Advancing E-Education:: New Thinking

Multimedia Development Corporation
and New Zealand Trade & Enterprise
Advancing
E-Education:
New Thinking
Sharing New Zealand
and Malaysian Experiences
Abstract
Malaysia is looking to e-Education to drive forward the next
generation of students and knowledge workers. By harnessing
and leveraging on the full power of the convergence of
technologies, e-Education will lay the foundation for a new
era of “everyone, everywhere and anytime learning.”
Malaysia makes reference to implementation of e-Education

initiatives in other nations that have gone ahead in
e-Education and New Zealand is one prime example.
In fact, Malaysia’s Multimedia Super Corridor (MSC
Malaysia) blueprint for the Smart School Flagship
Application made reference to that of New Zealand IT
e-education way back in 1999. In a benchmarking study
conducted in 2003, New Zealand was identified as one of
the countries where the ICT-mediated education was closest
to Malaysia’s education path.
Advancing e-Education: NEW THINKING

Advancing E-Education: New Thinking
A two-day seminar titled “Advancing e-Education: New Thinking”
– Sharing New Zealand & Malaysian Experiences” was held on 28–29
June, 2005 at the Hilton Hotel, Kuala Lumpur. Jointly organised by the
New Zealand Trade & Enterprise and the Multimedia Development
Corporation (MDeC). The objectives of the seminar are as the following:
1. To benchmark our e-Education practices against New Zealand

2. To derive a strategic direction
3. To draw specific steps/actions for the way forward.
A total of six workshops were held and this report is a summary of the
various sharing of experiences and discussions that arose from this
seminar as well as the recommendations made by the New Zealand
experts for moving forward.
Representatives from the Ministry of Education (MoE), Ministry of Finance

(MoF), Malaysian Administrative and Modernisation Planning Unit
(MAMPU), Ministry of Science, Technology and Innovation (MOSTI)
and Ministry of Energy, Water and Communications (MEWC) along with
key industry players within the e-Education sector attended the seminar.
Dr. Muhammad Ghazie Ismail, Senior Vice President of the Multimedia
Development Corporation and His Excellency Geoff Randal, the New
Zealand High Commissioner delivered a “Welcome Address” which was
followed by a pre-recorded video from Mr. Howard Fancy, Secretary of
Education, New Zealand kickstarted the seminar while Dato’ Dr Haji
Ahamad bin Sipon, Director General of the Ministry of Education closed
the two-day seminar with a speech.
Meanwhile, the New Zealand delegation comprised key officials from

the Ministry of Education and the private sector with the expertise in
developing and implementing government-led e-Education initiatives.
MULTIMEDIA DEVELOPMENT CORPORATION

& NEW ZEALAND TRADE & ENTERPRISE
Education
overview of
both countries
The seminar gave participants
deeper insights into the New
Zealand and the Malaysian
education system. The contrast
is fascinating. For a start, New
Zealand has only 2,700 schools. Malaysia on the other hand has 10,000
schools.
Education in New Zealand is a lot more decentralised, adopting a more

bottom-up approach with the Ministry of Education taking the lead in
policymaking and providing the financial resources. Some 90% of the
funding for New Zealand education goes towards the development of
the teaching capability rather than the purchase of school assets and to
this end, the focus is more on the teacher/student participative learning
environment to ensure a more well developed school as a whole rather
than on individual development.
In New Zealand, there are also no compulsory assessment exercises

involved, no uniformity of the educational syllabus and diversity is
fully encouraged. In contrast, Malaysia’s education system is top down,
highly centralised and incorporates a compulsory assessment system
and where the educational system is uniform throughout the nation.
Complicating the matter further is the fact that Malaysia has multi-
racial, multi-cultural issues to contend with and has been traditionally,
heavily focused on delivering good examination results while New
Zealand only introduces national examinations at Levels 11, 12 and 13.
The next section provides the key outcomes of the workshops. The notes
of the workshop have been prepared by Fortner and Associate which
also served as facilitators in the various workshops at the seminar.

Workshop Facilitation Notes
Introduction
The seminar was designed to bring together both the Malaysian and
New Zealand governments, educationists and commercial bodies to
learn and share from each other’s experiences in e-education. There was
strong response from both the Malaysian and New Zealand participants
at all the workshops that were held. Time constraints, prevents us from
discussing all the agenda items of the workshop itself. In some cases, due
to the high interest level of the participants, the workshops focused on a
single agenda or moved across various items throughout the session. The
following notes summarise the discussions/sharing of experiences from
the various workshops and the recommendations that emerged from the
discussions.
Common Findings of the Workshops

All the six workshops, highlighted some common issues. Namely,
1. New Zealand’s education system is decentralised. There is no
compulsory assessment, no uniformity and it encourages diversity.
Malaysia’s education system is the opposite, more centralised, has a
compulsory assessment system and uniformity.
2. Malaysia’s educational system is heavily focused on examination
results. New Zealand has only national examinations at Levels 11, 12
and 13. The focus is more on the teacher/student participative learning
and whole school development vs. individual development.
3. Resourcing is a major issue for Malaysia due to several issues including
the Top-Down centrality, funding, cultural issues and teacher work
overload. In New Zealand, the focus is Bottom-Up with the Ministry
of Education providing the policy direction and resources. Some 90%
of funding goes towards the development of the teaching capability. In
addition, New Zealand schools have easy access to computers, smaller
class size while the teachers can rely on teaching assistants to assist.
4. In New Zealand too, there are only 2,700 schools while in Malaysia
there are 10,000 schools and 300,000 teachers.

