EMVITET project - The most impactful thing and moment

EMVITET project, 2019 - 2022, the time to learn new things, the time to practice and share for Transformation towards Education 4.0

With LHU teachers, the most impactful thing to me from the EMVITET project,  

- Understanding the Student-Centered Learning and How to deploy this model more effectively.

individually or in teams, draft a blog post to share your most impactful moments

- Mindset in applying digital pedagogy in education

and the moment is the workshop: "what if we, as faculties, don't change ourselves" at Lac Hong University. Comeback from Finland after 3 weeks of training about Education 4.0, LHU had a workshop "what if we, as faculties, don't change ourselves". The workshop had the impact on the perception of LHU teachers and thereby they have changes in mindset and teaching methods, activities, student support, and lesson content conveyed to students.

Link of the workshop: https://lhu.edu.vn/21/34682/Giang-vien-khong-thay-doi-va-Cai-ket.html

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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

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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 contest creating E-portfolio and reward

Some images of workshops with businesses

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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.

Infrastructure & System – LHU has invested more in the Resource Center, which manages the server system, network system, and the team to build new applications and manage the system support teaching of teachers on the internet platform (LMS, e-test, Me, calendar, mark, ...)

Policy – LHU enhances the Office of Educational Testing and Q.A, which is the department to conduct surveys, plan, train to develop teaching methods of teachers as well as monitor for appropriate changes. The courses have  30% of syllabus change to online (flipped classrooms), as well as many other policies to encourage teachers and students to teach and learn based on projects with stakeholders.

To maintain and develop sustainably, through the workshop on "Ingraining new learning ecosystem for education 4.0" at the University of Technology and Education – University of Danang, I and project members have been compiling the common guidelines to support and sustainably maintain learning ecosystems in Education 4.0. The Guideline focus on 3 topics.

- Topic Pedagogy in Education 4.0, presenting core issues of pedagogy such as Drivers for change, Competency-based learning; The method of deploying learner-centered; Designing an online course; Assessment methods.

- Topic Digital technology in Education 4.0. In this topic, the guidelines help teachers identify types and use the right tools to create blended learning and scaffold the appropriate pedagogies for online learning to enable teachers to support learning through online modules, programs, MOOCs, and more. Teachers are encouraged to consider online examinations and supported with best practice approaches to open-book examinations and technology implementation

- Topics Learning Ecosystem for Education 4.0. The topic presentation of the learning ecosystem, the importance of work-life partners, solutions to embrace the learning ecosystem for Education 4.0, and how to implement for teachers and students.

Based on these common guidelines, other teachers will better understand Education 4.0, know how to select and adjust their own activities based on needs. Gradually change Vietnam's educational methods and education ecosystem in line with the world's Industry 4.0

EMVITET - TOWARDS EDUCATION 4.0

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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

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Virtual lab solves the problem for practice in online learning

    In the period when the COVID 19 pandemic is increasingly complicated, the universities have switched from face-to-face to online training mode. One of those challenges is teaching practical subjects. To solve that problem, the virtual laboratory was developed. The virtual lab is programmed with block graphics. These models are designed to resemble physical models so that students will not be surprised when practicing on real devices. The link to used the Virtual lab is below:

link: https://www.vlab.co.in/

Figure 1. Broad Areas of Virtual Labs

    We think that applying virtual labs is one of the solutions to solve the problem of students' practical skills during the epidemic period. However, when the epidemic situation is under control, a virtual laboratory can be used for students to practice before going to the physics laboratory, which will reduce risks in practice safety and learn the principle first by the method. flipped classroom.

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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.

