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.
IRJET - Investigating the Common Factor of Drop Out based on Learner’s Perspe...IRJET Journal
This document investigates the common dropout factors among learners in MOOCs in Malaysia based on learner perspectives and dropout rates. It finds that only 18% of Malaysian MOOC users complete courses and 64% have never taken a MOOC, indicating lack of awareness. Through surveys of University of Malaya students and professionals, it analyzes factors like language, time constraints, financial support and compares dropout factors to other countries. The literature review discusses MOOC background/engagement and studies on dropout rates in various countries from 2013-2019. Common dropout factors found include lack of time, support, digital/learning skills and barriers like education levels, gender, resources. The study aims to identify common dropout factors, dropout rates
The workshop explored the status of open education in general and MOOCs in particular in Pakistan. In 2011, the modern MOOC movement started, when the first standard MOOC was launched. In few years, MOOCs have received immense coverage in academia, industry, and media. Students can learn any imaginable subject from the world’s top professors and industry experts.
The MOES webinar series in Laos has seen massive growth, with over 150 participants regularly attending each webinar from all over Laos. The webinars aim to build teacher capacities amidst the COVID quarantine by providing training on content and educational technologies. Participation has exceeded expectations, with many first-time users of Zoom and webinars. The webinars are attracting stakeholders from across the education sector in Laos and are helping to advance Education 4.0 in the country through innovative use of technology for training.
Understanding the growing trend for Informal learning, this paper goes further to investigate some current best practices and suggest tips and next steps for driving a more "formalised" approach for Informal Learning in your organisation.
This document provides an overview of emerging e-learning practices in organizations. It discusses the rise of online training and learning due to advances in technology. Online training allows organizations to train employees anywhere through virtual means. The document outlines the benefits of online training such as flexibility, cost savings, and accessibility. It also discusses some issues with online training such as costs, infrastructure requirements, and limitations for teaching soft skills. The document concludes that online training will continue growing as a tool for knowledge management and developing high potential employees.
Swayan - World's Largest MOOC PlatformJoseph Smith
Explore how WizIQ helped the Government of India to build “Swayam - The largest MOOC Platform."
https://www.wiziq.com/case-study/swayam-partnering-with-govt-of-india-and-microsoft-to-transform-education/
This document proposes integrating online technology into competitive team-based language learning through the establishment of a center. The center would consist of four sectors - control, teaching, evaluation, and logistics - each with defined roles. The control sector would design curriculum and materials, the teaching sector would facilitate online classes utilizing tools like blogs and videos, the evaluation sector would focus on online assessment, and the logistics sector would administer courses. Benefits of this approach include providing equal opportunities for learning, highly motivating students, and facilitating collaboration. Challenges include ensuring students have necessary digital skills and that online environments are well-designed to encourage engagement and accountability.
IRJET - Investigating the Common Factor of Drop Out based on Learner’s Perspe...IRJET Journal
This document investigates the common dropout factors among learners in MOOCs in Malaysia based on learner perspectives and dropout rates. It finds that only 18% of Malaysian MOOC users complete courses and 64% have never taken a MOOC, indicating lack of awareness. Through surveys of University of Malaya students and professionals, it analyzes factors like language, time constraints, financial support and compares dropout factors to other countries. The literature review discusses MOOC background/engagement and studies on dropout rates in various countries from 2013-2019. Common dropout factors found include lack of time, support, digital/learning skills and barriers like education levels, gender, resources. The study aims to identify common dropout factors, dropout rates
The workshop explored the status of open education in general and MOOCs in particular in Pakistan. In 2011, the modern MOOC movement started, when the first standard MOOC was launched. In few years, MOOCs have received immense coverage in academia, industry, and media. Students can learn any imaginable subject from the world’s top professors and industry experts.
The MOES webinar series in Laos has seen massive growth, with over 150 participants regularly attending each webinar from all over Laos. The webinars aim to build teacher capacities amidst the COVID quarantine by providing training on content and educational technologies. Participation has exceeded expectations, with many first-time users of Zoom and webinars. The webinars are attracting stakeholders from across the education sector in Laos and are helping to advance Education 4.0 in the country through innovative use of technology for training.
Understanding the growing trend for Informal learning, this paper goes further to investigate some current best practices and suggest tips and next steps for driving a more "formalised" approach for Informal Learning in your organisation.
This document provides an overview of emerging e-learning practices in organizations. It discusses the rise of online training and learning due to advances in technology. Online training allows organizations to train employees anywhere through virtual means. The document outlines the benefits of online training such as flexibility, cost savings, and accessibility. It also discusses some issues with online training such as costs, infrastructure requirements, and limitations for teaching soft skills. The document concludes that online training will continue growing as a tool for knowledge management and developing high potential employees.
Swayan - World's Largest MOOC PlatformJoseph Smith
Explore how WizIQ helped the Government of India to build “Swayam - The largest MOOC Platform."
https://www.wiziq.com/case-study/swayam-partnering-with-govt-of-india-and-microsoft-to-transform-education/
This document proposes integrating online technology into competitive team-based language learning through the establishment of a center. The center would consist of four sectors - control, teaching, evaluation, and logistics - each with defined roles. The control sector would design curriculum and materials, the teaching sector would facilitate online classes utilizing tools like blogs and videos, the evaluation sector would focus on online assessment, and the logistics sector would administer courses. Benefits of this approach include providing equal opportunities for learning, highly motivating students, and facilitating collaboration. Challenges include ensuring students have necessary digital skills and that online environments are well-designed to encourage engagement and accountability.
Ushering in a new decade, IAO’s Accreditor looks back at the achievements in the education sector worldwide. From featured accreditations to personal accounts of educationists, IAO’s December edition sums up the journey of a decade.
Ushering in a new decade, IAO’s Accreditor looks back at the achievements in the education sector worldwide. From featured accreditations to personal accounts of educationists, IAO’s December edition sums up the journey of a decade.
The document discusses a study on students' experiences using a Learning Management System (LMS) at Universiti Putra Malaysia. Key findings from interviews with students include:
1) Students use the LMS mainly to download lecture notes and check assignment grades. However, they desire a more permanent profile and notification of successful file uploads.
2) Students interact with lecturers and peers on the LMS and appreciate its anonymity for shy students.
3) Emerging themes from students suggest needs for a permanent profile, file submission notifications, and a more attractive layout with embedded features. Addressing student needs could help accelerate adoption of the LMS.
Two cards for a moodle interface- Apr. 2016Aine Furlong
This document provides a rationale for developing a two-card interface for Moodle that supports 21st century pedagogies. The interface is based on principles of symmetry, which promotes structural integrity and efficiency. The two cards also represent the two ways knowledge is acquired: informally through acquisition, and formally through learning. There is an interactive space between the cards to encourage dialogue. Each card contains images, text, links, and questions to make the content engaging for students and transform them into active learners.
This document discusses learner centered environments in distance education. It provides an overview of topics like the target learner, management and administration of distance education, relevant technologies, and the business of education. It presents evidence on the growth of online enrollments in higher education using statistics. Finally, it discusses some challenges of implementing distance education and concludes that adopting a learner centered approach requires systems thinking, openness to new approaches, understanding differentiators, and questioning suitability.
