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Proceedings of Regional Conference on Knowledge Integration in ICT 2010 105

MODELLING IDIAS-INTERACTIVE DIGITAL INSTRUCTION AND

ASSESSMENT SYSTEM THROUGH THE ICONIZATION OF LEARNING IN

TEACHING ISLAMIC HISTORY

Maulawi L. Calimba

Islamic Studies Department, Mindanao State University,Fatima Campus, General Santos City, 9500 Philippines

[email protected]

Abstract

The teaching-learning modalities is in flux as challenges and gaps brought about by advances

in digital technologies. The project proposed, IDIAS (Interactive Digital Instruction and

Assessment System), could be one of the initiative for curriculum and pedagogical innovation

in a developing country like Philippines. It is suggested that the proposal is an aid towards

online learning while still in a state of chalk-board era. The project aimed advocacy is to

optimize the use digital technology in the classroom environment through proposed IDIAS

and through the aid of users friendly courseware. Through Iconization as a teaching-learningand assessment method, samples of relio-cultural materials, personalities, places, symbols,

emblems, images, words, audio ( indigenous musical sounds and instruments ) or any thing

of historical significance, that can represent as a digital icon of particular event in Islamic

history. And or build icons through learners contruct or choice to emphasize learning

objective. The project is proposed as a trasformative initiative, organizationally, and in

teaching-learning-evaluation process.The modalities of teaching-learning of Islamic history is accentuated as classroom

environment, new technologies, new learning style of digitally literate students and the netthat challenges the traditional teaching style. The paper which was largely developed from

the Authors Masters Research Project as Graduate student from University Southern

Queensland, Toowoomba, QLD, Australia. The paper aimed to proposed the IDIAS and

Iconization of Learning as a curriculum and pedagogical transformation initiative in teachingIslamic History or perhaps enhancing Muslim education particularly in a third world setting.

It explores its theoritical foundation by revisiting literatures available to provide further

academic validity of the concept as a teaching-learning theory and evaluation method.

INTRODUCTIONTo begin with, let me qoute few verses in the Holy Quran:

(competition)

The 21st century is the era that human civilization have faced enormous challenges to

change. The main factor causing irresistible force to change is globalization (economic and

political integration), new technology, giant leap in information system that facilitate world

interconnectedness, the ecological responsibility and interdependence were commonly cited

in literatures e.g. (Nankervis, 2008; Schuller et. al.,1996; Diggins, 1997, Drucker, 1994).

Diggins (1997, p. 418) observed that school system are structurally ineffective amidst the

immense transformation of educational system taking place worldwide. The challenges on

education is confluenced by intertwined factors of : the changing learners demographic

profile, the key role of universities, budget cut of government support to tertiary institution,

and the advancement of information technology. A phenomenon globally observed in manycountries by educators like Terenzini and Pascarella, (1998), Elliot (1995), Rita Kop (2008)


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Diggins (1997), Drucker (1994) and many more scholars that literatures and the googling the

net will give more names recognizing these challenges. The impact to the educational

institution is holistic ranging from change in its philosophy, organizational structure, role of

teachers, classroom environment, educational theory and practice, and to curriculum

development. For example, the teaching-learning modalities are in flux as digital

technologies advances. Siemens (2006, p. 3) observed that traditional views of learninghave been questioned and accentuated with the development of the internet. He furtherconfirmed two years after that the current developments in educational technology and social

software were significantly altering: (a) how learners access information and knowledge, and(b) how learners dialogue with the instructor and each other (Siemens, 2008, p.1). He was

indeed precise in predicting that educators will be weary of pedagogy and curriculum before

it can address the change needed (Siemen, 2006). Online education, educational software

(e.g. easily speaking dragon), multimedia aided instruction and evaluation (e.g Eureka

Software), stress relieving learning tools like mouse pen (e.g. livescribe and bamboo pen),

electronic library resource materials and the globalization of academic standard wereirresistable and exacerbating these trends. Similarly, the net generation are entering higher

education with expectations sure to be unmet because these learners are digitally literate,constantly connected, socially-driven, engaged, visually-driven, and a host of additional

pronounced characteristics (Siemens, 2008, p. 33-34). Rita Kop (2008) similarly made the

same observation and noted that as the shift from tutor to autonomous learning style is

becoming prevalent. She put emphasis on the need to use information technology in theschools to address the desperate learners appetite in the net as the current educational system

failed their expectation. It is also worth mentioning that as a whole, our structures of

learning have become more utilitarian, and career driven with the desire to achieve and

produce in an economic system (Siemen, 2006, p.7).

The dawn of 21th century corresponds to the 14th century Hijrah which was dubbed as

Islamic Resurgence in most literatures (Calimba, 1990). There are several issues affectingMuslim communities from Morocco to Manila which can be categorized into dominant

historical themes ranging from political to religio-culturally revisiting past prowess andassertive on the rediscovered role in the modern world. The Muslim communities response

to these challenges varies from politically radical to intellectual or academic approach. But

how this phenomenon does affect the Muslim society particularly the Madrasah and the

teaching-learning of Islam. The net is far more serious as it creates a mouse click boundary

between halal and haraam information, however in a positive note, it provides an opportunity

for wireless propagating Islam and the ummah is more interconnected than ever before. For

example, the electronic Quran and Hadith digitally encrypted in computers and mobile

phones, and can be accessed anytime and anywhere but Shariah compliant users guide have

not been properly disseminated for its perusal.By taking seriously the aformentioned observations, one has to tinker where are these

current models of education taking us?. What future generation will be made up to assuming

that this trend of learning will be prevalent?. How do these educational aproaches shape thefuture of human civilization?. Though uncertainties projected ahead, hope for the best is

expected as educators are restless and endless in their effort to offer innovative designs toimprove the teaching and learning environment. As Postman (1995, cited by Simon, 2004, p.

7) have succinctly noted that teachers, nowadays, are known not only in providing reasons forlearning but also in inventing a method. Alternative medium of instruction comes as the

phase of unpredictable changes challenges the present. This because Siemen (2004) observed

that in the past decades, learning has changed tremendously and that even known learning

theories like behaviourism, cognitivism, and constructivism fall short in a technology basedlearning environment.


