Untitled

PROCEEDINGS OF THE INTERNATIONAL UNIVERSITY CARNIVAL ON e-LEARNING (IUCEL) 2017

Editor: Najwa Hayaati Mohd Alwi, Hishamuddin Abdul Wahab Assistant Editor: Nurhuda Ruzlan, Nur Syakira Redzuan Graphic Designer: Muhammad Zarin Mislan

Published in Malaysia by

Centre for Global Open Access Learning Immersive Technology & Quality Assurance (GOAL-ITQAN) Universiti Sains Islam Malaysia (USIM) 71800 Bandar Baru Nilai, Negeri Sembilan, Malaysia

The proceedings of The International University Carnival On E-Learning (IUCEL) 2017 is made available under a Creative Commons Attribution-ShareAlike 4.0 License (international): http://creativecommons.org/licences/by-sa/4.0

http://goal-itqan.usim.edu.my/

TABLE OF CONTENTS

Foreword by the Chancellor USIM Foreword by the Director of IUCEL 2017 Organising Committee Program Schedule

xiii xv xvi xviii

Arabic For Tourism Purpose Via Web-Based Learning 1. 2. 3.

Mohammad Taufiq Abdul Ghani, Wan Ab Aziz Wan Daud, Muhammad Syahmi Fathimi Ahmad Fauzi Designing Instructional Module for Learning Arabic using Augmented Reality Fitri Nurul’Ain Nordin, Mohd Feham Ghalib, Mohd Sabri Shahrir

i-MUTAWWIF : MOBILE LANGUAGE TRAVELLER GUIDE IN ARABIC FOR MUTAWWIF (UMRAH TOUR GUIDE) VIA SMART PHONES

1 2 6

Muhammad Sabri Bin Sahrir, Mohd Firdaus Bin Yahaya, Mohamad Azhar Bin Zubir

4.

Care To Care: An Innovative Oral Health Educational Method For Patients With Sensory Disabilities Mas Suryalis Ahmad, Fouad Hussain Al-Bayaty, Ilham Wan Mokhtar, Maizatin Fitrah Akbar, Farhana Abdul Ghani

7

DicScience PBL- To Enhance Students’ HOTS 5. 6. 7. 8. 9.

Nurul Syazwani Ismail, Jamalludin Harun, Shaharuddin Md Salleh, Megat Aman Zahiri Megat Zakaria

i-Majrurat Mohammad Najib Jaffar, Nurkhamimi Zainuddin, Aiman Sha’ari

Crossing Course and Degree Boundaries in Developing an Immersive MOOC Experience Rosemaliza Kamalludeen, Mohd Shukri Nordin

AiSayz: Augmented Vocabulary Learning App with 3D Sounds for Blind Learners Chuah Kee Man 1 , Radina Mohamad Deli, Chen Chwen Jen, Ch’ng Looi Chin

eReMAP: Boost Your Brain Power and Writing Skills Better! Rafidah Abd Karim, Abd Ghani Abu, Nurul Huda Mohd Saad, Mahizer Hamzah

8 11 13 15 17

Career Interest Inventory Analyzer (CareInAnalyzer) 10.

Ida Aryanie Bahrudin, Mohd Ezree Abdullah, Rosfuzah Roslan, Pang Chun Kai, Tang Reng Shyang, Mohd Hatta Mohamed Ali@Md Hani, Noordiana Kassim@Kasim, Mariam Abdul Hamid, Halim Omar, Zamnah Ali

19

EQ-Tajweed: Engaging Learners to Learn Tajweed Through the Use of Mobile Apps 11. 12. 13. 14. 15.

Ida Aryanie Bahrudin, Mohd Ezree Abdullah, Muhamad Hanif Jofri, Nur Afrina Huda Zulkainain, Nurul Fatienul Ain Mazlan, Nur Syafiqah Najwa Ibrahim, Miswan Surip, Mohd Hatta, Mohamed Ali@Md Hani, Mariam Abdul Hamid, Mohd Suhaimi bin Md. Yasin

Ebizco : Islamic Hybrid module for English for Business and Commerce Nursyuhada’ Ab Wahab, Melor Md Yunus, Mohamad Amin Embi

Let’s MOOC Harrinni Md Noor, Anealka Aziz Hussin, Johan @ Eddy Luaran, Jefri Dahlan

Augmented Reality Learning: The Way Forward to Learn UK Land Law Puteri Sofia Amirnuddin

M-Track System: Progress Tracking System for MOOC Development Anealka Aziz Hussin, Harrinni Mohd Noor

22 24 27 29 32

BioSMS : Biometric Student Management System 16. 17.

Rosfuzah Binti Roslan, Nur Ariffin Bin Mohd Zin, Mazniha Binti Berahim, Shelena A/P Soosay Nathan, Abdul Halim Bin Omar, Muhamad Hanif Bin Jofri, Mohd Suhaimi Bin Md Yasin, Miswan Bin Surip, Hannes Bin Masandig, Mohd Hatta Bin Mohamed Ali @ Md Hani

X-PLO- rasi T.A.R.T.I.L Rashidi Bin Abbas, Hasan Ahmad, Jamal Rizal Razali

34 38

Google Docs and Authentic Learning: Features and Opportunities 18.

Jasmine Jain

39

Embedding Interactive Multimedia Learning in Data Structure Course 19.

20.

Mariam Abdul Hamid, Ida Aryanie Bahrudin, Rosfuzah Roslan, Nur Afiqah Izzati Kamal, Muhamad Hanif Jofri, Miswan Surip, Mohd Hatta Mohamed Ali@Md Hani, Abdul Halim Omar, Mohd Suhaimi bin Md. Yasin,Noordiana Kasim

Developing a Gamification-Based Thesaurus App to Improve English Language Vocabulary: A Case study of Undergraduate Students in Malaysia

41

43

Issa R. Mchucha, Zamhar I. Ismail, Rose P. Tibok

21.

Development of Hybrid Mobile Application as a Medium to Learn BKD (Bahasa Kadazandusun)

46

Fedillah Koh, Azali Saudi

Augmented Reality in Learning Alphabets (ABC) 22. 23. 24. 25. 26.

Nurul Syazwani Ismail, Jamalludin Harun, Shaharuddin Md Salleh, Megat Aman Zahiri Megat Zakaria

Augmented Reality for Jawi Alphabets Nooriani Binti Jabar Enhancing Formative Assessment on student learning through online feedback system Lai Zee Wei, Ng Jeck Fei, Yan See Wan

Using Google Classroom to Drive Problem-based Learning Project Mindy Tay Pei Lin

Developing educational videos: A ‘constructionism’ based approach to encourage active and collaborative learning in a science-based module

49 50 51 53 55

Roseline Yap Wai Kuan

27.

MLESLÌ: Mobile Learning for ESL Classroom - Inventory Harwati Hashim, Melor Md. Yun, Mohamed Amin Embi, Mohamad Siri Muslimin

28.

Free, Fun, Fast: Facebook and Instagram as Avenues for Foreign Language PracticeMalaysia

29.

The use of Mobile-Clicker and Augmented Reality Technology (M-CART) in transforming teaching and creating impactful learning in Chemistry

57 59

Hazel Ng Jin May, Jung Gyeo Woon

61

Wong Yau Hsiung

30. 31. 32. 33. 34.

goReason V2: An Improved Online Collaborative Learning System for Reasoning Skills Nurbiha A Shukor, Ana Haziqah A Rashid, Zaidatun Tasir

Yes to technology and outcome-based education! Marzura Abdul Malek

Promoting discovery learning through embedding AURASMA in poster presentation Ewe Joo Ann

The use of Facebook group to support authentic learning in Immunology Adyati Putriekasari Handayani, Neo Yun Ping, Ooi Yin Yin

Integrating e-Learning Toolkit Aligned with Bloom’s Taxonomy for Foundation in Science Students

63 65 67 69 71

Jamie Kok Mei-Lin, Law Kang-Pui and Wong Chee-Sien

35. 36. 37.

Engaging Calculus Module Site to Enhance Student Learning Ng Eng Hui, Vandana Saxena

Energy Saving Campaign: By the Student for the Students Mohamad Faiz Zainuddin, Siti Sarah Mohamad Zaid

The Development of Hubungan Etnik as Credit Transfer MOOC Serit Anak Banyan, Nur Ainif Omar, Enna Ayub

73 75 77

Alarabyah Belmsah Faqat 38.

Abdel Rahman Ibrahim Sulieman, Zulkarnin Bin Zakaria, Dr. Nik Salida Suhaila Binti Nik Saleh Muhammad Adham Mustapha, Ahmad Faeiz Yazid

80

LEARNING MALAY FOLK SONG USING M-LEARNING MODEL DESIGNED 39. 40.

Loo Fung Ying, Loo Fung Chiat

Gamified E-Learning Site Based on Student Intelligences to Increase Student Motivation Siti Nurul Mahfuzah Mohamad, Ahmad Zaki Yamani Ahmad Puad, Mohd Azran Mohd Salleh

81 83

AREDKit: Augmented Reality Engineering Drawing Kit for Visualization Skills 41.

Marlissa Binti Omar, Dayana Farzeeha Binti Ali

86

42.

43. 44.

Curriculum Design Visualization Tools (CDVisT): Facilitating Educators in Designing Smart Curriculum Aziman bin Abdullah, Adzhar bin Kamaludin, Ruzaini bin Abdullah Arshah, Awanis binti Romli, Mazlina binti Abdul Majid

Newton’s Free Body Diagram (FBD) Ruler Amin Aadenan, Siti Zaubidah Abdullah, Nor Fadhlin Jaafar, Nurulizzati Makhtar

Moving towards borderless and limitless classroom: Blending Skype, Nearpod and Quizizz applications in the teaching and learning

88

91 93

Kandappan Balasubramanian

45. 46.

Augmented Reality Mobile Learning Apps (ARMLAApps) Dayana Farzeeha Ali, Nusaila Johari, Marlissa Omar

Web Clicker: an assessment tool for flipped classroom and active learning to engage students in large classes

96 98

Dereje Engida Woldemichael, Aklilu Tesfamichael Baheta

47.

SightHeart: The Development and Assessment of a Gamified Two-dimensional (2D) Role-playing Computer Game among Undergraduate Students

101

Wan Nurul Nazirah Meor Zamari, Ahmad Fauzi Mohd Ayub

48.

Development and effectiveness of “Makan Sihat Saya”, a game-based intervention for overweight and obese children

106

Wan Putri Elena WD, Hamid Jan JM, Hafzan Y

Interactive Mobile Learning Assisting Tools for Kadazandusun Language (DuoKD) 49. 50. 51.

Rosfuzah Roslan, Winnie Sim Jia Qia, Tan Suu Kyi, Misalley Laria, Ida Aryanie Bahrudin, Nur Ariffin Bin Mohd Zin, Rafizah Binti Mohd Hanifa, Noordiana Kassim@Kasim, Mariam Abdul Hamid, Rosni Binti Ramle

Implementation of an effective online peer review using Moodle e-learning system Goh Chin Fei, Tan Owee Kowang, Amran Rasli

Student Generated Test Questions Assessment for Deeper Learning among Chemical Engineering Students via Reaction Engineering Course

109 112 115

Mohammad Tazli Azizan, Raihan Mahirah Ramli

52.

The potential of virtual field trip in enhancing students’ understanding Muhammad Luqman Bin Hasan, M Azfar Mohamed, Abdul Mutalib Embong

53.

Implementation of Students-centered Learning in Reaction Engineering Course via Flipped-cooperative Learning Strategy

54.

Takhreej e-Guide: An Innovation of Electronic Guide for Takhreej Al-Isnad Al-Hadith based on Physical Structure of Isnad and Principles of Hadith Science

121 124

Raihan Mahirah Ramli, Mohammad Tazli Azizan

55. 56.

Nuzulha Khilwani binti Ibrahim, Ahmed ElMogtaba Banga Ali, Suhaila Samsuri, Muhamad Sadry Abu Seman, Mira Kartiwi, Abdul Samad Hasan Basari

Online Practicum Evaluation System (OPES) Rusli, Ridzuan, Yasin, Awang Collaborative Courses TITASMOOC & Wixsite Web 2.0 Application In Teaching 21 Century

129

132 134

Ahmad Nasir Mohd Yusoff

57. 58. 59.

Teaching and Learning TITAS Using Web 2.0 Virtual Learning Environment (VLE) Ahmad Nasir Mohd Yusoff

Management Tools & Practical Web 2.0 In TITAS Course Ahmad Nasir Mohd Yusoff

Islamic Finance Principles & Applications Junaina Muhammad, Sabarina Mohamed Shah, Fauziah Mahat, Amalina Abdullah

136 138 141

Legend of Parameswara a Game-Based Learning Application to Enhance Learning Experience in History Subject 60.

Mohd Hatta Mohamed Ali@Md Hani, Muhammad Akil Rafeek, Ida Aryanie Bahrudin, Noordiana Kassim@Kasim, Mariam Abdul Hamid, Abdul Halim Omar, Rosfuzah Roslan, Mohd Suhaimi Md Yasin, Muhammad Hanif Jofri

143

Japanese Fun Learning on E-Learning using RINA JAP Let’s Practice Japanese! 61.

Syahrina binti Ahmad, Mohd Iszuani bin Mohd Hassan

146

62.

Learning Malay Language Using Social Network Application Based on Seven Domains of Communication Jamilah Bebe binti Mohamad, Farah Hanan binti Aminallah, Jamal Rizal Razali, Mohamad Baihaqi bin Hasni, Noriah binti Mohamed

148

Learning Japanese Language by Using Mobile Apps (Ohayo) 63. 64. 65. 66.

Mohd Suhaimi bin Md. Yasin, Chai Zi Liong, Nur Shahidah Bt Mohd Supuri, Nuramira Syakilla Bt Mazli Sham, Ida Aryanie Bahrudin, Muhamad Hanif Jofri, Miswan Surip, Mohd Hatta Mohamed Ali@Md Hani, Mohd Faizal Bin Mohamed Nor, Abdul Halim Omar.

CPro Lee Yan Ji, Pang Win Chin, Tan Guang Sheng

e-Radiation Simulator Suffian Mohamad Tajudin, Suhailan Safei, Adila Hanim Aminordin Sabri

Research Institution Via Z to A Based Graphs Atif Amin Baig

151 153 156 159

Learn Basic Al-Quran through Gamification: Qari Cilik 67.

Maizan Mat Amin, Norkhairani Abdul Rawi, Azilawati Rozaimee, Mohd Sufian Mat Deris, Syadiah Nor Wan Shamsuddin, Muhammad Amir Irfan Mazian

160

Interactive Recycling Education and Awareness: i-Recycle 68. 69. 70.

71.

Maizan Mat Amin, Azilawati Rozaimee, Norkhairani Abdul Rawi, Mohd Sufian Mat Deris, Muhammad Amir Irfan Bin Mazian

Train to Kluang: A Game-based Learning of Stack Data Structure Rosni Ramle, Siti Radhiah Abd. Halim, Siti Monalisa Shahrom, Nurnajwa Fardiana Mohd Azhar

MyPlantDIY (Malaysian Plant Diagnose It Yourself) App Noor Afiza Badaluddin, Nornasuha Yusoff, Mohammad Hailmi Sajili, Jugah Kadir

CanDi©: A Malaysian-Tailored Dietary Smartphone App for Cancer Patients and Survivors Lua Pei Lin, Noor Salihah Zakaria, Aryati Ahmad, Mohd Razif Shahril, Nik Mohd Imran Nik Ibrahim, Ainor Fatimatul Akmal Mohd Latif

162 163 165

167

Islamic Tourism Need Analysis Model (I-Tourism) 72.

Kirembwe Rashid Abdul Hamed, Muhammad Najib Jaffar, Nurkhamimi Zainuddin, Azlan Shaiful Baharum

170

Gamifikasi Global Zakat Game (GZG) dalam e-Pembelajaran 73. 74. 75. 76. 77.

Azman Ab Rahman, Tengku Mansur Tengku Zainal Abidin, Nurkhamimi Zainuddin, Ahmad Anis Muhd Fauzi, Mohd. Nur Adzam Rasdi, Mohamad Zulhilmi Mohd Nazar, Ma Hairul Rashidi Alwee

E-Learning dalam Pengajaran dan Pembelajaran Faraid Zahari Mahad Musa, Mushaddad Hasbullah, Azman Ab Rahman

Catch Up: A Digital Game-based Learning of Tree Data Structure Rosni Ramle, Siti Aisyah Aqilah Zakaria, Hannah Huda and Nurul Syaheeda Nordin

CPro: Chatterbot for C Programming Language Lee Yan Ji, Tan Guang Sheng, Pang Win Chin, Vinothini Kasinathan

Briends- 3D Interactive E-Learning Application to study Anatomy and Physiology of Brain

171 172 173 175 177

Megha Shallesh Patani , Karthikesan Kannan, Aida Zamnah, Vinothini Kasinathan

78. 79. 80. 81.

Quick Response (QR) Puzzle Maker Mohamad Firdaus Che Abdul Rani, Vinothini Kasinathan, Nor Azlina Abd Rahman

"Search..Code..Learn Java" with Cognitive Tutors Nantha Kumar Subramaniam

A Framework for Collaborative Multi-Institution MOOC Environment Mohd Hafriz Nural Azhan, Mustafa Man, Noraida Hj Ali, Md. Yazid Mohd Saman

Faham Fiqh al-Aqsa : The Utilitarian E-Learning Medium About The Al-Aqsa Mosque and Jerusalem(Baitul Maqdis

180 182 184 188

Ahmed S.A.AlQodsi, Sharifah Norshah Bani Syed Bidin

82.

83.

CREATE-SHARE-COLLABORATE Siti Nazuar Sailin, Noor Aida Mahmor, Muhammad Shah Kamarulzaman

Sociolinguistic Competence Analyser: Evaluating and enhancing your sociolinguistic competence Eliyas S. Mohandas, Anealka Aziz Hussin, Tuan Sarifah Aini Syed Ahmad, Alif Faidhi Ifwat Ma’min

191

193

84. 85.

Strengthening Patriotism Through YouTube Platform Ku Hasnita Ku Samsu, Zatul Himmah Adnan, Arfah Ab Majid

Transforming Stressful to Joyful Classroom through Web 2.0 Applications Muhd Al-Aarifin Ismail, Nik Mohd Rizal Mohd Fakri

197 199

Study on Free On-line Education (e-Learning) on Advanced Cardiac Life Support (ACLS) among Health Care Professionals in Hospital Universiti Sains Malaysia 86.

87. 88. 89. 90.

Dr Ariff Arithra Abdullah,Dr Jeewadas Baladas, Dr Junainah Nor, Dr Tuan Hairulnizam Tuan Kamauzaman, Dr Abu Yazid Md Noh,Dr Hashairi Fauzi, Dr Tg Mohd Azimin bin Tg Hamzah Azimin

GLOw@CBI : Grammar Learning Online with Concept Based Instruction Haliza Harun, Norhana Abdullah, Nursyuhada’ Ab Wahab, Nurkhamimi Zainuddin

m-KBAT App Pajuzi Awang, Prof Dr Norazah Mohd Nordin, Mohamad Siri Muslimin

Gamified Online Training System Prasanna Ramakrisnan, Siti Sapura Jailani, Masliana Binti Wahid @ Buang

Massive Open Online Course (Mooc), Human Computer Interaction : Designing With The Mind In Mind

202

204 206 208 211

Norshahriah Abdul Wahab, Amalina Farhi Ahmad Fazhlah

Managing Part Time Facilitator Evaluation Using Simplified Sheet 91.

Norkhairani Abdul Rawi, Hafiah Yusof , Salman Lambak, Mohd Firdaus Yahya, Mohd Masrul Ibrahim

212

i-Baja Kompos : Tool to Support Student Learning Time (SLT) in Agriculture Subjects 92.

Norkhairani Abdul Rawi, Mat Atar Mat Amin , Maizan Mat Amin, Mohd Sufian Mat Deris, Azilawati Rozaimee

214

FAQIH Celik Solat 93.

94. 95. 96. 97.

98.

99.

Norkhairani Abdul Rawi, Maizan Mat Amin, Mohd Sufian Mat Deris, Azilawati Rozaimee, Ahmad Taufiq Abu Nazir Using K-Madu to expose on the A-Z about Honey for the beginnerSuffian Mohamad Norkhairani Abdul Rawi, Mohd Sufian Mat Deris, Maizan Mat Amin, Azilawati Rozaimee, Nur Syafiqa Azim

Literacy for children through gamification Norkhairani Abdul Rawi, Azilawati Rozaimie, Maizan Mat Amin, Mohd Sufian Mat Deris

Wearable Technology in Education to Enhance Technical MOOCs Siti Feirusz Ahmad Fesol, Sazilah Salam, Norasiken Bakar

Technogagement: Enhancing Student Engagement through edTech tools Beauty Akter, Md. Asif Iqbal

Pre School Selection System Using Analytic Hierarchy Process (Ahp): Implementation And Usability Study Abd. Rasid Mamat, Nurul Hanis Abd. Rasid, Fadhilah Ahmad, Norkhairani Abdul Rawi, Fatimah Ghazali

e-Mentor: Mobile Application for Mentor Mentee Management Sakinah Ali Pitchay1 and Izzaty Anuar2

Flipped classroom integration in food technology to enhance constructive aspect of 100. learning

215

217 219 220 224

227

229 231

Radhiah Shukri, Nur Hanani binti Zainal Abedin

101.

Cashless Meal Application for School Canteen: Meal-Go Application Inurina Binti Ibrahim, Ferina Liyana Binti Mazlan

233

Sort Frenzy: A Serious Game of Sorting Techniques in Data Structure 102. 103. 104.

Rosni Ramle, Wan Nur Syazwani Wan Abu Osman, Siti Malihah Mohd Yusof and Nur Hazirah Hasim

Supporting eLearning through Centralized Integrated Portal Postgraduate System (iPPS) Sakinah Ali Pitchay1, Farida Ridzuan2, Najwa Hayaati Mohd Alwi3, Azni Haslizan Ab Halim4

A Mobile-Based Malaysian Sign Language Application Tan Tse Guan, Anuar bin Mohd Yusof, Mat Redhuan bin Samsudin

235 237 239

MEC: Malaysia E-Commercial Laws App 105.

Zuhairah Ariff Abd Ghadas, Mohd Shahril Nizam Md Radzi, Murshamshul Kamariah Musa, Muhammad Hannan Mohamad Shah

241

Flipped Classroom Model in Training Resuscitation Skills among Medical Students 106.

Dr. Junainah Nor, Dr. Ariff Arithra Abdullah, Dr. Tuan Hairulnizam Tuan Kamauzaman, Dr. Mohammad Zikri Ahmad, Dr. Andey Rahman, Dr. Tg Mohd Azimin Tg Hamzah Azimin

243

Interactive Application: Asian Civilization 107.

Azilawati Rozaimee, Maizan Mat Amin, Norkhairani Abd Rawi , Mohd Sufian Mat Deris

Penggunaan Lagu Jepun Dalam Meningkatkan Penguasaan Kosa Kata Bahasa Jepun 108. Pelajar

245

248

Muhammad Alif Redzuan Abdullah Ph.D, Sanimah Hussin Ph.D

109.

Developing an Integrated Diversity Management Navigation System Munira binti Abdul Razak, Wan Suraya binti Wan Nik, Najmuddin bin Mohd Ramli

251

Innovative teaching and learning for technology-based entrepreneurship 110.

Mohd Hafizie Suhaimi, Mohamed Dahlan Ibrahim, Dzulkifli Mukhtar, Muhammad Naqib Mat Yunoh

254

Microbe Mage 111.

Nur Ezzati Binti Rosli, Nurul Asyiqin Binti Addenan, Noor Fatin Binti Mohd Nazri, Nurhafizah Binti Mohd Zakir, Assoc. Prof. Dr. Wan Zuhainis Binti Saad

255

MICROATLAS 112.

Afiqah Binti Mustafa Kamil, Nur Shahirah Binti Ahmad Shukri, Ayu Nursuria Binti Isfak Ahmad, Athifah Binti Ismail, Nur Farrah Nabilah Binti Khair Yusof, Assoc. Prof. Dr. Wan Zuhainis Binti Saad

257

The Adventures of Leptospires 113.

Siti Farhana Bajunid, Mohd Amirul Faiz Bin Zulkifli, Amira Fathini Bt Azman, Ameerul Adib Bin Mohd Zainul Arifien, Harisson Anak Kueh, Prashanna Raveenda Kumar, Assoc. Prof. Dr. Syafinaz Binti Amin Nordin, Assoc. Prof. Dr. Wan Zuhainis Binti Saad

259

KIT MAYA MARI MEMINTAL 114.

Norhiza Mohd Salleh, Faridah Nazir Phd, Abdul Jalil bin Toha@Tohara, Amril Zalha bin Ramli Mohd Yunos

262

BID: BIOWORLD INTERACTIVE DICTIONARY 115.

Suruthimitra Okpoluaefe A/P Okpoluaefe Godspower Udezi, Dineshwaran Naidu A/L Subramaniam, Kavesha A/P Parameswaran, Jakir Hussain Tharik, Assoc. Prof. Dr. Wan Zuhainis Binti Saad

AVIG: Grammar: The Chart of Action Verbs 116. for Designing Instructional Games in Learning Grammar

264

266

Tuan Sarifah Aini Syed Ahmad, Anealka Aziz Hussin, Ghazali Yusri Abd Rahman

E-book Reading and its Impact on Academic Status 117. of Slow Learners

270

Gopal R.Mahalingam, Harish Sankar, Aiswariya Parasuraman, Harini Renganathan

118.

Feedback Analysis: An Educational Tool Review Muhammad Iqmal Hakim Bin Norhisham, Inurina Ibrahim, Siti Haryani Shaikh Ali

Empowering teamwork activities through inspiration, motivation and action in blended 119. learning environment

273 275

M. Mokhtar, W. A. W. Adnan

120. 121.

e-EECA: Online English Enhancement Course for Administrators Eliyas S. Mohandas, Muhammad Aizat Azhari, Nik Mastura Nik Ismail Azlan, Salwa Othman

Website Project Oriented Learning (WPOL) Gopal R.Mahalingam, Haarindran Sankar, Durga Velan Viren, Thivyakumari Aachi

278 280

Massive Open Online Course in Halal Food 122.

Radhiah Shukri, Roselina Karim, Russly Abdul Rahman, Noranizan Mohd Adzahan, Anis Shobirin Meor Hussin, Badlishah Sham Baharin, Ismail Fitry Mohammad Rashedi, Nor Afizah Mustapha

Merging Community With Classroom Using Blended Learning and Adventure- Based 123. Counseling For Teacher Trainees’ Personality Development

Aslina Ahmad1, Pau Kee2, Nurul Hasyimah Mat Rani3, Taqudin Mukhti4, Ab. Aziz Md Yatim5, Nor Junainah Md Isa6, Nur Fatanah Syahirah Mohd Faizal7, Kho Sui Ting 8

124.

Parrking Dash: An Educational Game of Queue and Search in Data Structure Rosni Ramle, Nurain Hairulhaizuren, Nur Amalia Amirah Abdullah and Nur Najihah Shaaban

282

283

286

HiJAAQ Alternative For Learning Jawi 125.

Jumisara Chamili

288

Knowledge Sharing Portal of Slow Learners: 126. Feeding the Need to Know among Parents and Teachers

292

Shahrinaz Ismail, Nur Aqilah Dianah Kamarul Bahrin, Siti Haryani Shaikh Ali

127.

EZ MindMap For Student-Centered Learning Sidek Ab. Aziz, Siti Noor Zakiah Ruslan, Che Azurahanim Che Abullah & Chen Soo Kien

295

e-CITAC: Motivating learners in a blended learning environment 128. 129.

Norhapizah Mohd Burhan, Mohd Kamal Azman Jusoh, Asjad Mohamed, Siti Zafrina Mohd Zahari, Azizi@Hamizi Hashim

Innovative academic management support for Undergraduate Research Project course Muzani Mustapa, Kherun Nita Ali, Razali Adul Hamid, Fara Diva Mustapa

299 301

e-SPRINTTM 4E – Courseware on Basic Electricity 130. 131. 132.

Sidek Ab Aziz, Siti Nor Azidah Azman, Nur Aqila Amat Hanim, Noor Athirah Khairul Anuar, Maisarah Zamani

Student Engagement through Interactive Learning System Samengon, Bah Simpong, Remeli, Che Aziz

Cloud Learning Management System (LMS) in Corporate Environment Muhamad Shahbani Abu Bakar, Dzulkafli Jalil

Development of Mobile Learning Application for Electricity and Magnetism Physics on 133. Android Platform

303 305 309 314

Che Azurahanim Che Abdullah, Azmi Mohammad and Zaidan Abdul Wahab,

Flip "ME' (FLIP MATEMATICS EDUCATION) 134.

Azidah Abu Ziden, Siti Nur Fatimah Abu Bakar

The application of video tutorials as a teaching approach in the practical sessions of 135. dosage form formulations for pharmacy students

316

318

Amirah Mohd Gazzali, Chan Siok Yee

To kick start the use of Flipped Classroom in Physical Pharmacy Teaching: from the 136. perspective of local context in Malaysia

320

Siok-Yee Chan

Multimedia breastfeeding education kit: An innovative approach in delivering knowledge 137.

Zaharah Sulaiman, Tengku Alina Tengku Ismail, Nazirah Johar, Soon Lean Keng, Noraini Mohamad, Rusnah Yaso, Norzihan Ismail, Norbaizora Mohamad, Sharah Salleh, Wan Ahmad Nizamuddin Wan Mohd Sukri

323

Simulated Pseudo On-call Activity 138.

Fatimatuzzahra’ Abd Aziz, Hadzliana Zainal, Sabariah Noor Harun, Siti Maisharah Sheikh Ghadzi, Nur Hafzan Md. Hanafiah

326

An Interactive Online Learning of Elementary of Mathematics Using MOOC 139. 140.

Nor Aishah Md. Noh, Norul Fadhilah Ismail1, Nur Rasyida Mohd Rashid1, Nur Lina Abdullah2, Norliza Muhamad Yusof

Gain & Give” Language Learning Hub Lee Pin Ling

A model for empowering tertiary level students to take ownership of their study related problems to improve self esteem, metacognition and subsequently academic 141. results

328 329

331

Nazia Nishat, Yousuf M. Islam

142.

Increasing Learning Experience Using Mandarin MOOC Sazilah Salam, Cheong Kar Mee, Tan Poh Ee

Improving English writing skills through WIKI based quiz: An empirical study on tertiary 143. level education

335 338

Fouzia Rahman, Yusuf Mahbubul Islam

144. 145.

UMTMOOC: AN INNOVATIVE CONTENT DESIGN FOR 21ST CENTURY EDUCATION Noraida Haji Ali, Rabiatul Addawiyah Hanim Mohd Rosli, Mohd Hafriz Nural Azhan

iCares: An online educational mobile apps portal to enhance your Multiple Intelligences ARRAH DINA YUSOP, NITHIANANTHINI A/P KUMARAWEL

341 344

The use of e-KAFA As An Interactive Teaching Aids 146.

Puan Hajah Hakimah Binti Mohd Yusoff, Nor Hanim Binti Abdul Halim, Elieza Hana Binti Md Taha, Siti Fatimah Binti Mohd Bohari, Aisyah Binti Ibrahim, Mohammad Bin Abu Bakar, Nor Aisyah Binti Mohd Yunus, Farhana Binti Zainol Abidin Noor

346

Inculcating Soft Skills in Tertiary Level Students 147. 148. 149.

Umam Mustain, Yusuf Mahbubul Islam

A Holographic Viewer in Mobile Devices to Increase Learning Experience Puteri Suhaiza Binti Sulaiman, Azreen Azman, Hizmawati Madzin, Siti Khadijah Adam

Application of e-Poster in Teaching and Learning Mohd Nizam Haron, Ahmad Hanafi Sulong

Digitized Pondok Universiti: Reaching Out the Community through 150. Augmented Reality

Zainal Abidin Sayadi, Irwan Mahazir Ismail, Azli Nawawi, Mohd Hamim Sanusi @ Ikhsan, Mohamad Md Som, Hemmy Abd Jalal, Halimi Mohd Khalid

348 352 354

356

'Tutor Me'; English for Academic Survival (UHB 10302) Mobile Learning Module 151. 152.

Nurizah binti Md. Ngadiran, Prof. Dr. Hajah Nor Aziah binti Haji Alias, Hazila binti Kadir@Shahar, Hani Suraya binti Aziz

Aplikasi Video Animasi Nahu Bahasa Arab Tingkatan Satu Janudin Sardi, Nurul Nadia Yusoff, Aqila Izzati Amir Rudin

358 359

Learning Arabic Language Via Interactive Mobile Application 153. 154.

Prof Madya Dr. Janudin Sardi, Hazrati Yahaya, Bashasunnahar Puasa, Zuraini Mohd Ramli, Ibrahim Youssef Abdelhamid

Keberkesanan Karaoke Beranimasi Dalam Pembelajaran Kosa Kata Bahasa Jepun Muhammad Alif Redzuan Abdullah, Sanimah Hussin

A model for developing self-esteem and engaging students’ creativity to learn tertiary 155. level subjects

361 364 367

Khalid Been Md Badruzzaman Biplob, Yusuf Mahbubul Islam

Online Quranic Verification Tool (QuVeT) 156. 157. 158.

Syarilla I Ahmad Saany, M Nordin A Rahman, Azwa Abdul Aziz, Syed Abdullah Fadzli, Raja Hasyifah Raja Bongsu, Engku Ahmad Zaki Engku Alwi

Supporting Language Learning With Multi-Modal Interactivity Sazilah Salam, Cheong Kar Mee

Artefact in Blended Learning Increases Students’ Cognitive Engagement Shubashini Rathina velu, Dr.Sharmini Gopinathan

373 375 378

AR-BEST : Mobile Augmented Reality Application in Learning Basic Numbers 159.

Syadiah Nor Wan Shamsuddin, Kamariah Awang, Ismahafezi Ismail, Norkhairani Abdul Rawi, Maizan Mat Amin

380

Designing immersive learning environments with AR technology: The DARE Project 160.

Heidi Tan Yeen-Ju, Prof. Dr. Neo Mai, Prof. Dr. Neo Tse Kian, Dr. Hew Soon Hin, Syarifah Nurleyana Wafa Binti Syed Naguib Wafa, Mohd Nazri Zainuddin, Muhammad Syahmi Abd Aziz, Muhammad Amirul Asraf Bin Abdul Manap, Dalila Sha`irah Binti Abd Halim

382

Leptorinth 161.

Siti Farhana Bajunid, Amira Fathini Bt Azman, Ashreen Norman, Gorakanage Ashen Indimal Gomes, Mohd Amirul Faiz Bin Zulkifli, Izyan Fartini Bt Md. Zuri, Muhammad Anuarruddin Bin Azmilumur, Assoc. Prof. Dr. Syafinaz Amin Nordin, Assoc. Prof. Dr. Wan Zuhainis Saad

384

Dimensionite: The new revolution of modern textbook 162.

Aisyah Hafizah Binti Ibrahim, Farhanna Binti Abd Ghani, Bernard Thian Yi Zhe, Assoc. Prof. Dr Wan Zuhainis Binti Saad

387

Gamification in Education: Designing and Developing a MOOC on How to Gamify Your Classroom 163.

Maizatul Hayati Mohamad Yatim, Tan Wee Hoe, Laili Farhana Md Ibharim, Haslina Hassan, Salman Firdaus Sidek, Ahmad Nurzid Rosli, Suhazlan Suhaimi, Maryati Md Saad, Ahmad Saifuddin Ahmad Termizi & Muhammad Izzat Mimol

389

MyCrocrux 164.

Muhamad Firdaus Syahmi, Aqilah Nadia, Ainul Farisyah, Nur Izzah Atikah, Assoc. Prof. Dr. Wan Zuhainis Binti Saad

391

Innovative Blended Learning on MOOC Platform: The Case of Diversifying Student Creativity among Malaysian Undergraduates 165.

Salman Firdaus bin Sidek, Maizatul Hayati bt Mohamad Yatim, Suhazlan bin Suhaimi, Mohamad Farahim bin Mohd Sanimin

393

MOOC’s Content: Real Video vs Video Animation 166.

167. 168. 169.

Irwan Mahazir Ismail, Zainal Abidin Sayadi, Azli Nawawi, Affero Ismail, Mohd Hamim Sanusi @ Ikhsan, Mohamad Md Som, Hemmy Abd Jalal

Visualising ‘Ba’: The Design and Development of an Online Social Learning Platform Hafiz Hanif

Virtual Microbes Assoc. Prof. Dr Wan Zuhainis Binti Saad

Online concept-mapping as an innovative tool for assessment of deep learning Nicholas Ling Sui Chong, Aini Marina Ma’rof

396

398 400 402

MOOC & Praktis Teknologi Web 2.0 Alaf 21 170.