Workshop A:
Managing the Deployment of Content/Developing
and Deriving Content
A
Key Discussion Points Recommendations
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Preservation of Moral and Cultural
Values:
• Malaysia boasts multi-language/ • It was recommended that guidelines
cultural challenges; New Zealand has be documented for any content policy
an issue with bi-lingualism • There was also a recommendation
• The curriculum is same in Malay, that there be a common shared
Indian and Chinese schools; there is no resource and that teachers too should
issue with cultural differences as they be shared
are all the same and are government • It was advisable to hire advisors to
driven ensure the moral and cultural values
• The issue of safe/appropriate use of are not compromised
the Internet – cyber safety was also
brought up
• The New Zealand experience was
to bring both the teachers and the
language experts together
• New Zealand discovered that their
teachers were not as diverse as their
students
Instructional Design and Learning

Objects:
• Language issues are affecting both • Instructional designers need teaching
countries experience. What would be beneficial
• Instructional design is something is the pairing of the designer expertise
new for Malaysia. There is a need for with the teaching experience
people to know about teaching as well • A learning object is nothing on its
as the subject matter and IT own; i.e. “ruler” – one needs proper
• New Zealand has been doing this for “teaching approach” to bring the
some time in collaboration with the lessons vibrant or to make the most
public service sector and the banks of the learning object

Instructional Design and Learning

A
Objects:
• The shortage of talent is worldwide. • Educationists should teach IT and not
“Where do you get them and what the other way around
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do you do when they are not readily • New Zealand advice is not to use the
available?” that is the issue teacher’s material but to hire outside
• Team approach will lead to shared help to produce the materials needed
expertise
• Issue then becomes one of quality
versus quantity
• Malaysia is encountering an issue
with getting information from the
teachers for design to occur
Collaborative Content Development

(Ensuring a balance of courseware
and printed materials)
• The discussion centred on gaming • There is a need to develop interesting
versus courseware. There are more software to keep children’s interest as
advanced modes of delivery available opposed to playing games
especially within the the Gaming/3D • There is a need to have both the
arena teachers and students involved in
• In New Zealand, the students are designing the courseware so as to
instigated into finding the answers involve both parties’ perspectives. The
for themselves students need to be involved to ensure
• Malaysia is concerned with the plan their relevancy. It is important to have
to outsource the development and the input of both parties to ensure a
creation of content. The question is successful and relevant product.
how does one keep it up to date? • New Zealand recommended that an
• The discussion also touched on outsourced company be asked to
the issue of maintenance versus handle this
development. Should it be adaptable • New Zealand has an outsourcing
enough for the instructor to make policy but it has installed a check
minor amendments if needed? and balance system to ensure there
is no rewriting of the said material.
New Zealand’s focus is more on the
framework.

Learning Content Management
A
Systems
• There are many systems currently • There is a need to custom develop for
available; the question is, which do clients and personalise as per their
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you adopt and how do you manage the needs
system? • New Zealand suggested interactive
• It is expected that universities that do contact between the teachers and the
not offer good quality e-learning will parents to keep the parents posted on
lose students to those that do the child’s progress
• New Zealand felt that a partnership • New Zealand recommended having
was vital between the students, testing/pre-exam generic question
parents and the teachers. In Malaysia, programmes
the concentration has been on the
teacher/student relationship and does
not involve the parents
• The crossover of interest among
children in Internet/gaming can be
extended to educational use
• New Zealand believes there is a need
to ensure there is quality content. The
future choice of a university may be
based on the quality of the e-learning
• Malaysia wants precise content that is
customised (students prefer this). The
current school system is more exam
based, whereas elsewhere, students
are encouraged to look for answers.
Engaging and interactive content

development/rich content (Internet
based content)
• New Zealand’s practice is to check
with the teachers – can it be reused?

Workshop B:
Innovation in the Classroom (Teaching & Learning
Methods)
B

WORKSHOP
Online learning environment

The Online learning environment should
comprise
• A community of communities • Protocols need proper definition,
• An Online environment for the principals discussion and approval by the
Ministry of Education
• Online facilitators
• Establish an ICT Helpdesk to assist
• Curriculum and assessment
with any queries on the Online learning
• Building Science Concept environment
• Provide assistance • Online chat-interactivity with peers
• Support ministry goals and experts
• Student learning environment
This environment must:

• Provide for a bilingual portal and
learning environment for schools
• Function as a One Stop Centre for all
users in the education environment
• Provide a comprehensive wealth of
knowledge and quality materials
• Catalyse changes on Lead Space
• Address such issues as censorship
and cyber safety
• Provide connectivity to the entire
community regardless of geographical
boundaries through networking
facilities such as broadband, intranet
and Internet
• Allow users to have access to support
from teachers and subject matter
specialist online

• Be accessible to all globally
B
• A user can download and utilise the
information
• Funded by the Ministry of Education
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Audience:
• Principals
• Parents
• Secondary and primary school students
• Teachers
Establishment of National E-Learning

