Shai Omarali

Best Paper
Tallinn University / mLearn 2o21 Organizing Commitee
October 07, 2021

Awarded Best Paper for my plenary speaker on 20th World Conference on Mobile, Blended and Seamless Learning.

The Implementation of Online Learning in Brunei Darussalam: A Theoretical Perspective
The University of Manchester
September 23, 2008

An early investigation on the effectiveness of combining different learning models together to profile online learners
School of Environment, Education and Development
January 01, 2017

Transcending the metaverse and the metaphygital: An early review and trial of metaverse technologies
AIP Publishing
November 20, 2023

What is the ‘metaverse’? Who owns it? How is it different from virtual reality, augmented reality and mixed reality? What purpose does it serve to different sectors and industries? These broad questions are among the many others that have spearheaded both conjectural grey literature and scrutinized under an increasing body of academic literature; with the latter being more granular in its attempt to generate significant findings. The main challenge of research studies and analyses however is that the metaverse, as how it has been elucidated as, is yet to have an established presence. This research paper investigates the development of the metaverse from its inception to its current status as the buzzword among technologists, digital founders and futurists for 2021 eliciting a dynamic discourse among its proponents, critics and pragmatists.

Exploring Mobile Support for English Language Teachers in a Context of Conflict: Syrian Refugee Teachers in Jordan
Multilingual Matters
March 07, 2023

Investigating the Effectiveness of the ‘Online Learner Profiling Questionnaire’ in Generating a Profile of Learners Based on Learner Dispositions
European Distance and E-Learning Network
October 06, 2016

The purpose of this study is to pilot a newly constructed Online Learner Profiling questionnaire (OLP) to address issues of reliability, collinearity and redundancy and to trial its capacity to generate reliable statistical data. The OLP was administered to a sample of students to measure their dispositions toward online learning based on the various capital and disposition types drawn from Bourdieu’s Theory of Practice as placeholder dimensions. The end objective is to identify key dispositions representing these dimensions in order to effectively perform factor analysis. Through correlation tests and factor analysis, the study identified 6 to 8 discernible factors based on key dispositions which in turn were correlated against key capital that can be inferred as influential to the manifestations of these dispositions.

Exploring the Intersections between the Metaverse and Web3 Emerging Technologies
IEEE
December 28, 2023

The advancements of the metaverse has validated a new world of possibilities with Web2 and Web3 technologies that are increasingly immersive, interconnected, spatial and decentralized. One of the key Web3 technologies that is intersecting with the metaverse is blockchain technology, that has now imbued metaverse worlds and platform as what are now identified as Layer-1 and Layer-2 metaverse, and in tandem the intersecting of decentralized Web3 technologies including but not limited to metaverse currencies and cryptocurrencies, non-fungible tokens and tokenization, marketplaces, digital wallets, and blockchain main and side-chain networks. In combination with interoperable and interconnected avatars, the metaverse is evolving beyond phygital experiences and asset architecting into financial experiences and asset trading. This research paper investigates the intersections between the metaverse and Web3 emerging technologies by firstly conducting a systematic literature review of the metaverse and its intersection with emerging technologies which currently has a dearth in academic and research literature despite the developments of the Web3 metaverse and its Layer-1 Layer-2 protocol. The review is followed by pilot-testing the metaverse platforms intersecting with Web3 technologies in real-world, particularly on the use of buy-and-sell, trading and item ownership under decentralized finance and financial technology. Finally, the research assesses the resulting metaverse based on user reviews and experiences on the feasibility of Web3 metaverse. The intersection of Web3 and the metaverse is still an early adoption of IR4.0 emerging technologies, yet the convergence of the metaverse, blockchain technologies and advancements in artificial intelligence is ultimately the precursor to the future Web4.

Transcending the metaverse and the metaphygital: An early review and trial of metaverse technologies
AIP Publishing
November 20, 2023

What is the ‘metaverse’? Who owns it? How is it different from virtual reality, augmented reality and mixed reality? What purpose does it serve to different sectors and industries? These broad questions are among the many others that have spearheaded both conjectural grey literature and scrutinized under an increasing body of academic literature; with the latter being more granular in its attempt to generate significant findings. The main challenge of research studies and analyses however is that the metaverse, as how it has been elucidated as, is yet to have an established presence. This research paper investigates the development of the metaverse from its inception to its current status as the buzzword among technologists, digital founders and futurists for 2021 eliciting a dynamic discourse among its proponents, critics and pragmatists. The research paper employs a tripartite approach of firstly identifying the metaverse and its iterations throughout the literature, followed by creating a pilot metaverse ecosystem comprising of prefabricated and self-created meta-worlds and content architected via different platforms, codebases and devices, and finally assessing the resulting metaverse based on polling research of the user interface and user experience, and visitor feedback on the piloted metaverse.

