Konvensyen Teknologi Pendidikan Ke-19

USING TECHNOLOGY TO DELIVER HIDDEN CURRICULA: REFLECTIONS

FROM ACTION-RESEARCHERS ON NURTURING LEARNER READINESS
Umi Kalsum Mohd Salleh & *Firuz H.Hussin
Jabatan Kurikulum & Teknologi Pengajaran
University of Malaya, 50603 Kuala Lumpur
umi_salleh@um.edu.my & bonnroz@yahoo.com

ABSTRACT
As an instructor, sometimes it is beneficial to withhold certain information from the learner. This is
because the learner may not have the prerequisite prior knowledge schema (Piaget, 1957) to
understand the necessitating rationale for the input. In other words, when a learner neither knows
what he does not know, nor why he needs to know it, the learner may not readily be open to learning
it. This lack of Learner Readiness (Bruner, 1966) poses inevitable challenges to the instructor. In
such situations, instructors may find it more efficient to initially purposefully conceal certain
instructional intent in order to manipulate the learner’s learning process. The instructor could
intentionally incorporate Hidden Curricula (Snyder, 1970) into their instruction. This separate set of
less obvious or inferred tasks, with intrinsic relationship to the formal curriculum, could be used as
“covert-tools” to nurture Learner Readiness. The nature of these tools are rooted in the instructor’s
assumptions and values, the learner’s expectations, and the social context in which both instructor
and learner are in. Thus, the instructional input automatically and inadvertently becomes customized
according to its unique context and stakeholder profiling, allowing for more efficient “Personalized
Learning” (Miliband, 2004). Given the wide diversity of cultures, religion, ethnicity and Socio-
Economic Status (SES) in Malaysia, the task of “hiding-the-hidden-curricula” becomes both tedious
and daunting. This paper presents examples of strategies and outcomes by a group of Action-
Researchers in their various individual efforts. The method of instructional delivery experimented with
includes avant garde application of contemporary Information Communication Technology (ICT) tools,
such as Short Messaging Service (SMS), Free Online Groups (FrOGs), and Free Internet-based
Email Services (FrIES).

BACKGROUND
One of the main challenges in formal education is the necessity to fulfil curriculum goals. Unlike
frameworks of informal education, such as lifelong learning, on-job learning, or professional training
programs, formal education is often bounded by a stringent “curriculum” that is predetermined and
governed by an authoritative statutory body. This defined set of courses, as illustrated in Figure 1, is
usually planned based on a global or macro level analysis of context and content needs, and its
delivery is often designed based on overall or average learner and instructor needs. The main reason
for authoritative indoctrination of curricula is the need for social standardization. Civilized societies
thrive on the utopian idea of equality. In order to ensure equal opportunity and homogenous mass
education, curricula often is pre-determined by a central body. In Malaysia, this mandate is given to
the Curriculum Development Centre (CDC) under the purview of The Ministry of Education (MoE).
These statutory bodies govern and monitor the design and implementation of all national curricula at
the various levels of formal education in the country. For privately funded education, the MoE has a
separate body, the Department of Private Education (DPE), or Jabatan Pendidikan Swasta (JPS). In
this category, those schools which run foreign based curricula are monitored and streamlined to also
comply with local needs. However, at tertiary level education, the Ministry of Higher Education
(MoHE) allows slightly more autonomy to Institutions of Higher Education (IHE), or Institute
Pendidikan Tinggi (IPT). At this level, individual IPT’s design, deliver, govern and monitor their various
autonomous curricula according to the stipulated guidelines and minimum standards as set by the
MoHE. The content and context needs of these curricula are generally formulated based on local, or
“contextual”, industry human resource needs, then, are vetted and approved by the MoHE.