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.
A Framework to Achieve Quality and Excellence in Higher Education: A Literatu...Dr. Amarjeet Singh
Educating large numbers of people to a high
standard and disseminating knowledge can be considered as
the main objectives of today’s higher education sector. An
effective framework for delivery mechanism by enhancing
the functional responsibility and its effective execution will
help the nation in achieving quality and excellence in higher
education. Present paper tries to explore framework for
achieving quality and excellence in higher education by
analysing the various functional aspect of higher educational
system in the country. After extensive literature survey and
analysing the research work of eminent researchers and
thinkers, it is concluded that higher education has become
larger and more central to society and individuals; hence,
there a need to develop framework including different
functional components for performance indicator and
measurement. It is suggested that various enhancement
function should be executed primarily in systems of high
trust, whereas the accountability function has to be
developed to prevent bad quality of institutions and
programs, and thus to protect the beneficiaries i.e. students
and society. Universities need to be consciously and
explicitly managing the processes associated with the
creation of their knowledge assets and to recognise the value
of their intellectual capital to their continuing role in society
and in a wider global marketplace for higher education.
This document summarizes a study on the challenges and opportunities faced by faculty members in participating in online learning for professional development. The study was conducted with faculty across 28 countries in the Laureate International Universities network. Key findings were that time management was the main challenge reported, while the opportunity to reflect on their teaching role was most commonly cited. The document provides background on the need for improved faculty training and development, and how online learning is a scalable option to reach faculty globally. It reviews literature supporting online learning as an effective means of professional development.
E- LEARNING IN NIGERIA : CURRENT IMPLEMENTATIONS AND CHALLENGEScscpconf
This document summarizes the current state of e-learning in Nigeria, including its implementation at the National Open University of Nigeria (NOUN) and the challenges it faces. E-learning in Nigeria involves students downloading course materials and taking exams online through NOUN's website. However, issues like lack of monitoring, slow internet speeds, discrimination against e-learning graduates, unreliable power, expensive internet access, economic challenges, and computer illiteracy present obstacles. While e-learning provides benefits like reduced costs and increased flexibility, these challenges must still be addressed for it to be fully implemented in Nigeria.
This document summarizes the current state of distance education in China. It discusses three main forms: e-delivery, e-teaching, and e-education. E-delivery focuses on infrastructure to provide educational resources to students. E-teaching supplements traditional teaching with online components. E-education examples include online higher education colleges run through government and private partnerships. Distance education has become a major option for adult education and helps improve traditional teaching through resource sharing.
The document proposes the development of LearnVR, a virtual reality learning platform for post-secondary institutions. It provides an executive summary of the COVID-19 pandemic's disruption of education and the identified opportunity to provide interactive online learning. A situational analysis examines stakeholders, current resources at the University of Calgary including strengths like the Taylor Institute, and weaknesses like student and educator dissatisfaction with online classes. Opportunities exist in innovative technologies like VR, while threats include reputation risks if institutions do not adapt. Interviews revealed support for VR's potential to improve engagement and preparation for careers. The proposal suggests developing a minimum viable product and testing it with classes of 20-25 students through a freemium model.
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-
This document discusses a study on student learning through e-learning modules offered by corporations in partnership with colleges in Mumbai, India. The study examines factors influencing student enrollment in e-learning courses and assesses the effectiveness of these courses. A survey was administered to 100 students enrolled in an e-learning module with over 225 courses. The data was analyzed using statistical tests to understand enrollment rates, course completion rates, and knowledge acquisition. The study aims to evaluate how well e-learning delivers content and retains students, and to identify challenges faced by both students and colleges in these programs.
This document discusses the potential of MOOCs (Massive Open Online Courses) for engineering education. It notes that while MOOCs were initially focused on other subjects, engineering courses are increasingly being offered. MOOCs could be used for introductory courses, continuing education, and complementing traditional classes through flipped classroom models. However, challenges remain regarding laboratories, accreditation, and completion rates for engineering education through MOOCs.
1) The document is the January 2015 issue of the CEMCA Newsletter. It includes sections on guest columns, news, case studies, and upcoming events.
2) In his column, the Director discusses the focus and priorities of CEMCA over the next few years, which will include improving ICT integration in teacher education, skill development, community media, and open educational resources.
3) The Director notes that CEMCA will support developing open educational resource-based courses for skills training, strengthen communities of practice for teacher educators, and integrate new ways of providing quality learning in the informal sector through community media.
Factors affecting the quality of e-learning during the COVID-19 pandemic from...eraser Juan José Calderón
"Factors affecting the quality of e-learning during the COVID-19 pandemic from the perspective of higher education students." de Elumalai, K. V., Sankar, J. P., R, K., John, J. A., Menon, N., Alqahtani, M. S. N., & Abumelha. M. A. (2020).
Disruptive Innovation in Education: Open Learning, Online Learning, MOOCs and...inventionjournals
Rapid advancement of information and communication technologies has brought about various changes in education and the structure of colleges and universities. The education system is undergoing dynamic changes. These dynamic changes can be explained from the perspective of theory of disruptive innovation which basically explained that existing organizations were displaced from their industries because of their inertia towards the adoption of new innovation. Recent introduction of massive open online courses (MOOCs) is seen as a strong technological force influencing the education landscape. MOOCs which are operated on a different scale and expectation have triggered existing education providers to evaluate and strategize in order to remain relevant. This study is meant to give readers, especially practitioners in education sector a way of understanding the nature of disruptive innovation and how disruptive innovation is influencing the education landscape
Web assisted instruction (wai) as a promising solution in developing countrie...Alexander Decker
This document summarizes a study that investigated the effectiveness of web-assisted instruction (WAI) at a college in Oman. The study used a pretest-posttest design with a control and experimental group of freshman students taking an English grammar course. The experimental group received WAI integrated into their course, while the control group received traditional instruction. Results showed that students in the experimental group scored higher on the posttest and reported more positive attitudes toward technology integration compared to the control group. The study supports the idea that WAI can be a disruptive innovation that improves student achievement and motivation in contexts where traditional teaching methods are used.
Skill Development in Science through Open and Distance Learning at NSOU, KolkataCEMCA
Presentation by Dr Ramesh Sharma, titled, “Skill Development in Science through Open and Distance Learning” at Netaji Subhas Open University, Kolkata, India
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.
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.
Ushering in a new decade, IAO’s Accreditor looks back at the achievements in the education sector worldwide. From featured accreditations to personal accounts of educationists, IAO’s December edition sums up the journey of a decade.
Ushering in a new decade, IAO’s Accreditor looks back at the achievements in the education sector worldwide. From featured accreditations to personal accounts of educationists, IAO’s December edition sums up the journey of a decade.
The document discusses a study on students' experiences using a Learning Management System (LMS) at Universiti Putra Malaysia. Key findings from interviews with students include:
1) Students use the LMS mainly to download lecture notes and check assignment grades. However, they desire a more permanent profile and notification of successful file uploads.
2) Students interact with lecturers and peers on the LMS and appreciate its anonymity for shy students.
3) Emerging themes from students suggest needs for a permanent profile, file submission notifications, and a more attractive layout with embedded features. Addressing student needs could help accelerate adoption of the LMS.
