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.

1. Newsletter of The Global Open Access Learning Centre Vol. 11, Issue Mac & Apr 2016Universiti sains Islam Malaysia
GOALshare
ChiefEditor Dr.NajwaHayaatiMohdAlwi
Editor
Designer
Publisher
AhmadFaridMohdJamal
AhmadFaridMohdJamal
MuhammadZarinMislan
BahagianPenerbitan,
UniversitiSainsIslamMalaysia
GOALShareispublishedbyPenerbitUSIM forGOALCentreofUniversitiSainsIslamMalaysia
This bulletin is published once in every two months
MAR&APR2016
HIGHLIGHT
Re-Designing
Online Curriculum
Page 5
Page 7
Resource
Architecture
in Digital Learning
Page 2
NEW!!! GOAL-ITQAN
ESTABLISHMENT

2. Dear Sir / Madam,
OFFICIAL INVITATION TO WRITE AN ARTICLE / PAPER FOR UNIVERSITI
SAINS ISLAM MALAYSIA (USIM) E-LEARNING BULETTIN; GOALSHARE
With due respect, the above mentioned matter is referred.
Global Open Access Learning (GOAL) Centre of Universiti Sains
Islam Malaysia (USIM) has prepared a series of free online
e-learning bulletin named GOALshare (eISSN number 2289-8727)
with the objective to nurture informed citizens, visionary leaders
and life-long learners who are masters of today’s information,
educational tools and technologies, and also to disseminate
related e-learning programs throughout the globe.
With respect, you are cordially invited to submit an article to the
Short Communication Column without fee or honorarium. An
article should compromise of maximum 700 words (not including
reference) on a topic related to educational technology /
educational updates. Longer texts will also be considered if they fit
the theme. Font used should be Calibri size 10 with 1.0 spacing with
no space before and after paragraph.
Herewith is the url for our previous publications at http://goalcen-
tre.usim.edu.my/oer-video/buletin-bulanan-goal-centre for your
kind reference. The deadline for the submission of articles is on the
twentieth (20th) of each month to the e-mail address of goal-
care@usim.edu.my or ahmadfarid@usim.edu.my.
I sincerely hope to hear from you again and would like to make
this publication a global reference, and hopefully will inspire more
individual and institution to enrich our free bulletin for the benefits
of humanity.
Thank you.
KNOWLEDGEABLE • DISCIPLINED • DEVOUT
Sincerely,
(PROF. DR. ROZHAN M. IDRUS)
Director
“Anarticleshouldcompromiseofmaximum700words(notincludingreference)
onatopicrelatedtoeducationaltechnology/educationalupdates.
FontusedshouldbeCalibrisize10with1.0spacing
withnospacebeforeandafterparagraph”
LETSWRITE
format
Global Open Learning Access Centre @
Global Open Access Learning (GOAL) Centre
Level 1, Library Building
Universiti Sains Islam Malaysia (USIM)
71800, Bandar Baru Nilai
Negeri Sembilan
MALAYSIA
Tel: +6 06 798 6270
Fax: +6 06 798 6250
http://goalcentre.usim.edu.my
First issue
January, 2015
Global Open Learning Access Centres, USIM
GOAL Share is published by Penerbit USIM
for GOAL Centre of Universiti Sains Islam Malaysia
CENTRE@ Universiti Sains Islam Malaysia

3. 01
How do we define ICT? As the new
technology rapidly thrusting into
the future, the answer is infinite.
USIM are now trying to pluck the
essence of ICT by laying out a new
perspective of the acronym;
Immersive Collaborative
Technology.
How can we relate ICT (Immersive
Collaborative Technology) in
education? It is honestly a common
thing in the 21st century learning
pedagogies. Not only industrial
players, varsity communities are
also tightly involved in the
advancement of this technology.
Immersive environments are seen
in meetings, medical procedures,
mechanicals, and even outdoor
virtual reality exploration.
Students are now able to safely
explore volcanic eruption, depth of
the seas, repairing a burst-off
engine, flying the new 787
Dreamliner, and even practicing
coronary artery bypass surgery.
Engaging student to the real
environment virtually wills not
only making them understand
better, it will also allow for
multiple tries in a control
environment, and definitely will
lower the external risk factors.
Some may argue that the real feels
of holding a living being, as well as
the smells of bloods can never be
imitate. But surely, a firm hand of
thoroughly trained physician is
way more assuring.
