Paper presented at the 10th International Malaysian Educational Technology Convention 2016 at State Educational Technology Division, Kedah, Malaysia (28 - 30 November 2016)

1. Enhancing Students’
Higher Order Thinking
Skills (HOTS) via
Computational Thinking
and Digital Literacy
FADZLIATON ZAINUDIN
Educational Technology Division
Ministry of Education Malaysia
fadzliaton@moe.gov.my
10th International Malaysian Educational Technology Convention 2016
@ State Educational Technology Division, Kedah, Malaysia
28 – 30 November 2016

2. FOURTH INDUSTRIAL REVOLUTION
Why Everyone Must Get Ready for
the 4th Industrial Revolution?
• A range of new technologies
that combine the physical,
digital and biological worlds.
• These new technologies will
impact all disciplines,
economies and industries.
• Billions of people can be
connected through digital
networks
• Efficiency of organizations
can be dramatically improve
• Natural environment can be
better managed and
reconstructed
1784 1870 1969 Tomorrow?
We should prepare our students for jobs that don’t yet exist,
using technologies that haven’t been invented, in order to solve
problems we don’t even know yet.

3. MALAYSIA EDUCATION BLUEPRINT 2013 - 2015

4. IMPLEMENTATION OF HIGHER ORDER THINKING SKILLS
(HOTS)
To ensure that students are able to apply high-
level skills to solve problems, make decisions,
innovate, and strive to be globally competitive
To ensure teachers are competent and fully
trained in HOTs programme
To implement HOTS questions in UPSR and
SPM examinations
HOTS as one of 14 priority initiatives
KSSR KSSM
• Revised to embed a balanced set
of knowledge and skills such as
creative thinking, innovation,
problem-solving, and leadership
• Stress on student-centred and
differentiated teaching
• Greater emphasis on problem-
based and project-based work, a
streamlined set of subjects or
themes, and formative
assessments, shifting towards
higher order thinking skills
(HOTS).

5. HIGHER ORDER THINKING SKILLS (HOTS)
3 Different Areas of HOTS
knowledge
transfer
critical
thinking
problem
solving
Bloom’s Taxonomy (Revised)

6. SMART SCHOOL INITIATIVE: INCORPORATING ICT IN
TEACHING-LEARNING
+ e-Learning
ecosystem
+ ICT Literacy via
ICT curriculum
+ ICT Infrastructure
+ Digital
competency and
computational
thinking skills via
ICT curriculum
+ Outcome-based
student assessment
CONSOLIDATION & STABILISATION
Phase 2
(2016 – 2020)
Phase 1
(2011 – 2015)
Pilot Phase
(1999-2002)
Post Pilot
(2003-2005)
Making All
Schools Smart
(2005-2010)
Consolidation &
Stabilisation
(2011-2020)
THRUST 7
Leveraging ICT to scale
up quality learning
Educator
Readiness
Standard &
Policy
Digital Maker
Movement
MOVING FORWARD
2016 - 2020

7. COMPUTATIONAL THINKING
CT is an approach to solving a problem
that empowers the integration of digital
technologies with human ideas.

8. DIGITAL LITERACY
A digitally literate person will possess a
range of digital skills, knowledge of the
basic principles of computing devices,
skills in using computer networks, an
ability to engage in online communities
and social networks while adhering to
behavioral protocols, be able to find,
capture and evaluate information,
understanding of the societal issues
raised by digital technologies (such as big
data), and possess critical thinking skills.

9. Student demonstrates a
sound understanding of
technology concepts and
operations
Technology concepts and
operations
Digital information literacy
Organise, store, retrieve and
present information
Communication, collaboration
and sharing
Student demonstrates
competency in using
information and technology
effectively, responsibly and
legally
Assess and use information
and technology responsibly
Assess and use information
and technology safely
Assess and use information
and technology ethically and
legally
Student demonstrates ability
to formulate issues, identify
problems, provide solutions
and make decisions
Creating and developing
content
Problem solving and decision
making
TECHNOLOGY DIGITAL CITIZENSHIP COGNITIVE
1 2 3
DIGITAL COMPETENCY STANDARDS - DCS
• Outcome-based assessment
• A tool to measure students’ digital competency
DCS is based on:
Spearheaded by:
• MOE ICT Skills Set
• International Society for
Technology in Education
(ISTE) Standards
• UNESCO Media and
Information Literacy
Standards
• Partnership for the 21st
Century Essential Skills