Living/Learning in an Augmented World: Introducing Augmented Reality Technologies in Teaching and Learning
International Conference on Advanced Marketing (ICAM4)
May 10, 2022

Augmented Reality was first declared in 1998 as a new education paradigm that links true reality with virtual reality, and has since evolved alongside other emerging technologies eventually finding its own empowering niche in camera-equipped smart phones. Beyond social and entertainment purposes, augmented reality technologies are increasingly being used in various professional disciplines including in architecture, construction, medicine, and geography. Their use in the world of work thus justifies the development of learners who are augmented reality-ready; ranging from learners graduating as competent users able to function in an augmented world, to being future innovators of the technologies themselves. This research is an early exploration of students and teachers' perception on introducing augmented reality content and extended reality immersive environments in teaching and learning, with the main discourse focusing on deliberating its benefits and challenges relative to available resources and in situational contexts. The research adapts an exploratory transformative mixed-method design and incorporates the Unified Theory of Acceptance and Use of Technology model as its theoretical framework. The realistic introduction of augmented reality in teaching and learning is anticipated to inter-operate with relevant developments in the areas of online and blended learning, digital curriculum, Internet of Everything technologies, and other new learning technologies.

REVAMP: Transforming Technology-enhanced Education to Cater for Learners’ Dispositions
IAFOR Research Centre
March 24, 2021

The integration of technology into an education system is a precarious affair that prompts educators and policy-makers to refer to various technology implementation guidelines including but not limited to Technology Acceptance Models, Gilly Salmon’s 5 Stage model, Puentedura’s SAMR model, or Koehler’s TPCK model; to name a few. The integration of technology involves the aspects of management systems, digital tools, the learners and the learning process – creating an intricate nexus of exponentially evolving components requiring 21st century skills. The increasingly rapid development of technology contributes to digital obsolescence; and the unquestioned belief (doxa) that learners are able to shift their use of
technology for learning when predominantly their uses are for entertainment and social purposes predisposes them to selective technology types (hysteresis). One challenge of implementing new learning technologies is thus in identifying which tools or systematic collections of tools are applicable to the target learners and their dispositions to using technologies for learning. Concurrent to the body of literature focusing on online learning technologies, there is a prevalent trend in social science research that puts focus on the learner. This paper proposes a new model, called the REVAMP model, to establishing educational technologies that significantly contribute to transforming education to cater for
learners’ dispositions by providing systems and approaches that are (1) realistic, (2) engaging, (3) virtual, (4) adaptive, (5) multimodal, and (6) personalised

Code/Decode: The hidden digital coding literacies within the existing curriculum
Ministry of Education Brunei Darussalam
October 17, 2019

With the increasing omnipresence of code-based technology and code-based skills to navigate the digital world, educators have identified coding as an integral element of educational technology and more significantly technology education. In technology education, one of the public sphere’s prevalent misconceptions of coding is that to understand code means to learn code. This is exclusively true around 20 years ago when mark-up languages were oftentimes incoherent strings of short-forms and abbreviations such as SRC, BGCOLOR and UL, to name a few from an expansive matrix of attributes called the ‘standard library’. In addition, the language then was dictated by a rigid taxonomy that a single typo in syntax would likely render the whole platform useless. In contrast, the coding that transpires today, the likes of Python and Kotlin, are more relatable to the language that students use in the curriculum, particularly the concepts and semantics that students encounter in literacy and numeracy subjects. Moreover, languages like Python are more liberal because not only is its ‘standard library’ a living document of simple and familiar syntax and grammar, but the coder community is able to extend the library as they see fit. Python is also not the be-all-end-all form, with its iterations scalable to the less expansive MicroPython and, for the early childhood and primary level learners, platforms that keep the coding at the backstage such as Scratch and Blockly. Regardless of these features, Python is just one of several contemporary coding languages that have made the shift to simpler coding syntax and grammar, and in doing so have elements that are more commonly found in curriculum content. This paper reports on a concordance based study to identify the representations of coding across non-technology
curriculum. The paper recommends that these identified subjects can be the foundations for teachers to inculcate a conceptualised understanding of coding and in return to benefit from the numeracy and literacy components that are prevalent in coding such as MathML and the iOS-app language Swift. For students, understanding these basic concepts allow them to access more technical skills and ultimately the specialisation in future coding-based learning plans and syllabi.