Dr Hj Ahmad Nasir Mohd Yusoff, Dr Amini Amir Abdullah, Prof Laily Paim, PM Dr Norbaya Ahmad, Prof Zaid Ahmad, PM Dr Ahmad Tarmizi Talib, Prof Jayum Jawan, PM Dr Adlina, Ab. Halim, Dr Zatul Himmah, Dr Ku Hasnita, Dr Arfah Ab Majid, Dr Normala Omar, Dr Murni, Pn Zarina Muhamad, Pn Sri Rohayu, Dr Daud Awang, Dr Mahadi Mohamad, Dr Lee Yok Fee, Dr Sabri

406

Exploring the Viability of a MOOC Introductory Counseling Course 171.

Dini Farhana Baharudin, Ainurliza Mat Rahim, Mohd Zaliridzal Zakaria, Marina Munira Abdul Mutalib, Akmal Azri Mohd Haris

AR Pop-Up Book: Preserving The Art of Poem by A. Samad Said Among The Younger 172. Generation

411

414

Muhammad Hadi Bin Mohd Tahir, Ahmad Fahmi Mohamad

173.

COURSEWARE: IDEAS ALIF BA TA Afiqah Syazana Binti Ab Rahman, Noor Aminlia Binti Mohd Noor, Ahmad Fahmi Mohamad

416

BLOG PENDIDIKAN KAUNSELING PENCEGAHAN ANTI DADAH 174. 175.

Asma' Bt Ahmad, Hj Md Jamil Aziz, Huzaimie Abdul, Siti Aishah Binti Azhar, Nurul Adilah Binti Azhar, Mirzaini Bin Mohd Nasir, Muhammad Burhanudin bin Jamri

BLOG PENDIDIKAN KAUNSELING KERJAYA Asma’ Bt Ahmad, Muhamad Dom Bin Ahmad

418 419

Ta’leem Al lughah L arabyah LelMawhubin(TALLM) 176.

Abdel rahman Ibrahim Suleiman Islaieh, Mohd Firdaus Amran, Dr Hayati Ismail, Ahmad Faiz Ab. Aziz

422

Putra Learning Hub: A One-Stop Centre for Flexible and Open Education (FLEX-ED) 177. 178. 179.

Alyani Ismail, Aini Marina Ma'rof, Wan Zuhainis Saad, Mohd Idham Abd. Rashid, Mohd Zainal Zamzuri, Radhiah Shukri, Arina Zafirah Zulkafli, Mohd Majid Konting

Excite Phonetics and Phonology Learning through Fun Online Transcription Activity Faizah Idrus, Siti Umairah Yusof, Rosemaliza Kamalludeen

Gamification approach toward flexibility learning: MyHSC Apps Dr. Rozihan Mohamed, Dr. Ahmad Suhaizi Mat Su

Soaring Upward in Capturing 2015-2017 and Stipulating 2018-2020 Data Analytics for 180. Blended Learning Suria Baba, Wan Ahmad Ridhwan Wan Musa and Ihsan Bazli Abdullah Resource Architecture Metadata Input (RAMI) 181. Rozhan M. Idrus, Mohamad Faiz Taip Technogogy: the convergence of content, pedagogy and technology in a learner focused 182. learning environment Rozhan M. Idrus

MOOC: 2E towards 2S in Learning: Enhancing and Engaging (2E) students Towards 183. Satisfaction and Self Directed, Access and Paced (SEDAP)(2S) in Learning

425 428 430 432 433 434 435

Suria Baba, Ruzaini Ijon, Burhan Che Daud

Teaching-Learning Tool (TLT) in Engaging iCGPA-based Assessment 184.

Mumtazimah Mohamad, Zahrahtul Amani Zakaria, Siti Dhalila Mohd Satar, Fatimah Ghazali, Mohd Kamir Yusof, Sharifah Sumayyah Syed Alwi

Reinventing the Traditional Approach in the Teaching of Mathematics through 185. Integrating Flipped Classroom

436

438

Theam Foo Ng

186.

Special Iraqi e-learning and lifelong Learning Platform for Iraqi Higher Education System Amer Elameer

440

E-PEMBELAJARAN ADAT PERPATIH PATUH SYARIAH DI MALAYSIA 187.

188.

Mualimin Mochammad Sahid (K), Amir Husin Mohd Nor, Azman Ab. Rahman, Muneer Ali Abdul Rab, Setiyawan Gunardi, Mahmoud Mohamed Ali, Fithriah Wardi, Nik Rahim Nik Wajis, Mohamad Ikwan Hami

JustMiner Jastini Mohd Jamil, Izwan Nizal Mohd Shaharanee

446

449

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FOREWORD BY VICE CHANCELOR UNIVERSITI SAINS ISLAM MALAYSIA

It is my pleasure and privilege to welcome all participants to the 2nd International e-Learning Carnival (IUCEL2017) and to our beloved USIM Nilai campus. The carnival will take place from 26th September 2017 till 27th September 2017 at the heart of our Dewan Tunku Canselor (DTC), USIM. At this opportunity, I would like to congratulate to all IUCEL2017 organising committee who have devoted their endless effort and time in making our carnival a truly unique program that addresses the cutting edge findings related to e-learning advancement. It is expected that the variety of IUCEL2017 activities ranging from exhibitions on educational technology and industries, product competitions (IIDEL), latest update in software, courseware and e-Learning management system (LMS), key note speech and other interesting activities can capture the interests of all participants irrespective from which organization you are coming from. We would like also thank to our joint organizers the Ministry of Higher Education (MOHE), MyCEL and MEIPTA for their continuous support in making our carnival becomes a reality. A special thank is also given to our sponsors Open Learning Global and Ruckus Wireless Inc. for making our program a success event. In the spirit of achieving the theme of “Envisaging beyond e-learning”, the IUCEL2017 strives to be more specific in development and cutting-edge project related to e-learning technologies. The goal is to serve a platform for all academicians and practitioners to come together and share their ideas, new findings and knowledge in the education technologies in a very conducive environment. It is hoped that all participants would take this opportunity to meet and expand the networking with members inside and outside particular discipline of e-learning and formulate new research collaboration during exhibitions, presentations, discussions and product competitions. For this round of IUCEL2017, we are so thrilled to have three notable key-note speakers who are willing to spend their time and knowledge in our carnival. I would like to express my greatest appreciation to all keynote speakers namely Prof. Dato’ Dr. Ansary Ahmed from Asia e-University, Prof. Dr. Fong Soon Fook from Universiti Malaysia Sabah and the last but not least Prof. Dr. Kathryn Chang Barker from University of Science and Technology of China to USIM and we hope that all participants would benefit a lot from the speech delivery in e-learning technology.

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To all product inventors who participate in the Invention, Innovation and Design on e-Learning (IIDEL) competition, we would like to congratulate for all the struggles and challenging work put in transforming your idea into product. We wish you best of luck in the competition and it is hoped that all the efforts put in your product are paid off. I believe IUCEL2017 will provide a memorable experience and feedbacks for future improvement. We wish you happy carnival and have a pleasant stay in USIM.

Professor Dato’ Dr. Musa Ahmad The Vice-Chancellor Universiti Sains Islam Malaysia

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FOREWORD BY DIRECTOR IUCEL 2017

Greetings from the Universiti Sains Islam Malaysia (USIM) Dear distinguished colleagues, On behalf of the organizing committee, I am honored and delighted to welcome you to the 2nd International University Carnival on e-Learning (IUCEL 2017) hosted by the Universiti Sains Islam Malaysia. We would like to welcome all professors, researchers, academicians, industry players and students to USIM and to Malaysia. Our appreciation goes out to all visitors, exhibitors, participants, panelists and our Keynote speakers. Our sincere grattitude for your presence to grace this Carnival. The objective of this international programme is to celebrate creativity and innovations and to highlight the achievement of technology enhance learning. Thus, we encourage you to not only experience the display of talent in the art of teaching and learning but witness the immersive and collaborative nature that is now assisted by technology and human intelligence. As institutions of higher learning attempts to address the digital educational landscape and the disruptive role of technology and how open educational resources will transform the classroom of the future, we are but in awe at the product on display. Sincere thanks to all the Keynote Speakers and Forum Panelists for their insights and to the academics who took time to produce their posters for presentation. Enjoy the Carnival and continue to communicate with each other in the future. If you are from abroad, take some time to enjoy Malaysian as well. Let‟s come back in 2018 to showcase another year of our efforts to leverage on technology to uplift educational resources to dazzling heights. Till we meet again. Thank you.

Prof Dr. Rozhan M. Idrus Universiti Sains Islam Malaysia

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ORGANIZING COMMITTEE INTERNATIONAL UNIVERSITY CARNIVAL ON E-LEARNING (IUCEL 2017)

Advisory Committee Patron :

Y.Bhg Prof. Dato’ Dr. Musa Ahmad Vice Chancellor USIM

Advisor :

Y.Bhg Prof Dr. Roshada Hashim Deputy Vice Chancellor (Research and Innovation)

Chair Committee Program Director : Deputy Director 1 : Deputy Director 2 :

Y.Bhg Prof. Dr. Rozhan Mohammed Idrus Dr. Nurkhamimi Zainuddin Dr. Najwa Hayaati Mohd Alwi

Secretariat Committee Ahmad Farid Mohd Jamal GOAL-ITQAN

Mohd Faizal Mohd Fuaad GOAL-ITQAN Noor Nadia Elmar Abd Malek GOAL-ITQAN

Gulia Hidayani Md Shafie GOAL-ITQAN

Multimedia and Publication Committee

Noor Azmanira Mariana Mat Seman GOAL-ITQAN

Dr. Hishamuddin Abdul Wahab GOAL-ITQAN

Nur Syazana Azuddin GOAL-ITQAN

Mohd Faizal Mohd Fuaad GOAL-ITQAN

Bursary Committee

Ahmad Fazli Ismail GOAL-ITQAN

Azrul Iszuwan Othman GOAL-ITQAN Inol Izwin Md Idris Jabatan Bendahari Sponsors, Intelectual Property and Commercialisation Committee Khadijah Chamili GOAL-ITQAN Norsyafinaz Md Salleh GOAL-ITQAN

Muhammad Zarin Mislan GOAL-ITQAN Muhammad Muizzuddin Musa GOAL-ITQAN Participation, Committee

Souvenior

Dr. Najwa Hayaati Mohd Alwi GOAL-ITQAN Dr. Nurkhamimi Zainuddin GOAL-ITQAN

Website Committee Ahmad Farid Mohd Jamal GOAL-ITQAN

Nooraini A. Manan GOAL-ITQAN Mohamad Faiz Taip GOAL-ITQAN

and

Certificate

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Event Ceremony and Protocol Committee Nurhuda Ruzlan GOAL-ITQAN Nur Syakira Redzuan GOAL-ITQAN Rozilah Razali GOAL-ITQAN

Gulia Hidayani Md Shafie GOAL-ITQAN Mohd Zaini Othman StraComm Noor Azmanira Mariana Mat Seman GOAL-ITQAN

Publicity and Promotion Committee Thuraiya Budah @ Udah GOAL-ITQAN

Emma Azwin Abdul Murad GOAL-ITQAN Food and Refreshement Committee

Mohd Asri Hj Hussain StraComm Ahmad Farid Mohd Jamal GOAL-ITQAN

Yussavialina Hamdan GOAL-ITQAN Intan Ros Safina Safri GOAL-ITQAN

Syazlyna Jamil StraComm

Safety & Special Task Committee

Noorumaina Mohamed Yunus StraComm

Izwan Norzam GOAL-ITQAN

Norsyafinaz Md Salleh GOAL-ITQAN

Rozaimi Kamaruddin Jabatan Keselamatan

Judging Committee

Mohd Shah Rizan Mohd Jaafar GOAL-ITQAN

Dr. Nurkhamimi Zainuddin GOAL-ITQAN

Supporting Program Committee

Dr. Najwa Hayaati Mohd Alwi GOAL-ITQAN

Mohd Asri Hj Hussain StraComm

Dr. Mohd Zalisham Jali GOAL-ITQAN

Noorhafizah Abdullah GOAL-ITQAN

Azrul Iszuwan Othman GOAL-ITQAN

Noorazera Azizan GOAL-ITQAN

Logistic & Techinical Committee

Accommodation and Transportation Committee

Mazlan Bin Nawang GOAL-ITQAN Arif Izwan Kusairi GOAL-ITQAN Mohamad Fairuz Ismail JPPF Mohd Firdaus Muhd Ramli GOAL-ITQAN

Mohd Hatta Md Hassan GOAL-ITQAN Ahmad Muzzamil Rashid GOAL-ITQAN

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Arabic For Tourism Purpose Via Web-Based Learning Mohammad Taufiq Abdul Ghani, Wan Ab Aziz Wan Daud, Muhammad Syahmi Fathimi Ahmad Fauzi, Department of General Studies Faculty of Human Sciences MARA Poly-Tech College (KPTM) 15050 Kota Bharu Kelantan [email protected]

Highlights: Websites have been known as effective tools in teaching and learning activities in terms of

providing information, and making classes more attractive. This project presents an educational website for learning Arabic for tourism purpose for beginners that was specifically designed for diploma students that are non-Arabic native speakers at the MARA Poly-Tech College (KPTM). This educational website is being used by the students in their learning activities. This website was developed based on ADDIE instructional design model. The website was designed based on students’ needs, opinions, and suggestions, which was evaluated by the participants involved in this study among tourism students who studied Arabic language for tourism purpose. The prior needs analysis for the design and development of this website prototype was conducted among 70 out of 70 students majoring in tourism at KPTM and the evaluation was carried out after completion of this prototype among 40 students in the 2015/2016 academic year. The study found that the majority of the students were positive about learning the Arabic language for tourism purposes through the website which increases the students’ desire, motivates them to learn Arabic and gives them opportunities to practice self-learning. The URL for this web-based learning platform: www.arabicfortourism.com

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Designing Instructional Module for Learning Arabic using Augmented Reality Fitri Nurul’Ain Nordin International Islamic University College, Kajang, Selangor [email protected]

Assoc. Prof Dr Mohd Feham Ghalib, Assoc. Prof. Dr Mohd Sabri Shahrir International Islamic University, Gombak, Selangor [email protected], [email protected]

Highlights:The research aims to design an instructional module for learning Arabic using Augmented

Reality. This research employs analytical and descriptive methods, by reviewing documents, prospectus and scientific magazines printed at the university. In addition, this research relies on other researches, books and scientific journals. The researcher use ADDIE Model to develop the module as it is simple and suitable form of instructional design modules in learning Arabic. In order to review the module, a number of experts has evaluated the completed module to evaluate the quality of the module and technical parts. The researcher has applied the module of learning Arabic using Augmented Reality to 53 students and distributed questionnaires of formative evaluation to the respondents. Through the questionnaire, the researcher found that 88.7% of the students believed that the module of learning Arabic using Augmented Reality is able to motivate student to learn Arabic. Therefore, the research encounters several results at the end of its analysis, including: using Augmented Reality in learning will increase learning motivation of the learner, and compensate the lack of resources in teaching and learning, reduce the cost as well as provides learning language skills without depending on other teaching aids which contains videos, and three-dimensional shapes (3D), audios and data. The researcher also listed some suggestions which can be used in the development of module design for learning and teaching Arabic language.

Key words: Learning Arabic, Augmented Reality, mobile learning, Arabic Module, Instructional Design.

ADVANTAGES An innovation in development, augmented reality is a new sort of technology that superimposes virtual objects into "reality" through the use of a smartphone, optical device, or tablet screen. Augmented reality offers fun and interactive ways for general users to learn, experience, and imagine new things, it also offers many applications for education purposes. AR offers an innovative learning space by merging digital learning materials into the format of media with tools or objects, which are direct parts of the physical space, therefore creating "situated learning." Augmented Reality is well aligned with constructivist notions of education where learners control their own learning, through the active interactions with the real and virtual environments. AR-based eLearning can run on normal mobile devices such as iPhones, iPads, smartphones, PC tablets, etc. using a downloadable application. This ARabic Magic Book designed for beginner student to learn Arabic in interactive ways where student could enjoy learning Arabic skills by scanning the markers in the book using their tablet. Then, they could watch videos, listen to audios and use the 3D models to learn new vocabularies, Arabic Grammar, as well as making new experience in learning. This product was designed base on constructivism theory where student learns from their experiences to develop Reading, Listening and Speaking Skills. This give a different perspective ot learn Arabic instead of using traditional methods. The combination of 3D objects and animation will motivate student to explore the Arabic World.

INNOVATION The innovation use Augmented Reality Technology and completely designed using ADDIE models (one of the instructional design models). The researchers designed the module originally after doing some research in this area (using Augmented Reality for education purposes). The completed module and the application has been implement to a number of pre-university students on December 2016. The students were impress while using the application because they do not need to go to Arabic lab anymore to use computers for watching videos and learning through the PowerPoint slide because Arabic Magic Book provides all this instructional aids.

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This innovation combines between multiple technologies: 3D, animation, audio, video, presentation slide and so on in order to produce a better learning environment among student.

ACHIEVEMENT This research has been awarded two research grants, first was from Research dan Management Centre (GPIK Phase 2 2016) of KUIS for a year period since 1 Nov 2016 and the second grant was awarded by Research dan Management Centre of International Islamic University Malaysia (RiGS) on 1 March 2017. The project methodology use ADDIE model to design an instructional module: A: analize D: design D: develop I: implement E: evaluate In order to review the module, a number of experts and professional in technology and teaching Arabic has evaluated the completed module to evaluate the quality of the module and technical parts. The researcher has successfully implement the module of learning Arabic using Augmented Reality to 53 students and distributed questionnaires of formative evaluation to the respondents. Through the questionnaire, the researcher found that 88.7% of the students believed that the module of learning Arabic using Augmented Reality is able to motivate student to learn Arabic.

POTENTIAL This innovation has a big potential to be used by any institution to teach Arabic for beginners in primary school, secondary level and pre-university level. The researchers aim to develop other modules of leaning JAWI and Arabic in different areas. In order to market this product, the researcher will publish more books, articles and jurnal in this research area.

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SAMPLE OF PRODUCT

ANIMATED VIDEO

PRINTED MARKER IN ARABIC MAGIC BOOK

5

3D OBJECT APPEARS ON THE BOOK

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i-MUTAWWIF : MOBILE LANGUAGE TRAVELLER GUIDE IN ARABIC FOR MUTAWWIF (UMRAH TOUR GUIDE) VIA SMART PHONES Muhammad Sabri Bin Sahrir Fakulti Pendidikan, Universiti Islam Antarabangsa Malaysia, Gombak, Kuala Lumpur [email protected]

Mohd Firdaus Bin Yahaya, Mohamad Azhar Bin Zubir Fakulti Pendidikan, Universiti Islam Antarabangsa Malaysia, Gombak, Kuala Lumpur

Highlights: The teaching and learning of the Arabic language has been using traditional methods and

textbooks for a very long time. The language has been used and taught for various reasons including communication purpose. However, in this era of Information and Communication Technology (ICT), the needs to produce the interactive and technology-based learning and teaching tools have been the area of research by various fields of knowledge. Hence, the huge use of mobile gadgets as Tablet PC, smartphones, I-Pads and so on has the learners to adapt with the mobile revolution in their learning preference of various educational application such as many Apps that are available in Google Store. This project will be focusing on the design and development of a mobile language guide application in Arabic language for Mutawwif (Umrah Tour Guide) VIA smart phones especially in Android supported platforms. Once completed, the project is expected to produce a mobile App of teaching and learning Arabic among Mutawwif (Umrah Tour Guide) via interactive mobile App prototype, which could enhance the learners’ self-motivation and language learning for traveller’s purpose. It will be helping the Mutawwif to communicate in Arabic more effectively and efficiently. The App also has the potential market to be commercialized and expanded to others umrah and Hajj travel and tours companies in Malaysia and all over the world.

Keywords: Arabic learning, mobile learning, umrah, Mutawwif, mobile gadget.

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Care To Care: An Innovative Oral Health Educational Method For Patients With Sensory Disabilities Mas Suryalis Ahmad Faculty of Dentistry, Universiti Teknologi MARA, Sungai Buloh, Selangor, Malaysia [email protected]

Fouad Hussain Al-Bayaty, Ilham Wan Mokhtar, Maizatin Fitrah Akbar, Farhana Abdul Ghani Faculty of Dentistry, Universiti Teknologi MARA, Sungai Buloh, Selangor, Malaysia

Highlights: This project introduces a new, and the only available intervention that is specifically

designed to assist communication between patients with sensory disabilities (hearing, speech, visual impairments) and dentists while undergoing dental consultation and treatment as well as oral health education. It is aimed at providing equal opportunity for people with sensory disabilities, who are increasingly represented globally 1, to actively participate in healthcare activities. Effective communication would lead to better patient care 2, resulting in an improved oral health outcome for this group of individuals 3.

Key words: disability, oral health, dental. Introduction People with sensory disabilities (hearing, speech and visual impairments) associated communication difficulty with the dental team as the limiting factor in achieving satisfactory oral health (OH), indicating the need for development of an effective communication method 4,5. This project introduces an intervention to assist dentists while undertaking consultation, dental treatment and OH care advice to patients with sensory disabilities. It consists of a package containing innovative communication flip charts, instruction cards (with mobile application option), picture booklets, an OH instrument kit and a manual compact disc. This method was designed based on the inventors’ clinical experience and knowledge of sign language, where it integrates elements of infographics, sign language, braille, as well as visual, hearing and touch stimulations. Patients’ improvement in OH status, attitudes and practice, as well as feedback from dental students who used this intervention supports the effectiveness of the product. The product has the potential to be developed and commercialized, for use by dental and non-dental healthcare practitioners/students and caregivers. It is a new and the only product available worldwide that is specifically designed to support people with disabiliites in communicating with the dentist, thus removing one of the barriers to accessing OH care services.

References (APA format) Burbidge, M. (1999). How to communicate with your patient. In J. D. Nicholas Lennox (Ed.), People with developmental and intellectual disabilities. Melbourne: Therapeutic Guidelines Limited. Kumar, S., Dagli, R. J., Mathur, A., Jain, M., Duraiswamy, P., & Kulkarni, S. (2008). Oral hygiene status in relation to sociodemographic factors of children and adults who are hearing impaired, attending a special school. Special Care in Dentistry, 28(6), 258264. doi:10.1111/j.1754-4505.2008.00049.x Sandeep, V., Kumar, M., Vinay, C., Chandrasekhar, R., & Jyostna, P. (2016). Oral health status and treatment needs of hearing impaired children attending a special school in Bhimavaram, India. Indian Journal of Dental Research, 27(1), 73-77. Shetty, V., Kumar, J., & Hegde, A. (2014). Breaking the sound barrier: oral health education for children with hearing impairment. Spec Care Dent, 34(3), 131-137. United Nations Economic and Social Commission for Asia and the Pacific. (2012). Disability at a Glance 2012: Strengthening the evidence in Asia and the Pacific. 2012.pdf

Retrieved from http://www.unescapsdd.org/files/documents/PUB_Disability-Glance-

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DicScience PBL- To Enhance Students’ HOTS Nurul Syazwani Ismail Faculty of Education, Universiti Teknologi Malaysia Skudai Johor, Malaysia [email protected]

Jamalludin Harun, Shaharuddin Md Salleh, Megat Aman Zahiri Megat Zakaria Faculty of Education, Universiti Teknologi Malaysia Skudai Johor, Malaysia [email protected], [email protected], [email protected]

Highlights: DicScience PBL is a mobile application dictionary which integrate problem-based learning (PBL)

approach in explaining each term. It is produced for the effort to enhance higher order thinking skills (HOTS) among students’ especially critical thinking skills. It also contains critical thinking’s elements aims to improve students' critical thinking skills. DicScience PBL focuses on physics scientific term that are problematic among students. The apps is developed for lower secondary students, particularly in Science subject. The special features in DicScience PBL is, it does not directly give the term’s definition like existing dictionaries but students have to go through PBL phases before getting the exact meaning of the term. By using this approach, students are expected not only learn the meaning of a term, but also mastering the scientific concept of a term, indirectly can improve their critical thinking skills.

Key words: DicScience PBL, Problem Based Learning, Higher Order Thinking Skills, HOTS, Critical Thinking.

Introduction DicScience PBL is a scientific mobile application dictionary which were developed based on problem-based learning (PBL) approach. The apps contains 10 of physics scientific terms that a problematic among students. Students have to go through the phases of problem-based learning (PBL) before being given the exact definition of the term. This is the special about DicScience PBL with others mobile dictionaries. This is because DicScience PBL is not only intended as a reference source but can also be used as a learning source in Science subject. Problem Based Learning (PBL), introduced by Barrow & Tamblyn (1980), is seen suitable to be implemented because it can strengthen the skills of the students to learn the principles, concepts and use information in various situations. Among the advantages of PBL is, it can generate ideas and encourage students to give an argument in discussion. Thus, it will indirectly encourage and increase HOTS among student. Dai et al. (2012) also supports that PBL is one of the strategies that can improve students' critical thinking. Therefore, this apps was developed based on the instructional principle introduced by Savery and Duffy (2001) in creating the PBL learning environment and simultaneously implementing the Constructivism Theory features while using the PBL processes by Hmelo-Silver (2004) in designing the activities in this application. The apps was developed using Adobe Flash Professional CS6 with AIR 24.0, integration with ActionScript 3.0. The apps was embedded other interesting multimedia such as video, audio, animation, graphic and integrated the PBL learning environment in order to attract and motivate the students. This invention can improve the mastery of scientific term among students and enhance their critical thinking skills.

Objectives To design and develop a mobile problem-based science dictionary to help students’ in mastering scientific term and indirectly develop their critical thinking skills. The apps contains 10 problem-based learning and critical thinking elements activities to explain each scientific term based on Form 2 Science syllabus.

Novelty and Uniqueness The unique characteristics of DicScience PBL are the use of attractive technology-based tool, which is mobile devices; and the approaches used is differ with other mobile dictionary which used PBL characteristics in explaining each term; it can use either for reference source or for learning source in classroom; the learning environment used and the activities integrated is suitable for lower-secondary science subject students. This invention also can enhance critical thinking among students. It is suit with the ministry of education aims which is to produce students with higher order thinking skills (HOTS).

Commercialisation Android application package (APK) will be used for distribution and commercialisation purpose. APK file can be installed in any Android devices, and can be installed by using DicScience PBL kit (APK file, Dual USB 3.0 High Speed). The apps will be uploaded in Google PlayStore.

Target User Lower Secondary Science Students, Teachers and Public.

9

Benefit to Mankind This invention can improve the mastery of scientific term among students and enhance their critical thinking skills, the skills that must have by all the students nowadays. This invention potential to contribute in the betterment sociality specifically in effort to produce higher order thinking skills (HOTS) 21st century’s generation.

Product Development (ScreenShots)

Main Page

Main Menu

Intro Page

Term Page

Reflection Page

Constructivisme Principle (PBL Phases)

Real Life Situation (PBL phases)

Learning Resources (PBL phases)

10 Student’s Performance

Scientific Term's Mastery Performance

Critical Thinking Performance 60% 50%

100%

40% 30%

50%

20% 10%

0% 1 4 7 10 13 16 19 22 25 28 31 34 37 40 43 46 49 pre

pos

Figure 1 : Scientific Term Mastery Performance

0% 1 4 7 10 13 16 19 22 25 28 31 34 37 40 43 46 49 pre

pos

Figure 2 : Critical Thinking Performance

Acknowledgement The head project member acknowledges financial support from the Government of Malaysia via the sponsorship by the Ministry of Education and Universiti Teknologi Malaysia under the Blue Ocean Strategy Sinergi KPM-UTM Programme.

References Facione, P. A (1990). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. Research Findings and Recommendations. American Philosophical Association, Newark. Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn?. Educational psychology review, 16(3), 235-266. Savery, J. R, Duffy T.M (2001). Problem Based Learning: An Instructional Model and Its Constructivist Framework. CRLT technical Report No. 16-01. . Bloomington: W.W.Wright Education Building.

11

i-Majrurat Mohammad Najib Jaffar USIM, Nilai, Negeri Sembilan, Malaysia [email protected]

Nurkhamimi Zainuddin, Aiman Sha’ari, USIM, Nilai, Negeri Sembilan, Malaysia [email protected], [email protected]

Highlights: “i-Majrurat” was developed in order to expose students who are majoring in Arabic with some Arabic Language fundamental knowledge. Learning Arabic through this website helps students to a better approach of learning Arabic language as it can be accessed from anywhere at any time either by personal computers, mobile phones or tablets. “i-Majrurat” also considered as a tool for enhancing their Arabic Language as they are found to be highly motivated and engaged in the learning process which in turn contributes positively to their learning attaintment.

Key words: Majrurat, website, tool, Arabic Language, learning process, learning attaintment Introduction This e-portfolio namely “i-Majrurat” was developed in order to expose students who are majoring in Arabic with some Arabic Language fundamental knowledge. Learning Arabic through this website helps students to a better approach of learning Arabic language as it can be accessed from anywhere at any time either by personal computers, mobile phones or tablets. This website briefly explains about basics topics related to “Majrurat” such as definitions, types, examples and the determination of Arabic Case System (i’rab). The embedded mind map which comes with simple explanation will also assist the students to understand the particular topic more effectively. Despite the fact that Majrurat is a simple topic, it can be consider as an essential component in Arabic Language because Majrurat has been used more frequently in Arabic reading materials. This study proposed the use of “iMajrurat” as a tool for enhancing their Arabic Language as they are found to be highly motivated and engaged in the learning process which in turn contributes positively to their learning attaintment.

Content

References

12

Asni. (2002). Kertas kerja ‘Pembelajaran Elektronik (E-Learning) Satu Pertukaran Paradigma: Internet Dalam Pengajaran dan Pembelajaran’ pada Persidangan Kebangsaan Mengenai Pendidikan ICT 2000, Kuala Terengganu. Bullen, M. (2001). E-Learning And The Internalization of Education. Malaysian Journal of Educational Technology, 1 (1), 37-46. Dodge,

B.

(1996).

Active

Learning

On

The

Web

(K-12

Version).

[on-line].

Available:

http://edweb.sdu.adu/people_bdodge/active/ActiveLearni9ngk-12.html (2015, August 10, 0925am) Rapidah Hamzah. (2002). Kesan Pembelajaran Berasaskan Laman Web Terhadap Miskonsepsi Pelajar Tentang Konsep Pembahagian Sel. Kertas Projek, 37-43. Fakulti Pendidikan, Universiti Malaya. Active Learning On The Web (K-12 Version. http://edweb.sdu.adu/people_bdodge/active/ActiveLearni9ngk-12.html (2015, April 10, 0925am) Sains. http://www.sains.com.my/web/jit/j01-4/epembelajaran.html (2016, January 28) Ebelajar. http://www.geocities.com/ebelajar2002/bahan.html. (2015, December 28)

13

Crossing Course and Degree Boundaries in Developing an Immersive MOOC Experience Rosemaliza Kamalludeen International Islamic University Malaysia, Kuala Lumpur, Malaysia [email protected]

Mohd Shukri Nordin International Islamic University Malaysia, Kuala Lumpur, Malaysia [email protected]

Highlights: This is a collaborative teaching project by two instructional technologists in delivering four

different courses of different levels at the Kulliyyah of Education, IIUM. Students of the four different courses collaborated to develop a Massive Open Online Course (MOOC) on the OpenLearning platform as part of the course completion requirement. Each course plays unique roles in the project based on the individual course learning objectives.

Key words: instructional design, team teaching, collaborative learning, project based learning Introduction Team teaching is a popular approach in primary and secondary schools, but rather uncommon in higher education. According to LaFauci and Richter (2016), the implicit belief of team teaching is that the learning objectives are better achieved through concerted effort rather than individualized approach. It is with this belief that two instructional technology course instructors at the Curriculum and Instruction department of Kulliyyah of Education, IIUM decided to take on team teaching in delivering five different courses of different levels to achieve unique learning objectives of each course. All of the students jointly developed a Massive Open Online Course (MOOC) entitled Technology-Enhanced Active Learning (TEAL) on the OpenLearning platform as part of the courses’ completion requirement, each course playing different roles in a collaborative manner.

Content This section will further elaborate on how the team teaching effort was carried out and the outcome of the assigned MOOC project. The courses involved in this massive collaborative learning project and their roles are described in the following table:

Course

Level

No. of students

Instructor

Role in the MOOC development

Deliverables

Managing eLearning

Postgraduate, PhD in Education students

2

Dr. Rosemaliza Mohd Kamalludeen

Researcher – to study on factors related to MOOC participation and completion that will guide the design of the MOOC being developed

Literature review & guideline on developing impactful MOOC courses

ICT in Teaching and Learning

Postgraduate, M.Ed. students, majoring in TESL & Instructional Technology

11

Subject Matter Experts

Needs analysis

Project Director

Completed MOOC course Evaluation instrument

Instructional Design & Multimedia

Second year, B.Ed. students minoring in Instructional Technology

27

Project Manager

Storyboard

Instructional Designer

Completed modules

Content Developer Introduction to Digital Photography

First year, B.Ed. students minoring in Instructional Technology

28

Digital Imaging and Animation

Third year, B.Ed. students minoring in Instructional Technology

25

Dr. Mohd Shukri Nordin

Photographer & videographer

Images and videos

Graphic designer

Infographics Artwork

14

In order to design and develop the TEAL MOOC, all students involved the project had to collaborate strategically so that all deliverables are made clear to every stakeholder. Students were made to simulate a business entity in which clients are defined based on the deliverables set by the course instructors. Regular scheduled meetings were organized and milestones were set in order to have the project progress according to the planned timeline. The developed MOOC was evaluated by users who gave feedback on the quality of content, delivery, and online learning facilitation. Students were also required to keep a personal and group project log to chart progress. As a team, they were to also submit proposals, progress reports, and final evaluation sheets of the TEAL MOOC.

CONTRIBUTION TO 21st CENTURY LEARNING This learning facilitation approach meets the requirements of innovative teaching and learning as not only the content knowledge skills was developed, but the students were exposed to a myriad of workplace skills including communication, project management, and critical thinking. Student-centered learning methods has to be put forward as a learning facilitation approach to complement technological advancements.

Reference LaFauci, H. M., & Richter, P. E. (1970). Team teaching at the college level. New York: Pergamon Press.

15

AiSayz: Augmented Vocabulary Learning App with 3D Sounds for Blind Learners Chuah Kee Man1, Radina Mohamad Deli, Chen Chwen Jen, Ch’ng Looi Chin Faculty of Language and Communication Studies, Universiti Malaysia Sarawak, Sarawak [email protected]

Highlights: AiSays (AI stands for artificial intelligence, while the whole word rhymes with ‘eye’ says)

combines the use of augmented learning environments with 3D acoustic technology (3D audio) in helping visually-impaired or blind learners to learn vocabulary in a specific target language. Specifically, the blind learners can navigate through the learning environments via an augmented interface through their mobile phone and learn each word as it is pronounced out loud using 3D audio. Examples of the words usage are also produced clearly, in order to enhance their understanding. This sharpens their cognitive ability in creating mental representations of the words that they picked up when interacting with the augmented interface rather than learning through the conventional dictionary-like approach. Also, instructors or teachers can make use of the tool to create suitable vocabulary learning materials for their blind learners.

Key words: assistive technology, mobile-assisted language learning, vocabulary Introduction In the area of English as a second and foreign language studies, the important role of vocabulary in language acquisition is widely acknowledged. Researchers have revealed how extensive repertoire of vocabulary is capable of expanding learners’ language competence or mastery (Waring & Nation, 2004). It is accepted that vocabulary development depends on the exposure to specific sets of words, in which learners need to learn prior to progressing further in mastering the language (Nation, 2001; Schmitt, 2008). However, the decontextualised learning of vocabulary in the traditional approach of teaching (commonly used in the classrooms) may impede learners’ ability to communicative appropriately in context. Thus, several researchers concur that incidental vocabulary learning should be encouraged (Hunt & Beglar, 2005). For the visually impaired learners, however, visual cues are inaccessible and an alternative method is needed to allow them to “visualise” the words in context. Learners with visual disabilities need to learn how to use their sense of hearing to interpret the surrounding world, and sounds that serve as cues to orient and guide them. Hence, AiSayz is developed with the aim of assisting visually-impaired learners to identify objects around them through “voice” or “sound” that ultimately enhances their vocabulary learning experience.

The Novelty AiSayz is novel in its approach of utilizing 3D acoustic technology for the teaching of vocabulary to visually-impaired learners. It has the following key features: i. Real-time detection - AiSayz has a real-time object detection method that allows augmented learning to take place. Translations to other languages are also included. ii. Vision through voice - AiSayz allows the blind learners to “see” through voice. They are capable to visualise with the assistance of 3D sounds. iii. Authentic learning - AiSyaz’s augmented feature pushes authentic learning for the blind to a whole-new level. Real objects around them are embedded in a learning environment, giving an effective mental representation of words.