Two cards for a moodle interface- Apr. 2016Aine Furlong
This document provides a rationale for developing a two-card interface for Moodle that supports 21st century pedagogies. The interface is based on principles of symmetry, which promotes structural integrity and efficiency. The two cards also represent the two ways knowledge is acquired: informally through acquisition, and formally through learning. There is an interactive space between the cards to encourage dialogue. Each card contains images, text, links, and questions to make the content engaging for students and transform them into active learners.
This document discusses learner centered environments in distance education. It provides an overview of topics like the target learner, management and administration of distance education, relevant technologies, and the business of education. It presents evidence on the growth of online enrollments in higher education using statistics. Finally, it discusses some challenges of implementing distance education and concludes that adopting a learner centered approach requires systems thinking, openness to new approaches, understanding differentiators, and questioning suitability.
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.
A Framework to Achieve Quality and Excellence in Higher Education: A Literatu...Dr. Amarjeet Singh
Educating large numbers of people to a high
standard and disseminating knowledge can be considered as
the main objectives of today’s higher education sector. An
effective framework for delivery mechanism by enhancing
the functional responsibility and its effective execution will
help the nation in achieving quality and excellence in higher
education. Present paper tries to explore framework for
achieving quality and excellence in higher education by
analysing the various functional aspect of higher educational
system in the country. After extensive literature survey and
analysing the research work of eminent researchers and
thinkers, it is concluded that higher education has become
larger and more central to society and individuals; hence,
there a need to develop framework including different
functional components for performance indicator and
measurement. It is suggested that various enhancement
function should be executed primarily in systems of high
trust, whereas the accountability function has to be
developed to prevent bad quality of institutions and
programs, and thus to protect the beneficiaries i.e. students
and society. Universities need to be consciously and
explicitly managing the processes associated with the
creation of their knowledge assets and to recognise the value
of their intellectual capital to their continuing role in society
and in a wider global marketplace for higher education.
This document summarizes a study on the challenges and opportunities faced by faculty members in participating in online learning for professional development. The study was conducted with faculty across 28 countries in the Laureate International Universities network. Key findings were that time management was the main challenge reported, while the opportunity to reflect on their teaching role was most commonly cited. The document provides background on the need for improved faculty training and development, and how online learning is a scalable option to reach faculty globally. It reviews literature supporting online learning as an effective means of professional development.
E- LEARNING IN NIGERIA : CURRENT IMPLEMENTATIONS AND CHALLENGEScscpconf
This document summarizes the current state of e-learning in Nigeria, including its implementation at the National Open University of Nigeria (NOUN) and the challenges it faces. E-learning in Nigeria involves students downloading course materials and taking exams online through NOUN's website. However, issues like lack of monitoring, slow internet speeds, discrimination against e-learning graduates, unreliable power, expensive internet access, economic challenges, and computer illiteracy present obstacles. While e-learning provides benefits like reduced costs and increased flexibility, these challenges must still be addressed for it to be fully implemented in Nigeria.
This document summarizes the current state of distance education in China. It discusses three main forms: e-delivery, e-teaching, and e-education. E-delivery focuses on infrastructure to provide educational resources to students. E-teaching supplements traditional teaching with online components. E-education examples include online higher education colleges run through government and private partnerships. Distance education has become a major option for adult education and helps improve traditional teaching through resource sharing.
The document proposes the development of LearnVR, a virtual reality learning platform for post-secondary institutions. It provides an executive summary of the COVID-19 pandemic's disruption of education and the identified opportunity to provide interactive online learning. A situational analysis examines stakeholders, current resources at the University of Calgary including strengths like the Taylor Institute, and weaknesses like student and educator dissatisfaction with online classes. Opportunities exist in innovative technologies like VR, while threats include reputation risks if institutions do not adapt. Interviews revealed support for VR's potential to improve engagement and preparation for careers. The proposal suggests developing a minimum viable product and testing it with classes of 20-25 students through a freemium model.
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-
This document discusses a study on student learning through e-learning modules offered by corporations in partnership with colleges in Mumbai, India. The study examines factors influencing student enrollment in e-learning courses and assesses the effectiveness of these courses. A survey was administered to 100 students enrolled in an e-learning module with over 225 courses. The data was analyzed using statistical tests to understand enrollment rates, course completion rates, and knowledge acquisition. The study aims to evaluate how well e-learning delivers content and retains students, and to identify challenges faced by both students and colleges in these programs.
This document discusses the potential of MOOCs (Massive Open Online Courses) for engineering education. It notes that while MOOCs were initially focused on other subjects, engineering courses are increasingly being offered. MOOCs could be used for introductory courses, continuing education, and complementing traditional classes through flipped classroom models. However, challenges remain regarding laboratories, accreditation, and completion rates for engineering education through MOOCs.
1) The document is the January 2015 issue of the CEMCA Newsletter. It includes sections on guest columns, news, case studies, and upcoming events.
2) In his column, the Director discusses the focus and priorities of CEMCA over the next few years, which will include improving ICT integration in teacher education, skill development, community media, and open educational resources.
3) The Director notes that CEMCA will support developing open educational resource-based courses for skills training, strengthen communities of practice for teacher educators, and integrate new ways of providing quality learning in the informal sector through community media.
Factors affecting the quality of e-learning during the COVID-19 pandemic from...eraser Juan José Calderón
"Factors affecting the quality of e-learning during the COVID-19 pandemic from the perspective of higher education students." de Elumalai, K. V., Sankar, J. P., R, K., John, J. A., Menon, N., Alqahtani, M. S. N., & Abumelha. M. A. (2020).
Disruptive Innovation in Education: Open Learning, Online Learning, MOOCs and...inventionjournals
Rapid advancement of information and communication technologies has brought about various changes in education and the structure of colleges and universities. The education system is undergoing dynamic changes. These dynamic changes can be explained from the perspective of theory of disruptive innovation which basically explained that existing organizations were displaced from their industries because of their inertia towards the adoption of new innovation. Recent introduction of massive open online courses (MOOCs) is seen as a strong technological force influencing the education landscape. MOOCs which are operated on a different scale and expectation have triggered existing education providers to evaluate and strategize in order to remain relevant. This study is meant to give readers, especially practitioners in education sector a way of understanding the nature of disruptive innovation and how disruptive innovation is influencing the education landscape
Web assisted instruction (wai) as a promising solution in developing countrie...Alexander Decker
This document summarizes a study that investigated the effectiveness of web-assisted instruction (WAI) at a college in Oman. The study used a pretest-posttest design with a control and experimental group of freshman students taking an English grammar course. The experimental group received WAI integrated into their course, while the control group received traditional instruction. Results showed that students in the experimental group scored higher on the posttest and reported more positive attitudes toward technology integration compared to the control group. The study supports the idea that WAI can be a disruptive innovation that improves student achievement and motivation in contexts where traditional teaching methods are used.
Skill Development in Science through Open and Distance Learning at NSOU, KolkataCEMCA
Presentation by Dr Ramesh Sharma, titled, “Skill Development in Science through Open and Distance Learning” at Netaji Subhas Open University, Kolkata, India
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.
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 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.
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.
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 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
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.
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.
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 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.
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
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.
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.