The pervasiveness of educational digital games among the students and teachers in Brunei Darussalam
Teachers Day Conference 2019, Ministry of Education Brunei Darussalam
October 17, 2019

The digital gaming industry has been sustained by its more than 10,000 games that have been developed since the 1970s. More than half of these games have been invented within the last ten years, in large part because the technologies of games development have shied from the Konami’s, Acclaim’s, Nintendo’s and Sega’s to the home-based enthusiasts such as Dong Nguyen of Flappy Bird fame. In addition to there being more games exponentially, we also now have better accessibility with games platforms purchase no longer limited to visiting the games retail store. Readily downloadable games of various genres and levels of complexity have become staple installations in smart phones and mobile devices. Unlike a video games console, which is oftentimes a shared device for a single household, a mobile device affords its user a personalised digital ecosystem for social, entertainment and, most relevant to this paper, for educational
purposes. The enhancements in human-computer interactions have also allowed us to reach the apex of Puentedura’s ‘Substitution Augmentation Modification Redefinition’ model (SAMR) for learning, contributing to the growing educational games genre pool and towards the research on education gamification and digital games-based learning. In tandem, time-tested theories such as Bourdieu’s ‘player’ role, Bartle’s 4 player types, and Goffman’s dramaturgy theory have also shed light on how games, in particular game dynamics and mechanics such as risks, rewards, competition, challenges and narratives – all of which are present in other learning approaches – can enhance and empower learning. This paper reports on a small-scale study exploring the pervasiveness of games for entertainment and learning purposes in both the student and teacher community. Data from the study have been analysed via a variable reduction approach to generate discernible groups of educational gamer types.

"Player Two has entered" - Learning through console-based video games
Association for Learning Technology Winter Conference 2017
December 14, 2017

Super Mario, Sonic the Hedgehog, Crash Bandicoot. These are representatives of iconic video game characters who for many years have been embraced by children and adults alike, allowing players to escape reality and interact with digital worlds. The increasing acceptance of digital games-based learning and the gamification of lessons have also popularised the use of educational mobile apps such as Scribblenauts and Endless Alphabet and computer-based virtual worlds such as Minecraft and Secondlife. However, console based video games have been less influential in the drive towards gamification, most likely due to its immobility, cost and online infrastructure. With new advancements in console video games, notably with the Playstation 4, XBox 1 and Nintendo Switch, the potential of learning in a far interactive and expansive digital world cannot be discounted. Many console-based games have included synchronous and asynchronous communication features, mass online gaming experience and an immersive virtual world experience. The in-game voice chat and party chat features found in several games have allowed players from across the globe to collaborate and learn from each other. I have personally used in-game voice chats to tutor beginner players in Tekken 7 on strategies and frame data estimation which require real-time mathematical calculations. Whether it is collaborative gaming in Minecraft or Overwatch, or sandbox, discovery and open world designs in Zelda or Lego Worlds, console based video games are increasingly becoming relevant for digital game based learning.

In search of the fabled digital natives: A literature review based on Brunei Darussalam’s digital natives population
World Congress on Education
July 18, 2017

The effects of digital literacy on postgraduate students’ use of the internet for academic purposes
EDULEARN 2017 Proceedings
July 05, 2017

Several empirical studies have established an increasing use of virtual learning environments by higher institutions in delivering blended and online courses. In addition to managed learning environments, educators have since explored the use of personalised learning environments, Massive Open Online Course (MOOCs) platforms, Web2.0 applications and mobile apps in response to the heterogeneous learner population who use an array of digital tools for academic purposes. The literature has shown that digital literacies play an integral role in their selection of tools. This paper is thus an investigation on how having different levels of digital literacies affect their selection and use of internet tools for learning. This qualitative study employed the use of mini focus group interviews to explore differences and similarities among a population of postgraduate learners. The first focus group comprised of multinational on-campus students (n=6) while the second focus group comprised of off-site students (n=4). Findings from the two datasets were inductively and deductively inferred through thematic analysis. Participants' responses were measured based on the 7 aspects of digital literacies, viz. Access, Identify, Manage, Integrate, Evaluate, Create, Communicate. The study found that a higher level of digital literacy empowers a learner to take advantage of many types of technologies, thus having no particular preference but a preference for having options. In contrast, a low level of digital literacy restricts a user’s preference to only one or two main and most familiar internet technology.