Centre
Malaysian challenges
• urbanisation versus rural • Establishments of such centres will
• low purchasing power enable the growth of online learning
especially to rural areas
• content coursework
• Provides support for life long learning
• availability of competence and dedicated
teaching staff • Form partnership in learning with other
experienced subject matter specialists
• availability of information
• Conduct research and development to
• language barriers address these challenges
• technology phobia • Provide relevant training, personal
• demography and geographical conditions development courses and incentives
Funding/cost of implementation • Provide multi-lingual courses content
to cater to the multi-racial population
• broadband and other networking
facilities • Share New Zealand’s success story on
implementation of Scholarnet for the
• hardware
rural areas
• Besides aids from the Ministry of
Education, schools largely fund their
hardware requirement via various
fundraising activities
• Sponsorships from corporations/private
sector

Teaching & Learning tools to enhance

B
the e-education experience

The issue here concerns the effectiveness • A blended media approach through
of the teacher using the resources development of digital resources is
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recommended:
Higher education variation – connection q Use of storybooks
through broadband q Digital writing tools
• Video conferencing q Email support
• Video streaming • Resources need to complement each
other to provide opportunities for
• Discussion boards
learners to learn appropriately
Recording of the video conferencing • Resources provide pedagogical
enables opportunities to learners to learn
appropriately
• peer review
• Structured ICT related programmes
• knowledge sharing
for teachers in New Zealand is based
• revision on a cluster concept which enables
• replays teachers to access technology to
• access to experts achieve their teaching and learning
objective
• able to post questions
The facilities provide support via

• creative integration of existing
technologies
• embedded online collaboration tools
– enhanced interactivity
• two way linkage between the
streaming video and collaboration
tools – improved user control
10 10 MULTIMEDIA DEVELOPMENT CORPORATION

Effectiveness of usage of computers in
B
schools. Factors/issues include:
• number of computers
• exposure to students/teachers
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• multiple roleplay – teachers as
learners and students as teachers
• availability to provide learning for
various subjects
• collaborative efforts amongst all
parties – government, schools, parents,
society and students
Must take into consideration the variation

of knowledge amongst students – urban
versus rural • This gap is narrowed by the
introduction of the Buddy system
amongst peers
• Scaffolding students’ learning improves
the child’s reading ability
Use unconventional teaching methods

for unconventional teaching/learning
tools
Move from Unconscious Incompetence to Develop creative and innovative teachers

Unconscious Competence through
q teachers of learning
q range of technology to be used
q motivating place to learn
Field trips will provide exposure to indirect Cost to be borne by the:

learning • Ministry of Education
• Learning process is accelerated • Department of conservation
• Students much more receptive • Corporate sectors – create awareness
• Provide equal opportunities to all of their industries and also for future
students including the handicapped job opportunities.
11 Advancing e-Education: NEW THINKING 11

Use of Learning collection:

B
• Radio collection
• Museum
• National library
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• Index New Zealand & EPK

• WickED community
These collections will enable:

• Access to quality materials
• Interaction amongst various parties
• Students to create their own stories/
exchange ideas
• Knowledge sharing
• Audio conferencing live with experts
Online conversations – security and

protocols
• Train principals on how to establish
and maintain protocols on protection
of cultural values and censorship
Education games Learn through games where
• Scenarios are given, students walk
through the whole process of the game
by learning through trial and error
• Crossword puzzles
• Quizzes

Workshop C:
Upskilling/Training of Teachers and Achieving
Student Autonomy in E-Education
C
Online Teacher Training:
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• Technology is not the main thing.
• Malaysia has concerns over the
Learning is facilitated through ICT not
cultural issues. The soft side of
because of it
learning needs to be looked at and
changing the hearts and minds of • New Zealand’s experience is that
the teachers should be the focus success happens through participative
learning. It brings about a sharing
• Malaysian studies show that:
between the teacher and the student
1) Teachers are worried about the
with the student being fully aware and
loss of control 2) There is a fear
in control of their learning
of looking ignorant. The teachers
need more confidence and greater • New Zealand focused more on the
capabilities curriculum to learn and engage the
teachers in learning new knowledge
• Culture is a major issue. Teachers
for themselves. This is the grassroot
need to change to become leaders
approach and the teachers are
and help to change the future.
responsible for designing their own
They need to learn to let go and
learning goals instead of a top-
not be afraid. Another issue is the
down approach. Online learning sits
fact that Malaysian teachers are
alongside the curriculum, it does not
predominately female
drive it. There is a 3 years fulltime
• There is also the issue of who owns online programme being offered in New
the learning? In Malaysia, ownership Zealand called Ultravercity. Students
is top-down. In New Zealand, it is can choose the option of learning
bottom-up through attending the programme or
• Malaysian participants referred to the going online
lack of understanding the decision • No ‘one size fits all’ approach will work.
makers have of the grass roots level Learning must take into account the
• Malaysia outlined many barriers it is cultural and socio-economic situations
experiencing in this area: in order to be effective
q Teacher’s fear • New Zealand – You need to improve
q Examinations teacher quality through ICT and
q Low level of ownership support. The ideal is where the student
q Teachers moonlighting can identify/articulate what the learning
q Variable levels of access is

q Systemic issues – teachers must • Professional development should be
take ownership without resources focused on empowering teachers to
C
being assigned enable students. Teachers should

