versus iconicity and users choice of social style with respect to task orientation versus (task and) relation orientation (Gulz & Haake, 2005, p 7). In their findings, it implies that iconized agents being more easily conceived of as subjective, socially rich characters than realistic agents .The main supporting idea of this study to the proposed ideas are: an iconized character in contrast to a realistic one prompts the user to develop the character; it allows user to stretch his imagination; and can be elaborated by the user, who may fill in and create from his or her own subjective experiences. The uniqueness of the study to what is proposed on this project is treating separately visual style and iconic images e.g. animation. Icon as advocated in this project is a combination of images, text, animation, virtual reality, and historical established personality, places, events, artefacts that the learners may at liberty to construct. Iconization of learning as conceptualized in this study can be build along learners construct. It can be computer based and flexible in a way that it can zoom in and out to the level off the learners common perception and understanding of concepts and reality. It was proposed to be all- embracing and will incorporate global issues and trends like climate change, wars, water crisis, HIV, and other threats to human life and environment. A three dimensional presentation can be alternative style to form part of the medium of instruction.

Proceedings of Regional Conference on Knowledge Integration in ICT 2010

115

In the context of Madrasah, iconization of learning could be an attempt towards eradicating traditional banking system of education. It can enliven classroom environment and transform it into a partly entertainment venue to arrest the classroom boredom. It can also reduce teachers load and routine functions, and or perhaps eliminate the incidence of egotripping teachers. Through Iconization learning can improved current of state instruction to be more meaningful and relevant given the new pedagogical style. The concept of iconization of learning has many theoretical bases to support. Several theories of learning that support the Icon aided learning and embrace some of its principles are shown in Figure 2. It is already widely used and universally accepted as a form of communication not only in the internet and mobile communication systems but also in all fields. It can be either ephemeral or permanent and can be built spontaneously based on learners preference, interests, shared experience, thoughts and emotions. It can easily create common denominator to a learners diverse worldviews, values, beliefs and experiences. Perhaps intellectual and emotional quotient can have less bearing on the learning process if it aims simply to impart less complex thoughts or ideas. Icons can have longer memory retention in human memory as explained in Dual Coding Theory. It also recognizes the inevitable importance of image in cognitive operations compared to verbal information. Memory theory claims that no learning takes place without imprints in human memory. Icons are processed to various levels of learning and understanding.

Theories of Learning as basis of ICONIZATION OF LEARNING

Adult Learning, Algo-Heuristic Theory Andragogy Anchored Instruction Constructivist theory Cognitive Load Theory Conditions of Learning Double Loop Learning Experiential Learning Model Centered Instruction and Design Layering Minimalism Functional Context Phenomenology Script Theory Subsumption Theory Symbols Systems Structural learning theory Motivation theory of learning,

Figure 3: Theories and principles of learning that supports iconization of learning The following theories of learning and principles of learning adopted and combined together to accounts in the conceptualization of Iconization of Leaning, to wit: Adult Learning, Algo-Heuristic Theory, Andragogy, Anchored Instruction, Constructivist and connectivist Theory, Cognitive Load Theory, Conditions of Learning, Double Loop

Proceedings of Regional Conference on Knowledge Integration in ICT 2010

116

Learning, Experiential Learning, Model-Centered Instruction and Design Layering, Minimalism, Functional Context, Phenomenolography, Script theory, Subsumption Theory, affordance theory, and Symbol Systems Structural Learning Theory. The Motivation theory of learning similarly is essential to the concept discussed. The Book of David Gilles (2003) entitled Media Psychology have studied extensively and proved that media has indeed have great psychological impact and influence on the behaviour of audience that watch it. The book proves the causal relation between media effected the behavioural changes in all age group and effectively transmit message and ensures retention or recall. Thus further strengthen and validity of the Iconization of learning as applied to curriculum and pedagogy, though the distinction between reality and representation is much less clear than we often imagine (David, 2003, p. 282). An off quoted expression in psychology is the 7-38-55 presentation rule where 7% of the communication is the words that you are using, 38% of the communication is the tone of voice and 55% of the communication is what you are doing visually, consisting mostly of facial expressions. In gist, the figure 3 presents how simply iconization of teaching-learning process takes place as advocated in this project. The teacher provide the learners with direct course readings or lectures then allow independent learners to individually and collectively internalize learning objective and conceptualizes or assign icons to particular subject of study. The learners will be required to make report presentation employing said selected multimedia icons and used the same for classroom interaction and evaluation.

