The document discusses effective strategies for conducting e-learning using the Global Open Access Learning System (GOALS) at Universiti Sains Islam Malaysia (USIM), including creating online forums, setting clear expectations and learning objectives, maintaining communication with students, including relevant resources and references, offering interactive elements, and assessing the effectiveness of the teaching delivery. The strategies aim to plan and design e-learning courses on GOALS that engage students and accomplish learning goals.
This document summarizes an article about e-classrooms. It discusses two concepts of e-classrooms - online classrooms using tools like Big Blue Button, and physical classrooms equipped with technology like computers and networking. The benefits of e-classrooms are highlighted, such as improved learning efficiency and effectiveness through the use of technology. Examples of e-classroom setups at a school and USIM are provided. Issues like the need for good internet connectivity are also mentioned.
Shaheda mobile technology case study presentation27021943
The document describes a pilot study conducted by S Simons at the University of Western Cape Faculty of Dentistry exploring the use of mobile and online technology as an educational tool for dentistry students. It discusses challenges in traditional teaching methods and establishing a WhatsApp and Facebook group for the 2nd year Oral Hygiene students (24 students) to provide additional interactive learning opportunities. Surveys found students had access to the necessary technology and welcomed using mobile tools for education. A trial showed students engaged more and learning was enhanced through interactive discussions. The study concluded these tools improved communication and opened new ways to enhance teaching and learning.
This newsletter provides information on the GOAL Centre at Universiti Sains Islam Malaysia (USIM). It includes sections on statistics showing usage of the GOALS e-learning system, guest columns on using computers for writing and comparing c-learning vs e-learning, a short communication on using online forums to discuss gender issues, and announcements about upcoming programs. The goal of the newsletter is to promote development and innovation in technology-enhanced teaching and learning.
Speak up 2013 survey results flipped learning networkMike Paul
1. A survey of over 403,000 K-12 students, parents, teachers, and administrators found growing interest in flipped learning, where lecture videos are assigned as homework and class time is used for projects and personalized instruction. 25% of administrators saw flipped learning as transformative, more than digital textbooks or online communities.
2. While some teachers and administrators still have concerns about access to videos and utilizing class time effectively, these concerns dropped significantly from the previous year. 46% of teachers currently use online videos in class and 16% create their own. Nearly three-quarters of students surveyed agreed flipped learning would be a good way for them to learn.
3. Educators are increasingly interested in using digital tools
The internet is a great source of information. You can find what you want on the web.
Although there is a question about the reliability of the teacher and the information provided,
it can serve as a teaching resource for students. Even without help from parents and
teachers, students can only view their lessons online.
Mobile learning, blended learning and digital strategy in HENeil Morris
This document discusses digital learning at the University of Leeds. It summarizes the university's digital strategy, which includes developing a blended learning strategy, policies on audio/video recordings and open educational resources, and creating MOOCs. It also discusses how students use mobile devices, the benefits of blended and mobile learning, and initiatives like lecture capture and a university app. The university aims to harness digital tools to provide flexible, accessible, high-quality education.
THE WEB-BASED EDUCATION JOURNEY: A CONSTANT LIFELINEcscpconf
E-learning has revolutionized our realm in more than just a listable number of ways. But it took
a paradigm shift when it entered the threshold of the varsity system. With the prevailing spoonfeeding
era, are the students really ¬industry ready? We answer that by confirming a fact: webbased
learning has become the oxygen of freshers in the IT Industry instead of the traditional
learning done through graduation. Furthermore, are university enforced e-learning assessment
systems a true representation of a student's proficiency? This paper is a peep into what webbased
e-learning systems are to a student of today's world, by giving an overview of universitylevel
e-learning in India deploying an example from SRM University's organizational
framework. It assesses a key e-learning trend, the implementation of which bridges the gap
between universities and the industry. It is proposed to provide constructive feedback to the elearning
community and shine some light on areas of scope for future developments.
This study aims at investigating the effect of computer- assisted language learning program on EFL Saudi students learning of English. The computerized program used was prepared by the researcher. The sample of the study consisted of 41 students randomly selected from Al-Riyadh
Teachers' College and assigned to experimental and control groups. An achievement test was used to collect data from the students who participated in this research. The findings of the study indicated that using computer-assisted English language learning (CALL) has a positive effect on the experimental group students' achievement.
This document summarizes an article about e-classrooms. It discusses two concepts of e-classrooms - online classrooms using tools like Big Blue Button, and physical classrooms equipped with technology like computers and networking. The benefits of e-classrooms are highlighted, such as improved learning efficiency and effectiveness through the use of technology. Examples of e-classroom setups at a school and USIM are provided. Issues like the need for good internet connectivity are also mentioned.
Shaheda mobile technology case study presentation27021943
The document describes a pilot study conducted by S Simons at the University of Western Cape Faculty of Dentistry exploring the use of mobile and online technology as an educational tool for dentistry students. It discusses challenges in traditional teaching methods and establishing a WhatsApp and Facebook group for the 2nd year Oral Hygiene students (24 students) to provide additional interactive learning opportunities. Surveys found students had access to the necessary technology and welcomed using mobile tools for education. A trial showed students engaged more and learning was enhanced through interactive discussions. The study concluded these tools improved communication and opened new ways to enhance teaching and learning.
This newsletter provides information on the GOAL Centre at Universiti Sains Islam Malaysia (USIM). It includes sections on statistics showing usage of the GOALS e-learning system, guest columns on using computers for writing and comparing c-learning vs e-learning, a short communication on using online forums to discuss gender issues, and announcements about upcoming programs. The goal of the newsletter is to promote development and innovation in technology-enhanced teaching and learning.
Speak up 2013 survey results flipped learning networkMike Paul
1. A survey of over 403,000 K-12 students, parents, teachers, and administrators found growing interest in flipped learning, where lecture videos are assigned as homework and class time is used for projects and personalized instruction. 25% of administrators saw flipped learning as transformative, more than digital textbooks or online communities.
2. While some teachers and administrators still have concerns about access to videos and utilizing class time effectively, these concerns dropped significantly from the previous year. 46% of teachers currently use online videos in class and 16% create their own. Nearly three-quarters of students surveyed agreed flipped learning would be a good way for them to learn.
3. Educators are increasingly interested in using digital tools
The internet is a great source of information. You can find what you want on the web.
Although there is a question about the reliability of the teacher and the information provided,
it can serve as a teaching resource for students. Even without help from parents and
teachers, students can only view their lessons online.
Mobile learning, blended learning and digital strategy in HENeil Morris
This document discusses digital learning at the University of Leeds. It summarizes the university's digital strategy, which includes developing a blended learning strategy, policies on audio/video recordings and open educational resources, and creating MOOCs. It also discusses how students use mobile devices, the benefits of blended and mobile learning, and initiatives like lecture capture and a university app. The university aims to harness digital tools to provide flexible, accessible, high-quality education.
THE WEB-BASED EDUCATION JOURNEY: A CONSTANT LIFELINEcscpconf
E-learning has revolutionized our realm in more than just a listable number of ways. But it took
a paradigm shift when it entered the threshold of the varsity system. With the prevailing spoonfeeding
era, are the students really ¬industry ready? We answer that by confirming a fact: webbased
learning has become the oxygen of freshers in the IT Industry instead of the traditional
learning done through graduation. Furthermore, are university enforced e-learning assessment
systems a true representation of a student's proficiency? This paper is a peep into what webbased
e-learning systems are to a student of today's world, by giving an overview of universitylevel
e-learning in India deploying an example from SRM University's organizational
framework. It assesses a key e-learning trend, the implementation of which bridges the gap
between universities and the industry. It is proposed to provide constructive feedback to the elearning
community and shine some light on areas of scope for future developments.
This study aims at investigating the effect of computer- assisted language learning program on EFL Saudi students learning of English. The computerized program used was prepared by the researcher. The sample of the study consisted of 41 students randomly selected from Al-Riyadh
Teachers' College and assigned to experimental and control groups. An achievement test was used to collect data from the students who participated in this research. The findings of the study indicated that using computer-assisted English language learning (CALL) has a positive effect on the experimental group students' achievement.
This document summarizes information about Maldives National University (MNU) in 3 paragraphs:
MNU is the first and only public university in the Maldives. It was established in 1998 as Maldives College of Higher Education and offers degrees from engineering to management. MNU's vision is to promote higher education and become a leading academic institution in the country and region.
MNU has collaborated with foreign universities on developing programs. It signed an agreement with UNICEF to offer a master's program in social policy and an MOU with Yunnan Open University in China to establish a Chinese language learning center.
Recently, MNU formulated its first open and distance learning policy through a two-
Distance learning education has emerged as a solution to overcome barriers of physical location and time by using internet technologies to deliver course content to remotely located students. There are two main types of distance learning courses - synchronous which involve live online communication, and asynchronous which allow students to work independently at their own pace. To create a successful distance learning course, teachers must design an effective online course site, prepare course materials and activities, choose chat times for discussion, facilitate student interaction, and build a learning community through teaching, social, and cognitive presences.
The survey outcomes and report from the University of Wales Trinity Saint David provides the following information:
- 184 staff and 360 students responded to a survey about technology enhanced learning usage across the university and its partner colleges.
- The survey included questions about usage of the learning management system Moodle, online communication tools, availability of teaching materials, and use of open educational resources.
- The quantitative responses showed variation in Moodle usage between being central to teaching delivery for some to only being used for small parts of teaching. Qualitative comments provided additional context around usage.
- Common formats used for making teaching materials available included Word, PDF, and PowerPoint files, though some staff expressed wanting more training on resources and formats.
This document discusses reasons why technology should be integrated into classrooms. It provides a list of educational websites for reading, math, science and social studies. It then lists 3 main reasons why technology is important: 1) It allows teachers to create individualized lessons for students, 2) It allows students to collaborate, and 3) It engages students and helps them retain information. Examples are given of how technology can be used, such as interactive whiteboards, online games, and educational videos. Data from websites like Lexia is used to track student progress. Potential concerns about screen time and access to technology are also addressed.
This document discusses using social media to increase student engagement. It defines student engagement as students making a psychological investment in learning and understanding material. The document then provides examples of using social media for in-class and out-of-class purposes, such as backchanneling to allow private student discussions during class, polling students in real-time, and bringing in guest speakers via video chat. It also discusses using tools like Twitter and Pinterest to share class-related materials and discussions outside of class.
This document provides a summary of the findings of a scenario study on e-learning conducted with 1022 lecturers from 58 Malaysian higher education institutions. The study aimed to identify lecturers' knowledge and skills regarding e-learning, issues in implementing e-learning, and training needs. It found that most lecturers were familiar with tools like PowerPoint and Facebook but less so with learning management systems and authoring tools. Respondents applied theories like behaviorism and learning styles more than andragogy or instructional design principles. The study provides insights that can help develop training to advance e-learning implementation in Malaysian higher education.
