This webinar is conducted by the Centre for Academic Development and Leadership Excellence (CADe-Lead) on 14th April 2023. Here is the link to the event page https://cadelead.upm.edu.my/kandungan/olcpd2023_14_apr_ada_apa_dengan_chatgpt_tanyalah_dr_fadh-72294
Program Kerja Kesiswaan Tahun Ajaran 2023-2024 SMA Negeri 1 Bojongsoang membahas tiga program utama pembinaan kesiswaan yaitu program OSIS, ekstrakurikuler dan unggulan akademik non-akademik. Program-program tersebut bertujuan untuk mengembangkan potensi siswa secara optimal, membentuk karakter yang mulia serta meningkatkan prestasi akademik dan non-akademik siswa.
Komunitas Belajar untuk mendukung implementasi Kurikulum Merdeka.pdfradianrama1
Komunitas belajar berperan penting dalam mendukung implementasi Kurikulum Merdeka dengan memfasilitasi belajar bersama, diskusi untuk memecahkan masalah, kolaborasi pengembangan perangkat ajar, dan refleksi pembelajaran. Platform Merdeka Mengajar dapat dimanfaatkan untuk menggerakkan komunitas belajar melalui berbagai sumber belajar seperti daftar komunitas, buku panduan, webinar, contoh perangkat ajar, dan modul
Dokumen tersebut membahas tentang filosofi pendidikan menurut Ki Hadjar Dewantara yang menempatkan tujuan pendidikan untuk mencapai keselamatan dan kebahagiaan siswa. Dokumen tersebut juga menjelaskan tentang visi guru pengerak yang berpihak pada siswa dan menggerakkan komunitas pembelajaran serta menggunakan pendekatan inkuiri aprecitatif dalam perubahan pembelajaran.
Program Kerja Kesiswaan Tahun Ajaran 2023-2024 SMA Negeri 1 Bojongsoang membahas tiga program utama pembinaan kesiswaan yaitu program OSIS, ekstrakurikuler dan unggulan akademik non-akademik. Program-program tersebut bertujuan untuk mengembangkan potensi siswa secara optimal, membentuk karakter yang mulia serta meningkatkan prestasi akademik dan non-akademik siswa.
Komunitas Belajar untuk mendukung implementasi Kurikulum Merdeka.pdfradianrama1
Komunitas belajar berperan penting dalam mendukung implementasi Kurikulum Merdeka dengan memfasilitasi belajar bersama, diskusi untuk memecahkan masalah, kolaborasi pengembangan perangkat ajar, dan refleksi pembelajaran. Platform Merdeka Mengajar dapat dimanfaatkan untuk menggerakkan komunitas belajar melalui berbagai sumber belajar seperti daftar komunitas, buku panduan, webinar, contoh perangkat ajar, dan modul
Dokumen tersebut membahas tentang filosofi pendidikan menurut Ki Hadjar Dewantara yang menempatkan tujuan pendidikan untuk mencapai keselamatan dan kebahagiaan siswa. Dokumen tersebut juga menjelaskan tentang visi guru pengerak yang berpihak pada siswa dan menggerakkan komunitas pembelajaran serta menggunakan pendekatan inkuiri aprecitatif dalam perubahan pembelajaran.
Modul ini membahas proses bisnis bidang otomotif secara menyeluruh, meliputi proses bisnis manufaktur otomotif, jenis dan merk kendaraan, serta pengelolaan sumber daya manusia. Modul ini bertujuan membantu siswa memahami proses bisnis otomotif dan mengidentifikasi potensi bisnis di lingkungan sekitar.
Lokakarya 7 bertujuan untuk merefleksikan program yang telah dilaksanakan di Lokakarya sebelumnya, mengevaluasi pelatihan Calon Guru Penggerak, berbagi dampak positif program, dan menulis ide program baru. Acara ini diikuti oleh Calon Guru Penggerak Angkatan IV dan berlangsung selama 2 hari dengan berbagai sesi pelatihan dan diskusi.
2.1.a.5.2. Unggah Tugas Ruang Kolaborasi - Modul 2.1.pdfBASUKI ERYANTO
Pak Ceta adalah guru SMK yang akan mengajarkan materi transaksi online secara berdiferensiasi. Ia akan mengidentifikasi kebutuhan belajar murid dengan bertanya tentang perasaan dan minat belajar murid, serta meminta murid membuat rangkuman informasi yang didapat. Pak Ceta akan menerapkan discovery learning dan strategi berupa sesi Google Meet dan WA kelas. Penilaian formatif akan dilakukan.
Pendampingan individu bertujuan untuk membantu Calon Guru Penggerak menerapkan hasil pembelajaran daring dan lokakarya agar mampu mengembangkan diri dan guru lain, memiliki kematangan moral, dan merencanakan pembelajaran berpusat pada peserta didik. Aktivitas pendampingan meliputi diskusi tentang filosofi pendidikan Ki Hajar Dewantara, refleksi capaian, dan pembuatan portofolio digital.
Dokumen ini membahas upaya menyebarkan budaya positif di SMP Negeri 2 Jelimpo dengan mengubah paradigma belajar dari pendekatan hukuman menjadi pendekatan disiplin positif berdasarkan teori kontrol diri dan motivasi intrinsik siswa. Guru diajak merumuskan keyakinan kelas dari peraturan sekolah agar siswa memiliki komitmen dan tanggung jawab sosial. Pendekatan ini diharapkan menciptakan karakter siswa sesuai Profil
Dokumen tersebut membahas langkah-langkah untuk mewujudkan pojok literasi yang nyaman dan berkelanjutan di kelas, meliputi mendefinisikan pertanyaan utama, mengambil pelajaran dari pengalaman orang lain, merencanakan mimpi, dan merancang rencana dengan menetapkan tim kerja dan jadwal.
Modul ini membahas proses bisnis bidang otomotif secara menyeluruh, meliputi proses bisnis manufaktur otomotif, jenis dan merk kendaraan, serta pengelolaan sumber daya manusia. Modul ini bertujuan membantu siswa memahami proses bisnis otomotif dan mengidentifikasi potensi bisnis di lingkungan sekitar.
Lokakarya 7 bertujuan untuk merefleksikan program yang telah dilaksanakan di Lokakarya sebelumnya, mengevaluasi pelatihan Calon Guru Penggerak, berbagi dampak positif program, dan menulis ide program baru. Acara ini diikuti oleh Calon Guru Penggerak Angkatan IV dan berlangsung selama 2 hari dengan berbagai sesi pelatihan dan diskusi.
2.1.a.5.2. Unggah Tugas Ruang Kolaborasi - Modul 2.1.pdfBASUKI ERYANTO
Pak Ceta adalah guru SMK yang akan mengajarkan materi transaksi online secara berdiferensiasi. Ia akan mengidentifikasi kebutuhan belajar murid dengan bertanya tentang perasaan dan minat belajar murid, serta meminta murid membuat rangkuman informasi yang didapat. Pak Ceta akan menerapkan discovery learning dan strategi berupa sesi Google Meet dan WA kelas. Penilaian formatif akan dilakukan.