Icons of Agreed Topic

Teacher Course Content, Readings & Objective Evaluation System
Course or Subject Teaching & Learning Interaction InternalizingLearnin g Objectives

Learner Individual & Collective preferential icons

Suggested Icons

Learners' Constructed Icons

Figure 4 : Teaching-Learning Iconization Process.

IDIAS: An Organizational Transformation Initiative Situationer: Madrasah State of Instruction The IDIAS as proposed is the digital technology based initiative for organizational transformation. Although other organizational transformation approaches would similarly manifest, both explicit and implicit along the process. The locus and focus of IDIAS is enhancing classroom environment, and to promote and improve teachinglearning which is

Proceedings of Regional Conference on Knowledge Integration in ICT 2010

117

the end goal of any mode of instruction. However, the assessment component of this initiative is to suit the new advocated mode of teaching and learning. In the quagmire of the unpredictable challenges brought about by this technological development, the need to revisit the state of instruction in madrasah with particular focus in teaching Islamic History. A need to review the state of instruction in order to validate the need for adoption of the proposed IDIAS. It should be emphasized that Madaris in the Phillippines is not regulated nor accredited though policy initiative of integrating them to Philippine educational system have been initiated as mandated in the Tripoli Agreement of 1976. But still largely Madaris in the country are community owned and regulated. Therefore, by implication not logistically subsidized by the government neither regulated nor accredited though initial efforts have been initited. The state of instruction can be loosely described based on personal objective observation. Some observations on the state of instruction bulleted as follows: Still face to face classroom Learning method, augmented by reading, reporting and educational tour Still maintain Learning by doing method through laboratory and field work. An instruction is typified as Banking System of Education. Utilization of Digital Information technology is not widely use. Gaps in knowledge creation due to highly dogmatic Organizational Culture Some teacher are lax due to less emphasis on learning objective. Not many asatid faculty are multi-media literate. Internalizing the course is minimal as relevance of the GES to the degree is not realistic and boring. Evaluation oriented teaching method not on internalizing the learning goals Madrasah lacks innovative process in the delivery of learning Most Classroom are equip with black board, eraser and chalk Computer-Student Ratio is inadequate. Young generation are computer enthusiast thus gaps exists between teaching method and learning style of students. Principles in Organizational Transformation Applied to IDIAS. The proposed IDIAS is largely Information Technology based organizational transformation initiative. Other organizational approach like Appreciative Inquiry and Organizational culture serves to reinforce. The IDIAS as designed initially for History courses and must be initiated in a bottom up approach in order to be officially appreciated and adopted instructional innovation. However, the proponent has to take extraordinary steps to personally carry-out the project in anticipation of inevitable resistance. However the assumption that the proposal as givens are steady supply of electricity, available hardware and technical experts. How IDIAS transform Teaching and Learning Delivery There realities which needs to be considered in justifying the adoption of IDIAS. First, there is a gap between teaching and learning. Second, the madrasah lacks innovative process in the delivery of learning is recognized. Third, studies proved the causal relation between media effected the behavioural changes in all age group and effectively transmit message and ensures retention or recall (David, 2003, p. 282). Fourth, immersion to the past is no longer impossible as the availability of Virtual Reality which is an immersive and interactive simulation of either reality-based or imaginary images or scenes (Allison, 2007,

