Keynote Speakers for ICLLL 2018
Assoc. Prof. Tan Choon Keong
University Malaysia Sabah, Malaysia
Tan Choon Keong (PhD) is currently an Associate Professor with the Faculty of Psychology and Education, Universiti Malaysia Sabah (UMS), Kota Kinabalu, Sabah, East Malaysia. He has 15 years of experience as a lecturer in the discipline of e-learning, multimedia and educational technology at the university. He started his service as a secondary school English Language and had served the Ministry of Education for 11 years before joining Ilmu Khas Teacher Education Institute (IPG) as an educational technology lecturer. After serving 2 years at the IPG, he joined UMS in 2002. At the university, he served as Head for the E-Learning Unit for 13 years, Deputy Dean (Research and Innovation) for 2 years and Chief Editor for International Journal for E-Learning Practices (IJELP) for 2 years. Currently, he is still the Deputy Chief Editor for IJELP. He headed a research grant for studying the use of multi-sensory approach for English Language teaching in Kota Belud, Sabah (2012-2014) and another two grants for investigating the behaviour of East Malaysia’s English Language students in using technology for learning (Grant 1: 2015-2016, Grant 2: 2017-2018). He also participated in a few other research projects as Deputy Research Head involving rural school students in the use of multisensory approach to learn listening and speaking skills in English (2013-2015). Regarding the area of teacher development, he was as a Deputy Research Head for the TPACK project in University of Foreign Languages Studies, Da Nang and University of Languages and International Studies, Hanoi, Vietnam from 2015 to 2016. His main research interest is to improve English Language learning via ICT. He had published numerous journal papers on creativity, e-learning and multimedia in higher education.
Speech Title: The Practices of 21st Century Skills in The Education 4.0 Environment for English Language Teachers
Abstract: The acquisation of 21st century skills is essential for university undergraduates in the era of Industry Revolution 4.0 (IR 4.0) where great emphasis is on complying with the Education 4.0 Framework. It aims to improve digital competences and increase the use of digital technologies for teaching and learning in schools, colleges and universities. This paper focuses on the various 21st century skills initiatives taken by Malaysia in particularly University Malaysia Sabah (UMS), one of the public university in East Malaysia. In preparing English Language pre-service teachers to be equipped with the 21st century skills for the Education 4.0 environment, efforts were being made to get them familiarised with the 12 types of 21st century skills namely critical thinking, creativity, collaboration, communication, information literacy, media literacy, technology literacy, flexibility, leadership, initiative, productivity and social skills. This move is in line with some of the the popular 21st century skills models such as the USA’s Secretary's Commission on Achieving Necessary Skills (SCANS) Model (Scan Reports, 1991) which focuses on basic fundamental skills and workplace competencies; the Partnership for 21st Century Learning Model or best known as P21 (The Partnership for 21st Century Skills, 2009) which focuses on six key skills or the 7C Skills; and the higher-order thinking skills model pushed by Common Core Standards (Common Core State Standards Initiative, 2013). Pre-service teachers from the Faculty of Psychology and Education who were undergraduates in the Bachelor of Education (TESL) programme participated in these 21st century skills programmes by UMS. Among the programmes implemented was the Intel Teach Programme, Community University-School Partnership Projects sponsored by local banks under the CSR strategies and the implementation of Massive Open Online Courses (MOOC). A survey on the implementation of 21st century skills programmes in 2017 showed that 97.5% of the pre-service teachers benefited from all the programmes that they had participated. Industry partners also stressed that UMS needs to continue with more programmes to improve undergraduates’ 21st century skills that are vital in the career that they are pursuing.