Polytechnic esl lecturers's acceptance of using mooc for tesl Hanie SWeetz
This document summarizes a study that investigated English as a Second Language (ESL) lecturers' acceptance of using Massive Open Online Courses (MOOCs) for teaching ESL in Malaysian polytechnics. A survey was conducted of 34 ESL lecturers across several polytechnics. The findings revealed that the lecturers had positive perceptions of the ease of use and usefulness of MOOCs for language teaching. However, the study also identified challenges faced by lecturers in using MOOCs, such as a lack of experience and training with the technology. The results provide insights that could help educational institutions better support lecturers in integrating MOOCs.
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.
This document compares MOOCs and conventional EFL teaching models in colleges. It finds that while MOOCs follow some aspects of traditional teaching like registration and exams, they differ in key areas like number of students, lecture length, learning motivation, time/space, interactivity, and assessment. The document suggests optimizing the models by moving from a "push" to a "pull" approach where students take more initiative, and from independent to collaborative/interactive learning. It concludes that integrating MOOCs advantages into traditional EFL teaching could establish a hybrid model that benefits students.
"Successfully organizational, methodological and pedagogical approaches to Lifelong Learning programs in the United States"
Presentation at ITEA-2013, IRTC, Kyiv, Ukraine
http://itea-conf.org.ua/2013/
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.
A Discussion On Massive Open Online CourseRichard Hogue
This document discusses Massive Open Online Courses (MOOCs). It begins by defining MOOCs as online courses designed for massive participation and open access via the internet. It then discusses the key characteristics of MOOCs:
- "Massive" refers to the large numbers of participants MOOCs can accommodate.
- "Open" means they have no limits on participation in terms of time/location and are usually free of cost.
- "Online" indicates they are entirely internet-based.
- "Course" refers to full learning experiences with content, assessments, and some interaction.
The document outlines the history and growth of distance education leading up to MOOCs. It also
Impact of International MOOCs on College English Teaching and Our Countermeas...inventy
Research Inventy provides an outlet for research findings and reviews in areas of Engineering, Computer Science found to be relevant for national and international development, Research Inventy is an open access, peer reviewed international journal with a primary objective to provide research and applications related to Engineering. In its publications, to stimulate new research ideas and foster practical application from the research findings. The journal publishes original research of such high quality as to attract contributions from the relevant local and international communities.
This document discusses MOOCs and their relevance to higher education in India with respect to the National Education Policy 2020. It begins with defining MOOCs and their characteristics such as being massive, open, online and course-based. It then covers the evolution of MOOCs, different types of MOOCs, and common myths about MOOCs. It discusses why MOOCs are needed to address the growing demand for higher education in India and help achieve the goals of NEP 2020 related to online and digital education. It also outlines some advantages and limitations of MOOCs, and important aspects to consider in developing high-quality MOOCs.
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
Over the past 20 years, higher education has undergone major transformations, brought about by: (i) increasing internationalisation and student mobility; (ii) an ever-growing demand for quality higher education and lifelong learning; (iii) changing student demographics; (iv) the rise of online and blended learning, (v) cross-border higher education and (vi) recognition and quality assurance of qualifications in a digital world without borders. At the same time, access to the Internet and broadband service has increased. According to the International Telecommunications Union, 43 per cent of the world’s population is now online, with some form of regular access to the Internet, and the number of Internet users globally has reached 3.2 billion, of whom 2 billion are from developing countries (ITU, 2015). The huge growth in mobile connectivity, particularly in the developing world, has also brought online content and interaction to a global audience.
Since 2012, known as “The Year of the MOOC,” massive open online courses (MOOCs) have expanded worldwide, shaking up the higher education landscape and potentially disrupting the model of brick-and-mortar universities. Whilst higher education institutions have long been engaged in the delivery of online content (via, for example open educational resources and virtual learning environments), the rapid advent of MOOCs is regarded by some experts as an education revolution — according to Class Central (Shah, 2015a), the total number of MOOCs reached 4,200 in 2015. However, most of the current MOOCs are delivered by top universities in the Global North, which many observers consider a one-way transfer of knowledge from the developed countries to the developing world.
The present UNESCO–COL Guide on MOOCs is designed to raise general awareness amongst policy-makers in developing countries as to how MOOCs might address their concerns and priorities, particularly in terms of access to affordable quality higher education and preparation of secondary school leavers for academic as well as vocational education and training. With very few exceptions, many of the reports on MOOCs already published do not refer to the interests and experiences of developing countries, although we are witnessing important initiatives in more and more countries around the world.
This document discusses issues and challenges related to e-learning. It begins with definitions of distance education and e-learning, noting that e-learning can be considered the latest form of distance learning enabled by technologies like the internet and world wide web. The document then outlines several technological and research challenges for e-learning, including developing new forms of interactive learning and knowledge facilities. It analyzes some recommendations, such as using artificial intelligence and semantic web technologies to create more intelligent and personalized e-learning systems. Finally, it discusses the growing market for e-learning and predicts continued expansion in the future.
Learning Management System LMS Challenges During Pandemic A Case Study of Goo...ijtsrd
The recent transitions of online learning during crisis have changed the entire perception of e learning. Learning Management System LMS has occupied a major role in providing resources on learning due to the advancement in technology. There should a qualitative approach towards learning through online in these services with the aim of sustainable education. This research paper is trying to critically analyse two major platforms for online learning Google classroom and Talent LMS by stressing the areas like the content management, compliance management, evaluation system, participatory platform, customised learning. The study also brings out the significance of various models and theories including TAM, diffusion of innovation, blended learning in connection to online learning. The researcher has done a case study on the relationship between two major LMS and their role on better education for future generation. There is an area in the study which gave special reference and suggestions for better usability and utilisation of these online platforms. Dr. Saranya Thaloor "Learning Management System (LMS) Challenges During Pandemic: A Case Study of Google Class Room versus Talent LMS" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31228.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/journalism/31228/learning-management-system-lms-challenges-during-pandemic-a-case-study-of-google-class-room-versus-talent-lms/dr-saranya-thaloor
This document introduces lifelong learning and the use of information and communication technologies (ICT) and massive open online courses (MOOCs) to support it. It defines lifelong learning as learning undertaken throughout life to improve knowledge and skills, and notes that continuous learning boosts confidence and helps people adapt to change. The document explains that ICT and MOOCs like Coursera, edX, and Udacity provide opportunities for online learning without cost barriers. It outlines that accessing MOOCs simply requires signing up through the course websites.
Developing world MOOCs: A curriculum view of the MOOC landscapeSukaina Walji
MOOCs offer opportunities but are also pose the danger of further exacerbating existing educational divisions and deepening the homogeneity of global knowledge systems. Like many universities globally, South African university leaders and those responsible for course, curriculum, and learning technology development are coming to grips with the implications and possibilities of online and open education for their own institutions. What opportunities do they offer to universities, especially from the point of view of research-focused campus-based institutions which have not yet engaged with MOOCs and have little history with online courses? Given the complexities of the MOOC-scape, this paper provides a means for contextualising the options within an institutional landscape of educational provision as possibilities for MOOC creation, use and adaptation.