Proceedings of Regional Conference on Knowledge Integration in ICT 2010

118

p.344). For example, massively Multi-Player Online Role Playing Games (MMORPGs), Alternate Reality Game (ARG), the Transparent Telepresence Research Group (TTRG) Head-Mounted Display (HMD) Cave Automatic Virtual Environment (CAVE) are Virtual reality tools that allow students to question what is real and to explore a multiplicity of different pasts in an immersive experience (Allison, 2007, p.344). Fifth, some of the teachers role in constructivist perspective will change as it will lessen the subjectivity and personal temperament of teachers and direct classroom control is minimal. The IDIAS as proposed can be done in two ways first is maintaining the face-to-face environment but a large class size and allow the learners to develop their imaginative construct by assigning them individually or by group to make a digital report on chapter in history. The learners will be asked to develop a 3D animation using simple software that they are familiar with like MS Power point, and or movie maker tools using methodology of iconization. This will form part of a collection on how learners will be able exploit their digital know-how to be virtually immerse in the past. This can be done simultaneously while team of expert will design a model courseware using virtual reality tools as suggested by John Allison (2007). Another option is to facilitate a speedy production of the model by team of expert sanctioned by the university. In this manner, the teaching-learning environment will change like subjective and ego tripping style of teacher will be eventually eliminated. The team teaching will replace monotonous routine life of teachers. The student labelling of terror or lenient, and or popular against unpopular teacher will be addressed. Hence, the learners imaginative construct will be enhanced by adopting the transformation theory of Mezirow (1991, cited in Anderson & Elloumi, 2004, p.18) combining constructivism and cognitivism theory. It claimed that learning involves five interacting contexts: the frame of reference or meaning perspective in which the learning is embedded, the conditions of communication, the line of action (process) in which the learning occurs, the self-image of the learner, and the situation encountered during the learning process. Accordingly, transformative learning involves reflectively transforming the beliefs, attitudes, opinions, and emotional reactions that constitute our meaning schemes or transforming our meaning perspectives (Anderson & Elloumi, 2004, p.18I). In application to the project at hand, the process of using a collective interpretation and construe a new or revised iconized interpretation of the meaning of ones experience in order to enhance memory recall and perhaps internalizes learning objectives for future use. Issue on Interaction. The interaction is important in teaching-learning component without it, learning will take not take place. The need for minimal or optimum interaction depends largely on the nature of the course like mandated general education courses are fix and a definite knowledge that interaction can be designed as asynchronous or synchronous. The objective of said courses is imbibing and internalizing learning values and facts. Hence, the issue of interaction in the proposed IDIAS can be addressed. Mental Change The concern on mental change is necessary in any transformational initiative. The digital technological challenges is inevitable either we change or we phase-out. The death of work will come if we do not be abreast with the current trend. The teachers should realize that they are not indispensable even if they have assured of permanent tenure in their vocation. The organizational transformation will definitely take place in order to be relevant in the society and particularly at par with educational institution. First, change in the attitude towards work must take place. Second, by keeping abreast with technology for the advancement of the teaching-learning style means making oneself indispensable in the organization. Third, the global terrain of teaching and learning is rapidly and irresistibly

Proceedings of Regional Conference on Knowledge Integration in ICT 2010

119

changing, refusal to change means self-outcaste in the roster of educational institutions that is the bedrock of innovation and change. Fourth, mental change means institutional change, organizational changes takes place after people in the organization succumb to mental change. How IDIAS transform Assessment System In the long run, teaching history could be image-based, three dimensional, and in which text does not play a big role. This can be indicated as the trend for example in graduate program that some disciplines are pressured and sometimes heated discussion on the move away from the traditional text-based dissertation (Allison, 2007, p. 348). The Gutenberg-e Project at Columbia University is taking substantial steps toward a virtual reality history dissertation with their multi-media (i.e., photographs, audio, and video) searchable dissertation publication program (Allison, 2007, p. 348). Once the use of virtual reality tools in teaching history becomes popular, eventually new assessment system follows. The traditional assessment practice will be blended with the digital system or software. For example, online assessment can be designed that will give relief to teachers routine checking quizzes, essays, and exams. A shared peer assessment shall be put into account in cognizant to the presentation performance as the learners will be able to make a similar virtual tool in presenting the past. According to Alison (2007, p. 347), by critically appraising new ways of presentation is not an easy task for history educators who have trained for their entire career to think of presentations in one way. Accordingly, the teachers and students can then travel to a variety of three-dimensional historical locales and presentations through virtual simulations could also provoke sharp memories of past events in the context of oral history (Allison, 2007, p. 347). By adopting this method, hence, marking learners performance should be collaborative or shared assessment thus minimize the unlimited discretion of teacher in the assessment though claimed to objective but not transparent particularly in essay test and term papers. Giving assessment to qualitative work like essay or written exam is largely subjective to teachers discretion, and by peer collaborative marking of presentation, output can be more transparent and objective. The criteria for marking can be designed to capture the audience impact of the presentation and overall style of presentation. How IDIAS Transform Teaching Profession The teaching of history is very important as a means of communicating the past to future generations (Allison, 2007, p. 350). Once Alison (2007) works becomes dominant teaching method, history teachers of the future will be using visual and graphical tools less in textual presentation. In the near future online classroom will be realized as part of the proposal. The do-it-yourself teaching will form part of the teaching method. Though, the text will remain important and inevitable in writing history but in teaching it is more on visual. As categorically state by Anderson and Elloumi (2004, p.18) that the learner is the centre of the learning, with the instructor playing an advising and facilitating role. By this input, it can be gleaned in the future that teachers in history is no longer monotonous routine and boring. Perhaps, teachers can be known not only in their ability to write textual history but visually present history through virtual reality tools. The teaching profession is becoming more challenging. To cling to the traditional mode of teaching history, one will be left behind as thing of the past. The teaching of history requires not only ability to textually convey history but digitally connect past to the present as if simulating past in the present to guide us for future. Teaching history is no longer the ability to play