H5P Interfactions

Interactive content by adding the H5P

To get started with H5P, see the following link (type Interactive Book) instructions on creating an account and using H5P at H5P.org

Link: https://h5p.org/node/1199263

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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

Zoom meeting

Instructions for using Microsoft Teams to support online teaching (create meeting, participants control, upload file, etc)

Instructions for using Zoom to support online teaching (create meeting, participants controls, breakout room, etc)

Instructions for using H5P to create interactive lectures (type Book)

Instructions for using H5P to create interactive lectures (type Presentation)

Instructions for using H5P to create interactive lectures (type Interactive Video)

Demo of participant (H5P presentation)

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Education 4.0: Co-creation and innovation is the center

In Education 4.0, co-creation and innovation is the center, is at the heart of University-Industry Collaboration

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

 

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LHU-ONLINE EXAMINATION SYSTEM

Because the Covid-19 pandemic has changed drastically, affecting the lives of many people around the world and in Vietnam. Distance and no mass gatherings are necessary at this time. However, that does not mean that all our activities stop. LHU students have a gap when the final exam has not completed all subjects in all disciplines. Faced with that situation, in order to organize the online exam methodically and in accordance with the current management system of LHU (LMS system, ME system), LHU has developed a new module (ME-Online Examination). ME-Online Examination allows teachers to easily create exams (combining an existing teaching-learning schedule management system), manage logins and submissions. In particular, the new module also shows students' activities in the process of taking an online exam on a computer. This helps increase transparency while taking the student's online test at home.

Let's Join Hands in Combating COVID-19.

LHU-OE integrates into ME system

The teacher administers the exams created for the classes

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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)

Fig: Students are excited to learn, present and share how to solve related topics between learning content and particular.

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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.

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DIGITAL CAPACITY IN CURRENT EDUCATION 4.0 DEVELOPMENT TENDENCY

This paper has been published in Journal of Technical Education Science, No.62 (02/2021) 

Hien T. Lam, Lam T. Nguyen, Phuong D.V Van 

Lac Hong University, Vietnam

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

CONCLUSIONS

Currently, science and technology have been developing quickly. This has had a strong impact on almost all areas of social life including education. Accordingly, the integration of digital technologies and tools in teaching activities and training programs has become common. The educational environment has been changing dramatically and new educational models are gradually replacing traditional ones. The roles of school, educator and learner are being redefined. In the current educational development trend, learners are at the center of the learning process while educators and schools need to create favorable conditions to promote creativity and autonomy of learners. Both educators and learners need to be equipped with lifelong learning capacities in which digital capacity is one of the kernel competencies in the 21st century. In this research article, the authors only present the importance of digital capabilities for educators and learners in the present educational environment. The development of digital capabilities in the national education system in general or educational institutions, in particular, requires further research and investment to make decisions, policies and appropriate development

models.

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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) 

Phuong V. D. Van, Hien T. Lam, Lam T. Nguyen, Truong P. Le

Lac Hong University.

ABSTRACT
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

CONCLUSIONS

From the above results, it can be seen that students who have recorded, implemented and updated additional information such as learning knowledge, receiving and following comments on ePortfolio actually have better learning results, especially in presentation skills. Teachers are able to follow-up, support and evaluate students' competencies formatively and summatively regarding the ability to analyze and solve problems, ability to present and communicate. Students themselves express better understanding by responding to the requirements in their own expression. The application of ePortfolio for assessment not only improves efficiency and accuracy but also gradually builds up students' lifelong learning skills. Level 1 competencies including listening, watching and taking notes, storing content on demand periodically by weeks and months are firmly achieved. Moreover, a habit at level 2, that students go deeper into searching information, analyze and comment on the content through exercises and projects with good time arrangement for learning activities, is formed. This is a stepping stone to achieve level 3 easily. Level 3 provides an overview of students' abilities through knowledge acquired by topics or products on their ePortfolio, students' strengths, as well as their future directions and goals. Obviously, the approach to gain knowledge and resources is gradually changing. The role of the teachers and learners have also changed in blended learning environment. Thus, the method of teaching and learning must also be changed. Being the center, the learners become more proactive, combine the surrounding factors, e.g. the teachers or the coaches, other resources and environment to achieve results, skills and products. Now, the teachers are no longer the main character as in the traditional teaching model. However, because they have a great impact on the student's learning, improvement and development process, they must also change a lot. ePortfolio is highly suggested to put into a comprehensive application among Lac Hong University students in particular and Vietnamese schools in general. Although in the first stage, students face many difficulties in presenting knowledge and responding to requests according to their personal style, it can be seen that ePortfolio is a good means for students to chain all their knowledge and work. This is also a tool to improve presentation skills and the channel for objective and accurate assessment.

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