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Description of e-Portfolio e-Portfolio Framework
Figure :1 e-Portfolio Framework Source: Ngui, Pang, Hiew & Tan (2019)
The e-Portfolio in this study has footings in three theories: assessment for learning, the process writing approach, and the theory of constructivism. Assessment for learning emphasises the importance of informing learners about their progress and allowing opportunities for improvement (Stiggins, 2005). Timely communication of feedback via the e-Portfolio can, in turn, create opportunities for students to discuss progress, seek advice, and make revisions. With e-Portfolio, instructors and peers can promptly provide feedback and comments once a student’s work is submitted. The process writing approach advocates writing based on a set of procedures such as prewriting, drafting, revising, editing, and publishing (McKensie & Tomkins, 1984). By applying this approach, the e-Portfolio writing tasks are divided into stages, allowing students to draft and revise their work. The stages are prewriting (mind map), drafting (essay outline), revising (essay draft), editing (final essay) and publishing (published essay). The theory of constructivism states that knowledge is actively constructed as a result of individual experiences (McLeod, 2003). The e-Portfolio provides opportunities for learners to express themselves meaningfully via a wide range of artefacts. The artefacts consist of digital resources such as word-processed documents, online articles, and multimedia files. The e-Portfolio is used as a means for reflection when learners provide reasons as to how the artefacts are representative of their learning (Barrett, 2005).
e-Portfolio Procedures
Students compose a problem-solution essay in stages using Google Docs. The essays, artefacts, and reflections are then compiled into an e-Portfolio that is created using the new Google Sites.
The assessment is formative since it is conducted over an extended period and the aim is to promote revision as a result of the feedback that the students received. A time period of one to two weeks is allocated in between submissions to ensure that the instructor could provide feedback and the students had the opportunity to improve their work as needed.
51 Benefits of e-Portfolio
Conventional portfolios are bulky as they generally consist of paper-based materials, making them increasingly obsolete in the modern-day classroom. When enhanced by technology, the e- Portfolio transcends the manual portfolio in aspects of portability, accessibility, and storage.
There is a renewed emphasis on progress as part of assessment since the digital nature of the e- Portfolio enables instructors and students to communicate about work. Data and evidence related to assessment can be distributed effortlessly and widely to stakeholders with an interest in the learners’ language competency.
The ability to accommodate a plethora of digital evidences such as links, online articles, and multimedia files also makes the e-Portfolio more relevant since such resources are now vastly available and rapidly circulated. As such, using an e-Portfolio can lead to a more engaging, sustainable, and flexible means of measuring learner progress in language classrooms.
Significance of e-Portfolio in Education
The aim of e-Portfolio is to provide an enhanced assessment experience for students and therefore aligns with the aspirations of the Malaysian Ministry of Higher Education (MOHE).
Acknowledging the interdependent link between learning and assessing in English language courses, MOHE proposed the Malaysia English Assessment (MEA) which delineates an ecosystem that can be used to measure university students’ English language proficiency (MOHE, 2017). MEA advocates assessing across formal and informal contexts and utilising various resources, for instance, using online resources with learners on and off campus.
The call towards a “future ready curriculum” was made by the Ministry of Higher Education (2018, p. 72) with emphasis on the use of alternative assessments. The theoretical underpinnings of alternative assessment are realised in this study’s use of the e-Portfolio in an authentic higher education setting. In our study, it is proven that the use of alternative assessment can make a positive impact on student progress as the undergraduates’ demonstrated improvement in the skill of academic writing (Ngui, Pang, Hiew & Lee, 2020). Using alternative assessments such as the e-Portfolio in higher education can reduce the pressure of high-stakes testing and encourage students to acquire technology skills that benefit them in the long run.
References
Barrett, H. C. (2005). White paper: Researching electronic portfolios and learner engagement.
https://www.helenbarrett.com/reflect/whitepaper.pdf
McKensie, L., & Tomkins, G. E. (1984). Evaluating students’ writing: A process approach.
Journal of Teaching Writing, 3(2), 201–212.
McLeod, G. (2003). Learning theory and instructional design. Learning Matters, 2, 35– 43.
Ministry of Higher Education. (2017). The ecosystem for English language learning and assessment in higher education. http://www.mohe.gov.my/muat-
turun/awam/manual-dan-garis-panduan/420-the-ecosystem-for-english- language-learning-and- assessment-in-higher-education/file
Ministry of Higher Education. (2018). Framing Malaysian higher education 4.0: Future- proof talents. Ministry of Higher Education.