Proceedings of Regional Conference on Knowledge Integration in ICT 2010

120

words and fluency in oral communication but the challenge of multimedia presentation of simulating and presenting the past. How IDIAS help the university cost-efficient reduction The observation of Geraldine Lefoe (1998) on the continued reduction of government budget subsidy to Australian universities and for universities opting to apply user-pays principle is also true in the Philippines decades ago. The cost-efficient reduction strategy and out sourcing like increasing tuition fees are commonly observed, but not venturing on Web-based instruction. The increase in enrolment population led to the demand for larger class size in the midst of government budget cut. The government state universities were mandated to institute innovative measures to respond to the cost of operation. The proposal will help in cost-efficient reduction program as it will save in hiring new teachers, reduce teaching loads, and serve as income generating as users charge for multi-media classroom will be adopted. The proposed IDIAS is indeed an Organizational Transformation (OT) initiative that proves backing from known OT Principles as discussed, and with strong theoretical foundation. As an information technology based pedagogical change, several assumptions shall be considered like energy supply, hardware availability, human resource technical capability, stable internet connection and university management support are givens of the proposed IDIAS. The requisite for the IDIAS to take-off is a mental change that should form part of the implementation particularly in a setting where aged faculty find difficulty in adapting to the new technological innovations. The history teachers should be abreast with the digital know-how in order to be at par with the trend. The teaching-learning-assessment in madrasah will be digitally transformed in the proposed IDIAS. STRATEGY The project at hand offers two major innovation initiatives that would transform traditional teaching-learning environment. First is the IDIAS that advocates the optimal utilization of digital technology in the classroom. Second is the use of icons as pedagogy in teaching-learning and assessment technique and perhaps a teaching theory. These agenda for innovation are conceptually link to serve as a jumping ground towards online or distance education to level off the Muslim educational institution academic standard at par with internationally known universities. In simple terms, it serves as a transitory measure in liberating the university from the burden of chalkboard era and face-to-face teaching-learning style. It shall be acknowledged the IDIAS is a long process to be attained in the near future but iconization of learning can take place in a given time and acceptability provided that information dissemination and consultation with colleague be addressed. In preparing Muslim educational institution in the 14th Hijrah or 21st century as it visioned to become an institution of higher learning which provides diversified, demanddriven and highly competitive degree programs. It strives to become the quality provider of Islamic education must institutionally realize the need to change, contend with the pressing current challenges, and act on the necessary organizational reform. Such innovation must meet the requirements as suggested by Schuler and Jackson (1987) to be interdependence, long-term focus, risk taking, flexible and tolerance. And culturing and sustaining the same must arrest and manage the obstacle to change and ensure structural and cultural support system are in place. As Waddel et al. (2000, p. 164-5) succinctly describe that a meaningful change comes only with provision of extra resources; reinforced by skills, competencies and desired behaviour; and structural support system are instituted. Most state universities are