Pendampingan individu bertujuan untuk membantu Calon Guru Penggerak menerapkan hasil pembelajaran daring dan lokakarya agar mampu mengembangkan diri dan guru lain, memiliki kematangan moral, dan merencanakan pembelajaran berpusat pada peserta didik. Aktivitas pendampingan meliputi diskusi tentang filosofi pendidikan Ki Hajar Dewantara, refleksi capaian, dan pembuatan portofolio digital.
Dokumen ini membahas upaya menyebarkan budaya positif di SMP Negeri 2 Jelimpo dengan mengubah paradigma belajar dari pendekatan hukuman menjadi pendekatan disiplin positif berdasarkan teori kontrol diri dan motivasi intrinsik siswa. Guru diajak merumuskan keyakinan kelas dari peraturan sekolah agar siswa memiliki komitmen dan tanggung jawab sosial. Pendekatan ini diharapkan menciptakan karakter siswa sesuai Profil
Dokumen tersebut membahas langkah-langkah untuk mewujudkan pojok literasi yang nyaman dan berkelanjutan di kelas, meliputi mendefinisikan pertanyaan utama, mengambil pelajaran dari pengalaman orang lain, merencanakan mimpi, dan merancang rencana dengan menetapkan tim kerja dan jadwal.
This is the slides from a webinar I gave to the senate of Universiti Padjajaran, Inodonesia as part of the activities in discussing on AI implications in education at their institution.
This was the first session on Generative AI in teaching and learning, focusing on ChatGPT that was conducted in Malaysia. The event was organised by the Centre for Academic Development and Leadership Excellence (CADe-Lead) UPM. The YouTube video of the session is here https://www.youtube.com/watch?v=p6Zk370bxJo&t=1s
- Class Companion is an AI-powered education platform that provides automated feedback on student assignments to help them improve their writing skills. It allows teachers to focus feedback on specific areas and gives students low-stakes practice opportunities to reduce anxiety.
- The platform allows teachers to add pre-built assignments or import their own and select a rubric. It then provides instant feedback to students on multiple draft attempts.
- Forbes featured Class Companion for putting AI to work assisting teachers in helping students, noting that the best measure of a tool's promise is when students miss it rather than complain
1) The document outlines a plan to address writing skills issues through the use of technology in a Bangladeshi English Language Teaching (ELT) course.
2) The plan identifies weak academic writing skills, such as poor paragraph structure, as an issue and proposes using Padlet and Nicenet to provide exercises and feedback opportunities to help students improve their paragraph writing.
3) Exercises and assessments will be provided through Padlet, students will write paragraphs and provide peer feedback through Nicenet, and progress will be measured by comparing paragraphs written at the start and end of the course housed in an online portfolio.
PDHPE TA Newsletter Term 1 2016 steve kapsalis story on socrativeSteve Kapsalis
Socrative is a student response system that allows for formative assessments through quizzes and polls on any device. It provides real-time feedback and engagement through space races. Teachers can download student responses as an Excel file. The document then lists several ways Socrative can be used in the classroom, such as word clouds of student responses, gathering anonymous questions, and tailoring teaching based on student learning styles and feedback.
This document provides an overview of flipping a course and outlines an agenda for a workshop on designing a flipped classroom session. The workshop aims to guide participants through designing a 1-3 hour flipped class by first conducting a mini needs assessment of the material and objectives. It then walks through designing the key components of a flipped lesson, including preparing pre-class materials to introduce concepts and skills, as well as planning classroom activities to practice and reinforce the skills. The document discusses considerations for each component and prompts participants to make design decisions for their flipped session. The goal is for participants to leave the workshop having completed a formal lesson plan for their selected flipped class.
This document discusses professional development for schools implementing Bring Your Own Device programs. It provides details on the professional development infrastructure and expectations at Rangitoto College, including PD coordinators who deliver whole-school and one-on-one training. Six key capabilities of effective PD for BYOD are outlined: having a clear purpose, strong foundations, time for reflection, preparing for the future, showcasing early adopters, and keeping the focus on teaching and learning outcomes. Effective and ineffective PD strategies are also listed.
Introducing e-portfolios to actively enhance the HE student’s learning experi...JISC Netskills
Julie-Ann Stobo from Gateshead College discusses how the collegses School of Teaching & Learning Development have used an e-portfolio to enhance learning experience of PGCE students.
Computers are a familiar sight in classrooms in the 21st century, and technology has been used to streamline many educational tasks. CAL started in the 1950s and 1960s mainly in USA. Term often used interchangeably with Computer-Based Instruction (CBI), Web Based Instruction (WBI), Computer-Assisted Learning (CAL), Computer-Enriched Instruction (CEI), and Web Based Training (WBT). Logo project was the first CAL system that was based on a specific learning approach.
This document provides an overview of project-based learning (PBL) through an agenda for a workshop on the topic. It discusses why schools implement PBL, what PBL is and isn't, how to design PBL units, and managing PBL projects. Key aspects covered include defining projects, their components, grading projects, and the realities of implementing projects. The document aims to give educators a taste of PBL through exercises and designing a sample unit to use the following year.
STEM Process and Project-Based LearningTodd_Stanley
The STEM design process involves asking, imagining, planning, creating, and revising. This cycle fits nicely into the model of project-based learning where students are creating an authentic product to show what they have learned. This shows you how you can incorporate the STEM design process into your projects to ensure maximize learning can take place. Part of this is creating a safe classroom environment where students are permitted to take risks. By doing this, you are giving students permission to fail, which is where the most learning takes place.
The document describes Esmeralda Adame's culminating project for a class on global leadership. The project involves creating a PowerPoint presentation that will introduce manufacturing students to the 10 key behaviors of global leaders through group case studies and reflection papers. The presentation will explain the global leadership model and provide sample activities to implement in the classroom to help students develop skills like cultural awareness, relationship building, and critical thinking. The goal is to help prepare students for future careers that require global competencies by exposing them to different perspectives and encouraging leadership among their peers.
The document summarizes key points from a technology conference for school administrators. It discusses the increasing role of online learning, the need for technology training for teachers, and important elements of a comprehensive technology plan, including vision/mission statements, assessment of technology use, budgets, and documentation of hardware/software. Hybrid courses combining online and in-person learning are presented as an option. The importance of technology planning and having clear goals and outcomes is emphasized.
Universal Design for Learning is a framework that provides flexibility in how information is presented, how students demonstrate knowledge, and how students are engaged. It aims to reduce barriers and support all students, including those with disabilities. When integrating assistive technology into instruction, educators must consider each student's needs and how technology can help access the curriculum, improve instruction, and increase motivation. Teachers should design instruction around the student, curriculum, adaptations, and classroom environment and evaluate how well adaptations help students accomplish tasks.