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Henceforth, it is humbly advocated in this paper to promote the Multi-Media

Instruction and Evaluation System in enhancing Muslim education in particular the teaching-

learning of Islam like Muslim history. The object of contention is modelling a manageable

prototype of the said proposal.

The primary research focus of this paper is to investigate pedagogical issues relating

to the theoretical basis of IDIAS and to explore its potentials as an initiative of instiutionaltransformation. Thus discover its potential benefits, limitations, oppurtunities, and challengesin initiating curriculum innovation in relation to the state of instruction in Muslim educational

institution.

Objective

The main objective of the research project is to introduce IDIAS as an alternative

medium of instruction and to explore issues associated with pedagogical design in teaching,

learning and assessment, its theoretical foundation and its adaptability. As an organizational

transformation initiative, it explores the conceptual framing, perceptual acceptability and the

means or process of its implementation. Simply it attempt to introduce the adaptability of the

proposal and possible projection on the advantages and disadvantages that will be considered.

A theoretical foundation has been similarly discussed to validate iconization as a teaching-

learning approach, and perhaps, as an assessment tool and technique. Hopefully, to further

explore whether iconization will constitute as a learning theory and or teaching method oraid.

Relevance

The state of instruction in Madrasah in the Philippines is still basically in the

blackboard era and the use of multimedia technology is very minimally employed as ateaching tool aide, not to mention that the asatids or teachers is yet to be abreast of the

advances of digital technology and exploiting its usefulness in the academic world. Indeed,

the IDIAS is of the essence as it will be helpful in addressing the digital gap in the teaching

and learning environment. It is timely and relevant as the need for different theories of

learning and a call to rethinking or redesigning education is felt not only in advance countries

but also in developing nations like the Philippines. The proposed IDIAS and the iconization

of learning as espoused here can readily respond to the HOW of learning: how we teach,

how we design curriculum, the spaces and structures of learning, and the manner in which wefoster and direct critical and creative thought. Admittedly, the real challenge for any

learning theory is to actuate known knowledge at the point of application like the theory of

connectivism (Simon, 2004:18). Hence, this research could be a possible response to thisimperative. Another important feature of the study is that, through iconization, culturalpreservation can not only be conducted in the museums or in building monuments but also be

enlivened in the memory of the students. The continuity of the past to the present signifies theimportance of the treasured heritage that can be brought to life in this digital age.

Phases of the Project Proposal

The current project is designed to be an exploratory phase by assessing the state of

Instruction in Muslim educational institution and craft policy concerns for its transformation.

It shall consolidate the legal and shariah issues, teaching modalities and feasibility in relation

to the preaparedness of the Madrasah. The next phase is the production of modules through

team teaching and in coordination with technical expert to customize the application of the


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IDIAS particularly the digital courseware that must be employed. According to Dean Caplan

(2002, p. 192), designing and developing effective instructional materials with quality

visuals, is timing consuming, needs collaborative planning of experts and the right tools in

order to maintain pedagogical standard. The final stage is the application.

LITERATURE REVIEW

The related literature that reinforced the conceptualization of the research project is

categorized along theoretical themes and as a method of teaching and evaluation. The

writings of Siemens (2004, 2005, 2006,2007, 2008) is the most valuable material reviewed

and be treated as the theoretical foundation of this project. His article entitled the

Connectivism: A Learning Theory for a Digital Age strengthen the academic validity of the

proposed IDIAS which could be considered as an implementation of the said theory.

Although connectivism is yet to earn its undisputable status as a learning theory in theacademic community, but its relevance to this research beyond reproach. Recapturing some

of its principles in the web, http://www.connectivism.ca/about.html, is enough manifestationof its growing recognition, and as quoted below than paraphrasing, lest it might result to

distortion and be taken out of context, to wit:

Learning constitutes the integration of cognition (thinking) and emotions.

Learning has an end goal - namely the increased ability to "do something".

Learning is a process of connecting specialized nodes or information sources.

Learning may reside in non-human appliances. Learning (in the sense that something

is known, but not necessarily actuated) can rest in a community, a network, or a

database. The capacity to know more is more critical that what is currently known. Knowing

where to find information is more important than knowing information.

Nurturing and maintaining connections is needed to facilitate learning.

Learning and knowledge rest in diversity of opinions.

Learning happens in many different ways. Courses, email, communities,

conversations, web search, email lists, reading blogs, etc.

Different approaches and personal skills are needed to learn effectively in today'ssociety.

Organizational and personal learning are integrated tasks.

Connectivism attempts to provide an understanding of how both learners and

organizations learn.

Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning.

Decision-making is itself a learning process.

Learning is a knowledge creation process...not only knowledge consumption.

Learning tools and design methodologies should seek to capitalize on this trait of

learning. (http://www.connectivism.ca/about.html).

Siemen (2006) strongly proposed that to avoid the error or misunderstanding of

connectivism, the need to explore said concept as a learning theory: static, context-less,

content-centric approaches to knowing and understanding is paramount. He was alarmed on

the danger ofproduct iconization and review of prominent theories of learning in failing to
http://www.connectivism.ca/about.htmlhttp://www.connectivism.ca/about.htmlhttp://www.connectivism.ca/about.htmlhttp://www.connectivism.ca/about.html


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acknowledgeexplicitlythat ongoing changes obsolesce current knowledge (Siemen,

2006, p. 5).

The constructivist theory serves similar importance as a theoretical pillar to this

project. According to Geraldine Lefoe (1998) constructivist view learning as an active

process of constructing rather than learning acquiring knowledge and instruction is a processof supporting that construction rather than communicating knowledge (Lefoe, 1998, as cited

in Duffy & Cunningham, 1996, p. 171). The learners knowledge is generated out of their

social interaction, personal experiences and perception of the environment. Each person has adifferent interpretation and construction of knowledge process. It is worth emphasizing that

this theory advocates that students should not be told anything directly but allow freedom tobuild and enhance their ability for knowledge creation. The teaching pedagogy of

constructivism is acclaimed to improve memory and attention since knowledge is built alongthe learners previous knowledge, regardless of how one is taught (Retrieved 15 May, 2009

from http://www.learning-theories.com/constructivism.html).The literature relating to teaching and evaluation, the proposal of John Allison (2007,

p. 344) explores the impact of virtual reality tools on the teaching of history and assert thathistory educators at all levels must make use of the digital technology in their vocation.

