Meaningful Online Learning Experience

Designing meaningful online learning experience
1
Assoc. Prof. Dr. Nurfadhlina Mohd Sharef, nurfadhlina@upm.edu.my
Deputy Director (Innovation in Teaching and Learning)
Centre for Academic Development, Universiti Putra Malaysia

https://twitter.com/unesco/status/1278768623620931588
2

How can we prepare students for jobs that have not yet been created, to
tackle societal challenges that we can’t yet imagine, and to use
technologies that have not yet been invented?
How can we equip them to thrive in an interconnected world where they
need to understand and appreciate different perspectives and world-
views, interact respectfully with others, and take responsible action
towards sustainability and collective well-being?
OECD Future of Education
and Skills 2030 project
Phase I of the project focuses on curriculum redesign
and developing a conceptual framework for learning
2030.
Phase II focuses on curriculum implementation and
creating a conceptual framework for teaching 2030.
3

4
CENTRE FOR ACADEMIC DEVELOPMENT, UPM

Benefits of online learning for students
Ease of use
Engaging learning content and
activities
Communicating and
collaborating with peers
Dashboard
Accessing learning materials 24/7
Self-reflection
Gamification

Best Practices
for Online Course Design
01
02
03
04
05
06Personalised Feecback
Active Learning
Clear expectations
Community of Inquiry
Instructor Presence
Intentional Technology 07
Good instructional practise
CENTRE FOR ACADEMIC DEVELOPMENT, UPM 6

6 Ways to Build Lifelong Learning Skills in Your Learners
● Encourage Learning Ownership. Ultimately,
we are responsible for our own learning. ...
● Turn Mistakes Into Opportunities. The
practice of learning from mistakes is one of
the best lifelong learning skills anyone can
master. ...
● Stash a Few Go-To Learning Tools. ...
● Let Them Take the Teaching Reins. ...
● Find Time to Play. ...
● Set Learning Goals
https://wabisabilearning.com/blogs/critical-thinking/6-lifelong-learning-skills
7

Experiential online learning
8

Junior Data Scientists In the Making: a UPM Story
Classification
Treasure Hunt
Assoc. Prof. Dr. Nurfadhlina Mohd Sharef
Faculty of Computer Science and
Information Technology,
Universiti Putra Malaysia
nurfadhlina@upm.edu.my
Result Presentation
Data Mining Model
Science of Data
Critical thinking
Creativity
Communication
9

Learning Items
in Moodle
*
*
Note: * = synchronous
13
Content
Activities
Assessment
• Lecture notes (e.g., slides, pdf, texts,
audio)
• Video (e.g., screencast, interview,
simulation)
• Page (embed external url and embed)
• Lessons
• Interactive Content (embed url of
applications such as ThingLink,
Padlet)
• Student centred learning through
technology enhanced active learning
for collaboration, discussion and
engagement
• Assessment as/for learning
• Assessment of learning

Description of
the topic.
Suitable
instruction can
be placed
here
Infographic that depicts the
content of the topic. It is also
advisable for topic learning
outcome to be displayed here.
Completion
tracking
Section
title
Notes can be uploaded and downloadable as a file or
displayed in a page
The url of other applications to support learning can be
provided and embedded as a page
External url can
be displayed
Forum
encourages
critical thinking
and
collaboration
Interactive learning can be conducted using H5P

Quiz can be
created and
conducted
collectively in a
specific section
or within any
topic’s section
Instruction for
assignment
should be
provided clearly
The Feedback
function can be
used to create
and conduct
survey

Basics

17

Lecture Notes

https://padlet.com/nurfadhlina/IdeasBucket
Activity
Share the tools for
experiential learning in your
area

Online Learning Tools
Maths: Wolfram Alpha, GeoGebra
Programming: codeshare.io, codebunk, Google Colab
Veterinar: https://www.ivalalearn.com/
Agriculture and Environment:
https://www.agrilinks.org/tools-and-training https://nifa.usda.gov/agriculture-education-toolkit
23

Video as learning materials
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Guide
1. Based on existing resource or self-
developed
2. PowerPoint, Powtoon, Loom and
Screencast-o-matic can be used to
record video and later used as
asynchronous learning materials
3. Video can be linked or embedded
in Moodle by providing the URL
4. Video can also be used as activity
using H5P

•A social space for students to get to know each
other
•For course announcements (using a news forum
with forced subscription)
•For discussing course content or reading materials
•For continuing online an issue raised previously in a
face-to-face session
•For teacher-only discussions (using a hidden forum)
•A help centre where tutors and students can give
advice
•A one-on-one support area for private student-
teacher communications (using a forum with
separate groups and with one student per group)
Interview
Debate
Frequently
asked question
Group
discussion
Social
forum
Forum