Unfortunately, while the intent and effort by the various statutory bodies to streamline and enforce
quality controls are noble, the actual outcome often falls short of perfect. This is because, in reality,
the body of learners being addressed is far from homogenous. The level of content designated for
each curriculum level is usually designed for average learner ability, with average context facilities,
and expected to be delivered by typical instructional methods. But not everyone is “average”. And
“average”, in itself, is a very relative term. More often than not, many learners lack the prior
knowledge Schema (Piaget, 1957) needed. They do not have the necessary level of background
knowledge in order for them to comprehend instruction for new knowledge in that field

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Context needs
• classroom size Instructor Instructor needs
• building facilities • personality/character
• equipment available • natural Learning Style
• geographic limitations Curriculum • existing prior knowledge
Example: Statutory body
governing delivery
+
Statutory body governing • set of courses Instructional delivery based on
Needs Analysis Research • syllabus average/typical learner/instructor
• lesson plan
Content needs Learner Learner needs
• assessment criteria
• type of subject matter • personality/character
• division/grouping of topics • natural Learning Style
• necessary prior knowledge • existing prior knowledge

Figure 1: Design of Curriculum and Instructional Delivery

This greatly induces an unnecessary handicap on learners, making them less “Learner Ready”
(Bruner, 1966). This lack of Learner Readiness is apparent at all ends of the intellectual spectrum, the
weak, the gifted, and all shades in between. This is because Learner Readiness can also be a blanket
label that describes other dispositions of learners in their process of learning. Examples include
learner-to-instructor personality incompatibilities, learner aptitude-to-content mismatch, learner
learning style-to-context inconsistencies, and many more. In short, while curricula in formal education
can ensure a standardized and measurable level of competencies “expected” of a generation of
learners, it cannot guarantee actual “learning” per se. Thus, holistic education must include many
other instructional design constructs to balance the equation and promote more efficient
“Personalized Learning” (Miliband, 2004). Something must be done to ensure that all learners will
learn.

RESEARCH AIM
This paper showcases a series of live ongoing instructional experiments involving both undergraduate
and Masters level students in the University of Malaya. The objective of this project is to explore
alternative models of learning that enable instructors to counter the lack of Learner Readiness
amongst their students. By increasing the opportunities for Personalized Learning, it is hoped that
instructors are able to produce more effective learning outcome amongst their students. Despite being
bound by rigid curricula, various creative strategies are explored. Unconventional instructional
innovations are tested, monitored and improved upon as an ongoing effort. This immersion-based
Action Research is part of a larger post graduate research effort, under the Graduate Research in
Instructional Technology Systems (GRITS) at the University of Malaya (UM). GRITS research and
development is managed through “SMARTedu@UM”, an interactive centre for industry collaboration
under the Department of Curriculum and Instructional Technology, the Faculty of Education. Led by a
team of dedicated professionals and academics, this research hub actively contributes research
studies for curriculum development and runs alternative-instruction workshops in effort to promote and
educate the public in new learning paradigms. The findings of this paper are currently being used to
evaluate and redesign the existing curriculum for the course modules in which the said experiments
are conducted on. It is hoped that the framework established may instigate further application in other
courses, within and outside of the university.

THEORETICAL FRAMEWORK
The situated live-experiments presented in this paper involve the use of Free Online Groups, also
known as FrOGs (Hussin & Umi, 2006). In addition to FrOG communication, other Information
Communication Technology (ICT) tools such as Short Messaging Service (SMS) and Free Internet-
based Email Services (FrIES) were also used in this “blended-approach” experiment. Such
communication requires the Acquisition of Skills and Knowledge for Humanistic e-Learning Protocols,
or ASK4HeLP (Hussin, 2006). ASK4HeLP is a proposed model of learning which assists learners to
immerse in Technology Based Learning Environments, or TeBLE (Phillips, 2002), to maximize its
affordances. ASK4HeLP was used in this experiment to complement the communication gaps which
cannot be addressed by classroom-based face-to-face interaction, especially in the typical Malaysian
scenario.