Dr. Najwa Hayaati Mohd Alwi
EDITORIAL
COLUMN
GOALS Traffic Record – Data of 23
February 2016 to 22 March 2016
Nur Syakira Binti Redzuan
Global Open Access Learning, Immersive
Technology & Quality Assurance
Record shows the increased in traffic
by 331.57% for the period of 23
February 2016 to 22 March 2016
compared with the period from 23
January 2016 to 22 February 2016
(93,167 compared to 21,588 visits)
(Refer to figure 1). This trend also
complimented by the increased rate of
new visitors by 11.6% (55.8% versus
44.2%) over the same period (Figure
2). On the other hand, the rate of
returning visitors decreased by 49.2%
(74.6% versus 25.4%) for the same
period.
Figure 1: Records of GOALS visit for
the period 23 Feb to 22 March 2016
Figure 3 and 4 shows the resources
(region and country) of GOALS visits
in the period of 23 February 2016 to
22 March 2016 compared with the
period of 23 January 2016 to 22
February 2016. The highest visit is
63.09% and 63.58% from Nilai and
Malaysia respectively. This rate is due
to the high placement of USIM student
in Nilai, Malaysia.
Figure 3: The source of visitors
(domestic) for the period 23 February
2016 to 22 March 2016 compared with
the period from 23 January 2016 to 22
February 2016
Figure 4: The source of visitors
(international) for the same period
Besides Malaysia, GOALS was also
being reached from the United States,
Arab Emirates, United Kingdom and
Indonesia.
Facebook still had the largest traffic
that cited GOALS with 97.14%. Record
of visits from internal network
decreased by 0.4%, while visit using
other internet providers such as
personal broadband, internet cafes
and others increased by 1.3% in the
period 23 February 2016 to 22 March
2016 compared with the period from
23 January 2016 to 22 February 2016.
GOALS USER
STATISTIC
Figure 2:
Record of new
visitor and
returning
visitors of
GOALS for the
period 23 Feb
to 22 March
2016

4. 02
by Prof. Dr. Rozhan M. Idrus
Preamble
The electronic platform is now a
common-place for searching for
information and learning resources.
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 content and
multimedia resources, searching for a
specific item may not as easy as it
looks. Why is this so?
For example, a quick glance at the
Directory of Open Resources of the
Commonwealth of Learning (Figure 1)
only revealed resources tagged as
audio, undergraduate, lecture and
video. Any academic or learner
searching for content related to the
types of learner and the pedagogy of
the content will need to actually view
the content to ascertain the nature of
the content.
“What information consumes is rather obvious: it consumes the attention of its
recipients. Hence a wealth of information creates a poverty of attention...”
- Polymath Economist Herbert A. Simon
GUEST
COLUMN
The content design has to be
pedagogically articulated and by
virtue of the concept of technogogy
where the subject matter expert
(SME) has to take into account the
elements of Learner, Content,
Pedagogy and Technology (LCPT). For
the purpose of documentation and
henceforth, a search parameter, the
components in the design could be
expanded to include the subject and
topic, duration (length of video or
audio file) language (customisable),
location, institution, author and
copyright (creative commons).
For this purpose a checklist known as
the Resource Architecture Metadata
Input (RAMI) was prepared as a
guiding framework for subject matter
expert and the course team. This will
not only aid in the structure of the
content and the design of the learning
experience but also capture the details
of the design and contains the search
parameters mentioned earlier.
Resource Architecture in the
Virtual Digital Learning
Landscape (RAVD)
Another attempt to locate a resource
searched under “physics animation
pendulum” in the Open Course Library
was not successful. Further, scrutiny
of the OER Commons digital library
and network revealed that the
contents were only searchable from
the elements of subject, education
level and standards. Critical elements
such as the learner characteristics and
pedagogy or learning activities were
not listed as a search parameter. As
such we are missing out on the details
of the content and learning design, to
put it in a simplistic tune.
Resource Architecture
In view of the current scenario of the
lack of specific search mechanism for
content, the author is proposing a
mechanism to capture the pertinant
details in content and learning design
via a Resource Architecture for the
Virtual Digital Learning Landscape,
commencing from the design of
learning itself. To highlight this, the
concept of technogogy is adopted.
Figure 1: Resource Directory of COL
Figure 2:
Design via
Technogogy

5. 03
Basically, the content developed has been tagged
with the stipulated parameters. Subsequently the
resource constructed and labeled will be stored via
the definition of metadata material based on item
type which will be channeled to a repository and
stored in the database.
Finally, when a learner goes through the process of
content search, the resource designed specifically
can now be made available to the learner based the
tagging parameters.
