Norhaili Massari

The 21st Century Skills in Online Multiliteracies Project Approach (eMULPA): Learners’ Reflections on their Knowledge Processes

Abstract There is a misconception that 21st century education is all about using the right online tools. However, the premise of 21st century education requires the integration of relevant content, skills and instructional support to enhance knowledge processes in line with the requirement of 21st century learning to arrive at meaningful learning experience and not merely the use of online tools. To enhance the integration, an Online Multiliteracies Project Approach (eMULPA) framework is designed by incorporating teachers’ presence, online tools, learning materials, collaborative efforts while fulfilling the syllabus requirement so that the interconnectedness in these elements would give learners a learning experince that is worthwhile and meaningful. The framework which encompases the knowledge processes: exploration, contexualization, investigation, delibration and consolidation is expected to assist learners to have meaningful learning. This paper focuses on the learners’experiences while undergoing the knowledge processes in eMULPA. Data collection tools were interviews, teaching documents and learners’ reflective journals. For this paper, only data from learners’ reflective journal were drawn, coded for themes and explicated because reflective journal is one of the reliable means to gather information on the metacognitive processes undergone by learners. The preliminary findings demonstrated learners’ have undergone meaningful learning experiences through the eMULPA knowledge processes higlighted above. Thus, the implementation of eMULPA is expected to assist learners to acquire the 21st century skills.

EXPLORING THE USE OF MULTILITERACIES PROJECT APPROACH TO ENHANCE EMPLOYABILITY SKILLS AMONG MALAYSIAN UNIVERSITY GRADUATES

Enhancing 21 st century learning skills becomes the utmost importance in the contemporary education world. In Malaysia, the rising number of unemployment among Malaysian university graduates is associated to the lack of 21 st century skills and it is imperative to find a pedagogical approach that could enhance these skills. This study examines how Multiliteracies Project Approach (MPA) enhances 21 st century skills among Malaysian university graduates. It is a qualitative study that was conducted at a public university in Nilai, Malaysia, involving 50 students enrolled in English as a Second Language (ESL) course. Data was collected using qualitative tools such as observation, semi-structured interviews and reflective journals. Data was then analyzed using a thematic analysis method. The findings of the study showed that MPA promotes the development of collaborative, technological and critical thinking skills among students. MPA provided students the chance to practice working effectively in in a network of people to achieve a mutual goal. Findings also showed that students acquired new skills when learning using MPA, including technological skills and critical thinking skills which were significant in 21 st century employment. The findings suggest that Multiliteracies Project Approach can provide a significant pedagogical implication.

The Influence of Malay Social Hierarchy in the Implementation of a Western-Based Participatory Action Research Project in Malaysia

In sustaining excellence in a globalized Malay and Islamic world, it is important to investigate the influence of the Malaysian cultural background in many areas including in the area of researching. This paper was part of a larger study that investigated the influence of Malay values and culture in conducting a participatory action research project in Malaysia. The participatory action research project, which originated from the Western philosophy, was conducted by a research team which consisted of the first author of the current paper and two Malay lecturers from Bakti Polytechnic (pseudonyms). Through qualitative methods such as observation, informal conversations, journal reflections and semi-structured interviews, this study investigated the experiences of the two Malay lecturers in negotiating the Western-based concepts in a participatory action research project. Due to the importance of reflection and action in a participatory action research, data was analysed through critical reflective analysis steps (Puteh-Behak, Using a multiliteracies approach in a Malaysian Polytechnic classroom: A participatory action research project. Doctoral thesis, University of Southern Queensland, Queensland, Australia, 2013) which included the process of observing and noting personal reflections, confronting and thinking and taking action. Findings suggest that the Malay lecturers’ social hierarchy background affected the way they negotiated the Western-based egalitarian concept in participatory action research.