Accordingly, the virtual reality tools have the potential to change teaching and learning

(Allison, 2007, p.347).However, commending his work as too advance and requires special

digital technological skills and special focus to develop which can be considered as the

ultimate objective of the IDIAS. The proposed IDIAS serves a transitional initiative in

reaching the level of application of virtual tools in teaching history. The employment of icons

is part of the content of virtual tools. Ideally, virtual reality tools is very important for

history educators and provide for effective learning experiences both in the classroom and inthe research environment (Allison, 2007, p.343). It is argued that virtual reality

technologies show great pedagogical promise for both teachers and learners as these providea breadth of real immersion in the historical past (Allison (2007, p.344). Indeed,

technology will change historians view of the past and reality.

In the study of C.D. Fulp and E.W. Fulp (2002) provides a more technical proposal

for interactive multimedia enhanced instruction through a wireless handheld system thatconsists of hardware desktop and wireless link. The concept is very much alike to the purpose

of IDIAS except in the emphasis on iconization. The technical hardware (IPaq Server) andthe software (e.g. Microsoft PowerPoint, Adobe Acrobat, and HTML pages) used in the

system may be outdated however it claimed considerably that classroom interaction has

increased over 90% as compared to a traditional lecture environment on addressing the

problem of shy students.

The works of Terry Anderson andFathi Elloumi (2002) expound the importance ofthe attributes of media and of the modes of teaching presentations and learning mediums. The

e-book acknowledges that the challenge for teachers and course developers working in an

online learning context are to construct a learning environment that is simultaneouslylearning, content, community, and assessment centred (Anderson & Elloumi, 2002, p. 54).

In Dean Caplan (2004) article, it put emphasis on the development of online courses, visual

design for electronic courses or optional electronic enhancements of print-based courses

includes the development and creation of generic or customized templates, navigational

icons, icons or images to aid recognition of location within a non-linear presentation of

materials, and visuals or graphics to enhance textual content (Anderson, & Elloumi, 2002,p.192).


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Revisiting Iconization

The concept of icon or principle Iconization have been used in various academic fieldsuch as arts, iconography, sociolinguistics, psychology, education, politics, history and by at

large computer science. Icon is a word widely used in arts before it was adopted as alanguage in computer. The literatures on the concept of icon or iconization is explored to

evaluate the academic validity of the use the concept in this research project.Iconology or iconography is a structural approach of looking at paintings at all levels

(Howells, 2003, p. 3). Or a method that help study the subject matter of work of art at each

levels. It was popularized by Erwin Panofsky of Hamburg University, Germany in 1933.

According to Howells (2003), iconology is a structural progressive and logical system for

iconological analysis that we can use for ourselves and of images of our own observational

detail in order to understand a paint or work of art but understanding a complex piece of art

considering among others, the genre of the painting, subject protrayed, central theme,

recognize the setting date, location, scene of climate, attributes (props) and cultural material.

Accordingly, what you see is what you get is not always the case. There are disguised

symboplism, codes, scales, emblems and color combination could be hidden in an art work.In simple terms Iconology is a modicum of common sense.

In the field of linguistic and literature, iconicity is always based upon the implicittheory of perception (Maedler, et.al., nd. p. 17). Theory of Iconicity assert the causal relation

between language and virtual perception of reality or environment that gives birth to the fieldoflinguistic iconicity. Though gaining theoritical ground but still ultimately based upon on

implicit theory of perception...but not without inherent weak and strong hypotheses

(Maedler, et.al.,nd., cited. Bouissau, p. 17).

In the study of Mary Antonia Andronis (2003, p. 37), she definedIconization as aprocess involves the attribution of cause and immediate necessity to a connection (between

linguistic and social groups) that may only be historical, contingent, or conventional. The

paper proves the role of iconization in its symbiotic relation between language, icons andsocial identities. Accordingly, the linguistic features are then made to be (and are

subsequently interpreted as being) iconic of the identities of the speakers and labelling the

same as a type of iconization (and erasure) is pervasive in linguistic ideologies that reflect themarginalization of other (Ibid.). The forms of the language (and frequently, the entire code)

are iconized as being low prestige. The author claimed that through the process of

iconization, the linguistic forms or features of a language are made to be iconic of the social

identities of the speakers themselves. This furthermore creates or allows for the existence ofthe other (or, conversely, for the existence of one) in both indigenous and non -

indigenous contexts. How these features are iconized (and to what degree) is dependentsolely upon the prevailing ideologies of the given community.

In related study of Lionel Wee (2006) of National University of Singapore, stressedthat language ideologies play an important role in managing an ethnically and linguistically

diverse country. She examines the history of Singapore's language policy that remains largelyunchanged, varying only in its lexical and textual realizations that which performances in the

service of a set of ideologies give rise to potentially serious problems; and the materialconsequences of implementing the ideologies lead to changes in the ideologies themselves.

According to Eckert & Rickford (Eds., 2001), by drawing on recent theoretical developments

in the study of language ideologies, this paper shows how attention to the sidedness of

language ideologies can help provide greater specification and appreciation of theinteractional processes by which the ideologies are instantiated.

In an article of Susan Ervin-Tripp of University of California, Berkeley, she examined

the role of ideology in the relation between social group language differences and the


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representation of those differences in each speakers style contrasts. The major highlights of

the study are:

1. That social meanings signified by styles, which are primarily contrastive

and indicated empirical distributions.

2. That the principle of iconization is claims that the social contrasts that are

imputed to groups or to situations are also represented by linguisticfeatures.

3. That language features that supports iconization, using the underlying trait

explanation (e.g. Wolof Speakers).4. Those beliefs about contrasts in the traits of groups of people are consistent

with contrasts in linguistic features, and these correspond to stylistic

selections when traits are expressed by individuals.

