Monday, 9 May 2022
EMVITET project - The most impactful thing and moment
Sunday, 3 April 2022
Ingraining Education 4.0 - Towards Multidisciplinary Collaboration
Education 4.0 is not only developed at the individual level, but also as an organization with targets towards 4.0 for both teachers and managers.
LHU has developed the guidelines books / slides for using the teaching support ecosystem (LMS, digital tools) and organized training workshops for both teachers and managers. the steps by steps change the mindset and environment for teachers change and toward ecosystem education 4.0
In order to develop methodically in students' learning activities, LHU organized training the Design Process model and integrated it into the curriculum as a foundation course. And the further is the multidisciplinary collaboration in research activities, project-based learning among multidisciplinary students.
In the academic year 2021-2022 (till present), there have been more than 6 projects implemented in collaboration between students and teachers of the Faculty of Information Technology, Faculty of Mechatronics and Electronics, and Faculty of Pharmacy.
The organization, training and methodical collaboration in the ecosystem Education 4.0 of LHU creates effective maintenance of operations and sustainable development.
Some images of workshop to orientation multidisciplinary collaboration development at Lac Hong University
Monday, 7 March 2022
Forming and developing an ecosystem for Education 4.0 at Lac Hong University
In Education 4.0 and Industry 4.0, learners/employees become their central roles. Along new policies have been implemented to encourage and motivate teachers to transform from traditional teaching and learning to learner-centered learning at LHU. Lac Hong University organized training workshops such as pedagogy, using the LMS, tracking on LMS, forum to share and help about using tools, Microsoft Planner, tutorials on creating E-portfolios and contests to demonstrate the results to improve skills in learning, writing, speaking - video, managing individual work, managing teamwork as well as using digital tools. Create the foundation for self-study, deep learning as well as lifelong learning for both students and teachers.
In addition, the Faculty also has periodic seminars with businesses in the major of information technology to grasp trends from which to adjust the curriculum adapt to the needs of businesses.
Some images of workshops guiding using the LMS, tracking on LMS and forum to share and help
Some images of workshops guiding using tools to manage tasks.
Some images of workshops guiding creating E-portfolio
Some images of workshops with businesses
Mindset about Education 4.0 and Ingraining new learning ecosystem for education 4.0 at LHU from EMVITET project (Part 2)
As mentioned in part 1, to achieve Education 4, we need to demonstrate and implement in 3 cores to managers and teachers.
1/ Pedagogy in Education 4.0
2/ Digital technology in Education 4.0
3/ Learning ecosystem in Education 4.0
As a teacher, a core member of the Project, to achieve the above factors, we first need participants, infrastructure, and policies to create motivation for change.
Participants – I and LHU organize offline and online workshops to guide and practice pedagogical methods in Education 4.0, and use tools to create effectiveness in teaching and assessment.
Mindset Education 4.0 and Ingraining new learning ecosystem for education 4.0 at LHU from EMVITET project (Part 1)
With the goal of Transformation Towards Education 4.0 in Vietnam, adapt to the needs of the world's 4.0 industry. The EMVITET project has trained and supported teachers in identifying, understanding definitions, orientations, and implementation methods to promote education in the right direction of education 4.0. The foundation for sustainable transformation and development are teachers and managers in the institutions.
EMVITET project is co-funded by the Erasmus+ Programme of the European Union, implemented by 03 European universities including HAMK (Finland), Dublin City (Ireland), KU Leuven (Belgium) implementing the guidelines for lecturers of 6 universities and colleges in Vietnam (Lac Hong University, Ho Chi Minh City University of Technology and Education, University of Technology and Education – University of Danang, Hue Industrial College, College of Technology II, Ho Chi Minh City Industry and Trade College.
The project focuses on developing teacher competencies in the following areas: pedagogy, technology to improve digital pedagogy, and the final goal, build the ecosystem for education 4.0 at each institution, first step to ingraining learning ecosystem for education 4.0 in Vietnam.
Phase 1 - Pedagogy, in my opinion, Pedagogy is the most important phase, because it helps us understand more properly the concepts, methods then we form the mindset and implementation solutions to achieve Education 4.0. We only do the right thing when we understand the right problem and combine it in the right way to meet the right needs (requirements in industry 4.0). It is necessary to change the mindset from the teachers being the center in traditional education to student-centered learning. People are diverse in their ways of learning and actions, so it is necessary to have appropriate communication and assessment according to the learner's ability and capacity
Phase 2 - Technology. In this phase, teachers identify and use digital technologies effectively in organizing classrooms that inspire learning (flipped classroom, project-based learning, etc). Use digital tools to have a variety of assessment practices related to Industry 4.0 competencies needed and to support learners’ self-regulated learning and peer learning.
Phase 3 – Learning ecosystem. It is the phase to combine application and implementation from individuals together, forming an ecosystem for Education 4.0. In order to be able to build and develop sustainably Education 4.0 in the institution, the managers and teachers must have the same mindset and development targets of education 4.0. In addition to the supporting system and infrastructure at the institution, it is necessary to have guidelines and appropriate policies/ activities to demonstrate and support implement Education 4.0 to all members at the institution then maintain the principles of Education 4.0
Wednesday, 13 October 2021
Virtual lab solves the problem for practice in online learning
Friday, 13 August 2021
H5P - creating rich interactive content for lectures (P1. Begin)
H5P (HTML5 Package) is a platform that allows users to easily create, share and reuse content in the HTML5 environment, available in all Platforms.