An earlier study by Dahlan & Hussin (2005) revealed typical Malaysian interpersonal barriers that
affect learning output efficiency:

• Conflict of personalities due to the many differing types of intelligences

• Differences in learning aptitudes due to differing types of natural talents
• Generation gap due to age and hierarchy differences between the younger and older staff
• Sensitivities in race, religion and culture due to multicultural learning community
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Another earlier study by Hussin & Umi (2006) showcased the advantages of using FrOGs in Coaching
Metacognition (Hussin & R.Hussain, 2006). In that experiment, instructors consciously manipulated
their online communication to contain Hidden Curricula (Snyder, 1970) in order to provoke, insight,
and catalyze deep thinking amongst their learners. By using FrOGs to deliver Metacognitive
Coaching, they were able to bypass typical interpersonal barriers and produce superior outcome, as
summarized in Table 1. Metacognitive Coaching (Hussin, Felder & Brent, 2005) is a method of
teaching in which the main goal is to produce self-sustaining metacognitive learning. Metacognition
(Flavell, 1976) is the ability to examine one's own thinking processes and strategies and to
consciously reflect and act on the resulting metacognitive knowledge to modify those processes and
strategies. Coaching, or more specifically, Systemic Coaching (Wikipedia, 2006) is an intense type of
teaching that nurtures holistic output while focusing on improving the effectiveness and survivability of
the learning group. This begins with dissolving barriers between instructor and learner, and also
between different learners within a group, to enable resourceful communication on all aspects of the
learning system. In order to coach metacognition, the instructor must master all levels of Emotional
Intelligence, or EI (Goleman, 1995). The first level, Self Awareness (SA), followed by Self
Management (SM) and Self Direction (SD) helps the instructor to think about his own thinking, think
how to improve it, and then work towards improving it. After which, he would use higher levels of EI,
Awareness of Others (AO) and Management of Others (MO), to be sensitive to his learner’s learning
process, and actively facilitate it. It is not crucial, however, for the instructor to have more “content-
knowledge” than the learner. The quantity of content-specific knowledge attainment does not ensure
metacognitive learning. Instead, it is the depth and breadth of cognitive processing that does so.
Thus, in this experiment, Metacognitive Coaching was found to be the most suitable strategy to
deliver the “instructional-treatment” via Hidden Curricula, as it does not depend on, and neither is it
affected by, the designated course-curriculum content.

Table 1: Increased Learner Outcome using Metacognitive Coaching

Learner’s • more positive view of academic experience
perception • higher level aptitude confidence for advanced study
• long-term self-sustaining motivation
• improved work-related & personal achievement
• triggering deep retrospection / metacognition
External • Industrial recruiters valued team project work
perception • superior educational experience for instructor
• problem-solving & study skills transferred to other courses
• unique and long-lasting bond between instructor and students
• accelerated career advancement
• zero / minimal cost and infrastructure
• employers/supervisors/peers perceive learner’s performance higher than actual
• deep-rooted 2-way beneficial long-term learner-instructor bond
Learner’s • higher creativity, critical skills, & retention
performance • improved grade scores, performance & attitudes
• high percentage graduate school
• improved intellectual level of course-related discussion
• learners are empowered to excel
• high intensity multi-tasking
• surfacing latent multiple intelligences
• overcoming learning disability barriers
• Bridging differing intelligences and learning aptitudes
Social • students count on each other instead of to lecturer
performance • work independently
• better peer interactions
• greater sense of community
• improved teamwork skills & cooperative learning attitude
• quality student-faculty interactions
• solicit active / collaborative / cooperative learning
• crossing cultural & demographic inhibitors
• proactive effort to take on leadership role
• intensive & productive learner-instructor relationship

THE EXPERIMENT
The key “instructional-treatment” in the experiment was to improve Learner Readiness. Much of this
pivoted on the learner’s prior knowledge of “generic skills”. As identified in a survey by University
Technology of Malaysia (2004), there are seven attributes critical for current employability: [1]
communication skills, [2] team working, [3] problem solving, [4] adaptability, [5] lifelong learning, [6]
self-esteem, [7] ethics and integrity. Unfortunately, although these skills form the basis of lifelong
learning on-the-job, they are predominantly not listed as key content in any formal curriculum typically
found in Malaysian undergraduate education. The tactic used in this experiment was to embed within
the existing curriculum, an extensive and intensive dose of metacognitive coaching. The Hidden
Curriculum to be embedded was the aim to increase these seven identified skills.
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The sample groups were as follows:

