Mapping Research and Innovation Routes to Becoming an EdNovator

"To be an EdNovator, spark your innovation with a creative mind and empower

your teaching with adaptive learning technology."—Boon Yih Mah, Ph.D., P.Tech., MCE

EdNovator

In common, an educator creates a learning environment by using the existing instructional tool(s) with a specific pedagogy application in the lesson to facilitate learners' acquisition of knowledge. The creative designing mind is a prerequisite to being an EdNovator or so-called education innovator. In the context of 21st-century learning that is steered by five core competencies—communication, collaboration, critical thinking, creativity, and values and ethics (4C1V)—EdNovator aims to design a personalised learning environment by developing a pedagogy-supported instructional tool using adaptive learning technology to be integrated into the lesson, so the learners can be inspired towards their knowledge construction.

Design to innovate—the instructor needs to design the learning path via a self-developed instructional platform with the integration of the related web resources into his or her own course. Based on WeCWI and its science of instruction, technology is used as a tool to amplify the instructor to teach, while pedagogy is the technology’s manual with the relevant theoretical rationales. Compared with differentiated instruction with a fixed set of content and learning path, students can learn more effectively in a personalised learning environment aided by adaptive learning technology, which caters for what they learn, how they learn, and how they demonstrate their learning. In addition, self-instructional materials have been found to improve their academic performance.

10 Mind Shifts Solutions

To have a classroom makeover as an EdNovator, the mind shifts in 10 areas are:

1. technology: use → integration

2. accessibility: print → web

3. mobility: desktop → smartphone

4. flexibility: LMS → WBI

5. instructor: supplier → facilitator

6. learner: absorber → constructor

7. teaching: group → personalised

8. learning: passive → active

9. approach: constructivism → connectism

10. task: individual → collaborative

Mapping Research and Innovation Routes Solutions

Over the years, I have been advocating EdNovator as my instructional vision since the foundation of Web-based Cognitive Writing Instruction (WeCWI) in 2014 till the formation of WeCWI Integrated Solutions in 2016. Various recognitions received in the forms of publications, keynotes, speeches, seminars, workshops, honours, and awards are treated as the catalysts to keep me moving forward and venturing further to becoming an EdNovator based on my niche area: language development through technology. From problems-targeted research to solutions-driven consultancy, as shown in the chart above, I have been expanding my research as shown in the lists of WeCWI-related publications (with downloadable links and impact), keynotes, speeches, seminars, workshops, accolades, and awards.

1. Publications

2008

1. Bringing Blogs into ESL Writing Classroom [proceedings]: The undergraduate students’ intention to use blogs for journal writing had a more significant effect on usefulness rather than on ease of use.

2009

1. An Investigation on Students’ Acceptance of Writing Web Logs: A Test of Technology Acceptance Model [Scopus-indexed proceedings]: With the support of hands-on experience, the students accepted writing weblogs because they found it was more useful rather than easy to use.

2. Measuring Students' Perception of Writing Web Logs in ESL Classroom Employing the Technology Acceptance Model [proceedings] and Writing Web Logs in the ESL Classroom: A Study of Student Perceptions and the Technology Acceptance Model [refereed journal]: Students accept writing weblogs as a classroom activity since they perceive online journals to be more useful rather than easy to use.

3. Expanding ESL Classroom Horizons with Weblogs: Educators' Perspective [proceedings]: Students’ perceptions of weblogs and educator’s roles are important to ensure the successfulness of weblog implementation in the Second Language (ESL) classroom; students need to be more exposed to blogging with systematic guidance from educators.

2011

1. A Cross-Discipline Survey on University Students’ Acceptance of Mobile Curriculum Vitae Developed Using Weblog [proceedings] and Developing a Mobile Curriculum Vitae Using Weblog: A Cross-Disciplinary Survey on University Students’ Perception Based on Technology Acceptance Model [refereed journal]: M-CV is perceived to be more useful rather than ease of use by the diploma students who are in favour of using the online method instead of the traditional way to create their CVs.

2012

1. Publishing Curriculum Vitae Using Weblog: An Investigation on Its Usefulness, Ease of Use, and Behavioral Intention to Use [refereed journal]: University students generally accept adopting m-CV since they perceive m-CV to be more useful rather than easy to use.

2. Are You Ready to Blog? [book chapter]: Educators have the opportunity to employ this innovative tool in English as an ESL classroom to enhance journal writing with their students based on the nature and characteristics of blogs.

3. L2 Writing Challenges for the Undergraduates: A Performance Analysis and a Literature Review on SIL Domains [proceedings]: Poor writing skills of Malaysian undergraduates in language and content perspectives, as identified in the performance analysis, are supported by the past studies prescribed in the SIL domains, which summarises the nine second language (L2) writing challenges in three different perspectives.