Proceedings of Regional Conference on Knowledge Integration in ICT 2010

121

imprisoned by government laws and regulation must negotiate for more political autonomy and meaningful academic freedom to address the observation of Schiffer (1980, p. 158) that innovation requires addressing the political question of who makes and what decisions is crucial in order for innovation to prosper. This condition warrants that the innovation should be incremental and slow but sure, and the strategy for innovation must be structured to subscribed to building of a safe environment for knowledge workers as advocated by Drucker (1994), building of trust and teams as advanced by Geist and Hoy (2004, p.2-4), and building capacity for learning. Michael Mercers (2001) seven approaches to manage recalcitrant employees would be helpful strategy in dealing with those who resist or challenge IDIAS. Accordingly, the purpose and objective of change must be understood by them. The employees taking part in the decision making will strengthen in building teamwork that psychologically put pressure in accomplishing the job done on target schedule. In providing reasonable incentive pay and acknowledge individual success but termination would not be dealt with humanitarian consideration. In gist, the overall strategy must be holistic in transforming a professional learning organization. However, confining to the project at hand, the Figure 4 shows the Matrix Model below is suggested to form as an initial strategy for innovation.

Realization of the Need to change and Identifying the obstacle to IDIAS

Secure extra resources thru proper political represetation and Networked Organization

IDIAS thru Iconization Provide an avenue for skills training to create a critical mass for institutionalization

Create teams for Advocacy

Figure 5: Iconization of Matrix Innovation The Obstacle to Innovation The lack of budget or logistical requirements and necessary skills needed are common obstacle to innovation. The Asatids madrasah faculty needs computer training though some Asatid faculty will not likely surrender a portion of their comfort zone and traditional pedagogy. The digital divide as realistically acknowledge is manifested in the management level as the gap exists in the appreciation to the potential institutional benefits that can be derived in investing to upgraded computer hardware and software. In sum, the primary impediments to the project are mental, technical, structural and logistical in nature. The iconization of learning as a teaching, learning and assessment method can be strategically implemented within the existing reality. It is a matter of academic and
Proceedings of Regional Conference on Knowledge Integration in ICT 2010 122

intellectual appreciation of the concept. This can be done in a classroom level but incremental, gradual, and effective. A teachers initiative and commitment is only required. However, the bulk of producing digitally designed instructional materials can only be done by collaboration of experts. In addressing the strategy for innovation, a bottom up approach is preferred considering the nature of the project and skilful scanning of the organizational reality, and the proponents limited role in the university. The model below is suggested for implementation of the project.

Figure 6: Model Strategy

Conclusion The challenges of the 14 th Hijrah or 21st century to muslim educational institutions must be responded with utmost precision and careful understanding of the impact, both real and anticipated. Think globally but act locally guided by the principle of sustainable future must be part of the central theme for any Muslim educational reform. The proposed IDIAS thru iconization of learning is not a new concept but rather an enhanced and revitalized for general application in the teaching and learning environment. The problem statements of the study have been academically scrutinized to elicit its potentials as a pedagogical innovation. The review of literatures has yielded more than what is expected by the proponent. The theoretical foundation to support its academic validity as a teaching-learning theory and as an organizational transformation initiative is well founded. Some literatures have proved the application of iconization of learning noting only some discrepancies with what is proposed to be a teaching-learning technique in maintaining the traditional face-to-face classroom pedagogy but with great potential contribution towards multimedia instruction system. As the race to online digital education is becoming steep, the Muslim educational institution must not sleep with its predicament in not joining the competition. The proponent had stumbled on a more pressing concern on how to deal with evaluating the state of instruction in the absence of accepted models, methods and criteria of