10. 1
• To produce future
workforce who have high
level of digital competencies
2
• To produce innovative and
creative Malaysians
3
• To produce responsible and
ethical digital citizens
EXPECTED OUTCOMES
OUTCOMES AIMS TO CREATE A NATION OF DIGITAL MAKER
Launch of Digital Maker Movement
by the Prime Minister
Date: 11 August 2016
Venue: Sekolah Alam Shah, Putrajaya
Building Malaysia’s next
generation talent for high
value digital economy job
opportunities

11. DIGITAL MAKER MOVEMENT: BUILDING THE TALENT FUNNEL
FOR DIGITAL ECONOMY JOBS
Digital Tech @ Schools is the
formal learning component
Integrating CS and CT in Formal
Curriculum
TMK / ASK / SK Teaching
Modules
Educators Training (Teachers
and School Leaders)
Continuous Intervention
through
Informal Learning
Digital Maker Clubs (Co-
curricular)
Digital Maker Hubs and Centers
Digital Making Based
Competitions
Grooming the potential
future digital innovators
Post SPM bootcamps Facilitation to secure
industry/IHL to scholarships
Holiday internships for
selected potential top talent
Industry-Preferred Universities
Premier Digital Tech TVETs
Placement to the path of
Digital Economy jobs
http://www.mydigitalmaker.com
FB: @mydigitalmakerhub

12. CURRENT STATUS
DCS Interface Implementation:
1st – 25th November 2016 at 400 schools
1. 2016 (Phase 1):
Deployment at 400
schools from 1st -25th
November 2016
2. KPIs:
• 2017: 3,000 schools
• 2018: 6,000 schools
• 2019: 9,000 schools
• 2020: All schools

13. REBRANDING OF EXISTING CO-CURRICULUM TO DIGITAL
MAKER CLUB & STUDENT DIGITAL CHAMPION
• All digital making related clubs will fall under the
umbrella of Digital Maker Club. Eg: Digital Maker
Computing Club, Digital Maker Robotics Club etc.
• Updated modules for students to equip
themselves with essential digital knowledge and
skills through a gamified approach
• Rebranding Bridged Bestari to Student Digital
Champion
• Objective: Digital Champions will act as the
change agents for active digital making
advocacy activities in schools
• Student digital champions will be trained and
exposed through Leadership programme
DIGITAL
MAKER
CHAMPION
DIGITAL
MAKER CLUB

14. MY DIGITAL MAKER GLOBAL EXCHANGE (MY DMGX)
Aims to take the smartest, highly-driven, innovative young Malaysians and put them into an environment that capable of
changing their vision of what they are capable of doing – the moonshot thinking.
Upskilling Focus: Innovation & Entrepreneurship
Purpose
& Ideas
Select
Malaysia’s Top
40 young
innovators
Malaysia’s best
young
innovators
from existing
competitions
Outcomes
1. Recognize & upskill
top 10 Young
Malaysian Digital
Innovators by local &
Silicon Valley
industries
2. Future-proofing
Malaysia’s Digital
Economy Workforce
Accelerator Camps
Focus: Digital
Making
(40 Participants)
Focus : Innovation
• Rapid
prototyping
• Design Thinking
• Creative
Confidence
• Presentation
Confidence
• Changemaking
MY Digital Maker
Global Exchange
MY Digital
Maker Global
Exchange
(10 Participants)
Focus:
Entrepreneurship
• Lean Business
Startup
• Dolphin Tank -
Presentation
Confidence
• Immersion
visits to tech
startups &
giants
Preparation
Briefing
(10 Participants)
Holiday
Internship
• Innovation in
specific
industry
• Working life
experience
• Mentorship
• Career
exposure
and readiness

15. CONCLUSION
Central to the knowledge economy is a highly skilled and
capable workforce to drive innovation, creativity and
productivity. It is important to equip the workforce with
specialised skills to facilitate growth in the various sectors,
including R&D of ICT products and services. This will
ensure the nation not only benefits from but also
contributes to global ICT advancements.

16. Thank You