Figure 3: Metadata materials and repository
Figure 4: The content directory
The resource architecture observe a simple protocol in
its design, viz,
 Creates metadata content (Pre-defined Learning
Design)
 Defines metadata material based on item type
 Applies metadata (item type & index tree) in
Repository and will be store in database
 Use of index tree and item management
for search based
A framework of the resource architecture presented will
facilitate for the construction of pedagogically articulated
content based on the concept of technogogy and the
tagging parameters that will subsequently be applied in
metadata into a repository will then be accessed by the
searcher from the database. The complete resource
architecture framework is shown in Figure 5.
The Resource Architecture for the Virtual Digital Learning
Landscape will now make content from any database
searchable based on the tagged parameters. Further, this
give rise to an opportunity for customisation of the
resource in terms of activities and different languages as
well the re-modification or re-purpose and re-use of
content that will lead to the enrichment of the repository.
The author acknowledges and thanks Mr. Mohamad Faiz
Taip, the Information Technology Officer at the Global Open
Access Learning (GOAL) Centre in the Universiti Sains Islam
Malaysia (USIM) for assistance in the discussion and layout
of the resource architecture. An Invention Discloser Form
(IDF) for the Resource Architecture for the Virtual Digital
Learning Landscape was submitted and approved by the
Centre for Innovation, Industrial and Society Networking of
the Universiti Sains Islam Malaysia (USIM).
Rozhan M. Idrus is the professor of online distance learning,
and the Director of GOAL-ITQAN at the Universiti Sains
Islam Malaysia. He can be contacted at
rozhan@usim.edu.my
Figure 5: The resource architecture framework

6. 04
SHORT
COMMUNICATION
SHORT
COMMUNICATION
by Siti Salmiah Muhammad
Preamble
24/7 access to people and information
through technology is transforming us
all into digital natives. Using
communication and education tools,
we now “blend” online, onsite
information and experience to
optimize learning. Experts believe
Blended learning can have positive
impacts on efficiency, convenience
and learning outcomes if used
strategically. While we grapple with
numerous new tools in pedagogy,
Blendspace could be something of
choice.
What is Blendspace?
Blendspace is a free web tool to help
instructors gather resources in one
place and provide interactive lessons
for learners or even share with
colleagues. It can provide an easy,
engaging and interactive way to
blended learning. Using Blendspace
lesson, we can easily pull in videos
from YouTube, or from our personal
video collections, Powerpoint slides,
links and images from Google or our
own files. We can also import sources
from Gooru, OpenEd, Dropbox, or
Google Drive.
Blendspace also offers the ability to
assess learners as we can add in
multiple choice quizzes into our
lessons. Though the quiz feature of
Blendspace is limited only to a
multiple choice, we can pull quizzes
from Google Drive and thus, create a
Google Form with more open-ended
questions of different formats for our
lessons.
How Do I Use Blendspace?
I use Blendspace to organize links,
files, curate videos from Youtube and
upload class videos in English for
Professionals class. I embed
Blendspace into GOALS, share and
interact with students via it. As
learners watch, they use Blendspace
as a discussion board.
Parts of the communication activities
and assessments in English for
Professionals class require learners to
attend job interview, conduct meeting
and present proposal. Using
Blendspace, I organize learners’ video
recordings and get learners to view
what they have done. Learners are
given an evaluation rubric, and asked
to identify their strengths, weaknesses
and give constructive feedbacks to
each other. They evaluate their own
progress and pen down their
comments, which can be viewed by
their peers. They are also required to
reflect on reading resources in
Blendspace canvases and relate that to
their actual performances in those
oral communication activities.
What is My Take?
Blendspace is free and user friendly to
both learners and instructors. Not
only it is great for blended learning,
we can even go one step further doing
flipped classroom with Blendspace. It
supports flipped classroom as
learners can easily view different
types of contents organized on a
single platform prior to face-to-face
class. If we prepare a wide range of
contents and skills to focus on,
Blendspace helps us sequence our
presentation of the whole contents
without confusing learners.
Depending on the creativity of
instructor, Blendspace also allows us
to incorporate contents and skills to
fulfill learning objectives, and also
support learner autonomy,
personalized learning as well as
promote multi-sensory experiences.
For instructors monitoring purposes,
Blendspace sends daily summary
report updating us on the number of
viewers and comment through email
too. However, the number of traffic is
not detected by Moodle (GOALS).
In addition, Blendspace lessons can be
shared through social media
(Facebook and Twitter), email,
website embed code and also QR code.
Though I am still experimenting,
overall, I find using Blendspace
rewarding. Class survey also yields
positive feedbacks from learners.