Learning by Design: Bringing Poster Carousels to Life Through Augmented Reali...Parisa Mehran
In recent years, there has been a burgeoning interest in augmented reality (AR) technologies, especially in educational settings to edutain students and engage them in their learning. Poster carousel task is also a popular activity in English language classrooms. This presentation demonstrates the results of the use of an AR application, called Blippar, to augment poster carousel tasks in a blended English course offered at Osaka University. Both quantitative and qualitative data were collected through a usage experience questionnaire, an open-ended feedback form, and observations. The implemented AR application is described, and the overall positive user experience is reported, along with displaying the samples of collaborative student-generated AR work. The rewards and challenges of having students design AR content are also discussed. Moreover, the implications of AR for English language teaching and learning, the pedagogical potentials afforded by this technology, and recommendations for further research are provided.
This study examines whether e-learning and information technology can replace traditional lectures in higher education. Interviews with lecturers at two universities found that most use websites to post course materials like notes and assignments. A questionnaire given to students found that only a small percentage regularly accessed lecture websites. While most felt the websites helped their learning, few contributed to online discussions. Students wanted more assessment-related materials and said they would use the websites more if engagement counted towards their final grade. The study concludes that e-learning needs to be fully integrated into courses and with adequate student and lecturer support to potentially replace traditional teaching methods.
Moving Higher Education forward in the digital age: realising a digital strat...Neil Morris
The document discusses the University of Leeds' efforts to develop a digital strategy for higher education. It provides data on students' use of technology, including that 97% own laptops, 86% own smartphones, and tablets are increasingly popular. It then outlines the university's digital learning initiatives, which include lecture capture, online courses, MOOCs, and blended learning approaches. Evaluation found high student satisfaction and engagement with these initiatives, as well as academic benefits like improved performance for students who view lecture recordings. The university aims to continue expanding digital learning opportunities on campus and online.
The document proposes creating a web blog to improve listening comprehension skills for 7th grade English students at Instituto Jean Piaget in Caracas, Venezuela. The blog would include songs, videos, movies and TV shows adapted for students. It aims to motivate teachers and students to incorporate ICT into classes. Similar research on using blogs has been conducted. The blog will be created on Blogger.com and used during one hour English sessions to supplement curriculum. No results were reported due to time constraints, but high student acceptance of technology in the classroom is predicted. In conclusion, technology use will likely be widely accepted and helpful for developing listening skills and taking advantage of digital tools in education.
The document discusses using technology to create engaged classrooms and support student achievement. It notes that student attitudes toward technology are generally positive as it enhances learning and motivation. However, only a small percentage of students currently use online learning tools. The document advocates for increased use of blogs, multimedia, iTunes U and mobile learning to make classrooms more interactive. It also stresses the importance of professional development for teachers to effectively integrate new technologies. The goal is to help all students achieve beyond their means through engaging technology-supported learning environments.
Use of audio and video to enhance student educationNeil Morris
This document discusses enhancing student education through the use of video and audio learning materials. It provides an overview of how the University of Leeds uses lecture capture recordings, including podcasts and videos, to supplement in-person lectures. Surveys of students found that lecture recordings helped concentration, note-taking, and understanding for both native and non-native English speakers. The university has a large digital learning infrastructure supporting over 13,000 recordings and 240 recording-equipped classrooms. Feedback from both students and faculty was positive about the lecture capture system and its benefits for learning.
The document discusses challenges faced in online teaching and learning for postgraduate courses during the COVID-19 pandemic. It suggests adopting agile methods to address issues like time management, adaptability, and technical difficulties. Agile values like collaboration and continuous learning could benefit students. While online education has improved access, virtual labs and assessments present challenges that require safe and secure solutions.
Impact Of Technology In Education Final Draftloraevanouski
This document discusses the impact of technology in education based on a synthesis paper. It finds that technology can have positive effects on student academic performance, meaningful learning, and students with learning disabilities when integrated into the classroom curriculum. It also improves critical thinking skills and motivation. The document examines applications of technology in the classroom and recommends that teachers need more training to effectively integrate technology.
SAMPLE: One-minute White Paper PresentationBeth Gallob
The document discusses the rise of smartphone usage among college students and how it has changed the landscape of higher education. It notes that over half of Americans own smartphones and their adoption rate has far exceeded other technologies. As a result, today's students are no longer confined to the classroom and expect mobile and personalized learning. The document advocates for colleges to support "untethered learning" through mobile collaboration tools that allow students to access class materials and participate in discussions from anywhere.
The document discusses e-learning and its increased importance and usage due to the COVID-19 pandemic. It provides statistics on the transition to online learning in Jordanian universities, with over 20,000 courses being moved online reaching 94.5% in public universities and 98.28% in private universities. Student satisfaction with e-learning was found to be 54.4% overall. The crisis has highlighted e-learning's benefits like accommodating all students' needs, offering repeated access to updated content, and reducing costs. Instructors now face challenges in moving courses online but can overcome obstacles through planning.
The use of computer technology in efl classroom pros and cons (1) (1)ouissaless
* Teaching English as a foreign language field has encountered a great development in the past couple of years. Having the ability and tools to integrate computer technology devices inside the classroom had affected and deeply influenced learners' SLA. Learners could benefit from the technological tools to facilitate their second language acquisition through video games, videos, online learning platforms and websites that are dedicated to providing learners with a joyful and fruitful experience of second language acquisition.
Connectivity is the most powerful technological affordance that enables one to change and conquer the world. This is where iTunes U can play a transformative role.
This document provides a summary of the GOALshare newsletter from Universiti Sains Islam Malaysia (USIM).
[1] The newsletter highlights include re-designing online curriculum and establishing the new GOAL-ITQAN resource.
[2] Statistics on GOAL traffic from February to March 2016 show a 331.57% increase in visits compared to the previous period. The majority of visits were from Nilai, Malaysia and the United States via Facebook.
[3] An article proposes a resource architecture for organizing digital learning resources to allow searching based on parameters like subject, topic, and pedagogy. This would help learners and instructors find specific resources more easily.
The document discusses challenges faced in teaching an ICT subject at Universiti Sains Islam Malaysia, including the language barrier experienced by most students and poor quality of computer lab facilities. It notes the main strategies used in teaching Microsoft Office applications and student projects involving creating documents and presentations. Issues raised include translating technical terms to Malay for students and the need to improve English language skills alongside proper use of facilities to promote effective teaching and learning of ICT skills.
This document summarizes information about Maldives National University (MNU) in 3 paragraphs:
MNU is the first and only public university in the Maldives. It was established in 1998 as Maldives College of Higher Education and offers degrees from engineering to management. MNU's vision is to promote higher education and become a leading academic institution in the country and region.
MNU has collaborated with foreign universities on developing programs. It signed an agreement with UNICEF to offer a master's program in social policy and an MOU with Yunnan Open University in China to establish a Chinese language learning center.
Recently, MNU formulated its first open and distance learning policy through a two-
Distance learning education has emerged as a solution to overcome barriers of physical location and time by using internet technologies to deliver course content to remotely located students. There are two main types of distance learning courses - synchronous which involve live online communication, and asynchronous which allow students to work independently at their own pace. To create a successful distance learning course, teachers must design an effective online course site, prepare course materials and activities, choose chat times for discussion, facilitate student interaction, and build a learning community through teaching, social, and cognitive presences.
The survey outcomes and report from the University of Wales Trinity Saint David provides the following information:
- 184 staff and 360 students responded to a survey about technology enhanced learning usage across the university and its partner colleges.
- The survey included questions about usage of the learning management system Moodle, online communication tools, availability of teaching materials, and use of open educational resources.
- The quantitative responses showed variation in Moodle usage between being central to teaching delivery for some to only being used for small parts of teaching. Qualitative comments provided additional context around usage.
- Common formats used for making teaching materials available included Word, PDF, and PowerPoint files, though some staff expressed wanting more training on resources and formats.
This document discusses reasons why technology should be integrated into classrooms. It provides a list of educational websites for reading, math, science and social studies. It then lists 3 main reasons why technology is important: 1) It allows teachers to create individualized lessons for students, 2) It allows students to collaborate, and 3) It engages students and helps them retain information. Examples are given of how technology can be used, such as interactive whiteboards, online games, and educational videos. Data from websites like Lexia is used to track student progress. Potential concerns about screen time and access to technology are also addressed.
This document discusses using social media to increase student engagement. It defines student engagement as students making a psychological investment in learning and understanding material. The document then provides examples of using social media for in-class and out-of-class purposes, such as backchanneling to allow private student discussions during class, polling students in real-time, and bringing in guest speakers via video chat. It also discusses using tools like Twitter and Pinterest to share class-related materials and discussions outside of class.
This document provides a summary of the findings of a scenario study on e-learning conducted with 1022 lecturers from 58 Malaysian higher education institutions. The study aimed to identify lecturers' knowledge and skills regarding e-learning, issues in implementing e-learning, and training needs. It found that most lecturers were familiar with tools like PowerPoint and Facebook but less so with learning management systems and authoring tools. Respondents applied theories like behaviorism and learning styles more than andragogy or instructional design principles. The study provides insights that can help develop training to advance e-learning implementation in Malaysian higher education.
Learning by Design: Bringing Poster Carousels to Life Through Augmented Reali...Parisa Mehran
In recent years, there has been a burgeoning interest in augmented reality (AR) technologies, especially in educational settings to edutain students and engage them in their learning. Poster carousel task is also a popular activity in English language classrooms. This presentation demonstrates the results of the use of an AR application, called Blippar, to augment poster carousel tasks in a blended English course offered at Osaka University. Both quantitative and qualitative data were collected through a usage experience questionnaire, an open-ended feedback form, and observations. The implemented AR application is described, and the overall positive user experience is reported, along with displaying the samples of collaborative student-generated AR work. The rewards and challenges of having students design AR content are also discussed. Moreover, the implications of AR for English language teaching and learning, the pedagogical potentials afforded by this technology, and recommendations for further research are provided.
This study examines whether e-learning and information technology can replace traditional lectures in higher education. Interviews with lecturers at two universities found that most use websites to post course materials like notes and assignments. A questionnaire given to students found that only a small percentage regularly accessed lecture websites. While most felt the websites helped their learning, few contributed to online discussions. Students wanted more assessment-related materials and said they would use the websites more if engagement counted towards their final grade. The study concludes that e-learning needs to be fully integrated into courses and with adequate student and lecturer support to potentially replace traditional teaching methods.
Moving Higher Education forward in the digital age: realising a digital strat...Neil Morris
The document discusses the University of Leeds' efforts to develop a digital strategy for higher education. It provides data on students' use of technology, including that 97% own laptops, 86% own smartphones, and tablets are increasingly popular. It then outlines the university's digital learning initiatives, which include lecture capture, online courses, MOOCs, and blended learning approaches. Evaluation found high student satisfaction and engagement with these initiatives, as well as academic benefits like improved performance for students who view lecture recordings. The university aims to continue expanding digital learning opportunities on campus and online.
The document proposes creating a web blog to improve listening comprehension skills for 7th grade English students at Instituto Jean Piaget in Caracas, Venezuela. The blog would include songs, videos, movies and TV shows adapted for students. It aims to motivate teachers and students to incorporate ICT into classes. Similar research on using blogs has been conducted. The blog will be created on Blogger.com and used during one hour English sessions to supplement curriculum. No results were reported due to time constraints, but high student acceptance of technology in the classroom is predicted. In conclusion, technology use will likely be widely accepted and helpful for developing listening skills and taking advantage of digital tools in education.