A single simple discussion – A single
discussion topic which everyone can
reply to (cannot be used with separate
groups)
Q and A forum – Students
must first post their
perspectives before viewing
other students’ posts
Standard forum displayed in
a blog-like format – An open
forum where anyone can
start a new discussion at any
time, and in which
discussion topics are
displayed on one page with
“Discuss this topic” links
Standard forum for general use –
An open forum where anyone can
start a new discussion at any time
Each person posts one discussion –
Each student can post exactly one
new discussion topic, which
everyone can then reply to

H5P Functions
43 Activities
H5P supports development of
interactive learning content

e-Assessment
28

Source: Aida Suraya, PhD https://cade.upm.edu.my/kandungan/olcpd2020_02_jul_open_book_test-57313 29

INTRODUCTION
● Sum up of what students
have learned, are graded
● Completed AFTER instruction
eAssessment
Formative SummativeDiagnostic
● Provides the teacher with
information about what
students already know and
are able to do
● Completed BEFORE teaching
● Monitoring and feedback
to student progress, not
for grading purposes .
● Completed DURING
teaching
30

eAssessment Tools
Turn lessons into
game-show as
participants race
individually or in
teams
Lets students learn by
progressing through levels
Real-time Gamification
Embed assessment
within video and test
students
understanding after
the video view
Video-based
Read more at: https://edtechreview.in/trends-insights/insights/2293-gamification-of-education

New features in Moodle
When to use Question sets
Question sets are useful when you want to create a sequence
of problems, as opposed to multiple individual problems, for
the learner to solve.
Use Questions sets to assess the learners' ability to reproduce
key concepts of a compound learning material. Question sets
can, for instance, be used as end-of-chapter tests or as a final
course exam. You may use multiple quiz types, including
Multichoice, Fill in the blanks, and Drag and Drop questions, to
offer variation in your Questions sets.
Question sets can only be used stand-alone.
https://h5p.org/tutorial-question-set
H5P offers various choice for interactive
content, which can be used for
assessment, e.g., Question sets used with
graded function.
Note however that in PutraBLAST V3 only
the total of the grade of any H5P used for
assessment can be tracked.
33

eAssessment benefits
Using technology can bring many benefits to the assessment process and some of these are outlined
below:
● Greater variety and authenticity in the design of assessments
● Improved learner engagement, for example through interactive formative assessments with adaptive
feedback
● Choice in the timing and location of assessments
● Capture of wider skills and attributes not easily assessed by other means, for example through
simulations, e-portfolios and interactive games
● Efficient submission, marking, moderation and data storage processes
● Consistent, accurate results with opportunities to combine human and computer marking
● Immediate feedback
● Increased opportunities for learners to act on feedback, for example by reflection in e-portfolios
● Innovative approaches based around use of creative media and online peer and self-assessment
● Accurate, timely and accessible evidence on the effectiveness of curriculum design and delivery
References:
JISC (2010) Effective Assessment in a Digital Age [online] Available from:
http://www.jisc.ac.uk/media/documents/programmes/elearning/digiassass_eada.pdf (Accessed:
28.03.2020) CENTRE FOR ACADEMIC DEVELOPMENT, UPM

Level Moodle Assessment
Easy Assignment Students to submit their coursework as a file upload or online text and allows the lecturer
to assess, grade and provide feedback.
Quiz May be used as course exam, as mini tests for reading assignments or at the end of a topic,
as exam practice using questions from past exams, to deliver immediate feedback about
performance, or for self-assessment
Forum Allows students and lecturers to exchange ideas by posting comments as part of a 'thread'.
Can be used for formative and summative assessments that require students to
communicate, collaborate, debate or critique.
Medium Lesson Create a series of content and question pages for students, using combination of question
types
Advanced Workshop Peer review and assessment focus, allow individual and group submission
Wiki A wiki can be collaborative, with everyone being able to edit it, or individual, where
everyone has their own wiki which only they can edit.
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Types of Questions in Quiz
True/False
Multiple Choice
Matching
Short Answer
Numerical
Calculation
Essay
Calculated
Multichoice
Calculated Simple
Embedded answers
(Cloze)
Drag and drop markers
Drag and drop into text
Drag and drop onto image
Select missing words
Random short answer matching