Ngui, W,. Pang, V., Hiew, W., & Tan, C. K. (2019). Designing an e-Portfolio framework for academic writing of second language learners. International Journal of Language Education and Applied Linguistics, 9(2), 1-13.
Ngui, W,. Pang, V., Hiew, W., & Lee, K.W. (2020). Exploring the impact of e-Portfolio on ESL students’ writing skills through the lenses of Malaysian undergraduates. Computer Assisted Language Learning Electronic Journal, 21(3), 105-121.
Stiggins, R. (2005). Assessment for learning defined.
http://downloads.pearsonassessments.com/ ati/downloads/afldefined.pdf
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INTERACTIVE VIRTUAL REALITY LEARNING EXPERIENCE Nurzehan Abu Bakar
Universiti Malaysia Kelantan, Kota Bharu, Malaysia [email protected]
Marlisa Abdul Rahim
Universiti Malaysia Kelantan, Kota Bharu, Malaysia [email protected]
Nor Maizana Mat Nawi
Universiti Malaysia Kelantan, Kota Bharu, Malaysia [email protected]
Siti Salina Saidin
Universiti Malaysia Kelantan, Kota Bharu, Malaysia [email protected]
Suchi Hassan
Universiti Malaysia Kelantan, Kota Bharu, Malaysia [email protected]
Highlights: In light of rising concern about the spread of COVID-19, a growing of education institutions have shut down their face-to-face classes globally. This sudden migration from face- to-face to remote learning has caused various challenges which includes difficulties in controlling online classes, less engagement and no physical field trip. To tackle this issues, educators are forced to find attractive online learning platforms. One of the most powerful online learning platforms is Nearpod. Nearpod help to revitalizes professional learning content and cultivates classroom-changing strategies for educators.
Key words: nearpod, interactive virtual reality, learning, experience, a synchronous
Introduction
The spread of COVID-19 has sent shock reactions throughout the globe. This pandemic has affected almost all areas, including the economy, businesses, social life, and politics. The educational systems were abruptly disturbed too. In response to lockdown procedures due to the pandemic impact, higher education institutions (HEIs) such as universities are forced to close their premises (Schleicher, 2020). Around 1.598 billion students were affected and required to stay at home due to their educational institution's close at all levels in 194 countries. (United Nations Educational, Scientific, and Cultural Organization (UNESCO), 2020).
Many HEIs set out their endeavors to use technology to encourage remote learning, distance education, and online learning during the COVID-19 pandemic (Owusu-Fordjour, Koomson &
Hanson, 2020). However, this massive shift towards online learning presents many challenges to school management, educators, parents, and students alike. Among the problems faced include
difficulties in controlling online classes, run active learning tasks, dealing with distraction, and drop in student engagement. Such issues have reminded educators that effective online learning can only happen when we are engaged, energetic, and focussed. Therefore, educators have to find the right tools to ensure online learning is conducted smoothly and interestingly.
Nearpod is the best solution to keep the lesson interactive and fun. The authors decided to use Nearpod in tourism subjects as it provides flexibility to the educator in delivering engaging online lessons at student-paced or educator-paced. By having Nearpod as a tool in delivering lectures, the authors find out that the student interactions are soared, and the students are motivated to participate in class even when there is a poor internet connection.
Background of the innovation and product development
Typically, authors used normal PowerPoint presentation when delivering lectures on tourism subjects. However, this slides presentation is viewed as boring and common place as it fails to capture students' interest or to excite them. But with Nearpod, authors are able to excite students, it allows authors to upload their presentations and add interactive activities to complement the learning experience in the online classroom. Following are some of the approaches used by the authors:
Field trip (virtual reality)
Authors decided to use virtual field trip features in Nearpod as it allowed tourism students to travel to any place in the world virtually during pandemic. Students can explore virtually the world-famous landmarks, wonders of the world, national monuments, world heritage sites, and many more, which complement the learning objective. During the VR Field Trip, students will be able to explore a 360 image of all tourist attraction on their own device. They can rotate around their devices and zoom the image to explore different tourist attraction with different angles.
Figure: Examples of VR in HTS10203 (Tourism Geography) Interactive Formative assessment
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Authors add activities such as real-time formative assessment in their lessons to test students' understanding of subject matters. Usually, authors will include quizzes, polls, fill-in-the-blank, matching pairs in their lessons. Sometime, Authors also used features like "collaborate" where students can write virtual post-its about their thought on particular topic. Authors used this feature as it allows them to get real-time feedback and post-session reports. This instant feedback allows authors to identify and help students who have misconceptions on the subject matter quickly.