Social and Educational Impact AiSayz is developed by taking into account the strength of visually-impaired learners in utilizing their listening ability to learn new words. This innovation helps them to: i. learn in context rather than dictionary-like approach ii. reduce frustrations in listening to boring reading iii. enjoy a whole-new experience of learning in an augmented “3D sound” environment. The pilot test on 5 blind learners showed significant outcomes with regards to the way the app has helped them to learn new words while using it for their daily activities since the app can be used as a tool to identify objects around them as well.

Commercial Potential

16

AiSayz will be commercialized as a social enterprise in which the income generated is reinvested to improve the wellbeing of the blind learners. It will be marketed as paid app that also contains in-app purchases of more augmented “learning worlds” and word lists. The market target is worldwide, with the aim of supporting more languages.

Acknowledgement We are grateful for the support of Universiti Malaysia Sarawak in funding this research through the Scholarship of Teaching and Learning (SoTL) Grant

References Hunt, A., & Beglar, D. (2005). A framework for developing EFL reading vocabulary. Reading in a Foreign Language, 17, 23–59. Nation, P. (2001). Learning vocabulary in another language. New York: Cambridge University Press. Schmidt, R. (2008). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158. Waring, R., & Nation, P. (2004). Second language reading and incidental vocabulary learning. Angles on the English-Speaking World, 4, 96–110

17

eReMAP: Boost Your Brain Power and Writing Skills Better! Rafidah Abd Karim Universiti Teknologi Mara Cawangan Perak Kampus Tapah, Tapah, Malaysia [email protected]

Abd Ghani Abu, Nurul Huda Mohd Saad, Mahizer Hamzah Universiti Pendidikan Sultan Idris, Tanjung Malim, Malaysia, Universiti Teknologi Mara Cawangan Melaka Kampus Alor Gajah, Alor Gajah, Melaka, Universiti Pendidikan Sultan Idris, Tanjung Malim, Malaysia [email protected], [email protected], [email protected]@edu.my

Highlights: In Malaysia scenario, the graduates produced by this education system have been

criticized as unfit for employment as they have not had a holistic education that produces marketready and competitive individuals. Some of the problems most probably occurred due to the lack of critical thinking skills and poor communication skills, along with a lack of proficiency in the English language. One of the goals of Malaysia Education is to provide students, especially higher educational institutions (HEIs) students with the ability to construct arguments which are reasoning and thinking critically in writing skills. Thus, this new technique was designed to develop the power of argumentative reasoning for helping students in HEIs to improve their critical thinking and writing skills, specifically in writing skills by using mobile technology and it is also specially designed with multimedia and graphic elements and it can be downloaded from online and displayed with android application for everyone and everywhere. This inventive product is expected to produce the full potential of talented students and educators, and empowering governance among universities, e-learning, lifelong learning and global learning.

Key words: critical thinking skills, writing skills, argumentative reasoning, mobile technology. Introduction The 21st century skills are a set of abilities that students need to develop in order to succeed in the information age. This inventive product highlighted the three partnership 21st century skills; learning skills, literacy skills and life skills. Hereby, this product introduces the new technique of brainstorming ideas for enhancing brain power and writing skills specifically for argumentative writing skills. This inventive technique, Emoticon Reasoning Map (eReMAP) uses emoticans, a limited set of icons that express an emotion of one kind or another. This technique will demonstrate the integration of the use of emoticans and reasoning map as the power of argumentative reasoning in helping students to enhance the critical thinking and writing skills. The technique can be used in various platforms such as teaching and learning aid in the classroom and outside the classroom and it can be used through mobile-assisted technology. This product specially designed with multimedia and graphic elements and it can be downloaded from online and displayed with android application for everyone and everywhere. The 21st century skills have always are important for students, though they are particularly important in our information-based economy. To hold information-age jobs, students also need to think deeply about issues, solve problems creatively, work in teams, communicate clearly in many media, learn ever-changing technologies, and deal with a flood of information. Besides, it requires students to be flexible, to take the initiative and lead when necessary, and to produce something new and useful. Thus, this product is very crucial to help students in improving their critical thinking and to provide argument and reasons in communication skills. Furthermore, this will help the country to produce 21st century skill students in order to meet the career of their future and the demand in the workplace. One of advantages of using this product is it can help students to boost their brain power in thinking critically through the map’s logical structure which to be used for writing. In argumentative writing, this product can be a tool for helping learners and users to brainstorm ideas, provide reasons and give evidences in their writing process. It is also an effective technique to train students to think critically and provide argument and reasons in the map’s logical structure. Another advantage is this product can be used as a teaching and learning aid for students to improve critical thinking and communication skills. Besides that, this inventive tool is also can be used for brainstorming ideas in making decisions for individuals, organizations, businesses, organizations and industries. Finally, it can be accessed anytime, anywhere and flexible (mobile technology platform). This low cost product with multimedia and graphic elements is expected to be a direct market to students, educators, professionals, business organizations, private and government sectors. Besides, it is also will be marketable for Individuals and organizations.

References

18

A.Kukulska-Hulme, M. Sharples,and M.Marcelo, Innovation in Mobile Learning: a European Perspective, International Journal of Mobile and Blended Learning, Vol. 1, No. 1, 2009, pp13-35. Dawson, T.L.(2008) Metacognition and learning in adulthood. Northampton, M.A: Development Testing Service, LLC. Davies, W. M (2014). Computer –aided argument mapping as a tool for teaching critical thinking. Retrieved March 20, 2016, from http://mitpressjournals.org/doi/pdf/10.1162/ IJLM_a_00106. Davies, W. M (2011). Mind-mapping, concept mapping and argument mapping: What are the differences and do they matter? Higher Education, 62(3), 279-301. Eldy, E.F., & Sulaiman, F. (2013).Integrated PBL Approach: Preliminary Findings towards Physics Students’ Critical Thinking and CreativeCritical Thinking. International Journal of Humanities and Social Science Invention, 2 (3), 18-25 Facione, P.A (1990) . The Delphi report. Committee on pre-college philosophy , American Philosophical Association. Flavell, J (1979). Metacognition and cognitive monitoring: A new era of psychological inquiry. American Psychologist, 34, 906-911. Norazah Nordin, Mohamed Amin Embi, Ruhizan M Yasin, Saemah Rahman, & Melor Md. Yunus. (2010). The Mobile Learning Readiness of the Post-Graduate Students, 2010 EABR & ETLC Conference Proceedings. Dublin, Ireland. Pinkwart, N., Hoppe, H.U., Milrad, M. & Perez, J (2004) Educational scenarios for the cooperative use of Personal Digital Assistants. Journal of Computer Assisted Learning, 19, 3, 383-391 Savill S. & Attewell J. (2004). Mobile learning and social inclusion: focusing on learners and learning. In Learning With Mobile Devices: Research and Development. LSDA .UK

19

Career Interest Inventory Analyzer (CareInAnalyzer) Ida Aryanie Bahrudin, Mohd Ezree Abdullah, Rosfuzah Roslan, Pang Chun Kai, Tang Reng Shyang, Mohd Hatta Mohamed Ali@Md Hani, Noordiana Kassim@Kasim, Mariam Abdul Hamid, Halim Omar Universiti Tun Hussein Onn Malaysia, Batu Pahat, Malaysia [email protected]

Zamnah Ali Sekolah Menengah Kebangsaan Tinggi Batu Pahat, Batu Pahat, Malaysia [email protected]

Highlights: CareInAnalyzer is a psychometric tool to help understanding a person’s strengths and weaknesses. The analysis results gained can be used by the experts to guide the individual towards their right career path. CareInAnalyzer had specially designed to be used by school and college students to gain clarity about their best-suited career, so that they may choose a course which is the most appropriate for them and help them to reach success taking optimum time.

Key words: psychometric analysis, individual potential, talent, ability. Introduction Psychometrics define as a field of study related to the theory and technique of psychological measurement. s defined by National Council on Measurement in Education (NCME), psychometrics refers to psychological measurement that basically devoted to testing, measurement, assessment, and other related activities (NCME, 2017). Since 2007, Ministry of Higher Education Malaysia had been introduced Psychometric Assessment (PPsi) concept for implementation in Secondary school. This initiative had been taken in order to gather information about students’ traits psychology through psychometric analysis. The information gathered through the analysis will contribute students’ profile information that can help educator to identify and groom student potential (Kementerian Pendidikan Malaysia, 2014). PPsi in Malaysia education system refers to the assessment activity that used to identify students’ natural potential, personality, talent, interest and tendency characteristics. One of the assessment in PPsi is Personality Test known as Vocational Preference Inventory (VPI) for secondary school students (Form 1, 3 and 5). Enrolment statistics of secondary school students in Malaysia until 31st May 2016 are 2,188,525 (Portal Rasmi Kementerian Pendidikan Malaysia, 2016). Currently, the PPsi had been done in every school manually. Each of the student is given a set of VPI form consists of 180 questions to be answered manually. After answering all the questions, counselors will help the students to calculate their score. Then, counselor will explain to students the interpretation of the gained score. As all the processes were done manually, the score gained is somewhat unreliable as it were calculated by the students themselves. Besides, the large number of questions cause students feel bored that contributes to produce inaccurate answers. As every student have to undertake PPsi as requested by the Ministry of Education, therefore this project aim to automate the process of PPsi by developing Android apps that can help students to assess their potential by providing important information about their strengths and weakness. The assessment analysis of students’ talent and abilities will give them the confidence and courage to pursue suggested career with full enthusiasm which will finally direct them towards the successful achievement of their future.

Content Description of innovation Students access CareInAnalyzer that had been installed in their Android device. They can choose to answer three types of test which are quick test (30 questions), medium test (90 questions) or full test (180 questions). All the questions had been designed with interesting and interactive interface to avoid students from being bored during answering all the questions. Students can save their answers partially before they finish all the questions as CareInAnalyzer include the features to retrieve back the previous answer so that students can continue answering later until they finish the assessment. After that, CareinAnalyzer will analyze all the answers and provide students with their talent and abilities based on the answered questions. They can also view their suggested career that best-suited according to their talent and abilities. Figure 1 shows the assessment process using CareInAnalyzer.

20

CareInAnalyzer analyze student answer and show the analysis result to the students.

1

Student access CareInAnalyzer and choose between three types of assessment; quick, medium and full test.

This result will explain and discuss with students about the analysis result

Students are also provides with the detail characteristics of their talent and career description based on the analysis results

Figure 1: CareInAnalyzer process flow

Background of the innovation Choosing a right career path is crucial especially among the students as a guidance for them to put their efforts in the right direction. CareInAnalyzer makes it easy especially for students to choose the right career which is best suitable to their aptitude, personality, and interests. CareInAnalyzer is a unique psychometric tool which will help students to achieve their potential by providing important information about their strengths and weakness which will give them the confidence and courage which direct students towards the successful achievement of their dreams.

Importance to education The followings are some of the importance of CareInAnalyzer to education:

Students i.

It will help students to shortlist select few careers that they can pursue from a bunch of career options that are available nowadays.

ii.

Students will become more informed about their own strengths and weaknesses, so that it can help them to know their ability well.

iii.

Getting to know what careers is naturally going to be good at will prompt one to pursue those careers path, and eventually, increase the chances of leading a happy and successful life when they further their studies.

iv.

As career planning is continuous while talent remains relatively stable, students can use the same assessment and plan their career path whenever they feels the need.

v.

Knowing themselves and making informed choice would help them to pursue your dream career that lead a successful life.

Counselor/Teacher i.

Helping the counselor to implement the career test assessment systematically.

ii.

Reducing the use of paper which indirectly save the printing cost.

iii.

Reducing the time consumption for analyzing the career test score.

iv.

Increasing the reliability of result analysis as current process need students to calculate their score manually.

Advantages of innovation towards education and community

21

CareInAnalyzer specifically help the counselor in secondary school to get the career analysis of their students as required by the Ministry of Education Malaysia easily. Furthermore, CareInAnalyzer can also be used by the parents in order to know their children talent and abilities. The use of CareInAnalyzer does not limited to the secondary students only but can be used by anyone in order to unravel the real talents and individual skills. CareInAnalyzer can help anyone to recognize the best career fit for and then provides information to help them achieve their best suited career. Commercial value The idea of developing CareInAnalyzer can be commercialized to all school in Malaysia in order to help counsellor and students implementing the career assessment in order to gain clarity about their best-suited career, so that they may choose a course which is the most appropriate for them. Besides, CareInAnalyzer can also be used by career counselors, career advisers, placement companies, career advisory firms, and human resources of corporate to see the fitment of the individual to a particular career or job.

Acknowledgement Special thanks to everyone who helped and contributed to making this project a fabulous success.

References Kementerian

Pendidikan

Malaysia.

(2014).

Retrieved

from

Panduan

Pentadbiran

Psikometrik

Tingkatan

3:

http://apps2.moe.gov.my/lponline/v1/images/bahan/ PPsi/Manual%20Psikometrik%20Ting%203.pdf NCME. (2017). NCME- National Council on Measurement in Education. Retrieved from Glossary of Important Assessment and Measurement

Terms:

http://www.ncme.org/ncme/NCME/Resource_Center/Glossary/NCME/Resource_Center/

Glossary1.aspx?hkey=4bb87415-44dc-4088-9ed9-e8515326a061#anchorP Portal

Rasmi

Kementerian

Pendidikan

Malaysia.

(2016).

Retrieved

from

Statistik

Bilangan

http://www.moe.gov.my/index.php/my/statistik-kpm/statistik-bilangan-sekolah-murid-guru

Sekolah,

Murid

&

Guru:

22

EQ-Tajweed: Engaging Learners to Learn Tajweed Through the Use of Mobile Apps Ida Aryanie Bahrudin, Mohd Ezree Abdullah, Muhamad Hanif Jofri, Nur Afrina Huda Zulkainain, Nurul Fatienul Ain Mazlan, Nur Syafiqah Najwa Ibrahim, Miswan Surip, Mohd Hatta Mohamed Ali@Md Hani, Mariam Abdul Hamid, Mohd Suhaimi bin Md. Yasin Universiti Tun Hussein Onn Malaysia, Batu Pahat, Malaysia [email protected]

Highlights: EQ-Tajweed will help kids on how to learn basic Tajwid (Tajweed) easily. It is an Android

apps that helps kids in reciting the Holy Quran according to correct techniques of pronunciation. It encloses all the necessary information regarding Tajweed. Providing examples and how to pronounce by simply touch the interactive icon, once this apps installed, internet connection is not required (offline).

Key words: recite Quran, Arabic alphabet. Introduction Quran is the word of Allah. All the construct and the meaning it carries are not to be found anywhere in the world. In addition to the depth of meaning that the verses of Quran carry, there is also its sublime language that it makes it apart from any of the writings in the world in general and Arabic in particular (Quran Reading, 2014). Therefore, the Quran must be read, written, and recited correctly and clearly, so as not to create any sort of ambiguity or misunderstanding. This is the reason why it is important to recite Quran with Tajweed. Current method of a Quranic learning process is through manual method of Al-Quran reading skills. This method also known as talaqqi and musyafahah method, which is described as a “face to face” learning process between students (Recitors) and teachers (Mudarris), become less effective and unattractive to be implemented, especially towards the young Muslim generation because the class hinders the interaction required between students and teacher due to the limitation of the time (Marina, 2011). Nowadays, awareness of the IT (information technology) gadgets for mobile application is increasing. The rapid changes of technology are now shifting from the traditional learning environment which is in classroom to modern learning environment which is mobile learning (Noor Aziezah Sardan, 2013). There are numbers of application that are designed to meet the requirement of each user including application for Islamic education (Zabedah A. Aziz, 2015) such as learning Quran Tajweed. Studies had shown that the best time to start learning is from a young age. One of the benefit for children learning Tajweed is that they will grow up knowing how to recite the Quran correctly from a young age. On the contrary, most of us are spending our adult life trying to go back to correct the mistakes we learned as children. Although we are aware with the needs of apps customized for children to learn Tajweed, but still the development of Islamic mobile application is still requiring in Malaysia. Therefore, this apps is developed to attract children to learn basic knowledge of Tajweed.

Content Description of innovation The aim of this project is to develop a courseware that can help children to recite Al-Quran properly using a correct Tajweed. This apps is developed by using Adobe Flash and Adobe Illustrator software. Users have the option to learn the basics of Tajweed correctly and ensure the rules by using a few verses of Quran provided. Basic Tajweed available to users are: i. Izhar Halqi ii. Ikhfak Hakiki iii. Idgham Maalghunnah iv. Idgham Bilaghunnah v. Iklab Figure 1 shows the interfaces of EQ-Tajweed.

Figure 1: Interfaces of EQ-Tajweed

Background of the innovation

23

Tajweed is very important in reciting Al-Quran. Wrong pronunciation of each word and verse in Al-Quran would not only lead to meaningless phrase,but also can lead to different meaning of a particular verse. Furthermore, most Malaysians do not understand Arabic which makes learning Tajweed even more challenging. Learning to recite AlQuran at young age is the best way as this is the time when the child’s memory is strong and his mind is pure. Therefore EQ-Tajweed had been specially designed to be used by children.

Importance to education The followings are the importance of EQ-Tajweed to education: i.

For assisting learners in revising their lesson.

ii.

Support learning across different context as their portability enables them to be used by learner in whichever context she or he is.

iii. The developed apps focusing on ease of access, clarity and user-friendly features.

Advantages of innovation towards education and community The advantages of this mobile apps are: i.

Easily understandable User Interface specially designed for children. This will contribute to attract children to use the apps.

ii.

Simple presentation all the useful content. This make the apps easy to be used and to understand the content.

iii.

Alternative tools for learning Tajweed besides the implementation of conventional method.

Commercial value This application managed to get good reviews from both teacher and students and It could possibly be a starting point for many Muslims who want to learn to read the Quran properly (with correct pronunciation). It also gives the opportunity to many people to learn independently, at their own pace, anytime, anywhere. Therefore, the apps can be commercialized to all Muslims parents as it had been designed to fulfil children needs.

Acknowledgement Special thanks to everyone who helped and contributed to making this project a fabulous success.

References Marina, I. N. (2011). Engaging Learners to Learn Tajweed through Active Participation in Multimedia Application (TaLA). Proceeding of International Conference on Advances in Computing, Control, and Telecommunication Technologies , (pp. 88-91). Noor Aziezah Sardan, R. M. (2013). M-Tajweed: A Mobile Courseware to Assist in Tajweed. International Journal on Islamic Applications in Computer Science And Technology, 1-8. Quran Reading. (2014). Retrieved from Why Is It Necessary to Learn Quran With Tajweed: http://www.quranreading.com/blog/learnquran-with-tajweed/ Zabedah A. Aziz, I. N. (2015). The Effectiveness of Multimedia Courseware on Students' Comprehension of Tajweed and Recitation of Al-Quran. Proceedings of 2nd International Conference on Education and Social Sciences, (pp. 368-372). Istanbul, Turkey.

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Ebizco : Islamic Hybrid module for English for Business and Commerce Nursyuhada’ Ab Wahab Universiti Sains Islam Malaysia, Nilai, Negeri Sembilan, Malaysia [email protected]

Melor Md Yunus, Mohamad Amin Embi Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia [email protected], [email protected]

Highlights: Ebizco provides the innovative and interesting approach in teaching and learning the

language specifically to an English For Specific Purpose course ; English for Business and Commerce. This module offers the transformation in the teaching and learning approach in which the traditional faceto-face class is blended with the online learning. The ADDIE model is used to design and develop this module. Its strength lies in the focused content with the use of various multimedia annotations that caters the need of the 21st century learners. In line with the Fourth Industrial Revolution, Ebizco is hoped to adapt the technological revolution in the education that will fundamentally alter the way learners learn and instructors teach.

Key words: Hybrid learning, English for Specific Purpose, Business English, Islamic module. Introduction English for Business and Commerce is an English for Specific Purpose (ESP) course that is developed as an exposure to the communication skills in authentic business situations. It enhances the students’ reading, writing, listening and speaking skills and widens the students’ vocabulary repertoire. With the advent of new forms of technologies in language learning, the students are increasingly drawn towards the digital ways of learning. However, the existence of teacher in language class is still crucial and needed. Thus, blended learning or also known as hybrid learning is the best approach to fulfill both modes. This module which incorporated the technologies to supplement the face-to-face teaching and learning sessions accommodates the learners’ need in learning English language course and suit the 21st century learning. Besides providing a positive learning attitude among students, this module is said to reveal the beneficial growth of student agency. The Naqli (the Islamic perspective) and Aqli (the conventional perspective) elements are integrated and being one of the emphases in this module. Besides, the local muslim context is widely used especially in the example and business situation which makes the presentation of this module a unique one.

Content Ebizco is the only module within Malaysian Public Higher Institution that offers innovative ways of teaching pedagogy and learning strategies in English for Specific Purpose Course. Material development, course curriculum and instructional design are provided by experts, specifically on the range of technologies and Islamic context to support language teaching and learning. The value of this module lies on its emphasis to the online learning elements that has been missing in the traditional language learning. The combination of traditional and online learning has strengthened the life-long learning skills among learners which meets the 21-st century learning. Learners have the opportunity to express themselves both in real situation and online context where the online platform has provided a stress-free learning environment. The online practices, exercises and assignments reinforce the understanding and built up the learners’ confidence level. The Ebizco users are digital natives with high English proficiency level. Ebizco has fully utilized the learners’ ICT skills through the integration of multimedia and social media tools like Skype, Chatroom, moodle, web 2.0, whatsapp and video-making softwares. Besides providing the integrative learning opportunities to the learners, this module also offers very meaningful and authentic learning experience to its learners which is relevant to the students with business background. Ebizco has been using since 2013 until present in Universiti Sains Islam Malaysia specifically to teach English For Business course to the undergraduates of Faculty of Economics and Muammalat. The learners showed positive feedbacks to the use of this module throughout the course. A continual quality improvement was conducted from semester to semester to make improvements to the current module. With the encouragement from the institution to utilize the online latest platform which is MOOC, it is hoped that Ebizco will also embed the MOOC features in its next edition to further enhance the current learning tools. Due to its attractive technology used in language teaching and learning as well as business-related contents, Ebizco has the potential to be commercialized to other Islamic background universities and colleges in Malaysia, teacher

25

training institutions and private training or consultation companies. It is also can be expanded to be developed as the reference for other English for Specific Purpose course.

Conclusion To conclude, the attractiveness of the blended elements and business related content in EBizco promotes an interesting and authentic learning experience that will prepare the learners for their real working-life.

Figure 1 : Ebizco Features

Hybrid

• Face-to-face • Online

Islamic

• Naqli & Aqli • Local muslim context

Table 1further introduces Ebizco module and its contents.

Table 1: Ebizco Contents Input/Topic

Online Mode

Face-to-face Mode

Introduction to English for

Discussion forum

Group discussion

Business Market survey

English Language Websites Video recordings (including

Lecture

youtube) Slideshow (Powerpoint /Prezi) Whatsapp (Group messenger) Handling meeting

Job interview

References

Chatroom (moodle)

Lecture

Skype

Textbook

Online videos

Lecture

Mobile devices

Textbook

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Abdul Rahim Md. Noor. (2011). Foreword of Secretary General Ministry of Higher Education Malaysia. eLearning in Malaysian Hig her Education Institutions: Status, Trends, & Challenges/edited by: Mohamed Amin Embi. Department of Higher Education Ministry of Higher Education 2011. ISBN 978-983-3663- 79-8 Michael, Y. (2011). Exploring the Pros and Cons of Online, Hybrid, and Face-to-face Class Formats. Leading change in public higher education: A provost report series on trends and issues facing higher education. Tomorrow’s University Today, University of Washington Singh, H.(2003). Building Effective Blended Learning Programs. Educational Technology, Volume 43, Number 6 pp 51-54. Verpoorten, D., Parlascino, E., André, M., Schillings, P., Devyver, J., Borsu, O., Van de Poël, J.F., Jerome, F. (2017). Blended learning Pedagogical success factors and development methodology. University of Liège, Belgium: IFRES. https://www.weforum.org/agenda/2016/01/the-fourth-industrial-revolution-what-it-means-and-how-to-respond/

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Let’s MOOC Harrinni Md Noor Institute of NEO Education (iNED), Universiti Teknologi MARA, Shah Alam, Malaysia. [email protected]

Anealka Aziz Hussin, Johan @ Eddy Luaran, Jefri Dahlan Institute of NEO Education (iNED), Universiti Teknologi MARA, Shah Alam, Malaysia. [email protected], [email protected], [email protected]

Highlights: Let’s MOOC is a comprehensive training kit that has been used in the training of trainers for

the development of Massive Open Online Course (MOOC) at Universiti Teknologi MARA (UiTM). It has been designed and developed by the training team at the Department of e-Learning Technology, Institute of NEO Education (iNED). It started only as samples for trainers to teach lecturers on how to develop MOOC contents and materials. Later, contents were updated and more things were added into the module to suit training needs. It became a major resources for face-to-face training as well as e-workshop.

Key words: MOOC, training of trainers, online training, online resources, e-learning, e-workshop Introduction Massive Open Online Courses (MOOC) began its journey into Malaysian education system recently. In Universiti Teknologi MARA (UiTM), the design and development of MOOC started in 2014 with a start of only 1 MOOC. Later, the number increased to 15 in 2015. As at this year, in 2017, more than 600 MOOCs have been identified by campuses and faculties to be developed in Universiti Teknologi MARA. Lecturers from 27 faculties and 12 campuses need to be trained on how to develop MOOC. Institute of NEO Education (iNED), UiTM was given the task to form a task force to train more than 30,000 lecturers in UiTM. The Department of e-Learning Technology geared up with two units - Teaching & Learning Resources as well as the Innovation and Research in e-Learning – to come up with procedures and mechanism to train the lecturers. Thus, the module, Let’s MOOC came into place.

Content Let’s MOOC is a comprehensive training kit used in the MOOC training of trainers at UiTM. Its contents include all the training resources needed to train lecturers to develop their own MOOC. Not only that, lecturers too could also use this module to learn how to develop their MOOC on their own. It works well as an e-workshop that will help lecturers in developing their knowledge on MOOC principles and design. At the end of the course, they will be able to apply all the concepts of design and development in their own MOOC. It also highlights information about the history and progress of MOOC in UiTM. MOOCs in Malaysian Institute of Higher Learning use the Open Learning (OL) platform. Therefore, this module is aligned with the design set in the OL platform. The contents of the module also include sections on: 1.

Blended Learning & MOOC @ UiTM  Definition  BL Requirements  BL Models  Platforms of BL

2.

E-Content Development @ UiTM  Definition  Types of e-content development  Benefits for lecturers  Purposes of developing e-content

3.

Massive Open Online Course  Definition  About MOOC  MOOC Design

4.

Materilas for TOT Workshop  Storyboard Template  Manuals for OL  Timeline for MOOC at UiTM  MOOC Registration Form

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5.

Instructional Design for MOOC  Design Basics for MOOC  Evaluation of e-Content  Instructional Design for MOOC

6.

POWTOON and Video Presentation  Powtoon Tutorial  Video editing

7.

Assessment and Activities on OL  Creating Activities  Report Design  Analytics

With more than 30,000 lecturers to be trained in one year, this module will indeed help to minimize the time spent for face-to-face training. Besides, it helps with the problems of having to set a specific time and place for a workshop. Most of the time, lecturers could not commit to the time and venue given by the trainers and training centres because they have other commitments. The use of Let’s MOOC can also benefit educators outside of UiTM as it is published worldwide. Trainers will also be able to share ideas with other trainers in other institutions. Sharing of resources will also become more efficient and beneficial to all parties.

Figure 1: The HOME page of Let’s MOOC

Acknowledgement We are grateful to Institute of NEO Education (iNED), Universiti Teknologi MARA for helping us to showcase this product.

References Yuan, L. and Powell, S. (2013). MOOCs and Open Education: Implications for Higher Education. University of Boston. http://www.thepdfportal.com/moocs-and-open-education_101588.pdf Hill, P (2012), Online Educational Delivery Models: A Descriptive View. http://www.educause.edu/ero/article/online-educationaldelivery-models-descriptive-view Meyer, R. (2012). What it’s like to teach a MOOC (and what the heck’s a MOOC?) http://tinyurl.com/cdfvvqy

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Augmented Reality Learning: The Way Forward to Learn UK Land Law Puteri Sofia Amirnuddin LLB (UTAS), LLM (MONASH), CLP, Phd Candidate (UiTM) Taylor’s University Lakeside Campus, Subang Jaya, Malaysia [email protected]

Highlights: When one mentions the term ‘law’ to a lay person, you can see his or her eyes wide open. The term itself indicates that the field of study is difficult, requires a lot of reading and is only suitable for bookworms. The discernment arises as a result of one anecdote told from a conventional lawyer to the public at large. The story goes that the study of law involves sitting through hours of lectures and reading hundreds of pages of judgments. Back then, the teaching pedagogies relating to the law discipline are very conventional, which is based on teacher-centred learning environment. Nowadays, with the variety of learning platforms worldwide can make the driest, dreary and technical area of law interesting. The adoption of Layar can transform the mindset of the students from ‘dragging their feet to class’ to ‘looking forward to the lesson.’ This article seeks to reveal that learning law can be stimulating by incorporating augmented reality learning into UK Land Law classroom.

Key words: Augmented Reality, Future learning, Law, Layar, Prezi, Entrepreneurship Introduction 1.

Description of your innovation / product development / design / process.

The subject of UK Land Law is known to be technical, complicated and dreary. It requires the students to learn the history of land law in the United Kingdom and the concepts relating to land sound alien to the students. The fact that law involves a lot of reading, there is a need to shift the teaching pedagogies from teacher-centered to students-centered particularly when the students are visual learners. The students need to ‘see’ the law to believe and understand of what are being taught to them. For UK Land Law lessons, the students are exposed to ‘Prezi’ application Land Law II module has been perceived to capture students’ attention and interest in class. It is one-of-a-kind presentation tool which can bring law to life (Herb, 2012). It provides fantastic visualizations (Herb, 2012) and able to ease lecturers’ presentation with the seamless transition from law-related points to presenting YouTube videos in Prezi itself. Students have been observed to be fascinated with Prezi tool and have been adopting the platform for their class presentation as well. Besides Prezi, the students are exposed to augmented reality learning in Land Law class. The adaptation of augmented reality is able to bring down geographical, finance and time barrier for lecturers to provide students access to enriching materials that can only be found outside classroom (Dunwil, 2016). The mobile application called ‘Layar’ acts like a magic window as it can create land law notes uploaded on TIMeS into two-dimensional images on their mobile phones.

An example of two-dimensional image “Email Ms. Puteri Sofia” on student’s mobile phone; allowing students to direct their queries seamlessly.

PREZI

LAYAR

Figure 1: Left-The use of Prezi for the topic on Adverse Possession in United Kingdom. Right - An example of what ‘Layar’ augmented reality looks like; bringing still object to live.

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Augmented reality learning has been said to be the next best thing (Gurman, 2017) and it will be the future of the education industry. It encourages the students to be immersed with learning UK Land Law. Students have been perceived to be intrigued with the videos that appeared on their mobile phone, and upon clicking the videos, the students will be directed to YouTube channels to view pre-recorded lectures, website links that are relevant for the topics taught and other online learning materials. An example of augmented reality assisted learning is the twodimensional image on the bottom right hand corner allows the students to direct their queries in a single click should they require more explanation on the topic presented (see: Figure 1). All-in-all, it has been perceived that augmented reality has enhanced their learning abilities when they are able to answer questions at the end of the lesson. 2.

What is the context or background of the innovation / product development / design / process?

The adoption of Layar into Land Law class has the ability to develop students’ digital literacy, intrapersonal skills, thinking and learning skills, cognitive capabilities and discipline specific knowledge. These skills correspond with the students’ learning needs (Cambridge Professional Development, 2017) and reflect Taylor’s Graduate Capabilities (Taylor’s University, 2017). In addition to that, the use of Layar in UK Land Law class has the ability to improve students’ learning through discovery learning. The exposure of the students to augmented reality learning materials via Layar would be able to enhance long-term retention and improve students’ attitudes toward the topics presented in class (Kihlstrom, 2017). Instead of relying on direct instructional learning, the discovery learning saves students’ time in memorizing the law and also making irrelevant search. By providing variety in learning methods, the students would be able to develop the cognitive skills as well as their non-cognitive skills such as self-discipline, focus and enthusiastic in learning new things. Students active engagement in the classroom will reflect John Anderson’s method known as ‘PQ4R method’ whereby the students learn through Preview, Query, Read, Reflect, Recite and Review (Kihlstrom, 2017). Students does not realize that there are steps to learning the law hence it is the duty of the lecturer to facilitate their learning through these methods (Kihlstrom, 2017). 3.

Why are they important to education?

There is no one size that fits all students’ learning styles particularly when there are many types of students in a classroom. Hence it is important to incorporate teaching creativity into the classroom in order to facilitate the learning of the visual learners, physical learners and even verbal learners. The development of technology has changed the way the students think which has resulted in a metamorphosis of today’s classroom. The adoption of augmented reality learning into UK Land Law class allows the students to harness their desire to understand land law better and perhaps to reform the law in order to suit the needs of the society in the future. Augmented reality learning has been perceived to be able to increase students’ engagement in the classroom and sustains the students’ attention until the end of the class. 4.

Advantages of implementing augmented reality learning in teaching and learning

One of the advantages of adopting augmented reality learning such as Prezi and Layar for UK Land Law class is that it provides landscapes for students to be continuously inspired in their learning. Augmented reality learning provides the avenue for the lecturers to expose students to the current issues seamlessly. It encourages the students to explore the resources made available online to resolve the issues in the real world which in turn will benefit the community at large. In addition to that, augmented reality can make the learning environment more productive, pleasurable and interactive (Lee, 2012). 5.

Commercializing students’ law related activities via augmented reality

The adoption of augmented reality learning in land law classroom is a revolutionary step in moving away from ‘reading the law’ to ‘feeling the law’. This approach is not a mere engagement tool or a gimmick to get the students interested in coming to class but it encourages students to explore, experience and understanding things better than just reading (Lawrie, 2017). By using Layar application, the students would be able to commercialize and market their students’ law-related activities. The scanning of event posters via Layar application on mobile phone will be able to provide potential participants with a big picture of what will happen in the event. It can generate profit for the students when they are able to secure participants attendance via the selling of the event tickets. The students will develop entrepreneurship skills apart from learning the law.

Acknowledgment

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I would like to express my sincere gratitude to the e-Learning team and Taylor’s Law School academic team at Taylor’s University for their continuous support, trust and encouragement in allowing me to incorporate augmented reality-based pedagogies into UK Land Law modules.

References Cambridge Professional Development (2017) Cambridge International Diploma in Teaching and Learning Syllabus Code: 6208 and 6209 (Cambridge International Examinations 2017) Dunwill, E. (2016) 4 Changes that will Shape the Classroom of the Future: Making Education Fully Technological. Retrieved from https://elearningindustry.com/4-changes-will-shape-classroom-of-the-future-making-education-fully-technological Accessed on 31 May 2017 Gurman, M. (2017) Apple’s Next Big Thing: Augmented Reality. Retrieved from https://www.bloomberg.com/news/articles/2017-0320/apple-s-next-big-thing Accessed on 29 May 2017 Herb, J (2012) Prezi – Advantages and Disadvantages. Retrieved from http://instructionaltechtalk.com/advantages-anddisadvantages-of-prezi/ Accessed on 18 May 2017 Kihlstrom,

J.

F

(2017)

How

Students

Learn

–

and

How

We

Can

Help

Them.

Retrieved

from

http://socrates.berkeley.edu/~kihlstrm/GSI_2011.htm Accessed on 29 May 2017 Lawrie, G (2017) How our school is using Virtual Reality to prepare pupils for a future dominated by technology. Retrieved from http://www.telegraph.co.uk/education/2017/01/23/school-using-virtual-reality-prepare-pupils-future-dominated/

Accessed

on 31 May 2017 Lee, K. (2012) The Future of Learning and Training in Augmented Reality. Insight: A Journal of Scholarly Teaching, 7, 39. Taylor’s University (2017) Taylor’s Graduate Capabilities. Retrieved from https://university.taylors.edu.my/about-taylors/future-prooflearning/taylors-graduate-capabilities Accessed on 29 May 2017

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M-Track System: Progress Tracking System for MOOC Development Anealka Aziz Hussin Universiti Teknologi MARA, Shah Alam, Selangor, Malaysia [email protected]

Harrinni Mohd Noor Universiti Teknologi MARA, Shah Alam, Selangor, Malaysia [email protected]

Highlights: The M-Track System is a tracking system used to monitor the progress of Massive Open

Online Courses (MOOC) development by lecturers from all 26 faculties and 12 UiTM campuses throughout Malaysia. The system helps to ensure efficient learning can take place as the checking criteria are based on Gagne’s Nine Events of Instruction. It also helps to ensure the quality of MOOC before it is offered to the public. Besides that, it also helps to ensure the duration of MOOC development is adhered. The system can generate 6 types of report. The target users of the system are the MOOC developers, MOOC Coordinators, MOOC Managers at the institution and anyone who wishes to develop MOOC.