Important & effective teaching methods and techniquesMunish Kumar
The document discusses various teaching methods and strategies. It describes teacher-centered vs. student-centered approaches and high-tech vs. low-tech material use. It provides examples of different teaching methods like inquiry-based learning and personalized learning. It also outlines 10 evidence-based teaching strategies supported by research like clear lesson goals, questioning, feedback, and active learning. Principles for effective teaching are proposed, including developing student-faculty contact, cooperation among students, active learning, prompt feedback, and respect for diverse talents.
WebOrganic eLearning - SSPKW Primary School Project Sharing 20130628Jeff Ng
The document summarizes an iPad e-learning pilot project for a primary school in Hong Kong. It includes objectives, achievements, problems encountered, merits identified, and questions for discussion. It also provides recommendations from lesson observations, proposed next steps like preparing for a sharing session and providing inputs to the school's e-learning roadmap. The roadmap outlines initiatives over the next few years to integrate e-learning across different subject areas and student levels through teacher training, parent workshops, and collaboration with publishers.
The document describes a skills and personal reflective activity (SaPRA) used at a university in the UK to help first-year students transition to university. SaPRA involves students completing a self-audit of their confidence levels in various academic and personal skills areas. It found that students were least confident in skills like academic writing, reading, and using the library. SaPRA helped identify skills gaps, focus personal tutoring, and inform curriculum changes. Both students and staff provided positive feedback on SaPRA and how it supported transition, engagement, and retention.
1. The document discusses technology enhanced learning (TEL) and online pedagogy, highlighting various models for developing online curricula, including the SOLSTICE model and Salmon's 5 stage model of online participation.
2. It also addresses student expectations of higher education and technology use, noting both opportunities and challenges in connecting with digital native students.
3. Guidelines are provided for effective online discussion, emphasizing the importance of structure, reflection, and facilitating meaningful discourse among students.
This talk was delivered for the National Defense University of Malaysia (Universiti Pertahanan Malaysia), Malaysia, in their academic staffs induction course program, delivered on 9th August 2023. The title is Regenerating learning experience with AI.
Struggle to success: How generative ai can transform your university experience?Nurfadhlina Mohd Sharef
The document discusses the potential impacts of generative AI tools like ChatGPT on university education. It outlines some key points:
1. ChatGPT and other AI tools can help students with tasks like research, writing, and test preparation but universities need to ensure ethical use and prevent academic dishonesty.
2. Educators should redesign activities and assessments to focus on skills like critical thinking, communication, and experiential learning rather than just facts. Assessments should evaluate creation of artifacts rather than past problems.
3. While AI tools have limitations and can generate incorrect information, they can engage students in productive struggle if used to supplement rather than replace student effort. Universities must prepare students
This document discusses e-learning at Universiti Putra Malaysia (UPM). It covers various topics related to online teaching and learning methodology including learning styles of students, choosing teaching methods, online teaching approaches, and assessment methods. It also provides examples of student-centered learning approaches and questions frequently asked about online learning. Tutorials and guides are available on the university's learning management system, online learning tools, and conducting video conferences. The document promotes technology-enhanced active learning and references various teaching and learning awards and competitions held at UPM.
This talk is organised by HELWA ABIM to create awareness on big data and artificial intelligence. Delivered by Nurfadhlina Mohd Sharef on 5th November 2020
Chatbot is an Artificial Intelligence (AI) technology that serves as a digital assistant that interprets and processes users’ requests. Existing chatbot applications for teaching and learning have addressed subjects like language, and economics, but none are available to facilitate learning AI or ability to communicate in Malay language.
Therefore, CikguAIBot, a chatbot that focuses on assisting the Malay-speaking community in learning the basic concepts and algorithms of AI is developed. The purpose of the CikguAIBot is to provide an alternative to learning materials and interaction modality with the instructor. The target user of the chatbot ranges from secondary school learners to lifelong learners. CikguAIBot is deployed as a Telegram application and executable through mobile apps and web access. The completion of learning, activities and assessments of the whole content of CikguAIBot takes about one hour.
The chatbot consists of 65 intents and 7 entities, and is developed using DialogFlow, a Google-based tool. Suggestion chips and cards are used as the interaction means which allow users to navigate from one content to another. Natural language interaction is also allowed so users can chat with the chatbot. Quizzes in the form of true-false and multi-choice questions are created within each topic as a learning reinforcement purpose. Immediate feedback to answers in the quiz is also provided so the students could use the responses as self-learning. The chatbot also offers infographic, links to external resources and videos.
Learning analytics based intelligent simulator for personalised learning slideNurfadhlina Mohd Sharef
To cite:
Sharef, N. M., et. al (2020), “Learning-Analytics based Intelligent Simulator for Personalised Learning”, International Conference of Advancements in Data Science, e-Learning and Information Systems (ICADEIS’20)
- AI has huge potential to democratize education through personalized learning techniques enabled by learning analytics and adaptive technologies.
- Personalized learning aims to tailor educational content, activities and resources to individual learners based on preferences, interests, competencies and behaviors.
- Key challenges in developing truly personalized learning include limitations of data and computing power to fully understand individual learners, as well as balancing personalization with new discovery and conflicting interests of different stakeholders.
Basketball players performance analytic as experiential learning approachNurfadhlina Mohd Sharef
To cite: Sharef, N.M., Mustapha, A., Azmi, M.N., Nordin, R., (2020), "Basketball Players Performance Analytic as Experiential Learning Approach in Teaching Undergraduate Data Science Course", International Conference on Advancement in Data Science, E-learning and Information Systems (ICADEIS 2020).
Enhancing Multi-Aspect Collaborative Filtering for Personalized RecommendationNurfadhlina Mohd Sharef
Khairudin, N., Sharef, N. M., Mustapha, N., Noah, S A. M., (2018), "Enhancing Multi-Aspect Collaborative Filtering for Personalized Recommendation", 2018 Fourth International Conference on Information Retrieval and Knowledge Management (CAMP18), Kota Kinabalu
Aspect Extraction Performance With Common Pattern of Dependency Relation in ...Nurfadhlina Mohd Sharef
A. S., Shafie, Sharef, N. M., Murad, M. A. A., Azman, A., (2018), "Aspect Extraction Performance With Common Pattern of Dependency Relation in Multi Aspect Sentiment Analysis", 2018 Fourth International Conference on Information Retrieval and Knowledge Management (CAMP18), Kota Kinabalu, in press.
