International Conference on Student and Disabled Student Development 2019

Abstract ID: ICOSD-2019-XX

Leading Higher Institutional Transformation: Empowering

Community Educational Engagement (CEE) through Internet of
Things (IoT)
N.H. Shabdina, A. Abu*a, R.S. Mohamada, A. Selamatb, M.S. Abdullaha, N.H.M. Sulaimana,
N.F.M. Hashima, M.F.M Alwia, N.A.M. Ezaneea, M.K. Shabdina

a: Kolej Siswa Jaya, Universiti Teknologi Malaysia (UTM KL), Jalan Rejang 4, Taman
Setapak Jaya, 54100 Kuala Lumpur
b: Malaysia-Japan International Institute of Technology (MJIIT), Universiti Teknologi
Malaysia (UTM KL), Jalan Sultan Yahya Petra, 54100 Kuala Lumpur

*Corresponding Author Email: aminudin.kl@utm.my

Abstract

A new phase in the Industrial Revolution (IR) 4.0 that focuses heavily on
interconnectivity, automation, machine learning, and real-time data will eventually conquer
the whole supply chain management. It is not just about investing in new technology and tools
to improve institutional system but also focus must be given in revolutionizing the way
institutional-community operates and grows. This paper aims to share on the exploratorium
module initiated in the Community Educational Engagement (CEE) program which
coordinated in the Malaysia-Japan International Institute of Technology (MJIIT), Universiti
Teknologi Malaysia (UTM). The objectives of initiating this program are to accelerate
knowledge society which implies the need for a full understanding of distribution of
knowledge, access to information and the capability to transfer information into a knowledge.
Success in empowering institutional-community is believed to eventually open a right path in
tackling IR 4.0 challenges.

Keywords: Community Educational Engagement (CEE), Institutional Transformation,

Internet of Things (IoT), Industrial Revolution (IR) 4.0

1 Introduction

The Ministry, in line with the Malaysia Education Blueprint 2015-2025, have carried
out initiatives and programs to ensure that higher institution produce future-proof talents who
would meet the industry’s demands. This includes a fluid and organic curriculum introduced
by the Ministry as a step in ensuring our students will be able to access knowledge wherever
they are and whenever they want, without being too confined to classroom environment like
before. Malaysia education system has definitely evolved and transformed in accordance to
the current market’s demands. However, at certain level, there is a tension between
technology and society as a whole. It is tempting to follow the trend of increasing ‘e’ such as
e-library, e-learning, e-health care, e-participation, e-civil society, etc. But will converting
every organization into an e-organization resulting in the transition of a society to a

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Knowledge Society (k-society)? Yet we see many have this assumption that accumulation of
‘e’ would represent ‘k’, which points this transformation towards the wrong direction.
Knowledge society suggests the possibility of institutions and organizations that
enable people and information to develop without limits, and that open opportunities for all
kinds of knowledge to be mass-produced and mass-utilized throughout the society
(Administration and Management, 2005). The intrinsic tension between the use of knowledge
as a commodity for capital gain and as a public good for the development of society can result
in increased social inequalities and divisions both within society and between societies – in
particular between societies from the developed and developing worlds (Hooker, 2010).
It is to recognize that in parallel with the dominance of knowledge production as a
critical commodity in the global sphere of competition and production, the centrality of
learning has emerged as a core component of modern development. What will matter most in
the new knowledge-based societies and economies is “learning how to learn” where learning,
knowledge production through problem solving, on-going skills acquisition and development
of distributed leadership skills and capacity will be seen as part of a total life experience of
the new “knowledge workers” and “knowledge citizens” (Kozma, 2005). It is a concept of
learning that expands beyond the boundaries of the education industry as we know it to
compress a concept of lifelong learning for professional preparedness, development and
research. Therefore, it is crucial for higher institutional to lead this transformation in a right
direction.

2 Motivation

As we discussed previously on importance to accelerate knowledge society in a right

direction, higher institutional was considered to still lacking in building leadership capacity
through exploration for Internet of Things (IoT). Communities especially high school and
parents does not expose to availability of high technology instrumentation possess by
universities. Most children and parents might still have common dream jobs which nowadays
may not be relevant anymore in new market of IR 4.0.
This missing link is what MJIIT was striving to achieved with communities in order to
truly bridge knowledge and experience learning in the CEE program. Through well designed
exploratorium module, high school students and parents as well as teachers can have clear
picture on what MJIIIT current capability in providing Japanese oriented engineering
education. MJIIT provides unique learning facilities which include Sangaku Renkei
Laboratory via cooperation with Japanese industries. The facilities feature 72 research
laboratories specializing in iKohza-based research areas.
The management of iKohza involves professors from Japan who are currently attached
to MJIIT, Takasago research laboratory, collaborative research with Yamaguchi University,
JASTIP Joint Laboratory under the Disaster Preparedness and Prevention Center (DPPC) and
disaster risk management laboratories. With reference to the quality of teaching and learning
provided, UTM and MJIIT aims to be the global leader of Malaysia-Japan oriented
engineering education and fulfill the aspiration of the Look East Policy in making Malaysia a
developed country based on the values of perseverance, discipline and persistence derived
from cross-cultural Malaysia-Japan experiences. These efforts are pertinent for the continuity
of Malaysia’s social and economic success.