Conclusion
If any instructor is looking for a web
tool which can neatly house contents,
allow communication beyond
classroom, and share resources with
learners or global online communities
with almost zero technical skill and no
financial cost at all, Blendspace is
worth considering.
Siti SalmiahMuhammad is the
Language Teacher of The Faculty of
Major Language at the Universiti
Sains Islam Malaysia. She can be
contacted at msalmiah@usim.edu.my.
Blending with Blendspace

7. 05
by : Dr. Ahmed Aboulez
Career of the future?
Future careers for 21st Century jobs
need specific higher levels of
educational experiences in school,
college, and beyond, from cradle to
career, to build knowledge and skills
for success in a globally and digitally
interconnected world. Society will
need college graduates with mental
agility and adaptability. There are
indications there is a significant gap
between what undergraduate
students are taught and assessed and
what the skills of 21st Century jobs are
required. So it is important to prepare
our students to 21st Century jobs we
have to re-design online curriculum to
provide them with multi-disciplinary
skills instead of static content.
The keys questions are: (i) What are
the skills of 21st Century jobs?, (ii)
What does the future of online
learning look like?, and (iii) How can
we re-designing online curriculum to
prepare students for 21st Century
jobs?
The main skills of 21st Century jobs for
the current globalizing economic
world are:
1. Creativity and Innovation: The
ability to create a new way of
thinking and be able to find
solutions to new problems.
2. Critical Thinking and Problem
Solving: The ability to apply
higher-order thinking (HOTs) to
new problems and issues
appropriate reasoning to analyze
the problems and be able to
make appropriate decisions to
solve the non-routine problems.
3. Communication: The ability to
communicate effectively in a
wide variety of forms and context
using multimodal
communications and
technologies.
4. Collaboration and Teamwork:
The ability to work in teams
effectively to generate share, and
original ideas.
5. Information Literacy: The
ability to access, evaluates,
synthesize, and share the
information from multi-
disciplinary and interdisciplinary
sources.
6. Technology Application: The
ability to identify appropriate
technology tools and use the
efficient, ethically, and
effectively.
7. Career and Life Skills: the
ability to become self-directed
and independent learners who
can adapt to change, manage
project, take responsibility to
their work, lead other and
achieve results.
8. Personal and Social
Responsibilities: The ability to
develop culture competence in
working with others by
recognizing and respecting
culture differences while
working with diverse cultural
and social background.
Looking to the future always contains
two main parts, (i) Dreaming, (ii).
Dreading, and between them is (iii)
Designing. For the designers, the
future is not far off place. It is the
place where they work every day.
Design is a form of activism. Designers
see the world as kit of parts, they re-
shape and re-simple the best pieces
from what out there to build and
create something new and better, as a
combination of,
(i). Project-based,
(ii). Gasification,
(iii). Inspire,
(iv). Social media, and
(v). Digital media learning.
It is important to plan a new vision of
the future by re-designing the online
curriculum to according to the up-date
skills of 21st Century jobs. The new
vision of the online curriculum is not
just static content. It is more far than
that. It has to learn student skills for
the life through mapping the online
curriculum including the relevant
objective learning, open-ended
courses, innovative pedagogy,
interactive infographic, top authoring
tools, and creative personalized
assessments. Designers and
Developers online curriculum to
prepare students for 21st century jobs
have to answers all these six questions
of learning processes: (i) What
students learn?, (ii) How they learn?,
(iii) How we know they are learning?,
(iv) Where is learning happened?, (v)
When is learning happened?, and (vi)
Who is involved? .What we need is
learning integrated by design. The
future of online Curriculum model
must be:
1. Personalized: to fit each learner.
2. Learner-Driven: to let learner
own their learning.
3. Applied: to let learner learn by
doing.
4. Cost-Effective: to be feasible at
scale.
5. Tech-Enabled: to leverage
technologies that work.
Ahmed Aboulez is the Assistant
Professor of e-Learning at the Islamic
University Al-Madeenah Al-
Monawarah. He can be contacted at
aaboulez1@gmail.com.
Re-Designing Online
Curriculum to Prepare Students
for 21st Century Jobs
SHORT
COMMUNICATION

8. 06
1.‫جي‬‫ب‬‫توفر‬‫اتصال‬‫بني‬‫الطلبة‬‫وشبكة‬
‫اإلنرتنت‬.
2.‫جيب‬‫توفر‬‫سعة‬‫موجة‬‫كبرية‬‫متكن‬
‫الطلبة‬‫من‬‫االتصال‬‫بشبكة‬‫اإلنرتنت‬
‫بسرعة‬‫عالية‬.