5. Iconization could create an arbitrary relation of trait to feature, historical,

contingent, or conventional. But in the Wolof case, the relation appears not

to be arbitrary, but to have some naturalness, and the term icon implies a

likeness. (Retrieved May 25, 2009 from http://ist-

socrates.berkeley.edu/~ervintrp/pdf/dialect.shifting.pdf)

In similar study by Woolard, K. (2008), emphasised on re-conversation between

linguistic anthropology and sociolinguistics is to bring concepts of linguistic ideology to the

explanation of the iconization of specific sociolinguistic variables and associatedsociolinguistic change. Sociolinguists such as Eckert (2000) and Milroy (2004) have made

provocative efforts to incorporate linguistic-anthropological concepts into sociolinguisticexplanation. The author is pause a question why specific linguistic variables emerge from

the flow of speech and social life to become sociolinguistic icons or emblems and set offrelatively rapid or intense changes. In anthropological discourse, the study of iconization

proves its worth in revisiting the past in connecting to modern time through semiotic process.Accordingly, forming and reshaping ones memories involves much more than a simple

retelling of ones own personal story, it involves the semiotic processes of highlighting and

an iconization of certain practices as modern, whereby an erasure occurs, denying the

existence of that which comes to be experienced as lost. Among the major points which the

author asserts are, to wit:

1. That through the conscious highlighting of particular patterns of behaviour,

ways of speech, and modes of understanding the world, these aspects of

experience come to be iconized as the modern.

2. That Ideological iconization is accompanied by an erasure of that which is not

iconized.

3. Those that are not seen as modern are erased; they are forgottenoftenwilfully.

4. That those that are written out of history or often reinterpreted as an

impediment to progress, primitive people and their antiquated ways.5. That there is a conscious selective forgetting, the purging of certain

unacceptable elements from the narrative historical record.6. That a transmission that always contains the possibility of betrayal, of an

arbitrary selection from the past.7. That which is written out of history, constructed as the vanquished past out of

which the future-oriented present has emerged, by the ideology of modernity

because it does not serve the needs of the dominant classes, comes to be

experienced as a loss, a loss that may be longed for, in a nostalgic desire forthat which is beyond reach.
http://ist-socrates.berkeley.edu/~ervintrp/pdf/dialect.shifting.pdfhttp://ist-socrates.berkeley.edu/~ervintrp/pdf/dialect.shifting.pdfhttp://ist-socrates.berkeley.edu/~ervintrp/pdf/dialect.shifting.pdfhttp://ist-socrates.berkeley.edu/~ervintrp/pdf/dialect.shifting.pdf


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8. That semiotic process of erasure and the psychoanalytic process of repression

both involve a reimagining of memories, memories that are not exclusively at

a personal level, but that are constrained and in some senses given by thedominant political narratives.(Woolard, 2008),

CONCEPTUALIZING IDIAS: THEORETICAL FRAMEWORK

\

Figure 1. Adoption of the Principle of Iconization from various academic fields

The literatures reviewed yielded variety of views on the concept of iconization as amethod of understanding and analysing reality. Its adoption to the IDIAS is relevant as it

captures the purpose of the project at hand. Perhaps customized adaptation on the variety ofapproaches and principle of iconization is dealt with great influence to the research. The

application of which is an agglomeration of various approaches and employing icons such asdisguised symbolism, codes, scales, emblems, color combination, images, personalities,

audio-image, material culture, text and any other form that represent a historical event,

personalities and places and in particular learning objectives.

The constructivist and connectivism theory of learning serves as the foundation ofIDIAS and an application. This is further strengthened by adopting the affordance theory

which states that the world is perceived not only in terms of object shapes and spatialrelationships but also in terms of object possibilities for action since perception drives

action; and has various implications for design, human-computer interaction, ergonomics,visualization, etcetera (Gibson, 1904-1979). Guinans (1997) Icon Language Teaching

System is replicated in this project except that its application is in teaching English language

and her ready-made icons are patented not built on learners constructive imagination.

Similarly, inspired by the study of Calloni et.al. (1997) Can icon-based programminglanguages be used to teach first year programming concepts to undergraduate students more

effectively than text-based languages? which was proven positive. Hence, the framework ofthe proposed IDIAS is to be customized to any course selected for application.

iconization

ComputerSciencePsychology

History

Anthropology

iconography

education

sociolinguistic


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General Salient Features of IDIAS: (technology, logistics, learning method, student,

faculty, administration).

Development of courseware in all subjects in Program Offering Theatre type Multi-Media classroom system to increase class size Production of Interactive Digital entertainment-like Course Modules (topics can be

3D presented)

Classroom environment adopts entertainment medium and eradicates boredom

Computer based Assessment/Evaluation System, possible use of touch screenMonitor

Theoretically back by Icon, Logo, sign, symbol to enhance learning retention Dual mode Learning system still retaining Face to Face but subjects are computer

based presentation and advocate team teaching Synchronization and customization of educational universal academic standard

Promote social harmony, awareness global issues that threaten human survival.

Teaching

Learning

IDIAS

interaction

icon

Evaluation

Figure 2. Adoption of the Principle of Iconization in the IDEAS

Subject to be

Taught, Teaching

Goal, Method,

Style , Technique,Tools and

Evaluation System

Learner

internalizes

learning

goals/skills,

Learning capacity

and preparedness

Evaluation/

Assessment

System:

Learning goal

Oriented

Environment

Conducive to learning

(Affordance theory)

Teaching-Learning

is culture bound and

Divine Driven World

view, and

Technology

enhanced

Teaching-Learning

is balanced centered

on Teaching,Learning and

Evaluation


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A prelude towards divine driven learning

Advocates less stressful learning

Facilitate Zooming in order to level-off the learners learning capacity

Reduce teaching load and cost saving for the University for not hiring more

teachers for courses that does not require Ph. D. or M.A. Degree

Eradicates banking system of education

Icons can be value free, objective capturing common human values and experience.

Teaching and Learning Features:

It is culture bound

It must be divine driven

Technology enhanced

Ensure Internalizing learning objectives

Balance centered but slightly tilted in favour of the learner to assure better academic

performance that would give relevance to real life. The interaction is inevitable in teaching- learning environment but the magnitude of

interaction depends much on the nature of the subject.

Learners shall build icon based on their construct as a class and perhaps make avideo presentation on particular events in history.