1. Undergraduate students (age 22-
24 years)
2. Masters students (working adults
in their 20’s – 50’s)
3. Instructors/facilitators (participant-
observer)
42 pax Bachelor of Education (Major in Early Childhood or Religious Education;
plus Minor in Technology)
18 pax Masters of Instructional Technology program (undertaking Psychology &
+20 pax Information Technology subject modules)
4 pax Lecturers & co-researchers involved in experiment were also
documented as “learners” in this Action Research

A parallel site in a different university was also established as a control-group for purposes of
comparison and peer-debriefing:
4. Undergraduate students (age 250 pax Bachelor of Arts (Major in Social Sciences; undertaking Business Ethics
20-22 years) module)

METHODOLOGY
Typical instructional methods to implement the predetermined “Main Curriculum” were maintained, as
shown in Table 2. In addition to these traditional well-established norms, new ASK4HeLP-mode
instructions, as shown in Table 3, were introduced to the experimental cohorts, beginning from the
first day of the new semester. A summary of the instructional cycle implemented is illustrated in Figure
2. The “generic skills” Hidden Curriculum content delivery was incorporated into these alternative-
mode instructions.

Table 2: Conventional-mode Instructions used to deliver “Main Curriculum”

Proforma Hardcopy A4 format handout containing overall course objectives, topics, schedule, assessment
criteria, contact information etc.
Task Sheets Hardcopy A4 format handout outlining specific task assignment requirements, outcome expected,
due dates, assessment criteria, etc.
Lecture Notes Softcopy Powerpoint format lecture presentation notes summarizing key topics, illustrating
examples, explaining concepts, etc.
Verbal delivery Face-to-face lecture & tutorial discussions during designated class contact hours in specified
classroom venue.
Final Exam Regimented summative assessment at end of semester
Project Tasks Several structured problem-based formative assessments during semester

Table 3: Alternative-mode Instructions used to deliver “generic skills” Hidden Curriculum

FrOG databank Dedicated Yahoo Groups portal containing all course materials in softcopy; Accessible 24hrs/day;
Content of whole semester available from 1st day class
FrOG database Personal profiles, photos & contact info of all class members, including lecturer & facilitators; Open-
access (barrier-less) communication allowable between all group members regardless
student/lecturer status
FrOG messages Used for instructional delivery, information dissemination, public blog bulletin board, online
discussion board; Automatic message delivery to all group members; Open (public) display of
dialogues between group members; Retrievable systematic documentation/archives of all
dialogues (for reflection, revision, referencing, & collaboration)
Handphone SMS Backup communication mode for instant access; Used when FrOG internet access is limited/slow,
or to inform/remind group members to retrieve/check new uploads on FrOG-databank
Radical Strategies Alternative or unconventional instruction with embedded Hidden Curricula; example methodologies
- Crisis Management, Just-in-time, Shock-Tactics, Veto/Forced Anchored Instruction, etc.
Provocative FrOG based Analysis & response messaging-system by instructor & facilitators; Provoke/challenge learners via
instruction online discussion; Regular frequency; Informal but detailed instructions, with specific relevant
examples

Data analysis was carried out using “document analysis” and “peer-debriefing” methodologies. FrOG
messages were collated, organized and analysed using a systematic rubric to identify key indicators
of successful learning outcome. A sample of the Transaction Transcript Documentation (TTD) is
shown in Table 4. To ensure valid triangulation, frequent discussions, random interviews and cross-
data analysis were carried out by the team of collaborating researchers.