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3 Objectives

This paper highlighted two objectives. First, to explore advantages of Community

Educational Engagement (CEE) program. Second, to develop new conceptual framework
using exploratorium module which was embedded in CEE program. This paper was only
providing overview on new way of doing the CEE program in MJIIT. As this is the first
attempt to organized exploratorium way of learning, impact on society has yet to be seen.

4 Community Educational Engagement (CEE)

One of the most established university engagement programs with the community is
lifelong learning education to the public (Hasan et al., 2008). Two aspects of the educational
experience that differentiate education from other service experiences as including exclusivity
of access; the role of the customer in the process and the longitudinal nature of the
educational experience (Rowley, 1997). In fact, universities were the leaders in knowledge
that shaped the societal course of development. This is particularly important in engineering
and technology where there is a significant impact in the knowledge economy. (Soeiro, 2006).
Community education engagement are ones that combine learning goals and community
service in ways that can enhance both student growth and the common good. In the words of
the National Service Learning Clearinghouse America (NSLC), it is “a teaching and learning
strategy that integrates meaningful community service with instruction and reflection to
enrich the learning experience, teach civic responsibility, and strengthen communities.” In
addition, to quote Vanderbilt University’s Janet S. Eyler (winner of the 2003 Thomas Ehrlich
Faculty Award for Service Learning) and Dwight E. Giles, it is;

“a form of experiential education where learning occurs through a cycle of action and
reflection as students..seek to achieve real objectives for the community and deeper
understanding and skills for themselves. In the process, students link personal and social
development with academic and cognitive development..experience enhances understanding;
understanding leads to more effective action.”

Typically, community engagement is incorporated into a course or series of courses by

way of a project that has both learning and community action goals. This project is designed
via collaboration between faculty and community partners, such as non-governmental
organizations or government agencies. This gives students experiential opportunities to learn
in real world contexts and develop skills of community engagement, while affording
community partners opportunities to address significant needs. CEE programs are well-known
to be applied by many organisations however it is the first CEE in Malaysia education
institution to share Japanese oriented engineering education through exploration in Internet of
Things (IoT). Participants have opportunities to do hands-on learning in robotic and drones’
application as well as Japanese language.

5 Exploratorium Module Framework

Exploratorium defined as a scientific museum or similar center at which visitors have

the opportunity of performing prearranged experiments or demonstrations. By referring to this
concept, one new ‘out of box’ MJIIT-community platform was designed in CEE program
which combining element of Japan oriented education and Internet of Things (IoT) advance
instrument learning. This platform was created because MJIIT was alarmed by public’s lacks
understanding of science and technology. This platform will be enabled students to learn and

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explore hi-tech technology possess by MJIIT thus gain their confidence in their ability to
understand science phenomena around them. By making IoT science visible, touchable and
accessible to community especially students, MJIIT believe this will influence and improve
IoT science education in Malaysia. Figure 1 below shows new conceptual framework
designed in this CEE program.

‘Out of Box’ MJIIT-Community platform

EXPLORATORIUM MODULE

IoT advance Japan

instrument Oriented
learning Education

Hands-on
Hi-tech creative Japanese Experience the
Robotic application language class
exploration and Japanese-style
experience Flying Drone Japanese teaching teaching and
training classroom learning
Computer iKohza
workshop showcase

Figure 1. New conceptual framework designed in CEE program

Combining these two strong value-added of MJIIT, the new CEE program has gone
beyond traditional learning. In this sense, students will gain more interactive and real IoT
experience which enhances understanding where understanding leads to more creative and
innovative thinking.
The first batch for this program was students from Sekolah Menengah Imtiaz Ulul
Albab, Melaka. The collaboration was made with Ministry of Entrepreneur Development
(MED) and Muafakat IMTIAZ Melaka in obtaining financial support for this program. Kolej
Siswa Jaya, UTM Kuala Lumpur also provides accommodations for students participating in
this program. MJIIT students and lecturer’s involvement also creating more effective and
enjoyable campus environment for participants. In fact, this program has benefitted
participants with valuable knowledge and skills that they can use beyond the program itself.

6 Conclusion and Way Forward

The success of continuous implementation of this program will eventually lead

transformation in Malaysia Higher Institution where technology and society develop at the
right direction of Industrial Revolution 4.0. The essence of the “knowledge” society is
knowledge development, which creation of new meaning and additional value generated by
creative processing of the available information will measured greater usefulness of the
processed information as compared with the originally available information. This new
platform hopefully will give larger positive impacts in society in near future.

7 Acknowledgement

We appreciate involvement of MJIIT management, Kolej Siswa Jaya Principle,

Fellows and Student Representatives. Special thanks also to Ministry of Entrepreneur

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Development (MED) and Muafakat IMTIAZ Melaka for their generous financial support in
realising this CEE program.

REFERENCES

Administration, U. N. D. o. P., and Management, D. (2005). Understanding Knowledge

Societies: In twenty questions and answers with the Index of Knowledge Societies:
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Hasan, H. F. A., Ilias, A., Rahman, R. A., and Razak, M. Z. A. (2008). Service quality and
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Hooker, M. (2010). Concept Note: Building Leadership capacity for ICT Knowledge
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Rowley, J. (1997). Beyond service quality dimensions in higher education and towards a
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