MOOCs offer opportunities but are also pose the danger of further exacerbating existing educational divisions and deepening the homogeneity of global knowledge systems. Like many universities globally, South African university leaders and those responsible for course, curriculum, and learning technology development are coming to grips with the implications and possibilities of online and open education for their own institutions. What opportunities do they offer to universities, especially from the point of view of research-focused campus-based institutions which have not yet
engaged with MOOCs and have little history with online courses? Given the complexities of the MOOC-scape, this paper provides a means for contextualising the
options within an institutional landscape of educational provision as possibilities for MOOC creation, use and adaptation.
Promising aspects of online education in Africa: OER, Open Textbooks & MOOCsROER4D
Promising aspects of online educationin Africa: OER, Open Textbooks & MOOCs? A presentation by Associate Professor Cheryl Hodgkinson-Williams for the World Development Report 2016: Internet for Development Regional Consultation Conference, Nairobi, 26-27 January 2015, Centre for Innovation in Learning and Teaching, University of Cape Town
Presentation about how Open Education Consortium advances openness in education around the world. Presentation was made at OER: Impact and Outcomes Conference, 8-9 December 2014, Paris, France (http://www.college-etudesmondiales.org/fr/content/conf-open-educational-resources-impact-outcomes)
E-LOOX, A HYBRID LEARNING MANAGEMENT SYSTEMijseajournal
E-loox is an educational software application that has been designed specifically for students located in areas with limited Internet access. Unlike the majority of existing educational applications, E-loox is a “hybrid app”– meaning it can function both on and offline. As a hybrid app, E-loox allows students to complete assignments, access course materials, and conduct research in places where there is no Internet access. While global Internet access has expanded rapidly in the last decade, there are still more than 3.5 billion people who lack access, including approximately 60 million people in the United States. E-loox seeks to bridge the gap for the millions of students who have internet in the classroom but lack a home connection.
_Is learning English online less effective than learning in a face-to-face classFatima Odiver
This document discusses online learning versus face-to-face classroom learning, specifically for learning English. It provides background definitions of online learning terminology like asynchronous, synchronous, and blended learning. It also shares statistics on the growing number of online learners and course providers globally. The document aims to analyze whether online learning is less effective than classroom learning and presents issues to consider when choosing between the two options.
Df e rr355_-_opportunities_for_moo_cs_in_schools_finalIan Koxvold
This document summarizes research on the potential uses of Massive Open Online Courses (MOOCs) in compulsory education in the UK. It finds that while MOOCs are largely unproven for school-aged learners, teachers see potential value in using MOOCs to provide supplementary support for gifted students, exam preparation, teacher professional development, and subjects with low enrollment. The document identifies specific challenges in UK education and maps potential MOOC solutions, finding support for MOOCs that report student participation to teachers.
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.
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 workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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!"
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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.
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.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Azure Interview Questions and Answers PDF By ScholarHat
Goal Centre e-bulletin March 2015
1. Newsletter of The Global Open Access Learning Centre Vol. 3, Issue Mac 2015Universiti sains Islam Malaysia
GOALshare
TableofContent
EditorialColumn
GOALSStatistic
GuestColumn
ShortCommunication
GOALCentreNews
E-LearningBuzz
TechnologySnippet
ForthcomingPrograms
1
1
2
3
6
8
9
10
TheTeam
CheifEditor
Editor
Designer
Publisher
Dr.NajwaHayaatiMohdAlwi
Dr.NurkhamimiZainuddin
AhmadFaridMohdJamal
MohdFaizalMohdFuaad
Thisbulletinisamonthly publication
GOALShareispublishedbyPenerbitUSIM
forGOALCentreofUniversitiSainsIslamMalaysia
Éf ppk=OOUVJ UTOT
Page 6
USIM
SelfInstructional
Module(SIM)
Development
2. 01
Creative teaching and learning?
The educational landscape is
transforming in accordance with the
current demand, factored directly
with global competition, the
astonishing growth of the digital era,
as well as the uncertainty of the
global economy.
To keep pace with the 21
st
century
challenges, the roadmap for learning
and teaching in Universiti Sains Islam
Malaysia need to be leverage, as
well as to move align with the
initiative of USIM'16 and USIM'25.
The idea here is to stimulate higher
educational institution to be more
responsive to the global trends and
to be more susceptible to the latest
methods of teaching and learning.
We need to instil the idea of critical
thinking, the hard and soft skills of
learning, to explore the possibilities
and to seek for answers beyond the
horizon. But, how can you hum the
idea across the board?
Celebrating the freedom of teaching
and learning methods in USIM,
GOAL Centre invites all academics to
explore the unimaginable in
delivering knowledge. Let us help
you in giving a new depiction to our
educational system, and let us
integrate the benefits of 21
st
century
in our teaching and learning.
Thank you.
EDITORIAL
COLUMN
GOALS traffic record – Data of 25
March 2015 to 25 April 2015
Mohamad Faiz Taip
Global Open Access Learning Centre
At the start of the 2nd semester of
2014/15 session, the record shows an
increase in traffic of 0.1% for the period
between 25 March to 25 April 2015
compared with the period from
February 25 to March 25, 2015 (75.179
compared to 75.103 visits) (Refer to
Figure 1). However, the rate of new
visitors decreased by 2.3% (27.2%
versus 29.5%) over the same period
(Figure 2). On the other hand, the rate
of returning visitors increased by 2.3%
(72.8% versus 70.5%) for the same
period.
Figure 1: Records of GOALS visit for the
period 25 March 2015 to 25 April 2015
2
:
R
e
k
o
d
p
e
n
g
u
Figure 3 and 4 below shows the
resources (region and country) of
GOALS visits in the period between
March 25 and April 25, 2015. The
highest visit is 47%, 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 March to
25 April 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 66.67%. Record of
visits from internal network increased
by 2% while, visit using other internet
provider's such as personal broadband,
internet cafes and others decreased by
2% in the period of 25 March to 25 April
2015 compared with the period
between February 25 to March 25, 2015
(43:57 compared to 41:59).
JANUARY
VISIT
Najwa Hayaati Mohd Alwi
Coordinator of GOAL Centre
Figure 2:
Record of new visitor and returning
visitors of GOALS for the period 25
March to 25 April 2015
GOALS USER
STATISTIC
3. 02
Issues
i. Constraints to using all integral skills
(reading, writing, speaking, and
listening) instantaneously.
High usage of bandwidth while
downloading files can be an
issue.
ii. Some students are still apprehensive
to using online repertoires.
Basic computer literacy that
includes (but are not limited to)
getting familiar with symbols,
typing pad, and bandwidth
instructions.
iii. GOALS interface.
Intricate symbols and
movement of the interface,
reading movement, visual and
print culture, and cognitive
styles may influence reading
feedback on GOALS.
As instructors, what do these accounts
tell us about giving feedback online?
Although its use can benefit instructors
and students, its limitations should
always be improved from time to time.
However, one thing is certain;
providing feedback may encourage
students to participate in a novel
experience of presentations that on the
one hand, allows them to report the
subject matter and on the other hand,
transitions them into thinking about
their audience while writing their
projects.