The Implementation of Online Learning Systems in Brunei Darussalam
Brunei Students' Research Symposium 2017
April 29, 2017

This paper reports on an on-going research pertaining to Brunei Darussalam’s pursuit of online learning. In the past, online learning has been viewed as an alternative approach to education when traditional learning is not practical. This is attributed to spatial and temporal limitations, which are not significant barriers to learning for a country the size of Brunei. However, the concept of online learning has changed and it is now more than an alternative or second-best approach; its new affordances becoming relevant to Brunei and its 21st century learners. One of the key constructs of successful online learning implementation is in understanding its potential learners. Using a sequential transformative mixed-method approach, the Brunei higher education and technical education learner population have been profiled through a self designed Online Learner Profiling questionnaire and a complementary interview procedure. A series of Exploratory Factor Analyses were performed on the quantitative data to generate different types of learners based on their learning dispositions, while the qualitative data was analysed using Saldana’s Two-Cycle Coding method to discern learners dispositions towards different online technologies, learning and learning online. The research draws upon Pierre Bourdieu’s theory of practice as its theoretical framework.

Using Pierre Bourdieu's Theory of Practice to holistically profile online learners
GEO Academic Journal
January 29, 2017

This research profiled online learners to determine their characteristics, learning styles and digital literacy using a survey instrument framed around Bourdieu’s Theory of Practice. The study identified discernible factors, establishing learners as representing distinctive habitus types, consequently informing educators on how to cater to their dispositions, a balancing act that Bourdieu refers to as hysteresis.

An Introduction to Teaching and Learning in SecondLife
14th International Conference on Education
May 24, 2009

Current trends and tempos on using internet-based virtual environments for education
International Conference on Education 2009
May 23, 2009

Investigating the Appropriateness of the ESL Paradigm in Brunei Darussalam
3rd Biennial International Conference on the Teaching and Learning of English in Asia
August 25, 2006

Since the early 20th century, the teaching of English Language in Brunei Darussalam has always been challenging due to cultural aspects that associate with the contexts, processes and assessment materials being utilised. Furthermore, Standard British English, being an inherited measure of fluency as a result of Brunei being a former British protectorate, is beginning to lose its appeal owing to learners’ exposure to other forms of the English language. This paper investigates the appropriateness of adhering to these aforementioned learning standards by identifying the position of Brunei in Kachru’s Concentric Circle Model. This process revealed that Brunei’s speech fellowship is ‘norm-developing’ with an ESL Type II paradigm. These further revealed that fluency is achieved through endo-normative and exo-normative pathways, both depicting evidence of learning processes common in Brunei contexts such as the presence of interlanguage, codeswitching, acculturation and nativisation. The main proposition of these findings is the possible need for major changes in our approach to teaching the English language, and our expectations of what is considered ‘fluency’.

Habitus profiles as indicators of Brunei students' dispositions towards learning in online learning systems
The University of Manchester ProQuest Dissertations
July 01, 2018

This PhD research investigates the significance of learners' profiles on the implementation of online learning systems. Using Brunei Darussalam as its research context where online learning implementation is at its infancy and with 73.7% of its young population having been identified as 'digital natives', this research explores the diversity in the student population based on their dispositions and how these dispositions influence their learning effectiveness. A series of systematic literature reviews on preceding student-profiling practices and three pilot studies precursory to this research suggested that the learner population comprise of multidimensional and heterogeneous individuals whose dispositions interplay and dynamically change. Utilising Pierre Bourdieu's theory of practice as an all-encompassing theoretical framework, 407 learners from the Brunei technical vocational education student population were holistically profiled into different learner types. The research adapted a sequential transformative mixed-method design with its data collection methods comprising of a self-designed quantitative questionnaire called the Online Learner Profiling questionnaire and a sequential series of qualitative interviews. Data from the questionnaire was analysed using Exploratory Factor Analysis that identified 7 possible habitus types and several variant types based on a 6-factor model. Subsequently, data from the interviews was inductively and deductively analysed through a Two-Cycle Coding Method that established the differences between habitus types as well as similarities between members of the same type. Abductive inferencing generated detailed descriptions of the 7 main habitus types based on their dispositions and the probable online learning tools, approaches and affordances that can be incorporated in online learning systems to complement their dispositions. The research discourse extends to a hypothetical projection that there are 64 possible habitus types. Collectively this theory has been given the name the Habitus Lattice Theory due to the habitus types interconnecting into a lattice. The profiling of students is anticipated to prepare educators and policy-makers in the implementation of online learning systems revolving around the issues of 'hysteresis' whereby online learning systems do not complement students' dispositions; the relevance of 'conatus' whereby students dynamically move from one habitus type to another; and the reduction of 'doxa' which are predetermined and oftentimes conjectural perceptions of who the online students are. Ultimately, the utilisation of Bourdieu's theory as a profiling mechanism provides a more holistic and possibly novel alternative to the many existing learning models and inventories that are used in understanding students' learning preferences.