2013

1. Enhancing ESL Learners' Creative and Critical Thinking through Blogging [book chapter]: Blogs can enhance ESL learners’ creative and critical thinking through blogging.

2014

1. The Writing Performance and Critical Thinking among Undergraduates with Different Learning Styles through Widgetised and Non-widgetised Blogs [unpublished thesis]: An instructional tool with web widgets is significantly more helpful than hypertext to improve the learners' writing performance and critical thinking regardless of their learning styles; sensing learners can significantly write better and think more critically after using widgetised instructional tools; intuitive learners perform better when non-widgetised tools are assigned to them.

2. Web-Based Cognitive Writing Instruction (WeCWI): A Hybrid e-Framework for Instructional Design [open access journal]: WeCWI contributes toward instructional design in terms of macro perspective (instructional and technological discoveries) and micro perspective (pedagogical and theoretical discoveries).

2015

1. Web-Based Cognitive Writing Instruction (WeCWI): A Theoretical-and-Pedagogical e-Framework for Language Development [open access journal]: WeCWI supports language development in terms of linguistic perspective (literacy and language discoveries) and non-linguistic perspective (cognitive and psychological discoveries).

2. Poor Writing Skill among UiTM Students: A Qualitative Systematic Review of Literature on SIL's Learner Domain [proceedings]: Both instructors and students demand development a supplementary web-based instruction (WBI) and a comprehensive framework to tackle the L2 writing predicaments efficiently.

3. LMS (i-Learn) Versus WBI (Blog) as Technology Enabler Tool for Instructional Practices: A Comparative Analysis of Literature [proceedings]: WBI can be an alternative with a more promising future owing to the shortcomings of LMS in the higher education context.

2016

1. A Critical Review on the Course Selection for Web-Based Instruction (WBI) Integration [proceedings]: After reviewing the existing English courses and the course content of BEL422 Report Writing, it is suitable to be integrated with WBI for the content development as this course focusses on developing the learners’ writing competency to produce a research report.

2017

1. UiTM Students' Writing Needs, Writing Problems, and Language Courses: A Qualitative Systematic Review of Literature Prior to WeCWI's Course Integration [refereed journal]: The development of web-based instructional tool via the WeCWI framework is supported by UiTM students and instructors' needs, which is recommended to be integrated with BEL422 Report Writing course.

2. The Platform Development of WeCWI Instructional Tool: A Comparative Systematic Review [proceedings]: Web-based instructional tools with two different interface designs (widgetised and non-widgetised) need to be created to suit the two dichotomous learning styles (sensing and intuitive).

2019

1. Application of WeCWI Framework to the Engineering Pedagogy on Steel Fibre Reinforced Concrete Performance [unpublished thesis]: Most of the Faculty of Civil Engineering students prefer to study the Reinforced Concrete Steel Fibers (SFRC) through a website as an instructional tool developed based on WeCWI framework.

2. A Review on the Application of Blog, Blogger, Widget and Hypertext to Develop a Web-Based Instructional Tool [refereed journal]: Based on the review of literature, Blogger is chosen as the platform for developing web-based instructional tool due to the suitability and flexibility of its interface design that can be integrated with widgets and hypertext.

3. The Writing Performance and Critical Thinking Level among Undergraduates through WeCWI-enabled Instructional Tool: A Pilot Study [Scopus and WOS-indexed proceedings]: This pilot study has determined the feasibility and appropriateness of the research protocol on a larger scale; all the instruments, steps, and procedures for conducting the actual study remain unchanged.

2021

1. The Effectiveness of WeCWI-enabled Instructional Tool to Improve Writing Performance and Critical Thinking Level among Undergraduate Students [Scopus-indexed Q3 journal]: Learners' literacy development has been enhanced through the instructional tasks and media available on WeCWI-enabled instructional tool that focusses on free reading, enterprises, and guided writing approach.

2. Keynotes

2014

1. Web-Based Cognitive Writing Instruction (WeCWI): A Hybrid e-Framework for Instructional Design was presented at the high-impact ICELD 2014: XI International Conference on Education, Learning and Development on 4-5 December 2014 at Hotel Jen Penang, Penang, Malaysia.

2015

1. Web-Based Cognitive Writing Instruction (WeCWI): A Theoretical-and-Pedagogical e-Framework for Language Development was presented at the high-impact ICLLT 2015: XII International Conference on Language and Linguistics Teaching on 12-13 February 2015 at Pacific Regency Hotel Suites, Kuala Lumpur, Malaysia.

2016

1. From SIL to WeCWI: Overcoming L2 Learners’ Barriers to Writing through Web-Based Instruction was presented at the 6th ICLEI: International Conference on Language, Education and Innovation on 29-30 October 2016 held at Royal Plaza, Singapore.