q English is the primary language perform self analysis and transform
of the Internet their educational environment. You
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q The scale of the issue is daunting. need to change the teacher’s practice
There are 300,000 teachers and in the classroom. Teachers should
10,000 schools become professional learners or
• The retraining issue in Malaysia “participative learners”
is said to take too long to make • New Zealand’s research shows that
changes and the approach taken is teachers that are allowed to set their
top-down. Malaysia conducts Train own goals display greater success in
the Trainer sessions and cascades development
the information downward. There are • New Zealand recommends you leave
two issues related to this approach. the teachers in the classrooms and
The first touches on the quality of train them there
the master trainer. The second is
in getting the teacher freed up and
out of the classroom to receive the
training.
• How do you incentivise participants? • New Zealand recommends that you look
at the intrinsics to get the teachers
involved. New Zealand has found there
are three success factors.
1) Personal Interest – teachers need
to be stimulated personally by
online communities
2) Schools need to have an interest
– you need leadership/guidance/
structure and
3) Credentials/qualifications
– upgrade skillset
Impact of e-education:
1) provides access to learning
2) relevance in learning (i.e. multi-
cultural content)
3) quality in learning (processes can
ensure access to the best of the best)

• New Zealand participants shared • In New Zealand, three-quarters of the
about their “tech angels” programme schools they have are in rural areas.
C
where they empower the students They have engaged these schools
to work with the teachers and in online communities and had a
the principals. There was some reasonable amount of success in that
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reluctance to this at first but now it area which has also opened up new
is working very well opportunities
• Malaysia is experiencing problems • New Zealand has Video Conference
sending quality teachers to rural Cluster Schools for the rural/remote
areas. There are 2300 small secondary schools. They video one
schools rurally and many one room school teaching students in another
schoolhouses rural area. Besides offering quality
• Capacity/curriculum is an issue teaching through this method, it has
also resulted in the teachers feeling
• In Malaysia, the issue is not about
more connected
teachers being well trained, they are
that. The issue is more on the focus of • Sustainable change is the issue and
passing grades. If learning does not will take time. One needs to look at
match up to the examination needs, it teacher capability, school capability
will not be appreciated. This issue is and system capability
the showstopper. If the attitude does • Both sides feel that communication
not change on exams and grades, of success stories will help establish
all of this is a moot point. It is up to and communicate the vision which
the people at the top to address this in turn will lead to larger change.
priority as it cannot be done at the Sustainability will occur through
lower levels. There is a disconnect ownership
or communication breakdown at the • New Zealand shared their “lessons
field level versus concept level. It’s a learned”. They had underestimated the
management issue which leads to importance of teacher training. This
circular discussions was partly due to budget constraints
and also due to the fact that it was
overlooked. They also took for granted
that change management will naturally
happen and that they would follow
instructions from the top. The students
were very eager but the rejection came
from the teachers who were not “IT”
savvy.

Student Centric/Self Directed Learning
C
• New Zealand is still looking for a • Both sides found that teachers need
definition pertaining to this. What to be there to support or student
levels of control should be given, learning does not occur. Transparency
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what are the curriculum issues. is needed

Malaysia felt the issue needed to be • The teacher should not be the main
looked at holistically source for information. Both the
• Malaysia feels there is a need for teacher and the student should see
accountability. Teachers have lost the Internet as a source. The teaching
their professionalism and sense experience needs to be transformed
of responsibility. The government and be more objective. This will require
should adopt a carrot/stick approach a mindset change
for them. Currently there is no • New Zealand advised them of its Trojan
accountability Horse programmes. One programme
• Malaysia seeks advice on what (Learns Programme) organised virtual
incremental steps that it should take field trips to places like Antarctica
and Nepal. Explorers would speak
to the students and a curriculum
was created for the students. All the
students accessed this programme via
the Internet
• Another programme called Learn Now
dealt with 8 to 14 year olds and was
an integrated curriculum. Students
and entire schools participated in the
programme with the content being
designed by the students through
negotiation
• New Zealand does a self assessment

of students in their mini-schools
using a portfolio development which
includes self and peer assessments

• New Zealand students’ thinking • E-learning does not necessarily prepare
is mapped out from immature students for life (application). It is
C
strategies at school entry to quite more important to define success and
sophisticated thinking (i.e. algebra). what it is. After that it is not important
Teachers then learn to understand how or what method is used to teach
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this and strategise the development it
of their students accordingly. The • Online training does however permit
curriculum is therefore very creative more accessibility
• New Zealaned defined what creativity • Children are more hi-tech than our
looked like and then built a curriculum generation. We need to reconceptualise
to that definition. Students collaborate the role of school, teachers and the
with their teachers on this and helped learning process
define what a quality piece of work
• E-learning does give us several
looks like
things:
• New Zealand schools have IT support
1) access to learning
as a resource, it is not centrally
2) relevance eg. Multi-cultural context
controlled. This policy actually created
3) quality – processes can ensure
an industry in New Zealand as a
access to the best of the best
result. Every teacher in New Zealand
has a laptop that is no older than 3
years old. There is a national help
desk (1-800 number) that provides
answer to questions on network,
connectivity etc. The project took six
years to implement and $90M was
spent to achieve it. The next stage to
this programme is the introduction
of broadband to everyone
• Redundancy issues in New Zealand
are dealt with by the Ministry which
puts standards in place and the
schools choose to comply and find the
money to pay. The Ministry focuses on
the poorer areas to make them on par
with the rest of New Zealand. Once
they are up to the standards, these
schools also become independent
and responsible for themselves