GOALshare acknowledges Najwa
Hayaati Mohd Alwi, Coordinator of
GOAL Centre for reviewing this
contribution. Mohd Muzhafar Idrus is
an ESL Instructor from the Faculty of
Major Languages Studies at the
Universiti Sains Islam Malaysia (USIM)
and he can be contacted at
muzhafaridrus[at]usim[dot]edu[dot]com
GUEST
COLUMN
by Mohd Muzhafar Idrus
Learning Feedback
One of the many ways English as a
Second Language (ESL) students
improve their writing is through learning
from feedback provided by their
instructors. In ESL writing, two types of
feedback are important, namely:
Explicit feedback
Inexplicit feedback
Explicit feedback deals with highlighting
and correcting errors
Inexplicit feedback revolves around
highlighting errors without correcting
the forms.
Many instructors have somewhat
different approaches to giving feedback
to students’ writing, nevertheless,
providing feedback to students is
demanding, if not crucial.
Online Feedback in USIM
In USIM, giving feedback is made easy
with the inclusion of Global Open
Access Learning System (GOALS) where
instructors make use of the many
available tools and applications. In
GOALS, many aspects of writing can be
corrected. Two aspects of writing that
can be highlighted in GOALS involve
micro and macro elements.
Micro elements deal with intricate
issues of writing that include, but are
not limited to, spelling, vocabulary,
punctuation, capitalization, and
sentence structure.
Macro elements however, help learners
understand rhetoric, audience, content,
coherence, and cohesion, just to name a
few.
Project
My discussion takes into consideration
of using GOALS as a platform for giving
feedback to students. Specifically,
students in my English for
Communicative Purposes (ECP) class,
engage GOALS as an alternative form of
turning in their assignments. Although
giving feedback to writing in GOALS is
relatively new, the use of GOALS in
providing feedback can pose several
issues and possibilities.
Possibilities
GOALS’ characteristics of giving online
feedback are many, but three qualities
are central.
i. Audiovisual repertoires available on
GOALS are rich.
Many emoticons, symbols,
audio and video files.
Instructors can record their
audio comments.
ii. Sending feedback via email or post
them on GOALS.
Student can interact with their
peers on improving their
writing at their own pace.
iii. Students get to communicate
reasons why incorrect forms are
used in their writing
Opposed to discussing in
classrooms, this can take up
space and time.
Providing Feedback Online:
Issues and Possibilities
4. 03
MOOC Growth
MOOC were derived from Open
Educational Resources (OER), in May
2012 edX’s first MOOC class was
“Circuits and Electronics” (6.002x). Over
15,500 students registered for (6.002x),
from 162 countries, 7,157 successfully
completed the course. In 2014,
Coursera offered nearly third of all
MOOCs³’⁴. It has 2.9 million users
registered from 220 countries. There
was a 328 different courses from 62
universities in 17 countries, and there
were a wide variety of courses that
registered users can choose any from⁵
(Figure 1). Since then MOOC has
connected hundreds to thousands of
students simultaneously that share
same knowledge interests.
Figure 1: MOOCs growth rate⁴.
Education today is too important, but
too heavy to draw because of
circumstances, it's hard for most to
enrol in a formal institute, because of
space, living expenses, the need for a
prior certification and the main issue is
high tuition fees to enrol in higher
educational institutes.
The success factor for MOOC comes
from ease of use, especially nowadays
with the growth of internet penetration,
and mobile technology. And the high
quality free courses that Non-Profit
MOOC platforms offer (Table 1-page 4).
by Ahmad AL Zuraiqi
Introduction
We are dwelling in a massive growing
open source world, the term of open
source does not refer to software or
hardware platforms, but it goes beyond
to an open education system that
shares knowledge with anyone
anywhere any time. Anyone can enrol in
a course or multiple courses with no
commitment in any kind. From there
came the term of Massive Open Online
Course (MOOC), it was derived from
Open Educational Resources (OER),
where open licensed teaching materials
were freely available for educational
purposes.
The growth of internet users around in
the globe makes the internet a new
world of openness and sharing that
anyone can contribute. Arab world right
now is having a fast growth of internet
usage. In 2012, there were 90 million
internet users in the Middle East, and to
date 413 million internet users
reported¹. With such growth and the
current circumstances that Arab
countries going through (war), people
are preferably looking for an online
educational material rather than formal
teaching methods for many reasons
mostly reasons lack of time and financial
limitation.
As a leader in global education, her
majesty Queen Rania of Jordan had a
vision to provide a high quality of
education in the Arab world; Edraak.
Built over the Open edX platform,
Edraak provides online education from
the best Arab instructors, regional
academic institutions as well as Arabic-
translated courses from a prestigious
university from around the universe,
like Harvard and MIT ².
For that some higher education
ministries like France and China are
adopting MOOC platforms.
Edraak Success
Built over the Open edX platform,
Edraak is the first Arab MOOC non-
profit platform. Queen Rania aims to
bring free quality education to Arab
students. It’s not just an Arabic version
of MOOCs from foreign universities but
also locally produced courses by leading
Arab faculty members and well-known
professionals in a variety of fields.
Starting with 10 courses, in 2 weeks,
more than 35,000 users were
registered, in less than one month;
more than 82,000 users have registered
with Edraak.
Edraak Now
Since launched in May 2014, Edraak
now reached more than 140,000
registered users, and it has 20 subjects
to teach, most are in Arabic, while the
ones that are not in Arabic are
translated into Arabic. Edraak has
received the award for Excellence in
Education from the Global Thinkers
Forum in recognition of Queen Rania
Foundation (QRF) efforts in improving
the quality of education in the Arab
world.
SHORT
COMMUNICATION
Edraak: The first MOOC
portal in the Arab world
5. 04
Table 1: Non-Profit MOOC Platforms
Provider Type Example institutional participants Headquarters
Stanford Online Non-Profit Stanford University USA
Khan Academy Non-profit n/a USA
Peer to Peer University Non-profit n/a USA
Academic Earth Non-profit
UC Berkeley, UCLA, University of Michigan, Oxford
University
USA
edX Non-profit
MIT, Harvard University, UC Berkeley, Kyoto University,
Australian National University, University of Queensland, IIT
Bombay, Dartmouth College, Universidad Autonoma de
Madrid
USA
MOOEC Non-profit
University of Queensland, Griffith University, Queensland
University of Technology
Australia
Université Numérique France
Université Numérique
Non-profit
Institut Mines-Télécom, Conservatoire National des Arts et
Métiers, École normale supérieure de Cachan, University of
Paris-Sud
France
miriadax.net Non-profit 48 universities from Spain and Latin America Spain
edraak.org Non-profit American University of Beirut, American University of Cairo Jordan
Edraak serves Arab students all around the Middle East, there are students from Egypt, Jordan, Algeria and more, and
35% of the registered students are females. The average registered students for each course is 10,000 students, in some
cases it reached 30, 000 student, and 7,000 who earned certifications.
SHORT
COMMUNICATION
GOALshare acknowledges Najwa
Hayaati Mohd Alwi, Coordinator of
GOAL Centre for reviewing this
contribution. Ahmad Al Zuraiqi is a
MSc Student of Faculty of Science
and Technology at the Universiti
Sains Islam Malaysia (USIM) and he
can be contacted at zuraiqi
[at]raudah[dot]usim[dot]edu[dot]c
om
Reference
[1] Internet Usage in The Middle East –
Statistics and Trends [Infographic].
