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1.

0 INTRODUCTION

Technology has changed dramatically since the past 25 years which also gives positive impact to education. The educational technology depends mainly on teacher and the students must physically participate in the learning process (Tsvetozar, Evgeni & Angel, 2011). In order to close the achievement gap and prepare all students for success in school, career and the 21st century challenges, a radically different approach is needed (Todd and Adam, 2012). Therefore, the future of learning is proposed as a new model in order to fulfill the current needs in education. According to Rachel (2012), the future of learning can be considered as an emerging cluster of new ideas, beliefs, knowledge, theories and practices, some of which may be visible in some schools and classrooms, some which exist only in isolated pockets and others which are barely visible yet. Rachel also said in her research, schooling might change to better match the changes that have taken place in the 21st century. Therefore, the purpose of future learning is to support learning needs for all students in the 21st century. Mitra (2013), had proposed a new method called School in the cloud, in order to design and implement the future of learning. Mitra calls his approach to education selforganized learning. At its core its all about sparking curiosity, about asking smart questions and then sitting back and letting kids get to the answers with the help of their peers. Mitra, the winner of this years $1 million TED Prize, believes it is nothing less than an entirely new approach to education, one that could dismantle a centuries-old way of teaching. What Mitra envisions are schools in the cloud, classes of 24 students in actual brick-and-mortar spaces managed in person by his volunteer grannies. The grannies ask the questions, offer the encouragement, everything else happens remotely, the lights, heating, and locks are all manipulated via the cloud. Mitra envisions these cloud schools will function as a supplement to the daily education the kids already get which operating on the weekends and before and after school. Mitra also build SOLE (Self-Organised Learning Environment), based on broadband +collaboration + encouragement & admiration. A radical and idealistic approach but it based on evidence and knowledge and a profound belief in the ability of children and their thirst for knowledge.

Recently, one of the examples of online course that apply the concept of future learning is Massive Open Online Course (MOOC). MOOC is an online course aiming at large-scale participation and open access via the web. MOOCs are a recent development in 2

distance education and often use open educational resources. Typically they do not offer academic credit or charge tuition fees. Only about 10% of the tens of thousands of students who may sign up complete the course. MOOCs was developed in 2008 within the Open Educational Resources (OER) movement, the course were based on connectivist theory, emphasizing that learning and knowledge emerge from a network of connections. Several well-financed providers, associated with top universities, emerged with MOOC including Coursera, Udacity, and edX in year 2012. Khan Academy, Peer-to-Peer University (P2PU) and Udemy are viewed as being similar to MOOCs, but differ from the three above providers in that they work outside the university system or mainly provide individual lessons that students may take at their own pace, rather than having a massive number of students all working on the same course schedule. According to SchoolCloud (2012), School in the cloud is a versatile student monitoring solution, which is a virtual one-stop-module that delivers up-to-the-minute details of every pupil on your rolls from the past and the present. A detailed report on every student enrolled in an academic year or the date of birth of a particular ward in a select classroom, can be displayed instantly on the desktop. Nowadays, many computer companys have design and develop School Cloud such as Hewlett-Packard and Kunal Infotech. Hewlett-Packard Development Company has build HP SchoolCloud Solution which combines infrastructure, software, and professional development tools. These tools are designed specifically to help teachers learn how to improve techniques. HP School Cloud provides students and teachers access to all their applications and data throughout their school day, from home or from any internet device. It is a scalable network architecture in which IT now only has a manage a few servers instead of thousands of PCs.

Kunal Infotech Pvt Ltd. introduces their ground breaking Back to School software which is remarkably comprehensive features that are user friendly and instrumental in effective school management. The software has been engineered considering the vital needs of all the stakeholders in the school system, namely, principal, administrator, teachers, students, parents and others. Parent or guardian can also monitor the activities of their ward by log-in ID that is provided by School Cloud. As a conclusions, cloud computing is a new delivery method and choice, available today for Higher Education Enterprise Systems. It is a massively scalable, off site infrastructure that is accessible on demand across the Internet on a pay-per-use basis eliminating upfront investment costs. 3