Key words: MOOC tracking, MOOC development, MOOC monitoring, MOOC reporting, progress Introduction Universiti Teknologi MARA (UiTM) is one of the three public universities involved in the pilot MOOC project initiated by the Ministry of Education in 2014. This pilot project is one of the initiatives to support the ninth shift of Malaysia Education Blueprint 2015 – 2025 (Higher Education): Globalized Online Learning, which is introduced to achieve the desired outcomes set by the National e-Learning Policy (Dasar e-Pembelajaran Negara or DePAN). Starting from one MOOC in 2014, UiTM continued to develop another 3 MOOC in 2015 and additional of 13 MOOC in 2016. All these 17 MOOC are now available at https://www.openlearning.com/uitm and open to all throughout the year. Year 2017 sees a drastic change in the approach of MOOC development. Through the Vice Chansellor’s 2017 New Year Mandate, a new target is set, that is to develop 450 MOOC for 2017. With this new target, the Department of e-Learning Technology, which is in charge of all e-learning activities for the university, needs to identify an approach that can manage and monitor the simultaneous MOOC development in all UiTM faculties and state campuses.

Content 1. Description of your innovation / product development / design / process The M-Track System is a tracking system developed to monitor the progress of Massive Open Online Courses (MOOC) development by academics from all 26 faculties and 12 UiTM campuses throughout Malaysia. Types of Report  Individual report for Individual course  Group report for faculty / campus  Overall report on the whole MOOC project  Report based on clusters  Report based on programme levels (Diploma, Degree, Master)  Report based of types of courses (General, Niche and Skills)

2. What is the context or background of the innovation / product development / design / process? The process of MOOC development in UiTM begins with a selection of courses to be developed. Checking of available courses to be developed is done using the SEMKOD System, which can be accessed by all UiTM staff. By doing this, only one MOOC can be developed for a course and there will be no duplicate MOOC. Once a course is determined, lecturers can check the training system, SysiLearn System, to book a place in MOOC Development Workshop. One of the modules in the workshop is storyboard development. For storyboard novice, the 3P Interactive Storyboard which is based on Gagne’s Nine Events of Instruction, will guide them on how to prepare a storyboard for MOOC. Next is the development of various MOOC materials which include course content, instructional videos, activities and assessment items. Once ready, these materials will be uploaded to MOOC platform, the OpenLearning platform. Test run and evaluation of MOOC will take place

33

once the complete MOOC is available in OpenLearning suggestions and the MOOC is ready to be offerred.

platform. Changes will be made based on the

The process of MOOC development is straightforward and may be similar to the process adopted by other institution. What makes MOOC development different is the number of MOOC, location of the developers and the timeline given for the MOOC450 project. Since MOOC450 project is a university project, report on the development progress of all MOOC need to be submitted on a monthly basis. Hence the development of MTrack System is very timely.

3. Why are they important to education?    

To ensure efficient learning can take place as the criteria are based on Gagne’s Nine Events of Instruction. To ensure the quality of MOOC before it is offered to the public. To ensure the duration of MOOC development is adhered. Indirect benefits to T&L in terms of: o MOOC Credit Transfer for students. o Student mobility projects. o Blended / flipped learning. o A guide for new lecturers o Additional references for students o Self-learning for anyone interested

4. Please write any advantages of your innovation / product development / design / process towards education and community.     

Assist lecturers to develop MOOC according to standard of UiTM MOOC. Monitor MOOC development progress at all 26 faculties and 12 UiTM campuses throughout Malaysia simultaneously. Prepare the monthly report on the progress of MOOC development at all 26 faculties and 12 UiTM campuses throughout Malaysia objectively. Generate report based on faculties, campus and overall report. Enable to determine courses / components which are complete / incomplete.

5. Please add any commercial value in terms of marketability or profitability of your innovation / product development / design / process if any. The M-Track System is available in two versions: group monitoring and self-monitoring. Tracking features in group monitoring version can be customized based on the requirements of potential users, while features in selfmonitoring are based on the standard MOOC criteria. Users of the M-Track System are:  MOOC developers at the institution  MOOC Coordinators at the institution  MOOC Managers at the institution  Anyone who wishes to develop MOOC

Acknowledgement We are grateful for the opportunity to be involved in a huge project, MOOC450, inspired by UiTM Vice Chancellor. Also to the Institute of NEO Education (iNED), UiTM for bringing the e-learning of the university to a higher level and the team in the Department of e-Learning Technology and JTeP Coordinators at faculties and state campuses for the support to make MOOC450 project a reality.

References Pusat i-Learn (2016) Garis Panduan Pembangunan e-Kandungan Kursus. Universiti Teknologi MARA. e-Learning Guidelines For Malaysia HEIs (2014). Ministry of Education Malaysia. Putrajaya: MOE Guidelines for Development and Delivery of Malaysia MOOC (2016). Ministry of Education.

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BioSMS : Biometric Student Management System Rosfuzah Binti Roslan, Nur Ariffin Bin Mohd Zin, Mazniha Binti Berahim, Shelena A/P Soosay Nathan, Abdul Halim Bin Omar, Muhamad Hanif Bin Jofri, Mohd Suhaimi Bin Md Yasin, Miswan Bin Surip, Hannes Bin Masandig, Mohd Hatta Bin Mohamed Ali @ Md Hani Department of Information Technology, Centre for Diploma Studies, University Tun Hussein Onn Malaysia, 86400 Parit Raja, Batu Pahat, Johor, Malaysia [email protected]

Highlights: Recording student’s attendance is often seen as an ‘enforcement’ as there will be consequences from their absence, however it is compulsory for public university in Malaysia. To get the attended students engaged in class is another challenge, thus Merit concept is introduced which represent as ‘reward’. Apart from educating students academically, educator also play a role in shaping the student’s moral, thus Demerit concept may be suitable to be applied here which represents as ‘punishment’. Although merit and demerit are not compulsory to be done, many educators exercise these to capture student’s interest and engagement in class as well as nurturing good virtues amongst the students. Combining all these 3 elements into one management system will ease the educator’s burden. BioSMS, a Biometric Student Management System is developed to effectively record and manage attendance, merit and demerit of students at higher institute. Attendance and merit are marked after the student’s identification process using a fingerprint reader. The output generated from this system are i) notification regarding attendance for pre warning, warning letters, accumulated merit and accumulated demerit, ii)warning letters regarding attendance in Microsoft Word document format and iii)certificate for accumulated merit in Microsoft Word document format.

Key words: Biometric, Fingerprint, Merit, Demerit, Attendance, Student Management System Introduction Every organization whether it be an educational institution or business organization, it has to maintain a proper record of attendance of students or employees for effective functioning of organization. Enforcement on attendance in educational institution promotes discipline, responsibility and may also reduce truancy amongst students. Truancy has been identified as one of the early warning signs of students headed for education failure via suspension, expulsion, dropping out or delinquent activity (Bell, et al, 1994; Garry, 1996). The most common means of tracking student attendance in the higher institute’s classroom is by enforcing the students to manually sign the attendance sheet, which is normally passed around the classroom while the lecturer is conducting the lecture. There are numerous disadvantages of using such system. The attendance sheet is passed around the class; some students may accidentally or purposely sign another student's name. Another issue of having the attendance record in a hardcopy form is that a lecturer may lose the attendance sheet. As a consequence of that, lecturer can no longer trace the students overall attendance record throughout the particular semester. The Merit and Demerit point system aims to encourage students to attain the high standard of discipline expected of them (McGibonney, 2015). The definition of Merit is an excellent achievement, honor, value or quality that is deserving of approval. Meanwhile, Demerit is the opposite of merit, which shows bad behavior display by the students. Here, both of this elements are being reflected using point system. The management of a classroom involves the components of i) enforcement, ii) reward and iii) punishment (Burden, 2016) using the element of attendance, merit and demerit respectively. Biometric Identification Systems are widely used for unique identification of humans mainly for verification and identification (Vacca, 2007). The usage of biometrics in student’s attendance management system is a reliable and effective approach. They are secure to use, unique for every person and does not change in one’s lifetime. Fingerprints are considered to be the fastest method for biometric identification based on Adams, H. (2013).

Background and Process

35

BioSMS highlight the management of class through an integrated system using fingerprint recognition. It integrates 3 important components which are attendance, merit and demerit. By using biometric it will improve accuracy of data especially attendance records because it will remove all the hassles of roll calling and will save valuable time of the students as well as educators. There are many types of biometric systems such as fingerprint, face, voice, dental features and iris (Islam et. al, 2010). In this project, we used fingerprint recognition system which is applied in the identification of student using the device DigitalPersona U.are.U 4500 Fingerprint Reader (DigitalPersona, Inc., 2007). The prototype of BioSMS is currently being tested amongst the students of Diploma of Information Technology in University Tun Hussein Onn Malaysia (UTHM), one of Malaysia’s public university. The architecture of BioSMS is being displayed in Figure 1. Based on Figure 1, BioSMS connects with fingerprint reader device and extract the fingerprint data received. Section A is associated with the fingerprint reader, while Section B requires user to perform data entry. Data entry is also being offered as an alternative solution if the fingerprint detection process encounters problems. Merit module contains 2 modules which reward student on their i)participation and ii)character. ‘Participation’ also signifies student’s engagement in tasks and activities conducted in class for example when the lecturer is conducting question and answer (Q&A) session and the students giving feedback. Meanwhile, ‘Character’ signifies moral values showed by the students in class for example when the student displaying courtesy, good manners or great leadership. On the other hand, demerit is often associated with student’s bad behavior such as being rude, being late or dressing inappropriately. The individual fingerprint data is stored in a database which is conducted in enrollment module. It is then used for matching purposes in attendance and merit modules. All of the retrieved attendance, merit and demerit data are then stored in the same database as the individual fingerprint data. Reader

Fingerprint

System BioSMS

Section A Enrollment Module

Attendance Module

Merit Participation

Feature Extraction

Merit Character

Section B

Data Entry

DATABASE

Merit Module

Demerit Module

Figure 1: Architecture of Biometric Student Management System (BioSMS) Table 1: Criteria for generating Notification, Warning Letters and Certificate for BioSMS based on UTHM institution. Module Type / Name Absence % Compulsory Output Notification Warning Letter Certificate Attendance Pre First Warning Letter 3 No Yes No NA Attendance First Warning Letter 5 Yes Yes Yes NA Attendance Pre Second Warning Letter 7 No Yes No NA Attendance Second Warning Letter 10 Yes Yes Yes NA Attendance Pre Third Warning Letter 13 No Yes No NA Attendance Third Warning Letter 15 Yes Yes Yes NA Attendance Pre Barred from Examination 17 No Yes No NA Attendance Barred from Examination 20 Yes Yes No NA

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Merit Merit of Participation Merit Merit of Character Demerit Demerit * NA = Not Applicable

NA NA NA

No No No

Yes Yes Yes

NA NA NA

Yes Yes NA

Generally, the output produced by this system are i)notification regarding attendance for pre warning, warning letters, accumulated merit and accumulated demerit, ii)warning letters regarding attendance in Microsoft Word document format and iii)certificate for accumulated merit in Microsoft Word document format. Specific information regarding the output of this system is displayed in Table 1. Generating warning letter depends on the educational institution’s attendance rules. The name/type of warning letter, percentage of absence and compulsory indicator associated with attendance module can be altered or change accordingly. The output depends on the compulsory indicator, if the category of warning letter is not compulsory then the warning letter would not be generated. However, notifications for all warning letter will still be displayed. For merit module, both type of merit will generate notification and certificate of appreciation. However for demerit module, BioSMS will only display notification and the lecturer may choose to notify the student or academic advisor or even both.

Importance to Education There are many benefits of integrating biometrics with student attendance and merit management systems in educational institutions. Biometric attendance systems provide a convenient way to automatically track student check-in and check-out times and record their merit points. It does not requires complex technical knowledge so students can easily use the system with minimal training. Biometrics provide a faster process to track student attendance and merit points and at the same time protects their identity and privacy. Using biometrics has additional benefits for students and educational institutions including; accurate data retrieval, saves time, increases efficiency, increases security and protects privacy. Demerit concept is also embedded in this system which means the student’s bad behavior will be captured and notified. During the current semester, the student’s attendance, warning letter, merit and demerit data are well organize and managed. At the end of each semester, lecturer may print out the attendance document for filing purpose and merit certificate to be handed out to the awarded students. With the usage of BioSMS, hopefully it can gained student’s interest in participating in class as the lecturer exercise reward (merit) system. On the other hand, lecturer or educators can cultivate fun, engaging learning environment without forsaking rules, regulation and moral amongst students.

Advantages of Innovation Although biometric attendance system is a common approach and widely used in schools and universities outside of Malaysia. The utilization of it in Malaysian educational institution is very low, this is probably due to the fact that it is difficult to implement according to current attendance procedure, cost related and reluctance in implementation by academician. BioSMS eliminates these constraints in which the attendance procedure is designed according to public higher institution’s procedure. Most parameters are flexible which means can be altered. Parameters here means type of notification and warning letter, the absence percentage, compulsory indicator, type of class conducted, hours of lecture, hours of tutorial, hours of practical, number of weeks per semester, setting of class and section. The uniqueness of BioSMS is that it integrates merit and demerit components, meaning that it does not only manages student’s attendance but also manages accumulated merit and accumulated demerit. The information of pre warning, warning letter, accumulated merit and accumulated demerit received by students will be displayed or notified upon placing their finger for attendance identification. These information may also be send through email to the students and their academic advisor. The warning letters and merit certificate are adjustable and can be altered due to its usage of Microsoft Word Document. All the letters and certificates can also be saved as softcopy or printed out directly.

Commercialization Potential BioSMS can be commercialized in all public university in Malaysia as it is developed based on one of Malaysia’s universities (UTHM). The standard operating procedure (SOP) for attendance in public university is usually the same. It may also be applied in private universities as a lot of the parameters in this system is flexible which can be altered to adjust and meet the requirement of different institution. As this product developed in English Language, thus it may also be commercialized in other country apart from Malaysia.

References

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Bell, A.J., Rosen, L.A., and Dynlacht, D. (1994). Truancy intervention. The Journal of Research and Development in Education. 57(3), 203-211. Garry, E. M. (1996). Truancy: First step to a lifetime of problems. OJJDP: Juvenile Justice Bulletin, October, 1–7. McGibboney, G. (2015). The Private Side of a Public Education. Anaphora Literary Press. Burden, P. (2016). Classroom Management: Creating a Successful K-12 Learning Community. John Wiley & Sons. Vacca, J. (2007). Biometric Technologies and Verification Systems. Butterworth-Heinemann. Adams, H. (2013). Protecting Intellectual Freedom and Privacy in Your School Library. ABC-CLIO. Islam, M., Venkatarman, S., Alazab, M. (2010). Technological Developments in Networking, Education and Automation. Springer Science & Business Media. 303-306. DigitalPersona, Inc. (2007). DigitalPersona White Paper Guide to Fingerprint Recognition. www.digitalpersona.com.

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X-PLO-rasi T.A.R.T.I.L Dr Rashidi Bin Abbas Universiti Malaysia Pahang Kampus Pekan 26600 [email protected]

PM Dr Hasan Ahmad, Dr jamal Rizal Razali Universiti Malaysia Pahang Kampus Pekan 26600 [email protected], [email protected]

Introduction X-PLO-rasi T.A.R.T.I.L adalah satu inovasi untuk pengajaran dan pembelajaran kitab suci Al-Quran. Inovasi ini akan memberikan penekanan kepada satu pendekatan yang lebih efektif, praktis, cepat serta memiliki ciri-ciri yang khusus dari segi kaedah pelaziman minda terhadap pembaca. Kaedah pengajaran dan pengajaran al-Quran ini disusun sedemikian rupa agar pembaca dapat membaca al-Quran dengan cepat dan betul serta bertajwid. XPLO-rasi T.A.R.T.I.L juga bertujuan meneroka dan menajamkan minda pembaca dengan latihan yang berbentuk permainan kreatif yang bersumberkan ayat-ayat suci al-Quran. Permainan ini sebagai permainan yang mengasah minda menjadi lebih kreatif dan memperkukuhkan pembelajaran yang terdahulu. X-PLO-rasi pertama adalah memperkenalkan huruf-huruf hijaiyyah yang belum berbaris, kemudian disusuli dengan huruf yang berbaris satu. Setelah itu, huruf yang bertanda mati (sukun), seterusnya huruf yang bersabdu (tasydid) dan kemudian huruf yang berbaris dua.Fasa kedua, di hiasi dengan tanda-tanda panjang/pendek dan dengung/ tidak dengung (ghunnah/bila Ghunnah) serta Waqaf/Ibtida’. Latihan X-PLO-rasi T.A.R.T.I.L menekankan keapda padanan ayat alQuran yang diambil dari beberapa surah untuk dipadankan secara tepat. Inovasi ini dapat memperkasakan dua perkara dalam satu himpunan yang keratif. Penerokaan X-PLO-rasi T.A.R.T.I.L ini mengajak pembaca memberikan tumpuan dan fokus kepada pengisian pengajaran. Di samping itu, X-PLO-rasi T.A.R.T.I.L ini juga memperkenalkan pendekatan pengajaran dan pembelajaran yang menyeronokkan kepada pembaca serta menyemarakkan lagi teknik mengenal al-Quran dengan pantas. Penjanaan kreatif dan inovatif tidak boleh diajar tetapi ia boleh diterap secara tidak langsung melalui aktiviti pengajaran dan pembelajaran yang dilakukan secara terancang.Dengan kata lain, X-PLO-rasi T.A.R.T.I.L sentiasa mencabar keupayaan berfikir pembaca dengan menggunakan pelbagai teknik mengajar dan alat bantu pengajaran yang menarik minat pembaca. Sehingga akan melahirkan pembaca yang sentiasa berfikir, ingin mencipta, berani dan yakin kepada diri sendiri.

Kata kunci: X-PLO-rasi T.A.R.T.I.L , kreatif, inovatif, permainan minda.pelaziman latihan, asah minda. Acknowledgement Kami mengucapkan setinggi-tinggi penghargaan kepada pihak Universiti Malaysia Pahang yang memberikan peluang dan ruang untuk membawa ke hadapan produk inovasi dalam pengajaran dan pembelajaran yang terkini. Tidak lupa juga kepada pihak CAIC UMP yang memberikan pembiyaan kepada geran penyelidikan yang sedang dijalankan.

References Muhammad Luqman Makhtar. (2016). X-Ploasi Al-Baqarah. Telaga Biru Sdn.Bhd: Kuala Lumpur. Muhammad Luqman Makhtar. (2016). X-Ploasi Surah-surah al-Quran. Telaga Biru Sdn.Bhd: Kuala Lumpur. Rashidi Abbas, Jamal Rizal Razali, Muhammad Nubli Abd Wahab (2016). Anjakan Minda Huffaz Belia Malaysia . UMP: Kuantan Ghazali (2008). Metode Tartil 1 cara cepat membaca dan menulis al-Quran. Padang: CV Najwa. Ghazali (2008). Metode Tartil 11 cara cepat membaca dan menulis al-Quran. Padang: CV Najwa.

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Google Docs and Authentic Learning: Features and Opportunities Jasmine Jain School of Education, Taylor’s University, Subang Jaya, Malaysia [email protected]

Highlights: This focus of this work is to develop critical thinking among pre-service teachers using the

framework of authentic learning, enabled by a powerful yet simple tool such as Google Docs. The potential of Google Docs as a tool to encourage real-time collaboration with an emphasis in teacherstudent and student-student interaction and empowering the students to self-regulate their learning are shared. Tasks involving situated activity where students need to think of their own questions and work towards answering the questions is seen as an effective way to horn students’ critical thinking skills, and the use of Google Docs in this case allows the potential for students to take ownership of their own learning.

Key words: Google Docs, Authentic learning, communication, collaboration. Introduction The past few decades has seen major shift of endeavor in helping student learn meaningfully. With the vastly different set of challenges expected from the workforce, educators worldwide are adamant that students have to be taught skills to survive the world after they graduate from their studies- a set of 21st century skills termed 4Cs namely Creativity, Collaboration, Critical thinking and Communication. However, while technology poses the potential for opportunities in transforming learning, it can be easily underused through mere didactic teaching. Instead, educators should utilize technology to enhance communication and provide more meaningful platforms for social knowledge construction. By creating opportunities for students to think in critical and real world situations, authentic learning is used as a framework in guiding the implementation of a case based scenario in an Action research module. Google Docs was used as an innovative tool to bridge the context and the knowledge, and in the same time encouraging co-construction of knowledge among the students and the facilitator.

Content The objective of the task is for the pre-service teachers to be placed in a situated activity where meaningful knowledge construction happens as it provides a context in which the knowledge can be used (Lave & Wenger, 1991). Knowledge and context when done together let the learners see knowledge in a more wholesome manner- a set of tools for solving problems in the process of learning rather than just been perceived as a product of learning (Herrington & Oliver, 2000). This encourages the pre-service teachers to see themselves as practicing member of the teaching community in an effort to prepare them better as future teachers. To do that, the pre-service teachers has to be taught how to think. Many researchers advocate inquiry-based learning as an effective way to horn students’ critical thinking (Justice et al., 2007). For this to be done, the learning environment should support discussions, platforms for them to question their assumptions, reflect as well as critical evaluation of the information they gained. Using the framework of authentic learning, Google Docs was used a transformative medium which assisted facilitator-student and student-student interactions, where student completed authentic tasks aimed to develop their critical thinking. The case of this innovation strategy involves students who are final year pre-service teachers of a private institution in Selangor who are doing Action Research Methodology module. They were given a situational scenario which require them to formulate their own questions and research about the possible ways to address the gap given in the scenario. The context of scenario given centered on the struggle of a primary school teacher in meeting the need of her higher ability pupils.

Contribution This work extends the understanding on how technology integration in education should put more emphasis on tools which encourage communication between learners and teachers. It also provides evidence on how students who are given more role to take ownership of their learning are more self-regulated to complete tasks well. Because this is a situational-based task, working in group let them collaboratively work on potential scenario which they may face in their future work place. All of the above are made possible through the innovative approach using Google Docs- a tool which the research feels has been underestimated in the past as just a word processing software hosted in the cloud. Google Docs, is more powerful when use in the setting of this case, as it empowers students through real-time collaboration through the complex nature of authentic activities, requiring students to find relationships to variables which are not explicitly visible without thinking critically.

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Figure 1: Example of interactions in a Google Docs at a preliminary group work by students

References Herrington, J. & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational search and Development, 48, 3, 23–48. Lave, J. & Wenger, E. (1991). Situated learning: legitimate peripheral participation. New York, NY: Cambridge University Press. Rowe, M., Bozalek, V. & Frantz, J. (2013). Using Google Drive to facilitate a blended approach to authentic learning. British Journal of Educational Technology, 44(4), 594-606. doi: 10.1111/bjet.12063

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Embedding Interactive Multimedia Learning in Data Structure Course Mariam Abdul Hamid, Ida Aryanie Bahrudin, Rosfuzah Roslan, Nur Afiqah Izzati Kamal, Muhamad Hanif Jofri, Miswan Surip, Mohd Hatta Mohamed Ali@Md Hani, Abdul Halim Omar, Mohd Suhaimi bin Md. Yasin,Noordiana Kasim Universiti Tun Hussein Onn Malaysia, Batu Pahat, Malaysia [email protected]

Highlights: Today, understanding data structure is a fundamental task as every operating system uses

data structures in performing internal operations. This app will help lecturers and students to understand data structure, its implementations and working. It also lets students easily review data structures and from theory to implementation especially for the Tree topic. This app shows graphical representation of tree operation which makes it easier for students to understand the concept behind data structure implementation.

Key words: algorithm, binary tree. Introduction Data structure can be defined as a way of collecting and organizing data in such way that we can perform any operations on these data in an effective way. Data structures is about rendering data elements in terms of some relationship, for better organization and storage. Learning data structures is complex issue for many students. Data structure is an important course for IT (information technology) students but it is difficult to work with them due to their abstract nature (Patel, 2014). Because it requires abstract thinking, many students find it is difficult to learn data structure (Huang & Yin, 2007). Learning data structure required more effort from students to properly grasp all the element in the courses. Failure and dropout rates are usually high when dealing with this course (Mario Konecki, 2015). Hence, the needs of any other teaching aid to learn data structure is really essential. Nowadays, multimedia technology is becoming increasingly popular in the field of education. The use of 3-D visualization in teaching and learning has proven its benefits, where it allows learners to learn and grasp the lessons being taught much faster than in a normal classroom (Mohd Zulhisam, 2012). Therefore, the interactive multimedia courseware was developed in order to give an alternative for students to learn data structure. The animation of data structure content is one of the most obvious applications of this technology as intuitively most computer science educators believe that algorithm animation should be helpful in teaching computer science concepts.

Content Description of innovation This apps lets developers or students easily review data structures from theory, implementation to coding problems. All the data structures are implemented in C++. Currently, this apps contains the Tree topic. The courseware contains the theory notes to help users to understand the concepts and several coding problems to improve their familiarity to the algorithms or data structures. Figure 1 shows the interfaces of the apps.

Figure 1: Interfaces of the apps

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Background of the innovation Multimedia technology is becoming increasingly popular in the field of education. The use of interactive courseware in teaching and learning has proven its benefits, where it allows learners to learn and grasp the lessons being taught much faster than in a normal classroom. This is where multimedia plays an interesting dimension in development of courseware. This apps had been developed using Adobe Flash and Adobe Illustrator. The topic of binary tree in Data Structure was selected as the module content in this application. The nature of this subject which is complex and rather difficult to comprehend was an inspiration for choosing this topic as a domain in this study.

Importance to education The followings are the importance of this apps to education: iv. For assisting learners in revising their lesson. v. Support learning across different context as their portability enables them to be used by learner in whichever context she or he is. vi. The developed apps focusing on ease of access, clarity and user-friendly features. vii. As an alternative learning aid in order to help students to adapt with the abstract nature of data structure.

Advantages of innovation towards education and community The advantages of this mobile apps are: i.

Easily understandable User Interface specially designed for learner needs. This will contribute to attract them to use the apps.

ii.

Simple presentation all the useful content. This make the apps easy to be used and to understand the content.

iii.

Alternative tools for learning data structure besides the implementation of conventional method.

Commercial value This apps can be commercialized to a programmer looking for your first programming job and preparing for coding interviews, a lecturers or a student who is preparing for exams about data structures. It is also fit for anyone who is interested in learning data structures easily from theory to implementation.

Acknowledgement Special thanks to everyone who helped and contributed to making this project a fabulous success.

References Huang, T.-C., & Yin, L.-P. (2007). Research of a Web-Based Data Structure Visual Courseware. International Conference on Machine Learning and Cybernetics (pp. 4176 - 4181). Hong kong: IEEE Xplore. Mario Konecki, T. G. (2015). Problems and Efforts in Introductory Data Structures and Algorithms Courses. Proceedings of IAC-SSaH 2015: International Academic Conference on Social Sciences and Humanities in Prague (pp. 277-281). Czech Institute of Academic Education. Mohd Zulhisam, R. M. (2012). Modeling Binary Tree Algorithm in 3-D Interactive Visualization: A Prototype. Third International Conference on Intelligent Systems, Modelling and Simulation (ISMS). IEEE Xplore. Patel, S. (2014). A Literature Review on Tools for Learning Data Structures. University of Cape Town.

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Developing a Gamification-Based Thesaurus App to Improve English Language Vocabulary: A Case study of Undergraduate Students in Malaysia Issa R. Mchucha Universiti Malaysia Sabah, Malaysia [email protected]

Zamhar I. Ismail, Rose P. Tibok Universiti Malaysia Sabah, Malaysia [email protected], [email protected]

Abstract: The acquisition of new vocabulary in a second language requires a series of repeated

exposures. With emerging digital platforms and games such exposure can easily be provided. This study is aimed at exploring whether a gamification-based thesaurus application could be used to improve the level of English language vocabulary among students in a public university in Malaysia. The findings reveal that students have less experience on using thesaurus apps compared to games or other language learning apps. This suggests that it is crucial to incorporate game elements into learning platforms particularly in learning English vocabulary as a way to generate motivation and engagement to learners.

Key words: Game-based learning, mobile-learning, vocabulary learning strategies. Introduction The rapid evolution of digital technology has filtered into many aspects of our daily life and brought about simplicity and automation in various sectors such as in industries, businesses and recently in the field of education. In the past, activities that could take days or even months could now be attended to in a couple of hours or mere minutes. Such advancement of technology has resulted in increased efficiency of product delivery and also shortened the time to market. However, in education, incorporating technology has encountered a certain level of reluctance and generated numerous on-going scholastic discussions. The main controversy is on whether employing approaches such as e-learning or Computer Aided Learning (CAL) could deliver the same effects or outcomes as traditional teaching and learning methodology which has been adopted for centuries. The study by Yaman et al. (2015) for instance argues that technology has become a necessary part of our lives even in the classroom. As opposed to traditional teaching and learning, the digital technology era provides learners with interactions and social-based learning. As the study emphasises, it is important to realise the value of incorporating motivational elements into the aspects of learning and the fact that the present generation spends a lot of time interacting with digital tools or playing around with games. According to Yunus et al. (2012), about 72% of American households play computer and video games and 82% of these gamers comprise youths aged 18 years of age or older. Therefore, as research studies have dictated, the idea of incorporating technology into education is somewhat undeniable. Conversely, despite showing impacts in education, technology itself cannot serve as a means to ensure that pedagogical significance and learning objectives are met. Therefore, recent studies have proposed the concept of applying gamification in education as an approach towards boosting the learning experience and motivation. Similarly, the study by Alemi (2010) also justifies the acknowledgement by many specialists on the use of games as an effective way to facilitate vocabulary learning and build up motivation. As this research posits, developing a game-based Thesaurus app will serve as a way of attracting learners, facilitating motivation and enhancing their language learning acquisition.

Purpose of Study This research paper aims to investigate whether developing a gamification-based thesaurus app can help enhance English vocabulary learning acquisition. The study was conducted among Malaysian undergraduate students at Universiti Malaysia Sabah with a prototype model of the thesaurus app developed and tested on the intended user group. The study was based on the following set of objectives: i. To evaluate the effectiveness of using a gamification-based thesaurus app to enhance English language vocabulary among university undergraduates; ii. To prescribe a framework in developing an app to improve language proficiency among university undergraduates.

Expected Contribution The current study will contribute in pedagogical body of knowledge by uncovering the new insight of learning with technology which is being an ongoing discussion around the world and Malaysia in particular. Besides, it is expected that the study will also familiarize the educators specifically those who teaches English as a foreign language with the strategies and techniques needed to cultivate the culture of learning in the current digital era.

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Theoretical Framework To provide a comprehensive understanding of this research study, a scholarly analysis of theories and background studies was conducted to examine views, relationships and contribution on the issue of using gamification in English language vocabulary acquisition. The theoretical framework of this study is based upon previous literature as well as from current assumptions that were developed in this research. Based on past theories for instance, the first headache or difficulty in learning a foreign language that students would encounter is usually remembering words (Bahadorfar, 2013; Hu Hai-peng & Deng Li-jing, 2007). This therefore gives rise to the assertion or notion that employing a vocabulary learning strategy is the key towards learning a foreign language (Nayan & Krishnasamy, 2015). A strategy that has been extensively utilised to assist learners cope with English language learning is the use of ICT as a method to enrich students with the power to learn grammar and vocabulary at their own pace (Yunus et al., 2009). Unfortunately, given the rapid growth in digital technology, using ICT itself and computer is no longer sufficient. Many students these days are very adept at using smart phone technology which in turn has increased the use of mobile apps especially games and dictionary apps (Gao, 2013). Using gamification would therefore be highly recommended since it can help increase user motivation. Furthermore, due to the theory that learning new vocabulary in a second language requires between five to 16 repeated exposures, games can help provide such a condition (Nation, 1990, as cited in Lam, 2014). The research framework below demonstrates a way forward in breaking a gap between learning and having fun by proposing an app that would assist users to switch between games and English vocabulary learning (see figure). Figure 1: Theoretical Framework

Design Methodology This current research project was developed following the prototyping method. For this research an initial prototype version was developed; although it was very basic, it depicted the whole concept or outlay of the research idea and had incorporated all the necessary features. However, the decision on the design features and elements that were added in the application prototype was based on two major factors: (1) the background studies and literature regarding the design of application learning tools, and (2) the reviews on the existing language learning applications from Google play store. With regards to the first factor, studies have suggested that applications such as “dictionary-apps” should provide contents that are designed to run on smartphones, tablets or other mobile digital devices (Gao, 2013). The prototype of this research therefore considered the use of standard materials and contents obtained from credible sources such as ‘thesaurus.com’ as well as available English thesaurus books. A review was also conducted on existing language learning application tools. Several language learning apps were downloaded from Google play in order to study their design features. Applications such as ‘Advanced English Dictionary and Thesaurus’, ‘Concise Oxford Thesaurus’, ‘Pocket Thesaurus’ as well as ‘word Match Lite’ were also reviewed. In contrast to ‘Word Match’ which was a word-matching game tool, the other applications made use of the same interface designs with some common features such as adapter for displaying dictionary words, search bar, and navigation drawer for the menu list.

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Findings The investigation in this study has in general revealed that (1) almost all of the students perceived the practice of the mobile learning approach as integral since it could bring about learning motivation and convenience, and (2) there was a prevalent positive response or attitude among the students towards using games and apps in language learning. None of the students had knowledge about using thesaurus apps for learning new English language vocabulary nor aware or had sufficient knowledge regarding gamification. Similarly, there has been a decrease in the students’ performance from a paper-based quiz as compared to that of a game. Figure 2: Exponential decrease in students’ mean score from Paper-based Quiz

Average score

Game Level Score Graph

y = 0.1062x2 - 1.4024x + 7.2873

Game level (L)

Conclusion Digital platforms and e-learning play a vital role in education particularly in the learning of the English language. Interviews have revealed the majority of the students as knowledgeable on the benefits that these digital platforms could provide in supporting their learning. The students perceived the use of mobile learning as valuable in equipping them with the ability to learn at their own convenience, anywhere and anytime. This however is accompanied with the contention that all the interviewed students preferred the use of mobile learning over the traditional approach. This points to an opportunity to develop a thesaurus application tool that could deliver learning enhancement to students.

References Abu Bakar, N. A., & Nosratirad, E. (2013). Sustaining Vocabulary Acquisition through Computer Game: A Case Study. Asian Social Science, 9(5), 235-242. Ali, Z., Mukundan, J., Baki, R., & Ayub, A. (2012). Second Language Learners’ Attitudes towards the Methods of Learning Vocabulary. English Language Teaching, 5(4). Baron, N.S. (2013). Do mobile technologies reshape speaking, writing, or reading? Mobile Media & Communication, 1(1), 134–140. Bouzid, Y., Khenissi, M. A., Essalmi, F., & Jemni, M. (2016). Using Educational Games for Sign Language Learning - A SignWriting Learning Game: Case Study. Educational Technology & Society, 19(1), 129–141. Dankham, C., Teemueangsai, S., & Simmatun, P. (2017). Undergraduate Students’ Learning Performances of their Social Gamification Functional Learning online To Their Enhancing Learning Behaviors toward Their Critical Thinking Abilities. European Journal of Education Studies, 3(3), 127-143.

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Development of Hybrid Mobile Application as a Medium to Learn BKD (Bahasa Kadazandusun) Fedillah Koh Universiti Malaysia Sabah, Kota Kinabalu, Malaysia [email protected]

Dr. Azali Saudi Universiti Malaysia Sabah, Kota Kinabalu, Malaysia [email protected]

Highlights: This project is developed to enable user to learn Kadazandusun language using mobile

application. Prior to the development, questionnaire has been distributed to evaluate the user requirements. This application enables students to learn the Kadazandusun language using their Smartphone. It consists of five modules, i.e. authentication module, learn module, review module, discover module and setting module. This application has been distributed to the user to collect their feedback. Based on the user acceptance testing, it can be concluded that the user is satisfied with the application perceived ease of use and perceived usefulness.

Key words: Kadazandusun; Mobile application; Language learning; Hybrid; Education; Sabah Introduction The rise of technology has created opportunity on using mobile technology as a learning medium especially in language learning. The main aim of this project is to develop a hybrid mobile application as a medium to learn Bahasa Kadazandusun. The target users for this project is the students in Universiti Malaysia Sabah (UMS) who takes Kadazandusun language as their foreign language course. The learning module is based on the Kadazandusun course module level I, thus it is named as Learn BKD. By using hybrid mobile application platform, students can learn the Kadazandusun language in a more interactive, interesting and fun way using their Smartphone. It consists of five modules, i.e. authentication module, learn module, review module, discover module and setting module. Software testing has been conducted during and after the application is implemented which includes unit testing, integration testing, compatibility testing and user acceptance testing. Overall, the developed hybrid mobile application receives very positive and encouraging feedbacks from the target users.

