The world is digital, but life is analog..
32 participants from SK Seri Pekan had participated in this program.
A synopsis of the program can be retrieved via the following link.
Participants develop interactive games using block programming concepts. Appreciation to Cikgu Razak for coordinating the communication between the participants and UMP STEM Lab.
*UMP STEM Lab Python Programming Synopsis can be found here.
29 students and teachers from SBP Integrasi Kuantan had participated in this program. Students have gone through activities such as creating a video game and displaying data using Python Programming.
Thank you Cikgu Syahril for coordinating the communication between UMP STEM Lab and the participants.
37 participants from SK Jengka Pusat 2 had participated in this program.
A synopsis of the program can be retrieved via the following link.
Participants develop interactive games using block programming concepts. Appreciation to Cikgu Hailmey bin Ikhsan for coordinating the communication between the participants and UMP STEM Lab.
Pahang, Malaysia – August 18th 2023
An innovative workshop titled “Empowering the Future: Digital Making Skill Sets in STEM Education” was recently held in Pahang, drawing together educators from across the region to delve into the dynamic realm of digital making in education. This collaborative initiative brought together the UMP STEM Lab, the faculty of Electrical and Electronics Engineering Technology Universiti Malaysia Pahang Al-Sultan Abdullah, Pahang State Education Department, Eureka Robotics, Cardiff Metropolitan University, and the British Council. With a robust attendance of 72 teachers representing various educational institutions in Pahang, the workshop stood as a catalyst for promoting innovative teaching practices within the STEM domain.
Prior to the seminar, a series of preparatory workshops delivered by the UMP STEM Lab. These workshops cantered around mBlock and Python programming and were thoughtfully tailored to cater to primary, secondary school children, and vocational college students. A unique microcredential approach was adopted, delving deep into programming techniques essential for digital proficiency. The workshops employed a project-based learning methodology, allowing students to craft their projects while concurrently immersing themselves in programming syntax and concepts. This hands-on engagement not only empowered students with practical skills but also nurtured a profound understanding of programming principles.
A highlight of the event was the keynote address by Professor Esyin Chew, a respected academic and Reader from Eureka Robotics at Cardiff Metropolitan University. Her presentation, titled “Education and AI,” dived into the transformative impact of Artificial Intelligence in reshaping education. Professor Chew eloquently illustrated the convergence of technology and pedagogy, advocating for educators to harness AI to optimize learning experiences. Her address sparked animated discussions on integrating AI into digital making education, prompting new perspectives and ideas among participants.
The key aspect of the workshop lay in its roundtable discussions among teachers, with each session having its thematic focus. The “Challenges in Teaching Digital Making Skill Sets” session saw educators candidly sharing their personal experiences and insights. Discussion prompts ignited conversations about hurdles faced when teaching digital making within the STEM curriculum. Conversations ranged from catering to diverse student skill levels and interests, to surmounting barriers in accessing essential resources and technology. Strategies for harmonizing traditional teaching methods with modern, technology-driven approaches were explored, along with insights into engaging initially hesitant students.
In the subsequent session, “Best Practices in Teaching Digital Making Skill Sets,” educators enthusiastically engaged in sharing their most effective teaching methods. Success stories emerged, showcasing projects that seamlessly amalgamated digital making and active student participation. The incorporation of real-world applications and problem-solving strategies was discussed, highlighting the practicality of the skills taught. Collaborative learning and teamwork’s role in enhancing the learning experience was a significant aspect, as was the discussion on assessment and feedback methods.
As the workshop moved into the final phase, “Way Forward in Teaching Digital Making Skill Sets,” educators looked ahead to the future of digital making education. Emerging technologies and trends predicted to significantly shape the digital making landscape were discussed, providing invaluable insights for evolving teaching methods. Professional development’s pivotal role in equipping educators with the necessary digital making skills was deliberated, along with the potential of partnerships and collaborations to enrich students’ digital making experiences. The criticality of schools providing requisite infrastructure and resources for effective digital making education was underscored, alongside exploring avenues beyond the classroom where digital making skills could be practically applied.
Also present in the workshop are Tn Mohammad Dzulkhairy bin Abdul Rahman, Senior Deputy Director (TVET), Pahang State Education Department and Professor Madya Dr Hamdan Bin Daniyal, Dean of the Faculty of Electrical and Electronics Engineering Technology Universiti Malaysia Pahang Al-Sultan Abdullah.
The workshop concluded with educators sharing their visions of an ideal future, one where digital making seamlessly integrates into STEM education. The event’s resounding success was evidenced by the enthusiastic participation of teachers from various educational institutions in Pahang. The collaboration among the Pahang State Education Department, Eureka Robotics, Cardiff Metropolitan University, and the British Council echoed a shared commitment to nurturing students’ digital fluency and creative problem-solving capabilities.
In an era marked by rapid technological advancements, this workshop stood as a testament to the dedication of Pahang’s educators in preparing their students for a future that demands digital agility. Through collective collaboration and a shared vision, the workshop laid the groundwork for a transformative shift in STEM education, empowering both educators and students to harness the vast potential of digital making, setting a promising trajectory for generations to come.
Empowering Educators: Teachers Leading the Way in Information Literacy Assessment
In conjunction of the workshop, literacy assessment took place.
In today’s information-rich world, the ability to navigate, evaluate, and apply information effectively is a skill of paramount importance. Information literacy has evolved into a critical 21st-century competency, and teachers, as the guiding stars in the education cosmos, play a pivotal role in imparting these skills to the next generation. However, it’s not just about teaching; it’s also about leading by example. In a transformative movement, teachers are actively participating in information literacy assessment, becoming champions of this vital skill themselves.
The Growing Significance of Information Literacy
In an era where the internet is a wellspring of information, misinformation, and disinformation, information literacy has emerged as a linchpin skill. The ability to discern credible sources, critically analyze information, and apply it to real-world problems is essential for students to thrive in the digital age. Teachers understand that instilling these skills is more than just a lesson; it’s an investment in their students’ future.
It’s often said that the best way to teach is by example. Recognizing this, educators are not merely imparting information literacy skills but actively engaging in the process themselves. They’re modeling the behavior they seek to nurture in their students, becoming living examples of information literate individuals.
Why Teachers Are Taking Part in Information Literacy Assessment
Participating in information literacy assessment is not without its challenges. Teachers must confront their own limitations and actively work to enhance their information literacy skills. They must grapple with the vast amount of information available online and constantly reassess their methods for evaluating sources.
However, the rewards are immense. Teachers who take part in information literacy assessment are better equipped to guide their students through the digital maze. They become informed and critical thinkers, capable of distinguishing facts from fiction. This not only benefits their students but also positions them as role models for responsible digital citizenship.
The movement of teachers actively participating in information literacy assessment is transformative. It’s a movement where educators are not just teaching from a curriculum but actively engaging with their students in the quest for information literacy. It’s a movement that empowers teachers to lead the way in fostering responsible, ethical, and skilled information consumers.
As teachers continue to embrace the challenge of information literacy assessment, they exemplify the idea that learning is a lifelong journey. In doing so, they prepare their students not just for today’s digital world but for a future where the ability to navigate, evaluate, and apply information is a cornerstone of success and responsible citizenship.