2.0 ADVANTAGES OF USING 'SCHOOL IN THE CLOUD' METHOD

There are a lot of good reasons why schools, both in the lower and higher education sectors, should adopt cloud computing such as HP SchoolCloud and embed such into their systems. Cloud computing has actually evolved from the original concept of the internet, and its purpose has been made broader. Basically, cloud computing allows people to access the internet and most of its resources anywhere and anytime. In the field of education, cloud computing is very practical for a variety of reasons. Indeed, cloud computing will enable a certain educational institution to actually make use of the global internet resources for data analysis and data storage (Gaytos, 2012). Furthermore, the world today is, quite literally, run by the cloud and and cloud-connected technologies (Gaytos, 2012). The School in the cloud method can give a lot of benefits to the education system. The benefits are as follows: Its allows institutions to access real time information from anywhere in the world in a matter of seconds. It gives the teachers and the learners to constantly update their stock of information. It also allows teachers and learners to access applications and other useful tools for free. No more need to worry about licensing or loading software. Teachers no need to purchase additional hardware as your space requirements grow. It also has high accessibility, easy expansion, no infrastructure cost and technical support from anywhere around the globe that runs all the time, accessible 24 x 7 and does not required a large staff to manage it. This technology is a particularly new one and, because of this, it is not only efficient, it is also environment-friendly. This allows for interconnectivity where students are exposed to openness. In other words, they are able to experience and feel what it is like in the real world. As such, they will be able to learn things more decently and more effectively because the entire learning process is facilitated by a teacher or a mentor. Besides that, the School in the cloud method will aid the school attain its most crucial goal which is the equal delivery of educational services to each and every learner. This system will enable learners to formally undergo education even without going to the four-walled classrooms. For families who travel a lot, this system will allow their children to travel with them, while continually learning lessons, submitting assignment, and getting grades. 4

3.0 DISADVANTAGES OF USING SCHOOL IN THE CLOUD METHOD As cloud computing such as the HP SchoolCloud becomes more popular, more questions are going to be raised. One of the issues with any new technology is the long list of concerns or disadvantages to joining a popular trend. According to Meijer (2012), the School in the cloud method also give a few disadvantages to the education system. Meijer has discussed the main five concern or disadvantages in his article which are as follows:

Security - for almost every business security is a huge concern, within the cloud and not. User do not have control over the remote servers, their software, or their security. When user all of sudden are trusting a third party to take care of your business lively hood, the information that drives it at least, it is understandable to become a bit apprehensive.

Dependency - As before, it is not easy to trust a third party with user data. Especially when user feel dependent on someone outside of his or her company to keep track of everything being stored. Other concerns that have been brought up under this topic relate to loss of control over switching Cloud Service Providers (CSP), and no insight to contingency procedures.

Cost - Because cloud hosting is somewhat new to the business scene, a lot of professionals are concerned about the high cost. It also involve the additional cost of data transfer fees.

Decreased Flexibility - Current users are worried about their ability to upgrade being difficult, or that they may lose data during an upgrade. Because storing business information is still in the testing phase, companies may not have the flexibility promised.

Knowledge and Integration - Because the CSP industry is still rather new, the concern about how much CSPs know and are aware is an issue. Not only that but how do they integrate with already working software.

4.0 SUGGESTION OF THE IMPLEMENTATION OF SCHOOL IN THE CLOUD IN MALAYSIAN EDUCATION Based on the discussion on the function, the advantages and disadvantages of the School in the cloud method in previous session, I agree with Mitra but only limited degree. In my opinion, this method can be applied in Malaysian Education system but not 100% implemented. This is due to the following reasons: Its need a very highly cost to prepared all the tools and equipments needed such as computer, broadband, cloud hosting, and internet signal cable. Students who live in rural area with no internet connection, no signal cable and perhaps no electricity will not able to use this system. Students from family with low income, unable to buy PC computers or laptop or iPad or Tablet or even broadband. Teachers with high qualifications still need to be in place to provide discipline and to correct students understanding of those right/wrong or yes/know questions. Teachers are needed to encourage students, and to guide students to be a better person with good attitude and possess high moral standard as mention in National Philosophy of Education. We do need collaboration as well as technological integration in our schools. If the electrical power goes off due to maximum usage of electricity or internet signal strength are very low, the School in the cloud cannot be applied. Consequently, the students will not able to learn their lesson. Therefore, teachers and school buildings are very important. Kids need to learn social skills and how to survive and be independent good citizens. They need to be the type of citizens that would make their country a prosperous, intelligent, humanitarian and knows how to defend itself as well as keep itself sustainable and rational. This can not happen if we isolate our kids from their peers and put the burden of learning on them alone. Schools today teach standardization, as if that is the only model to follow. We teach students to regurgitate lessons learned, and repeat back, what we learn. Those best at regurgitation, receive the best grades. If we wish to improve schools, to teach people how to think, we have to find ways to teach lessons using experience. Not all subjects are suitable for School in the cloud method. For example Chemistry subject which involve laboratory activities such as experiment, students have to learn 6