The document discusses using technology to create engaged classrooms and support student achievement. It notes that student attitudes toward technology are generally positive as it enhances learning and motivation. However, only a small percentage of students currently use online learning tools. The document advocates for increased use of blogs, multimedia, iTunes U and mobile learning to make classrooms more interactive. It also stresses the importance of professional development for teachers to effectively integrate new technologies. The goal is to help all students achieve beyond their means through engaging technology-supported learning environments.
Use of audio and video to enhance student educationNeil Morris
This document discusses enhancing student education through the use of video and audio learning materials. It provides an overview of how the University of Leeds uses lecture capture recordings, including podcasts and videos, to supplement in-person lectures. Surveys of students found that lecture recordings helped concentration, note-taking, and understanding for both native and non-native English speakers. The university has a large digital learning infrastructure supporting over 13,000 recordings and 240 recording-equipped classrooms. Feedback from both students and faculty was positive about the lecture capture system and its benefits for learning.
The document discusses challenges faced in online teaching and learning for postgraduate courses during the COVID-19 pandemic. It suggests adopting agile methods to address issues like time management, adaptability, and technical difficulties. Agile values like collaboration and continuous learning could benefit students. While online education has improved access, virtual labs and assessments present challenges that require safe and secure solutions.
Impact Of Technology In Education Final Draftloraevanouski
This document discusses the impact of technology in education based on a synthesis paper. It finds that technology can have positive effects on student academic performance, meaningful learning, and students with learning disabilities when integrated into the classroom curriculum. It also improves critical thinking skills and motivation. The document examines applications of technology in the classroom and recommends that teachers need more training to effectively integrate technology.
SAMPLE: One-minute White Paper PresentationBeth Gallob
The document discusses the rise of smartphone usage among college students and how it has changed the landscape of higher education. It notes that over half of Americans own smartphones and their adoption rate has far exceeded other technologies. As a result, today's students are no longer confined to the classroom and expect mobile and personalized learning. The document advocates for colleges to support "untethered learning" through mobile collaboration tools that allow students to access class materials and participate in discussions from anywhere.
The document discusses e-learning and its increased importance and usage due to the COVID-19 pandemic. It provides statistics on the transition to online learning in Jordanian universities, with over 20,000 courses being moved online reaching 94.5% in public universities and 98.28% in private universities. Student satisfaction with e-learning was found to be 54.4% overall. The crisis has highlighted e-learning's benefits like accommodating all students' needs, offering repeated access to updated content, and reducing costs. Instructors now face challenges in moving courses online but can overcome obstacles through planning.
The use of computer technology in efl classroom pros and cons (1) (1)ouissaless
* Teaching English as a foreign language field has encountered a great development in the past couple of years. Having the ability and tools to integrate computer technology devices inside the classroom had affected and deeply influenced learners' SLA. Learners could benefit from the technological tools to facilitate their second language acquisition through video games, videos, online learning platforms and websites that are dedicated to providing learners with a joyful and fruitful experience of second language acquisition.
Connectivity is the most powerful technological affordance that enables one to change and conquer the world. This is where iTunes U can play a transformative role.
This document provides a summary of the GOALshare newsletter from Universiti Sains Islam Malaysia (USIM).
[1] The newsletter highlights include re-designing online curriculum and establishing the new GOAL-ITQAN resource.
[2] Statistics on GOAL traffic from February to March 2016 show a 331.57% increase in visits compared to the previous period. The majority of visits were from Nilai, Malaysia and the United States via Facebook.
[3] An article proposes a resource architecture for organizing digital learning resources to allow searching based on parameters like subject, topic, and pedagogy. This would help learners and instructors find specific resources more easily.
The document discusses challenges faced in teaching an ICT subject at Universiti Sains Islam Malaysia, including the language barrier experienced by most students and poor quality of computer lab facilities. It notes the main strategies used in teaching Microsoft Office applications and student projects involving creating documents and presentations. Issues raised include translating technical terms to Malay for students and the need to improve English language skills alongside proper use of facilities to promote effective teaching and learning of ICT skills.
This document provides guidance for USIM lecturers on developing a self-instructional module template called SIMPLE to create blended learning courses. SIMPLE includes a folder structure and template for the USIM learning management system called GOALS. It has four main categories - information, content, activities, and assessments - aligned with Malaysia's Ministry of Education blended learning guidelines. The guidance explains how to organize teaching materials and questions into the SIMPLE folder structure and import them into GOALS course topics, quizzes, assignments, and forums. Lecturers are encouraged to test completed courses with students and incorporate their feedback.
The document discusses the newsletter of the Global Open Access Learning Centre at Universiti Sains Islam Malaysia which includes statistics on website traffic, an editorial column on establishing relationships with other institutions, and an invitation to submit articles to the newsletter covering topics related to educational technology. It provides information on the structure and contributors for the newsletter as well as statistics on website traffic and sources of visitors for the GOAL Centre website.
Bhawesh Kumar Joshi is a commercial excellence leader with 14 years of experience in commercial and financial operations. He is currently working as the Regional Accounts Control for the West Region at Anchor Electrical Private Limited. Previously he has worked at Honeywell International India Pvt Ltd as the Assistant Commercial Manager for the West Region and held various accounting roles at other companies. He has expertise in accounts receivables management, customer support, statutory compliances, administration, and financial controlling.
This article discusses 4 free mobile apps that are useful for students and faculty at Universiti Sains Islam Malaysia (USIM):
1) Moodle Mobile allows access to USIM's GOALS e-learning system on mobile devices offline or online.
2) Dictionary.com provides definitions and pronunciations of words on mobile.
3) Dropbox allows storing and sharing of documents, photos and files across devices with 2GB of free storage.
4) Evernote allows saving of notes, files, photos and syncing across devices. It also discusses iTunes U, which provides free educational content from institutions worldwide and how USIM is listed on it. The article encourages USIM academics to contribute educational content to promote the
The document discusses a newsletter published by the Global Open Access Learning Centre of Universiti Sains Islam Malaysia. It provides information on GOAL statistics, guest articles on topics like online feedback and MOOCs, news from the GOAL Centre, and announcements of upcoming programs. The newsletter aims to share knowledge and resources related to e-learning among the GOAL Centre community.
Integration of naqli (revealed) knowledge and aqli (rational) knowledge in po...Nurkhamimi Zainuddin
This document discusses the integration of revealed (Naqli) and rational (Aqli) knowledge in postgraduate courses for open and distance learning at the International Islamic University Malaysia (USIM). It outlines that USIM aims to combine these two domains of knowledge to transform and benefit countries, the Muslim community, and humanity. The document presents a model called NAPCOD that was developed to systematically integrate Naqli and Aqli content into course curricula. While challenges exist in implementing this approach, maintaining the underlying principles of integrating the two knowledge forms is seen as most important to address current issues and develop students.
Teaching Arabic Literacy Using Internet : The Example of “Wikispaces” ProgrammeNurkhamimi Zainuddin
اعتمد هذا البحث على ضوابط المنهج التجريبي التقويمي في القيام بإجراءات البحث، وكان البحث يؤسس على فكرة النظرية البنائية الاجتماعية التي اقترحها فيقوتسكي (Vygotsky)، 1978. وهدف الباحث من هذا البحث معرفة أساليب تعلم الكتابة العربية بواسطة ويكي لدى الطلاب، واستراتيجياتهم ودافعيتهم نحو التعلم. وقد تكونت عينة البحث من 25 طالباً وطالبةً في المستوى الثاني بكلية القانون في مركز الدراسات الأساسية بالجامعة الإسلامية العالمية بماليزيا وذلك في فترة الفصل الدراسي الثاني، عام 2008/2009م، وجميعهم ملايويّون. وناقش الباحث خطوات إجراءات الدراسة، وأدوات تقويمها. وكان الباحث يكتشف على أن برنامج (ويكي) يساعد في تيسير اكتساب مهارة الكتابة العربية للطلاب غير المتخصصين في اللغة العربية، وذلك عن طريق تطوير أفكارهم في اكتساب هذه المهارة على وجه الخاص. وبينت النتائج على أن ويكي برنامج ناجح في عملية تعليم الكتابة العربية وتعلمها، وذلك بالنظر إلى أن معظم الطلاب حصلوا على نتيحة جيدة في الاختبارات الكتابية التي أجريت في هذا البحث. ووجد الباحث أنّ الطلاب يميلون إلى ممارسة الاستراتيجيات المعرفية في عملية اكتساب اللغة. وأما نتائج تحليل دافعية الطلاب فهي تقترح على أن برنامج ويكي برنامج مناسب ويعتبر كأداة لتعزيز مهارة الكتابة وكان الطلاب يمتلكون بدرجة عالية في الدافعية ومتابعتهم مما يساهم بشكل إيجابي في تحقيق حصيلة التعلم
Developing an Arabic Language MOOCs: Strategies and ChallengesNurkhamimi Zainuddin
Massive open online courses (MOOCs) are often touted as a watershed in higher education, with some describing MOOCs as ‘the most important education technology in 200 years (Regalado, 2012). According to Selingo (2013), the idea of offering MOOCs to thousands of students has become the latest and feasible way to deliver courses in higher education. The MOOCs movement in the public universities in Malaysia is a very recent development. Approached with high hopes and conviction, Malaysia is the first country in the world to implement a nationwide strategy that integrates MOOCs with on-campus university classes. The Education Ministry also announced in September 2014 that OpenLearning.com will be the official MOOC platform for the endeavour. Under the plan, Malaysian universities will develop MOOCs on core modules and students from the twenty public universities will participate in those courses through Open Learning’s social learning platform
استراتيجيات تعليم مهارة الكتابة وتعلمها للطلاب غير المتخصصين في اللغة العربية...Nurkhamimi Zainuddin
هذا البحث يجمع كل البحوث التي تتعلق بخطوات تيسير عملية التعلم والتعلم للطلاب غير المتخصصين في اللغة العربية للمستوى الجامعي؛ وذلك باستخدام خدمة ويكي وهي إحدى الخدمات المتوفرة على شبكة الإنترنت. وذلك لأن متعلمي اللغة العربية غير المتخصصين يواجهون صعوبات عديدة في إجادة مهارة الكتابة. وقد اقترح هذا البحث على ضوابط المنهج التجريبي التقويمي في القيام بإجراءات البحث، وكان البحث يؤسس على فكرة النظرية البنائية الاجتماعية التي اقترحها فيقوتسكي (Vygotsky)، (1978). وكان الباحث يكتشف على أن برنامج (ويكي) يساعد في تيسير اكتساب مهارة الكتابة العربية للطلاب غير المتخصصين في اللغة العربية، وذلك عن طريق تطوير أفكارهم في اكتساب هذه المهارة على وجه الخاص. وبينت النتائج على أن ويكي برنامج ناجح في عملية تعليم الكتابة العربية وتعلمها، وذلك بالنظر إلى أن معظم الطلاب حصلوا على نتيحة جيدة في الاختبارات الكتابية التي أجريت في هذا البحث. ووجد الباحث أنّ الطلاب يميلون إلى ممارسة الاستراتيجيات المعرفية في عملية اكتساب اللغة. وأما نتائج تحليل دافعية الطلاب فهي تقترح على أن برنامج ويكي برنامج مناسب ويعتبر كأداة لتعزيز مهارة الكتابة وكان الطلاب يمتلكون بدرجة عالية في الدافعية ومتابعتهم مما يساهم بشكل إيجابي في تحقيق حصيلة التعلم
نظريات مناسبة وتحديد مبادئ التصميم في تصميم الوسائط المتعددة وتطويرهاNurkhamimi Zainuddin
تحاولت هذه الدراسة أن تحلّل وتتقوّم نظريات مناسبة وتحديد مبادئ التصميم في تصميم وتطوير برنامج الوسائط المتعددة في تعليم مفردات اللغة العربية وتعلمها. كما تحدّث الباحث عن أدوات البحث، واختيار عينة البحث وخطوات مناسبة في إجراء الدراسة الميدانية. وقد اعتمد هذا البحث على ضوابط المنهج التحليلي التقويمي في القيام بإجراءات البحث. وكان البحث يقترح تطبيق فكرة النظرية البنائية الاجتماعية التي اقترحها فيقوتسكي Vygotsky (1978م)، ونظرية اكتساب اللغة الثانية التي اقترحها كراشن Krashen (1984م)، والمبادئ في بناء الوسائط المتعددة التي اقترحها ماير Mayer (2001م)، ونماذج ADDIE من ديك وكيري Dick & Carey (1990م). وقد شارك في هذا البحث 4 خبراء في مجال تعليم اللغة العربية بوصفها لغة ثانية وتصميم المنهج وتعلم اللغة بمساعدة الحاسوب وتكنولوجيا التعليم. والنتيجة من هذه الدراسة سيطّبقها الباحث في إجراء عملية التصميم والتطوير
Instructional technology and multimedia for learning in the 21st centuryNurkhamimi Zainuddin
This document discusses the evolution of instructional technology and its integration into teaching and learning. It covers how instructional technology has developed from educational computing in the 1960s to today's use of social media, blended learning, and multimedia applications. The document also outlines several instructional design models teachers can use to effectively integrate technology into their lessons, including the ADDIE model of analysis, design, development, implementation, and evaluation.