(2013, August 2). Retrieved May 16,
2015, from http://www.go-
gulf.ae/blog/internet-usage-middle-
east/
[2]Agarwal, A. (2014, May 19). Queen
Rania Foundation Launches Edraak, a
MOOC Portal for the Arab World.
Retrieved May 16, 2015, from
https://www.edx.org/blog/queen-
rania-foundation-launches-edraak
[3] Waldrop, M., & Magazine, N. (2013,
March 13). Massive Open Online
Courses, aka MOOCs, Transform Higher
Education and Science. Retrieved May
16, 2015, from
http://www.scientificamerican.com/art
icle/massive-open-online-courses-
transform-higher-education-and-
science/
[4] Shah, D. (2014, December 27).
Online Courses Raise Their Game: A
Review of MOOC Stats and Trends in
2014 - MOOC Report. Retrieved May
16, 2015, from https://www.class-
central.com/report/moocs-stats-
and-trends-2014/
[5] Xinying, Z. (n.d.). Popularity of
MOOC platforms continues to grow.
Retrieved April 28, 2015, from
http://www.chinadaily.com.cn/china
/2015-04/28/content_20569387.htm
7. 06
BRIEFING SESSION FOR ODL
STUDENTS AND TUTOR
(SEM 2, 2014/2015)
Ahmad Farid Mohd Jamal
Global Open Access Learning Centre
March 20, 2015 (Friday)
GOAL Centre Meeting Room,
Level 1, Building Library, USIM
Briefing sessions with all three (3)
lecturers and Online Distance Learning
(ODL) students for the session of
February 2015 was held intended to
provide an understanding and to clarify
the work processes of online teaching
and learning, including learning
management systems (LMS) and
teaching and learning activities,
assessment, grading, communications
and support services that are provided
by GOAL Centre.
The objective of this briefing is to
ensure the implementation of the
online program (entering its second
implementation of the program (first
semester is a pilot project)) will be
more structured and organized. This
briefing also aims to provide a platform
to ODL tutor and students to converse
their questions or opinions for the
improvement of USIM ODL program.
GOAL CENTRE
NEWS
Figure1: SIM explanation
SELF INSTRUCTED MODULE (SIM)
Nurhuda binti Ruzlan
Global Open Access Learning Centre
March 12, 2015 | 9.00 am-12.00 pm | Library Main Meeting Room, USIM
GOAL Center has taken the initiative to increase the production of digital content for
e-learning. Based on past experience in developing e-content, due to the absence of
a complete module developed under USIM's copyright, Goal Centre has introduce
self-learning module which is known as self-Instructed Module (SIM) as a solution.
A briefing on Developing Digital Content in SIM (Self Instructed Module) was given by
the GOAL Centre Content Coordinator, Dr. Najwa Hayaati Binti Mohd Alwi. Talk about
the description of the SIM, SIM development phase, elements that should be included
in the SIM and also the advantage of using the SIM module.
Publication
–
1 module Easy to
upgrade to
OCW and
MOOC
Exposition
and
Competition
of E-learning
content
More time
to do R & D
ADVANTAGES
Students
Self-paced
Stimulates learning
Provides time to
reflect andreview
Continuous
feedback
Can be easily
masteredina
specific time frame
Learners may skip
to more advanced
material
Cost-effective and
consistent
Figure 2:
Advantages to lecturers
Figure 3:
Advantages to students
8. 07
GOAL CENTRE
NEWS
ACADEMIC SEMINAR -
GLOBALIZING MALAYSIA'S
HIGHER EDUCATION: A
VAST TRANSFORMATION
Nurhuda Ruzlan
Global Open Access Learning Centre
10-11th March 2015
PPP Convention Hall, Malacca City
Campus, UTeM
6 Participant from USIM namely Prof.
Dr. Rozhan Mohammed Idrus, Dr. Najwa
Hayaati Mohd Alwi, Halimaton Sa'adiah
Ariffin, Mohd Muzhafar Idrus, Mohd
Faizal Mohd Fuaad and Nurhuda Ruzlan
has join a 2 days event organize by
UTeM with the objectives as follows:
1. To create awareness on how and
why higher education institutions
(HIE) are engaged in the
globalization.
2. To share best practices on
implementing online learning.
3. To examine issues related to
globalization of learning and
teaching among HIE.
Among the speakers were University of
Southampton’s Prof Dame Wendy Hall;
Prof Dr Richard Buckland from New
South Wales university and Prof Dr
Rozhan Md Idrus from Universiti Sains
Islam Malaysia.
Emphasising the importance of adopting
e-learning and ICT in the teaching and
learning environment, the Universiti
Teknikal Malaysia Melaka (UTeM) vice-
chancellor Prof Dr Shahrin Sahib
suggested the application of Massive
Open Online Courses (MOOC) that will
provide an interactive learning
experience for students globally
NATIONAL E-LEARNING &
DISTANCE LEARNING
CONFERENCE
Prof. Rozhan M. Idrus
Global Open Access Learning Centre
27 March 2015 – 6 April 2015
Riyadh, Saudi Arabia
Prof. Rozhan was invited to The Forth
International Conference of e-Learning
and Distance Learning (eLI 2015) that
was held in Riyadh, Saudi Arabia.
He was invited as a keynote speaker and
also to give a half day workshop session.
His keynote address was entitled The
Kinematics of Technology Enhanced
Pedagogies, while his workshop focuses
on Technogogy: Lesson Analysis and
both was held on the first day of event.
This conference was attended by more
than 100 participants from across the
globe.
USIM E-LEARNING
ACADEMIC COMMITTEE
(JAeP) MEETING
Ahmad Farid Mohd Jamal
Global Open Access Learning Centre
23 March 2015
4.00 – 5.30 pm
Library Main Meeting Room
USIM
The 4
th
Meeting of USIM Academic
e-Learning Committee of the e-Learning
(vol.1 / 2015) that was chaired by Prof.
Dr. Zulkiplie Abd Ghani (Deputy Vice
Chancellor USIM) discussed the
following matters:
i. USIM e-Learning progress
ii. GOALS Active and Innovative User
Award
iii. USIM ODL programs
iv. LLL (G-ACE) program
v. OER program
vi. MOOC program
vii. Collaboration between institutions
viii. The proposed structure of
undergraduate on-line
programmes
ix. The organizing of conference in
collaboration with UoM
x. The organizing of USIM 2
nd
and 3
rd
e-Learning Colloquium
The meeting took note of the
presentation by GOAL Centre. The
meeting requested a comprehensive
proposal plan for ODL undergraduate
studies and to be aligned with the
demand of 21
st
century teaching and
learning.
9. 08
JING
Jing is an application to capture
screenshots and screencasts launched in
2007 by TechSmith Corporation.
Jing is one component of Web 2.0
technology. This tool is simple and easy
to use to create an interesting tutorial
or introduction to a lesson (screencasts)
by capturing everything that what they
see and do such as computer screen,
basic video, animation and still images.
Quick and easy sharing is its feature
where the program automatically
generated a URL to the image when
uploaded it to the web through
Screencast.com, Instant Messenger,
email and social media.