The classroom environment will conducive as it will be held in a theatre like

classroom

Assessment Feature:

Emphasis on internalizing learning goals rather than mark or grade oriented

particularly on the mandated general education courses (Math, Social Science,

Humanities, History, and Psychology). Online Quiz shall be allowed

Why Iconization of Learning

In this contemporary reality of globalization and fast developing digital information

technology, the learning process and environment is transforming. The e-icon is changingmany of our vocabulary. A single prefix that gives new meaning to established concept.

Similarly revolutionized how we perceive, understand and conduct our affairs. Severalscholars attested that the world is becoming digital faster than we expect. Digital divide is a

new social stratification category as the knowhow, access to digital technology and hardware,

and its utilization has yet to trickle down to many. David (2003, p. 272) succinctly describedthat, the advent of digital television has resulted in an explosion of cheap programmingthroughout the world, and lifestyle programming in particular. Moreover, the Internet will

definitely change the future which is largely a part of our present. As the cyberspace is cross

culturally diverse, the future direction seems towards digital education. Multifarious learning

style and methods is keeping attuned to the trend of time. As the knowledge based society is

transforming many nations, traditional conventional learning is becoming obsolete, as some

scholars have observed. Learning seems to be easy but expensive. The role of teachers will be

more innovative equip with wider creative understanding, exhibiting maximum tolerance,

less dogmatic, flexible and less ego-centric. The school is just an inch away compared inthose days where one has to walk kilometric distance afar. As digital technology connects

people everywhere, learners are static traveller as one can sojourn the globe in just a click ofa mouse. Exchange of ideas and experiences from the four corners of the world can happen in


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split seconds, as distance does no longer matter. The interactive chat rooms in the web readily

proves that interaction and learning takes place without regard to national boundaries and

identity, ethnicity, age, gender, political ideological leaning, religion, interests, social role and

position, and lastly an informal open interaction environment. The use of icons provided by

most websites was universally accepted symbols of interaction in putting across message and

emotion. Henceforth, icons facilitate learning easy, less stressful to recall, aestheticconsideration, prompt and concise in conveying ideas and feelings.

Designing a learning system to the most complicated creature in world is the most

challenging and mindboggling concern. Admittedly, there is no one stop learning method

akin to downloading software in the computer. However, there are no proven universalpedagogical standard that are efficient and effective learning method.

The Iconization of Learning is NOT a new invented concept but encapsulating existing

known theories of learning to be adapt with digital trends in the a generic wireless world. It isa recycled thought given a new label borrowed from computer electronic language and

software. Besides, computer is universal learning tool aid. The iconization of learning totraveller learner can draw parallelism to a driver who internalizes road and traffic sign.

Similarly, to pilot who memorizes signs and symbols to fly and land the aircraft; to a sailor

and ship captain who have a common understanding of symbolic commands and signs; goods

and services employ logo as part of the marketing strategy; and lastly a musician

guitarist/pianist who uses same chords or musical note. Most institution and social

organizations have logo that represents their respective institution.

Now a days, the amount of images, words, text, sounds that are encoded, stored and

compressed digitally that are available for any purpose and can be viewed and sendregardless of time and location through the net is gigantic and with utmost speed and

precision. Many were largely represented by an icon, which are either subjective or objectiveconstruct. As proven in the empirical studies of Gulz and Haake (2005) that user preference is

to the iconized visualization that represents a relation oriented and more subjective agent.The main research problem was to determine the significant relations between the users

choice ofvisual style in agents with respect to realism versus iconicity and users choice of

social style with respect to task orientation versus (task and) relation orientation (Gulz &

Haake, 2005, p 7).

In their findings, it implies that iconized agents being more easily conceived of as

subjective, socially rich characters than realistic agents .The main supporting idea of this

study to the proposed ideas are: an iconized character in contrast to a realistic one prompts

the user to develop the character; it allows user to stretch his imagination; and can beelaborated by the user, who may fill in and create from his or her own subjective experiences.

The uniqueness of the study to what is proposed on this project is treating separately visual

style and iconic images e.g. animation. Icon as advocated in this project is a combination of

images, text, animation, virtual reality, and historical established personality, places, events,artefacts that the learners may at liberty to construct.

Iconization of learning as conceptualized in this study can be build along learners

construct. It can be computer based and flexible in a way that it can zoom in and out to the

level off the learners common perception and understanding of concepts and re ality. It was

proposed to be all- embracing and will incorporate global issues and trends like climate

change, wars, water crisis, HIV, and other threats to human life and environment. A three

dimensional presentation can be alternative style to form part of the medium of instruction.


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In the context of Madrasah, iconization of learning could be an attempt towards

eradicating traditional banking system of education. It can enliven classroom environment

and transform it into a partly entertainment venue to arrest the classroom boredom. It can also

reduce teachers load and routine functions, and or perhaps eliminate the incidence of ego-

tripping teachers. Through Iconization learning can improved current of state instruction to

be more meaningful and relevant given the new pedagogical style.The concept of iconization of learning has many theoretical bases to support. Several

theories of learning that support the Icon aided learning and embrace some of its principles

are shown in Figure 2. It is already widely used and universally accepted as a form ofcommunication not only in the internet and mobile communication systems but also in all

fields. It can be either ephemeral or permanent and can be built spontaneously based onlearners preference, interests, shared experience, thoughts and emotions. It can easily create

common denominator to a learners diverse worldviews, values, beliefs and experiences.

Perhaps intellectual and emotional quotient can have less bearing on the learning process if it

aims simply to impart less complex thoughts or ideas. Icons can have longer memory

retention in human memory as explained in Dual Coding Theory. It also recognizes the

inevitable importance of image in cognitive operations compared to verbal information.Memory theory claims that no learning takes place without imprints in human memory. Icons

are processed to various levels of learning and understanding.