Proceedings of Regional Conference on Knowledge Integration in ICT 2010

123

assessment. The constraints of time, logistics and delimitation of the study does not warrant on delving deeply of such concern though, its importance is paramount to the project. The findings somehow elicit more information vital to the success of the project like the expected obstacles and the strategy to be employed in the actual implementation of the project. Hence, the project at hand is doable. Recommendation 1. An assessment of the state of instruction of Madrasah must be conducted as prelude to the Phases of the project. 2. A series of Focus Group Discussion shall be likewise conducted parallel to the assessment of state of Instruction. 3. Pool of Muslim educational expert must be encourage to explore further the potentials of Iconization of Teaching-Learning and Assessment to promote and earn more its academic and intellectual validity. 4. The stature of Malaysia it holds in the muslim ummah in the world, should scrutinize and promote the same in order gain its prominence as a teaching-learning pedagogy and exploit the digital use for the benefits of the graduates of Madrasah to become relevant in todays generation of Knowledge society. References Allison, John (2008). History educators and the challenge of immersive pasts: a critical review of virtual reality tools history pedagogy. Learning, Media and Technology, Retrieved November 2, 2008 from http://dx.doi.org/10.1080/17439880802497099. Anderson,T. & Elloumi, F. (Eds., 2004). Theory and Practice of Online Learning. Athabasca University, Retrieved November 2,2008 from http://cde.athabascau.ca/online_book,. Andronis, MA. (2003). Iconization, Fractal Recursivity, and Erasure: Linguistic Ideologies and Standardization in Quichua-Speaking Ecuador. Eleventh Annual Symposium about Language and Society. University of Chicago Austin. Retrieved November 2, 2008 from http//books.google.com.au/?books?hl or http//www.connectivism.ca Angus, L. (2004). Globalization and educational change: bringing about the reshaping and renorming of practice, in Academic Search Premier, vol. 19(1), pp. 23-41. Bouissac, P. (2005). Probing the dynamic interface between language and perception. University of Toronto. Retrieved November 2, 2008 from http//books.google.com.au/?books?hl or http//www.connectivism.ca. Beare, H & Slaughter, R (1993). What can I do? some bridging strategies. Education for the twenty-first century. London :Routledge Br Brady, L. (1995). The system', Curriculum development. Sydney, NSW:Prentice Hall Beare, H., Caldwell, B. J., & Millikan, R. H. (1989). Creating an excellent school: Some New Management Techniques. London, UK: Routledge Buniges, M. (2005). What is driving curriculum reform in Australia?, vol. 4(9), pp. 1-6. Caplan, Dean. The Development of Online Courses. In Terry Anderson & Fathi Elloumi (Eds., 2004). Theory and Practice of Online Learning. Retrieved November 2, 2008 from http//cde.athabascau.ca/online_book Athabasca University. Cohen, L & Manion, L. (1984). Research Methods in Education . London:Routledge Calloni, B.A., Bagert, D.J, & Haiduk, H.P (1997). Iconic programming proves effective for teaching the first year programming sequence (pp. 262 266) Vol.29(1), New York, NY, USA: ACM SIGCSE Bulletin. Retrieved June 1, 2009. From http://portal.acm.org/citation.cfm?doid=268085.268189
Proceedings of Regional Conference on Knowledge Integration in ICT 2010 124