Temporal Relations Mining Approach to Improve Dengue Outbreak and Intrusion T...Nurfadhlina Mohd Sharef
This paper proposes using temporal relation mining to improve the accuracy of dengue outbreak and intrusion threat severity prediction models. Specifically, it involves ordering event data chronologically, identifying patterns in increasing or decreasing trends, and determining if a target event is preceded by a sequence of related supporting events. The approach aggregates time series data within temporal windows and represents events as state sequences to capture temporal trends. It then uses these representations to train machine learning models for dengue case prediction and intrusion threat level forecasting. The results show the approach improves prediction performance compared to methods that do not consider temporal relationships.
Multi-layers Convolutional Neural Network for Tweet Sentiment ClassificationNurfadhlina Mohd Sharef
This document presents a multi-layer convolutional neural network (MLCNN) for classifying Twitter sentiment on an ordinal scale of five points (Highly Positive, Positive, Neutral, Negative, Highly Negative). The MLCNN uses different filter sizes and pooling techniques to capture the complexity of ordinal classification. It outperforms previous state-of-the-art models on the SemEval 2016 Twitter sentiment dataset, achieving a MAEM score of 0.617 using various filter sizes and average pooling. The MLCNN is able to automatically learn features and representations from word embeddings to perform Twitter sentiment analysis, without extensive feature engineering.
Temporal based Factorization Approach for Solving Drift and Decay in Sparse Scoring Matrix proposes the TemporalMF++ approach to address weaknesses in existing temporal based factorization recommendation systems. TemporalMF++ integrates long and short-term user preferences learned through k-means clustering and bacterial foraging optimization to model preference drift and item popularity decay over time. Experimental results on the Netflix dataset show TemporalMF++ achieves an 18.5% improvement in prediction accuracy over benchmark methods.
a system called natural language interface which transforms user's natural language question into SPARQL query
find related papers here https://sites.google.com/site/fadhlinams81/publication
This document discusses using semantic web technologies to help make sense of big data by linking and integrating heterogeneous data sources. It presents a self-adaptive natural language interface model that takes a natural language query as input, considers possible concept annotations and SPARQL query patterns, runs the queries, and returns results to a reasoner to identify the correct query and answer. The model was tested on geography and Quran ontologies and was able to correctly answer questions with different SPARQL patterns. The conclusion discusses how semantic web and linked data can help analyze big data and create more personalized applications.
The big data phenomenon has confirmed the achievement of data access transformation. Sentiment analysis (SA) is one of the most exploited area and used for profit-making purpose through business intelligence applications. This paper reviews the trends in SA and relates the growth in the area with the big data era.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
1. Ada Apa Dengan
ChatGPT?
Tanyalah Dr. Fadh
🗓️ 14 April 2023 (Friday)
️️
10.00 am – 12.00 pm
Assoc. Prof. Ts. Dr. Nurfadhlina Mohd Sharef
Centre for Academic Development and Leadership Excellence (CADe-Lead),
Universiti Putra Malaysia
nurfadhlina@upm.edu.my
1
2. Assoc. Prof. Ts. Dr.
Nurfadhlina Mohd Sharef
Intelligent Computing Research Group, Faculty of Computer Science and Information
Technology, Universiti Putra Malaysia.
nurfadhlina@upm.edu.my, 0126672504, https://sites.google.com/view/nurfadhlina
Affiliation:
1. Associate Professor, Department of Computer Science,
Faculty of Computer Science and Information Technology,
Universiti Putra Malaysia.
2. Deputy Director (Innovation in Teaching and Learning),
Centre for Academic Development and Leadership
Excellence (CADe-Lead), Universiti Putra Malaysia.
3. Chairperson, Young Scientist Network-Academy of
Sciences Malaysia (YSN-ASM)
4. Expert Group Member, New Horizon for STI - A Strategy to
Enhance Higher Education in Malaysia (NHSTI) White
Paper, Academy of Sciences Malaysia (ASM)
5. Task Force Member, National Artificial Intelligence
Roadmap Implementation 2021-2025, MOSTI
6. Task Force Member, Health Workforce Culture Survey
Analytics, MOSTI
7. Interim Research Associate, Malaysia Institute for Ageing
Research (MyAGEING), Universiti Putra Malaysia.
8. Research Associate, Institute for Mathematical Research
(INSPEM), Universiti Putra Malaysia.
9. Chair, COVID-19 ASM Data Scientist Group, Academy of
Sciences Malaysia, MOSTI
Data Analytics
1. Digitalisation and IoT for Precision
Biodiversity
2.COVID19 Vaccination Distribution Planning
and Tracking
3. BSH- LHDNM Analytics Dashboard for
Program Bantuan Kerajaan
4. National Integrated Cybersecurity Threat
Factor Profiling
5. Learning Analytics and Chatbot for
Personalized Learning
Machine Learning
1. Deep Recurrent Q-Network Approach for
Multi Objective Recommendation System
2. Interactive Machine Learning based on
Deep Reinforcement Learning and
Generative Adversarial Network Hybrid for
Digital Twin
Research Interests
● Artificial Intelligence
● Data Science and Data Analytics
● Text Mining and Question Answering
● Recommender Systems
● eLearning
Text Mining
1.Online Reputation Meter
2.Evolving Multi-Granular Temporal
Abstraction Method to Improve Clinical
Data Analysis
3.Multi-Tasking based Deep Learning for
Tweets Analytics
4.Deep Attention Model For Review-
based Multi-Criteria Recommendation
System
5.Sequence-to-Sequence Based Natural
Answer Generation Models
2
5. Komen mengenai ChatGPT kepada bidang akademik & cadangan sokongan yang boleh CADe-Lead sediakan bagi staf
akademik membuat persediaan dan penyesuaian kepada AI Generatif
1. Saya ada keraguan tentang keaslian hasil kerja pelajar terutama yang melibatkan assignment bertulis /laporan.
Ia boleh menjadi guru kedua dan mungkin utama kepada pelajar. Dan tenaga pengajar untuk upgrade
pengetahuan untuk setanding dengan chatGpt memang mustahil.
1. Para pelajar juga menggunakan chatGPT, dan kemudian menggunakan quillbot untuk paraphrase dan elak
dikesan. Pelajar jadi kurang belajar disebabkan ini
1. GOOD TOOL BUT NEEDS A PROPER CONTROL
1. Pada pendapat saya, inovasi ini masih terlalu muda untuk ahli akademik gunakan bagi tujuan penambahbaikan
kandungan pengajaran. Sesuai untuk memberi info secara umum sahaja. Mungkin, saya tidak pasti dan ingin
mengetahui pandangan dan pengalaman Dr. Fadh tentang perkara ini. Mungkin ada katakunci (keyword) yang
sesuai untuk mendapat jawapan yang lebih bernas daripada ChatGPT?
1. Melemahkan fungsi kognitif manusia.
1. Boleh mempercepatkan kerja seharian tetapi perlu disunting sewajarnya.
1. Bagus ..memudahkan dan mempercepatkan kerja
1. i welcome it. WE also cant stop students from using it. BUt i will simply grade whatever that comes to me from
now on as we waste more time to just trying to investigate if students plagiarise their work. saya bukan kerja
private investigator. gaji masih sama jugak.