Figure 3: Theories and principles of learning that supports iconization of learning

The following theories of learning and principles of learning adopted and combined

together to accounts in the conceptualization of Iconization of Leaning, to wit: Adult

Learning, Algo-Heuristic Theory, Andragogy, Anchored Instruction, Constructivist andconnectivist Theory, Cognitive Load Theory, Conditions of Learning, Double Loop

Adult Learning,

Algo-Heuristic Theory

Andragogy

Anchored InstructionConstructivist theory

Cognitive Load Theory

Conditions of Learning

Double Loop Learning

Experiential Learning

Model Centered Instruction and Design

Layering Minimalism

Functional Context

Phenomenology

Script Theory

Subsumption TheorySymbols Systems

Structural learning theory

Motivation theory of learning,

Theories of Learning as basis of ICONIZATION OF LEARNING


13/24


Learning, Experiential Learning, Model-Centered Instruction and Design Layering,

Minimalism, Functional Context, Phenomenolography, Script theory, Subsumption Theory,

affordance theory, and Symbol Systems Structural Learning Theory. The Motivation theory

of learning similarly is essential to the concept discussed.

The Book of David Gilles (2003) entitled Media Psychology have studied extensivelyand proved that media has indeed have great psychological impact and influence on the

behaviour of audience that watch it. The book proves the causal relation between media

effected the behavioural changes in all age group and effectively transmit message andensures retention or recall. Thus further strengthen and validity of the Iconization of learning

as applied to curriculum and pedagogy, though the distinction between reality and

representation is much less clear than we often imagine (David, 2003, p. 282). An off quoted

expression in psychology is the 7-38-55 presentation rule where 7% of the communication isthe words that you are using, 38% of the communication is the tone of voice and 55% of the

communication is what you are doing visually, consisting mostly of facial expressions.In gist, the figure 3 presents how simply iconization of teaching-learning process takes

place as advocated in this project. The teacher provide the learners with direct coursereadings or lectures then allow independent learners to individually and collectively

internalize learning objective and conceptualizes or assign icons to particular subject of

study. The learners will be required to make report presentation employing said selected

multimedia icons and used the same for classroom interaction and evaluation.

Figure 4 : Teaching-Learning Iconization Process.

IDIAS: An Organizational Transformation Initiative

Situationer: Madrasah State of Instruction

The IDIAS as proposed is the digital technology based initiative for organizationaltransformation. Although other organizational transformation approaches would similarly

manifest, both explicit and implicit along the process. The locus and focus of IDIAS isenhancing classroom environment, and to promote and improve teachinglearning which is

Teacher

Course Content,Readings &Objective

Evaluation System

Suggested Icons

Course or Subject

Teaching &Learning Interaction

InternalizingLearning Objectives

Icons of AgreedTopic

Learner

Individual &Collectivepreferential icons

Learners' Constructed Icons


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the end goal of any mode of instruction. However, the assessment component of this initiative

is to suit the new advocated mode of teaching and learning.

In the quagmire of the unpredictable challenges brought about by this technological

development, the need to revisit the state of instruction in madrasah with particular focus in

teaching Islamic History. A need to review the state of instruction in order to validate the

need for adoption of the proposed IDIAS. It should be emphasized that Madaris in thePhillippines is not regulated nor accredited though policy initiative of integrating them toPhilippine educational system have been initiated as mandated in the Tripoli Agreement of

1976. But still largely Madaris in the country are community owned and regulated. Therefore,by implication not logistically subsidized by the government neither regulated nor accredited

though initial efforts have been initited. The state of instruction can be loosely described

based on personal objective observation. Some observations on the state of instruction

bulleted as follows:

Still face to face classroom Learning method, augmented by reading, reporting and

educational tour

Still maintain Learning by doing method through laboratory and field work.

An instruction is typified as Banking System of Education. Utilization of Digital Information technology is not widely use.

Gaps in knowledge creation due to highly dogmatic Organizational Culture

Some teacher are lax due to less emphasis on learning objective. Not many asatid faculty are multi-media literate.

Internalizing the course is minimal as relevance of the GES to the degree is not

realistic and boring.

Evaluation oriented teaching method not on internalizing the learning goals

Madrasah lacks innovative process in the delivery of learning

Most Classroom are equip with black board, eraser and chalk

Computer-Student Ratio is inadequate.

Young generation are computer enthusiast thus gaps exists between teaching method

and learning style of students.

Principles in Organizational Transformation Applied to IDIAS.

The proposed IDIAS is largely Information Technology based organizational

transformation initiative. Other organizational approach like Appreciative Inquiry and

Organizational culture serves to reinforce. The IDIAS as designed initially for History

courses and must be initiated in a bottom up approach in order to be officially appreciated

and adopted instructional innovation. However, the proponent has to take extraordinary steps

to personally carry-out the project in anticipation of inevitable resistance. However theassumption that the proposal as givens are steady supply of electricity, available hardware

and technical experts.

How IDIAS transform Teaching and Learning Delivery

There realities which needs to be considered in justifying the adoption of IDIAS.

First, there is a gap between teaching and learning. Second, the madrasah lacks innovative

process in the delivery of learning is recognized. Third, studies proved the causal relation

between media effected the behavioural changes in all age group and effectively transmit

message and ensures retention or recall (David, 2003, p. 282). Fourth, immersion to the past

is no longer impossible as the availability of Virtual Reality which is an immersive andinteractive simulation of either reality-based or imaginary images or scenes (Allison, 2007,


15/24


p.344). For example, massively Multi-Player Online Role Playing Games (MMORPGs),

Alternate Reality Game (ARG), the Transparent Telepresence Research Group (TTRG)

Head-Mounted Display (HMD) Cave Automatic Virtual Environment (CAVE) are Virtual

reality tools that allow students to question what is real and to explore a multiplicity of

different pasts in an immersive experience (Allison, 2007, p.344). Fifth, some of the teachers

role in constructivist perspective will change as it will lessen the subjectivity and personaltemperament of teachers and direct classroom control is minimal.