Constantino. R. (1970). The Mis-education of the Filipino. Diliman, Quezon City: University of the Philippines Press Crowther, F., Stephen, K.S., Ferguson, M., & Hann, L.(2002). Teachers as leaders : emergence of a new paradigm, in Developing teacher leaders : how teacher leadership enhances school success. Thousand Oaks, California, USA: Corwin Press. Danaher, P. A. et. al. (2006). Transforming the Practice of Mobile Learning: Promoting Pedagogical Innovation through Educational Principles and Strategies that Work., USQ FET 8801 Readings Doru, M. and Kalender, S. (2007). Applying the Subject Cell Through Constructivist Approach during Science Lessonsand the Teachers View. Journal of Environmental & Science Education. Ministry of Education, Amasya. Deparment of Science Education, Gazi Faculty of Education, University of Gazi, Ankara Gokkusagi Ltd Eckert, P. & Rickford, J. (Eds., 2001) Style and sociolinguistic variation (p. 44-56). New York: Cambridge University Press. Retrieved November 2, 2008 from http//books.google.com.au/?books?hl or http//www.connectivism.ca Fink, A. (1995). Designing program evaluations. Evaluation for education and psychology. London:Sage Publication. Fulp, C.D. and Fulp, E.W. (2002). A Wireless Handheld System for Interactive System for interactive multimedia-enhanced Instruction. 32nd ASEE/IEEE Frontiers in Education Conference November 6-9, 2002, Boston, MA Retrieved May 24, 2009 from http://www.wfu.edu/~fulpc/papers/fie2002.pdf Gay, L.R. (1992). Educational Research:competencies for analysis and application. New York: Macmillan Publishing.ACT: Australian College of Educators. Geist, J.R. & Hoy, W. K. (2004). Cultivating a Culture of Trust:enabling school structure, teacher professionalism and academic press. Leading & Managing,vol. 10(1), (pp. 240) Gibson, J.J. (1977). The theory of affordances. In R. Shaw & J. Bransford (Eds.), Perceiving, Acting and Knowing. Hillsdale, NJ: Erlbaum. Gibson, J.J. (1979). The Ecological Approach to Visual Perception. Boston: Houghton Mifflin. Giles, D. (2003). Media Psychology. Mahwah, New Jersey: Lawrence Erbaum Associates Publisher Glatthorn, A.A. (1987). Supervising the curriculum : teachers and materials, Curriculum leadership (pp. 221-242). Scott Foresman and Co, Glenview, ILL,. School Administrators, Arlington, VA, pp. 85-103. Glasser, W. (1990). Control theory and motivation. The quality school : managing students without coercion, (pp. 39-56)., New York:Perennial Library Guinan, M.B. (1997). Icon Language teaching System. Retrieved may 24, 2009 from http://www.google.com/patents?id=lLUDAAAAEBAJ&printsec=claims&zoom=4 Gulz , A. & Haake, M. (2005). Social and Visual Style in Virtual Pedagogical Agents. www.lucs.lu.se/Agneta.Gulz/publications/procWS_UM_2005.pdf Hargreaves, A. (1994). Changing work cultures of teaching, in F Crowther, The workplace in education: Australian perspectives (pp. 39-51). Rydalmere, NSW: Edward Arnold Australia. Henderson, J.G. & Hawthorne, R.D. (2000). 'The vision and challenge of transformative curriculum leadership', Transformative curriculum leadership (pp. 1-33.)( 2nd Edn.) Upper Saddle River, NJ:Merrill.

Proceedings of Regional Conference on Knowledge Integration in ICT 2010

125

Howell, Recihard (2003). Visual Culture. UK:Polity Press Campbridge. Hough, M. (2003). Principles for twenty-first century future-ing, in F Crowther, Teachers as leaders in a knowledge society (pp. 9-21.), Deakin West, ACT:Australian College of Educators. Kennedy, K. (1995), National curriculum statements and profiles : what have we learnt?, in C Collins, Curriculum stocktake : evaluating school currriculum change (pp. 153-171), Curriculum Leadership : an Electronic Journal for Leaders in Education, Canberra, ACT:Australian College of Education Lambert, L. (1998). What is leadership capacity?, Building leadership capacity in schools, Association for Supervision and Curriculum Development, Alexandria, VA, pp. 1-9. Levin, B. & Riffel, J.A. (2000). Changing schools in a changing world', in NBascia & A Hargreaves, The sharp edge of educational change : teaching leading and the realities of reform (pp. 178-194). Falmer, London:Routledge Marsh, C.J. & Willis, G. (1999), Curriculum planning : levels and participants', Curriculum : alternative approaches ongoing issues, (pp. 184-220) (2nd Edn.), Upper Saddle River, NJ: Merrill. Macdonald, D.(2003). Curriculum change and the post-modern world : is the school curriculum-reform movement an anachronism?. vol. 35(2), pp. 139-149, Academic Search Premier, Retrieved May 29, 2009 from http://ezproxy.usq.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=tru e&db=aph&AN=9757038&site=ehost-live>. McGaw, B. (1995). Benchmarking for accountability or for improvement?. vol. 21(2), pp. 712, Informit. Mecer, M. (2001). Managing employees who resist or rebel against change. In Mercer, Absolutely FabulousOrganizational change: Strategies for Success from America. Barrington, Il. USA: Castlegate Publisher. Kop. R. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distance Learning.Vol.9(3). University of Wales Swansea, Adrian Hill Open School. Lefoe, G. (1998). Creating Constructivist Learning Environments on the Web: The Challenge in Higher Education. Centre for Educational Development and Interactive Resources. University of Wollongong, Australia:ASCILITE. Maedler, C., Fishcer, O. & Herlofsky, W. J. ( n.d.) Outside-In-Inside-Out . John . Benjamins Publishing Co. Retrieved May 27, 2009 from http://www.benjamins.com&linkid=1&usg http//books.google.com.au/?books?hl or Marsh, C. J. & Willis, G. (1999), 'Curriculum planning : levels and participants', Curriculum : alternative approaches ongoing issues (pp. 184-220). Upper Saddle River, NJ: Merrill Norman, D. (1988). The Psychology of Everyday Things. (pp. 87-92). New York: Basic Books. Retrieved May15, 2009 from http://www.learning-theories.com/affordancetheory-gibson.html viewed 5 pm oct20 or http://www.bookrags.com/wiki/Learning_theory_%28education%29432-452(21) Owens, RG (2004). Motivation', Organizational behavior in education : adaptive leadership and school reform ( 8th ed.) (pp. 346-382). Boston, MASS: Pearson Postman, N. (1995). The end of education: Redefining the value of school. New York: Alfred A. Knoff.