This document discusses using social media for teaching and learning. It defines social media as online communication channels for sharing and collaborating on information. The author discusses how social media can be used in educational settings to engage students and facilitate learning through collaboration, knowledge sharing, and developing skills. Educators can use social media to motivate innovation, coordinate group work, and assess students' contributions and learning outcomes. While social media enhances technology-enabled learning, educators must also address issues like maintaining integrity and clarifying misunderstandings.
Reforming SWAYAM The Perspective of Instructorsijtsrd
Technology has made its presence felt in each walk of life and has changed the pace of modernisation. Information and communication technology accelerated the world towards knowledge economy and higher education should be focused to achieve this. MOOCs Massive Open Online Courses have placed higher education in the public domain at a global scale and not only learners but teachers also get benefited to have their continuous professional development. Realising the need of the hour, India launched an indigenous MOOC platform with name‘SWAYAM’ in July 2017 and has just updated it in May 2019.This paper is part of a broad study to list the suggestions provided by SWAYAM MOOC instructors in different aspects to further improve these courses. It is a survey based self participatory study as its link was shared with 1120 SWAYAM instructors through e mails and 66 of them voluntarily participated. The suggestions indicated by them can be placed under three categories of technology, instruction and communication, to head towards the further refinement of quality and accessibility of this platform. Pooja Verma | Ahrar Husain "Reforming SWAYAM: The Perspective of Instructors" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33637.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/other/33637/reforming-swayam-the-perspective-of-instructors/pooja-verma
Moodle: Enhancing Students’ ESL & Motivation Using an E-Learning PlatformEdu Nile
This presentation proposes Moodle as an e-learning solution to enhance students' writing skills and increase their motivation level in the secondary education level.
Social Networking for Language Learners: Creating Meaningful Output with Web ...wanzahirah
The document discusses how social networking tools can provide opportunities for meaningful language practice and output for learners. It describes how Web 2.0 tools like YouTube, Twitter, and Facebook allow learners to interact authentically and generate content in the target language. Challenges for learners in traditional language classes like lack of opportunities for practice can be addressed through social media where learners can record videos, post updates, and communicate virtually to improve their skills. Teachers can support learners by having them practice content before sharing online and setting guidelines for appropriate social media use.
This document outlines the work done by Stephen-Lee Farmer to implement new technologies at St James School to support teaching and learning, engage students, and improve communication. Key projects include establishing a school-wide social network called St James Voice, training staff on new technologies, creating student blogs and social media accounts, developing mobile and social media policies, and obtaining grants to expand these initiatives to other schools. The goal is to establish St James as a leader in educational technology and to increase use of new technologies across the curriculum by students and teachers.
Massive open online courses (MOOCs) provide online learning content from universities to large numbers of students worldwide. There are two main types - xMOOCs based on traditional university structures and cMOOCs emphasizing collaboration. MOOCs deliver lectures, readings and assessments asynchronously. They offer free courses and certificates but typically do not provide college credit. MOOCs increase accessibility to quality education through affordable, flexible and repetitive online learning.
Learn Now is proposing to offer online learning courses using the Moodle learning management system. Moodle allows for a constructivist approach and social collaboration between students. It has many beneficial tools and is free and open source. Several institutions have switched from Blackboard to Moodle due to cost and functionality. While Moodle has some disadvantages compared to Blackboard, investing in Learn Now could help many learners by increasing access to education and allowing them to learn flexibly.
Presentation of Simon Paul Atkinson for EDEN's Education in time of pandemic webinar series on 'How to engage and support students online' - 27 April 2020, 17:00 CEST
More info:
https://www.eden-online.org/how-to-engage-and-support-students-online/
This document analyzes various online resources and platforms that an English teacher can use to develop language skills. It discusses SWAYAM, an Indian government program that provides online courses free of cost. It also examines OneStopEnglish.com, a site by Macmillan Education containing over 8,000 lesson plans, worksheets, audio/video for different student levels and abilities. Additionally, it outlines the features of OneStopEnglish like its professional layout, secure payment options, and ease of finding standalone materials requiring no preparation.
InstructorDateGradeSubjectSize of Class or ArrangementDirTatianaMajor22
Instructor:Date:Grade:Subject:Size of Class or Arrangement:Directions: After you have taught the lesson you planned in Unit 4, analyze your lesson for evidence of student learning and instructional practices, using the questions provided. Then reflect on the learning you gained and its impact on future teaching, using the prompt provided (approximately 150–200 words). As a result of the analysis and reflection, make revisions to your original lesson plan.
This form has four parts: Goal Statement and Rationale, Lesson Analysis, Lesson Reflection, and Lesson Revision. Complete all four parts. Submit in Unit 7 in partial fulfillment of requirements for the course project in ED5501.
Goal Statement and Rationale
Instructional Goal (or goals) from Professional Growth Plan:
Describe how this goal will impact learner performance.
Learning Goal for Lesson:
Lesson Analysis
· Analysis of evidence for learner learning.
In preparation for analysis:
· View videotape of lesson. Watch your video carefully, at least three times. At first, watch with the sound turned off to observe nonverbal behavior.
· Review feedback from observer.
· Study artifacts and evidence of student learning.
· Gather feedback from learners by informal conversation, survey, or questionnaire.
Guiding Questions
Responses
1. Were the learning goals for the lesson achieved? Did you adjust the lesson so every learner could achieve your goals? What is the evidence for your answers, both in the videotape and from other sources?
2. Regarding the videotape: Are the learners engaged in the lesson? How can you tell? What do learners’ facial expressions and body language tell you about your instructions?
3. Regarding the videotape: What evidence did you see of learners taking intellectual risks? Does the class look safe as an environment for making mistakes?
4. Regarding the videotape: Were there opportunities for learners to ask questions? Do they ask questions of each other as well as of you? How would you categorize the learners’ questions?
5. Describe the evidence you have acquired from learner work and learner feedback of progress toward your instructional goal as set forth in your Professional Growth Plan.
6. Given all the evidence related to learner learning, how will you proceed toward your goal?
· Analysis of evidence for instructional practices.
In preparation for analysis:
· Review lesson plan (desired results, assessment, learning plan).
· View videotape.
· Review feedback from observer.
· Review completed self-assessment.
Guiding Questions
Responses
1. Referencing the evidence you have gathered, how does what happened in the lesson compare with what you had planned? To what do you attribute these changes?
2. Related to the above question, what instructional opportunities did you take advantage of and why? What instructional opportunities did you not take advantage of and why?
3. Explain how your design and execution of this lesson affected the ...
This document traces the history of online learning from its origins in the 18th century to its current widespread adoption. It discusses how online learning has evolved over time with advances in technology. Finally, it outlines 8 key advantages of online learning for corporate training, including that it is more effective, flexible, efficient, allows for more variety in learning styles, and easier reporting/tracking of results. It also notes that online learning is more scalable and accessible, especially with mobile devices, and can reduce training costs by up to 35% compared to traditional classroom learning.
The document discusses recent trends in digital education, including online education, competency-based education, income share agreements, and the use of online program managers. It also outlines six notable trends driving innovation in higher education: online education, competency-based education, income share agreements, online program managers, enterprise training, and pathway programs. Finally, it summarizes several trends in educational technology such as mobile learning, augmented and virtual reality, maker spaces, gamification, and artificial intelligence.
The document discusses how social learning tools can improve student engagement in online learning environments. It provides examples of successful social tools like integrated videos, document sharing, video conferencing, and online communities. While social tools offer benefits like bridging diversity and collaboration, challenges include potential distraction and a need for instructors to model proper use. Overall, social learning moves the classroom into a more engaging "Learning Cloud" environment that prepares students for future learning.
Using Social network in Higher Education A case Study on the University of Pa...IJERA Editor
The users which are using social networking sites nowadays by various strata of society such as students,
teachers, engineers, housewives and elderly people are increasing. So the goal of this paper is to invest social
networking in education especially at the universities.
Student spending more time on the social networking sites than on the e-learning programs, so social
networking can be used in a useful way to support e-learning. 54% of people who were surveyed about the
usage of social Networks said they used Facebook daily while 9% used MOODLE.
So this paper uses the social networks for e-learning as a case study on the university of Palestine.
10 Major And Emerging Technologies That Will Shape The Future Of EducationRita Lee
Innovative technologies change the way we used to learn and that happens incredibly quickly. What major technologies will define the future of modern education?
What are the challenges of online education today.pdflesajoy2022
The document discusses the biggest challenges of online education today. It states that efficient student engagement is one of the largest challenges, as it is difficult for teachers to understand and engage students online, leading to distraction and loss of focus. Another challenge is managing passive students who lack confidence applying lessons to real life. A further challenge is the lack of direct communication between students and teachers, making it hard for students to express views or ask questions. Both students and teachers may also struggle with technology. Maintaining schedules is an additional challenge in online education.