• In Malaysia the cost of the phone • New Zealand also had this issue but
calls and Internet coverage is an adapted its approach to the rural
C
issue. E-education becomes the areas where telecommunication was

province of a privileged few a problem. They would burn CD’s and
transmit smaller files
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• Consistent issue in Malaysia is the

lack of resources provided to the
teachers. Any new initiative is an
add-on to the workload they are
already experiencing

Workshop D:
Making Assessment Accessible
D
Definition of Assessment:
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• New Zealand – path of continuum,
its focus is on teaching and learning.
Teachers understand precisely the
next steps for learners using good
assessment tools
• Malaysia – defined by a) central exams
and b) school based assessment
Online Assessment vs. Conventional

• Malaysia’s concern is on security, i.e.: • New Zealand deals with a smaller
q hackers accessing the exams student population. The teachers get
q profile identity – is Bill really Bill? to know the style of the student so
• Malaysia also had concern with profile identity is not as big an issue
teachers comfort level with putting there. Plagiarism tools are in place as
questions up on the Internet well and with the two things combined
it makes it less of an issue for New
Zealand
• Risk/reward ratio effects whether this
is really an issue. You can create tests
randomly so you cannot pre-conceive
a test. You would need an adaptive
agent to do this and deep funding.
New Zealand is researching the
problem now
• New Zealand key support is made to • Focus should be made on how you use
the teachers versus the approach of the data. What does the student know
here’s the learning and isolating the beforehand? The interaction between
assessment process from it. Students the teacher and the student provides
are involved in their own learning and clarity on learning and the context of
assessment. They can focus their learning
learning based on their learning gap

• Resourcing issue for Malaysia due to • Real cost is not IT but content. Online
heavy workloads of teachers. assessment does necessarily mean
D
• Top-Down versus Bottom-Up was a better assessment. You need to

highlighted again. Malaysia’s balance between the external and
resourcing issue was critical to a internal assessments with training
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teacher’s ability to do extra workload. serving a vital role.

In New Zealand, there are 30-35 • All of the assessment should be
students to a classroom, 25-30 linked to clear steps of learning. The
in major centres. In addition, New critical part is the teacher knowing
Zealand teachers have teacher the learning steps. Information is
assistants. Malaysia has 45 to a class captured into an online database
with no teacher’s assistants. which will be used to create reports
• New Zealand teachers view exemplars that the school as control over.
which have been approved by the • Online reports are more important
national panel and have established than the negatives of the workload.
levels. There is a need to teach the It provides greater feedback to create
teacher how to use these.
learning steps. Teachers can also
share results with each other on
students.
• Mindset change is required for
assessment. Assessment is not about
blaming anyone for lack of learning
but to give them some control.
• You would need to do a needs analysis
on student achievement/teacher
knowledge. Once that is established
one then has the level of learning.
Parent Involvement
• Systemic issues in Malaysia of • E-assessments provides an
culture, tradition, old mindset, tuition excellent opportunity to improve this
and classroom. Parent interaction is relationship through the introduction
very low. Student/teacher interaction of a new environment.
is also low.

• New Zealand gives students
empowerment to check their own
D
status, go online and check their
learning. New Zealand has created
an exam at the end of each of their
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sessions on topic materials so
students could understand where
their learning is at.
q Gives privacy away from peer review
q Allows parents an opportunity to
check
q In-built to learning
q Content becomes learning –
different paradigm
q Student sign on at home
• Malaysia resourcing issue due to lack
of computers in the home, Internet
access and the ownership issue.
International Question Banks
• New Zealand has a national framework • It was recommended that if you find
and has mapped questions to various one good question writer you should
categories. Around the world the get them to write on a number of
problem is finding a teacher who can topics and get the other people to act
create a good question. as critics.
• Adaptation takes time and money. • Assessment can speed up the process.
Some topics such as math are easier Use IT for what is good for and compile
to match. the data for reports. Teachers should
focus on what they’re teaching now
Issues:
and where the students are at. Focus
q different international standards on should be away from examination
what to test and what is important. results. Internal policies should be
q who writes the answers to the questions changed to implement this change.
q culture can result in translation
issues; this may make the question
unfair and invalid
q each question has a signature which
needs to be transferable
q legal rights over the question
q calibration of the data
q customisation to one’s country

E-Assessment
• Malaysia is mostly paper based now
D
with few Smart Schools. Online tests

cannot occur in most schools due
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to lack of accessibility and lack of

resources.
• Valid tools are important to parents
and communities. At present, it is still
paper-based and everyone gets the
same questions and tests. Problems
occur only when the tests are different.
Malaysia is working on developing
national standards as some school
levels have lower standards. There is
a need to train teachers to develop the
questions.
Major issues for Malaysia include:

q Reliability/security
q Philosophy
q Performance issues of using paper
versus computer
q Validity of questions
q Legacy issues (British school heritage/
content)
q Needs to be separate from certification
Major issues for New Zealand include:

q When to use
q Determining whether this is the best
way?