Figure: Interactive formative assessment used in HTS10203 Tourism Geography subject Student-paced VS Educator-paced options
The best part about virtual reality learning is that it offers two delivering options: Student-paced and Educator-paced. The author drives the Live Lessons for Educator-paced, where authors can share it through google meet or zoom; meanwhile, the Student-Paced Lessons give the students the power to navigate through the lesson at their own pace. This gives authors the ability to control the lesson's pace based on the authors' limitations and time.
Figure: Launching options in virtual reality learning platform Commercial Value
Nearpod is not only suitable to be used in tourism subjects. But it can be shared as a great educational lessons in any kind of teaching and learning. It is suitable for any students' level, either they are in pre-school, primary school, secondary school, or tertiary level.
Acknowledgement
We are entirely grateful to the immense and continuous motivation from Universiti Malaysia Kelantan for allowing us to conduct this study. We would also like to acknowledge Faculty of Hospitality, Tourism and Wellness and the intensive support from the Center for Academic Excellence and Development (PKPA) of Universiti Malaysia Kelantan for support and feedback on all activities from the beginning to the end of the study.
References
Bacquet, J. N. (2020). Implications of Summative and Formative Assessment in Japan–A Review of the Current Literature. International Journal of Education and Literacy Studies, 8(2), 28- 35.
Nearpod. (2020). Enjoy Nearpod on any device! Retrieved 30 August, 2020, from https://nearpod.com/blog/ enjoy-nearpod-on-any-device/.
Owusu-Fordjour, C., Koomson, C. K., & Hanson, D. (2020). The impact of COVID-19 on learning—The perspective of the Ghanaian student. Eur. J. Educ. Stud, 7, 1-14.
UNESCO (2020). COVID-19 Educational Disruption and Response. Retrieved 4 December 2020, from https://en.unesco. org/covid19/educationresponse.
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TRANSFORMASI KAEDAH PDP KURSUS PENERBITAN RADIO SELEPAS SETAHUN PANDEMIK COVID-19
Intan Soliha Ibrahim
Universiti Malaysia Sabah, Kota Kinabalu, Malaysia [email protected]
Highlights: Covid-19 telah merubah norma pembelajaran dan pengajaran (PdP). Kursus Penerbitan Radio memerlukan pendedahan setara industri mengalami kelumpuhan apabila pelajar tidak dibenarkan hadir ke studio radio. Setahun lebih kursus ini melalui fasa eksperimen dalam menentu dan memilih kaedah terbaik dalam memastikan CLO tercapai. Dalam konteks ini adalah CLO1. Rentetan daripada permasalahan yang telah dikenalpasti dalam kalangan pelajar Sem 1, sesi 2020/2021, sebuah inovasi iaitu UMS fm Protégé dengan kerjasama UMS fm ditubuhkan. Ia adalah sebuah platform Podcast yang mana tugasan pelajar boleh disiarkan menerusi Spotify bagi menggantikan suasana on-air dalam studio. Teknik ini dicadang diaplikasi bagi pelajar Sem 1, sesi 2021/2022.
Key words: Transformasi, UMS fm Protégé, CLO, radio, Modifikasi, P&P.
Pengenalan
Impak Covid-19 bukan sahaja menggugat keadaan ekonomi dan politik dunia, sebaliknya ia turut menganggu institusi pendidikan. Bagaimanapun, bukan semua bidang ilmu terganggu, hanya epistemologi tertentu. Di Universiti Malaysia Sabah, menerusi kursus AK20703 (Penerbitan Radio 1), selama 22 tahun kursus tersebut mengamalkan final assessment sebagai kaedah penilaian. Bagaimanapun, akibat daripada convergence dan pendigitalan, eko-sistem radio mengalami perubahan baik dari aspek penerbitan dan pengedaran. Oleh itu, seperti yang dicadangkan oleh Puentedura (2021) menerusi Model The SAMR, kursus ini mengalami modifikasi dari penilaian final assessment kepada continuous assessment. Sejak berlakunya transformasi tersebut, sesi praktikal dijalankan di Kampus kita FM (kini UMSfm).
Bagaimanapun, hanya pelajar bagi Sem 1 sesi 2018/2019 dan sesi 2019/2020 yang mengalami pengalaman menjalani sesi praktikal di UMS fm. Pelajar sesi 2020/2021 terjejas akibat senario Covid-19. Maka timbul persoalan seperti, bagaimana kursus tersebut dijalankan ketika pandemik? Bagaimana kursus penerbitan ini beradaptasi dan meneruskan proses PdP menerusi pembelajaran atas talian? Bagaimana CLO tersebut boleh dicapai?