3.‫قد‬‫يتطلب‬‫األ‬‫مر‬‫توفر‬‫أجهزة‬‫إضافية‬
‫مثل‬‫جهاز‬‫ـ‬‫ل‬‫ا‬Video Server.
‫الجهات‬‫المستفيدة‬‫التعليم‬ ‫خدمة‬ ‫من‬
‫عن‬‫بعد‬
1.‫اجلامعات‬
2.‫ادلستشفيات‬
3.‫قاعات‬‫ات‬‫ر‬‫مت‬‫ؤ‬‫ادل‬
4.‫يون‬‫ز‬‫التلف‬
5.‫ادلنظمات‬‫اذليئات‬‫و‬‫الدبلوماسية‬
6.‫كات‬‫الشر‬‫ادلؤسسات‬‫و‬
Nurkhamimi Zainuddin is the
Deputy Director of GOAL-ITQAN at
the Universiti Sains Islam
Malaysia. He can be contacted at
khamimi@usim.edu.my.
SHORT
COMMUNICATION
‫ويلتقي‬ ‫أخرى‬ ‫وسيلة‬ ‫أي‬ ‫أو‬ ‫الكمبيوتر‬ ،‫الفيديو‬
.‫الحق‬ ‫وقت‬ ‫يف‬ ‫اد‬‫و‬‫ادل‬ ‫على‬ ‫يتحصل‬ ‫أو‬
‫فوائد‬‫التعليم‬‫عن‬‫بعد‬
1.‫ادلالئمة‬‫حيث‬‫توفر‬‫ادلالئمة‬‫بني‬‫احملاضر‬
‫الطالب‬‫و‬.
2.‫ادلرونة‬‫ت‬‫تيح‬‫للدارس‬‫خيار‬‫ادل‬‫كة‬‫شار‬‫حسب‬
‫الرغبة‬.
3.‫التأثري‬‫الفاعلية‬‫و‬‫أثبتت‬‫البحوث‬‫اليت‬
‫أ‬‫يت‬‫ر‬‫ج‬‫على‬‫نظام‬‫التعليم‬‫عن‬‫بعد‬‫أ‬‫نو‬
‫ازى‬‫و‬‫ي‬‫أ‬‫و‬‫يفوق‬‫يف‬‫التأثري‬‫الفاعلية‬‫و‬‫نظام‬
‫التعليم‬‫التقليدي‬‫وذلك‬‫عندما‬‫تستخدم‬
‫ىذه‬‫التقنيات‬‫بكفاءة‬.
4.‫ادلقدرة‬‫الكثري‬‫من‬‫أشكال‬‫التعليم‬‫عن‬‫بعد‬
‫ال‬‫تكلف‬‫الكثري‬‫من‬‫ادلال‬.
5.‫اإلحساس‬‫ادلتعدد‬‫ىناك‬‫العديد‬‫من‬
‫ات‬‫ر‬‫اخليا‬‫يف‬‫طرق‬‫توصيل‬‫ادلادة‬،‫اسية‬‫ر‬‫الد‬
‫منها‬‫ادلادة‬‫اسية‬‫ر‬‫الد‬‫ادلتلفزة‬‫التفاعل‬‫و‬‫من‬
‫امج‬‫ر‬‫ب‬‫الكمبيوتر‬‫ادلادة‬‫و‬‫اسية‬‫ر‬‫الد‬‫ادلسجلة‬
‫يف‬‫أشرطة‬‫كاسيت‬.
‫متطلبات‬‫التعليم‬‫عن‬‫عد‬ُ‫ب‬
1..‫وجود‬‫حاسوب‬‫خادم‬server
‫ذي‬‫سعة‬‫وسرعة‬‫كافيتني‬
2.‫جيب‬‫السما‬‫ح‬‫للمربرلني‬‫بالدخول‬‫إىل‬
‫مساحة‬‫معينة‬‫يف‬‫احلاسوب‬‫كزي‬‫ادلر‬.
3.‫جي‬‫ب‬‫توفر‬‫امج‬‫ر‬‫ب‬‫لعمل‬‫صفحات‬
‫اإلنرتنت‬‫وصيانتها‬‫مثل‬‫امج‬‫ر‬‫ب‬‫ير‬‫ر‬‫حت‬
‫الصفحات‬.