Content Description of Learn BKD and development process This project modules consists of three main modules which are the learn module, review module and discover module. The expected outcomes from these three modules after completing the lessons is to ensure users will be able to read, write, speak and listen at beginner level. There are another two modules which is the authentication module and setting module for the general purpose that cover about the application and user feedback. The learn module has four category which are the basics words, daily conversation, flashcards and dictionary. In the review module, User can take a quiz to test their understanding and fluency in Kadazandusun language. The user can explore more of the Kadazandusun history, festival and cultural aspects in the discover module. The literature review covers the related work regarding to mobile technology for language learning from the past and the future. Furthermore, the existing mobile applications to learn foreign languages and to learn Kadazandusun language also highlighted in the literature review with their corresponding comparison. The throwaway prototyping methodology is used to develop this project because it can cope with the changes of user requirement during the development time. For the system analysis and design phase, the models that are used in designing this application is the objectoriented analysis and design which is gradually incorporating object-oriented concepts into traditional techniques. The process modeling is presented in the form of context diagram and data flow diagram (DFD). The data modeling is presented as the entity relationship diagram (ERD) and data dictionary. For the system design, there are two topics included which are the user interface storyboard and user interface design. This application is developed using Ionic framework (Version 2), Visual Studio Code (source code editor) and AngularFire with Firebase Database. There are four testing carried out including unit testing, integration testing, compatibility testing and user acceptance testing. The overall result of testing has fulfilled the requirements specification and the objectives.

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Figure: Screenshot of Learn BKD application. Learn BKD background There is limitation in the existing technology that was developed to be used as a tool in learning Kadazandusun language. The existing mobile application only offer limited features or functionalities in serving as a learning tool.

Importance to education The importance of the development of hybrid mobile application as a medium to learn Bahasa Kadazandusun is to make learning easy, fun and interesting.

Learn BKD advantages towards education and community The main significance of the development of this hybrid mobile application as a medium to learn Bahasa Kadazandusun is to contribute on the use of mobile technology for language learning especially in learning Kadazandusun language. Secondly, to provide a solution that might be able to help the Kadazandusun communities to preserved and address their language issues through mobile technology. In addition, this mobile application also can be utilized as an additional tool for language learners to learn Kadazandusun language.

Learn BKD commercial value in terms of marketability The commercial value in terms of marketability of this product is to become one of the attraction to the tourist who is interesting in learning new languages using mobile application. This application can be used as a tool to learn Kadazandusun language as well as to promote the uniqueness of Sabah native ethnics cultural aspects. Thus, indirectly can attract tourist to come and visit Sabah.

Acknowledgement First, I am grateful to God for my project completion with abundant bless and strength. I want to use this opportunity to express my deepest gratitude and special thanks to Dr. Azali Saudi. It is an honor to have him as my supervisor. He who despite being extraordinarily busy with his duties, took time out to hear, guide, support and keep me on the correct path throughout my project. He also has provided guidelines and advice that were significantly useful to me. Bearing in mind, I want to give my deepest thanks towards my examiner, Dr. James Mountstephens for giving me valuable advices, information and encouragement during each of my project presentation. I also want to give my gratitude and thanks to Madam Veronica P. Atin, Kadazandusun course chairperson, for her support. She has provided me with the learning materials, useful advices and given me opportunity to conduct testing with the Kadazandusun students. I am truly thankful to my family for their support, concern and encouragement. Finally, I want to give my best regards and blessings to everyone that has supported me in any aspect during the completion of my project.

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References Agca, R. K., & Özdemir, S. (2013). Foreign Language Vocabulary Learning with Mobile Technologies. Procedia - Social and Behavioral Sciences, 83, 781–785. https://doi.org/10.1016/j.sbspro.2013.06.147 Azar, A. S., & Nasiri, H. (2014). Learners’ Attitudes toward the Effectiveness of Mobile Assisted Language Learning (MALL) in L2 Listening Comprehension. Procedia - Social and Behavioral Sciences, 98, 1836–1843. https://doi.org/10.1016/j.sbspro.2014.03.613 Bachore, M. M. (2015). Language Learning through Mobile Technologies: An Opportunity for Language Learners and Teachers. Journal of Education and Practice, 6(31), 50–53. Budiu,

R.

(2013).

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(2011).

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15(2),

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http://llt.msu.edu/issues/june2011/emerging.pdf Hinton, L. (2001). Language revitalization: An overview. The Green Book of Language Revitalization in Practice, 3–18. Jawing, E. (2006). Language Shift in a Majority Ethnolinguistic Speech Group: A Case Study of Kadazandusun Families in Sabah. Universiti Malaysia Sarawak. Kim, P., Miranda, T., & Olaciregui, C. (2008). Pocket School: Exploring mobile technology as a sustainable literacy education option for underserved indigenous children in Latin America. International Journal of Educational Development, 28(4), 435–445. https://doi.org/10.1016/j.ijedudev.2007.11.002 Krzemińska, M. (2016). 10 best language learning apps. Retrieved October 7, 2016, from https://www.lingualift.com/blog/bestlanguage-learning-apps/ Lasimbang, R. (2004). To Promote the Kadazandusun Languages of Sabah, 34(2), 10–12. Martinez, R., & Schmitt, N. (2010). Invited commentary: Vocabulary. Language Learning & Technology, 14(2), 26–29. Mobile-assisted

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assisted_language_learning Number of mobile phone users worldwide from 2013 to 2019 (in billions). (n.d.). Retrieved October 7, 2016, from https://www.statista.com/statistics/274774/forecast-of-mobile-phone-users-worldwide/ Paper, C., & Dom, E. M. (2016). Let ́ s move: mobile learning for motivation in language acquisition, (November 2014). https://doi.org/10.13140/RG.2.1.4634.7922 Penfield, D.S, Cash, P.H, Galla, C.K, Williams, T., Shadow-Walker, D., (2006). Technology-enhanced language revitalization. Tucson, AZ: University of Arizona. Pindeh, N., Suki, N. M., & Suki, N. M. (2016). User Acceptance on Mobile Apps as an Effective Medium to Learn Kadazandusun Language. Procedia Economics and Finance, 37 (June), 372–378. https://doi.org/10.1016/S2212-5671(16)30139-3 Rahimi, M., & Miri, S. S. (2014). The Impact of Mobile Dictionary Use on Language Learning. Procedia - Social and Behavioral Sciences, 98, 1469–1474. https://doi.org/10.1016/j.sbspro.2014.03.567 Thorton, P., & Houser, C. (2005). Using mobile phones in English Education in Japan. Journal of Computer Assisted Learning, 21, 217– 228. https://doi.org/10.1111/j.1365-2729.2005.00129.x Times, T. R. T. (2015). Best Apps To Learn Foreign Language: Duolingo, Babbel, Memrise, AnkiApp, Busuu, And More. Retrieved October 7, 2016, from 1. http://www.techtimes.com/articles/52934/20150514/best-apps-to-learn-foreign-language-duolingo-babbelmemrise-anki-busuu-and-more.htm Ting, S. H., & Tham, F. L. (2014). Vitality of Kadazandusun language in Sabah, Malaysia. Asia-Pacific Studies, 1(1), 44–57. Madam Veronica P. Atin. Pusat Penataran Ilmu dan Bahasa, Universiti Malaysia Sabah. Senior Lecturer, Kadazandusun Course Chairperson. 28 November 2016.

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Augmented Reality in Learning Alphabets (ABC) Nurul Afiqa Binti Supriyono University Malaysia Sabah, Kota Kinabalu, Sabah [email protected]

Highlights: Augmented Reality (AR) in Learning Alphabets will used Augmented Reality to help students

in process to learn alphabets and letters. With the combination of alphabets with Augmented Reality will help the students to have more imagination and increase their critical thinking. This project also had included with sound and pictures of the objects. The target of this project are kindergartens students from 4 to 6 years old. This project will develop AR learning module that consist of 32 set of AR card alphabets and objects in Bahasa Malaysia.

Key words: Augmented Reality, AR, Alphabets, ABC, cards. Introduction Augmented Reality (AR) is the new raise technology that combine both virtual and reality in the real world either in two-dimension or three-dimension. AR had been used in various field, one of them are in education. Augmented Reality make the process of learning more interesting.

Content This project is an innovation from the current learning method in teaching Alphabets. This project are expected have high potential to succes in market. The combination of learning with Augmented Reality can increase the interest of student to learn Alphabets. This project also exposed the new way of learning and technology towards the students. The target of this project are for the kindergarten student from 4 to 6 years old. This project will using 32 sets of AR Alphabets with object pictures in Bahasa Malaysia. This project use current learning method in learning Alphabets. This project will allow the user to know how to learns Alphabets, combination words and reading. it also teach how to pronounce the letter of words on the AR cards. This application has been develop using Android platform. To make the two-dimension and threedimension object appear, the AR cards need to scan using AR camera. The contains the audio of the alphabets and object will teach the students to pronounce the Alphabets and object, and spelling correctly.

Acknowledgement

I would like to express my very great appreciation to my supervisor, Mdm Siti Hasnah binti Tanalol for her patient guidance, enthusiastic encouragement and useful critiques for this project.

References (Use APA format) Revealing The Whole New World 2015. Retrieved Sept 11, 2015 from https://www.qualcomm.com/products/vuforia Klein, G. and D. Murray. Compositing for Small Cameras, in Proc. of the 7th Int. Symp. on Mixed and Augmented Reality 2008. Rolf Buchholz, KEY VALUES GmbH, Hamburg, Augmented Reality: New Opportunities for Marketing and Sales. Retrieved Sept 10, 2016 from http://www.spielwarenmesse.de/fileadmin/data_archive/Relaunch_Spielwarenmesse/magazine/redpapers/ 20120703_RedPaper_Augmented_Reality_ENG.pdf

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Augmented Reality for Jawi Alphabets Nooriani Binti Jabar University Malaysia Sabah, Kota Kinabalu, Sabah [email protected]

Highlights: ‘Augmented Reality for Jawi Alphabets’ is developed for kids 5 to 9 years old. This application is develop to teach user and improve their knowledge about Jawi and the correct pronunciations of each alphabet. It is also to teach how to connect each alphabet and teach the user until they can read the sentences of Jawi. This application will be develop with additional method for user that has combination of the 2D, 3D animation and Audio.

Key words: Augmented Reality, AR, Jawi, cards. Introduction Augmented Reality (AR) is a technology which allows computer generated virtual imagery to exactly overlay physical objects in real time. AR allows the user to interact with the virtual images using real objects in a seamless way. .

Content

This project is an innovation in learning Jawi and expected to be a success in market and can encourage the children to learn Jawi. This augmented reality project hopefully can increase the children’s interest in learning Jawi and the objective of analyzing the effectiveness of augmented reality technology in learning Jawi alphabets might be achievable. It is also for a development of a new way of learning methods using AR and to expose the new learning technology to the kids. This project scope focus on 5 to 9 years old kids. It aims to attract and encourage them to become more excited to learn Jawi. The language for the learning module for this project is in Malay and it is using 36 cards of Jawi alphabets with picture. This project will allow the user to know Jawi alphabets, how to write and spell Malay word in Jawi writing. This application can be use in android phone and tablet. The cards need to be scan using the mobile apps AR camera , then the 2D or 3D object will appear. This application contains audio which teach the user the pronunciation of each Jawi alphabets and the spelling of pictures on the cards.

Acknowledgment I would like to express my deepest gratitude and appreciation to my supervisor, Madam Siti Hasnah Binti Tanalol for all her advice, guidance and support that lead to the completion of this project.

References (Use APA format) Augmented Reality: The past, present and future. Retrieved Sept 10, 2016 from http://thenextweb.com/insider/2011/07/03/augmented-reality-the-past-present-and-future/#gref Jawi Explorer applications, Retrieved Oct 12, 2016 from https://play.google.com/store/apps/details?id=my.irda.icon2013.jawiexplorer&hl=en Rolf Buchholz, KEY VALUES GmbH, Hamburg, Augmented Reality: New Opportunities for Marketing and Sales. Retrieved Sept 10, 2016 from http://www.spielwarenmesse.de/fileadmin/data_archive/Relaunch_Spielwarenmesse/magazine/redpapers/20120703_RedP aper_Augmented_Reality_ENG.pdf

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Enhancing Formative Assessment on student learning through online feedback system Lai Zee Wei, Ng Jeck Fei, Yan See Wan School of Biosciences, Taylor’s University, Subang Jaya, Malaysia [email protected], [email protected], [email protected]

Highlights: Formative assessment is a powerful tool to enhance the effectiveness of the overall

teaching and learning process. Some key success of formative assessment in promoting students’ learning are timely feedback and easy documentation of the feedback for analysis and future reference. e-Learning tools such as e-quizzes, mobile app for e-comment, online forum and idea sharing board offers possible solution to fulfil the desired mode of formative assessment at the same time promoting both self-directed learning and peer learning. The introduction of such tools has made the teaching and learning process more engaging and allows timely adjustment on teaching pedagogy from the facilitator.

Key words: formative assessment, timely feedback, self-directed learning Introduction Formative assessment is distinguished from summative assessment in their intention of the assessment. Formative assessment intended to promote further improvement of student attainment while summative assessment is intended to summarize student attainment at a particular time (Crooks 2001). Formative assessment is seen as a powerful tool towards effective teaching and learning especially in Higher Education due to the fact that it benefits both the facilitator and learners during the process. Juwah et.al. (2004) has brought out the essential role of formative assessment as a process to provide useful information to the facilitators about the difficulties the learners may be experiencing and teaching pedagogy can be adjusted in time to suit the need of the learners. On the other hand, formative assessment enable learners to restructure their understanding/skills to build more powerful ideas and capabilities. In order to enhance the effectiveness of the formative assessment, timely feedback and proper documentation for analysis and future reference become a crucial part to close the gap between the current and intended learning outcomes. Application of e-Learning tools in formative assessment would be an ideal tool in order to ensure both mentioned criteria can be achieved simultaneously.

Content Application of e-Learning tools is offering good opportunities in enhancing effective formative assessment which promotes learning. As it is known that providing timely feedback and proper documentation of the feedback or analysis and future reference are the key success in improving the future teaching and learning process. In this paper, the use of e-quizzes, e-comment, online forum and collaborative idea sharing board (Padlet) will be elaborated in achieving the mentioned goals. E-quizzes plays an essential role in promoting student centered learning as the student can apply and review the concepts after completion of a topic content anytime and anywhere. This approach is suitable to cater for students with variety level of understanding of the topic content as they can attempt the e-quiz in their own pace and the quiz review option will provide information of their performance to facilitate the identification of their weakness in that particular topic. The auto and easy retrieval of the overall student performance could also benefits the facilitator on the difficulties faced by the learners and adjustment of pedagogy and/or emphasis on certain content concept can be done in the next class. Game based e-quiz (Kahoot) also introduces new breakthrough to the stereotype of formal paper and pen quiz which can be stressful for certain learners. The introduction of quizzes in game based style can further increase the motivation and initiatives of learners while attempting the assessment. E-comment focusing on mobile app (Skitch) provides instance marking and feedback to the learners especially if the particular content requires calculation to be performed. The use of Skitch in e-Learning collaboration classroom for tutorial session enables the active and peer learning among the learners. Each group will be assigned with specific questions and to snap a picture of their solution to be sent to the facilitator upon completion. The solutions from different group are then projected to the whole class and the mobile app enables the facilitator to comment and annotate on the performed calculation by using various features of the mobile app. These include drawing and inserting text using various choice of colour and inserting fun stickers on the picture captured. More importantly, the comments on the mistakes and misconception on the content topic are well captured and documented to be shared to the learners for future reference and revision. Online forum and collaborative idea sharing board (Padlet) enables generation and sharing of ideas among the learners become collaborative and fruitful. This tool is especially useful for case based study in which creativity in providing possible solution is highly desired. Each students will contribute their ideas on specific topic content and the ideas are instantly shared with all the other learners in the same platform. Interestingly, comment options in these tools will enable both facilitator and other learners to comment on their ideas instantly.

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Overall, the use of e-Learning tools like e-quizzes, mobile app for e-comment and collaborative online forum and idea sharing board has provided great opportunities in enhancing formative assessment on student learning especially in providing timely feedback and easy documentation of the feedback during the teaching and learning process. The fact that these e-tools also enable student centered learning and also peer learning has enriched the whole teaching and learning process and providing more personalized approach to cater for students with diverse academic performance.

References Crooks, T. (2001). The Validity of Formative Assessment [Paper Presented to the British Educational Research Association Annual Conference, University of Leeds]. Juwah, C, Matthew, B., Nicol, D., Ross, D., Smith, B.(2004). Enhancing Student Learning Trough Effective Student Feedback. The Higher Education Academy.

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Using Google Classroom to Drive Problem-based Learning Project Mindy Tay Pei Lin School of Education, Taylor’s University, Subang Jaya, Malaysia [email protected]

Highlights: The construction of knowledge through a problem-based learning (PBL) project is more

meaningful if it is driven by purposeful use of an online platform such as Google Classroom. The features in Google Classroom improve communications, engagement and supervision in the course of a taskdriven PBL project as guided by the principles of cooperative learning structure. In the context of a teacher education programme, a PBL project is conducted by pre-service teachers to address children’s errors in Mathematics. In this project, Google Classroom is used to support the achievement of the PBL outcomes as well as to address several concerns that exist within the course of its administration.

Key words: Google classroom, online platform, virtual tools, PBL, collaboration Introduction Active participation and intellectual engagement of students are the basis for the construction of knowledge in a problem-based learning design. In a problem-based learning process, knowledge evolves through collaboration by social negotiation and evaluation of the viability of one’s point of view (Tan, 2003). Understanding is then derived from these interactions. As students are geared towards 21st century learning and are being considered digital natives, the use of online platforms with virtual collaboration tools help promote engagement and improve the efficacy of interactions. Google Classroom is a learning management system that aims to connect the class, track students’ progress and achieve learning goals collaboratively. Google Classroom allows teachers to create classes, distribute assignments, communicate, and stay organized, all in one place. It works with other Google tools such as Google Docs, Drive and Forms. The sharing capacity of Google Classroom allows students to collaborate simultaneously and enables instructor to facilitate and give feedback during the course of the PBL project. File storage and synchronization in Google Drive also promote sharing by allowing access to multiple documents. In the context of this PBL project, the use of Google Classroom benefits students and instructor in ways which traditional face-to-face learning methods fail to address. The availability and ability of the Google Classroom platform to organize work and enhance communication makes it a valuable tool to drive a PBL project to achieve its purpose.

Content The problem-based learning project is conducted in a Mathematics course in a Bachelor of Education programme for pre-service teachers. The purpose of this project is to allow student teachers to learn how to address children’s errors in Mathematics through inquiry. In this project, the significance of Google Classroom is noted in two dimensions. One is to promote collaboration and the other is to address several concerns that exist within the course of its administration. (i)

Using Google Classroom to promote collaboration

A student project especially that of a PBL nature requires collaborative interaction and are designed to efficiently produce engagement, positive social interactions, and achievement because they incorporate four basic principles of cooperative learning as popularized by Spencer Kagan (1994). The PIES principles which underlie a cooperative learning structure in the PBL approach are: Positive Interdependence, Individual Accountability, Equal Participation, and Simultaneous Interaction. The use of Google Classroom to drive this project supports these underlying principles in many ways. When positive interdependence is anticipated, each student’s contribution is necessary to produce positive outcomes. These outcomes are required to encourage achievement and support among team members. These are achievable through the features of GC such as its accessibility (through web or mobile apps) and capacity for class or small group discussions to facilitate the project. Individual accountability assumes that each student has the responsibility to complete parts of the project assigned to that member. GC and Google Docs allow team members to allocate different tasks to individuals and follow up on these tasks through its revision history feature. This empowers students to take charge of their learning and progress in the PBL project. This feature also allows the instructor to look out for students who seek the safe harbor of not responding and become disengaged. Equal participation requires the instructor to examine the quality and equality of participation among students in this project. Students’ work can be annotated in real-time and students who are disengaged can be involved in question-driven discussions. This can help encourage dormant members who would otherwise be inactive and prevent high achieving students from dominating the project or discussions. According to Higley (2013), synchronous learning environments support learning and teaching and offer students and teachers with multiple ways of interacting, sharing, and the ability to collaborate and ask questions in real-time through synchronous learning technologies. In a PBL environment, simultaneous interaction is particularly

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important to align expectations, co-construct learning and address students’ misconceptions in the course of the project. These facilitations can be supported via GC through the use of Google Docs where multiple students can work on the same document at the same time while getting immediate response from their instructor. Changes appear in real-time while revision history can be tracked from when the document was created. This feature is particularly useful to avoid miscommunication and misalignment of understanding in terms of the expectations for students and among group members. (ii)

Using Google Classroom to support the administration of PBL

As the number of students and their mobility grew, the facilitation of this project becomes increasingly more challenging. Students will be away for practicums and internships abroad while taking this module in which the PBL project is conducted. The use of Google Classroom (GC) supports the administration of PBL by addressing these concerns: Table 1: Use of Google Classroom to address concerns regarding the administration of PBL Situation Challenges Opportunities provided by Google Classroom (GC) Students doing the project Availability to meet up for  Students will be able to access materials in GC belong to different cohorts. synchronous discussions and see comments made by peers and They have different with their peers and feedback from instructor. timetable as they are instructor is limited.  Parts of the project can be assigned to specific taking different modules. student by inserting action items in comments in Google Docs by mentioning their teammate’s Some students are away on They will not be available email account. practicums and internships throughout the duration of  All documents are automatically saved and while completing the Math the project. filed into Google Drive folders which allow course online. multiple edit access online and offline. Increasing number of Challenging to have face Revision of documents can be viewed to track students. to-face consultations with changes in the document. the instructor to facilitate  Instructor can also quickly see who has or hasn't this project in class or completed the work, and give direct, real-time within campus hours. feedback and grades.

Transferability The use of Google Classroom is applicable to many other contexts in education and learning management. As Google Classroom promotes sharing and collaboration, it promotes the co-creation of knowledge and sharing of ideas among the learning community. An online course can be curated and conducted via Google Classroom. Continuous professional development courses for teachers can also be enhanced through a hybrid model where different learning packages are accessible through this platform. Besides, teachers and researchers can also collaborate within the same subject or interest areas. These ideas support the notion of learning anytime, anywhere and extending the roles of learners from the consumers of information to the creators of knowledge.

References Higley, M. (2013). Benefits of Synchronous and Asynchronous e-Learning. Retrieved from: https://elearningindustry.com/benefits-ofsynchronous-and-asynchronous-e-learning Kagan, S. (1994). Cooperative Learning. San Clemente: Resources for Teachers. Tan, O.S. (2003). Problem-based Learning Innovation – Using Problems to Power Learning in the 21st Century. Singapore: Thomson Learning.

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Developing educational videos: A ‘constructionism’ based approach to encourage active and collaborative learning in a science-based module Roseline Yap Wai Kuan Taylor’s University Lakeside campus, Subang Jaya, Malaysia [email protected]

Highlights: This study on the development of educational videos based on the constructionism

approach was incorporated in a science-based module as part of the assignment component. There are three phases: Phase 1 – pre-development stage with the construction of storyboard; Phase 2 – development stage with the construction of the video; and Phase 3 – post-development stage which is the showcase of the video for peer evaluation. The several outcomes of this study on the students include engaging active and collaborative learning and achieving four Taylor’s University Graduate Capabilities which are discipline specific knowledge, thinking and problem solving skills, interpersonal skills, and digital literacy.

Key words: educational videos; constructionism; active learning; collaborative learning Introduction The use of educational videos in teaching and learning is nothing new. In fact, educational videos are commonly used as a teacher approach because it can be as effective in delivering concepts or demonstrating methods or mechanisms (Hoban & van Ormer, 1951). On the other hand, educational videos can also be used based on the ‘constructionism’ approach (Papert & Harel, 1991), in which the students will have the opportunity to create the educational videos. In this approach of ‘learning by doing’, it engages students in active learning, which is shown to improve student’s performance in the science field (Freeman et al., 2014), and encourages collaborative learning. This approach is also consistent with Dale’s intuitive model which shows that learners will learn better by doing as compared to passive approaches such as reading (Bijnens et al., 2006). Hence, the aim of this study is to incorporate the constructionism approach in the form of educational videos as the assignment component in a science-based module.

The Study This study was conducted in a science-based module which is Nutritional Biochemistry. This module is a core module for Year 2 Food Science with Nutrition students and an elective for Biomedical and Biotechnology students at Taylor’s University. There are a total of six subtopics in this module and the last subtopic is ‘inborn errors of metabolism’. In this study, the development of educational videos based on the constructionism approach was incorporated in the assignment component of this module. The following introductory details of the assignment were provided to the students: Malaysian Rare Disorders Society, 2010 defined inborn errors of metabolism (IEM) as “a group of genetic disorders characterized by the inability of the body to break down (metabolize) food into energy and make new building blocks for the organs in the body”. IEM may not be common among the Malaysian society but recent statistics have shown that this could be due to the lack of awareness among the health care providers and the public. Awareness of IEM can help in early detection and the management of IEM, which is crucial to prevent irreversible complications and death. In this assignment, you will be given the opportunity to develop an educational video on IEM and the assigned type of IEM. The process flow of the study is comprised of six steps shown in Figure 1. In this study, groups of 4 or 5 students enrolled to the module were randomly assigned to either of the following IEMs: Glucose-6-phosphate dehydrogenase deficiency (G6PD); or Phenylketonuria (PKU). The first phase of the study (pre-development stage) includes construction of a storyboard and submission of the storyboard for lecturer’s feedbacks. In this phase, science-based students are exposed to the crucial step and the correct procedure in developing an educational video. This phase also ensures that the students are on the right track before the development of the video, and also prevents students from doing any last minute work. The second phase of the study (development stage) will be the construction of the educational video based on the storyboard and submission of the finalised video to the lecturer for evaluation. The third or final phase (post-development stage) will be an oral presentation in which each group is required to justify the approach used in the educational video followed by showcase of the video for peer evaluation. The total marks allocated is 24% of the total grade for the module and the distribution of the marks for each phase is presented in Table 1. The major bulk of the marks (15%) is parked under the educational video in which the following three components: 1) content; 2) creativity; and others such as flow, appropriate visuals contribute to 5% each. The educational video was also evaluated based on the following criteria conveyed to the students during introductory session of the assignment: 1) video must not exceed a total of 3 minutes; and 2) educational to create awareness to the public.

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Phase 1

Phase 2

Phase 3

3. Development of educational video

1. Construction of storyboard

2. Storyboard for lecturer’s feedbacks

5. Showcase of video

4. Submission of video for evaluation

6. Peer evaluation

Figure 1. Process flow of the study Table 1: Distribution of marks by phase Phase 1 2 3

Component Storyboard Educational video Showcase/Peer evaluation Total

Marks (%) 5 15 4 24

The study was initiated in 2014 and continued to use as the assignment component for the module till present. A total of 17 educational videos have been accumulated so far: 4 in March 2014 semester; 4 in March 2015 semester; 5 in August 2016 semester; and 4 in March 2017 semester.

Significance of the study The advantages of this study are tailored to the students in which two major types of learnings can be achieved in addition to the graduate capabilities formulated by Taylor’s University. The two types of learnings include active learning and collaborative learning. Active learning is when learners participate in the learning process and would need to do more besides listening (Bonwell & Eison, 1991), particularly in the higher order thinking tasks such as analysis, synthesis, and evaluation (Renkl et al., 2002). In this study, the students can achieve active learning because first the students would need to understand the assigned IEM via analysis, followed by synthesis of ideas and content to develop the educational video, and finally the opportunity of evaluation among peers. The students can also achieve collaborative learning in this study that is working as team to complete a task (National Institute for Science Education, 1997) because the students are required to work as group to create a product which is an educational video. There are a total of eight Taylor’s Graduate Capabilities (TGC) which are: 1) discipline specific knowledge; 2) lifelong learning; 3) thinking and problem solving skills; 4) communication skills; 5) interpersonal skills; 6) intrapersonal skills; 7) citizenship and global perspectives; and 8) digital literacy. Hence based on the present study design, students are able to achieve half or four of the TGCs which are discipline specific knowledge, thinking and problem solving skills, interpersonal skills, and digital literacy. In conclusion, developing educational videos based on the constructionism approach should be used in teaching and learning at higher institution settings.

References Bijnens, M., Vanbuel, M., Verstegen, S., & Young C. (2006). Handbook on Digital Video and Audio in Education, Creating and using audio

and

video

material

for

educational

purposes,

The

Videoaktiv

Project.

Retrieved

from

http://www.videoaktiv.org/fileadmin/template/main/resources/handbook/VideoAktiv_Handbook_fin.pdf Bonwell, C.C. & Eison, J.A. (1991). Active learning: Creating excitement in the classroom. Washington, DC: School of Education and Human Development, George Washington University. Freeman, S., Eddy, S.L., McDonough, M. Smith, M.K., Okoroafor, N., Jordt, H. et al (2014) Active learning increases student performance in science, engineering, and mathematic. Proceedings of the National Academy of Sciences, 111, 23, 84108415. Hoban, C.F. & van Ormer, E.B. (1951). “Instructional Fil Research:1918-1950. Technical Report No. SDS-269-7-19, NAVEXOS P-977” Special Devices Center, Port Washington, N.Y. National

Institute

of

Science

Education

(1997).

What

is

collaborative

learning?

Retrieved

June

9,

2017

from

http://archive.wceruw.org/cl1/cl/moreinfo/MI2A.htm Papert, S. & Harel, I. (1991). Situating constructionism. Constructionism, 36, 1-11. Renkl, A. Atkinson, R.K., Maier, U.H., & Staley, R. (2002). From example study to problem solving: Smooth transitions help learning. Journal of Experimental Study, 70 (4), 293-315.

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IUCELIIDEL16-0043 MLESLÌ: Mobile Learning for ESL Classroom - Inventory Harwati Hashim Politeknik Port Dickson, Negeri Sembilan, Malaysia [email protected]

Melor Md. Yunus Universiti Kebangsaan Malaysia, Selangor, Malaysia [email protected]

Mohamed Amin Embi Universiti Kebangsaan Malaysia, Selangor, Malaysia [email protected]

Mohamad Siri Muslimin Universiti Kebangsaan Malaysia, Selangor, Malaysia [email protected]

Highlights: In order to support the deployment of mobile technology for English Language learning,

there is a need to formulate an implementation strategy in order to ensure the success of the implementation. Thus, this study suggests the use of Mobile Learning for ESL Classroom Inventory (MLESLÌ) to identify the factors that influence students’ attitude and intention for using mobile learning for ESL. MLESLÌ was developed based on UTAUT model. EFA was conducted to test the internal reliability of the instrument, while CFA was conducted to assess the validity and reliability of the constructs.

Key words: Mobile Learning; ESL Classroom; MLESLÌ; Unified Theory of Acceptance and Use of Technology (UTAUT); Structural Equation Modeling.

Introduction Mobile learning is a new educational technology and more rigorous research is needed to understand students’ perception (Harwati et al. 2016). While there is a growing interest in mobile learning from education industry, the issues regarding how to promote the adoption of mobile learning from learner’s perspectives seem to be largely unsolved (Huang 2014). Learners’ attitudes towards technologies, their intention to use it, and the various actual uses of mobile technology integrated in their second language learning is also a dominating research focus (Cheng et al. 2010; Chang & Hsu 2011; Morgana 2014). The only way that mobile learning will reach its full potential is that students accept and value it. In order to look into the learners’ intention for using mobile learning, this study refers to research related to mobile learning acceptance. Research on mobile learning acceptance is based on a wide range of established theoretical models which include the Unified Theory of Acceptance and Use of Technology (UTAUT) (Ho & Chou 2010); the Theory of Planned Behaviour (TPB) (Moss et al. 2010); and the Technology Acceptance Model (TAM). Understanding the acceptance for mobile learning is essential to the successful and effective English language learning. Before investing limited funds in implementing mobile learning for learning English, it is important that an institution be able to anticipate and account for the factors that influence students’ acceptance. If students fail to accept the use of mobile learning for learning English, they will fail to use the technology to enhance and improve their English language learning thereby wasting the polytechnic funds. Interest in and perceptions of the students are important because these might influence their interest in learning and language development. Furthermore, the polytechnic stakeholders need knowledge of students’ intentions to use and actual use of mobile devices in order to plan the implementation of mobile learning.

Content 6.

Description of your innovation / product development / design / process. The instrument was validated in a pilot test using Exploratory Factor Analysis (EFA) as well as in terms of face and content validities and internal consistency reliability and then revised based on the pilot test results. Before proceeding to the factor analysis, the Kaiser-Meyer-Olkin (KMO) measure and the Bartlett test of sphericity ensured appropriateness for this procedure. As a result, finalised instrument using 7-Likert scale questions with regard to Malaysian polytechnic ESL learners’ perceptions of mobile learning with an addition of two openended questions on how the learners perceive affordances and challenges of using mobile learning was used for the main survey. Before proceeding to statistical analysis, the data were examined in terms of normality and outliers. As a result, the data followed normal distribution, which was the underlying assumption of factor procedure in the next step of research evaluation; influential outliers were not detected. Discriminant and convergent validities were also examined and verified during the analysis.

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To validate research model dimensions, the data were analysed via Confirmatory Factor Analysis (CFA), allowing for the removal of scale items that did not meet the loading criteria (factor loadings). After removing those items, reliability alpha was again examined and revised. Revised reliability ranged from 0.759 to 0.918, which met the research requirement. Discriminant and convergent validities revealed no underlying problems with the scales. The factor analysis revealed the latent variable structure and resulted in factor solution that matched the hypothesised structure in the research model. After the issues of unidimensionality, validity and reliability of the constructs have been addressed, the constructs is standardised in one full structural model using Structural Equation Modelling (SEM). In SEM, the multiple relationships among the constructs are standardised simultaneously. 7.

What is the context or background of the innovation / product development / design / process? The Unified Theory of Acceptance and Use of Technology (UTAUT) by Venkatesh et al. 2003 serves as the foundation for this study.

8.

Why are they important to education? Understanding the factors affecting the attitude and intention for using mobile learning can enable polytechnics to incorporate these factors in design and implementation phases for the purpose of English language learning, which is essential to the effective ESL teaching and learning. Before investing in development of mobile learning applications and contents, polytechnics should consider factors that influence students’ intentions for using mobile learning. If students fail to accept mobile learning offered to them then they would not use it to enhance English as Second Language learning. The outcome would be wasted budgetary expenses. Thus, this study provides polytechnic administrators a means to make effective fiscal and educational decisions regarding mobile learning and to ensure the fiscal and pedagogical success of a mobile learning initiative in a globally competitive environment. The research has potential implications for system designers also. They should emphasize performance expectancy in the architects of mobile learning while ensuring reliable content and high-quality service, since no matter how easy a system is to use, the system will not be used if it is not deemed useful in learning.

9.

Please write any advantages of your innovation / product development / design / process towards education and community. It is important for the policy-makers and also Department of Polytechnic Education to provide trainings and to improve the facility as well as the infrastructure. It is noted that from time to time, Malaysian polytechnic ESL learners’ attitude towards mobile learning for learning ESL is monitored by motivating them to make use of the technology and also to give them awareness on how they can make use of the mobile technology to enhance their ESL learning. Most importantly, in order to support the deployment of mobile technology for English Language learning at polytechnics in Malaysia, there is a need to formulate an implementation strategy in order to ensure the success of the implementation.

10. Please add any commercial value in terms of marketability or profitability of your innovation / product development / design / process if any. Teacher training and learning materials development.

Acknowledgement We would like to thank Universiti Kebangsaan Malaysia for the copyright application of this innovation (File No. No. Fail: UKM IKB/108/2/1586) and Department of Polytechnic Education who had assisted in the research.