Pendekatan PdP Sebelum & Selepas Covid-19
Rajah 1: Pendekatan PdP Sebelum & Selepas Covid-19
CLO1 bagi kursus ini adalah untuk menghasilkan pelajar yang berupaya untuk demonstrate competency as a radio announcer through a radio segment (A3, PLO5). Amalan sebelum Covid- 19, pelajar menjalani sesi praktikal secara bersemuka di studio UMS fm. Setiap kesilapan teknik pernafasan dan ketidakjelasan vokal dapat diperbaiki secara bersemuka ketika sesi praktikal.
Kemudian, penilaian bagi CLO1 dibuat secara live di konti radio.
Namun, selepas Covid-19, cabaran hebat dalam memastikan ketercapaian CLO1 adalah PdP atas talian. Pelajar sesi 2020/2021 adalah kumpulan pertama yang menjalani proses PdP atas talian bagi kursus ini. Berdasar pemerhatian dan pengalaman PdP atas talian, kelemahan dan kekangan telah dikenalpasti dalam proses perpindahan kemahiran kepada pelajar. Pelajar kurang berjaya menguasai latihan pernafasan dan vokal walau rakaman video telah diberikan ketika PdP online asynchronous. Contoh, teknik bernafas seperti menarik nafas dalam dan menghembus nafas, bahu pelajar tidak boleh bergerak.
Selain itu, kekangan seperti kemiskinan digital di Sabah adalah isu yang tidak boleh dielakkan.
Ketika PdP online synchronous berlangsung, perkara seperti masalah talian Internet tidak stabil dan akses kepada Internet adalah masalah utama pelajar. Ia telah menyukarkan proses PdP. Oleh itu, satu pendekatan yang holistik perlu diambil bagi mengatasi kelemahan yang dinyatakan diatas.
Inovasi: Pendekatan One-to-One dan UMSfm Protege
Rentetan daripada kelemahan yang dinyatakan di atas, pendekatan one-to-one adalah antara pendekatan yang difikirkan holistic dan efektif dalam meningkatkan kemahiran pelajar terhadap latihan pernafasan dan vokal bagi membolehkan CLO1 dicapai 100%. Maksud pendekatan one- to-one adalah merujuk kepada seorang (1) pelajar diperuntukan 10 minit bagi setiap sesi praktikal untuk menunjukkan kemahiran dan prestasi masing-masing. Oleh itu, dalam sebuah sesi praktikal satu (1) jam hanya 5 orang pelajar sahaja dibenarkan. Ini penting bagi memastikan pelajar faham dengan kemahiran yang dipelajari.
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Rajah 2: Solusi kepada pemantapan kaedah PdP
Pendekatan one-to-one ini penting bagi memastikan setiap ilmu dan kemahiran dapat disampai, difahami dan dapat ditunjukkan oleh pelajar. Pengalaman yang lepas menunjukkan bahawa kaedah asynchronous tanpa disusuli bimbingan sesi synchronous sesi praktikal adalah antara penyebab pelajar kurang dapat menguasai kedua-dua teknik tersebut. Apabila setiap pelajar dihimpunkan dalam sesi latihan synchronous, capaian Internet di Sabah sering menjadi isu untuk pelajar kekal berada atas talian sehingga akhir sesi.
Podcast merupakan solusi terbaik dalam membantu PdP bagi menggantikan sesi penilaian bersemuka di konti radio. Penilaian pelajar boleh dinilai secara terus dan atas talian oleh penilai industri dan penilai pendengar yang telah dilantik oleh pensyarah. Teknik ini juga bukan sahaja memberi sumbangan kepada UMSfm Protégé dari aspek pembinaan kandungan siaran, malah dapat membantu visibility UMSfm di mata dunia.
Kesimpulannya, kaedah ini digunakan setelah melalui pengalaman setahun PdP dalam suasana pandemic Covid-19. Bagaimanapun, pensyarah merancang untuk mengaplikasi kaedah ini pada Sem1, sesi 2021/2022.