5
6.
7.
8. CADe-Lead UPM
Adakah ChatGPT memudahkan
proses pembelajaran?
Soalan
1. Create lesson plans
2. Question answering
3. Text classification
4. Get fresh creative ideas or advise for a refined thought
5. Create rubrics of assessments
6. Translate sentences
7. Compose a write up (e.g social media posts, product review,
promotional copywriting)
8. Summarize text
9. Text completion
10. Get generated text in a particular style (eg a 7-year old
understanding vs 27 years old)
Jawapan
8
Three typical responses:
Ban ChatGPT
“Business as
usual”
Embrace
ChatGPT
The response we pick
must consider
immediate (course level
– micro picture) and
future needs (university
level – macro picture).
9. Practical tips for ChatGPT usage to support activity
Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM
9
10. machine-learning techniques behind generative AI
have evolved over the past decade…
Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM
Content Type Tool Application Implementation
Paradigm 1: AI-
directed
Learner as
recipient
Behaviorism Earlier work on
Intelligent Tutoring
Systems; ChatGPT
Paradigm 2: AI-
supported
Learner as
collaborator
Cognitive, Social
constructivism
Dialogue-based
Tutoring Systems;
Exploratory Learning
Environments;
ChatGPT
Paradigm 3: AI-
empowered
Learner as
leader
Connectivism, Complex
adaptive system
Human-computer
cooperation;
Personalised/adaptiv
e learning; ChatGPT
10
11. Guides for educators to embrace ChatGPT in
activities
1. Allow students to use ChatGPT and have a discussion on the rules of its usage.
2. Practice retrieval and other memorisation activities that specify certain time, topic or activities conducted previously
to ensure students take effort to understand and analyze any references they have utilized.
3. Create more collaborative and discussion activities. When students discuss, they do so from their own working and
long-term memory. Sure, they can look up quick answers, but to carry on a conversation, most of the work comes from
their own thinking. After a discussion, students can recap the discussion and share their reflections about it ... and that's
much harder to do with a bot.
4. Emphasize experiential learning and engage students in personalized elaboration that relate to their local surroundings
and routines. Let students demonstrate what they have learnt. Asking students to bring in ideas, evidence, perspectives,
and data from contemporary or personal events or geographical contexts will make it more difficult (although not
impossible) for them to just ask an AI to write their assignment.
5. Conduct activity that requires students to use ChatGPT to answer questions related to a topic, and experiment to
identify questions that can’t be answered. This will let the students think critically and dive deeper into the topic.
Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM
12. Practical steps to use ChatGPT in a lesson (my
suggestion)
1. Identify lesson objectives
2. Conduct activities that have tasks requiring students to use ChatGPT. Inform that they have to
present their findings.
3. Observe their interactions with ChatGPT - look at the prompts they used. Ask how they feel about
using ChatGPT to complete that task.
4. Analyse your instructions and check whether they are too straightforward or manage to encourage
students build higher order thinking. Refine the instructions if you have to, and explain to the
students
5. Monitor how they are completing the task. Analyse the quality of answers and their understanding
through presentation.
Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM
12
13. My experience
Lesson: Week 2
Objective: students
should be able to
compare sorting
algorithms and
explain the time
complexity
Activity:
- Memory recall
- Find answers in
pairs
- Give
presentation
Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM
13
14. Instructions
1. Choose 2 sorting algo. Provide explanation on
them
2. Find the algo and test the coding of each
sorting technique (prepare 2 examples of
sequences, identify the performance of each
algo and how they differ)
3. Find an answer why the gamma, theta, and
Big-Oh are as such
4. Discuss with your pair about the
characteristics of each algo and compare their
differences. Be prepared to share your
observation on each algo; relate to the
example sequences you used
Name 1 Name 2 Algo 1 Algo 2
Aimman rusyaidi merge bubble
Idin Hariz selection insertion
Ryan Fahmi shellsort tree sort
Miqael Hazman Insertion Shellsort
Shree Fauzan Quicksort Heapsort
Aminnzz Yusmal Shellsort Selection
Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM
14
15. Observation (surface)
1. Students manage to complete
the task
2. They are free to express the
answer in a structure that they
are convenient with
3. Students are happy that they
can use ChatGPT to obtain some
answers
4. Students said that they also mix
with some other references eg
slides and website
5. Students said that the questions
are tough
6. It is the first time for
presentation in the course, they
are shy, but they tried
Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM
15
16. Observation (surface)
1. Students manage to
complete the task
2. Students are happy that they
can use ChatGPT to obtain
some answers
3. Students said that they also
mix with some other
references eg slides and
website
4. Students said that the
questions are tough
5. It is the first time for
presentation in the course,
they are shy, but they tried
But how can we ensure that they have a deep
understanding?
Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM
16
17. Instructions (round 1)
1. Choose 2 sorting algo. Provide explanation on
them
2. Find the algo and test the coding of each
sorting technique (prepare 2 examples of
sequences, identify the performance of each
algo and how they differ)
3. Find an answer why the gamma, theta, and
Big-Oh are as such
4. Discuss with your pair about the
characteristics of each algo and compare their
differences. Be prepared to share your
observation on each algo; relate to the
example sequences you used
Name 1 Name 2 Algo 1 Algo 2
Aimman rusyaidi merge bubble
Idin Hariz selection insertion
Ryan Fahmi shellsort tree sort
Miqael Hazman Insertion Shellsort
Shree Fauzan Quicksort Heapsort
Aminnzz Yusmal Shellsort Selection
Low level thinking
Student confine their discovery
only on the assigned tasks. So
instructors need to scaffold with
summary activities with reflections
Collaborative learning
This is a high order thinking activity. Usually students wl have a
cold feet and struggle when they code. But ChatGPT provides
the code right away! Unfortunately, actually the students skip the
learning process!
Student actually doesnt understand this. They got the
answers but could not relate the time complexity with
the looping structure
Student tried to explain what they
understood but very shallow, and
cant give their observations
17
18. My intervention…
To ensure that they
have a deep
understanding…
I provided a mind-
map. Students show a
blank face (indicates
that they still have low
understanding).
I probe further and
identify their
understanding is still
low.
Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM
18
19. 1. Fill up slide 2&3 on the algo, and order of growth
1. Show the steps to sort 8,7,3,1,2 into an increasing order in slide
4&5, and 2,1,3,7,8 in slide 6&7.
I used the following prompt in chatgpt:
• show the steps to sort 8,7,3,1,2 in increasing order
using <algo name> sort
• show the steps to sort 2,1,3,7,8 in increasing order
using <algo name> sort
I hv provided some examples. Pls complete them.