FINDINGS
There were several resultant learning outcomes from the Hidden Curricula “treatment” in this
experiment. The following is a summary description:

Labelling. Internal labelling causes learners to produce statements such as, “I’m a person who’s
always blur”. This is a result of unwanted “default learning”, or resignation. Often, such negative
attitudes are hidden and undetectable to instructors in conventional classroom settings. This is
especially so in typical reserved Malaysian classrooms. However, with the aid of FrOG-messaging,
the culture of blogging can be nurtured amongst learners. This provides the opportunity for instructors
to peek into hidden negativity harboured by learners, and the platform to instigate corrective
measures, such as, “Don’t worry… it’s natural for different people to have different background
knowledge. But once you realise your starting point, you can then move forward & learn…”

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Reads & responds to instructional messages (both main & Hidden Curricula)

Active Learning from both main & Hidden Curricula

Posts instructional message
Collaborative Tool (both main & Hidden Curricula)
Example:

functions / affordances of TeBLE

read/analyze input blog
• Messages bulletin board blog messages messages
• Upload student’s output files
• Central information source

Interpersonal
FrOGs Uploads instructional input

Barriers
+
Free (both main & Hidden Curricula)
Online Instructor Learners
Groups Limited effectiveness of
24hr access Data Bank face-to-face instruction
Example: retrieve provide
• Storage courseware softcopy files contact info contact info
• Database class list & contact info
• Display student profiles &photos Retrieve instructional input (both main & Hidden Curricula)

Figure 2: Hidden Curriculum Praxis using Free Online Groups (FrOG-HiCuPs)

Table 4: Sample Transaction Transcript Documentation (TTD) for FrOG messages

ICT tool: 2006PPEA4102@yahoogroups.com Record no: XX
Learner: cici_062000@yahoo.com
Transaction: Mon Jul 17, 2006 3:38 am
Dialog: arrrggghhhh... peningnya kepala memikirkan assignment paper ni. baru fist class dah sakit kepala.hee...
tapi takpe orang kata tak kenal maka tak cinta. aku kene cuba dan buat yang terbaik. Rasa seronok plak
tengok hasil kerja yg diorang dah siap. hasilnya sungguh menakjubkan dan aku boleh blajar banyak benda
dari projek nie... try the best....

Rubrics of protocols: Example indicators: Analysis Notes:

Learner Guilt/shame/remorse tapi takpe Triggered emotional
negative Pain/suffering/sacrifice arrrggghhh response showcases
emotion Distress/anger/confusion/fear peningnya kepalaku emergence of Learner EI
Learner Ownership/pride/honour tak kenal maka tak cinta. (Self Awareness)
positive Hope/positive view rasa seronok plak
emotion Confidence/self-affirmation try the best....
Learner’s Attention/motivation/curiosity aku boleh blajar banyak benda Hidden Curricula Outcome:
learning Awe/respect/desire to learn from dari projek nie... increased Learner
process instructor Readiness
Justification/analysis/reflection memikirkan
Awareness/honesty/realization aku kene cuba dan buat
Instructor’s Use shock/surprise/ alien culture baru fist class Indicators showcasing the
instructional Threat/risk/pride/stakes assignment paper ni various types of Alternative
strategy Extreme/force/broken boundary sakit kepala Instructions & effectiveness
Tempt/lure/provoke yang diorang dah siap in delivering Hidden
Encourage/praise/pamper orang kata Curricula
Spoon feed/clarify/spell out tengok hasil kerja
Punishment/reprimand/torture Mon 3:38 am
Comparison/rivalry/benchmarking hasilnya sungguh menakjubkan

Challenges. The lack of prior knowledge often turns learners off. Nobody likes to feel inadequate. But
the power of personal ego can also work in reverse. When faced with challenge, most learners will
jump to counter the “attack” on their reputation. This can range from indirect challenges as a result of
benchmarking against classmates, to targeted challenges posed by the instructor to specific learners.
A message posted by the instructor on the class-FrOG stating, “I challenge you to analyse and
contribute to the discussion”, is able to provoke learner anger, indignation, or at least, curiosity to
respond. In other words, Learner Readiness can be artificially jump-started through provocative
challenge.