Considerations of Game Dynamics and Mechanics in College Students' Use of Mobile Games for Learning
IGI Global
September 23, 2022

Mobile phone ownership has grown exponentially over the years with the development of many forms of mobile applications that replicate, if not replace, existing real-world technologies. The mobile games market follows this trend, usurping the video games console and computer games market with mobile game apps offering multiplayer and networked mobility. Educational mobile games have their own niche, but at the same time many games made for self-entertainment can be re-purposed into teaching and learning, provided the game dynamics and mechanics are sufficiently present for active learning to take place. This paper is an early literature review and preliminary study on identifying students' perception of certain game dynamics and game mechanics so that in turn any decision in introducing mobile game apps into learning is able to measure their relevance and appropriateness to the target student user. The study employed factor analysis to construct a six-factor model that can be used in measuring students' preferences for, and aversions to, specific game dynamics and mechanics.

The effect of traditional teaching methods on the academic performance of digitally-savvy learners
European Journal of Education and Applied Psychology / Premier Publishing
August 05, 2018

The use of computer technology in classroom settings has fascinated educators for decades that there is now an extensive body of literature dedicated to this area of educational research. One hypothesis shared by a majority of these studies is the effect of classroom digital technology on our new generation of learners. However, there is less emphasis on how traditional teaching methods affect the same set of learners. There is this unquestioned dogma that traditional teaching methods in this digital world will inevitably be obsolete. This paper is an explanatory and preliminary study that compares the effect of minimising technology use on learners' learning experience and performance in the classroom.

The ‘Nearly Digital Natives’ of Brunei Darussalam: A Review of Digital Diversity, Nativisation, Wisdom and Dissonance in the Digital World
International Journal for Infonomics
March 01, 2018

A 2013 report by the International Telecommunications Union (ITU) ranked Brunei Darussalam 13th out of 180 countries in its Digital Natives list with 73.7% of the Brunei youth population profiled as digital natives. However, the ‘digital nativeness’ of Brunei’s learners is hardly reflected in their learning; prompting the question if these learners are indeed digital natives. Extending from a preceding literature review that analysed the discourse between proponents and critics of the ‘digital native’ theory, this paper integrates into the existing discussion several new profiling constructs, notably the constructs of ‘digital wisdom’, digital dissonance and the digital world. In addition, recent concurrent studies on Bruneian learners’ dispositions towards digital nativeness have contributed to a more contextualised understanding of the learner. This review expands its query from identifying two hypotheses on the existence of digital natives in the Brunei learner population, to establishing a further two hypotheses that inform us of the pathways our dynamic learners undertake in seeking digital nativeness.

Investigating the Reciprocity of Interviews with the ‘Online Learner Profiling Questionnaire’ as an Instrument of Triangulation and In-Depth Data Acquisition: A Pilot Study
International Conference The Future of Education
June 09, 2017

The purpose of this study is to pilot a bespoke interview method that comprised of an interview schedule, an interview process, and the method of analysis. It has been designed to complement a prerequisite questionnaire instrument called the Online Learner Profiling Questionnaire (OLP) with the main objectives of investigating its compatibility in 1) confirming information collected from the OLP and in 2) generating new data expanding from existing information. The interview method was performed on selected participants of the previous OLP pilot study. The information and theoretical framework from the OLP pilot study allowed for the use of abductive reasoning in negotiating knowledge from the OLP questionnaire, Bourdieu’s theory and interview data. The analysis followed Saldana’s Two Cycle Coding method and employed the processes of Holistic Coding, followed by Initial Coding inclusive of In Vivo and Process coding techniques, and eventually Focused and Axial Coding. Through the use of inductive, abductive and deductive coding, this pilot study revealed that the interview approach is capable of adding further profundity to profiling learners based on their learning and technology dispositions.