3. Find an answer why the gamma, theta, and Big-Oh are as such.
Discuss with your pair about the characteristics of each algo and
compare their differences. Write this in slide 8. Be prepared to
share your observation on each algo; relate to the example
Instructions (round 2) in
Week 3
● This activity is more
structured and guided.
● I improvised the
previous instructions
and ask students to
solve the sorting of the
same sequence so it is
easy for them to
compare
Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM
19
21. My observations
1. By observing the students learning behavior, i can understand their learning patterns.
2. By providing the template, students are clearer on my expectations, and it is easier for me to identify
students who needs help.
3. After students have completed the answer, the first activity conducted is for them to identify the
characteristics. Although the answers are explicitly available, they couldnt relate to my request (again!
And this could be due to copy-paste from ChatGPT).
4. I guided them to compare the answers across all 8 algo. (You might seem this as spoon feed, but
beware, students learning processes are being disrupted too, and we need to SHOW THEM WHY THEY
NEED TO PUT PURE EFFORT TO LEARN).
5. The collaborative and experiential learning has enabled everyone in the class to identify the criteria
beyond the existing literature → this is PURE and authentic learning!
6. Listen to their reflection, and motivate them by interacting further allow us to have a deep
understanding and build connections with them
Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM
21
22. Important note to lecturers -> emphasising our role
as learning coaches
1. Students need to be taught how to learn (instead of us considering they have
learnt, while actually they only copy-paste from ChatGPT)
2. Lecturers need to unlearn and relearn (ChatGPT sometimes are better
instructors. We need to leverage this tech to make ourselves better)
3. Students need guidance and monitoring (various activities can be conducted
to allow for authentic learning attainment)
4. Lecturers should be ready for an agile teaching strategies (we need to scaffold,
mentor, and be prepared to redesign assessments and activities -> focus on
higher order thinking, eg let the students to critique the answers by ChatGPT
as a deep discourse on the subject matter. Socratic mindset need to be
emphasised!)
5. Students need to be taught on how to be responsible learners. We need to be
a role model to them!
Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM
22
23. Balancing the risk (for cheating) versus
opportunities (for feedback)
Developing meaningful and
relevant assessments are more
important than investing in
student surveillance techniques.
In fact, ChatGPT can encourage
learning through making
mistakes and receiving feedback
iteratively (productive
struggle).
Do we reward our students for
effort or outcome?
Are we indirectly incentivizing
cheating?
→ We should not deprive our
students from learning values
and skills they will need as
adults.
Src: Wan Mohd Aimran Wan Mohd Kamil, UKM
24. Try adding an adjective like
friendly or professional to
your prompt to make the
response have a particular
tone
Tone
If you are creating something
for students, families, or
colleagues, include that in
your prompt so the audience
is clear
Context
If the first response you get feels too
general, follow it up with a condition
that makes it more specific, such as
“in shorter sentences” or “with
simpler vocabulary”
Specificity
Proper way to use Chat GPT
Prompt
Question
CADe-Lead UPM
Answer
Unlike the Google search process, the ChatGPT
process works best with a very specific
command, then more refined language to get
closer to your desired outcome. The more you
tweak your questions, the more tailored and
useful the information will be!
24
25. Example prompts to refine the quality of your
interaction with ChatGPT
1. Revise this piece of text to be more [clear, shorter, elaborated, concise, simple, complex, humorous]
2. Edit this paragraph for grammar
3. Generate some write up on the [topic] that meets the following criteria [paste criteria].
4. Rewrite this text in the style of [style name]
5. Summarize the [topic] in 50 words or less.
6. Write step-by-step directions for [topic]
7. I need further details than the above.
8. Give me more explanation. Focus on [specific]
9. Based on the following [criteria], give me 5 specific facts for [info]
10. Rewrite this email so it is more [ADJECTIVE] [PASTE EMAIL DRAFT]
11. Write a thank you email to a family member who [WAY THEY HELPED]
12. Describe [TOPIC] in detail
13. Write 10 discussion questions to talk about [TOPIC]
14. Write a model essay on [TOPIC] that includes [FEATURES]
15. Write a song in the style of [ARTIST/GENRE] that teaches students about [TOPIC]
16. Explain the process of [TASK] in [NUMBER] steps
17. Condense this into just [NUMBER] steps [PASTE TEXT]
18. Create a survey to see what [GRADE LEVEL] students would be most interested in learning about [TOPIC]
19. Provide some examples of open-ended questions to include in a student survey about [TOPIC]
20. Can you suggest some interactive games or activities that can help reinforce learning in [TOPIC]? 25
You can keep on interacting with
ChatGPT, ask it to refine and
personalise your request!
26. Practical steps to use ChatGPT in a lesson (by
ChatGPT)
1. Define the learning objectives: Before incorporating ChatGPT in your teaching, it is important to identify the specific learning objectives
that you want to achieve with your students. This will help you determine the types of questions that you want to pose to ChatGPT
and the specific topics that you want to cover.
1. Choose a platform: There are several platforms that you can use to integrate ChatGPT into your teaching, such as Zoom, Microsoft
Teams, or Google Meet. You can also use educational chatbot platforms like MobileMonkey or Tars.
1. Introduce ChatGPT to your students: Begin by introducing ChatGPT to your students and explaining how it works. You can use a brief
presentation or a video to demonstrate how to ask questions and receive responses from ChatGPT.
1. Pose questions to ChatGPT: Pose questions to ChatGPT that are related to the learning objectives you have identified. This could
include questions related to specific topics, as well as questions related to critical thinking and problem-solving.
1. Evaluate responses: Evaluate the responses from ChatGPT to ensure that they are accurate and relevant to the questions posed.
Discuss the responses with your students and encourage them to provide feedback on whether the responses were helpful or not.
1. Use ChatGPT for individual and group work: ChatGPT can be used for individual learning and research, as well as for collaborative
group work. Encourage your students to work together to ask questions and explore different topics using ChatGPT.
1. Provide feedback: Provide feedback to your students on their use of ChatGPT, and encourage them to provide feedback on their
experiences. This will help you identify areas for improvement and make any necessary adjustments to your teaching approach.
Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM
26
27. How ChatGPT helps in
assessing students'
knowledge?
Question
1. Generate questions and answers
2. Refine and get explanation on answers
3. Generate rubrics
Preparing assessments Marking submissions
CADe-Lead UPM
Answer
1. Copy-paste the submission into ChatGPT
and get comments on the language
27
28. 28
Assessment questions that were considerably
challenging and suitable for assignment SHOULD
NOW be REVAMPED!
Especially when you can identify that a
straightforward answer is readily available by
ChatGPT.
We dont want to end up marking ChatGPT’s
answer! Our job is to educate the students.
Therefore, we need to adapt and incorporate
ChatGPT in assessment preparation,
implementation, marking, and feedback.
1. Assessment of learning: a way to see what the students can do
2. Assessment for learning: occurs when teachers use inferences about student progress to inform their teaching
(formative assessment).