‫الدين‬ ‫زين‬ ‫بن‬ ‫نورحميمي‬ .‫د‬ :‫بقلم‬
‫بعد‬ ‫عن‬ ‫بالتعليم‬ ‫يقصد‬‫تكنولوجيا‬ ‫استخدام‬
‫الكببيوتر‬ ‫وتقنيات‬ ‫االتصال‬.‫التعليم‬ ‫عملية‬ ‫يف‬
‫التعليم‬‫و‬‫عن‬‫بعد‬‫ىو‬‫نقل‬‫العلم‬‫من‬‫اكز‬‫ر‬‫م‬
‫جتمعو‬‫يف‬‫اصم‬‫و‬‫ع‬‫الدول‬‫إىل‬‫مدهنا‬‫البعيدة‬‫اليت‬
‫ال‬‫تتوفر‬‫فيها‬‫وسائل‬‫وسائط‬‫ادلعرفة‬‫الضخمة‬
‫ادلتخصصة‬‫و‬.
‫ويكون‬‫االتصال‬‫بني‬‫الطالب‬‫ادلتلقي‬‫احملاضر‬‫و‬
‫متفاعل‬‫ويتيح‬‫نظام‬‫التعليم‬‫عن‬‫بعد‬‫إمكانية‬
‫تلقى‬‫ات‬‫ر‬‫احملاض‬‫من‬‫مصدر‬‫بعيد‬‫عن‬‫مكان‬
‫احملاضرة‬‫بنفس‬‫السرعة‬‫ويف‬‫نفس‬‫زمن‬‫التنفيذ‬
real time application‫ميكن‬‫و‬‫ىذا‬‫النظام‬
‫من‬‫بث‬‫ات‬‫ر‬‫احملاض‬‫احلية‬‫ادلسجلة‬‫و‬‫بكفاءة‬
،‫عالية‬‫حيث‬‫ميكن‬‫الطالب‬‫أو‬‫ادلستمع‬‫من‬
‫حضور‬‫زلاضرة‬‫داخل‬‫أو‬‫ج‬‫خار‬‫حدود‬‫البالد‬.
‫و‬‫ينقسم‬‫التعليم‬‫عن‬‫بعد‬‫من‬‫حيث‬‫إىل‬ ‫النقل‬
:‫نوعني‬
1.‫االتصال‬ ‫يكون‬ ‫حيث‬ ‫امن‬‫ز‬‫مت‬ ‫نقل‬
‫التفاعل‬‫و‬‫يف‬‫ب‬ ‫احلقيقي‬ ‫الوقت‬‫احملاضر‬ ‫ني‬
.‫الطالب‬‫و‬
2.‫يقوم‬ ‫احملاضر‬ ‫أن‬ ‫حيث‬ ‫امن‬‫ز‬‫الالمت‬ ‫النقل‬
‫اسية‬‫ر‬‫الد‬ ‫ادلادة‬ ‫توفري‬ ‫أو‬ ‫وتوصيل‬ ‫بنقل‬
‫اسطة‬‫و‬‫ب‬
‫بعد‬ ‫عن‬ ‫التعليم‬Distance Learning

9. 07
An Evening with
GOAL-ITQAN
Management
08 April 2016 (Friday)
Senate Hall, USIM Chancellery
This first meeting gave special focus to
inform the following:
 JKPU approval and related actions
 The breakdown of the different
sections of GOAL-ITQAN
 Proposed organization chart
 The focus and direction of the
department
 The proposed Office layout
 Paradigm shift that must be observed
by all members
All members took note of the speech
and briefing by the Director, Deputy
Director, Head of Division, and
Assistant Registrar of GOAL-ITQAN.
Some of the views expressed are as
follows:
 Office partition to be provided in
the comfort of staff.
 Providing a nursery room to place
kids during school holidays.
 Request for extra employee to be
placed in Pandan Indah campus to
uptake the task of maintaining ICT
facilities in Pandan Indah.
The session ended with a closing
speech by the Director of GOAL-
ITQAN.
NEWS
BULLETIN
The Establishment of Global Open Access
Learning Centre, Immersive Technology &
Quality Assurance (GOAL-ITQAN)
GOAL-ITQAN was established from the merging of the Centre of e-Learning
(GOAL Centre), the Centre for Teaching & Learning Innovation (PIPP) and the
Centre for Information Technology (PTM). The establishment of the new centre
was officially announced during the Vice Chancellor’s New Year Message
(2016) on 23 February 2016. Based on this announcement, preliminary
discussions with the Management of the University have been held regularly to
ensure the smooth running of the merging process.
GOAL-ITQAN will be headed as Prof. Dr. Rozhan M. Idrus (Director), Dr. Mohd
Zalisham Jali (Deputy for ICT), Dr. Najwa Hayaati Mohd Alwi (Deputy for
teaching & learning), and Dr. Nurkhamimi Zainuddin (Deputy for Accreditation
& Quality Assurance).