1 Social Media and Education Class Objectives • .docxjoyjonna282
1
Social Media and Education
Class Objectives
• To provide an overview of the use of social media in educational institutions
• To explore how social media is used to advance education
Introduction
The internet has opened up spaces for individuals from different parts of the world,
generations, class, gender and race to gain access to higher education. These forms
of “borderless” learning platforms allow professors to facilitate linear interactions
with students as students take charge of their learning by posing questions and
posting content virtually. The popularity of online courses is demonstrated by a
study conducted by the learningSloan Foundation study consisting of more than
2,500 colleges and universities. The study findings indicated that online enrolments
were growing substantially faster than overall higher education enrolment, and the
17% growth rate in online enrolments far exceeds the 1.2% growth rate in the
overall higher education population (Allen & Seaman, 2010, cited in LeNoue, Hall,
Eighmy, 2011, pp. 4-5). Allen and Seaman classified an online course as one in which
more than 80% of content is delivered online and reported that over 4.6 million
students were taking such courses during the fall 2008 term (p.5). Clearly, online
courses are becoming a preferred means of learning mainly because of their
convenience—students are able to navigate, full time employment, family
responsibilities and other commitments. Many online instructional settings utilize
content management systems that allow for a two way communication between
students and the professor. The forums deviate from lecture structures and
professors in the online context as seen as facilitators of knowledge encouraging
active and experiential learning and teamwork to enhance cooperation and
collaboration. Would you categorize the online classes provided by UCW as a social
media forum?
Beyond online classrooms, universities use social media mainly for marketing,
communication and alumni relations. Universities now combine the use of social
media with their own homepages as a recruitment tools (For example, last year
UCW’s homepage provided access to Facebook, Twitter and YouTube). Universities
are also using social media to reach out to their alumni. A 2012 survey by the
Council for the Advancement and Support of Education (an association of university
and college professionals in development, alumni affairs and communications)
shows that 83 percent of U.S. colleges and universities are using social media to
engage alumni, with 96 percent on Facebook, 80 percent on Twitter, 73 percent on
YouTube, and 68 percent on LinkedIn (Frank, 2013). These statistics give an
illustration of how social media are used for communication between universities
and the public.
http://www.case.org/Samples_Research_and_Tools/Benchmarking_and_Research/Surveys_and_Studies/Social_Media_Survey.html�
2
Social media has also gained ...
This document contains a chart describing the advantages and disadvantages of using different technologies for education, including blended learning, Education 2.0, Web 2.0, and IT. For each technology, the chart lists advantages such as increased flexibility and interaction for students, as well as disadvantages like reliance on technical resources and potential distraction. The document also includes responses to prompts about designing an online lesson plan using WebQuest and addressing the lack of classroom technology.
بيداغوجية اللغة العربية خلال فترة نفوذ تقييد التحركات في ماليزياNurkhamimi Zainuddin
إن العناية بتعليم اللغة في القرن الحادي والعشرين لم تعد مقيدة بالأنظمة والقوانين والمحفوظات والتقاليد الروتينية، بل أصبحت تميل إلى الاستخدام الفعلي للغة ومحتواها الثقافي بوصفها وسيلة للتواصل والاتصال وتبادل المعلومات مع الآخرين حول العالم. ومع وجود التقنيات العلمية في وسط الحلبة فقد تـمّ إلغاء الحدود الجغرافية والحواجز الفزيائية، فأعضاء هيئة التدريس والطلبة قد تعلموا كيف يـمتدون ويصلون إلى العالم حولهم باستخدام اللغة التي أتقنوها وبرعوا فيها. وهذا السيناريو يحدث كذلك تماما لدى أنصار اللغة العربية وآدابها. إن استخدام اللغة للتواصل، يعني القدرة على استخدام الثروة اللغوية ومواردها، لتبادل المعلومات. والمعرفة بالثقافة تعد شيئًا أساسيًا لتكوين المقدرة على التواصل الناجح، وتأسيس أرضية موحدة للتفاهم، حيث إن المتحدث يستطيع من خلالها أن يطرح المعاني المشتركة، والمفاهيم المتبادلة، ورؤية العالم من زوايا مختلفة. إن تداعيات نشر اللغة العربية في البلدان العربية وغير العربية، تعكس منطلقات ووجهات نظر متباينة، فمنها تواصلية وثقافية ولغوية وبعضها معرفية وحضارية ودينية. إن إجادة اللغة تعزز كفاءة الدارسين في التواصل، وتوطيد العلاقات مع الآخرين، كما أن اللغة تتيح للدارسين فرصة الاندماج مع الآخرين، من ذوي المهاد الثقافي المتنوع، مع احترام الرأي الآخر وقبول الاختلاف. إن محور المعرفة باللغة تنمي الفهم عن كيفية تطبيق العناصر الهيكلية والوظيفية لخلق المعنى، واللغة كذلك توسّع من قدرة الشخص على التفكير، واستخدام المعرفة بطريقة تفاعلية أثناء التواصل مع الآخرين.
Newspaper articles require a different style of writing from what is used when writing a research paper, as news articles present information in a specific way. Thousands of possible stories disappear each day because they fail to make it through this first stage of the production process, let's try to make sure that yours don't. If you decide that there is a story, you then need to think through which part or parts of it are of potential interest.
Flexible Learning is an excellent method of reaching all types of learners. It is truly a medium that helps to democratize education to all. Today, we are currently experiencing a time of constant evolution in the field of education in which students require more resources and tools to obtain the information and construction of knowledge. One such resource is the use of open and distance learning environment, where the lecturer assigns additional activities for the understanding of the concepts seen before. But there are times when the student does not understand the content because of the form it represents, making it necessary to have more options to facilitate the understanding of content through different ways that may be more attractive to the students, achieving more active participation in the subject and an affinity that leads to a better learning experience. This is the goal of the study, which proposes a model called “Learning Buffet Model” for designing Flexible Learning content adaptable to the student´s learning style. This learning buffet model can be used as a fundamental model and applied in any area or discipline of education as it forces the consideration of four components (leaning style, content, pedagogy and technology) in the design of the lesson plan and subsequently enrich the learning environment with more specific learning objects the subjects taught.
Converting the entire PhD thesis into a book requires that your thesis covers a topic of interest to a large enough audience of scholars. Whereas a thesis starts with a question, a book begins with an answer and communicates its importance in the wider research landscape, tracing its evolution and impact. Meanwhile, using parts of a PhD thesis in a book requires that ongoing and/or collaborative research is being conducted. A book (perhaps co-authored) should be greater than the sum of its constituent parts.
Since 2016, Malaysia's transport system has been warmed to the presence of Uber service that serves as an intermediary between "Rider" and "Driver", to go to any destination. For riders, Uber is a convenient, inexpensive and safe taxi service. Hire a private driver to pick you up & take you to your destination with the tap of a button on any smartphone device. A nearby driver often arrives to pick you up within minutes. Not only is this an on-demand car service, but you can even watch as your driver is en-route to come pick you up. For drivers, Uber provides exceptional pay, allows you to be your own boss, and even receive tips. Take on fares whenever you wish (work as much or as little as you desire) while meeting new people in your city from all walks of life.
Dokumen tersebut membahas tentang reka bentuk sistem pembelajaran, termasuk 3 aspek utama yaitu teori pembelajaran, model reka bentuk, dan strategi pengajaran. Dokumen tersebut juga menjelaskan beberapa model reka bentuk sistem pengajaran seperti model ADDIE dan model ASSURE beserta tahapan-tahapannya.
Innovations that do everything from create efficiencies for existing programs to cultivate new sources of revenue in new programs are in high demand. As innovation becomes a major part of colleges and universities’ strategies, creating processes to manage it is vital. university must mitigate the risks that can come with innovation while maximizing the upside for their specific institutional mission.
Hence, i share a few secret on how i nurture the spirit of innovation in USIM, leaders in Aqli and Naqli integration.
Pembentangan ini membincangkan amalan komunikasi dan interaksi Bahasa Arab yang berkesan dalam dan luar bilik darjah. Ini merangkumi tajuk-tajuk seperti konsep komunikasi, model-model komunikasi, kepentingan, gangguan dan halangan komunikasi serta cara-cara komunikasi yang berkesan dalam bilik darjah. Bab ini turut menghuraikan tajuk- tajuk seperti konsep interaksi, pola interaksi, kepentingan dan halangan dalam interaksi serta cara-cara mewujudkan interaksi yang berkesan dalam bilik darjah.
Foreign language (FL) lecturers often complain about the fact that they are expected to cover everything in the textbook, which severely limits the amount of time they can spend on communicative tasks. Furthermore some of their larger FL courses frequently had more than 200 students in the classroom. They wanted new teaching strategies that would help students to understand course material and remain engaged in class. I consider that pronounced changes are needed in FL, including a substantial reduction in the number of traditional lectures, so as it is unreasonable waste of class time. The main disadvantage of traditional lectures is their inability to promote active engagement of students. Due to this FL lectures can be boring and of low efficiency. Thus I propose a new name which is “FLOOC”.
إن العناية بتعليم اللغة في القرن الحادي والعشرين لم تعد مقيدة بالأنظمة والقوانين والمحفوظات والتقاليد الروتينية، بل أصبحت تميل إلى الاستخدام الفعلي للغة ومحتواها الثقافي بوصفها وسيلة للتواصل والاتصال وتبادل المعلومات مع الآخرين حول العالم. ومع وجود التقنيات العلمية في وسط الحلبة فقد تـمّ إلغاء الحدود الجغرافية والحواجز الفزيائية، فأعضاء هيئة التدريس والطلبة قد تعلموا كيف يـمتدون ويصلون إلى العالم حولهم باستخدام اللغة التي أتقنوها وبرعوا فيها. وهذا السيناريو يحدث كذلك تماما لدى أنصار اللغة العربية وآدابها. إن استخدام اللغة للتواصل، يعني القدرة على استخدام الثروة اللغوية ومواردها، لتبادل المعلومات. والمعرفة بالثقافة تعد شيئًا أساسيًا لتكوين المقدرة على التواصل الناجح، وتأسيس أرضية موحدة للتفاهم، حيث إن المتحدث يستطيع من خلالها أن يطرح المعاني المشتركة، والمفاهيم المتبادلة، ورؤية العالم من زوايا مختلفة. إن تداعيات نشر اللغة العربية في البلدان العربية وغير العربية، تعكس منطلقات ووجهات نظر متباينة، فمنها تواصلية وثقافية ولغوية وبعضها معرفية وحضارية ودينية. إن إجادة اللغة تعزز كفاءة الدارسين في التواصل، وتوطيد العلاقات مع الآخرين، كما أن اللغة تتيح للدارسين فرصة الاندماج مع الآخرين، من ذوي المهاد الثقافي المتنوع، مع احترام الرأي الآخر وقبول الاختلاف. إن محور المعرفة باللغة تنمي الفهم عن كيفية تطبيق العناصر الهيكلية والوظيفية لخلق المعنى، واللغة كذلك توسّع من قدرة الشخص على التفكير، واستخدام المعرفة بطريقة تفاعلية أثناء التواصل مع الآخرين.
