Invited Speakers

Assoc. Prof. Ts. Dr Mah Boon Yih, a Professional Technologist, Microsoft Certified Educator, Microsoft Innovative Educator Master Trainer (2021-2022) and Microsoft Innovative Educator Expert (2021-2023), is an Associate Professor at the Academy of Language Studies, UiTM Penang Branch, Malaysia. He holds three degrees: PhD (E-learning), MA (Applied Linguistics), and BAEd (Hons) in ELS. As the outcome of his doctoral thesis, he has become the founder of Web-based Cognitive Writing Instruction (WeCWI), an award-winning hybrid e-framework for instructional design and language development, and WeCWI Integrated Solutions (WeCWIIS), a solution-driven web-based consultancy at https://www.wecwi.com. Assoc. Prof. Ts. Dr Mah is included in Who’s Who in Science and Engineering 2011-2012 & 2016-2017, Who’s Who in Asia 2012, 2000 Outstanding Intellectuals of the 21st Century (7th and 9th Editions), Top 100 Educators 2012, Dictionary of International Biography (36th-38th Editions), Who’s Who in the World 2013-2015, Top 100 Professionals 2015, Leading Educators of the World 2015, and 50 Fabulous Edutech Leaders 2019. In addition, he is also the winner of the World Education Congress Global Awards 2016: Education Leadership Award (for Excellence in Education, Leadership & Teaching), Rector’s Special Award 2017, Award for Excellence in eLearning 2019, The Top Best E-learning Award 2020, and Anugerah Pengajaran (Kelompok Sains Sosial dan Kemanusiaan) in UiTM AAU2020.

Title: WeCWI-Enhanced 21CLD for Blended Learning: Driving Engagement with Tech Tools

Abstract:  Access to technology and interest in developing technologically integrated learning opportunities have significantly increased. Instructors who wish to increase student engagement and personalise their students' learning experiences must use technology to enhance teacher-student interaction in the classroom. As a synergy between WeCWI (know-what) and 21CLD (know-why), WeCWI-enhanced 21CLD guides the use of tech tools to enrich the pedagogical experience (know-how) to design learning with six instructional tasks: Read to construct knowledge; write to communicate skilfully; discuss to collaborate; learn using ICT; design to self-regulate; and innovate to solve real-world issues. Blended learning is a pedagogical model that combines multiple student-centred teaching and learning with technology. It requires students to spend most of their time learning with digital tools and the remainder in traditional face-to-face settings.

Even though educators have utilised blended learning for decades, but its implementation has been difficult for numerous reasons. It is crucial that blended learning should not be conflated with distance learning or hybrid (part on-campus, part off-campus) models. Although these learning models may incorporate blended learning, they are not, by definition, blended learning environments. This paper focuses on identifying multiple blended learning models and how they support student learning, determining which technology tools best align with the WeCWI-enhanced 21CLD as the learning processes and goals for different parts of the blended learning models, and suggesting for reflection, evaluation, and refining the blended learning models.