Pro’s/Con’s of E-Assessment
D
q Technology use should be appropriate
and cost effective
q Trade off is the quality of reports/
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analysis
q Not all teachers see the importance
of analysis; need to refocus mindset
q Not everything can be assessed by
paper or computer. There’s a need to
look at strategies employed as well
and the student’s mindset.
q Technology gives us analysis;
standards, measurement, progress
of learning
q Technology allows us to track
progress over time
Item Banking System

• New Zealand does not have one
system as one size does not fit all.
• All their items were fitted into a
curriculum level.
• Two examples of item banking systems
q Assessment Resource Bank – low
stakes, informed testing
q Scholarnet – every topic comes
with a test
• Mapped against the Malaysian
curriculum
• English is a little more advanced for
the rural areas
• Comes with notes and activities

Workshop E:
Integration, Connectivity and Support Services and
Global Standards vs. Creating Standards
E

How integrated should e-education be?
WORKSHOP
• Remote schools are an issue, i.e. limited

Internet availability, independence,
managing traffic/networks
• Issues:
q Working with communications services
providers and MoE
q Possibly at the “mercy” of dominant
providers
q Dealing with remote schools
q Affordability
q Establish video conferencing/cost
effect
q Deciding on final network architecture
• Rural areas in Malaysia have no • New Zealand recommended the use
infrastructure in place for internet of servers; it presently has limited
access and there is a suggestion to wireless use; it recommends the use of
use wireless to share with community broadband if it is more cost effective
or other schools. New Zealand said or use satellite; cost-based decision
it would not be viable due to traffic between wireless, cable, satellite/
issues. broadband. Schools are connected with
• In New Zealand’s case, satellite services different suppliers using solar/wind
have been established in remote areas. power. They also have a “School Zone”
The community gets to utilise but private network which is cost effective.
several issues remain:
q Security
q Power supply/backup
q Need to increase reliability of service
• Malaysia listed its concerns on using
satellite due to the amount of rainfall.

• Technical support is also not • Overall, the schools need to be part of
standardised throughout New Zealand the process to establish standards and
E
whether it is in-house or outsourced. guidelines.
There is also a lack of qualified
technical people available. Malaysia’s
WORKSHOP
smart schools have technicians in every
school as well as training the teachers
on use of the equipment. The Help Desk
in New Zealand is effective for what
it was established but still needs work
and centralisation.
• As New Zealand school system is
decentralised, uniformity is an issue.
Malaysia’s centralised system provides
government funding but one needs to
use government approved systems.
• In New Zealand’s case, hardware usage
was defined as being between 3-5 years.
No refurbished equipment is used. In
Malaysia hardware is purchased with
warranty. When the equipment needs
repair there is a bid for funding with the
government.
• Malaysia’s Ministry of Education funds
all aspects (i.e. extended networking,
connectivity)
• New Zealand is moving towards
Open Source and standards. Malaysia
recommends Microsoft Office as they
find it is better and requires less
upgrades but it is also looking at Open
Source.

• Obsolete equipment/systems
q Maintenance is an issue, there are
E
no dedicated maintenance people,

only teachers (Malaysia)
WORKSHOP
q Lack of centralisation, in infancy

to take from individual schools the
responsibility (New Zealand)
q the responsibility of each school
(New Zealand)
q In Malaysia, since it is government • Agreed that Best Practices should be
run – there is a need to wait for focused on being service oriented
centralised service through the call
centre
Standards
• New Zealand is developing its own
standards. Minimum standards include
broadband, uniformed quality of
network, video conferencing.

Workshop F:
Strategies for Monitoring and Measuring Impact of
E-Education Initiatives
F
Learning Strategies
WORKSHOP
• Malaysia has a national curriculum
standard.
• The Malaysian Government
conceptualised the vision of the
Malaysian Smart School in the
document Smart Schools in Malaysia:
A Quantum Leap
This was subsequently replaced by the
more extensive Conceptual Blueprint
detailing:
1) the Malaysian Smart School concept;
2) document enables companies to
respond and participate in the Smart
School system to be established;
3) meets the Vision 2020 objective which
calls for a sustained productivity-
driven growth, achievable only with
a technologically literate and a
critically thinking work force;
4) forms the catalyst for achieving the
National Philosophy of Education;
5) fosters the development of a work
force prepared to meet the challenges
the next century.
The Blueprint strategy includes:
• Providing an all-around development
with provisions for individual abilities;
• Emphasis on intellectual, emotional,
spiritual and physical growth;
• Producing a technologically literate
work force;
• Democratise education;
• Increasing the participation of the
stakeholders.

The Smart School curriculum promotes:
1) Wholistic learning – allowing children
F
to progress at their own pace,

and catering for students varying
WORKSHOP
capabilities, interests and needs.

2) Seeks to ensure that children are
educated with critical and creative
thinking skills, inculcated with
appropriate values and encouraged to
improve their language proficiency.
The Smart School pedagogy is designed:
• to make learning more interesting,
motivating, stimulating and meaningful
• involve the children’s minds, spirit
and bodies in the learning process
• build basic skills to prepare children
for greater challenger over time
• cater for a range of needs and
capabilities among the students
The Smart School Assessment System
• Will be element-based and criterion-
referenced to provide a more holistic
and accurate picture of a students
performance
• Teachers, students and parents will
be able to access online assessment
items
• The assessment will be flexible and
learner-friendly, while assuring the
quality of the assessment information
by using multiple approaches and
instruments
• Lead to living certification, which
will attest to a student’s cumulative
accomplishments and opens him
to continued improvements on a
lifetime basis

The rolling out of the Smart School
Integrated Solution (SSIS) by 2010 will
F
involve all its 9000 schools in Malaysia.
Its main components are:
• Teaching-Learning Materials
WORKSHOP
• The Smart School Management System
• Technology Infrastructure
• Systems Integration
• Support Services
• Change Management
• Centralised project & risk management
• Extensive security policy
What do we want to measure?