2. WeCWI Integrated Formula: Empowering Teachers through Adaptive Learning Technology was presented at the ICELD 2016: International Conference on Education, Learning and Development on 1-2 December 2016 at Bayview Hotel Georgetown, Farquhar Street, 10200 Penang, Malaysia.

3. WeCWI: Integrating Language Acquisition and Composition Studies towards Literacy Development was presented at the 6th ICLLCE: International Conference on Language, Literature, Culture & Education on 10-11 December 2016 at Liberty Central Saigon Citypoint Hotel, Ho Chi Minh City, Vietnam.

2018

1. WeCWI: Integrating CMC, E-learning Interaction-based Model, and Interactionism towards Language Development was presented at the ICLEI 2018: 12th International Conference on Language, Education & Innovation 2018 on 17-18 December 2018 at Impiana KLCC Hotel, Kuala Lumpur, Malaysia.

3. Speeches

2013

1. L2 Writing Challenges for the Undergraduates: A Performance Analysis and a Literature Review on SIL Domains was presented at the 3rd ACLL: Annual Asian Conference on Language Learning on 25-28 April 2013 in Osaka, Japan.

2015

1. The Rise of the Web-based Cognitive Instructor was presented at the Digital Education Show Asia 2015 on 15 June 2015 at Kuala Lumpur Convention Centre, Malaysia.

2. The Rise of the Web-Based Cognitive Language Instructor was presented at the 7th Higher Education Summit 2015 (3rd EduCon) on 19 October 2015 at Grand Copthorne Waterfront Hotel, Singapore.

3. E-learning Empowerment through WeCWI Integrated Solutions was presented at the OIC Higher Education Fair 2015 (6th Muslim World Biz 2015) on 28-29 October 2015 at Putra World Trade Centre (PWTC), Kuala Lumpur, Malaysia.

4. Poor Writing Skill among UiTM Students: A Qualitative Systematic Review of Literature on SIL’s Learner Domain was presented at UPALS Language Colloquium 2015 on 20 November 2015 at UiTM Penang Branch, Permatang Pauh Campus, Penang, Malaysia.

2016

1. WeCWI: Redefine WBI as an LMS's Alternative for Higher Education was presented at The Digital Education Show Asia 2016 on 18 April 2016 at Kuala Lumpur Convention Centre (KLCC), Malaysia.

2. A Critical Review on the Course Selection for Web-Based Instruction (WBI) Integration was presented at UPALS Language Colloquium 2016 on 30 September 2016 at UiTM Penang Branch, Permatang Pauh Campus, Penang, Malaysia.

3. Becoming 21st Century Teacher: Transitions of a Teacher’s Role in a Classroom was presented at OIC Higher Education Conference 2016 on 20-21 October 2016 at Putra World Trade Centre (PWTC), Kuala Lumpur, Malaysia.

4. Sustaining Educators Competencies: Delivery of 21st Century Skills was presented at OIC Higher Education Conference 2016 on 20-21 October 2016 at Putra World Trade Centre (PWTC), Kuala Lumpur, Malaysia.

5. A Review of UiTM Students’ Writing Needs, Writing Problems, and Language Courses Prior to WeCWI’s Course Integration was presented at the International Conference on Education and Social Sciences 2016 (ICEdSS 2016) on 2-3 November 2016 at Parkroyal Penang Resort, Penang, Malaysia.

2017

1. The Platform Development of WeCWI Instructional Tool: A Comparative Systematic Review was presented at the UPALS Language Colloquium 2017 on 8 September 2017 at Laman Perdana 1, UiTM Penang Branch, Permatang Pauh Campus, Penang, Malaysia.

2020

1. Educator's Roles in Responding to COVID-19: The WeCWI's Perspective was presented in the InfoComm SEA GoVIRTUAL Technology Spotlight Series: Technology Advancement in Education on 22 July 2020.

4. Seminars and Workshops

2014

1. WeCWI Training Series: Instructional Design (Macro) was conducted on 30 December 2014 at Computer Lab 3, Perdana Complex, UiTM Penang Branch, Permatang Pauh Campus, Penang, Malaysia.

2016

1. WeCWI Enterprise: Write It Right was conducted on 25 April 2016 from 8:30 AM – 12:30 PM at UiTM Penang Branch, Permatang Pauh Campus, Penang, Malaysia.

2. EdTech Seminar 2016 on WeCWI: The Instructional and Technological Discoveries was conducted on 3 June 2016 at UiTM Penang Branch, Permatang Pauh Campus, Penang, Malaysia.

