Sunday, January 1, 2012

Web-based Cognitive Writing Instruction (WeCWI)

Dr Mah Boon Yih has completed his doctoral study in e-learning in 2015 at Centre for Instructional Technology and Multimedia, USM, Penang, Malaysia. As the outcome of his doctoral thesis, he has become the founder of Web-based Cognitive Writing Instruction or WeCWI ( an award-winning hybrid e-framework for instructional design and language development. WeCWI was officially launched in The Digital Education Show Asia 2014 on 27 May 2014. It was copyrighted by MyIPO after being approved by RIBU, UiTM, in early 2014.

Later, WeCWI was published by WASET twice in International Journal of Social, Behavioural, Educational, Economic, Business and Industrial Engineering after being addressed in ICELD 2014 and ICLLT 2015 keynotes. In 2014, a workshop entitled WeCWI Training Series: Instructional Design (macro) was conducted at UiTM Penang Branch, Permatang Pauh Campus. Furthermore, it was featured in #DoMoreLah4Malaysia campaign organised by MDeC.

On 4 December 2014, WeCWI received the PIID 2014 Silver Award: an innovative idea recognition in ICT. In the following year, WeCWI was awarded a Silver Award in iidex 2015 as an innovative product in arts and applied arts category on 29 April 2015. Once again, on 6 December 2015, a WeCWI’s consultancy project namely WeCWI Integrated Solutions was honoured a Gold Award in PECIPTA 2015 (open category) in education and human development cluster at KLCC, Kuala Lumpur, Malaysia. At present, WeCWI is further extended in research studies and committed towards commercialisation through consultancy, IP licensing, and joint ventures.

Web-based Cognitive Writing Instruction (WeCWI) is a hybrid e-framework for the development of a web-based instruction (WBI), which contributes towards instructional design and language development. WeCWI divides its contribution in instructional design into macro and micro perspectives. In macro perspective, being a 21st century educator by disseminating knowledge and sharing ideas with the in-class and global learners is initiated. By leveraging the virtue of technology, WeCWI aims to transform an educator into an aggregator, curator, publisher, social networker and ultimately, a web-based instructor. Since the most notable contribution of integrating technology is being a tool of teaching as well as a stimulus for learning, WeCWI focuses on the use of contemporary web tools based on the multiple roles played by the 21st century educator.

The micro perspective in instructional design draws attention to the pedagogical approaches focussing on three main aspects: reading, discussion, and writing. With the effective use of pedagogical approaches through free reading and enterprises, technology adds new dimensions and expands the boundaries of learning capacity. Lastly, WeCWI also imparts the fundamental theories and models for web-based instructors’ awareness such as interactionist theory, cognitive information processing (CIP) theory, computer-mediated communication (CMC), e-learning interactional-based model, inquiry models, sensory mind model, and leaning styles model.

Web-based Cognitive Writing Instruction (WeCWI)’s contribution towards language development can be divided into linguistic and non-linguistic perspectives. In linguistic perspective, WeCWI focuses on the literacy and language discoveries, while the cognitive and psychological discoveries are the hubs in non-linguistic perspective. In linguistic perspective, WeCWI draws attention to free reading and enterprises, which are supported by the language acquisition theories. Besides, the adoption of process genre approach as a hybrid guided writing approach fosters literacy development. Literacy and language developments are interconnected in the communication process; hence, WeCWI encourages meaningful discussion based on the interactionist theory that involves input, negotiation, output, and interactional feedback.

Rooted in the e-learning interaction-based model, WeCWI promotes online discussion via synchronous and asynchronous communications, which allows interactions happened among the learners, instructor, and digital content. In non-linguistic perspective, WeCWI highlights on the contribution of reading, discussion, and writing towards cognitive development. Based on the inquiry models, learners’ critical thinking is fostered during information exploration process through interaction and questioning. Lastly, to lower writing anxiety, WeCWI develops the instructional tool with supportive features to facilitate the writing process. To bring a positive user experience to the learner, WeCWI aims to create the instructional tool with different interface designs based on two different types of perceptual learning style.

As quoted from Prensky's words, "...the very best thing we can do is more sharing", WeCWI encourages more knowledge sharing through Facebook, LinkedIn, Twitter, Google+, Pinterest, Blogger, and Instagram as follows:

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