Pain or Anger. Overly-high expectations set by the instructor, as well as extremely taxing exertion
required for the task, both produce angst in the learners. However, these primitive emotions stimulate
high levels of adrenaline, enabling learners to perform at much higher capacities and speed. When
coupled with positive reinforcement in the form of praise, encouragement or endorsement from the
instructor, learners tend to ignore their suffering and rise above it to excel even more. In this line,
FrOG-messaging proves to be an excellent vehicle for such potent dialogue, for example, “I have
never felt so tired in my life, but I know I must complete this task,” and the response, “You can do it, I
know you can. I have faith in you.”

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Trust & Security. As advocated by Atherson (2000), the more secure learners feel, the greater they
take risk, thus, the more inclined towards learning they will be. One of the most essential Hidden
Curricula to be delivered by an instructor, regardless whether intentional or not, is the establishment
of the instructor’s authoritative role. The learner must recognize the instructor’s potential contribution
towards the impending process of learning. The learner must trust that the instructor is able, capable
and willing to instruct, and that the learner’s opportunity for learning is secure. Once this trust is
secured, the desire to learn would be internalized and not require further instructor provocation, for
example, “Even though I am so tired and brain-dead now, but I will cherish my new experience and
discipline forever. Thank you for introducing me to this new learning culture. I salute you (instructor)
for successfully making my brain tired. I hope the input I have gained will help me in my future. Thank
you. I am proud to be one out of the many students you have. Good luck for me and for you to!”

Accidental Curricula. There were many instances where additional unrelated but useful knowledge
outside of main curriculum was gained in the process of metacognitive pursuit or during online
discussion. This included general knowledge, living skills, personality building skills, and other generic
skills. Some examples were: “How to register for the class online/obtain matriculation card” and “How
to edit pictures using freeware/unknown commands”

Awareness of Reality. Standardized curricula often employ hypothetical situations as examples to

ensure uniformity. This however, negates accurate illustration of localized context needs. In this
experiment, the introduction of industry-driven Outcome Based Education (OBE) induced learner
awareness and initiated autonomous discovery of contemporary employer expectations. This Hidden
Curricula effectively increased the end-result value of the learner’s learning outcome, for example, “I
attended a CV workshop last week and found out that our last task assignment prepares us with
exactly the skills bosses are looking for!”

Enjoying Learning. The last thing typical Malaysian learners expect in a class, is to totally enjoy the
burden of class work. However, it was ironic that many (if not all) of the students in this experiment
found themselves enjoying their learning experience despite the arduous load that resulted from the
implementation of both the Main and Hidden Curricula. “I liken your class to a roller coaster ride -
thrilling, exciting but a little scary. You are a wonderful teacher who is able to inspire us minions to
dream bigger dreams. We are like the proverbial "frog under the coconut shell". Before this we can
only see the blue sky through that little hole in the shell and think that "Hey, the sky is blue". But after
removing the coconut shell, you've let us see that the sky is indeed blue, but it can be grey, cloudy
etc. Thanks a zillion for inspiring us to reach out for the sky!” In short, not only did the Hidden
Curricula increase Learner Readiness, but it also increased Learner Willingness, Happiness, and
Appreciation.

CONCLUSION
In summary, this experiment was able to produce effective and productive learning through the
additional input of Hidden Curricula, simultaneous with the conventional delivery of a predetermined
Main Curricula. The findings showed that Free Online Groups, or FrOGs, are an excellent vehicle for
delivery of such covert intent, as it is able to penetrate all interpersonal barriers of face-to-face
instructional contact in the Malaysian context. It also revealed that even “difficult” generic skills, such
as diligence, perseverance and self-motivation can be inculcated via this mode. The researchers
involved in this project are currently still pursuing further experimentation, both longitudinal studies on
the same cohorts, as well as parallel studies on varied cohorts. It is hoped that these endeavours will
surface further beneficial findings, as well as inspire other similar research efforts elsewhere.

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