The IDIAS as proposed can be done in two ways first is maintaining the face-to-face

environment but a large class size and allow the learners to develop their imaginativeconstruct by assigning them individually or by group to make a digital report on chapter in

history. The learners will be asked to develop a 3D animation using simple software that they

are familiar with like MS Power point, and or movie maker tools using methodology of

iconization. This will form part of a collection on how learners will be able exploit their

digital know-how to be virtually immerse in the past. This can be done simultaneously while

team of expert will design a model courseware using virtual reality tools as suggested by

John Allison (2007). Another option is to facilitate a speedy production of the model by team

of expert sanctioned by the university. In this manner, the teaching-learning environment willchange like subjective and ego tripping style of teacher will be eventually eliminated. The

team teaching will replace monotonous routine life of teachers. The student labelling of terroror lenient, and or popular against unpopular teacher will be addressed. Hence, the learners

imaginative construct will be enhanced by adopting the transformation theory of Mezirow

(1991, cited in Anderson & Elloumi, 2004, p.18) combining constructivism and cognitivism

theory. It claimed that learning involves five interacting contexts: the frame of reference ormeaning perspective in which the learning is embedded, the conditions of communication,

the line of action (process) in which the learning occurs, the self-image of the learner, and thesituation encountered during the learning process. Accordingly, transformative learning

involves reflectively transforming the beliefs, attitudes, opinions, and emotional reactionsthat constitute our meaning schemes or transforming our meaning perspectives (Anderson &

Elloumi, 2004, p.18I). In application to the project at hand, the process of using a collectiveinterpretation and construe a new or revised iconized interpretation of the meaning of ones

experience in order to enhance memory recall and perhaps internalizes learning objectives for

future use. Issue on Interaction.

The interaction is important in teaching-learning component without it, learning will

take not take place. The need for minimal or optimum interaction depends largely on the

nature of the course like mandated general education courses are fix and a definite knowledge

that interaction can be designed as asynchronous or synchronous. The objective of said

courses is imbibing and internalizing learning values and facts. Hence, the issue of interaction

in the proposed IDIAS can be addressed.

Mental Change

The concern on mental change is necessary in any transformational initiative. The

digital technological challenges is inevitable either we change or we phase-out. The death ofwork will come if we do not be abreast with the current trend. The teachers should realize

that they are not indispensable even if they have assured of permanent tenure in theirvocation. The organizational transformation will definitely take place in order to be relevant

in the society and particularly at par with educational institution. First, change in the attitude

towards work must take place. Second, by keeping abreast with technology for the

advancement of the teaching-learning style means making oneself indispensable in theorganization. Third, the global terrain of teaching and learning is rapidly and irresistibly


16/24


changing, refusal to change means self-outcaste in the roster of educational institutions that is

the bedrock of innovation and change. Fourth, mental change means institutional change,

organizational changes takes place after people in the organization succumb to mental

change.

How IDIAS transform Assessment System

In the long run, teaching history could be image-based, three dimensional, and in

which text does not play a big role. This can be indicated as the trend for example in graduateprogram that some disciplines are pressured and sometimes heated discussion on the move

away from the traditional text-based dissertation (Allison, 2007, p. 348). The Gutenberg-e

Project at Columbia University is taking substantial steps toward a virtual reality history

dissertation with their multi-media (i.e., photographs, audio, and video) searchable

dissertation publication program (Allison, 2007, p. 348). Once the use of virtual reality tools

in teaching history becomes popular, eventually new assessment system follows. The

traditional assessment practice will be blended with the digital system or software. For

example, online assessment can be designed that will give relief to teachers routine checking

quizzes, essays, and exams. A shared peer assessment shall be put into account in cognizant

to the presentation performance as the learners will be able to make a similar virtual tool in

presenting the past. According to Alison (2007, p. 347), by critically appraising new ways of

presentation is not an easy task for history educators who have trained for their entire careerto think of presentations in one way. Accordingly, the teachers and students can then travel

to a variety of three-dimensional historical locales and presentations through virtual

simulations could also provoke sharp memories of past events in the context of oral history

(Allison, 2007, p. 347). By adopting this method, hence, marking learners performanceshould be collaborative or shared assessment thus minimize the unlimited discretion of

teacher in the assessment though claimed to objective but not transparent particularly in essaytest and term papers. Giving assessment to qualitative work like essay or written exam is

largely subjective to teachers discretion, and by peer collaborative marking of presentatio n,

output can be more transparent and objective. The criteria for marking can be designed to

capture the audience impact of the presentation and overall style of presentation.

How IDIAS Transform Teaching Profession

The teaching of history is very important as a means of communicating the past tofuture generations (Allison, 2007, p. 350). Once Alison (2007) works becomes dominant

teaching method, history teachers of the future will be using visual and graphical tools less in

textual presentation. In the near future online classroom will be realized as part of theproposal. The do-it-yourself teaching will form part of the teaching method. Though, the textwill remain important and inevitable in writing history but in teaching it is more on visual. As

categorically state by Anderson and Elloumi (2004, p.18) that the learner is the centre of the

learning, with the instructor playing an advising and facilitating role.

By this input, it can be gleaned in the future that teachers in history is no longer

monotonous routine and boring. Perhaps, teachers can be known not only in their ability to

write textual history but visually present history through virtual reality tools. The teaching

profession is becoming more challenging. To cling to the traditional mode of teaching

history, one will be left behind as thing of the past. The teaching of history requires not only

ability to textually convey history but digitally connect past to the present as if simulating

past in the present to guide us for future. Teaching history is no longer the ability to play


17/24


words and fluency in oral communication but the challenge of multimedia presentation of

simulating and presenting the past.

How IDIAS help the university cost-efficient reduction

The observation of Geraldine Lefoe (1998) on the continued reduction ofgovernment budget subsidy to Australian universities and for universities opting to applyuser-pays principle is also true in the Philippines decades ago. The cost-efficient reduction

strategy and out sourcing like increasing tuition fees are commonly observed, but not

venturing on Web-based instruction. The increase in enrolment population led to the demand

for larger class size in the midst of government budget cut. The government state universities

were mandated to institute innovative measures to respond to the cost of operation. The

proposal will help in cost-efficient reduction program as it will save in hiring new teachers,reduce teaching loads, and serve as income generating as users charge for multi-media

classroom will be adopted.

The proposed IDIAS is indeed an Organizational Transformation (OT) initiative that

proves backing from known OT Principles as discussed, and with strong theoretical

foundation. As an information technology based pedagogical change, several assumptions

shall be considered like energy supply, hardware availability, human resource technical

capability, stable internet connection and university management support are givens of the

proposed IDIAS. The requisite for the IDIAS to take-off is a mental change that should formpart of the implementation particularly in a setting where aged faculty find difficulty in

adapting to the new technological innovations. The history teachers should be abreast withthe digital know-how in order to be at par with the trend. The teaching-learning-assessment in

madrasah will be digitally transformed in the proposed IDIAS.