• The effectiveness of the usage of ICT Measuring Teacher Behaviour:
tools and materials and their impact • In New Zealand, the Ministry of
on the Education’s (MoE) – 3 year program
q Outcome has the schools pooled into a cluster
q Achieving the objectives of 80 schools. Teachers from these
• Constraints include the matching schools are brought together to
problem of meeting the requirements discuss their expectations, issues,
of the programme versus the where they are now and where they
requirements of the participants want to go.
• The MoE provides the framework,
Measuring the perception versus the
funding and facilitation.
perceived impact of ICT in education
• From school to school • It’s a reflection of the teachers
• Individual teachers in each school – their degree of capabilities and
integrity and increase in their level of
Measuring change – resistance to change confidences in the usage of ICT
• administrators
• The assessment will build on their
• students
collective capabilities
• teachers
• The balancing between monitoring
versus autonomy is done through a
check and balance approach.
• The impact on outcome
q Resilient;
q Reliability;
q Key points;
q Technological edge;
q Critical thinking

Mechanism of reporting
• In New Zealand, the MoE wants
F
valuation and feedback by way of

data driven decision making and
analysis through a set of significant
WORKSHOP
tools
• Under the New Zealand system,
schools must submit their strategic
plans on a yearly basis stipulating
their objectives, standards and
goals, ensuring they meet the MoE’s
curriculum framework.
• It’s a collaborative exercise involving
the community at large, parents,
students, teachers, administrators
• MoE officials will conduct reviews once
in every three years. The measurement
will be the school’s achievement
against its own goals as wells as the
national curriculum framework.
• The MoE ensures that quality is
monitored and complied with
consistently.
Learning strategies:
• Professional Development
• Emphasis on learning outcome – peer
review and moderation process
• Traditional/cultural value
• Role of coaching and mentoring
ICT offers an effective learning culture
• Structured material
and real learning through:
• professional delivery
It is influenced by:
• professional learners
• Parental demand;
• practices engaged action/research
• Administrators-civil servants;
capability/understanding in creative
• Board of trustees
ways
• Children’s behaviour
• Other stake holders

New Zealand MoE’s 4 Ships of Change:
F
• Ownership
• Leadership
• Fellowship
WORKSHOP
• Relationship
Learning Integration – New Zealand MoE

• New Zealand believes e-learning
will be embedded into learning and
teaching where:
1) There is consistency between the
teaching practices & teaching
orientation
2) ICTs are used frequently across a
range of topics

NEW ZEALAND TEAM
P A RTICIP A N TS
institution/organisation
Auckland UniServices Ltd Learning Design Group

Mark Burgess Martin Maclean
Gavin Brown
Ian Maxwell Amos Aked Swift (NZ) Ltd
Tony Van Horik
Core-Ed
Derek Wenmouth Maths Technology Limited
OF
Nick Billows Gill Thomas

LIST
Ectus Ltd New Zealand Ministry of Education

Joanna Tarnowska Neil Scotts
Murray Brown
King’s Institute
John Powell New Zealand Trade & Enterprise,
Christchurch
Learning Media Limited Greg Scott
Linda Oliver
Pam O’Connell New Zealand Trade & Enterprise,
Wellington
Heurisko Ltd Melissa Trochon
Peter Sommerville
New Zealand Trade & Enterprise,
CWA New Media Bangkok
David Copeland Jo McEvoy
Jill Wilson
Multi Serve Education Trust

Jo Mullins
Ann Northover

Malaysian Team
P A RTICIP A N TS
Curriculum Development Division
Tn Hj. Sofian Azmi bin Tajul Arus Assistant Director
En. Ashraf bin Abdul Rahman Assistant Director
En. Abdul Rahman Ismail Assistant Director
En. Wagheeh Shukry bin Hassan Assistant Director

Educational Technology Division
Cik Chan Fong Mae Principal Assistant Director
Dr Salbiah Ismail Principal Assistant Director
OF
Dr Masnah Ali Muda Principal Assistant Director
Mr. Liew Fook Sin Assistant Director
LIST
Education Planning, Research &
Development Division
En Hishammudin bin Razaman Assistant Director
Dr Zabani bin Darus Assistant Director
Dr Muhammad Zaini bin Mohd Zain Assistant Director

Examination Syndicate
En. Fauzi Asirop Assistant Director
En. Izehari Basar Assistant Director

Information Technology &
Communication Division
En. Mohd Zamri bin Selakat Principal Assistant Director
Puan Norhayati Yaacob Principal Assistant Director
Puan Asmah bte Ali Principal Assistant Director

School’s Division
En. Yusni Afindi bin Lukman Assistant Director


Teacher’s Training Division
En. Ahshrup bin Rachan Din Principal Assistant Director
Dr. Shaffe bin Mohd Daud Assistant Director

Text Books Division
Puan Norhayate Wahid Assistant Director

Ministers Office
John Pang
STATE EDUCATION DEPARTMENTS

Perlis Education Department: 04-9761177
En. Mohd Mustafa Amin

Pahang Education Department: 09-5680192
Tuan Haji A Rahim bin Mohd Yunus,
Penolong Kanan SM Abdul Rahmat Talib

Terengganu Education Department: 09-6244500
En Wan Mohd Abdullah
Multimedia Officer, Academic Sector