The goals for the H5P project are:
-Connect people who create, use and share H5P libraries and share skills.
-Makes content easy to deploy and easy to integrate in most online platforms (CMS, LMS, LCMS and others)
-Support many functions to help increase the efficiency of online teaching and learning such as: Fill in the blanks, Find words, Interactive Books, Interactive Videos and many other improvements.
Link: https://h5p.org/node/1199263
Sharing digital pedagogy to improve teaching pedagogy and teaching quality with high school teachers
The 4th COVID-19 pandemic in Vietnam, especially the southern provinces, is still developing quite complicatedly. The rollout of all classes online for the upcoming new semester (Moving to September 2021) is inevitable. Although we have implemented online learning in the past time, there are still many things to note in terms of overall and uniformity.
There are many factors for an e-learning system to work stably and effectively. But first, teachers need to understand the nature of online teaching and learning and use some basic tools to do it effectively.
Sharing is a quick and effective way for all members to work together to improve teaching pedagogy and teaching quality.
During the isolation period, LHU cooperated with high school (Lac Hong Bilingual School - LHBS) to organize the first phase (2 days) workshop to train high school teachers with the main contents including:
- Digital teaching methods
- Meeting support tools (Microsoft Teams, Zoom)
- Integrate h5p in creating interactive lectures.
There is still much work to be done, let's share and progress together.
Some images in workshop
Instructions for using H5P to create interactive lectures (type Book)
Monday, 12 July 2021
Education 4.0: Co-creation and innovation is the center
Student-centered education is being transformed into Society-centered. Student-University-Industry Collaborating to address community needs.
This focus-shifting combination fosters connectivity, ecology and innovation to support the new hub of society, where real-world issues need to solve, spurring creativity.
This will boost the students themselves and their creativity. The University-Industry in this combination creates specific orientation and support for all parties to achieve higher efficiency through problem solving, solutions, implementation and maintenance the project (from small to large)
Some pictures of LHU students' activities in implementing community problem solving projects
LHU-ONLINE EXAMINATION SYSTEM
Let's Join Hands in Combating COVID-19.
Thursday, 13 May 2021
Inspire students to learn, motivate students to be more confident in students’ central role in education.
The learning environment changes. The approach to knowledge changes. We are increasingly promoting embedded learning. That is, the role of teachers and learners also gradually changes.
We no longer have the notion of forcing knowledge one-way from teachers to students. What teachers need to do is create interest in learning for students, orient them the methods of identification, analysis and solutions the problem. Students are proactive in their study.
In order for students to be interested in learning, in addition to the application of digital tools to support teaching (LMS, zoom, quizz, etc), the content needs to show attachment to the current life so that students find it necessary and useful.
With this active learning, students feel more motivated to find and build content. when they are interested in, students demonstrate their acquired knowledge and abilities and skills more clearly. it helps students get higher-level in Bloom's Taxonomy. Furthermore, lecturers more accurately assess students' competencies and career development through different methods (direct assessment, cross-review, eportfolio, etc)
Inspire students to learn by reflecting on books they've read with classmate (P1)
To encourage students to read (especially books on majors), in my class I ask students to come to the library to borrow a book (optional) related to the topic they are studying.
Students need to feedback at least one chapter in the book and record that feedback in their eportfolio. Then they briefly present the part they have read. Each person read one book, then whole class read many books together via briefly.
Tuesday, 4 May 2021
DIGITAL CAPACITY IN CURRENT EDUCATION 4.0 DEVELOPMENT TENDENCY
ABSTRACT
The development of science and technology has had a strong impact on the education environment recently. The integration of digital technologies and tools in teaching and learning activities and curricula have renovated the role of the schools, educators, and learners. Accordingly, learners are at the center of the learning process while educators and schools create suitable conditions to promote creativity and autonomy in the learners' spirit. Both educators and learners need to have knowledge about digital capabilities which is one of the essential competencies in the 21st century.
Keyword: Digital capacity, Education development tendency, Lifelong learning, Educational technology
IMPROVING THE EFFECTIVENESS OF STUDENTS' PROGRESS ASSESSMENT IN A BLENDED LEARNING ENVIRONMENT AT LAC HONG UNIVERSITY
This paper has been published in Journal of Technical Education Science, No.62 (02/2021)
Thanking to the application of digital technology in education, students are obtaining outstanding benefits such as diverse learning resources, more learning flexibility in both time and place. However, besides these advantages, students must wisely avoid inappropriate information sources and trends by selecting and following the right way to receive, learn and process information. In the competence-development-learning model, students become the center being proactive in selecting information, analyzing and proposing solutions for problems with support from lecturers and reference resources. Many questions exist and require educational institution and faculty to answers such as how to assess students' understanding and if it is in the right direction; how to see students’ progress to assist students positive change; how to conduct formative assessment throughout the entire student progress instead only summative ones (in final exam, final product). This paper reflects the practical results to answer these above questions when applying ePortfolio in assessing students’ performance in the blended learning environment at Lac Hong University. The research is conducted as a part of EMVITET Erasmus+ project.
Keyword: ePortfolio, Formative assessment, Education 4.0, Digital pedagogy