Educators 4.0 are currently attempting to integrate technology into the classroom, in order to humanise their use. The strategies that have been adopted, however, are primarily logistical and ignore the philosophy and values that underpins this technology. It is argued in this presentation that educational technology will not be humanized until it is understood to be sustained by a philosophy other than technological rationality, and thus is provided with a human base. In this presentation, Nurkhamimi describes how the education ecosystem has become ineffective by not adapting the students' preferences, learning styles, perspectives and background. He believes that the future education will be dominated by the values and cosmopolitan thought and everyone in every field, including education, is required to have 4C, namely Concept, Competence, Connection, and Confidence. Thus the Education 4.0 should not been tailored based on the mastery of advanced science and technology alone, but also the understanding and mastery of basic and solid moral values, which is called technohumanistic approach.
The higher education ministry of Malaysia has set forth new initiatives as part of its effort to cultivate holistic, entrepreneurial and balanced graduates to be globally competitive and meet the needs of Industry 4.0. Minister Datuk Seri Idris Jusoh said that the ministry has introduced a range of initiatives such as the integrated cumulative grade point average (iCGPA), in addition to its existing academic-driven CGPA system, the 2u2i Programme and CEO@Faculty Programme, to address the challenges and critical needs of Industry 4.0.
Foreign language (FL) lecturers often complain about the fact that they are expected to cover everything in the textbook, which severely limits the amount of time they can spend on communicative tasks. Furthermore some of their larger FL courses frequently had more than 200 students in the classroom. They wanted new teaching strategies that would help students to understand course material and remain engaged in class. I consider that pronounced changes are needed in FL, including a substantial reduction in the number of traditional lectures, so as it is unreasonable waste of class time. The main disadvantage of traditional lectures is their inability to promote active engagement of students. Due to this FL lectures can be boring and of low efficiency. Thus I propose a new name which is “FLOOC”.
Uber University: New Learning Paradigms In Open & Flexible LearningNurkhamimi Zainuddin
Since 2016, Malaysia's transport system has been warmed to the presence of Uber service that serves as an intermediary between "Rider" and "Driver", to go to any destination. For riders, Uber is a convenient, inexpensive and safe taxi service. Hire a private driver to pick you up & take you to your destination with the tap of a button on any smartphone device. A nearby driver often arrives to pick you up within minutes. Not only is this an on-demand car service, but you can even watch as your driver is en-route to come pick you up. For drivers, Uber provides exceptional pay, allows you to be your own boss, and even receive tips. Take on fares whenever you wish (work as much or as little as you desire) while meeting new people in your city from all walks of life.
Themed “Higher Education 4.0: Knowledge, Industry and Humanity”, the 2018 mandate from Higher Education Minister Datuk Seri Idris Jusoh is centred on embracing the Fourth Industrial Revolution (Industry 4.0) as part of the call to revamp the Malaysian higher education system. Idris stressed to realise this, first, the process of teaching and learning has to be changed. Under Learning and Teaching 4.0, there are four aspects which should be put into paramount. The learning spaces should be redesigned. (eg : lecturer halls with multi-tiered collaborative tables and the use of smart board). Too, different kinds of pedagogies are needed, which are heutagogy (self-determined learning), paragogy (peer-oriented learning) and cybergogy (virtual-based learning).
Development of Tutorial Platform for Arabic Language Lifelong Learning Using ...Nurkhamimi Zainuddin
This study examined the use of WhatsApp mobile application as a tutorial platform for Arabic language lifelong learning (A3L) at the Universiti Sains Islam Malaysia (USIM). An exploratory research design was adopted and the purposive sampling technique was used in selecting participants for the study. Specifically, the study comprises 40 USIM A3L learners. The WhatsApp mobile application was used as a tutorial delivery tool for the learners. Two research questions were raised and analyzed qualitatively. The result of the analysis indicated that WhatsApp mobile application could be used as tutorial delivery tool for A3L following the prescribed steps and procedures. Twelve Arabic lessons were learned which include contents for learners, quizzes, feedbacks and learner supports. Based on the findings, it was recommended that researchers need to extensively respond to the growing need of a body of research in this area, especially building models and strategies that work for the use of social media for the improvement of A3L delivery. Additionally, the A3L facilitators should be equipped with the skills of using mobile technologies, particularly the social media for A3L enhancement.
As technology becomes pervasive, the teaching and learning landscape is now capable of presenting an interoperable and seamless learning architecture to connect, integrate, and share three major dimensions of learning resources: learning facilitators, learning contents, and educational technology. Although we have a plethora of learning resources, searching for specific content is not easy and takes time to view and identify the content being searched. As such a tagging metadata mechanism is envisaged that will facilitate for content search. The tagging of these learning objects will lead to an intelligent virtual content selection environment. Further the concept of technogogy is applied in the tagging process; defined as the interplay of the learners, content, pedagogy and technology that depicts the convergence on a joint coordinate system of the design of a learning transaction.
Teachers are all the time looking for different ways of increasing the quality of their teaching. At present the use of computers and new technologies has become an important aspect of foreign language learning. They have enabled the language teaching community to redefine some of the strategies and concepts of teaching and learning.
As an instructional technology advocate and teaching Arabic as a second language (ASL) lecturer, I became hooked on flipped learning the minute I first heard about it. After all, it made all the sense in the world to embrace this approach to teaching and learning within the context of teaching Arabic as a second language.
This document discusses technology enhanced active learning. It provides links to resources on blended learning, flipped classrooms, and different learning styles. Active learning is said to shift the focus from passive learning to actively involving students in reading, speaking, listening and thinking. Blended learning combines different modes of delivery and teaching styles. It allows content to be tailored to different learners and provides 24/7 availability and real assessment. The document encourages figuring out individual learning styles and provides examples of using web tools like Padlet and Tes for formative assessment in a flipped classroom model.
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!"
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.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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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.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Goal Centre e-bulletin June 2015
1. Newsletter of The Global Open Access Learning Centre Vol. 6, Issue June 2015Universiti sains Islam Malaysia
GOALshare
TableofContent
EditorialColumn
GOALSStatistic
GuestColumn
ShortCommunication
GOALCentreNews
E-LearningBuzz
TechnologySnippet
ForthcomingPrograms
1
1
2
3
7
8
9
10
TheTeam
CheifEditor
Editor
Designer
Publisher
Dr.NajwaHayaatiMohdAlwi
Dr.NurkhamimiZainuddin
AhmadFaridMohdJamal
MohdFaizalMohdFuaad
This bulletinis a monthly publication
GOALShareispublishedbyPenerbitUSIM
forGOALCentreofUniversitiSainsIslamMalaysia
Apple
IslamicEducation
Leadership
2015
Summit
Apple
IslamicEducation
Leadership
2015
Summit
Apple
IslamicEducation
Leadership
2015
Summit
Page 7
2. Dear Sir / Madam,
OFFICIAL INVITATION TO WRITE AN ARTICLE / PAPER FOR UNIVERSITI
SAINS ISLAM MALAYSIA (USIM) E-LEARNING BULETTIN; GOALSHARE
With due respect, the above mentioned matter is referred.
Global Open Access Learning (GOAL) Centre of Universiti Sains
Islam Malaysia (USIM) has prepared a series of free online
e-learning bulletin named GOALshare (eISSN number 2289-8727)
with the objective to nurture informed citizens, visionary leaders
and life-long learners who are masters of today’s information,
educational tools and technologies, and also to disseminate
related e-learning programs throughout the globe.
With respect, you are cordially invited to submit an article to the
Short Communication Column without fee or honorarium. An
article should compromise of maximum 700 words (not including
reference) on a topic related to educational technology /
educational updates. Longer texts will also be considered if they fit
the theme. Font used should be Calibri size 10 with 1.0 spacing with
no space before and after paragraph.
Herewith is the url for our previous publications at http://goalcen-
tre.usim.edu.my/oer-video/buletin-bulanan-goal-centre for your
kind reference. The deadline for the submission of articles is on the
twentieth (20th) of each month to the e-mail address of goal-
care@usim.edu.my or ahmadfarid@usim.edu.my.
I sincerely hope to hear from you again and would like to make
this publication a global reference, and hopefully will inspire more
individual and institution to enrich our free bulletin for the benefits
of humanity.
Thank you.
KNOWLEDGEABLE • DISCIPLINED • DEVOUT
Sincerely,
(PROF. DR. ROZHAN M. IDRUS)
Director
“Anarticleshouldcompromiseofmaximum700words(notincludingreference)
onatopicrelatedtoeducationaltechnology/educationalupdates.
FontusedshouldbeCalibrisize10with1.0spacing
withnospacebeforeandafterparagraph”
LETSWRITE
format
Global Open Learning Access Centre @
Global Open Access Learning (GOAL) Centre
Level 1, Library Building
Universiti Sains Islam Malaysia (USIM)
71800, Bandar Baru Nilai
Negeri Sembilan
MALAYSIA
Tel: +6 06 798 6270
Fax: +6 06 798 6250
http://goalcentre.usim.edu.my
First issue
January, 2015
Global Open Learning Access Centres, USIM
GOAL Share is published by Penerbit USIM
for GOAL Centre of Universiti Sains Islam Malaysia
This bulletin is a monthly publication
CENTRE@ Universiti Sains Islam Malaysia
3. 01
Globalizing Malaysia Education;
Apple iTunes U is a section of
Apple’s iTunes music store devoted
to host and deliver higher
educational contents, which focused
on multimedia-rich digital
substance. With higher receptivity
for open educational resources and
with the increase of accessibility for
information, Universiti Sains Islam
Malaysia (USIM) has play its part in
ensuring the dissemination of its
academic content is done in a
credential manner.
USIM is taking the lead in
repositioning its academic content,
including publications and
conferences. GOAL Centre was
responsible in the listing of USIM in
Apple iTunes U on the April 2015.
The optimization of Apple iTunes U
is complimentary with the
integration of Naqli and Aqli based
knowledge in USIM, and its
aspiration to be a global referral by
the year 2025.
We would like to welcome all USIM
members to contribute, taking the
significance of global recognition
and enhancement of international
competitiveness that we can gain
from this platform.
EDITORIAL
COLUMN
GOALS traffic record – Data of 25 May
2015 to 25 June 2015
Mohamad Faiz Taip
Global Open Access Learning Centre
At the end of the 2nd semester of
2014/15 session, the record shows an
decrease in traffic of -2.06% for the
period between 25 May to 25 June 2015
compared with the period from April 25
to May 25, 2015 (71.768 compared to
73.275 visits) (Refer to Figure 1). This
trend also complimented by the
decrease rate of new visitors by -0.3%
(24.9% versus 25.2%) over the same
period (Figure 2). On the other hand,
the rate of returning visitors increased
by 0.3% (75.1% versus 74.8%) for the
same period.
Figure 1: Records of GOALS visit for the
period 25 May 2015 to 25 June 2015
Figure 3 and 4 below shows the
resources (region and country) of
GOALS visits in the period between May
25 and June 25, 2015. The highest visit
is 49%, visits from Nilai, Malaysia. This
rate is due to the high placement of
USIM student is in Nilai, Malaysia.
Figure 3: The source of visitors
(domestic) for the period 25 April to 25
May 2015
Figure 4: The source of visitors
(international) for the same period.