the correct technique of handling the apparatus and chemical reagent. Students are able to master scientific and manipulative skill by exploring the skill by themselves with the guidance from Chemistry teacher. Students should experience themselves in each experiment suggested in the syllabus to enhance their understanding as well as their manipulative skills. I think the School in the cloud can be implemented if we intergrate this method with our curriculum. However, we still need teacher as a fasilitator to guide students and school building as a suitable place for developing the potential of individuals in a holistic and integrated manner to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious as what is required by the National Philosophy of Education. A few parameters that has to take into consideration for the implementation of School in the cloud. The parameters are as follows: (a) Curriculum design We dont have to change our curriculum totally as the curriculum is design to fulfill the National Philosophy of Education. What we can do is, we can add up or exchange one session per subject to intergrate with the School in the cloud method. For example, the credict hour for Chemistry subject in Matriculation Program of Ministry of Education is 6 hours per week. We can use 1 hour out of 6 for the intergration session of the School in the cloud. Teacher can deliver knowledge based on the syllabus using the software prepared by the School cloud. (b) Teaching strategies Teacher can use the Self-Organized Learning Environments (SOLEs) that is proposed by Sugata Mitra (2013). SOLEs are created when educators and/or parents encourage kids to work as a community to answer their own vibrant questions by using internet. According to Mitra, SOLEs feed the fire of curiosity among students where they are free to organize groups on their own, perceive greater control of their own learning and they can appiled peer learning. Teacher can download the SOLEs toolkit which have a very good guidance and ideas for the teachers to plan their own SOLEs. (c) Assessment Based on the teaching strategy used, the suitable assessment is self and peer assessement that is used by RMIT University (2008). Self and peer assessment are key strategies to involve students in taking more responsibility for their own learning. This process offers a means of enhancing the learning experience and developing key 7

capabilities in students. Students are involved in monitoring and making judgements about aspects of their own or peers learning. Students need constructive feedback to help them assess and then build on their own strengths. They need to identify ways of addressing weaknesses and plan appropriate action. The key benefit of peer assessment is the opportunity it provides for students to provide each other with multiple perspectives and lateral constructive suggestions. Time for reflection or private discussion with a critical friend can be important for individuals to help them stand back from their own work or to make sense of others comments. (d) Teachers skill Teachers in the 21st century should have the skill in order to applied the School in the cloud successfully : Create and edit digital audio Use Social bookmarking to share resources with and between learner Use blogs and wikis to create online platforms for students Exploit digital images for classroom use Use video content to engage students Use infographics to visually stimulate students Use Social networking sites to connect with colleagues and grow professionally Create and deliver asynchronous presentations and training sessions Compile a digital e-portfolio for their own development Have a knowledge about online security Be able to detect plagiarized works in students assignments Create screen capture videos and tutorials Use digital assessment tools to create quizzes Use of mobile devices like tablets Identify online resources that are safe for students browsing

(e) Tool and facilities Computers, laptop or desktop, broadband, Optional: Webcam, microphone, and creative software packages for graphics, video, music and communication. (f) Classroom environment According to Marko et al (2011), future technological advances and developments in social networks and media, as well as different teaching and learning methods, will 8

undoubtedly require dynamic teaching spaces. Marko et al proposed a design of the ideal learning space model for the future of learning. The model is created based on the carefully conceived flexible layout and furniture arrangement facilitates individual, pair and group work methods. The simultaneous enhanced interaction between the student and the teacher, on the one hand, and the physical environment, on the other optimises new information flows.

Figure 1 : The ideal learning area proposed by Marko et al (2011)

5.0 CONCLUSION The School in the cloud is a good effort to design a future of learning and can be implemented by using the Self-Organized Learning Environments that has been proposed by Sugata Mitra. However, the implementation can be successful if it is supported by all members of education commitee such as Ministry of Education, lecturer, teacher, students, school administration and parents.

6.0 REFERENCES Gaytos, C. (2012). Education: Why Cloud Computing? Retrieved March 20, 2013, from http://www.cloudtweaks.com/2012/02/education-why-cloud-computing/ HP SchoolCloud. (2012). HP SchoolCloud Solution - Digital Learning Environments .

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http://www.guide2digitallearning.com/files/SchoolCloud_Solution.pdf Marko, K. et al (2011). The future of the physical learning environment: school facilities that support the user. CELE Exchange. Retrieved March 20, 2013, from

http://www.oecd.org/edu/countrystudies/centreforeffectivelearningenvironmentscele/4 9167890.pdf

Massive Open Online Course. (2013). Massive Open Online Course. Retrieved March 20, 2013, from www.mooc-list.com/ Meijer, G. (2012). 5 Cloud Computing Disadvantages. Retrieved March 20, 2013, from http://www.cloudproviderusa.com/5-cloud-computing-disadvantages/ Rachel, B., et al (2012). Supporting future-oriented learning and teaching - a New Zealand perspective. Retrieved March 20, 2013, from

http://www.educationcounts.govt.nz/publications/schooling/109306 RMIT University (2008). Self and Peer Assessment Retrieved March 20, 2013, from http://mams.rmit.edu.au/71ra0k9io8yzz.pdf

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Sugata Mitra. (2013). The future of learning : Build a school in the cloud. Retrieved March 18, 2013, from http://on.ted.com/TEDPrize2013

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The 33 Digital Skills Every 21st Century Teacher should Have. Retrieved March 20, 2013, from http://www.educatorstechnology.com/2012/06/33-digital-skills-every-21st-

century.html

Todd, K. & Adam, R. (2012). Designing the future of learning. Retrieved March 18, 2013, from http://www.2revolutions.net/2Rev_Designing_the_Future_of_Learning.pdf

Tsvetozar, G., Evgenia, G. & Angel, S. (2011). M-Learning - a New Stage of -Learning. International Conference on Computer Systems 19, and Technologies 2013, CompSysTech2004.

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