Wilayah Persekutuan Education Department:
En. Tan Kar Seng
Physics Advisory Teacher
En. Muhammad Arif bin Saniran
Chemistry Advisory Teacher

Kelantan Education Department: 09-7418000
En. Mohd Razali Abdul Talib
Special Officer Information

AGENCIES
Ministry of Finance (Treasury)
Financial Management Advisory Division
Mr. R. Segarajah Under Secretary
Mr. S. Kumaran
Puan Rohani Bt. Mohamad

Ministry of Energy, Water and Communications
Puan Zalena bt. Ahmad Principal Assistant Secretary

Malaysian Administrative and Modernisation
Planning Unit (MAMPU)
Janice
Radiyana

COMPANIES
New Technology and Innovation Sdn Bhd (NTI)
En. Mohammad Noor Hussain Project Director
Pn. Sareena Mohd Ghadzalli Support Service Manager

Educational Trend Sdn Bhd
En. Zulkifli Dato’ Mohd Khalid Chief Executive Officer
Ng Guat Hong Vice President
En. Ahmad Suffian Chief Technology Officer

Government Integrated Telecommunication Network
(GITN) Sdn Bhd
En. Salim Takin Head, Security & Services Management
Puan Suhaila Ariffin Executive, Bandwith Management
Elly Nuriati Mohamad Akib Manager, Business Development

TERTIARY EDUCATION
Multimedia University
Professor Peter Woods
Center of Knowledge Management – Faculty of Creative Multimedia
Mr. Yeoh Eng Thiam
Center of Virtual Reality and Immersive Technologies

Universiti Tun Abdul Razak
Zaid Ali Alsagoff
Head of R&D – Technology Division
Prof. Dr. Khairuddin Hashim
Vice President – Technology Division
Puan Noor Maizatul Akmam Mohamed
Head of Courseware Development
En. Abdul Aziz Mohamed
Deputy Dean, Faculty of Business Administration

Open Universiti of Malaysia
Prof Dr. Hairudin Harun
Director – Quality Management and Research & Innovation
Dr. Zoraini Wati Abas
Assoc. Prof. – Faculty of Education
En. Azharudin Ibrahim
Instructional Designer

Universiti Sains Malaysia
Puan Norlida Ahmad
Lecturer (School of Education)
Prof. Dr. Rozhan Mohammed Idrus
School of Distant Education


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Multimedia Development Corporation

and New Zealand Trade & Enterprise

Malaysia makes reference to implementation of e-Education

 Advancing e-Education: NEW THINKING 

1. To benchmark our e-Education practices against New Zealand

Representatives from the Ministry of Education (MoE), Ministry of Finance

Meanwhile, the New Zealand delegation comprised key officials from

  MULTIMEDIA DEVELOPMENT CORPORATION

Education in New Zealand is a lot more decentralised, adopting a more

In New Zealand, there are also no compulsory assessment exercises

 Advancing e-Education: NEW THINKING 

Common Findings of the Workshops

  MULTIMEDIA DEVELOPMENT CORPORATION

Instructional Design and Learning

 Advancing e-Education: NEW THINKING 

Instructional Design and Learning

Collaborative Content Development

  MULTIMEDIA DEVELOPMENT CORPORATION

Learning Content Management

Engaging and interactive content

 Advancing e-Education: NEW THINKING 

Key Discussion Points Recommendations

Online learning environment

This environment must:

  MULTIMEDIA DEVELOPMENT CORPORATION

• Be accessible to all globally

Establishment of National E-Learning

 Advancing e-Education: NEW THINKING 

Teaching & Learning tools to enhance

the e-education experience

The facilities provide support via

10 10 MULTIMEDIA DEVELOPMENT CORPORATION

Effectiveness of usage of computers in

Must take into consideration the variation

Use unconventional teaching methods

Move from Unconscious Incompetence to Develop creative and innovative teachers

Field trips will provide exposure to indirect Cost to be borne by the:

11 Advancing e-Education: NEW THINKING 11

Use of Learning collection:

• Index New Zealand & EPK

These collections will enable:

Online conversations – security and

12 12 MULTIMEDIA DEVELOPMENT CORPORATION

13 Advancing e-Education: NEW THINKING 13

being assigned enable students. Teachers should

14 14 MULTIMEDIA DEVELOPMENT CORPORATION

15 Advancing e-Education: NEW THINKING 15

what are the curriculum issues. is needed

• New Zealand does a self assessment

16 16 MULTIMEDIA DEVELOPMENT CORPORATION

17 Advancing e-Education: NEW THINKING 17

issue. E-education becomes the areas where telecommunication was

• Consistent issue in Malaysia is the

18 18 MULTIMEDIA DEVELOPMENT CORPORATION

Online Assessment vs. Conventional

19 Advancing e-Education: NEW THINKING 19

• Top-Down versus Bottom-Up was a better assessment. You need to

teacher’s ability to do extra workload. serving a vital role.

20 20 MULTIMEDIA DEVELOPMENT CORPORATION

Advancing e-Education: NEW THINKING

MULTIMEDIA DEVELOPMENT CORPORATION

Advancing e-Education: NEW THINKING

MULTIMEDIA DEVELOPMENT CORPORATION

Advancing e-Education: NEW THINKING

MULTIMEDIA DEVELOPMENT CORPORATION

Advancing e-Education: NEW THINKING

MULTIMEDIA DEVELOPMENT CORPORATION

Advancing e-Education: NEW THINKING