STRATEGY

The project at hand offers two major innovation initiatives that would transformtraditional teaching-learning environment. First is the IDIAS that advocates the optimal

utilization of digital technology in the classroom. Second is the use of icons as pedagogy inteaching-learning and assessment technique and perhaps a teaching theory. These agenda for

innovation are conceptually link to serve as a jumping ground towards online or distanceeducation to level off the Muslim educational institution academic standard at par with

internationally known universities. In simple terms, it serves as a transitory measure in

liberating the university from the burden of chalkboard era and face-to-face teaching-learning

style. It shall be acknowledged the IDIAS is a long process to be attained in the near future

but iconization of learning can take place in a given time and acceptability provided thatinformation dissemination and consultation with colleague be addressed.

In preparing Muslim educational institution in the 14th

Hijrah or 21st

century as it

visioned to become an institution of higher learning which provides diversified, dema nd-

driven and highly competitive degree programs. It strives to become the quality provider of

Islamic education must institutionally realize the need to change, contend with the pressing

current challenges, and act on the necessary organizational reform. Such innovation must

meet the requirements as suggested by Schuler and Jackson (1987) to be interdependence,long-term focus, risk taking, flexible and tolerance. And culturing and sustaining the same

must arrest and manage the obstacle to change and ensure structural and cultural supportsystem are in place. As Waddel et al. (2000, p. 164-5) succinctly describe that a meaningful

change comes only with provision of extra resources; reinforced by skills, competencies anddesired behaviour; and structural support system are instituted. Most state universities are


18/24


imprisoned by government laws and regulation must negotiate for more political autonomy

and meaningful academic freedom to address the observation of Schiffer (1980, p. 158) that

innovation requires addressing the political question of who makes and what decisions is

crucial in order for innovation to prosper. This condition warrants that the innovation should

be incremental and slow but sure, and the strategy for innovation must be structured to

subscribed to building of a safe environment for knowledge workers as advocated by Drucker(1994), building of trust and teams as advanced by Geist and Hoy (2004, p.2-4), and buildingcapacity for learning. Michael Mercers (2001) seven approaches to manage recalcitrant

employees would be helpful strategy in dealing with those who resist or challenge IDIAS.Accordingly, the purpose and objective of change must be understood by them. The

employees taking part in the decision making will strengthen in building teamwork that

psychologically put pressure in accomplishing the job done on target schedule. In providing

reasonable incentive pay and acknowledge individual success but termination would not be

dealt with humanitarian consideration. In gist, the overall strategy must be holistic in

transforming a professional learning organization.

However, confining to the project at hand, the Figure 4 shows the Matrix Model below

is suggested to form as an initial strategy for innovation.

Figure 5: Iconization of Matrix Innovation

The Obstacle to Innovation

The lack of budget or logistical requirements and necessary skills needed are common

obstacle to innovation. The Asatids madrasah faculty needs computer training though some

Asatid faculty will not likely surrender a portion of their comfort zone and traditional

pedagogy. The digital divide as realistically acknowledge is manifested in the management

level as the gap exists in the appreciation to the potential institutional benefits that can bederived in investing to upgraded computer hardware and software. In sum, the primary

impediments to the project are mental, technical, structural and logistical in nature.The iconization of learning as a teaching, learning and assessment method can be

strategically implemented within the existing reality. It is a matter of academic and

Realization of the Need to

change and Identifying the

obstacle to IDIAS

Secure extra resources thru

proper political

represetation and

Networked Organization

Create teams for Advocacy

Provide an avenue for skills

training to create a critical

mass for institutionalization

IDIAS thruIconization


19/24


intellectual appreciation of the concept. This can be done in a classroom level butincremental, gradual, and effective. A teachers initiative and commitment is only required.

However, the bulk of producing digitally designed instructional materials can only be done

by collaboration of experts.

In addressing the strategy for innovation, a bottom up approach is preferred considering

the nature of the project and skilful scanning of the organizational reality, and theproponents limited role in the university. The model below is suggested for implementation

of the project.

Figure 6: Model Strategy

Conclusion

The challenges of the 14th

Hijrah or 21st

century to muslim educational institutions

must be responded with utmost precision and careful understanding of the impact, both real

and anticipated. Think globally but act locally guided by the principle of sustainable future

must be part of the central theme for any Muslim educational reform.

The proposed IDIAS thru iconization of learning is not a new concept but rather an

enhanced and revitalized for general application in the teaching and learning environment.The problem statements of the study have been academically scrutinized to elicit its

potentials as a pedagogical innovation. The review of literatures has yielded more than what

is expected by the proponent. The theoretical foundation to support its academic validity as ateaching-learning theory and as an organizational transformation initiative is well founded.

Some literatures have proved the application of iconization of learning noting only somediscrepancies with what is proposed to be a teaching-learning technique in maintaining the

traditional face-to-face classroom pedagogy but with great potential contribution towardsmultimedia instruction system. As the race to online digital education is becoming steep, the

Muslim educational institution must not sleep with its predicament in not joining the

competition.

The proponent had stumbled on a more pressing concern on how to deal withevaluating the state of instruction in the absence of accepted models, methods and criteria of


20/24


assessment. The constraints of time, logistics and delimitation of the study does not warrant

on delving deeply of such concern though, its importance is paramount to the project.

The findings somehow elicit more information vital to the success of the project like

the expected obstacles and the strategy to be employed in the actual implementation of the

project. Hence, the project at hand is doable.

Recommendation

1. An assessment of the state of instruction of Madrasah must be conducted as prelude to

the Phases of the project.

2. A series of Focus Group Discussion shall be likewise conducted parallel to theassessment of state of Instruction.

3. Pool of Muslim educational expert must be encourage to explore further thepotentials of Iconization of Teaching-Learning and Assessment to promote and earn

more its academic and intellectual validity.4. The stature of Malaysia it holds in the muslim ummah in the world, should scrutinize

and promote the same in order gain its prominence as a teaching-learning pedagogyand exploit the digital use for the benefits of the graduates of Madrasah to become

relevant in todays generation of Knowledge society.

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