Developing blended mode Continuing Professional Development (CPD) programmes to promote

Education for Sustainable Development

SEAMEO RECSAM 2013Penang, Malaysia

Concept and Rationale of e Learning

1. Enhance learning journey 2. Simulate 21st century learning platforms (taking in-charge of individual

learning pace)3. Encourage cross-cultural orientations , and4. Reduce our anthropogenic carbon dioxide foofprint.

Pedagogy of e Learning1. Constructivism2. Social constructivism

My carbon footprint of attending this conference=110 kg (by Van-Penang to Hai Jai-Krabi)=360 kg (by air travel-Penang to Krabi via Kuala Lumpur

BACK

http://julitoaligaen.wikispaces.com/Carbon+Calculator

http://www.distancesfrom.com

RECSAM’s Online Programmes

1. Blended mode Continuing Professional Development (CPD)

2. Online LMS-using Moodle (Climate Change Integrated Education)

SEARCH and its six sub-portals that facilitate blended learning programmes

SpecP2E2 sub-portal that promote Education for Sustainable Development (ESD)

Graphical presentation for participants’ overall perceptions on their knowledge for various workshop contents

Climate Change Integrated Education (CCIE) online course

Learning Management System (LMS) Using Moodle in Asynchronous Approach

Blended CPD:The findings of this research study revealed that generally teachers participated in the blended mode CPD programmes gained enriched exposure in cognitive, psychomotor and affective domains of learning. They had shown enhanced pedagogical content knowledge (PCK), technological skills and positive attitudes towards ESD with evidential learning output.

On-going Online Course: Climate Change Integrated Education

Observation: Pre-registered=12Actual=Only 7 (1 Thailand, 5 Philippines and 1 Indonesia

Many teachers find it difficult to change how they teach and learn:

Because they learned mathematics or science or any other learning areas in ways that are very different from those reflected in the national science and mathematics standards. They learned by memorizing information and others’ explanations through a transmission model. These experiences served as powerful models for their own teaching and created a script that they followed in their own teaching (Stigler and Hiebert, 1999). (Loucks-Horsley et al., p.49)

Julito C. AligaenResearch and Development (R&D)

Division, RECSAM, Penangjuli_aligaen@recsam.edu.my

THANK YOU TO ONE AND ALL!