Jing is free download application for the
beginner level. However, it can be
purchased for any services that suitable
for your needs or give benefit to an
organization.
Official site:
https://www.techsmith.com/jing.html
GOALshare acknowledges Nursyakira
Rezduan, Programmer of GOAL Centre
for her contribution on this month
E-Learning Buzz. She can be contacted
at nursyakira[at]usim[dot]edu[dot]com
SLIDEBOOM
Slideboom is an online tool for sharing
presentations including animations,
transitions, audio, video, and flash.
Users can upload their PowerPoint
Presentation to the SlideBoom for free
then; it will be converted into a Flash
presentation.
Users who use Slideboom can share
their presentation to friends and
anybody because it provided a unique
page URL. Therefore, it also can be used
as online discussion about a
presentation and gather feedback from
anyone on the web.
SlideBoom is very easy to publish where
the presentation lives on the web which
allows for reliable viewing, for example
users can present their slides directly
from SlideBoom without their laptop
when going for a meeting or
conference.
SlideBoom supports all versions of
PowerPoint including 2000, XP, 2003,
2007, and 2010 including the Mac
program which users have to export
into PowerPoint format as well.
Official site:
https://www.slideboom.com
FLIPQUIZ
FlipQuiz is an application for education
where teachers can create and display
gameshow-style games for test reviews
in the classroom. FlipQuiz is free to use
for text-based questions.
With FlipQuiz, questions are displayed
on-screen (with answers if desired) and
all the boards you create can be saved
in your account for future
use. Therefore, whenever you want to
use the quiz you'll still have access to
your own boards.
FlipQuiz allows access from anywhere
since it is an online application where a
teacher doesn’t have to worry about
their teaching materials being locked
into a place that is controlled by a
school or school system. It is helps a lot
in student learning and engagement.
Besides that, by using FlipQuiz students
are more excited to be part of the game
with a beautifully designed board that
will grasp the attention of all students
to learn, review and retain information
at the same time.
FlipQuiz can be used as an exercise for
students even they are at home where
teachers can add answers to each
questions in the game boards.
Official site: http://flipquiz.me
E-LEARNING
BUZZ
10. 09
Just walk to the board and touch the
screen using your finger or the pens that
being provided, and it will act as your
mouse, allowing to control your Power
Point presentation slides, scroll your
website, control the video / interactive
apps and much more.
To use the Smartboard you need to
connect the Smartboard to your
computer / laptop to make use of it. So
any interaction that you make at the
Smartboard will occur on the computer
also.
There’s a lot of software that available
for free / paid on the internet. It can be
easily integrated with the Smartboard.
Educators also can reach out the
Smartboard community via website or
forum to help them in getting tips, ideas
and many more.
Picture 3 : Open Sankore – Free Open
Source interactive digital teaching
software
Source :
http://open-sankore.org/en
VIRTUAL REALITY DISPLAY
Nur Syakira Binti Redzuan
Global Open Access Learning Centre
HP introducing new digital experiences
that reducing the barriers between
digital and physical world.
SMARTBOARD FOR CLASSROOM
Mohd Faizal Mohd Fuaad
Global Open Access Learning Centre
A Smartboard is an interactive
whiteboard that being designed to
delivered unique way of learning and
teaching.
Picture 1 : An example of Smartboard
in a classroom.
Source:
https://www.flickr.com/photos/kjarrett/812446
1279/
There’s a lot of brand that you can
choose nowdays such as Activboard,
Smart Board, Promethean and much
more.
Picture 2 : An example of smartboard -
Smart Board 600 Series by Smart
Source:
http://et.wikipedia.org/wiki/SMART_Board
Picture 4: HP Zvr Virtual Reality Display
Picture 4 above show HP Zvr Virtual
Reality Display where it is a Computer
Monitor Portfolio with Ultra High-
Definition and Curved Displays.
With the improvement in monitor
technology like HP Zvr Virtual Reality
Display give users an immersive, real-
time exploration and manipulation of
3D content that shown in the Picture 5
below.
Picture 5: 3D content in HP Zvr Virtual
Reality Display
To feel the real-time display, this
technology works well with 3D glasses
and four internal IR cameras that track
the movement of your head.
Source:
http://www.digitaltrends.com/computing/hps-
zvr-virtual-reality-display-puts-you-in-the-
picture/
TECHNOLOGY
SNIPPET
BUZZ
11. 010
USIM Postgraduate
Colloquium 2015
10
th
June 2015
DKF1.2, Faculty of Economics &
Muamalat (FEM), USIM, Malaysia
Website:
http://gccolloquium.usim.edu.my/ms
Deadline for abstracts/proposals:
22
nd
May 2015
A FREE & SPECIAL COLLOQUIUM FOR
ALL POSTGRADUATE STUDENTS -
We are in the effort of innovating
the assistive role of technology in
education
We bring forward multidisciplinary
perspective in educational
technology to further enhance the
technology enhanced environment
This is an opportunity for you (all
postgraduate) to present your
research findings
A great platform to acquire
beneficial feedback
Don't miss our special interactive
workshop on Preparing for your
viva; let us test your readiness in
facing your examiners
FORTHCOMING
PROGRAMS
International Language
and Education
Conference (iLEC 2015)
7th – 8th October 2015
Palm Hotel, Seremban, Negeri
Sembilan
Website:
https://www.facebook.com/iLEC2015
Deadline for abstracts/proposals:
31
st
May 2015
The Faculty of Major Language Studies,
Universiti Sains Islam Malaysia, will
hold the biennial International Language
and Education Conference (iLEC 2015)
from 7th – 8th October 2015 at the
Palm Hotel, Seremban, Negeri Sembilan.
The theme of the conference is
“Language, Education and Research:
Upholding the Fundamentals,
Embracing the Cutting Edge”.
iLEC 2015 will bring together experts,
researchers, scholars, teachers and
educators from various levels of
education; primary, secondary, or
tertiary level, to share thoughts and
insights on some of the challenging
issues in the fields of language and
education today.
It is with great pleasure we welcome
members of universities; home grown
and international, representatives from
organizations concerned in research,
academic institutions whether public or
private as well as other government
agencies to this two-day academic
discourse.
Kongres Pendidikan
Integrasi Ilmu Naqli &
Aqli (ECNA 2015)
11th June 2015
USIM, Nilai, Malaysia
Website:
http://www.usim.edu.my/files/ECNA20
15.pdf
The Faculty of Major Language Studies
and PIPP, USIM will hold the Kongres
Pendidikan Integrasi Ilmu Naqli & Aqli
(ECNA 2015) on 11th June 2015 at
USIM. ECNA 2015 will bring together
experts and researchers from various
fields in USIM to share thoughts and
insights regarding the best models and
practices related to the integration of
Naqli and Aqli knowledge. It is hope that
this congress can produce a resolution
which can help in acculturating the
integration of Naqli and Aqli knowledge
combined with honorable qualities as
the thrust in nurturing a noble
generation and a knowledgeable
society.
The 2015 International
Education and Teaching
Research Conference
15th to 18th September 2015
Las Vegas, United States of America
Website:
http://www.icbtsinstitute.com/1506759
6/las-vegas-education-teaching-
conference
Deadline for abstracts/proposals:
30
th
June 2015