References Chang, C.-K., & Hsu, C-K. (2011). A Mobile-assisted Synchronously Collaborative Translation-Annotation System for English as a Foreign Language (EFL) Reading Comprehension. Computer Assisted Language Learning. 24(2): 155180. Cheng, S.-C., Hwang, W.-Y., Wu. S.-Y., Shadiev, R.,& Xie, C.-H. (2010). A Mobile Device and Online System With Contextual Familiarity and Its Effects on English Learning on Campus. Educational Technology and Society. 13(3): 93109. Harwati Hashim, Melor Md. Yunus & Mohamed Amin Embi. (2016). “Pre-University English as Second Language (ESL) Learners’ Attitude towards Mobile Learning” in Creative Education, Vol.7, No.8, June. Ho, C. T. B., & Chou, Y. T. 2010. Technology adoption of mobile learning: A study of podcasting. International Journal of Mobile Communications. 8(4): 468485. Huang, Y. (2014). Empirical Analysis on Factors Impacting Mobile Learning Acceptance in Higher Engineering Education. Morgana, V. 2014. Investigating students’ perceptions of the use of the ipad into the English language classroom. International conference of ICT for Language Learning. 7th Edition. Moss, N. D., O'Connor, E. L., & White, K. M. (2010). Psychosocial Predictors of the Use of Enhanced Podcasting in Student Learning. Computers in Human Behaviour. 26(3): 302-309. doi: 10.1016/j.chb.2009.10.012 [May 2014]

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Free, Fun, Fast: Facebook and Instagram as Avenues for Foreign Language Practice Hazel Ng Jin May Taylor’s University, Subang Jaya, Malaysia [email protected] Jung Gyeo Woon Taylor’s University, Subang Jaya, Malaysia [email protected]

Highlights: All language learners face the common challenge - the lack of opportunities outside of

their designated class time to use the target language (TL). As such, it is important that instructors find innovative methods for learners to practice their language skills. This study explores the effectiveness of Facebook and Instagram as an avenue for language learners to improve their TL skills through a fiveweek, daily online task of publishing posts in the TL. Results indicate that students agreed this task was an effective way to practice their language, as well as to improve their spelling and vocabulary.

Keywords: Facebook, Instagram, foreign language, out of classroom language use, practice, online Introduction One of the many concerns of learning a foreign language is finding a time and space to practice the target language (TL) outside of the language classroom. Some of the common challenges faced by language learners are that they do not have anyone else to use the TL with, or that they are afraid of making mistakes, or even the fear that others may feel that they are showing off by using the TL. This lack of practice then creates learners who are not confident and are hesitant to use the TL. It is essential that learners find a way to practice since it is the best way to improve.

Content As universities in Malaysia are transitioning into a more blended learning environment in their teaching and learning practices, the current generation of undergraduates are no stranger to using technology to aid their learning. Considering that learners found that using the TL outside of the classroom a challenge due to factors that have been mentioned, the researchers decided to venture into the world’s best resource - the internet, and more specifically, social networking sites (SNS) - as an alternative. SNS provide an engaging and flexible environment, whose familiarity and user friendliness also promotes a relaxed atmosphere, which would in turn motivate the learners to use the TL, indirectly practicing their language skills. The top three social media platforms in the world are Facebook, YouTube, and Instagram. According to an article1 published on CNN this year, Facebook recorded a total of 1.86 billion active users at the end of 2016, making it the biggest social media platform in the world. YouTube follows in second place, with over a billion users.2 On the other hand, according to a study3 conducted by Pew Research Centre in 2016, a total of 32% of online adults use Instagram, with 59% of these in the 18 - 29 age group.

The Study: Objectives and Methodology This study aims to examine the use of SNS as an avenue for beginner-level language learners to apply and practice their language skills, while improving their writing and spelling at the same time. The chosen online platforms for the study were Facebook and Instagram, which are mobile- and computer-based platforms that are free and easily accessible. Apart from that, these platforms are focused on the sharing of text and pictures. Besides that, these platforms were selected because they provide a familiar, friendly, and non-intimidating environment. The study was conducted on a group of undergraduates enrolled in beginner-level Spanish and Korean language university elective courses at Taylor’s University. These students were given the daily task to publish posts in the TL according to a list of given topics, during a five week period, as part of their coursework and they are required to publish their posts accompanied by a relevant photo or image. At the end of the five-week duration, the students’ opinions regarding the effectiveness of the task in being a good way to practice the TL as well as to improve their language skills were measured through a questionnaire. This questionnaire consisted of Likert-type and multiple choice questions. There were also a few questions which required the students to provide a short answer to support their opinion.

Source: http://money.cnn.com/2017/02/01/technology/facebook-earnings/ Source: https://www.youtube.com/yt/press/statistics.html 3 Source: http://www.pewinternet.org/2016/11/11/social-media-update-2016/ 1 2

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Results Findings show that students agreed that publishing posts in was a good and effective way to practice the TL. In addition, results also show that the students agreed that the task helped them to recall vocabulary as well as improve their spelling. A majority of them also indicated that they read their classmates’ posts, with two-thirds of them going on to notice errors which their friends made in the posts. Based on the responses, one conclusion that can be made is that this task provided sufficient practice which supported the improvement of learners’ TL skills.

Acknowledgement We would like to thank the e-Learning Academy at Taylor’s University’s for all their support and guidance.

References Chartrand, R. (2012). Social networking for language learners: Creating meaningful output with Web 2.0 tools. Knowledge Management & E-Learning: An International Journal, 4 (1), 97 -101. Retrieved from http://www.kmel-journal.org/ojs/index.php/onlinepublication/article/view/170/124.

Facebook is closing in on 2 billion users (2017, February 1), CNNtech. Retrieved from http://money.cnn.com/2017/02/01/technology/facebook-earnings/ Julie Whiddon (2016). Instafrench: Investigating the use of social media and student selected images to support L2. Thesis, Georgia State University. http://scholarworks.gsu.edu/mcl_theses/21 Lomicka, L. & Lord, G. (2016). Social Networking and Language Learning. In F. Farr & L. Murray (Eds.), The Routledge Handbook of Language Learning and Teaching (255 - 268). New York: Routledge. McBride, K. (2009). Social-networking sites in foreign language classes: opportunities for re-creation. In L. Lomicka & G. Lord (Eds.), The NExt Generation: Social networking and Online Collaboration in Foreign Language Learning (35 - 58). San Marcos, Texas: Computer Assisted Language Instruction Consortium (CALICO). Muhammad Kamarul Kabilan, Norlida Ahmad, Mohamad Jafre Zainol Abidin (2010). Facebook: An online environment for learning of English in institutions of higher education? Internet and Higher Education 13, 170-187. https://doi.org/10.1016/j.iheduc.2010.07.003. Pew Research Centre. (2016). Social Media Update 2016 [Data file]. Retrieved from http://assets.pewresearch.org/wpcontent/uploads/sites/14/2016/11/10132827/PI_2016.11.11_Social-Media-Update_FINAL.pdf https://www.youtube.com/yt/press/statistics.html

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The use of Mobile-Clicker and Augmented Reality Technology (M-CART) in transforming teaching and creating impactful learning in Chemistry subject Wong Yau Hsiung Taylor's University Lakeside Campus, Subang Jaya, Malaysia [email protected]

Highlights: The utilization of technology to enhance learning has become one of the major trends in

education. This study investigates the use of “Mobile-Clicker and Augmented Reality Technology” (MCART) in learning chemistry and its impact on student learning. Innovative technologies such as mobile clicker, simulation and augmented reality (AR) were integrated into classroom instruction. Mobile clicker makes a boring PowerPoint presentation more interactive and engaging. Simulation and AR draw students’ attention and offer them authentic experiential learning, allowing them to visualize and interact with virtual objects in the real world. This required students to think critically and hence reinforces their knowledge.

Key words: augmented reality, clicker, simulation, chemistry, teaching, e-learning Introduction Many students view chemistry as one of the most difficult and complex subjects to study. The concepts of Chemistry are often seen as something abstract and only confined to chemistry classroom, not the real world. Moreover, the application of chemical formulas, chemical symbols and chemical equations in describing phenomena is another challenge to students. Technology is regarded as one of the most promising approaches to transform teaching and learning in classroom. Innovative technologies such as mobile clicker, simulation and augmented reality (AR) have been utilized to support interactive learning environments. The utilization of these tools in education is becoming a universal trend to improve students’ learning outcomes.

Content In this study, a learning approach known as “Mobile-Clicker and Augmented Reality Technology” (M-CART) was developed. This approach centered on the use of mobile clicker, simulation and augmented reality (AR) in chemistry. This study provides evidence of using mobile clicker, simulation and augmented reality (AR) in chemistry and its impacts on student learning. The first technology used is mobile clicker or student response system. Students will use their mobile devices to answer questions or polls during lesson. The use of PowerPoint in lecture can be boring and lack of interactivity. “Nearpod” and “Poll Everywhere” are chosen for this purpose because they can be inserted into the PowerPoint slides. Mobile clicker can be used to engage student. The effective use of mobile clicker can make a teaching session more interactive, interesting and fun as it can encourage discussion between students. This improves the depth of learning. This technology gamifies the learning and assessment. It also allows instructor to gather every student feedback to gauge the understanding. Simulation and augmented reality technologies can help students visualize the chemistry in the molecular level and connect classroom concepts to observable phenomena. A computer simulation is a program that contains a model of a system or a process. Augmented reality (AR) is an emerging technology, which generate 3-D virtual objects and allows people to interact with virtual and real objects at the same. Chemistry is a very visual subject. Simulation and AR provide powerful learning experiences for students and serve as a great visualization tool in enriching the learning contents. They offer an alternative way to see the chemistry world and allow students to observe, manipulate and interact with the chemistry contents, especially at the molecular level. They offer new level of authentic and interactive experience to the students. This is not found in traditional chemistry lectures and textbook. This deepens the understanding of core chemistry concepts and phenomena because the students are actively exploring and discovering the contents themselves. This technology also engaged the students and motivates them to learn chemistry. “Zappar” is a free online app that can be downloaded into a student’s mobile phone. It uses the camera function of the mobile phone to see and recognize “Zapcodes”, a code that created using an online tool “Zapworks”. The code can be inserted into PowerPoint or printed materials. This technology makes them come to life and create amazing AR experiences. A 3D simulated virtual lab environment enables students to perform hands-on chemical experiments. Students can visualize and interact with complex 3D chemical bonding and molecular structure by zooming in and out or rotating the object. Simulated exercise also allows the students to visualize step by step chemical calculation. The implementation “Mobile-Clicker and Augmented Reality Technology” (M-CART) approach is expected to transform a dull and boring chemistry subject into a life and engaging one. This approach amplifies learning experiences in Chemistry subject.

62 Acknowledgement I am grateful for the e-learning academy in Taylor’s University, Malaysia for their support and technical assistance in preparation of the module sites.

References Andergassen, M., Guerra, V., Ledermüller, K., & Neumann, G. (2012). Browser-based mobile clickers: implementation and challenges. In Proceedings of the IADIS International Conference Mobile Learning (pp. 189-196). Chang, K. E., Chang, C. T., Hou, H. T., Sung, Y. T., Chao, H. L., & Lee, C. M. (2014). Development and behavioral pattern analysis of a mobile guide system with augmented reality for painting appreciation instruction in an art museum. Computers & Education, 71, 185-197. Cuendet, S., Bonnard, Q., Do-Lenh, S., & Dillenbourg, P. (2013). Designing augmented reality for the classroom. Computers & Education, 68, 557-569. De Jong, T., & Van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of educational research, 68(2), 179-201. Jimoyiannis, A., & Komis, V. (2001). Computer simulations in physics teaching and learning: a case study on students' understanding of trajectory motion. Computers & education, 36(2), 183-204. Lam, S. L., Wong, K., Mohan, J., Xu, D., & Lam, P. (2011, December). Classroom communication on mobile phones–first experiences with web-based ‘clicker’system. In ASCILITE-Australian Society for Computers in Learning in Tertiary Education Annual Conference (Vol. 2011, No. 1, pp. 763-777). Nincarean, D., Alia, M. B., Halim, N. D. A., & Rahman, M. H. A. (2013). Mobile augmented reality: The potential for education. Procedia-Social and Behavioral Sciences, 103, 657-664. Tomi, A. B., & Rambli, D. R. A. (2013). An interactive mobile augmented reality magical playbook: Learning number with the thirsty crow. Procedia Computer Science, 25, 123-130. van Driel, J. H., Bulte, A. M., & Verloop, N. (2005). The conceptions of chemistry teachers about teaching and learning in the context of a curriculum innovation. International Journal of Science Education, 27(3), 303-322.

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IUCELIIDEL16-0046 goReason V2: An Improved Online Collaborative Learning System for Reasoning Skills Nurbiha A Shukor Department of Educational Sciences, Mathematics and Creative Multimedia, Universiti Teknologi Malaysia, 81310 Skudai, Johor, Malaysia. [email protected]

Ana Haziqah A Rashid, Zaidatun Tasir Department of Educational Sciences, Mathematics and Creative Multimedia, Universiti Teknologi Malaysia, 81310 Skudai, Johor, Malaysia. [email protected], [email protected]

Highlights: goReason is a web-based system that implements collaborative learning approach with

the assistance of scaffolding method which aims at enhancing students’ reasoning skills. goReason provides web 2.0 features for students to collaborate among their group members and gives opportunity to students to elaborate their ideas with the help of scaffolding by peers that has been embedded to the discussion forum page. goReason also has been upgraded into goReason V2 which presents new features such as multimedia content delivery and systematic assessment.

Key words: Reasoning Skills, Collaborative Learning, Online Learning, Peer Scaffolding Introduction goReason is an online collaborative learning system that was purposely developed to improve students reasoning skills among secondary school students. The system has group assignment, peer guidance, collaborative report, multimedia content and assessment features with the following functions as shown in Table 1.

Features

Table 1: The differences between goReason V1 and goReason V2 Functions goReason V1

Group Assignment Peer Guidance Collaborative Report Multimedia Content

Assessment

goReason system assign student to groups based on their individual learning performance goReason provide automated guidance to the role student play in the group Collaborative writing can be carried out through the goReason system goReason provide multimedia content to enhance student’s understanding towards the collaborative tasks goReason allows teachers to directly assess students’ collaborative work

goReason V2

Available

Available

Available

Available

Available

Available

Not Available

Available

Not Available

Available

In the earlier version of goReason system (goReason V1), assessment of students’ work was carried out manually by the teachers via face-to-face (Rashid, Shukor and Tasir, 2016). In the improved version of goReason system (goReason V2), teachers are able to evaluate students’ performance in the system and hence, monitoring of students’ achievement can be carried out in a more efficient way. Both teachers and students are able to monitor learning progress (Vonderwell, Liang and Alderman, 2007) in goReason V2 system. Monitoring process is important in teaching and learning because it allows reflection (Isaacson and Fujita, 2006) and encourages students to think more critically (Ku and Ho, 2010; Nicol, Thomson and Breslin, 2014). For example, research study by Sungur and Tekkaya (2006) has shown that student who monitor and evaluate their progress were likely to achieve higher level of learning compared to the one that only rely on teachers. Other than that, assessing serves as one of the important aspects of learning because it can encourage meaningful dialogue, increase collaboration, peer and selfevaluation, and sense of community for a shared purpose (Vonderwell, Liang and Alderman, 2007). goReason V2 also improvised the content delivery where multimedia elements are embedded in delivering the learning content. Kimberly (2015) stated that multimedia is beneficial for online learning because it makes learning more entertaining and eliminate students’ frustration especially in explaining abstract concepts. This is also supported by Junaidu (2008) where students performed much better in understanding questions related to demonstration and application. Hence this system was improvised to provide better learning experience for students’ learning online.

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The development of goReason V2 follows Hannafin and Peck (1988) system development model where pilot testing for goReason V2 was carried out among the online collaborative learning experts. These improvements have greater contribution to the administration of reasoning skills learning process and provide more opportunity for commercialization due to its novelty in providing more functions for both teachers and students. A quasiexperimental study on the effectiveness of goReason V2 also showed that students in the experimental group have better learning achievement (p < 0.05) and students’ reasoning skills differed significantly than the control group suggesting the impact of goReason V2 on students’ learning.

References Hannafin, M. & Peck, K. (1988). The Design, Development, and Evaluation of Instructional Software. Macmillan Publishing, New York. Isaacson, R. M. & Fujita, F. (2006). Metacognitive Knowledge Monitoring and Self-Regulated Learning: Academic Success and Reflections on Learning. Journal of Scholarship of Teaching and Learning, 6(1), 39-55. Junaidu, S. (2008). Effectiveness Of Multimedia In Learning & Teaching Data Structures Online. Turkish Online Journal of Distance Education-TOJDE, 9(4), 7. Kimberly, M. (2015). Multimedia in E-Learning. The University of Arizona. Ku, K. Y. L. & Ho, I. T. (2010). Metacognitive Strategies that Enhance Critical Thinking. Metacognition and Learning, 5(3), 251-267. Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback practices in higher education: a peer review perspective. Assessment & Evaluation in Higher Education, 39(1), 102-122. Rashid, A. H. A., Shukor, N. A., & Tasir, Z. (2016, December). Using computer-based scaffolding to improve students' reasoning skills in collaborative learning. In Engineering Education (ICEED), 2016 IEEE 8th International Conference on (pp. 137-142). IEEE. Sungur, S., & Tekkaya, C. (2006). Effects of Problem-Based Learning and Traditional Instruction on Self-Regulated Learning. The Journal of Educational Research, 99(5), 307-317. Vonderwell, S., Liang, X. & Alderman, K. (2007). Asynchronous Discussions and Assessment in Online Learning. Journal of Research on Technology in Education, 39(3), 309-328.

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Yes to technology and outcome-based education! Marzura Abdul Malek Taylor’s University, Lakeside Campus Subang Jaya, Malaysia [email protected]

Highlights: The number of unemployed graduates in Malaysia has reached a worrying stage with some

53,000 graduates are unemployed after six months of graduating. The Prime Minister, Datuk Seri Najib Razak in his 2014 budget speech has shown his concern in this matter. These unemployed graduates are without jobs as they have nothing outstanding to offer to the job markets although they possess degrees and diplomas. This manuscript explains how outcome – based education (OBE) is being applied using technology, specifically in its application in e-learning. OBE is an approach to education in which decisions about the curriculum are driven by the learning outcomes that students should display at the end of the course. These educational outcomes, firstly, focus on what students can actually do after they are taught and secondly, expect all students to successfully achieve a particular level of knowledge and abilities. With these in mind, the layout of the PR Principles in TIMeS focus on i) Curriculum design ii) Teaching and Learning and iii) assessment.

Key words: learning outcome, outcome – based education, critical thinking, curriculum design, teaching and learning, assessment

Introduction Spady (1994) defined Outcome-based Education(OBE) as focusing and organising a school's entire programs and instructional efforts around the clearly defined outcomes we want all students to demonstrate when they leave school.) Outcome – based education OBE is a process that involves the restructuring of curriculum, assessment and reporting practices in education to reflect the achievement of high order learning. These changes include: 1) Curriculum Restructuring/Revision 2) Innovative/Flexible Delivery Method 3) Variety of Assessment & Evaluation Methods 4) Collection of Evidences 5) Continuous Quality Improvement (Closing the Loop (CDL)) This paper focuses on the assessment aspect using the features and applications in TIMeS.

Synopsis Based on the Malaysian Qualifications Framework (MQF) Level 6 for a Degree programme, in which students are to demonstrate knowledge and comprehension on fundamental principles of a study field, the layout of PR Principles in TIMeS is structured as follows to fulfil this framework: 1. 2. 3. 4.

5.

6.

7.

Learning outcome of the chapter Instructions for the week Lecture slides Lecture activities:a. online worksheet b. video Tutorial:a. Instructions b. Activites (Today’s Meet/ padlet/ linoit/ Forum/Wiki) Assessments: quiz/ crossword puzzle/ kahoot.it Feedback: Forum, online reflective journal

66 The uniqueness of this approach As the background of the students differ in which some are from the Mass Communication programme, while others are from Biosciences and Biotechnology programmes, it is necessary to set short and simple assessments to gauge the understanding of the students after each chapter. The method of teaching and learning emphasises on the student assessments. The level of difficulty of assessments range from a simple quiz to a video presentation. All these activities require the use of critical thinking, synthesising and planning (Bloom, 1956).

The importance of applying OBE concept in education OBE is an educational process, directed at achieving certain specified outcomes in terms of individual student learning. The objective of applying this concept is to produce human capital with first class mentality. The importance of OBE:1. 2. 3.

More directed & coherent curriculum Graduates will be more “relevant” to industry and other stakeholders as they are more rounded Continuous Quality Improvement (CQI) is an inevitable consequence

According to Tower (1996), education that is outcome-based, is a learner centered, results oriented system founded on the belief that all individuals can learn. OBE is applied in TIMeS using the several features and applications to create diverse types of assessments and to also be able to monitor students’ progress.

The advantages towards education and community Table 1: Advantages of the OBE concept towards the education and community Education

Community

Creation of active learners Towards a continuous assessment Inculcate critical thinking, reasoning, reflection and action Learners take responsibility for their learning, learners motivated by constant feedback/ affirmation of worth Integration knowledge, learning relevant/ connected real life situations Flexible time frames - learners work at own pace

References Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co I nc.

Spady, William (1994). Outcome-Based Education: Critical Isues and Answers(PDF). Arlington Virginia: American Association of School Administrators. ISBN 0876521839. Retrieved 16 June 2017

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Promoting discovery learning through embedding AURASMA in poster presentation Ewe Joo Ann School of Biosciences, Taylor’s University, Subang Jaya, Malaysia [email protected]

Highlights: The inquisitiveness of young digital natives towards digital platform has been claimed as

surface, as they can hardly use productivity apps such as Google platform. Mastering of digital platform is a necessary skill that graduates must possess in e-century in order to be competence for a successful career. To innovate the learning process and cultivate interests of students towards digital platform, students were trained to embed audiovisual using Aurasma to create interactive poster to enrich learning experience. Through the interactive poster presentation, students also acquire soft skills such as problem solving, collaborative and organizational skills in addition to video-making skills. Key words: Discovery learning, Aurasma, Student-centered learning, digital platform, soft skills, digital literacy

Introduction As the drive fully integrate technology into school life accelerates, educators have been stay up-to-date on the latest development on interactive teaching and learning tools in order to create an interesting and engaging learning environment for students. Though the digital natives’ generations are expected to surpass the digital immigrants generations (the teachers) in term of their technology experiences, yet this isn’t the real observed phenomenon. Studies found that students use technology in maintaining social network and entertainment, such as for playing games and listening to music when they are outside of school. When it comes to using productivity apps such as Google platform (Drive, Documents, Sheets), most students will struggle and need plenty of guidance (Wang et al. 2014). In order to ensure that the digital literate demands of current and future are met, this skill set is urgently needed to be bridged. According to an influential career site that gear towards young professionals, being digitally informed has been identified to be the most important skills possessed by workers by the year 2020. To approach such need, we, educators, have the commitment not only to manage engaging classes but also to nurture students’ digital skills through e-learning activities. In particular, this was achieved through video lectures followed by an assignment given in Food Biotechnology module which involved the combination of video embedded (using Aurasma) in poster presentation. The presentation of poster to the public was done in conjunction with a society activity named “Probiotics Day”.

Content As 2D poster is the common scientific information presentation platform to present information in a stationary way accompanied with verbal explanation by presenter. Embedding of animations/ videos can enhance the learning experience of learner. This is because as an initiative of student centered learning, video has been researched to be able to facilitate thinking and problem solving ability of students. Study has observed that using of moving images and sound to communicate a topic indeed engaging and insightful, despite it also enables students to acquire a range of transferable skills such as problem solving, collaborative and organizational skills in addition to video-making itself (Allam, 2006). Willmort et al. (2012) comment that digital video reporting can inspire and engage students when incorporated into student-centered activities through enhanced team working and communication skills as well as enhanced learning experience and increased student motivation. To promote discovery learning which inculcates autonomy, responsibility and independence in students, an assessment of learning involving incorporation of animations/ videos into poster presentation has been designed (in the module of Food Biotechnology) to test students’ subject matter knowledge as well as effectiveness of the animations in information delivery. Numerous video making software such as PowToon, YouTube, VideoScribe, Tackk and Articulate has been introduced to students through YouTube video. Among others, Aurasma has been chosen by students as the digital platform to create the animations to be embedded in the poster as it is most suitable platform to create an interaction between the presenter and the crowd. Aurasma possess image recognition technology that enabled the crowd to use their smartphone’s camera to recognize an image and then make the image alive by playing the overlay media on top of it. Aurasma is an Augmented Reality site which allows the uses of advanced image recognition to blend the real-world with rich interactive content, such as videos and animations. Augmented reality combines real and virtual worlds, where a captured video is added to a real-world image with extra layers of digital information. Aurasma is able to engage students through technology and also add new dimensions to the learning experience. It has been known as a way of information delivery that never failed to impress and retain. During the completion of this assignment, students drew their past experience in poster designing cum existing knowledge to discover new facts about Probiotics. They organized information, strategized and evaluated materials that are suitable to be presented in Aurasma; whilst exploring and arranging facts and charts that are suitable to be presented using written words on poster. Throughout the processes, interactions and discussions were done; concepts and knowledge discovered concerning the software and subject knowledge are more likely to be

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remembered and would be life-long skills for them. Such tailored learning experiences also encouraged active learning and developed creativity and problem solving skills of students. All in all, the integration of Aurasma as part of student-centered activities could enrich learners’ experience via providing a better visualizing platform about the real world through audiovisual presentation. In addition, such combination as part of assessment of learning can improve students’ mastering of new software and exposing them to updated digital platform available as well as acquiring of a range of transferable skills.

References Wang, SK., Hsu, HY., Campbell, T. et al. (2014). Education Tech Research Dev 62: 637. doi:10.1007/s11423 -014-9355-4 Allam, C. (2006) in Bijnens, M., Vanbuel, M., Verstegen, S., Young C., Handbook on Digital Video and Audio in Education, Creating and using audio and video material for educational purposes, The Videoaktiv Project. Willmot, P., Bramhall, M., Radley, K. (2012) Using digital video reporting to inspire and engage students. Retrieved from http://www.raeng.org.uk/education/hestem/heip/pdf/Using_digital_video_reporting.pdf

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The use of Facebook group to support authentic learning in Immunology Adyati Putriekasari Handayani, Neo Yun Ping, Ooi Yin Yin School of Biosciences, Taylor’s University, Selangor, Malaysia [email protected]

Highlights: Immunology is identified as a challenge to undergraduate students as it covers a range of

new vocabulary in order to understand the pathogenesis of many diseases. In this case, Facebook group was designed and developed to promote engagement, interaction, collaborative construction of knowledge, and communication between lecturer and student, as well as student to student to improve authentic learning in Immunology. The main advantage of this design is that a strong motivational impetus and multiple opportunities for depth of engagement, collaboration and learning among students was promoted. Convenience appeared to be the dominant reason for engaged students choosing Facebook as an authentic learning platform.

Key words: Facebook, formative assessment, authentic learning. Introduction Authentic learning is defined as a type of learning in which learners are engaged in an inventive and realistic task that provides opportunities for complex collaborative activities (Herrington et al., 2010). Authentic learning is conducted purposely to provide ‘real life’ situations which enables learners to apply what they have learned in their future endeavours. Most educators considered learning-by-doing as the most effective way to learn, and at the same time learners mentioned that they were more motivated by solving real-world problems (Lombardi, 2007). To assess the efficiency of authentic learning, formative assessment can be carried out as this form of assessment is able to generate feedback on performance to improve and accelerate learning (Sadler, 1998). Currently, there are different e-learning tools as well as social media which can be utilized and are found effective in authentic learning, and one of them is Facebook. Therefore, in this study, efficiency of formative assessments as realization of authentic learning in Immunology module approached by different e-learning tools was observed.

Content The use of social networking services (SNSs) in teaching and learning is on the rise globally and locally as social networking systems have the ability to provide a learning platform where the students are at the centre of activities. In particular, SNSs like Facebook has been integrated into several pedagogical designs to date as it is easily accessible on mobile phones and personal digital assistant devices. In fact, Facebook is suggested to be the most recognizable network in the education sector because it was initially developed for university students (Cain & Policastri, 2011). As of April 2017, Facebook is still the first-ranked for most famous SNS worldwide, with 1.97 billion monthly active users (Statista, 2017) and university students were more likely to use Facebook to support classroom work (Roblyer et al., 2010). Educators that facilitate online, blended and authentic meaningful exchanges can initiate improved interest and engagement by students using Facebook as a platform. Authentic learning activities are driven by constructivist theory, which needs student to complete multifaceted real-work task over an extended period in collaboration with others, as they would in a real work setting. A framework of authentic learning was designed in this paper to facilitate authentic learning using Facebook. First, students are required to join and become a member of the Facebook closed-group - “Immunology Taylor’s”. Each week, the educator will post a question that pertains to a specific topic relevant to immunology such as allergy, autoimmune and transplant immunology. Next, students are needed to provide a main post in response to the educator’s question and they then respond to others’ posting. As part of the assessment requirement, students must incorporate another form of media to their post, which involves simulated task relevant to immunology case studies. Finally, students are to construct personal reflections on what they have learned through the task and submit to the online class board for peer assessment. Overall, Facebook can be taken as an effective catalyst to authentic learning as students in the 21 st century have very different learning styles and preferences. Further, the majority of their information now comes from technology, and Facebook offers the platform that can be incorporated with online learning to encourage authentic and constructivism learning. The pedagogical application of Facebook to promote authentic learning in Immunology can be directed through well-designed activities, which include authentic context that reflects the way the knowledge will be used in real life, authentic task, access to expert performance, multiple role and perspectives, collaborative construction of knowledge, reflection, articulation, coaching and authentic assessment. Students generally expressed positive attitude towards the use of Facebook as a collaborative platform to improve their content knowledge learning as it is convenient. In conclusion, we would like to highlight that social media outlets offer particular value in supporting and scaffolding the learning process, where we can utilize real world models to envision new ways in which learning becomes transformative and emerges directly from students’ life-worlds.

70 References Cain, J., & Policastri, A. (2011). Using Facebook as an informal learning environment. American Journal of Pharmaceutical Education, 75, 207. Herrington, J., Reeves, T.C., Oliver, R. (2010). A Guide to Authentic Learning. Routledge, New York. Lombardi, M.M. (2007). Authentic Learning for the 21st Century: An Overview. Educause Learning Initiative, 1, 1-12. Roblyer, M.D., McDaniel, M., Webb, M., Herman, J., Witty, J.V. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. The Internet and Higher Education, 13 (3), 134140. Sadler, D.R. (1998). Formative assessment: revisiting the territory. Assessment in Education, 5(1), 77-84. Statista. (2017). Most famous social network sites worldwide as of April 2017, ranked by number of active users (in millions). Retrieved from: https://www.statista.com/statistics/272014/global-social-networks-ranked-by-number-of-users/

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Integrating e-Learning Toolkit Aligned with Bloom’s Taxonomy for Foundation in Science Students Jamie Kok Mei-Lin School of Biosciences, Taylor’s University, Subang Jaya, Malaysia [email protected]; Tel: +603-56295626

Law Kang-Pui and Wong Chee-Sien School of Biosciences, Taylor’s University, Subang Jaya, Malaysia Email: [email protected] & [email protected]; Tel: +603-56295626

Highlights: The Foundation in Science (FIS) curriculum is ideally designed as a gateway for the high school students into the undergraduate degree. This bridging program provides a holistic learning environment that provides the fundamental knowledge and skills for their future in the dynamic field of science. By integrating technology into learning does it not only creates an authentic learning experience but also intrinsically enhances their thinking skills. Connecting Bloom’s Taxonomy is the basis in selecting the suitable digital tools aligned to our students’ learning needs. Therefore, different e-learning platforms were packaged into separated toolkits to cater for the students’ learning experience.

Key words: Bloom’s Taxonomy, e-learning, FIS, science, digital tools, holistic education Introduction Many institutions of Higher Education in the 21st century have resorted in incorporating e-Learning in teaching curriculum as a solution to the authentic learning and performance problems. Meanwhile, some institutions are hopping on the bandwagon and do not want to be left behind in the growing trend in education. Regardless of the reasons, the most crucial prerequisites for successful implementation of e-Learning are the need for careful consideration of the underlying pedagogy, or how learning takes place online. In practice, however, this is often the most neglected aspect in any effort to implement e-Learning (Govindasamy, 2001). It is difficult to understand and learn the core science concepts and principles at both secondary and tertiary levels. Research studies have shown roots to this learning problem and one of it is due to the in accordance of students’ pre-instructional conceptions with the science conceptions (Steffe & Gale 1995; Tobin 1993). Confusions occur when students try to understand scientific explanations with their everyday views. Students tensed to construct their own perspectives and explanations on scientific information given by educators or the books. With the different in conceptions between science and everyday knowledges, the scientific knowledge from educators as well as books is not fully delivered. Reports has revealed among 3000 learners, 70% has learning difficulties in domain of physic, 20% in biology and 10% in chemistry (Pfundt and Duit 1998). Learning is an active process of construction between the learners and educators, better approach or design in teaching will help to support and nurture this process. Instead of utilising books and static pictorials in teaching, ICT-assisted learning tools may provide a personalised and adaptive learning experience. Therefore, the purpose of Bloom’s taxonomy can be used as a baseline for lecturers of how to incorporate technology and digital platforms to enhance the students’ learning experiences and outcomes. It is highly important to use these e-learning tools purposefully in teaching by using them as a vehicle for transforming students’ thinking at different levels.

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Content To foster active learning is a challenging task for educators in this digital age of 21st-century education. It has become mandatory to remodel the classroom from the traditional blackboard teaching to new technologies and new teaching styles. Over the years, various digital tools for learning have been introduced to educators and have become more challenging to select the most suitable tools for the students. Therefore, the integration of Bloom’s taxonomy is a valuable reference in choosing the appropriate e-learning activities that can assist in all the key components of developing such skills. In Taylor’s University Foundation in Science studies, two different approaches were performed to assists the students in their learning experience. The first semester was designed to focus on the elements of remembering, understanding and applying meanwhile semester two focuses on analyzing, evaluating and creating elements. In alignment with these objectives, the e-learning toolkit utilized in semester one comprises of Nearpod, MindMeister, Padlet, Kahoot, and online quizzes. Meanwhile, in semester two, Articulate storyline, interactive simulations and video editing platforms were used. Nearpod is a suitable platform that brings the general presentation to an interactive slideshow that leverages the capabilities of a 1-to-1 environment into the digital world of the 21st century. Various activities such as web contents, open-ended questions, polls and quizzes incorporated into the presentation keep students engaged in the classroom and help them remember the basic concepts and facts in lectures. MindMeister and Padlet are platforms that enforce students understanding on subject matter through collaborative learning. Padlet is similar to a blank page on a screen that allows full participation of all students to discuss on a general topic with all information made visible to everyone thus, provides a platform for students to remove their doubts and have a better understanding of subject matters. The MindMeister software allows students to import videos and images from websites in designing their mind maps and students can either perform this task individually or collectively in a group. Both platforms allow students to link the information extracted from the classroom and integrate them with information from websites creatively. To allow learners to take charge of their learning, online quizzes and Kahoot are tools available for them to assess and analyze their understanding in a particular topic. These interactive platforms are a fun way to create an engaging learning space for students and to allow teachers to receive immediate response from the students in the classroom. Besides that, the online quiz has the functionality to evaluate students’ ability to apply the skills and knowledge acquired in the classroom through higher order thinking questions. For semester 2, one of the digital methods used is the Articulate Storyline created with eLearning SCORM objects. These are fun and interactive tool used to put emphasis on important topics by inserting videos and animations. Students’ analyze the audio and videos followed by questions embedded into this presentation for selfdirected learning. This tool can be used for flip-classroom where the in-class sessions are specifically focused on group discussions and exercises. Further emphasis on students analyzing and evaluating ability was accessed through interactive simulations. This ICT- assisted learning tool provides learners with on hand and in-depth view of scientific concepts and processes. Two of the most effective tools utilized by our program in teaching sciences are PhET and Molecular Workbench. PheT is a website that contains over 150 extensive interactive science and mathematics simulations for learning STEM topics – science, technology, engineering, and mathematics. This platform allows students to explore and apply the concepts they acquire in the classroom and connect them to real-life phenomena through the animated simulations. Similar to PhET, Molecular Workbench provides comprehensive simulations for most the major branches in science. Simulation is inclusive of assessment exercises, whereby learners can evaluate their performance. These tools allow learners to change the parameters in the simulation so that they can explore and improve their understanding of a particular subject. Thus, the approaches taken can be similar to a scientist working on an experiment with precise information provided on the expected outcomes for the different simulations performed.

Acknowledgement The authors gratefully acknowledged Taylor’s University, Lakeside Campus for the facilities provided to carry out the research.

References Govindasamy, T. (2001). Successful implementation of e-learning: Pedagogical considerations. The internet and higher education, 4(3), 287-299. Pfundt, H. and Duit, R. 1998. Bibliography: Students’ alternative frameworks and science education. Kiel, Germany: Institute for Science Education at the University of Kiel. Steffe, L.P. and Gale, J. [eds.]. 1995. Constructivism in education. Hillsdale, New Jersey: Lawrence Erl-baum.

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Tobin, K. 1993. The practice of constructivism in science education. Washington, DC: American Association for the Advancement of Science Press.