In general, the functions of the department will be divided into three (3) main
parts (excluding the director's office) as follows:
1) Director's Office
 Strategic planning
 Administration & Financial Management
 Human Resource & Talent Management
2) ICT Development & Advancement
 System, Portals & Apps Development
 Networking, Access and Data Security
 Academic Support & Customer Service (ICT)
 ICT Infrastructure & Info-structure
3) Innovation of Teaching & Learning
 Innovation of Teaching & Learning
 Training and Acculturation (T&L tools, apps & system)
 Copyright and Content Publications
 Computer Lab management and Teaching Aids facilities
4) Accreditation & Quality Assurance
 Accreditation & Recognition
 Quality Control & Curriculum (Academic)
 Quality Control (ICT facilities)
 Programme Promotion & Management (ODL, LLL & Enterprise)
There will be 14 focus of this centre with 19 programmes (KPIs) for the year
2016 alone, based on previous commitment of the original centre. GOAL-ITQAN
operates in the existing office space of GOAL Centre (Library Building), as well
as PTM Building. Slight changes will be done in stages in coordinating staffs’
positions to conform to their new function accordingly.
For more info, please visit our official sites at goal-itqan.usim.edu.my

10. 08
ODL Structural Workshop
Ahmad Farid Mohd Jamal
Global Open Access Learning Centre
14 March 2016 (Monday)
Library Seminar Room
A total of 20 participants attended the workshop with the
objective of providing space for faculty members to give their
input in the development of USIM ODL structure. This workshop
are expected to produce a complete skeleton that will be the
reference document for USIM in developing new ODL program or
course in the future.
In general, faculty representatives understand the ODL concept
introduced by GOAL Centre and requested that the results of the
workshop will be formally extended to the Dean. Faculty
representatives also agreed that some of the courses that are
suitable and potential will be proposed to be developed as ODL
Program. The executive summary of the workshop will be
proposed to the Senate Members / University Management for
official approval.
ODL Briefing Session
for the Semester of
February 2016
04 March 2016 (Friday)
GOAL-ITQAN Library Building
Web 2.0 Presentation
Tube Training
18 April 2016 (Monday)
Training Room, GOAL-ITQAN
Demo Adobe Connect
Product by Statworks
22 April 2016 (Friday)
Meeting Room, GOAL-ITQAN
Visit from Varna University of
Management, Bulgaria
Ahmad Farid Mohd Jamal
Global Open Access Learning Centre
15 March 2016 (Tuesday)
GOAL Centre
A working visit from the Director of International
Cooperation and Marketing Manager at Varna
University of Management, Bulgaria, accompanied by
the officers of USIM 'Alamiyyah. This visit aims to
obtain information on USIM e-learning structure,
GOALS platform, as well as the processes and
methods of online learning development in USIM.
The delegates were also interested to know more
about the development process of GOALS and the
best practices of e-content development in USIM.
NEWS
BULLETIN

11. 09
BLENDSPACE
Intan Ros Safina Binti Safri
GOAL-ITQAN
Blendspace is a free web app that
enables you to create digital lesson in
5 minutes.
With Blendspace lecturer can easily
share a bunch of your online
resources with student. They can also
monitor and test student
understanding with assessment,
quizzes and discussion.
This app makes better understanding
for those who are weak in
comprehension.
With Blendspace student can join the
class by entering the class code given
by lecturer.
Official site: https://www.tes.com/
ZAPTION
Intan Ros Safina Safri
GOAL-ITQAN
Zaption is a web application that
makes your presentation interactive
with questions and quizzes inside of
your presentation.
With Zaption, you can quickly add any
text, images and questions to online
videos. Instead, you can just use your
ready-made lessons.
This app let you share your video
lesson in two ways, present live and
watch together among student or
student can watch on their own.
Lecturer just need to copy the link of
their video lesson and tell the student
about it.
Lecturer can also monitor on how
their student’s responded based on
the lesson analytics. They can also
save and download all the responses
in format of excel.
It can be used in any device such as
Windows Phone, iPad and Androd.
Official site:
https://www.zaption.com
ADOBE CONNECT
Intan Ros Safina Binti Safri
GOAL-ITQAN
Adobe Connect is a web conferencing
software service that offers immersive
online meeting for collaboration of
experiences, virtual classrooms and
also a large scale webinars.
Adobe Connect can serve an
organization’s web meeting needs,
presentations, online training
materials, learning modules, user
desktop sharing and also the ability to
record session and view them at any
time. It is also offer the option to
extend their services to include
webinar and event management, and
also features that encourage social
learning.