Proceedings of Regional Conference on Knowledge Integration in ICT 2010

126

Schiffer, J. (1980). School renewal through staff development. New York: Teachers College Press. Siemens, G. (2004). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning. Retrieved on November 2, 2008, from http://www.elearnspace.org/articles/ connectivism.htm Siemens, G. (2008a). About: Description of connectivism. Connectivism: A learning theory for todays learner, Retrieved November 2, 2008 from http://www.connectivism.ca/about.html. Siemens, G. (2008b). Learning and knowing in networks: Changing roles for educators and designers. Paper 105: University of Georgia IT Forum. Retrieved November 2, 2008 from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf Siemens, G. (2007a). Situating Connectivism. Online Connectivism Conference: University of Manitoba. Wiki entry. Retrieved November 2, 2008 from http://ltc.umanitoba.ca/wiki/index.php?title=Situating_Connectivism Siemens. G. (2006a). Knowing knowledge. KnowingKnowledge.com Electronic book. www.knowingknowledge.com Siemens, G. (2006b, November 12). Connectivism: Learning theory or pastime of the selfamused? Elearnspace blog. Retrieved November 2, 2008 from http://www.elearnspace.org/Articles/connectivism_self-amused.htm. Siemens, G. (2005, August 10). Connectivism: Learning as Network Creation. e-Learning Space.org website. Retrieved November 2, 2008 from http://www.elearnspace.org/Articles/networks.htm. Skilbeck, M. (1982), 'The concept and the case for school-based curriculum development', in V Lee & D Zeldin, Planning in the curriculum : a reader, (pp. 18-33). Sevenoaks, KENT :Hodder and Stoughton. Tripp, S. E. (n.d )Variety, style-shifting, and ideology. University of California, Berkeley. Retrieved November 2, 2008 from Error! Hyperlink reference not valid.). Wee, L. (2006). The semiotics of language ideologies in Singapore. Journal of Sociolinguistics (pp.344-361).Vol.10(3), National University of Singapore. Retrieved Nov. 2, 2009 from http.//www.interscience.willey.com/jounal/ 118555543/abstract?CRTERY=1&SRETRY Wiltshire, K., McMeniman, M. & Tolhurst, T. (1994). A school-based approach to curriculum : how it operates and could operate in the future at the various levels of schooling', Shaping the future - review of the Queensland school curriculum, vol. 1, The State of Queensland, North Quay, QLD, pp. 193-213. Woolard, K. (2008). Why dat now?: Linguistic-anthropological contributions to the explanation of sociolinguistic icons and change. Journal of Sociolinguistics, Vol.12(4), September 2008 . http://www.msumain.edu.ph/_MSU_today/msutodayjan2008.pdf viewed august 21, 2008. 3.39 pm http://www.census.gov.ph/CARAGA/HTML/PRESS%20RELEASE/Poverty%20Incidence.p dfrrytown, NY, pp. 121-132.

Proceedings of Regional Conference on Knowledge Integration in ICT 2010

127

http.www.pahrdf.org http://www.patsula.com/usefo/webbasedlearning/tutorial1/learning_theories_full_vers ion.htm

Proceedings of Regional Conference on Knowledge Integration in ICT 2010

128