Ref: https://cade.upm.edu.my/upload/dokumen/20200330121001eAssessment_Guide.pdf

Rubrics
● a tool comprising a set of
criteria (with possible
levels of performance
quality on the criteria)
developed to assess any
kind of student work,
from written to oral to
visual.
https://cade.upm.edu.my/kandungan/olcpd2020_13
_jul_rubric_development_for_assessment-57397
40

https://cade.upm.edu.my/kandungan/olcpd2020
_02_jul_open_book_test-57313
41

https://cade.upm.edu.my/kandungan/olcpd2020_02
_03_jul_online_assessment_clinic-57317

Examples of e-Assessment
Synchronous (S)/
Asynchronous (A)
Type of
Assessment
Taxonomy Format/Types of Questions Function in
PutraBLAST
Other eLearning
tools
S Online exam C (refer 16 types to appendix) Quiz, H5P EdPuzzle,
Quizizz,
Socrative
S, A Online exam C, A Structured question Assignment Google drive,
Email
A Online exam C, A Critique, Opinion, Peer
assessment
Forum Google drive,
Email

Synchronous (S)/
Asynchronous (A)
Type of
Assessment
Taxonomy Format/Types of
Questions
Function in PutraBLAST Other eLearning
tools
S Interview C, A, P Question
answering
● Big Blue Button
● Chat
● Message
Zoom, Google Meet,
Webex
S Observation A, P Demonstration
(Live)
● Big Blue Button
● Chat
● Message
Zoom, Google Meet,
Webex
A Observation A, P Demonstration
(Recorded)
Assignment (student submit
URL of video)
FlipGrid, Screencast-
o-matic, Loom,
Google drive, Email
A Project C, A, P Report Assignment Google drive, Email
A Project C, A, P Presentation Big Blue Button Zoom, Google Meet,
Webex

Synchronous (S)/
Asynchronous (A)
Type of
Assessment
Taxonomy Format/Types
of Questions
Function in PutraBLAST Other eLearning
tools
A Open book
exam
C, P Structured
Question
Assignment (submit
file)
Google drive,
Email
A Portfolio P Structured
Question
Assignment (submit
file or URL)
Google drive,
Email
A Blog C, A, P Structured
Question
Assignment (submit
file or URL)
Google drive,
Email

✓
I know how to use a suitable
software to prepare my assessment
questions
✓I have written clear instructions for
the students to access, answer and
submit the answers to my
questions
✓
I have conducted a mock
assessment session with my
students to familiarize them with
the functions in the software
✓I have backup plan in case there are
hiccups on the e-assessment plan
such as bad network traffic
Pre e-Assessment Checklist for Lecturer
✓I have created the questions for my
e-assessment and tested each
answering steps
✓The questions have been
moderated and answering is tested
by the moderator
Estimation on online answering and
submission have been performed
with extra time allocated for
contingency
✓My students are aware on the
answering format and the software
needed to prepare it
✓My internet connection is stable
and reliable
✓I could access/login to the software
set for e-assessment
✓I know how to prepare the question
in the required format
✓I know how to upload the question
document in the required format
✓I am aware how to use the software
to invigilate the e-assessment
session
TECHNICALSPECIFICGENERAL
✓
47

✓
I am aware of the exam/assessment
time
✓I will abide the examination rules
including forging, plagiarism and
cheating
Pre e-Assessment Checklist for Student
✓
✓
✓
✓My internet connection is stable
and reliable
✓I could access/login to the software
set for e-assessment
✓I know how to prepare the answer
in the required format
✓I know how to upload the answer
document in the required format
✓I know how to communicate with
my lecturer if I have problem
✓I am aware how to report my
presence and participation of the e-
assessment
TECHNICALSPECIFICGENERAL
✓
I know how to use a suitable
software to prepare my assessment
answers
I understand the instructions to
access, answer and submit the
answers
I have participated in a mock
assessment session to familiarize
them with the functions in the
software
I have backup plan in case there are
hiccups on the e-assessment
answer preparation and submission
such as bad network traffic
48

Recommended tutorials for assessment in
Moodle
https://adecum08.wordpress.com/2020/03/27/question-types-in-spectrum-quiz-module/
https://sleguidance.atlassian.net/wiki/spaces/Moodle/pages/63209481/Assessment+Overview
https://teaching.unsw.edu.au/moodle-assessment-tools
https://www.ispringsolutions.com/blog/how-to-create-a-moodle-quiz
https://sleguidance.atlassian.net/wiki/spaces/Moodle/pages/6291642/Assignment+-+Group
49

Teach students for lifelong learning,
not for finishing the syllabus!
Create a learning experience that let
the students to relate to their life
and work, beyond the classroom.
Make the learning fun because this
will ensure the students will
remember something about what
they have learnt.
50

Meaningful Online Learning Experience

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