3. Assessment as learning: occurs when students reflect on and monitor their progress to inform their future learning
goals (formative assessment)
29. Example. ChatGPT can provide feedback to students:
Can ChatGPT substitute educators?
Submits a
draft
Generates
feedback
Utilizes
feedback
Supplies
rubric
Submits student
work
Utilizes
feedback
29
Potentially, ChatGPT as
a teaching assistant.
Src: Wan Mohd Aimran Wan Mohd Kamil, UKM
30. Vicious versus virtuous loops
Generates
response
Give questions
Prompts Submits
Grades
Give questions
Generates
response
Prompts
Feedback
Submits-feedback-revises
Grades
Grades may not reflect student mastery
because ChatGPT short circuits student
effort.
Grades reflect student mastery since ChatGPT
engages students in productive struggle.
30
Src: Wan Mohd Aimran Wan Mohd Kamil, UKM
31. The positive effect from ChatGPT disruption on
university’s role to produce quality students
1. Focus on ability of the students to communicate clearly, coherently and confidently
a. stop hiding behind lengthy reports with pages of appendices and truly think about how
to condense and articulate their report’s content in a dialogue that can evolve their
thoughts.
Src: https://newsroom.unsw.edu.au/news/business-law/charting-new-course-university-education-age-chatgpt?fbclid=IwAR1_bVk5BlUWo4Fr69-
5w3wHnTeqexbuJ5oxRu0m0SLLMjnc7b2ecgIrqVc_aem_ARIuRjvCTjuC1PnjOdExO3nNFIvy3LneMCkk-icBjW9cowCFjegFWiE_X0weKw36Qb-
GUo8fUg4lCgyw70n3cdLULJrccwVVtP7d1mtZf5MM0BSFRwICpJYukl_nb_Vbf20
Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM 31
32. The positive effect from ChatGPT disruption on
university’s role to produce quality students
2. importance of experiential learning
a. Switch to “live” problems that are evolving in class, and stop feeding students problems
from the past.
b. learning happens in real time with the assistance of AI. We must focus on providing
students with hands-on, experiential learning opportunities.
c. Assessments should be increasingly based on creation, like producing practical
artefacts.
Src: https://newsroom.unsw.edu.au/news/business-law/charting-new-course-university-education-age-
chatgpt?fbclid=IwAR1_bVk5BlUWo4Fr69-5w3wHnTeqexbuJ5oxRu0m0SLLMjnc7b2ecgIrqVc_aem_ARIuRjvCTjuC1PnjOdExO3nNFIvy3LneMCkk-
icBjW9cowCFjegFWiE_X0weKw36Qb-GUo8fUg4lCgyw70n3cdLULJrccwVVtP7d1mtZf5MM0BSFRwICpJYukl_nb_Vbf20
Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM 32
33. The positive effect from ChatGPT disruption on
university’s role to produce quality students
3. Assessing the quality of the process
a. students will have to work together, but this doesn't mean merely forming groups and
splitting up the work.
b. how students interact with one another. Are they able to collaborate effectively and
efficiently? Do they demonstrate professionalism, maturity and respect for one
another? Have they developed a set of protocols that allow them to work harmoniously
and productively together?
c. As we shift to a more dialogue-based approach to learning, the assessment will be
about the quality of the process rather than simply the outcome. Ultimately, it is time
for students to demonstrate that they can apply the principles upon which our cultures
and civilisations are built: to work together despite differences and diversity of
backgrounds.
Src: https://newsroom.unsw.edu.au/news/business-law/charting-new-course-university-education-age-chatgpt?fbclid=IwAR1_bVk5BlUWo4Fr69-5w3wHnTeqexbuJ5oxRu0m0SLLMjnc7b2ecgIrqVc_aem_ARIuRjvCTjuC1PnjOdExO3nNFIvy3LneMCkk-
icBjW9cowCFjegFWiE_X0weKw36Qb-GUo8fUg4lCgyw70n3cdLULJrccwVVtP7d1mtZf5MM0BSFRwICpJYukl_nb_Vbf20
33
34. "Bagaimana utk mengekang salahguna
chatgpt cthnya bg tugasan yg ada markah,
spt bina ayat atau terjemahan...contoh2
jwpn akan mudah didapati di chatgpt dan
ketepatannya juga lebih baik berbanding
google translate. "
Questions
34
CADe-Lead UPM
Adakah ChatGPT menggalakkan
ketidakjujuran akademik seperti
plagiarisme dalam kalangan pelajar? Jika
ya, bagaimanakah untuk mengesan
perbuatan sedemikian dan cara
mengatasinya.
35. Practical tips for ChatGPT usage to support
assessment
Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM
35
38. How to detect GPT?
Educators need to redesign the activities and assessments in their teaching (as advised in UPM’s guide for
ChatGPT in teaching and learning).
For detecting ChatGPT, several tools can be used:
https://x.writefull.com/gpt-detector
https://detector.dng.ai
https://gptzero.me
https://writer.com/ai-content-detector/
Centre for Academic Development and Leadership Excellence (CADe-Lead) , UPM
40. Can we as a teacher,
create final exam
questions from ChatGPT?
Questions
Answer
40
CADe-Lead UPM
ChatGPT boleh
digunakan untuk
mendapatkan idea
membina soalan
01
ChatGPT boleh digunakan
untuk mengenal pasti
contoh-contoh jawapan
yang mungkin diberi oleh
pelajar
02 03
ChatGPT harus
digunakan bagi
menyemak samada
soalan terlalu
mudah/sukar
Contoh https://sharegpt.com/c/QHEPx8W
41. Guides for educators to embrace ChatGPT in
1. Review your assessment; avoid straightforward questions or simple facts. Ask current, complex, open, real-
world problem, and based on a contextual topic or issues discussed in your lesson.
2. Be empowered with AI. Incorporate ChatGPT to personalise or draft a unique case study for each student
or their group based on their interest and level to use in your authentic assessment.
3. Include a section in assessments to let students to critique for improvements (what they got, if it fits, how
to organize it, how to communicate it effectively, etc.) and reflect their synthesis of the information
gathering through their reading, internet searching, peer discussions and ChatGPT responses they have
used and ask them to give their opinions and justifications.
4. Try different assessment types that are more immune to AI and can allow students to develop and
demonstrate understanding such as figurative related, oral assessment and live demonstration.
Additionally, staging assessments, such as requiring students to submit drafts, receive feedback, and
improve their work, are less prone to risk from generative AI.
5. Use ChatGPT to draft quiz questions and possible answers with feedback setting. Use ChatGPT to
generate a draft rubric that you can then refine.
Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM
42. BAGAIMANA NAK AJR PELAJAR MENGGUNAKAN CHATGPT
DENGAN BERHEMAH
Soalan
42
CADe-Lead UPM
"Etika penggunaan, had penggunaan, cara
mengenalpasti jika pelajar menggunakan 100% hasil
yang diberikan oleh chatGpt"
43. For students, the biggest warning should be that
ChatGPT's "facts" cannot be taken as-is, and
students should question every piece of text
they get from an AI.
ChatGPT has been known to deliver inaccurate
information, so students should now – more than
ever – be aware of the need to verify information
they receive through different sources.
We can assume that more and more AI tools will
be developed to help educators get a sense of
whether a piece of text is AI-generated or not.
43
Suggestion to
students
Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM
44. Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM
44
45. More Suggestion to students
Is AI needed for this task?
Checking its accuracy
Keeping it honest
Give credit where it is due
Read more at https://keemanxp.medium.com/ai-usage-guidelines-for-students-a-
friendlier-sample-c978d831972f
Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM
45
46. Boleh ke ChatGPT memudahcarakan penulisan
akademik?
Soalan
Bagaimana dengan penggunaan Chat GPT
dalam penyelidikan
Soalan
46
Adakah ChatGPT blh
menghasilkan penulisan yang
lengkap dgn citation?
Soalan
● Literature review
● Ideas in experiment design, data analysis, next step in research
● Generate, check, edit, improvise writing
Jawapan
● ChatGPT hanyalah sebagai alatan yang dapat
membantu sebahagian tugas penyelidikan
● Sumbangan hasil penyelidikan yang tulen masih
perlu dijalankan oleh manusia
● ChatGPT akan menjanakan rujukan tetapi
kebiasaannya maklumat tersebut tidak wujud.
Tetapi, teks yang dijanakan boleh menjadi idea
untuk mencari rujukan yang tepat
CADe-Lead UPM
47. KESAHIHAN & KETEPATAN
Soalan
Kesahihan dan ketepatan data. Saya ada
menggunakan ChatGPT beberapa kali namun saya
kurang berpuas hati dengan jawapan yang
diberikan kerana terlalu umum dan tidak memberi
nilai tambah kepada persoalan saintifik. Adakah
mungkin ia hanya sesuai digunakan untuk orang
awam bagi bertanya soalan-soalan umum/biasa
berbanding digunakan untuk tujuan ilmiah tahap
tinggi?
01
02 Ketepatan reference yang dicadangkan oleh
Chatgpt untuk kegunaan penulisan proposal dan
kertas kerja ilmiah.
03
Dari manakah sumber maklumat ChatGPT
perolehi?
Hasil kualiti janaan ChatGPT bergantung
kepada input yang diberikan oleh pengguna.
Pengguna boleh menambah baik dan
meneruskan interaksi sehingga mendapat
jawapan yang diperlukan.
Acapkali, janaan teks yang diberikan adalah
terlalu sopan dan berhati-hati. Sebahagian
fakta juga mungkin dilihat tidak tepat kerana
sumber asal yang digunakan oleh ChatGPT
(dari pelbagai bahan dalam talian, buku dan
repositori awam). Pengguna PERLU
menyemak kesahihan fakta yang dijanakan.
Jawapan
47
CADe-Lead UPM
48. Centre for Academic Development (CADe)
Only (a) is
correct, but
ChatGPT got it
wrong, most
probably
because the
logic is wrong.
Both answers
are correct,
and ChatGPT
got it correct
Clustering is an unsupervised learning. Look at
the answer generated. According to the rules of
Truth table, yes ^ no = no. But in ChatGPT the
reasoning needs some work. This is an example
how we as a human educator could tune our way
of assessing students. Rather than asking straight
forward fact (which is lower level of Bloom
taxonomy), we could test their analysis level eg
C4
49. This AI wave is so sudden and to fast. Saya rasa tak terkejar utk mengetahui
dan memahami penggunaan semua ini. It might make me anxious and
mentally drained. CAde will simply have to do webinars to educate us. Kesian
kawan kita Dr Fadh.!
49
How can we catch up with all the AI applications out there? it is not just
chatgpt. There are more. It is too fast and would it mean double triple work
for us lecturers just to check on our students' work, if its authentic or AI? How
is UPM handling this? Some other uni have an inbuilt system for submission
of assignments in softcopy. It will automatically check for plagiarism and
gives a score for lecturers.
CADe-Lead UPM
50. The world’s citizens need to understand what the impact of AI might be, what
AI can and cannot do, when AI is useful, when its use should be questioned, and
how it might be steered for the public good (UNESCO International Forum on AI and the
Futures of Education under the theme of Developing Competencies for the AI Era).
This requires everyone to achieve some level of competency with regard to AI,
including knowledge, understanding, skills, and value orientation. Together, these
might be called ‘AI literacy’.
Source:
https://unesdoc.unesco.org/ark:
/48223/pf0000380602
2022
AI literacy comprises both data literacy, or the ability to
understand how AI collects, cleans, manipulates, and analyses
data; and algorithm literacy, or the ability to understand how AI
algorithms find patterns and connections in the data, which might
be used for human-machine interactions.
AI Literacy =
Data Literacy +
Algorithm Literacy
51. 1. Steer AI-and-education policy development and practices towards protecting human rights and
equipping people with the values and skills needed for sustainable development and effective
human-machine collaboration in life, learning and work;
2. Ensure that AI is human-controlled and centred on serving people, and that it is deployed to
enhance capacities for students and teachers.
3. Design AI applications in an ethical, non-discriminatory, equitable, transparent and auditable
manner; and monitor and evaluate the impact of AI on people and society throughout the value
chains.
4. Foster the human values needed to develop and apply AI.
5. Analyse the potential tension between market rewards and human values, skills, and social well-
being in the context of AI technologies that increase productivity.
6. Define values that prioritize people and the environment over efficiency, and human interaction
over human-machine interaction.
7. Foster broad corporate and civic responsibility for addressing the critical societal issues raised by
AI technologies (such as fairness, transparency, accountability, human rights, democratic values,
bias, and privacy).
8. Ensure that people remain at the core of education as an implicit part of the technology design;
and protect against automating tasks without identifying and compensating for the values of
current practices.
Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM
53. Is there a big difference in the use
of ChatGPT and Bing or other
equivalent programs?
Questions
53
ADAKAH UPM MELANGGAN
CHATGPT ?
Adakah UPM melanggan sebarang aplikasi untuk mengesan kerja
pelajar yang menggunakan khidmat AI? (Macam turnitin tapi untuk
kesan AI generated text)
54. Takeaway message
Banning ChatGPT from teaching and learning is like shutting down
the students from the need to prepare themselves for this skill.
Emerging competencies are on resourcefulness and how to
leverage tools to be more productive.
Educator’s role is even more important now.. To ensure the
students are prepared for their unforeseen future. They need to be
resilient. Focus on critical thinking, communication, creativity,
collaboration, and citizenship
Centre for Academic Development and Leadership Excellence (CADe-Lead), UPM
54