In addition, all meeting rooms or
presentations are organized into
'pods'; with each pod performing a
specific role (i.e. chat, whiteboard,
note, etc.).
Official site:
http://www.adobe.com/products/ad
obeconnect.html
Intan Ros Safina Binti Safri is the
IT Assistant Officer of GOAL-ITQAN at
the Universiti Sains Islam Malaysia
(USIM) She can be contacted at
intanrossafri[at]usim[dot]edu[dot]my
E-LEARNING
BUZZ

12. 010
STRATASYS Objet500
Connex3
(3D PRINTER)
Intan Ros Safina Safri
Global Open Access Learning Centre
The Stratasys holds more than half
the global market with 600 over
patents and has also sold over
100,000 printers. Stratasys growth is
built on the growth of 3D printers
with leading technologies like FDM
and PolyJet which is widely used
today from prototyping to
manufacturing of end-use parts.
3D printing also known as additive
manufacturing is a process of making
three dimensional (3D) solid objects
from a digital file.
The creation of a 3D printed object is
achieved using additive processes. In
an additive process an object is
created by laying down successive
layers of material until the entire
object is created. Each of these layers
can be seen as a thinly sliced
horizontal cross-section of the
eventual object.
The Stratasys, one of the largest 3D
printer manufacturers in the world,
just went Technicolor. The company
has announced the Object500
Connex3 first 3D printer capable of
printing both in full color and multiple
materials.
With this, 3D printing will lower
production costs, rapid the process of
prototyping, lower cost on improving
the quality of products.
TECHNOLOGY
SNIPPET
BUZZ
Picture 1: Object500 Connex3
Lecturer can bring this 3D printing
into the classroom exposes learners to
the same cutting-edge technologies
they encounter in their studies.
Picture 2: Dental Material
For researchers, Stratasys 3D Printing
breaks barriers with unmatched
material capabilities, including
impressive detail, precision and
durability.
Stratasys Object500 Connex3 reveals
a full color, multi material
professional 3D printer. It is
borrowing a technique from 2D inkjet
printers: it blends cyan, magenta and
yellow to create a broad range of
colors.
Picture 3: Full in color
The Connex3 is the first printer that
actually blends colors to create a
whole spectrum. It also just
revealed mild-range color printers
that print in plastic and sugar.
Picture 4: Image with Rubber-like
Connex3 blend up to three materials,
to yield every colors, translucencies
and durometers.
Official site:
http://www.stratasys.com/
Intan Ros Safina Binti Safri is the
IT Assistant Officer of GOAL-ITQAN at
the Universiti Sains Islam Malaysia
(USIM) She can be contacted at
intanrossafri[at]usim[dot]edu[dot]my

13. 011
2016 The 4th
International
Conference on
Information
Technology and
Science (ICITS 2016)-
Scopus and Ei
17th – 19th June 2016
Tokyo, Japan
Website : http://icits.org/
Deadline for paper submission:
5th March 2016
2016 3rd
International
Conference on
Teaching and
Education Sciences
(ICTES 2016)
22nd – 24th June 2016
Singapore
Website: http://www.ictes.org/
Deadline for paper submission:
20th February 2016
FORTHCOMING
PROGRAM
USIM 2nd e-Learning
Colloquium
1st June 2016
Universiti Sains Islam Malaysia
(USIM)
Website: http://conference-
goalcentre.usim.edu.my
Deadline for paper submission:
1st April 2016
Scope of conference:
 Gamification
 MOOC
 Web 2.0 technologies and
classroom
 e-Learning to support
communities and individuals
 Knowledge management
 Adaptive e-Learning and
intelligent apps & tools
 Life long e-Learning
Fee Structure:
Free Admission
Keynote:
Prof. Dr. Rozhan M. Idrus (USIM)
AP. Dr. Supyan Hussin (UKM)
Dr. Noraida Hj. Ali (UMT)
Mr. Vincent Stocker (Pukunui (M)
ICMIP 2016 the first
International
Conference on
Multimedia and Image
Processing--EI
Compendex
1st – 3rd June 2016
Bandar Seri Begawan, Brunei
Darusslam
Website: http://www.icmip.org/
Deadline for paper submission:
10th March 2015
2016 International
Conference on
Computer
Communication and
Management (ICCCM
2016)
6th – 7th June 2016
Hong Kong
Website:
http://academicfora.com/bessh-
hongkong-6-7-june-2016/
Deadline for paper submission:
31st May 2015