Besides Malaysia, GOALS also reached
from outside, from the United States,
India, Pakistan, Nigeria, Indonesia,
Singapore and The UK
Facebook still had the largest traffic that
cited GOALS with 90.5%. Record of visits
from internal network decreased by -7%
while, visit using other internet
provider's such as personal broadband,
internet cafes and others increased by
7% in the period of 25 May to 25 June
2015 compared with the period
between April 25 to May 25, 2015
(49:51 compared to 42:58).
GOALS USER
STATISTIC
Figure 2:
Record of
new visitor
and
returning
visitors of
GOALS for
the period
25 May to
25 June
2015
Dr. Najwa Hayaati Mohd Alwi
Coordinator of Content Development
Management GOAL Centre
4. 02
by Nursyuhada’ Ab Wahab
Introduction
Teaching speaking skills to low
proficiency students is quite
challenging. In most cases, the students
were lack of confidence and hardly
speak up their ideas. In both individual
and group discussion, their
performances are slightly same.
Adapting to the current changes on the
students’ interest where they are more
into technology, the use of chatroom to
conduct speaking activities is one of the
interesting ways to boost their speaking
interest.
The immediacy of the technology gives
students a direct connection with the
instructor as well as classmates. Web
chats promote real-time discussion that
can lead to a collaborative learning
environment in class. Integrating this
technology does, however, require
intentional planning on the part of the
teacher. Preparation should include
establishing rules of online etiquette or
netiquette and a process for orderly
turn-taking, so that everyone gets a
chance to participate.
What is chatroom?
A chatroom is an online area where
students can talk in real-time.
It is a real-time written message
exchanges in computer cyberspaces and
very highly interactive. Instructing
students to speak virtually may help
them dealing with their communication
anxieties, addressing inflammatory
language use and reducing frustration.
Chatroom in Language Teaching and
Learning
Here are some benefits on the usage of
chatroom in language teaching and
learning;
Chatrooms immerse students in
the act of writing to real
audiences, raising their awareness
of audience issues they exchange
messages.
Chatroom allows instructors to
engage the greatest number of
students in discussion at the same
time.
Computer chat is an effective way
to involve students in collaborative
work. For example, students can
chat to form groups around
common interests, exchange ideas
for developing collaborative
projects, and share course
information.
Chatroom exchanges easily enable
the instructor to challenge
students to a deeper
understanding of their responses
by asking students to elaborate on
a previous message.
Computer chatrooms are well
suited for developing spaces for
cooperative learning.
GUEST
COLUMN
USING CHATROOM TO TEACH
SPEAKING: Issues and strategies
What come into practices?
Implementing online chatroom for my
General English Proficiency (GEP) and
English For Communicative Purposes
classes is one of the interesting
activities. The students were divided
into groups of four and were assigned
one chatroom namely Chatroom A, B, C,
D, E & F respectively.
The chat sessions were created in two
phases where the first one, the topic is
very close to them and of their interest
(like favorite movie, the thing that they
really want to have it now, favorite
food, etc). This is to make them familiar
with the chat environment and
encourage them to speak up their idea
with the group members.
From my observation, I can see that the
students really enjoy that session as
some of them were smiling in front of
their monitor and some were even
giggling while reading to their screen.
While for the second phase, the topic is
more academic where they are required
to discuss on the current issues. As for
the follow up activity, I have asked them
to have another chat session with all the
classmates outside the class hour in
which they are required to discuss on
the given topic.
5. 03
SHORT
COMMUNICATION
Issues
The use of informal language and short
forms (more casual)
As active users of social media such as
Facebook, Twitter and Instagram, quite
many abbreviations were used such as
FYI (for your Information), LOL (laugh
out loud), BBN (bye bye now), and
CYAL8R (see you later) in chat sessions.
The students who use chat language
tend to produce ungrammatical
sentences. It is almost entirely written
in non-standard english; there is a lack
of capital letters and punctuation,
making the text appear more informal.
Off-topic Discussion
The discussion could be sometimes out
of topic as the students tend to share
something that should not be discussed.
It is even worst happened where the
students misunderstood the topic given
and discuss the wrong topic from the
beginning of the discussion.
Strategies
1. Clear instructions
The instructors need to provide
clear, concise and straightforward
instruction which is vital in order
to help students understand the
task given.
2. Monitoring
The instructors might monitor
chats, not to interfere in meaning-
making aspects of the chat, but to
provide feedback on more efficient
use of statements leading to
shared meaning.
3. Exposure
The students should be exposed
with the chat discussion guidelines,
including written guidance on how
to use triggering, exploratory,
integrative, and resolving
statements in order to maximize
learning in a chat environment.
4. Appoint a leader who will brings
back the discussion to the topic
Appointing a leader in each chat
session will avoid the members to
discuss something that is not
relevant to the assigned task.
Conclusion
According to Hrastinski 2006, the
instructors can promote using chats as a
way to provide a space for all learners
to express their ideas, and to make the
space an authentic place for building
group cohesion. Chats are also useful
for providing a sense of being in a class
and having a shared learning
experience, thus perhaps helping
students feel more confident in their
class performance
.
It is believed that if the learners are
taught effectively and skillfully at the
initial stages of their learning, the
outcomes would be more effective and
fruitful undoubtedly. To enable students
communicate effectively, they need to
be given more fluency based activities.
Using chatroom is an alternative way to
help them build their self-confidence
and motivate them to throw out their
idea.
GOALshare acknowledges Najwa
Hayaati Mohd Alwi, Coordinator of
GOAL Centre for reviewing this
contribution. Nursyuhada’ Ab Wahab is
the language lecturer from the Faculty
of Major Languages Studies at the
Universiti Sains Islam Malaysia (USIM)
and she can be contacted at
syuhada@usim.edu.my
6. 04
by Dr Sakinah Ali Pitchay
What is e-Learning?
It can be described as learning via any
electronic media. It occurs in or out of
the classroom in order for the learners
to access educational curriculum and its
content. In USIM, e-learning is
conducted using Global Open Access
Learning System (GOALS).
What is e-Learning strategy?
As mentioned earlier is the meaning of
e-learning. Everything that we want to
accomplish, we need to set our target or
goal. This goal is referring to plan or
action designed that we called as
strategy. Hence, strategy is required to
create effective e-learning using
features that have been embedded in
GOALS where it is specifically for USIM
user.
1-Create an online forum using Forum
feature.
There are 2 types of forum which are
Announcement and Forum.
Announcement is commonly used by
the instructor of the course to post
updates or made announcements
without getting any feedback and the
learners as the viewer. Forum acts as a
two way platform for open discussion
where the instructor posting a question
or opinion. The purpose is to enhance
interactivity and also encourage
collaboration among the learners and
instructor.
2-Set expectations and learning
objectives using File feature.
This feature is generated by the
instructor of each course. They will
upload a course outline content which
could be a PDF or Word file.
As the learner, they are allowed to view
and download it to understand the
expectation of the course attended. It
usually contents the credit hours,
learning outcome, assessment method
and the syllabus of the course topics.
3-Be alert and consistent with
messages and email communications.
As the instructor, it is important to
check the personal inbox messages in
GOALS and also the working’s email
regularly. Reading alone is not enough.
An effective learning should have a two
way rapid communication to get
student’s attention. Thus, the instructor
needs to be alert and consistent using
online communication.
4-Include resource links and reference
sites using File, Book and URL.
There are several ways to help the
learners to better understand the
subject matter. For example, the
conventional way by providing all the
reference sites into a list of file
document. Using the book feature in
GOALS, it enables the instructor to
create a multi-page resource in a book-
like format. To make it instantly online
viewable, the hyperlink of valuable
resources can be included by using the
URL feature. This will create a more
immersive and engaging strategy.
5-Offer interactive elements to make
the eLearning more engaging.
By using URL and external tool feature
in GOALS, interactive elements can be
embedded such as audio and video
presentations from Youtube, Prezi,
GoAnimate, emaze, SlideRocket and
Slidesnack. New and variety of teaching
tools usually attract the learners
compared to text-based materials.
Other than that, live chats or online
classroom can be developed using the
BigBlueButton feature. It is an open
source web conferencing system that
works like Skype for more than one
person. However to ensure the real-
time chat works smoothly, the
instructor is encouraged to inform GOAL
administrator in advance to allow high
bandwidth for the allocated time.
6-Assess the effectiveness of the
teaching delivery.
Variety of assessment method can be
made online using GOALS. For example,
using Choice, Feedback or Survey
feature which is already embedded in
GOALS to ask some question or getting
any response for a particular topic. The
instructor also can use Google Form to
create and analyst survey which later
can be embedded in GOALS.
The assessment method can be
conducted during the early stage to
guide the instructor on which part can
be improved. It is a good indicator for
creating an effective e-learning and also
the conventional teaching.
GOALshare acknowledges Najwa
Hayaati Mohd Alwi, Coordinator of
GOAL Centre for reviewing this
contribution. Sakinah Ali Pitchay is an
ICT Lecturer from the Faculty of Science
and Technology at the Universiti Sains
Islam Malaysia (USIM) and she can be
contacted at sakinah.ali@usim.edu.com
SHORT
COMMUNICATION
TIPS TO CREATE AN EFFECTIVE
e-LEARNING STRATEGY USING
GOALS
7. 05
GOALshare acknowledges Najwa Hayaati
Mohd Alwi, Coordinator of GOAL Centre
for reviewing this contribution. Haliza
Harun is the language lecturer from the
Faculty of Major Languages Studies at the
Universiti Sains Islam Malaysia (USIM) and
she can be contacted at
haliza@usim.edu.com
The advent of computer assisted
instruction (CAI henceforth) has
subsequently led to the explosion in the
use of multimedia in the learning and
teaching context. Due to its’ capability
to offer learners an interactive learning
environment as well as freedom to
explore and manipulate their
knowledge, the use of multimedia has
also been extended as a language
learning tool to support more
meaningful language learning
experiences outside the classroom
contexts. In the context of language
learning, the use of multimedia in
language instruction have been much
discussed, as it offers learners with an
environment for stimulation and
construction of knowledge to resolve
any language problems and self
enhancement (Donaldson and
Haggstrom 2006).
While it is clear that multimedia
learning environment can compensate
for some disadvantages in the
traditional language learning
environment, there is an essential need
to identify some of the effective ways in
designing multimedia instructions to
maximize learners’ language learning
experience. In light of this view,
consideration is on exploring how
Paivio’s Dual Coding Model (DCM) can
enhance second language (i.e. L2
henceforth) learning to effectively
construct meaningful connections
within the texts. Paivio’s DCM (1971) is
a theory that presumes information
processing systems that exist in humans
constitutes two distinct systems –
i) visual representation system.
ii) verbal representation system.
The theory posits that effective
language learning will occur when the
design of the multimedia presentation is
informed through the construction of
representational connections between
these two distinct systems inherent in
our cognitive processes. In other words,
although the systems can each operate
independently,
SHORT
COMMUNICATION
they can also operate in parallel or
through the interconnections created
(Sadoski and Paivio 2001). Learning can
be constructed through using separate
sense modalities (i.e. vision or hearing)
or as inter-connected multi-modals that
combine the different senses (i.e. vision,
hearing, touch) to promote deeper
sense of meaning, using the following
principles (see diagram 1):
Building representational
connection between verbal information
presented and that of learner’s verbal
representation of that information
(number 1).