3. Researching into ICT and Education was conducted on 3 December 2016 at Auditorium, School of Educational Studies, USM Penang, Malaysia.

2017

1. Innovate Teaching towards Personalised Learning via WBI: An Alternative of LMS Using Web 2.0 was conducted on 23 August 2017 at Serial 1, Hotel UiTM, UiTM Penang Branch, Permatang Pauh Campus, Penang, Malaysia.

2021

1. WeCWI and the Science of Instruction: The Latest and Most Comprehensive Reference was presented in the International Webinar on Effective Language Learning and Teaching through Interactive Web-Based Technologies on 15 January 15 2021.

5. Accolades

2014

1. A title of INNOVATION LAUNCHPAD'S ROCKETEER based on the project entitled Web-based Cognitive Writing Instruction (WeCWI): A Multidisciplinary e-Framework for Language, Literacy, Cognitive, and Psychological Developments was received at the Digital Education Show Asia 2014 on 27-28 May 2014 at Booth 49, Exhibition Halls 1 & 2, KLCC, Kuala Lumpur, Malaysia.

2016

1. World Education Congress Global Awards (for Excellence in Education, Leadership & Teaching): EDUCATION LEADERSHIP AWARD was received at the 5th World Education Congress 2016 organised by Chartered Institute of Management Accountants (CIMA) on 23 & 24 June 2016 at Taj Lands End, Mumbai, India.

2017

1. A nomination of EDUTECH ASIA AWARDS: TERTIARY EDUCATOR OF THE YEAR was received from Terrapinn Holdings Ltd. on 19 October 2017.

2019

1. AWARD FOR EXCELLENCE IN ELEARNING was received at the Global LearnTech Awards, 8th World Education Congress 2019 organised by World Education Congress on 4 July 2019.

2. 50 FABULOUS EDUTECH LEADERS was received at the Global LearnTech Awards, 8th World Education Congress 2019 organised by World Education Congress on 4 July 2019.

3. ANUGERAH AKADEMIK (PENYAMPAIAN FLEKSIBEL) 2019 was received at the Majlis Kemuncak Bulan Inovasi dan Apresiasi Staf Tahun 2019 organised by UiTM Cawangan Pulau Pinang on 18 December 2019.

2021

1. ANUGERAH E-PEMBELAJARAN TERBAIK (PERTAMA) was received at the Academic Award & HEA Engagement Day 2021 organised by Student Affairs Division, UiTM Cawangan Pulau Pinang on 16 July 2021.

2. ANUGERAH PENGAJARAN (KELOMPOK SAINS SOSIAL DAN KEMANUSIAAN) (AAU2020) was received at the Anugerah Akademik Universiti (AAU2020) during Konferensi Akademik UiTM 2021 organised by Universiti Teknologi MARA (UiTM) on 27 August 2021.

6. Awards

2014

1. Web-based Cognitive Writing Instruction (WeCWI): A Theoretical-and-Pedagogical e-Framework for Language Development through Technology was awarded a SILVER award at PIID 2014 on 3 December 2014 at the Banquet Hall, Hotel UiTM, UiTM Penang Branch, Permatang Pauh Campus, Penang, Malaysia.

2015

1. WeCWI: Rising to the Instructional, Technological, Pedagogical, and Theoretical Discoveries of Becoming a Web-Based Instructor was awarded a SILVER award at iidex 2015 on 29 April 2015 at Dewan Agung Tuanku Canselor (DATC), Universiti Teknologi MARA (UiTM) Shah Alam, Selangor.

2. Towards Critical and Eloquent Achievers: E-learning Empowerment through WeCWI Integrated Solutions was awarded a GOLD award at the International Conference and Exposition on Inventions by Institutions of Higher Learning 2015 (PECIPTA 2015) on the 4th – 6th December 2015 at Kuala Lumpur Convention Centre, Kuala Lumpur, Malaysia.

2016

1. Innovate Teaching toward Personalised Learning through WeCWI Integrated Solutions was awarded a SILVER award at the 27th International Invention & Innovation Exhibition (ITEX) on 12-14 May 2016 at Kuala Lumpur Convention Centre, Kuala Lumpur, Malaysia.

2019

1. Towards Critical and Eloquent Achievers: E-learning Empowerment through WeCWI Integrated Solutions was awarded a GOLD award at the International Workshop, Seminar and Innovation (IWSI) 2019: A Malaysian-Indonesian Joint Venture on 25 June 2019 in UiTM Penang Branch, Permatang Pauh Campus, Penang, Malaysia.

2021

1. Self-Assessed Online Listening Tests (SAOLT): Learn and Practise Listening Skills Independently was awarded a GOLD award at the International E-Content Development Competition 2021 (e-ConDev 2021) (Educator Category) on 30 August 2021.

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