A Review on Using Internet Discussion Boards to Supplement Collaboration in English Language Composition Writing
Bulletin of the Technical Committee on Learning Technology / Athabasca University
March 11, 2017

With the imminent role of ICT in education, schools are taking imperative measures to educate its learners by means of new technologies. This exploratory review elaborates on how existing computer facilities are being utilised to teach English, in particular the area of composition writing, to a class of Bruneian students where English is both a subject and a foreign language. This article focuses on the technology of Internet discussion boards and how they empower students through a socioconstructivist and collaborative approach towards composition writing.

Designing a survey study to measure the diversity of digital learners
International Journal on Integrating Technology in Education
March 01, 2017

This article describes the design of a quantitative study that aims to gather empirical data on the different types of digital learners in a student population, inclusive of the elusive digital natives who purportedly exist in settings laden with digital technology. The design of this study revolves on the impetus in mapping the diversity of digital learners, followed by elucidations on the research design and methods that are to be employed, its accompanying data analysis, ethical considerations and an elaboration of the measures that are taken in ensuring validity and reliability.

Is it time for a change in paradigms? Investigating the appropriateness of the secondary school English education system in Brunei Darussalam based on Kachru’s concentric circles model
Taylor & Francis
February 28, 2017

Since the early twentieth century, the teaching of English language in Brunei Darussalam has always been challenging due to the expectations of acquiring Standard British English fluency. This expectation exhibits itself as a paradigm of learning contexts, teaching materials, pedagogical approaches and national assessments. This article investigates the appropriateness of adhering to these aforementioned learning standards by identifying the position of Brunei in Kachru’s concentric circle model. This process revealed that Brunei’s speech fellowship is ‘norm-developing’ with an ESL Type II paradigm. These standards further revealed that fluency is achieved through endonormative and exonormative pathways, both depicting evidence of learning processes common in Brunei contexts such as the presence of interlanguage, code-switching, acculturation and nativisation. The main proposition of these findings is the possible need for revision in our approach to teaching the English language, and our expectations of what is considered ‘fluency’.

Identifying Bruneian Undergraduates and Graduates' Levels of Familiarity with the Basic Concept of Online Learning: A Pilot Study
Social Science Research Network
February 22, 2017

Online learning is one of the last education frontiers for Brunei Darussalam. For a country that is not restrained to spatial boundaries due to its size, the benefits of online learning over on-campus learning is trivial. This paper is a pilot study to explore the levels of familiarity of tertiary education students with the concept of online learning. The study employs a quantitative survey design to obtain initial data that will inform further research. From a sample size of n= 50, the study found that students have different levels of familiarity towards online learning. The concept of online learning itself has not penetrated the whole student population as there are distinct differences in how different learners conceptualised online learning.

Exploring the Intersections between Education and Emerging Technologies
Google Developers Group Brunei
October 23, 2022

Emerging technologies have introduced digital platforms, systems, infrastructures and devices that are increasingly pervasive, ubiquitous, adaptive, scalable, intelligent, interoperable and intuitive. Artificial Intelligence, Internet of Everything and Behaviour, Cloud Services, Digital Games, the Web3.0 and its various representations are converging towards singularity. This talk explores the potential use of these digital constructs in not just enhancing education and training, but transforming whole ecosystems and across multiple disciplines.

21st Century School Leadership
Ministry of Education Brunei Darussalam
November 25, 2020

Facilitated by YM Pg Hj Shaiffadzillah Bin Pg Hj Omaralli, EdTech Center. Pg Dr Shai shares with school leaders the concept of digital transformation leadership in regard to school management. Pg Dr Shai shares the objective of the session: The role of school leadership in transforming the schools we run now into the schools that we envision for the future.

The topics that he covers in Part 1 are:
- 21st Century learner-centred leadership
- Redesigning the School Design Model for the 21st Century
- VUCA
- Open discourse on Vision

The topics that he covers in Part 2 are:
- Understanding the online teacher
- Understanding technology-enhanced learning and teaching practices

Transforming Technology-Enhanced Learning to Cater for Learners' Dispositions
International Academic Forum (IAFOR) / 7th ACEID
March 23, 2021

Paper title: REVAMP - Transforming Technology-Enhanced Learning to Cater for Learners' Dispositions

This is an abridged version without the Data Analysis. For the full paper, refer to https://scholar.google.com/citations?user=pZfWKaIAAAAJ