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Engaging Calculus Module Site to Enhance Student Learning Ng Eng Hui

Taylor’s University Lakeside Campus, Subang Jaya, Malaysia [email protected]

Dr. Vandana Saxena Taylor’s University Lakeside Campus, Subang Jaya, Malaysia [email protected]

Highlights: Interactive e-learning module sites have emerged as a common pedagogic platform to

enhance student learning in the contemporary classroom. Therefore it has become crucial to develop an engaging module site. This study explores a few strategies and methods adopted in developing an interactive module site. It is basically created based on the theme “Keep simple yet informative and easy to navigate”. Various existing E-learning tools such as online quiz, assignment, file sharing are used along with external applications such as Doceri, Remind, Kahoot, Wolfram Alpha which embedded within the module site. Hence, it becomes as a one-stop site for the student to effectively learn and practice Calculus either inside or outside the classroom.

Key words: Module Site, Doceri, Remind, Wolfram, Student Learning, Technology. Introduction E-learning module sites have become essential tools in a classroom nowadays, especially in higher learning. Paper book material sharing method is fast evolving into digital material sharing which can be used to deliver information to the students in visual and auditory form. The success of this tool is highly dependent on its potential to encourage student engagement and learning. The objective of this presentation is to propose and share the methods for creating an engaging module site. Various applications are integrated with the module site to substitute typical document file sharing. The use of these applications enhanced the learning experience by creating mediums of constant interaction, collaboration and participation. E-learning module used technology as an instrument to set up a networked community that provided not only knowledge support but also an affinity space for deeper learning experience (Gee 2011). This research will be an insight for the lecturers for their future module site development for an effective information delivery

Content In order to create an engaging module site, it is first designed with a short and straight forward module description with a simple and attractive tagline before entering the module site. In the module site, a well-structured layout is essential. The module site is categorized into five main sections. It begins with introduction tabs, follows by learning material tabs, assessments tabs, tool tabs and eventually conclusion tab.

Figure: Calculus Module Site Structure An introduction Youtube video about Calculus is embedded at the first tab of module site to catch students’ interest about the module. Consequently, a clear and detail module information booklet file is attached at the second tab of module site. This is to ensure students can access the module information whenever is needed.

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For the learning material section, it is arranged in a manner of learning-unit-by-learning-unit tabs. Each learning unit tab starts with basic learning material such as lecture notes documents and lecture videos playback and they are labelled in a subtopic by subtopic basis. Besides, it is appended with interactive learning links from Wolfram demonstration in CDF format. Finally, various external learning links with visual, audio and animation are shared under Extra Resources tab within this section. The well-guided and clear subtopics numbering lecture notes, videos and interactive wolfram demonstration are beneficial for students to view-listen-understand-think-do-practice-revise the topics. The playback lecture video, animated Wolfram demonstration and extra resources references were indeed useful for whoever is needed. The playback videos as mentioned are created by using an ipad application called Doceri. This application with video recording and uploading functions is used for the lectures’ mathematical problem solving demonstration in classroom. Every writing stroke and verbal command by lecturer are recorded with this application during each lesson and can be played back. Consequently, they can be shared as lecture videos in the learning material section. This lecture REWIND method can be done in any normal classroom without the expensive video camera recording facility and served as a cost saving solution for the institution. The assessment section starts with homework tab, follows by a quiz and an assignment tab. Both homework and quiz are arranged in subtopic by subtopic basis as well. Clear subtopics numbering system for the homework and quiz together with the learning material (notes, video and demonstration) helps students to specifically replay, revise and practice the needed topics. This encourages them to seek help from instructor/peers and discuss among each other by referring materials from the same platform from time to time to avoid confusion and feeling lost on the subject matters. The online homework as mentioned is using an adaptive mode. Questions can be attempted and answers can be checked instantly by the students. However, adaptive mode homework also imposed penalty if wrong answer is selected during answer checking. This is meant to prohibit students from abusing the unlimited attempts of multiple choice questions homework assessment. The homework assessment with 70% threshold mark control is applied and is expected to develop students’ mathematical problem solving skill and confidence for calculus. Students tend to score higher than the threshold score. Besides, video assignment is given to the students and it creates in depth understanding and thinking on subject matter as students need to understand well before creating the video presentation. There are a few external tools, for instance, Wolfram alpha simulator tool tab for homework and assignment assistance. Students can self-test via the simulator to clear any uncertainties arise in any topics. Kahoot classroom gaming tool tab is for learning and fun ambient. Remind messenger tool tab provides instant announcement or private messaging among instructor and students. Prompt feedback/announcement from instructor can be done via remind application. Consequently, it creates a better rapport among users. Padlet discussion board tool tab provides an open discussion platform for users about the module. Multiple quizzes, homework, assignments, learning games are carried out within the module site. Therefore students’ participation is evaluated via completed quiz, homework, game (Kahoot) & attendance (Teacherkit). Finally students’ progress and result are attached in the result tab in conclusion section. This tech-enhanced e-learning module enriched the human interaction in a face-to-face classroom. It supported the peer-to-peer interaction and also the approachability of the lecturer since the students could ask questions and get answers beyond the time and space of a classroom. Moreover interactive technology became a medium not only to impart the technical knowledge of the calculus but also to prepare the students for collaborative tasks and problem solving. It created an affinity spaces a site of informal learning where people with different levels of knowledge, skills and experience interact based on a common endeavour (Gee 2011). This is particularly relevant given the current emphasis on learner-centred education. The e-learning module equipped the students with attributes for independent learning (Derrick et al., 2005) and developing initiative (Gibbons and Phillips, 1984) by supporting greater accessibility and adaptability, engagement and interaction, collaboration between teachers and learners

Acknowledgement We are grateful for the support from the E-learning Academy (eLA) in Taylor’s University, Malaysia.

References Gee, J.P. & Hayes, E.R. (2011). Language and Learning in the Digital Age. London: Taylor & Francis Derrick, M. G, Ponton, M. K., and Carr, P. B. (2005). A Preliminary Analysis of Learner Autonomy in Online and Face-to-Face Settings. International Journal of Self-directed Learning, Volume 2, Number 1, Spring 2005, 62-71 Gibbons, M. and Phillips, G. (1984). Challenging Students to Excel. In Knowles, M. Ed. Andragogy in Action. San Francisco: Jossey-Bass Publishers.

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Energy Saving Campaign: By the Student for the Students Mohamad Faiz Zainuddin, Siti Sarah Mohamad Zaid Universiti Putra Malaysia, 43400 UPM Serdang, Malaysia [email protected]

Highlights: Social influence through persuasion technology could be key in promoting energy

conservation practices among university students who are avid users of social media sites. Although there is a plethora of resources on energy conservation available online, students would feel compelled to view online resources produced by their own circle of friends. Social media sites allow students to publish their works seamlessly and viewed by their peers instantly. Interactive communication on social media sites encourage lecturers’ and students’ participation in the campaign.

Key words: energy saving, awareness, infographic, videography, Facebook, Youtube. Introduction According to the Second Law of Thermodynamics, the efficiency of a heat engine cannot be greater than 100% [1]. Therefore, there will always be some lost associated with electrical energy generated by a heat engine such a steam engine. Energy lost to the environment cannot be reversed, hence, the reason why we need to apply energy conservation practices in our life.

Objective 1.

To spread awareness on the importance of energy conservation among Universiti Putra Malaysia (UPM) students.

2.

To promote energy conservation among UPM students with easy tips.

3.

To engage UPM students’ participation in the online campaign.

Description The campaign can be divided into two parts and conducted by three different groups of students. The first part involved preparing infographic posters intended to be upload on Facebook. Students relied on ready-to-use template available for free at www.canva.com to save their time to prepare the posters. The second part involved making promotional videos intended to be published on Youtube and shared on Facebook to be viewed by their peers. Peer reviews of both posters and videos were conducted online via the UPM learning management system (LMS) PutraBlast.

Added Value 1.

Taking advantage of free services such as Facebook, Youtube and Canva as persuasion tools in the online campaign.

2.

Utilizing Facebook and Youtube as media of teaching, learning and communicating in addition to PutraBlast.

3.

Making full use of Facebook and Youtube to increase participations from students in the online campaign

Usefulness 4.

Engaging students with real world problem (energy conservation) and solve the problems with creative solutions (online campaign).

5.

Opening up many opportunities for both students and lecturers on ways to do exciting, enjoyable and meaningful course activities.

6.

The campaign is conducted online for the whole semester, hence, the students can actively take part and contribute in the campaign at their convenience.

Table 1 shows the number of Facebook interactions for the whole campaign (excluding interactions with students registered for ESC4603: Energy System and Environment course).

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Table 1: Facebook interactions (as of 16 June 2017). Assignment Infographic

Promotional video Total

Group 1 2 3 1 2 3

Likes 89 42 47 38 68 90 374

Comments 8 16 12 2 3 18 59

Share 2 1 4 1 2 6 16

Acknowledgement The author would like to thank Assoc. Prof. Dr. Alyani Ismail, Assoc. Prof. Dr. Wan Zuhainis Saad and Assoc. Prof. Dr Nangkula Utaberta for words of encouragement and guidance. The author is also grateful to all ESC4603 students (semester 2 session 2016/17) for their hardwork and dedication to complete the project.

References 1. Giancoli. D. C. (2016). Physics: Principle with Application Global Edition. Pearson.

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The Development of Hubungan Etnik as Credit Transfer MOOC Serit Anak Banyan

Taylor's University Lakeside Campus, Subang Jaya, Malaysia [email protected]

Nur Ainif Omar, Enna Ayub Taylor's University Lakeside Campus, Subang Jaya, Malaysia [email protected], [email protected]

Highlights: Ethnic Relations (Hubungan Etnik) is one of the compulsory modules under U1 components

and this module is compulsory for all Malaysian students in Malaysia’s Higher Learning Institutes. Taylor’s University has been offering the course Ethnic Relations as credit transfer MOOC since March 2016 where by 100% of its content is online as Massive Open Online Course (MOOC) format via the OpenLearning portal. The Hubungan Etnik course is an instructor-guided course and focuses on concise, targeted video content – rather than full-length lectures for students to learn at their own pace, as well as the opportunity to explore other forms of online learning resources. It also uses automated assessments and activities to check students’ understanding as they work through the content. We hope to leverage on this great platform to expand the University’s role in changing the higher education landscape in Malaysia.

Key words: online learning, Massive Open Online Course, MOOC, self-pace learning Introduction Massive Open Online Course (MOOC) is an online course that encourages students’ participation via easy web navigation and multimedia content. This format of learning helps students to learn in ways that work best for them and the opportunity to interact with the academic and content experts from all over the world in a more personalised manner. MOOC has been booming in 2012-2013 and its pedagogy is accepted by universities around the world (Ayub, Goh & Wong, 2017) and with the recent guidelines on credit transfer for MOOC (CTM) released by MQA in 2016, Taylor’s University released 2 CTMs which are Tamadun Islam dan Tamadun Asia (TITAS) and Hubungan Ethik. This paper will discuss on the development of Hubungan Etnik as CTM. Taylor’s MOOCs are instructor-guided courses and focus on concise, targeted video content – with short videos rather than full-length lectures for students to learn at their own pace, as well as the opportunity to explore other forms of online learning resources. It also uses automated assessments and activities to check students‘ understanding and progress as they work through the content. The CTM mode transfers 100% of the learning content online and students are required to learn and participate in the activities according to the schedule given, and a limited number of face-to-face meeting are conducted which are during the first and the last class and 1 final proctored exam to be held on TU’s campus. Hubungan Etnik is a compulsory module for all Malaysian students. Prior to using the MOOC format the activities were much more geared towards traditional teaching and learning style where students need to attend face-to-face lecture and tutorial session on campus. We conducted a User Acceptance Test (UAT) session prior to the launch of the pilot Hubungan Etnik MOOC. The participants of the UAT are Taylor’s University students who has taken the course in the previous semester. From their feedback, we know that students welcome using this new format of teaching, as they are able to learn at their own pace. They also felt that this new way of learning and the presentation of content made learning this module more interesting. With the positive feedback received by the UAT participants, the pilot MOOC course with its first batch of students was launched on March 2016.

Background The MOOC project started in January 2016 and the first thing that we did is to form a team that consist of 4 lecturers and supported by the E-Learning Academy of Taylor’s University (ELA). After we formed a team, the Academics had to go through a 2-days training session conducted by ELA to equip the lectures with sufficient knowledge and skills to run and manage our own MOOC portal. During the training session, we were taught how to create a course in OpenLearning portal, insert materials, and the weekly e-activities and how to manage a MOOC.

MOOC Development

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The next stage was to create the portal via MOOC. Before we created the course in OpenLearning, several meetings were conducted to discuss about lesson plan and materials that we wanted to use. At this stage, lecturers needed to prepare the lesson plan and get feedback from ELA, management, superiors and peers. After that, the lecturers shared the materials such as lecture slides and educational videos we planned to use related to the module to ELA. At this stage, the ELA Content Development team assisted with recommending the learning design appropriate for MOOC as well as offered guidance in terms of storyboard and video creation for the promotional video and introduction videos for each topic as well as the suitable e-activities for the module. After all the materials were ready, we proceed with the next stage where we inserted all materials including media, weekly instructions, weekly activities, notes, introduction videos and educational videos. With the help of ELA e-Content Development team, we managed to create our portal. The steps shared were as per the TU’s MOOC Pedagogy Framework as shown in Figure 1 below (Ayub & Lim, 2017, p. 2).

Fig. 1. TU’s MOOC Pedagogy Framework

An important part to the MOOC content development at Stage 6 is to test the MOOC in OpenLearning portal by conducting user acceptance test (UAT). The UAT was conducted to identify errors, discrepancies and validity of learning activities. 10 students were selected and they needed to complete the UAT in two days. After the UAT, a meeting among students, lecturers and ELA was set up. Students gave their feedbacks, comments and opinions based on their experiences during UAT. UAT is a very important step, as we want to eliminate all possible problems when we run the actual MOOC with real students. Final touch-ups were made based on students’ feedbacks and comments to improve the MOOC before we launched it. Finally, we launched our pilot MOOC for Hubungan Etnik module in March 2016 with the total number of 1052 students. Before the MOOC started, we ran several briefing sessions with students according to their schools/programmes. The initial briefing session is very important as students’ expectations were managed and it was also a formal ‘meet and greet’ time for the academics and their students. During the briefing sessions, the students were informed about the lesson plan, how to manage their account, how the portal worked and weekly activities which needed to be completed. As learning in MOOC format is still new to everyone, the students were encouraged to ask questions during the briefing sessions and at the same time, the academics and the students were all excited to begin teaching and learning in MOOC format. As the class started and week progressed, we saw that the students participated actively in weekly activities, and they were able to use the MOOC format for learning. Our team continued to gather students’ feedback after the course to further improve our teaching in MOOC. To further support students, we created synchronous classroom sessions in week 4 and 8 where students were able to see the lecture live and chat with the lecturer via YouTube Live . During the live session, students may ask any questions regarding the course Hubungan Etnik and the lecturer will be able to answer the questions immediately. On top of that, the synchronous classroom sessions were recorded and students who were not able to join the live session may watch the recorded session which were made available immediately after the live sessions ended. Besides the synchronous classroom, we provided a 2-hours per day consultation hours for students to come to see their respective lecturers during the consultation hours. At the end of the semester, we had a final face-to-face sessionor check point with the students to conclude the class. During this session, final discussions were conducted, and a conclusion on what was learned throughout the semester was discussed before the final exam. The first attempt in March 2016 on using MOOC as 100% teaching and

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learning method was very meaningful to everyone who was involved in the project as we can see the great results coming into the 4th session of running the MOOC and we hope to commercialize the MOOC in the near future.

Acknowledgement We are grateful for the eLearning Academy of Taylor’s University for their support in this project.

References Ayub, E., & Leong, L. C. (2017). Developing a Pedagogy Framework for Institution-Wide Implementation of MOOC: A Case Study from a Malaysian Private University. Advanced Science Letters, 23(2), 809-813. doi:10.1166/asl.2017.7464 Ayub, E., Wei, G. W., & Yue, W. S. (2017). Exploring Factors Affecting Learners' Acceptance of MOOCs Based on Kirkpatrick's Model. Proceedings of the 8th International Conference on E-Education, E-Business, E-Management and E-Learning - IC4E '17. doi:10.1145/3026480.3026490

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Alarabyah Belmsah Faqat Abdel Rahman Ibrahim Sulieman Kompleks Kolej Permata Insan, Universiti Sains Islam Malaysia, Nilai [email protected]

Zulkarnin Bin Zakaria, Dr. Nik Salida Suhaila Binti Nik Saleh Muhammad Adham Mustapha, Ahmad Faeiz Yazid Kompleks Kolej Permata Insan, Universiti Sains Islam Malaysia, Nilai

Highlights: Language learning and teaching approaches have gone through many transformational

changes for the past decades. Innovations and new technologies have been adopted and developed to enhance students’ language learning experience. Improvements have been made in today’s classroom because learning is not a one-way process anymore, as students become active participants in their own learning experience. In 21st century learning approach, students have become the active participants in contributing the contents and language experiences they expect. In Permata Insan College, iPad is one of the main tools used for language learning activities. Students are using iBooks and other applications to assist them in their learning. This project develops iBook for students to grasp the basic communication skills in Arabic. The product is meant to give students self-directed language learning experience using the iBook in their iPad. The iBook enhances students’ language learning activities in their mobile device and it allows them to continuously contribute to improve the contents and elements prepared.

Keywords: gifted students, iBook development, language learning

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LEARNING MALAY FOLK SONG USING M-LEARNING MODEL DESIGNED Loo Fung Ying

Cultural Centre, University of Malaya, Malaysia [email protected]

Loo Fung Chiat Department of Music, Faculty of Human Ecology, Universiti Putra Malaysia, Malaysia [email protected]

Highlights: This research developed a M-learning model and approach with an attempt to bring

forward an edutainment concept in generating interest in local folk songs. An M-learning music programme using Malay folk song was designed, focussing on the learning on rhythmic subdivision and tempo stability. The learning outcome among respondents who are adult beginner piano students was carried out in an experiment. The result shows that ability and interest to perform the designated set of rhythmic pattern was significantly higher using the M-learning model. In addition, the test shows that the model is a potential tool to develop awareness of traditional Malay folk song.

Key words: M-Learning, Piano, Malay Folk Song, Rhythm, tempo Introduction The study of folk music reveals challenges and changes resulting from a few factors such as institutionalization, classicization, westernization, popularization, harmonization and so forth (Bohlman, 1988). For example, some scholars such as Ramnarine (2003) and Briggs (2015) describe how local folk songs went through changes in this globalized era. Past literature examined the challenges in teaching traditional and folk music where it is no longer a new issue in the context of education and ethnomusicological concern, and scholars now delve into various ways in terms of sustainability, institutionalization and pedagogical approach.

Content This study is an innovation using M-learning model as a device on teaching and increasing awareness on Malay folk song. The M-learning model designed in this research consists of music programming that includes the process of song arrangement using different musical style not limited to the original authentic version of the selected song. The model reveals a set of musical tracks recording that accompanies the practice of the song and at the same time, tempo stability training was carried out. Without the facilitating of a tutor or teacher, students are able to practise the task at anytime and anywhere. M-learning which relies on a mobile device and can occur anywhere and anytime, began in the mid-90s (Pachler, Bachmair, & Cook 2009). Reveiu, Smeureanu and Dardala (2009) define that mobile means movable or portable and this further demonstrates an evolvement from e-learning. A more precise definition derives from Crompton (2013) which added another level to the four elements (technological devices, pedagogy, social interactions and context) of m-learning while Sharples et al. (2007) define m-learning as “learning across multiple contexts, through social and content interactions, using personal electronic devices” (p.4). Most scholars such as Agnes Kukulska-Hulme (2005), Reveiu, Smeureanu and Dardala (2009) and McQuiggan, McQuiggan, Sabourin, and Kosturko (2015) agree that m-learning is less time-consuming when it comes to teaching with instructions. This approach also serves as a function of distance learning where a handheld mobile device is used for interaction and learning Mirski and Abfalter (2004). In comparison with e-learning, Bajpai (2011) explains that m-learning relies on modern mobile devices that may be smaller in size and lightweight and learning space is no longer restricted such as if a desktop pc is used. The innovation may serve more communities not limited only to a pool of students. As a summary, the mobile orchestra accompaniment used in this m-learning model is believed to enhance interest in learning comparable to the already proven popularity of karaoke in society. The model could be developed into a mobile application or game which may gain more interest from the public in future. Thus, this m-learning design is a new approach that takes into consideration the synthesis of three learning contents: 1. piano learning or practicing 2. Rhythm practicing 3.increasing awareness or learning Malay folk song. The approach can also be employed in other traditional music and genres.

Acknowledgement This study is supported by the Fundamental Research Grant Scheme FRGS (FP035-2014B).

References

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Bohlman, P. V. (1988). The study of folk music in the modern world. Bloomington: Indiana University Press. Bajpai, M. B. (2011). M-learning & Mobile Knowledge Management: Emerging New Stages of e-Learning & Knowledge Management. International Journal of Innovation, Management and Technology, 65-68. Briggs, J. (2015). Sounds French: Globalization, Cultural Communities and Pop Music, 1958-1980. New York: Oxford University Press. Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. Handbook of mobile learning, 314. Kukulska-Hulme, A. (2005). Mobile learning: A handbook for educators and trainers. Psychology Press. McQuiggan, S., McQuiggan, J., Sabourin, J., & Kosturko, L. (2015). Mobile Learning: A Handbook for Developers, Educators, and Learners. New Jersey: John Wiley & Sons. Mirski, P. J., & Abfalter, D. (2004). Knowledge Enhancement on Site–Guests’ attitudes towards m-Learning (pp. 592-600). na. Pachler, N., Bachmair, B., & Cook, J. (2009). Mobile learning: structures, agency, practices. New York: Springer Science & Business Media. Ramnarine, T. K. (2003). Ilmatar's inspirations: nationalism, globalization, and the changing soundscapes of Finnish folk music. Chicago: University of Chicago Press. Reveiu, A., Smeureanu, I., & Dardala, M. (2009). Generating multimedia components for m-learning. Informatica Economica, 13(3), 88. Sharples, M., Lonsdale, P., Meek, J., Rudman, P., & Vavoula, G. N. (2007). An evaluation of MyArtSpace: A mobile learning service for school museum trips.

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Gamified E-Learning Site Based on Student Intelligences to Increase Student Motivation Siti Nurul Mahfuzah Mohamad, Ahmad Zaki Yamani Ahmad Puad Department of Media Interactive, Fakulti Teknologi Maklumat dan Komunikasi, Universiti Teknikal Malaysia Melaka, Melaka, Malaysia [email protected] , [email protected]

Mohd Azran Mohd Salleh Kolej Komuniti Selandar, Jalan Batang Melaka, Melaka, Malaysia [email protected]

Highlights: The theories of Multiple Intelligences (MI) and gamification are discusses in this study. The MI theory postulates that everybody has at least two or more intelligences while gamification is a nongame context that can be applied in teaching and learning in classroom. The objective of this study is to design educational gamification website based on student intelligences. Gamification in this study introduces a game elements and creative design to support different learning styles. The educational website incorporate few game elements in the design of learning process to engage learners based on intelligence strength. There are four intelligences used in this study: (i) Verbal-linguistic; (ii) Visual-Spatial, (iii) Logic-Mathematic and (iv) Interpersonal.

Key words: gamification, multiple intelligences, visual-spatial, interpersonal, verbal-linguistic, logic-mathematic

Introduction Every human being has at least two or more intelligences. Types of intelligences are Verbal-Linguistic (VL), LogicalMathematical (LM), Visual- Spatial (VS), Bodily-Kinesthetic (BK), Musical-Rhythmic (MR), Naturalist (NA), Interpersonal (IN) and Intrapersonal (IA). Each person is born with a full range of capabilities and aptitudes, though some are naturally stronger and weaker. Educators play an important role in creating a fun atmosphere where the learning environment can give an impact to students in the learning process. Previous educational website does not have gamification elements in it and not suit with student’s intelligence. Because of that, it can caused boredom, lack of interest with the website or unmotivated and unable to keep the user or students to use the application for long-term period. Furthermore, by implementing gamification elements into an educational website can overcome these problems. This educational website will use game elements and game design techniques to engage students learning and provide more effective learning. The user interface design was create using game element and game design to increase user engagement. The theory of MI was used to identify student intelligence and providing learning style based on student strength. There are four intelligences used in this study: (i) Verbal-linguistic; (ii) Visual-Spatial, (iii) Logic-Mathematic and (iv) Interpersonal. However, the intelligence of each student can be influence by many factors such as interest, experience, gifted and environment. With these factors, dominant intelligence may remain or change over time. The retention of the students’ intelligences may or may not align to his or her interest. Based on the students’ reflection about MI, it shows that students’ intelligence cannot be measure with Likert scale, but it is the grace and ingenuity of every student deserves to have it.

Gamification in Education Gamification is a use of game design elements in a non-game context to enhance user engagement. According to Gok et al (2016), gamification is a powerful tool to take and keep people’s attention and to engage people with their peers and activities to reach desired outcomes. Gamification also refers to the use of game elements (game thinking) in a non-game context to increase engagement between humans and computers, as well as solve problems with high quality, as exemplified by modern electronic applications (Khaleel, 2016). In order to cater different types of learning, designers need to use game elements in an educational context. Game require individuals to use prior knowledge, transfer new information into new situations, apply an information in correct contexts and learn from immediate feedback (McGrath, 2013). Based on Mohamad et al (2017), game mechanic is a tool created by the gamification engine to lead the player to achieve their objectives. Game elements that applied in this study are Avatar, Course Map/ Progress Bar, Level, Badges/ Trophies/ Reward and Challenge/ Mission. Table 1 shows game mechanic applied in this study. Figure 1 is a print screen of the gamified website called OMIG. Table 1: Game Mechanic Been Used In This Study

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Mechanic Points Rewards Level Notification Avatar Progression

Synonyms Measure, metric, currency Prizes or gift Area or stage Answering question, message, alert or chat

Description Numerical unit indicating progress-based on progression

Icon Level up or levelling

Virtual representations of self Milestones that’s indicate progression

Tangible, desirable items, extra credit Travel from one level to another level. Acknowledgement of successfully executed actions.

Figure 1: Online Multiple Intelligences Gamification (OMIG)

Advantages Educators are able to understand the tendency of a student’s learning style and can deliver a more focused teaching and learning when compared with existing educational websites. By applying gamification in teaching materials, the biggest impact is the need to diversify the teaching and learning aids that can provide a variety of experiences and activities that are more widespread and effective. Therefore, this study design an educational gamification website to support multiple styles of learning in classroom. With the strength possessed by students and suitable game elements approach, students are more engage and interest to learn.

Market Potential The novelty of this website (OMIG), students can go through the learning process based on student intelligences. The system will guide the learners to follow the lesson based on the results from MI Test. This website are available at http://onmitt.net/omig/index.html.

Achievement & Awards 1. FRGS/1/2016/ICT01/FTMK-CACT/F00327 (Jul 2016-Jul 2018) Title: A New Learning Approach through Gamification of Learning for Enhancing Learning Engagement 2. MDEC Short Grants (2015) Title: Intelligence Teaching App for Educator (Android Platform) Gold Medal Award in National University Carnival on e-Learning (NUCEL 2015) MEIPTA. 3. Gold Medal Award in National University Carnival on e-Learning (NUCEL 2014) MEIPTA. Title: Online Multiple Intelligences Teaching Tools

85 Publications Siti Nurul Mahfuzah Mohamad, Sazilah Salam and Norasiken Bakar (2017). An Analysis of Gamification Elements In Online Learning To Enhance Learning Engagement. Proceedings of the 6th International Conference on Computing and Informatics, ICOCI 2017. Siti Nurul Mahfuzah Mohamad, Mohd Azran Mohd Salleh and Sazilah Salam (2015). Factors Affecting Lecturers Motivation in Using Online Teaching Tools. Procedia - Social and Behavioral Sciences. 195:1778–1784. Siti Nurul Mahfuzah Mohamad, Sazilah Salam, Norasiken Bakar, Nordin Abd. Razak and Linda Khoo Mei Sui (2014). Students’ Perceptions towards the Usage of Online Multiple Intelligences Teaching Tools in Learning Programming. Journal of Applied Science and Agriculture. 9(11):49-52. [ISSN 1816-9112] Siti Nurul Mahfuzah Mohamad, Sazilah Salam, Norasiken Bakar (2014). Online Multiple Intelligences Teaching Tools (On-MITT) for Educators. International Journal of Multidisciplinary Education and Research. 1(2):38-41 [ISSN 2277 – 7881] Siti Nurul Mahfuzah Mohamad, Sazilah Salam, Mohd Azran Mohd Salleh, Norasiken Bakar and Linda Khoo Mei Sui (2013). The Effectiveness of Online Multiple Intelligences Teaching Tools (On-MITT) On Improving Lecturers' Motivation. International Journal WIT Transactions on Information and Communication Technologies for Education. 58(1): 491-498 [ISSN: 1743- 3517] Siti Nurul Mahfuzah Mohamad, Sazilah Salam, Norasiken Bakar, Rabiah Ahmad, Mohd Azran Mohd Salleh, Mariana Yusoff and Linda Khoo Mei Sui (2013). A Self-Perceived Analysis of Students Intelligence and Academic Achievement. Australian Journal of Basic and Applied Sciences, 7(3): 51-55. [ISSN 1991-8178].

Conclusion To conclude, all students actually have different potentials and styles of learning. Educators are in the position of deciding the best way to help their students. Cooperation from all educators in applying MI theory and gamification in classroom is important in providing the opportunities to their students. Moreover, the MI theory should be apply in teaching and learning activities in order to improve student engagement in e-learning platform. Gamified e-learning sites to support multiple styles of learning was develop to encourage learners and increase learning engagement. This study was design as a continuation of a model for teaching tools based on interpersonal, visual and verbal intelligence by Mohamad (2014). For future work, this study will aim to propose a new approach of gamification that can be apply to other platform like Massive Open Online Courses (MOOC) and mobile application.

Acknowledgement This research is conducted by Pervasive Computing & Educational Technology Research Group, C-ACT, Universiti Teknikal Malaysia Melaka (UTeM), and supported by Ministry of Science, Technology & Innovation FRGS grant: FRGS/1/2016/ICT01/FTMK-CACT/F00327.

References Gok, A. & Brendan, C. (2016). A New Way of Gamification a Course in Online Higher Education. SITE 2016. Pp 4011-4017. Khaleel, F. L., Noraidah, S., Tengku S. M. T. W & Amirah, I. (2016). The Architecture of Dynamic Gamification Elements Based Learning Content. Journal of Convergen Information Technology. 11(3), 164-177. McGrath N. & Leopold B. (2013). Engaging online students through the gamification of learning materials: The present and the future. 30th ascilite Conference 2013 Proceedings. pp 573-577. Mohamad, S.N.M., Sazilah, S. & Norasiken, B. (2017). An Analysis Of Gamification Elements In Online Learning To Enhance Learning Engagement in Zulikha, J. & N. H. Zakaria (Eds.), Proceedings of the 6th International Conference on Computing & Informatics (pp 452-460). Sintok: School of Computing. Mohamad, S. N. M., Sazilah, S., Mohd, A. S., Norasiken, B., & Linda, K. M. S. The Effectiveness of Online Multiple Intelligences Teaching Tools (OnMITT) on Improving Lecturers’ Motivation. WIT Transactions on Information and Communication Technologies. Vol. 58.

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AREDKit: Augmented Reality Engineering Drawing Kit for Visualization Skills Marlissa Binti Omar

Universiti Teknologi Malaysia, Johor Bahru, Malaysia [email protected]

Dayana Farzeeha Binti Ali Universiti Teknologi Malaysia, Johor Bahru, Malaysia [email protected]

Highlights: Visualization skills is a critical skill needed by engineers because they communicate using

graphics most of the times. Engineering drawing course is proved to be one of the vital course for them to master the ability to visualize the technical drawing for their future career. Thus, Augmented Reality Technology are used to help increase the effectiveness of this course among engineering students during the class. Augmented Reality Engineering Drawing Kit (AREDKit) is a teaching and learning kit designed for educators and students in order to help increase the visualization skills throughout the course. AREDKit contains an augmented module, courseware and an augmented card.

Key words: Visualization Skills, Augmented Reality, Engineering Drawing Introduction Engineering education is one of the critical knowledge domains that received much attention. There has been several major shifts in engineering education which emphasizes more on engineering design courses, application of researches and transforming education with technologies (Froyd, Wankat & Smith, 2012). The emphasis on engineering design courses shows a great influence on students’ development and retention. This is because ability to design is a crucial abilities among engineers to ensure their success (Carberry et al., 2016). According to Bertoline and Wiebe (2002), engineering design or engineering drawing course contains the foundation of visualization skills. Visualization skill is the ability to mentally produce and manipulate images. Mazza (2009) defines visualization skills as a techniques to create images, diagrams or animation to communicate messages. To be able to understand and master engineering drawing, students must have a good visualization skills. Especially for engineering students, they must have the ability to communicate graphically (Scribner & Anderson, 2005) because engineers communicate mostly through technical drawing or drafting (Marunic & Glazar, 2013). Thus, various researches has been done to identify the technologies that have greater impact towards enhancing students’ visualization skills. Among all technologies available in this era, augmented reality has been receiving lots of attention especially in education field due to its potential benefits. Tumkor et al. (2013) have identified that augmented reality have benefits towards the enhancement of students’ spatial abilities or visualization skills. Augmented Reality Engineering Drawing Kit (AREDKit) has been developed to help improve students’ visualization skills and learning for engineering drawing course.

Content Augmented Reality Engineering Drawing Kit (AredKit) was developed to investigate the use of Augmented Reality application in teaching on student’s satisfaction and the effectiveness of this teaching and learning approach in order to increase student’s visual abilities in engineering drawing. This learning kit was developed based on theoretical approaches and specific learning which plays an important role in creating an effective teaching and learning. Design practice in development of AredKit is structured and systematic. These learning environments was designed based on the Cognitive Load Theory of Multimedia Learning by Sweller, Cognitive Theory of Multimedia derived by Mayer, Constructivist Learning Theory and Interactive Visual Verbal Learning Theory while ADDIE Model are used in the process of development. Various learning theories is implemented for the purpose of providing the foundation for the design and development of this teaching and learning kit. Multimedia elements such as text, graphics, animation, audio and video, and interactivity have been integrated together to become more interactive and user friendly. Augmented reality technology also was integrated in this learning kit as an augmented book. It is believed that the usage of books is still needed in teaching and learning and by integrating modern technology with the use of books, learning will be much more interesting and interacitve. In teaching engineering drawing, the problem faced by student in understanding orthographic projection is due to low visualization skills. However, upon receiving teaching engineering drawing using Augmented Reality Engineering Drawing Kit visualization skills of student improved significantly. The students who received this teaching method have given positive feedback about the teaching method applied. This research has found that the Augmented Reality Engineering Drawing Kit teaching approach is able to encourage students to participate actively in teaching and learning. By implementing augmented learning environment, it offers special interactivity and can be assemble for learner learning styles. Students can participate actively and have fun in the learing process istead of having a boring one-way teaching process. Other than that, the use of AREDKit can reduce

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students’ cognitive load while learning engineering drawing and helps them to eliminate unnecessary information throughout learning process. AREDKit also provides the use of current technologies to cater problems that cannot be overcome by previous technological approaches or traditional methods. Besides that, it is highly accepted in many applications in society today. It offers applications in many fields, including medicine, robotics, geology, chemistry, physics, space science, robotics, business, architectural and interior design, the visual arts, music, dance and education.This learning kit can generate income once being promoted to learning institutions across the nation and worldwide. Besides that, this teaching materials can also be turned into a complete books for wider audience. Schools, private institutions and learning centre can use this courseware to improve their teaching delivery. Lastly, It’s also benefits the higher learning institutions and ministries in reponse.

References (Use APA format) Bertoline, G. R., & Wiebe, E. N. (2002). Technical Graphics Communication (3rd ed.). New York McGraw-Hill Carberry, A. R., Brunhaver, S. R., Csavina, K. R., & McKenna, A. F. (2016). Comparison of written versus verbal peer feedback for design projects. International Journal of Engineering Education, 32(3), 1458-1471. Froyd, J. E., Wankat, P. C., & Smith, K. A. (2012). Five major shifts in 100 years of engineering education. Proceedings of the IEEE, 100(Special Centennial Issue), 1344-1360. Marunic, G., & Glazar, V. (2013). Spatial ability through engineering graphics education. International Journal of Technology and Design Education, 23(3), 703-715. Mazza, R. (2009). Introduction to information visualization. Springer Science & Business Media. Scribner, S. A., & Anderson, M. A. (2005). Novice Drafters’ spatial visualization development: Influence of instructional methods and individual learning styles. Tumkor, S., Esche, S. K., & Chassapis, C. (2013). Hand gestures in cad systems. In ASME 2013 International Mechanical Engineering Congress and Exposition (pp. V012T13A008-V012T13A008). American Society of Mechanical Engineers.