Building representational
connection between pictorial
information that is presented and the
learner’s visual representation of that
information (number 2)
Building representational
connection between corresponding
elements in the learner’s verbal and
visual representations (number 3).
Diagram 1. A dual-coding model of
multimedia learning
Zhaohui-Chen (2006) asserts that the
design of CAI should take advantage of
the inherent cognitive process of the
human mind as posited by Paivio (1971,
1986, 1990). This is due to the capability
of multimedia learning environment to
offer the same target concept to be
learnt, in two different modes to the
learners. Additionally, as picture and
texts are complementary, the
combination of the dual annotations
can further enhance the human mental
representations of the visual and verbal
information found in the human mind
(Mayer 2001).
Multimedia Annotations in computer
assisted instruction for language learning:
Revisiting the Dual Coding Model
by Dr Haliza Harun
In L2 learning context, these three basic
connections facilitate learners’
performances in finding solutions to L2
problems encountered through the
connections formed from the
annotations presented. Annotations
presented not only provide learners
with immediate access to the
information, but also allow them to
become actively involved - to confirm or
reject their guesses made from the text
read (Hsieh n.d.).
With respect to the use of multimedia in
L2 learning, visual modes like a picture
or video attached to the annotated
word help to increase learners
understanding due to its availability for
immediate target L2 vocabulary
assistance. It is noteworthy to highlight
that empirical investigations conducted
regarding the implementation of dual
annotations (e.g. the use of text and
video) have also shown positive findings
in learner’s vocabulary learning and
retention as well as enhancement in L2
reading comprehension (Yoshii, 2000;
Yeh and Wang, 2003).However, it is
noteworthy to point out that there is an
essential need to identify some of the
effective ways in designing multimedia
instructions, (in this case the screen
layout), that can enrich learners
learning experience. In light of this view,
considerations on how instructional
design can be presented such as that
posited by Paivio in the Dual coding
model, should be considered in the
attempt to maximise learners’
meaningful connections within the
target text and L2 language learning.
9. 07
GOAL Centre
Department Meeting
Ahmad Farid Mohd Jamal
Global Open Access Learning Centre
17 Jun 2015 (Wednesday)
9.00 am – 12.00 pm
GOAL Centre Meeting Room, USIM
Meeting was chaired by Prof. Dr.
Rozhan Mohammed Idrus as the
Director of GOAL Centre.
This meeting focuses on the Progress of
GOAL Centre activities and the
development of USIM e-learning as a
whole. The statistics and ODL students
(Research Methodology and Data
Analysis courses), was also being
discussed.
This meeting highlighted the structure
of ODL for undergraduate students
which later will be discussed with the
dean of faculties.
System development unit present the
helpdesk data and the improvement
process taking place throughout the 6
months of 2015.
Content development unit present the
recording progress and the selection
process of MOOC courses for the
National MOOC Initiative.
This meeting was ceased at 12.00 pm
with the notes of appreciation to all
GOAL Centre members.
GOAL CENTRE
NEWS
Dr. Nurkhamimi Zainuddin
Global Open Access Learning Centre
3 June 2015 (Wednesday)
08.00 am – 5.00 pm
Pullman Hotel, Putrajaya
Six (6) representatives from the Global Open Access Learning Centre of USIM were
invited by Apple Malaysia to the Islamic Education Leadership Summit 2015 hosted
at the Pullman Hotel, Putrajaya in Kuala Lumpur on June 3.
This visit is aim to get more information on learning impact of iPad implementations
in schools across the world. Participants can learn from the real stories and speak to
leaders of Islamic Schools who have transformed their classrooms with Apple
technology. Buying a product from Apple allows you to develop educational content
in a more creative and interactive way.
Apple Islamic Education Leadership
Summit 2015
USIM and Apple Malaysia have agreed
on future collaboration, mainly on the
iTunes U content development. USIM
has become the first public university
to be listed in the Apple iTunes U
platform. The collaboration between
USIM and Apple Education (M) began
at the end of 2014, while early efforts
to register USIM on the Apple iTunes
platform were made in February 2015.
The event ended with the
presentation of token of appreciation.
10. 08
QUIZIZZ
Intan Ros Safina Binti Safri
Global Open Access Learning Centre
Quizizz Is a game-based platform where
students in a classroom are encouraged
to be leaders by researching, creating
and presenting quizzes.
Quizizz would be a great tool to use for
an entire class, or as a center since it is
student driven.
In the Quizizz, the teacher creates a
series of questions to be answered by
the students. Each question can have a
time limit before the students must
select a response. The quicker the
student’s response, the more points
they earn providing their choice was
correct.
The teacher starts the activity at which
time students are given questions in a
random order. The students read the
questions on their device and answer
them at their own pace. Once all
students complete the activity, students
with the highest points will be
displayed.
When finished with the activity or
quizzes, the teacher can save the data
describing how students answered each
question. Teachers can explore through
the many public assessments created
and shared by others.
It is free online resource and it is sure to
bring high engagement and active
participation into any classroom.
It can be used in any device such as
Windows Phone, iPad and Androd.
Official site: http://quizizz.com/
POCKET
Intan Ros Safina Binti Safri
Global Open Access Learning Centre
Pocket is a short-term bookmarking app
that syncs across all devices. With it,
teacher can put lengthy articles or
videos away and queue them up for
reading and watching later, no matter
where they are. With Pocket, teacher
can access most of the saved items
without an Internet connection.
The teacher can just hit menu and use
Android's share function to save the
page to Pocket. Once items are saved,
teacher can access them at any time
from your Pocket list. They are even
automatically cached for offline access
(videos excluded). This is useful for
teacher who wants to show the article
or YouTube content in front of students
when there is no internet connection.
Installing the Pocket apps, Pocket
browser extension installs buttons and
then teacher can save items with one
click. It is available on iPhone, iPad,
Android, and Kindle Fire.
Official site: https://getpocket.com/
SLIDESHARK
Intan Ros Safina Binti Safri
Global Open Access Learning Centre
SlideShark is a presentation application
that can make everyone engaging with
the slide everywhere.
The slides are then automatically
converted to a mobile-optimized
format. Then simply use the SlideShark
app to download and teacher can show
their presentation on your mobile
device or through a projector, or
broadcast it over the web.
Teacher can also share an online
version of their presentation for others
to view on-demand, anytime from any
device, and at the same time, teacher
can then track the viewing results.
It can be used in any device such as
iPad, iPhone, PC/Mac or Windows 8
tablet.
Official site:
https://www.slideshark.com
Intan Ros Safina Binti Safri is the IT
Assistant Officer of Global Open Access
Learning (GOAL) Centre of Universiti
Sains Islam Malaysia (USIM). She can be
contacted at
intanrossafri@usim.edu.com
E-LEARNING
BUZZ
11. 09
Picture 2: LEAP Motion
Picture 3: LEAP Motion – 3D Motion
Of course, the tracking ability of LEAP
Motion isn't just about the hardware,
and the capabilities of the Leap are only
realized by the software built to work
with it which is called Airspace.
Source : https://www.leapmotion.com/
PAPERTAB
Intan Ros Safina Binti Safri
Global Open Access Learning Centre
PaperTab is a mobile technology and it
is developed by Plastic Logic. It is act as
Tablet as Thin and Flexible as Paper.
Picture 4: PaperTab
LEAP MOTION
Intan Ros Safina Binti Safri
Global Open Access Learning Centre
LEAP Motion is a hardware that allows
anyone to write, draw, zoom, play, and
interact with their computer screen
using a finger, fingers, or entire hand. By
moving your hand over the device, the
mouse follows your movements.
This is technology behind LEAP Motion,
a company intent on giving people a
more natural way to interact with the
computer.
Leap works using infrared optics and
cameras instead of depth sensors, and
does not cover as large an area as
Microsoft's gestured controller. Leap
does its motion sensing at fidelity
unmatched by any depth camera
currently available. It can track all 10 of
your fingers simultaneously.
Figure 1: LEAP Motion Controller
Setting up the Leap is a straightforward
affair. Simply plug one end into the
laptop, the other into the controller and
position it in a location where it can see
your hands; in front of a laptop or
between a desktop keyboard and screen
generally works.
PaperTab has a flexible touchscreen
that allow users send files and emails
and navigate through pages of
documents using hand gestures. One
can also combine several PaperTabs into
one larger surface by placing them side
by side, or share files by touching one
tablet to another.
PaperTab is powered by an Intel i5
processor, which seems to be separate
from the actual display and connected
to the PaperTab with a thin data cable.
Plastic Logic's flexible plastic displays
are completely transformational in
terms of product interaction. They
allow a natural human interaction with
electronic paper, being lighter, thinner
and more robust compared with today’s
standard glass-based displays
Picture 5: PaperTab
Source:
http://www.hml.queensu.ca/blog/papertab
Intan Ros Safina Binti Safri is the IT
Assistant Officer of Global Open Access
Learning (GOAL) Centre of Universiti
Sains Islam Malaysia (USIM). She can be
contacted at
intanrossafri@usim.edu.com
TECHNOLOGY
SNIPPET
BUZZ
12. 010
The 11th
International
Conference on
e-learning (ICEL)
2 – 3 June 2016
Universiti Sains Islam Malaysia (USIM)
Website: http://academic-
conferences.org/icel/icel2016/icel16-
home.htm
Deadline for paper submission:
12
th
November 2015
Scope of conference:
Integrated learning and
educational environments
Web 2.0 technologies and
classroom
e-Learning to support communities
and individuals
Knowledge management
Adaptive e-Learning and intelligent
apps & tools
Life long e-Learning
Fee Structure:
Earlybird Standard
Academics £365 £420
PhD Students £210 £315
Combined
Supervisor and
Student
£525 £650
Government and
Public Sector
£440 £540
Professionals and
Consultants
£550 £690
Conference
proceedings
£40 £40
Dinner £50 £50
* These fees do not include fees charged
for flights, accommodation and
transport.
Registration:
http://academic-
conferences.org/icel/icel2016/icel16-
registration.htm
International Academic
Conference on
Theoretical and Applied
Aspects of
Computational Science,
E-Learning, Information
& Communication
Engineering
(IAC–2015)
29 November, 2015
New Delhi, Delhi, India
Website:
http://www.krishisanskriti.org/iac.html
Deadline for abstracts/proposals:
20
th
November 2015
1st Regional Conference
on Problem Based
Learning (PBL) and
E-Learning
30-2 December, 2015
Kumasi, Ghana
Website:
http://bsu.knust.edu.gh
Deadline for abstracts/proposals:
13
th
November 2015
1st International
Conference on
E-Learning and
E-Technologies in Music
Education
(ICeEME 2015)
26-27 November, 2015
Treviso, Italy
Website:
http://www.studiomusicatreviso.it/icee
me/iceeme.php#art0
Deadline for abstracts/proposals:
4
th
October 2015
Tenth International
Conference
New Information
Technologies in
Education for All
(ITEA-2015)
26-27 November, 2015
Kyiv, Ukraine
Website:
http://itea-conf.org.ua/2015/
Deadline for abstracts/proposals:
15
th
November 2015
FORTHCOMING
PROGRAM