Penghargaan
UMSfm dan UMSfm Protege
Rujukan
Puentedura, R. R. (2021, April 10). Hippasus. Retrieved from SAMR: A Contextualized Introduction:
http://hippasus.com/rrpweblog/archives/2014/01/15/SAMRABriefContextualizedIntroduc tion.pdf
BRIDGING THE THEORY-PRACTICE GAP WITH DARE: LAND OF LIGHT Heidi Tan Yeen-Ju
Multimedia University, Cyberjaya, Malaysia [email protected]
Neo Mai, Neo Tse Kian, Roopesh Sitharan, Muhammad Syahmi Abd Aziz, Khairi Shazwan bin Dollmat, Mohd Ikhwan Mohd Marzuki, Rosnani Binti Abdul Rahman,
Ismat Zahra, Oluseye Ekerin Michael, Mohd Farhan Bin Hamdan Multimedia University, Cyberjaya, Malaysia
Highlights: “DARE: Land of Light” is a project that forms part of the MERLIN research programme in which the physical learning space is transformed through the use of various Extended Reality (XR) technologies. This exhibition presents Phase 1 of the project which includes the development of the mobile Augmented Reality (AR) application as well as preliminary perception of students towards the application. The AR application uses Authentic Learning as the pedagogical framework and focuses on supporting creative multimedia students in their learning of the topic “lighting in 3D modelling”.
Key words: Augmented Reality, Authentic Learning, Interactive Learning Environments
Introduction
Educators around the world have been exploring the use of emerging immersive technology collectively known as Extended Reality (XR) to create engaging and immersive learning experiences and adoption of these technologies have been steadily gaining traction (Becker, Brown, Dahlstrom, Davis, DePaul, Diaz, & Pomerantz, 2018). With the rapid shifts in the industry and new generation of digital native learners, there has been a need to ensure learning environments are designed to engage these new learners through the digitization of learning and to prepare them with the right skillsets to thrive in Industry 4.0 (Tvenge & Martinsen, 2018;
Pousson & Myers, 2018; Schwieger & Ladwig, 2018). Augmented Reality (AR) technology presents one possible approach under the umbrella term of XR to help bridge the gap between theoretical knowledge and practical application. Research has found that AR, when applied with proper pedagogical framework such as Authentic Learning elements, is able to create a learning environment that provides students opportunities for more interactivity and supported the gaining of real experiences (Cai, 2018).
The Project: “DARE: Land of Light”
The “DARE: Land of Light” AR mobile application is an extension of a previous award-winning research project called The DARE Project. The application was developed using UNITY, and designed with Authentic Learning elements as the pedagogical framework. The 9 Authentic Learning elements as outlined by Herrington, Reeves, and Oliver (2014) were used to guide both the design and the use of the application as a support tool in the classroom. In terms of technical development, the team redesigned the application based on lessons learnt from the previous project. Firstly the AR application is now designed to be “markerless” which allows students to use the application without the need for a physical marker to trigger the AR components. The
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application also utilizes GPS plugins which overlays the game content onto the physical environment using the device’s camera. These updates now allow students to explore the game using their own environment or the learning space, adding a layer of immersive interactivity and provides flexibility. The topic chosen for this project is “lighting in 3D modelling” which is a fundamental topic that all design students go through when learning 3D modelling. The application consists of three main sections: 1. “Learn” – where students can watch short 1 minute infographic-style videos that recap the key concepts of the topic, 2. “Explore” – where students can explore the key concepts that are visualized through AR activities, and 3. “Play” – where students can test their theoretical understanding and application of these theories into problem- solving scenarios.
Traditionally 3D modelling subjects are taught to students in a computer lab as it is a technical subject. The lecturer would teach both theoretical concepts as well as technical modelling skills to students. This AR application is meant to help support the students’ learning of these theoretical concepts in the classroom or in a “makerspace” where students come together to work on group projects. Students are able to very quickly explore the key concepts through AR, for example in the concept of “3 point lighting” the app helps to visualise in real-time the changes that happen to a 3D model when the surrounding 3 point light set up is manipulated, without needing to render the outcomes (see Figure 1). Students can also attempt to solve the scenarios presented as RPG-style quests in the “Play” section individually or as a group. This gives students a fun way to consolidate everything they have learnt during class.
Figure 1: Screenshot of learning content visualised in AR
As this project is part of a larger research programme called MERLIN, the application is also supported by other research projects in MERLIN. Students who go through the AR application and find that they still have difficulty understanding the topic will be prompted to access a chatbot through the MERLIN learning platform to ask questions about the areas they don’t understand.
Students will also be able to view their progress and achievements that are tracked through the MERLIN learning platform. This exhibition showcases Phase 1 of the research project, whilst Phase 2 will look at the usage of the “DARE: Land of Light” application in a “makerspace” that is currently being set up at the Faculty of Creative Multimedia at Multimedia University. Phase 2 will primarily focus on the effectiveness of the application in supporting creative multimedia students especially their creative problem-solving skills when they are working together on group projects in the “makerspace”. As a standalone application, this AR application has been designed to be easily marketed to a wide range of audiences through the Apple App Store and Google Play Store.