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Curriculum Design Visualization Tools (CDVisT): Facilitating Educators in Designing Smart Curriculum Aziman bin Abdullah Universiti Malaysia Pahang, Kuantan, Malaysia [email protected]

Adzhar bin Kamaludin, Ruzaini bin Abdullah Arshah, Awanis binti Romli, Mazlina binti Abdul Majid Universiti Malaysia Pahang, Kuantan, Malaysia [email protected], [email protected], [email protected], [email protected]

Highlights:    

Responding to systematic academic transformation is very challenging issue in curriculum review in higher education in the era of digital transformation. Well-balanced responsive curriculum or smart curriculum could be the key for responding to The Fourth Industrial Revolution unlocking new talent for new type of career. A practicle tool to facilitate curriculum design process with instant visual analytics features might facilitate educators to smartly respond to the shifted needs of society. The tool could increase educator productivity by automating major tasks in document preparation for accreditation.

Key words: Visual analytics, Curriculum Design, OBE Visualization Introduction According UNESCO, there is little to no normative guidance on what constitutes a well-balanced responsive curriculum(UNESCO-IBE, 2017). A well-balanced responsive curriculum not only integrating outcomes based concept but also fullfill the current and future continously shifted needs of society. With this shifting needs, it is very challenging to reform a curricula especially with today’s rapid pace due to digital transformation giving significance impact on learning (Haythornthwaite et al., 2011; Vey, Fandel-Meyer, Zipp, & Schneider, 2017). One of the smart university components is smart curriculum (Uskov et al., 2018). Well-balanced responsive curriculum requires smart functionality in order to make impact on each individual learner through analytics. Only with analytics such as through personalized information dashboard, a recommendation can be made on how the learner should act or decide accordingly which is the key purpose of any smart technology functionality. But the curriculum itself must be digitally characterized together with learner profile data, so the curriculum can ‘behave’ and responsive to the dynamic factors. The first step for that purpose is, we introduce CDVisT, a tool for curriculum design that based on outcome based education (OBE) principles integrated with visualization approach to facilitate educator to be efficiently competent on OBE implementation. We incorporate design thinking elements in our tool to enable the educator charaterize and visualize the final product of the curriculum or the shapes of graduates competencies.

7. Product description CDVisT is a system developed in spreadsheet application (Microsoft Excel) that comes with two main functions:

Figure 1: Screenshot Part of Course Design Template 1.

Course design template (Figure 1) which facilitate educator to design a course that comply with outcome based education (OBE) and MQA accreditation requirements. Such features are learning outcomes mapping, assessment design and automate student learning time calculation.

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2.

Curriculum design template which faciliate educator or head of department to analyze the whole curriculum such as distribution of learning outcomes which characterizes the curriculum itself.

The rationale of using spreadsheet is because it is a common tool for most educator such as using spreadsheet in Bloom’s taxonomy application (Tyran, 2010). In fact there is an open access electronic journal focused on refereed articles for advancing the understanding creative uses of spreadsheets in constructivist educational context (Bond University, 2016).

8. Innovation Background Getting educators to adopt OBE concept in their practice is a very challenging task. The idea of CDVisT begun during 2010 when Jabatan Pengajian Tinggi (JPT) instruct all public universities to perform curriculum review exercise to ensure to comply with Malaysia Qualification Framework (MQF). At that time, an internal taskforce in our institution was setup to facilitate the documentation process for the review and approval of the compliance. During the exercise, the initial version of CDVisT has been used to document course information according to the MQA and JPT format. We manage to complete the documentation within the timeframe and all academic programmes were successfully approved as MQF compliance by JPT. But what interesting experience through the exercise is, we found CDVisT is effective in creating instant awareness and competency of educator in designing OBE compliance courses and curriculum which were not the intention during that time. Realizing on how important to get total inclusivity of educator to practice OBE in their course, we have used initial CDVisT design to re-design our academic information system to be OBE compliance to ensure the OBE adoption is implemented in systemic approach.

9. Impact of CDVisT to education CDVisT is very usefull tool to be used in preparing curriculum for accrediation or quality assurance practices. With the global transformation in industry through The Fourth Industrial Revolution (4IR) by providing an efficient way in creating a well-balanced responsive curriculum. Ministry of Higher Education (MOHE) has launched the implementation of integrated Cummulative Grade Points Average (iCGPA), a new design of academic performance or transcript based on programme learning outcomes. Since the fundamental of iCGPA is MQF compliance curriculum, there is no other options for any higher education institution in Malaysia to implement iCGPA instead of deploying OBE. to manage successful graduate employabilty by designing a well-balanced responsive curriculum. This become more critical in digital economy when there are many jobs in the future that has not exists yet today(World Economic Forum, 2016). Furthermore, CDVisT fully use digital technology and approach potentially complement with the concept of smart curriculum.

10. Advantages for education and community. CDVisT offer very efficient way for educator to learn about OBE through learning by doing approach with visualization. Many tasks in preparing course information required in MQA accreditation have been automated, thus reduced manual task by saving time and employing self-correction approach. The curriculum design templates not only provide analysis for the whole curriculum, it also visualize how each course compliment the whole curriculum so the educator can see how their course fit in. It minimizes the needs for printing to review since automation and visualization encourage educator to perform self-correction. This approach enable maximum participation of instructors in curriculum planning by performing curriculum mapping(Rahimi, Borujeni, Esfahani, & Liaghatdar, 2010). The features of CDVisT and it benefits can be summarized as follow: 

Instant visualization for error checkings and real-time analysis.



Environmental friendliness by employing digital reviewing approach thus minimizing paper printing used for document review.



Increase productivity by saving time through automation and minimizing manual tasks in document preparation and eliminate frequency of conventional document review.



Data driven decision making in based on the learning outcomes mapping, assessment design and student learning time (SLT).



Strategic constructive alignment by characterizing the curriculum profile through assessment frequencies and optimal student learning time (SLT).



Digital searching mechanism allowing educators to use built-in searching features in computer’s operating system or spreadsheet application itself to look for document through keywords or date of works.

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11. CDVisT market analysis CDVisT can be enhanced further by modifying the future needs of Malaysia Qualification Framework version 2.0 which recently been announced by MQA. The full implementation of MQF 2.0 is expected by early 2018. CDVisT is intellectual property protected and registered under Universiti Malaysia Pahang. This means CDVisT either can be licensed or used for free through professional services such as training and consultation. To perform market analysis of CDVisT, we used Malaysia Qualification Registrar (MQR) database to estimate the potential curriculum and institution for CDVisT. Table 1 shows the summary of market value from professional services.

Table 1: CDVisT market value Total number of registered institution in MQR = 791 Profession Services Fee per session (MYR) Market Value (MYR) Curriculum design workshop 5000 3,605,000 Curriculum review workshop 3000 2,163,000 Train the trainer workshop 5000 3,605,000 Certification (trainer) exam 1500 1,081,500 TOTAL MYR 10,454,500 The cost for development of CDVisT is very small relatively to the potential market value as illustrated in Table 1. Furthermore, CDVisT is also been used for internal operation in Universiti Malaysia Pahang.

Conclusion We believe CDVisT is the right step in creating the culture of task efficiency among educators by facilitating them to be competent in developing smart curriculum. Further research is needed in order to properly review on definition of smart curriculum and which field of study that highly impacted.

Acknowledgement We are grateful to Centre for Academic Innovation & Competitiveness (CAIC) for the learning experience in providing feedback in developing CDVisT during curriculum review exercise in 2010 and Center of Instructional Resources & e-Learning (CiREL) for the opportunity and financial assistance provided for this work.

References Bond University. (2016). e-Journal of Spreadsheets in Education (eJSiE). Retrieved June 12, 2017, from http://epublications.bond.edu.au/ejsie/ Haythornthwaite, C., Andrews, R., Jones, C., Castell, S. De, Goodfellow, R., Jewitt, C., & Barton, D. (2011). Internet & Learning: A Decade of Transformation in Learning Practices. SSRN eLibrary. https://doi.org/10.2139/ssrn.1894934 Rahimi, A., Borujeni, S. A. M., Esfahani, A. R. N., & Liaghatdar, M. J. (2010). Curriculum mapping: A strategy for effective participation of faculty members in curriculum development. In Procedia - Social and Behavioral Sciences (Vol. 9, pp. 2069–2073). https://doi.org/10.1016/j.sbspro.2010.12.448 Tyran, C. K. (2010). Designing the spreadsheet-based decision support systems course: An application of Bloom’s taxonomy. Journal of Business Research, 63(2), 207–216. https://doi.org/10.1016/j.jbusres.2009.03.009 UNESCO-IBE. (2017). Lead innovation in curriculum and learning. Retrieved June 12, 2017, from http://www.ibe.unesco.org/en/whatwe-do/lead-innovation-curriculum-and-learning Uskov, V. L., Bakken, J. P., Karri, S., Uskov, A. V., Heinemann, C., & Rachakonda, R. (2018). Smart university: Conceptual modeling and systems’ design. Smart Innovation, Systems and Technologies (Vol. 70). https://doi.org/10.1007/978-3-319-59454-5_3 Vey, K., Fandel-Meyer, T., Zipp, J. S., & Schneider, C. (2017). Learning & Development in Times of Digital Transformation: Facilitating a Culture of Change and Innovation. International Journal of Advanced Corporate Learning (iJAC), 10(1), 22. https://doi.org/10.3991/ijac.v10i1.6334 World Economic Forum. (2016). The Future of Jobs Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution. Growth Strategies. https://doi.org/10.1177/1946756712473437

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Newton’s Free Body Diagram (FBD) Ruler Amin Aadenan, Siti Zaubidah Abdullah, Nor Fadhlin Jaafar, Nurulizzati Makhtar

Universiti Teknologi MARA Cawangan Negeri Sembilan, Kampus Kuala Pilah, Pekan Parit Tinggi, 72000, Kuala Pilah, Negeri Sembilan Darul Khusus, Malaysia. [email protected], [email protected], [email protected], [email protected]

Highlights: In this project, we developed a teaching aided tool which demonstrates the technique of

sketching and drawing of free body diagrams. Our purposes are to enhance the student’s skill in drawing a free body diagram and to help them for a better understanding of solving the problems on Newton’s Law topic. ADDIE model was used as a guideline for developing this tool. A preliminary study has been conducted upon PHY130 students in UiTM Cawangan Negeri Sembilan Kampus Kuala Pilah. Results have shown that 81.25 % students drawn and sketched the diagram correctly. This indicates that the usage of the Newton’s FBD ruler is highly effective and practical.

Key words: Newton’s Law, Fundamental Physics, Teaching tools, ADDIE model, FBD, PhysicsFun Introduction Teaching Newton’s Law for a non-major Physics student is the most challenging part for all educators. Many were found they require a lot of effort, energy and time to make their students understand on this topic. For centuries, teaching was found to be more interesting and effective if instructor introduces innovation in their teaching methods. The use of innovation in teaching helps student to increase greater level of understanding and thinking in education. Hence, the introduction of aided learning tool as educational resources has become the most powerful medium in delivering effective teaching and improving performance from the students.

Background of Innovation Based on our experience, lecture-based format of teaching alone is often insufficient to promote students understanding in the Newton’s Law concepts. With the introduction of FBD ruler, students were able to think creatively and attract their interest through graphical representation and illustration. We believe that the level of visualization and interactivity constructed offer a good learning experience, better engagement and reinforce a skill and concept of Newton’s law to the students. In this project, we developed a learning tool named after the founder of Laws of Motion; Sir Isaac Newton (1672-1726) as a medium to attract a greater interest of learning from student. The Free Body Diagram (FBD) is a diagram used to solve Newton’s law problems by using the relative magnitude and direction of all forces acting upon an object in a given situation. This project aims to help students to overcome their problems in solving Newton’s Law through drawing and sketching. Therefore, it offers a direct visual practice in order to develop a critical thinking and active learning among students.

Methodology The innovation of Newton’s FBD ruler was used ADDIE model as a guideline. ADDIE model is an instructional model which is valid for any kind of education that provides an organized process for developing instructional materials. It contains five phases; A-analysis, D-design, D-develop, I-implementation, and E-evaluation. By following these five-step, it helps us to develop an interactive interface and exercises with various interesting figures as to provide a quick way for students understanding.

Importance of Innovation The Newton’s FBD Ruler offers the students to learn and understand the Newton’s law concept in a more interactive way and support the instructors as an alternative teaching aid in class. It also allows the students to interact with the content through drawing and visualization comprehensively. This also enables the students to enjoy learning in a more practical and excitement.

Advantages of Innovation    

Newton’s FBD ruler provides an interactive visualization of Newton’s law concept. Newton’s FBD ruler attracts student’s interest to learn. Newton’s FBD ruler encourages student’s active learning through exercises. Newton’s FBD ruler improves the quality of today’s education.

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Commercial Value Newton’s FBD ruler is a small sized learning aid which easy to demonstrate and easy to use by all range of users. It does not only can stimulate the student’s interest in learning Newton’s law, but it also can improve the performance among students. Besides, Newton’s FBD ruler can help instructors to make the learning environment interesting and engaging.

Acknowledgement We would like to thank the students of UiTM Negeri Sembilan from Diploma in Food Technology and Diploma in Textile Technology for their time, support and feedback on all activities from the beginning to the end of survey. We would also like to acknowledge our colleagues at Pusat Pengajian Fizik dan Sains Bahan for their supportive advice and guide. Finally, thank you UiTM Negeri Sembilan for allowing us to conduct this study and most importantly their financial support.

References A. J. Cox, M. Belloni, M. Dancy, & W. Christian (2003). Teaching Thermodynamics with Physlets ® in Introductory Physics, Physics Education, 38(5), 433-440. M. Belloni, W. Christian, & M. Dancy (2004). Teaching Special Relativity Using Physlets ®, Article in The Physics Teacher, Vol. 42, 8-14. K. A. Higley & C. M. Marianno (2001). Making Engineering Education Fun, Journal of Engineering Education, 90.1, 105-107. Lawrence Tomei (2008), Adapting Information and Communication Technologies for Effective Education, New York, Information Science Reference. 41-58. S. Arkun & B. Akkoyunlu (2008), A Study on the development process of a multimedia learning environment according to the ADDIE model and students’ opinions of the multimedia learning environment, Interactive Educational Multimedia, Number 17 , 1-19.

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Moving towards borderless and limitless classroom: Blending Skype, Nearpod and Quizizz applications in the teaching and learning Kandappan Balasubramanian, PhD Faculty of Hospitality, Food and Leisure Management, Taylor’s University, Malaysia [email protected]

Highlights: The development of education applications (apps) have changed the Global Learning pattern from traditional classroom towards borderless and limitless classroom, whereby the students and educators communicate and share ideas across the global. This paradigm shifts in the classroom enabled by technology integration with skype, nearpod and quizizz apps opens a new world of learning experience to the students. As the 21 st Century learning moving towards student centered learning, today’s competitive challenges for an educator is to maximize the learning experience by integrating the technology in a right way. The benefit of using those apps allows the educators to move their classroom anywhere, connects their classroom to other classrooms globally through sharing content and online activities using Nearpod, and create competitive skills by using the Quizizz. This shows how this app can support the borderless and limitless learning environment that are portable, accessible and connected globally, beyond the traditional classroom.

Key words: Borderless classroom, skype, Nearpod, quizizz, connecting globally, 21st Century skill Introduction The increased use of technology in the education arena has made it possible for students to experience different types of classroom environment. Many learning institutions moving towards borderless learning and limitless knowledge space to provide more hands-on, engaging learning strategies to their learners. For those who possess a love of learning, the whole world is a classroom. Today’s workforce can gain skills using the real world as a borderless classroom. Many organizations have started to encourage staff members to further their educations using programs that provide them with the freedom to learn beyond the classroom door. “Technology” encompasses a variety of tools and media that enable communication and collaboration between students and faculty in different countries. Higher education institutions in the United States and abroad are using technology to bring the outside world to their campuses. Several universities use video conferencing technology to create virtual classrooms allowing real-time interaction with partner schools in other locations. Managing classroom and educating the current student generation can be achieved through various strategies depending on the choice of the educator to design the classroom with more student centered education. With the advent of information and communication technology, educators have become increasingly interested in adapting interactive platform to engage the student learning activities (Enriquez, 2010; Ifenthaler & Schweinbenz, 2013; Koile & Singer, 2008; Loveless, 2002). Interactive technologies, including smartphones, tablets, apps, interactive whiteboards, and classroom response systems, have generated active discussions that focus on students’ learning performance and abilities (Gikas & Grant, 2013). Students can brainstorm ideas together, develop various alternatives to solve problems, share ideas and work, and develop solutions. The relationships between the distinctive features of interactive technologies in applications using their own device and the characteristics of creativity open up new approaches and strategies for cultivating creativity in education. The innovative technologies using various applications (apps) in the classroom have the potential to create new ways of fostering creative experiences through drawing, seeing, expressing, learning, and engaging. (Ainsworth, Prain, & Tytler, 2011). Thus, the utilization of skype, nearpod and quizizz apps to develop the 21st century competencies are explained. The pedagogical attributes of activities in borderless and limitless classrooms supports engaging and collaborative learning environment. The use of ICT in education lends itself to more student-centred learning settings. But with the world moving rapidly into digital media and information, the role of ICT in education is becoming more and more important and this importance will continue to grow and develop in the 21st century among the students.

Content 1.

Description of your classroom design using apps. As a hospitality educator, I always believe that the transformation in teaching and learning always happens as there is changes in generation. My teaching passion is to engage, collaborative and inspire my students inside and also outside my classroom environment by integrating the technology as a right teaching tools. I started using the below apps to make a Paradigm shift in my teaching modules such as beverage studies, wine studies and other related modules. 

Skype: Skype in the classroom is a free global community created in response to, and in consultation with, the growing number of teachers using Skype to help their students learn. I used this tool to collaborate with other university faculty classroom from India, and find partner classes and guest speakers across global. Skype in the classroom is designed to help like-minded teachers find each other and relevant projects

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according to search criteria such as the industry experts and subject experts; and teaching resources can be easily shared globally.

2.

3.

4.

5.



Nearpod: The Nearpod app takes student devices to transform them into teaching moments. The app is a place for teachers to upload content, typically images and slides, as presentations for their students. Teachers can also incorporate checkpoints into their presentations, in the form of multiple choice questions, polls, or short answer prompts. In this way Nearpod goes beyond being a handy presentation tool, offering more interactive features to involve students. The variety of these interactions allow for teachers to get immediate feedback from their students that can be used to check comprehension, dispel confusion, foster a discussion, lead into later topics, or even draw and share pictures. The other side of the desk with this app, as a student participating in one of the teaching intern’s lessons, and it has quite sleek and userfriendly. It seemed an excellent way to foster discussion, share content, and encourage engagement. I conducted my classroom from university border for coffee and tea, bar related topics to real-time learning classroom by taking the students physical to coffee outlet, tea production and bar outlets. Nearpod is used to share my slides, interactive discussion and others while they expose them to the real scenarios.



Quizizz: Used for online activities among the learners locally and globally. This gamification app really creates a fun and engaging learning space for the students.

What is the context or background of the classroom design? 

It allows students to expand their discussion and investigation beyond the walls of the classroom



It provides an opportunity for educators and students to collaborate and create knowledge through interaction with a larger range of content globally by connecting through skype and sharing the information through Nearpod app.



It supports a social constructivist view of learning because it enhances students’ ability to learn and apply content in context with other students.



The flexibility for students to engage in the educational process and material anywhere.



The classroom can be moved to real situation environment and the lecturer use the Nearpod app to share the information monitor the learning space and connects with the expert members.

Why are they important to education? 

Bring the World into the classroom



Making International Experience accessible to all



Increasing Intercultural Competence



Bridging the curriculum and technology



Create a collaborative learning environment and cross-cultural study space

Please write any advantages of your classroom design towards education and community. 

Use it to collaborate with other classroom (Global Classroom)



Enable participation for students outside of the classroom



Enable better collaboration for online activities



Virtual Field Trips



Bridging the curriculum and technology

Please add any commercial value in terms of marketability or profitability of your innovation / product development / design / process if any. 

Builds a stronger relationship with educator and learners globally



Research cluster opportunities between other institutions and industry



Open Learning Community – Life-long learning



International and collaborative E-learning tutorial video

Acknowledgement We are entirely grateful to the immense and continuous motivation from the Faculty of Hospitality, Food and Leisure Management and the intensive support from the e-Learning (eLA) department of Taylor’s University.

95 References Ainsworth, S., Prain, V., & Tytler, R. (2011). Drawing to learn in science. Science, 333, 1096-1097. Enriquez, A. G. (2010). Enhancing student performance using tablet computers. College Teaching, 58(3), 77- 84. Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. The Internet and Higher Education, 19, 18-26. Ifenthaler, D., & Schweinbenz, V. (2013). The acceptance of tablet-PCs in classroom instruction: The teachers’ perspectives. Computers in Human Behavior, 29(3), 525-534. Innovating With Technologies - Creating The Borderless Classroom MOE Press Releases 25 April 2002. (n.d.). Retrieved from https://www.moe.gov.sg/media/press/2002/pr25042002_print.htm Koile, K., & Singer, D. (2008). Assessing the impact of a tablet-pc-based classroom interaction system. Monograph of the 3rd Workshop on the impact of tablet PCs and pen-based technology on education (pp. 73-80). West Lafayette, IN: Purdue University Press. Loveless, A. (2002). Literature review in creativity, new technologies and learning. Bristol, UK: NESTA Futurelab. Skype

Connects

Teachers

and

Classrooms

across

the

Globe

|

Business

Wire.

(n.d.).

Retrieved

from

http://www.businesswire.com/news/home/20110330005721/en/Skype-Connects-Teachers-Classrooms-Globe Viewing the World As a Classroom. (n.d.). Retrieved from http://www.cael.org/talent-crunch-blog/viewing-the-world-as-a-classroom WeSt, C. (n.d.). Borderless via Technology. Retrieved from https://www.nafsa.org/_/File/_/marapr10_feature_technology.pdf

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Augmented Reality Mobile Learning Apps (ARMLAApps) Dayana Farzeeha Ali

Universiti Teknologi Malaysia, Johor, Malaysia [email protected]

Nusaila Johari, Marlissa Omar Universiti Teknologi Malaysia, Johor, Malaysia [email protected], [email protected]

Highlights: Visualization skills are determined as one of important skill need to be mastery by students

especially in Technical and Vocational Education (TVET). Managerial Economic is a vocational course which required student to use their visualization skills in order to mastery in this course. This is because this course is having a lot of graph for them to master. Therefore, student needs visualizations skill for them to visualize how to converting graph to data and text and vise versa. Augmented Reality is a technology founded able to enhance student visualization skills. Augmented Reality Mobile Learning Apps (ARMLAApps) is a teaching and learning apps designed for educators and students in order to help increase their visualization skills throughout this course. ARMLAApps contains an augmented module, animation video, tutorial video and an augmented flash card.

Key words: Augmented Reality, Mobile Learning, Education, Managerial Economic Introduction Augmented Reality is one of computer science field with combination of real world and virtual world (3D). The combination between these two different worlds will create unique environment. Cadavieco (2012) claims that Augmented Reality is a research which is combining real world and virtual world (3D). Muhammad Zulhilmi ( 2010) define Augmented Reality as using an object as a basic and add on 3D data on it to create better understanding to people. Generally Augmented Reality system is a combination on virtual object and real object, created with interaction of real world and 3D. Azuma (1997) indicated that the characteristic of Augmented Reality are combines with real and virtual, interactive in real time and registered in 3-D. Example, Augmented Reality user who are using transparent glasses was able to see the real world exactly same on real image created by computer. There are studies conducted to investigate the use of the AR in education either in formal education such as science (Yu-Chien, 2006; Norziha, 2009; Huda Wahida et al., 2010), biology (Juan and Cano (2008), mathematics (Kaufmann, 2006; Elango and Hazimah, 2009), chemistry (Fjeld and Voegtli, 2002; Chen, 2006; Medina, Chen, and Weghorstphysics (2007) and geometry (Liu, and Stapleton, 2010). Billinghurst and Duenser (2012) on his studies said that the AR technology is suitable to be adopted in education. According to Lien and Chan (2012), an advancement of augmented reality (AR) and mobile devices, mobile learning or ubiquitous context-aware learning was becomes easy and boundary-free with contains a built-in camera, Internet connection, GPS technology and a compass device. AR technology creates a user-centered, visualized operation, and a real-time-feedback learning environment. Augmented Reality enhances users learning interest, and therefore reinforces learning. To explore how Augmented Reality Mobile Learning enhances student visualization skills level, Augmented Reality Mobile Learning Apps (ARMLAApps) was developed in these studies.

Content The content of ARMLAApps is developed based on syllabus of Managerial Economic course for Uitm students in Business Administration and Management Faculty. The process in developing this product is follow the steps based on ADDIE Instructional Design Model (Rossett, 1987). The model comprise with five phase which is analysis phase, design phase, development phase, implementation phase and evaluation phase. ADDIE model are the effective in the development of instructional courses because the model was quite simple, easy to understand and systematic (Molenda, 2003). Table below show the process in developing ARMLAApps. ADDIE PHASE

MODEL

Analysis

Design Development

1. 2. 3. 1. 2. 1. 2.

Implementation

1.

Do need analysis to define the problem, identify the source of the problem and target students. Determine students’ profile of visualization skills. Determine the need of products. Plan a strategy for developing the product. Sketching a story board. Constructed a product based on results from the analysis phase and design phase. Drafting, producing and evaluation by using formative approach to determine the quality of the product. Test the product to the target students.

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2. 1.

Evaluation

2.

Students and teachers play important roles in this phase for modification purpose to ensure effectiveness of the designed programs. To make sure there are no weaknesses in the ARMLAApps and to make improvements if there is any weaknesses found. To ensure either the product able to enhance student visualization skills level.

AMLAApps are important in Managerial Economic course because is able to enhance the student's motivation level and giving a positive impact to students visualization skills especially for weak students. It also assists in students creative thinking development, increases understanding and changes the paradigm of learning curve in learning Managerial Economic course. Therefore, ARMLAapps help students in mastering knowledge faster when compared to tradisional or others conventional method. Furthermore, by using this technology in teaching and learning, it is an alternative for teachers to use as an interactive, attractive and effective learning aid. These positive impressions are revealed because the ARMLAApps has certain characteristics such as supports the seamless interaction within the virtual and reality environment, replacing input devices such as the mouse and keyboardand enables the transition between the reality and virtual smoothly. On the other hand, this product can be used as visualization aid to help students in understand the concepts of teaching and learning in Managerial Economic course. By using ARMLAApps, this study belief that its easier for students to visualise in converting graph to data and text and vice versa since their visualization skill are increase. The uniqness of the ARMLAApps is the product are consist of combination with animation video and tutorial video which is more fun and able to motivate student comparing reading the text. It’s can be used by downloding the Augmented Reality application and scanning the augmented flash card by using android. Beside that, the product are user friendly which can be use anywhere and everywhere as long as they bring their android eventhough without internet line. ARMLAApps also contains an augmented module which can be used as a notes. Therefore, the learning process are easier and able to promote understanding on knowledge since this product able to enhance student visualization skills.

References Azuma,

R. (1997).

A survey

of

augmented

reality. Presence:

Teleoperators

and

Virtual

Environments,

6(4),

355–385.

http://doi.org/10.1.1.30.4999 Billinghurst, M., & Duenser, A. (2012). Augmented Reality in the Classroom. Computer, 45(7), 56-63. doi:10.1109/mc.2012.111 Cadavieco, J. F., Goulão, M. D. F., & Costales, A. F. (2012). Using Augmented Reality and m-Learning to Optimize Students Performance

in

Higher

Education.

Procedia

-

Social

and

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Sciences,

46,

2970–2977.

http://doi.org/10.1016/j.sbspro.2012.05.599 Chen, Y.C. (2006) A study of comparing the use of augmented reality and physical models in chemistry education, in Proceedings of the 2006 ACM international conference on Virtual reality continuum and its applications. ACM: Hong Kong, China. p. 369-372. (2006) Elango Periasamy and Halimah Badioze Zaman(2009) Augmented Reality as a Remedial Paradigm for Negative Numbers: Content Aspect. p. 371-381 (2009) Fjeld, M. and B.M. Voegtli (2002) Augmented Chemistry: an interactive educational workbench. in Mixed and Augmented Reality, 2002. ISMAR 2002. Proceedings International Symposium on. (2002) Huda Wahida Rosli, et al. (2010) Using Augmented Reality for Supporting Learning Human Anatomy in Science Subject for Malaysian Primary School, in Regional Conference on Knowledge Integration in ICT (INTEGRATION2010), Khairul Nizam Abdul Rahman, et al., Editors., Kolej Universiti Islam Antarabangsa Selangor (KUIS): Putrajaya. p. 44-51. (2010) Juan, C., F. Beatrice, and J. Cano (2008) An Augmented Reality System for Learning the Interior of the Human Body. in Advanced Learning Technologies, 2008. CALT '08. Eighth IEEE International Conference on. (2008) Kaufmann, H. (2006) The Potential of Augmented Reality in Dynamic Geometry Education, in 12th International Conference on Geometry and Graphics (ISGG), Salvador, Brazil (2006) Liu, F. and C. Stapleton (2010) Using augmented reality and virtual reality to improve geology study for adult learners, in World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010, J. Sanchez and K. Zhang, Editors., AACE: Orlando, Florida, USA. p. 214-217 (2010) ,Lien, C. and Chan, L. (2012) Augmented reality smart phone environment orientation application: a case study of the Fu-Jen University mobile campus touring system Medina, E., Y.C. Chen, and S. Weghorst (2007) Understanding Biochemistry with Augmented reality, in World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007, C. Montgomerie and J. Seale, Editors., AACE: Vancouver, Canada. p. 4235-4239 (2007) Norziha, M.M.Z., B.Z. Halimah, and A. Azlina (2009). Learning Science Using AR Book: A Preliminary Study on Visual Needs of Deaf Learners, in IVIC Visual Informatics: Bridging Research and Practice., Springer Berlin / Heidelberg: Kuala Lumpur. p. 844855(2009) Yu-Chien Chen(2006) A Study of Comparing the Use of Augmented Reality and Physical Models in Chemistry Education, in VRCIA 2006, ACM: Hong Kong. p. 369-372 (2006)

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Web Clicker: an assessment tool for flipped classroom and active learning to engage students in large classes Dereje Engida Woldemichael Universiti Teknologi PETRONAS, Mechanical Engineering Department, 32610 Bandar Seri Iskandar, Perak, Malaysia [email protected]

Aklilu Tesfamichael Baheta Universiti Teknologi PETRONAS, Mechanical Engineering Department, 32610 Bandar Seri Iskandar, Perak, Malaysia [email protected]

Highlights: Classroom response systems also known as clickers are interactive instructional technologies

in which students use hand-held devices/transmitters to provide electronic responses to a given question. Alternatively, this can be done using web clicker. Web clicker is a web based freely available platform that is accessible to unlimited number of students without additional cost to purchase the clicker. It works on any internet accessible device such as phones, pads, PCs, Laptops. It can be used as tool for flipped classroom, pre-class assessment to gauge student understanding and misconceptions, in class as active learning activity and post class as follow up activity.

Key words: web clicker, flipped classroom, clickers, active learning, student centered learning. Introduction Active learning is one of the student centered learning approaches to engage students in the learning process through learning activities. It is the process of engaging the students in activities that promote analysis, synthesis, and evaluation of what they learn rather than simply listening or watching passively. There are a number of active learning approaches to engage students in the learning activity individually and as a team. As the number of students increase, it becomes difficult for the lecturer to engage each and every one of the students in a class. In addition to ensuring the active involvement of the students in the learning activities, it is equally important to assess students learning and retention of the studied concept as formative assessment and provide timely feedback. Clickers can be one of the possible options that can be used to enhance active learning process in large classrooms. Flipped classroom is an instructional approach in which the students go through online resources and learning activities that facilitate student preparation for classroom study time. It is designed to shift students from passive to active learning and designed to foster deep learning(Sankey & Hunt, 2013). In-class time is then spent working on problems, advancing concepts, and engaging in collaborative learning. In flipped classroom learning clickers can be used as pre-class assessment tool to identify misconceptions and prepare necessary scaffolding during in-class time. Clickers are interactive instructional technologies in which students use a hand held devices/transmitters to provide electronic responses to a given question. Clickers provide a mechanism for students to participate interactively in learning activities anonymously and express their own views and ideas promoting active learning in a classroom. Once students respond to posed questions, automatically generated graphs illustrate the distribution of their response providing immediate feedback on their learning and understanding. However, conventional clickers requires purchasing hardware (Clickers) and associated software license which might be costly both for the lecturer and the students. In addition, the conventional clickers can only be used during class. In recent years, there are a number of web-based technologies and variety of clickers in the market such as iclicker (https://www1.iclicker.com/), poll everywhere (https://www.polleverywhere.com/), web clicker system (http://www.webclicker.org), and socrative (http://www.socrative.com/) to name few. The iclicker is subscription based while poll everywhere and socrative have free option for limited number of participants (25 & 50 respectively) and hence cannot be used for large classes. To overcome these issues we used freely available platform, with unlimited number of students, and no additional cost to purchase the clicker from http://www.webclicker.org (Bao, 2012).

Theories on the use of Clickers Clickers are used to increases student participation and assist the lecturer to quickly identify misconceptions. It also promotes engagement especially in large classes. There are a number of success stories in the literature where the use of clickers has positive impact on the students’ learning. The study conducted by (Blasco-Arcas, Buil, Hernández-Ortega, & Sese, 2013) showed clickers positively influences active/ collaborative learning and engagement. The study conducted by (Tlhoaele, Hofman, Naidoo, & Winnips, 2014) on the impact of interactive engagement activities using clickers on a control group to assess student motivation and performance compared to traditional lecture showed significant improvement in terms of motivation and performance.

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Result and Discussion We have implemented the use of web clicker as pre-lecture class preparation tool for flipped classroom, inclass engagement/assessment of learning and post-lecture assessment to evaluate student retention of the learned concept in our classes in selected undergraduate Mechanical Engineering courses. The impact of web clicker in augmenting active learning, flipped classroom approach and student perception were conducted using online questionnaire adopted from (Richardson, Dunn, McDonald, & Oprescu, 2015). Data from two different batches of students taking Dynamics course and one batch taking Heat Transfer were collected based on convenient sampling method. The online questionnaire was sent to all students registered for the course at the end of the semester. For Dynamics course, there were 47 respondents out of 127 students in the first batch (September 2015 Semester) and 76 respondents out of 151 registered students in the second batch (May 2016 Semester). For Heat Transfer course, there were 83 respondents out of 156 students registered for the course (January 2017 Semester). The responses were recorded and coded in statistical package for social sciences (SPSS) software and analyzed. Table 1 shows the mean and standard deviation of the surveys. From the result, it can be seen that most of the respondents are in agreement with importance of web clicker in assisting teaching and learning activities. Table 1: Descriptive statistical analysis of response on the use of web clicker

S/No 1 2 3 4 5

Variable Names The Web Clicker made me read more before class Using Web Clicker helped me think more deeply about course materials Web Clicker used in this unit motivated me to learn I found this method of interaction between students and lecturer effective I would recommend Web Clicker to be used in other courses

Dynamics September 2015 Semester(N=47) Mean Std Deviation 3.79 1.04

Dynamics - May 2016 Semester(N=76) Mean Std Deviation 3.64 0.93

Heat Transfer January 2017 Semester (N=83) Mean Std Deviation 3.51 1.07

3.66

0.98

3.44

0.85

3.54

0.87

3.6

1.03

4.14

0.84

3.84

0.84

3.72

1.03

3.64

1.02

3.37

1

3.36

1.24

3.53

0.83

3.45

0.95

Teaching Innovation and the way forward Web clicker platform works on any internet accessible device such as phones, pads, PCs, Laptops without the need to purchase the clicker (hardware). Almost all students in our class have smart phones and Wi-Fi facilities are available within the campus to access internet. Hence, there is no additional cost or limitation on class size to implement what is reported here. Hand phones are considered as distractions to learning activities by some faculty members. Some even tried to bar the use of mobile phones. On the other hand, current students are very much dependent on these devices. Recent survey shows that 84% of people worldwide said they couldn’t go a single day without their mobile phone (Duerson, 2012). In another study mobile users can't leave their phone alone for six minutes and check it up to 150 times a day (Spencer, 2013). Here we use their precious device towards our advantage to engage them in the learning process and get immediate feedback on their learning. We hope this tool can be used by as many faculty members as possible to augment active learning, flipped classroom and formative assessment without limitations such as number of students and additional cost to purchase clickers(hardware). The authors hope to see the dissemination of this innovation in other universities and schools.

Acknowledgement We are grateful for the support from Center for Teaching and Learning (CETaL), Universiti Teknologi PETRONAS, to conduct this research through scholarship of teaching and learning (SOTL) grant. The authors thank Mr. Asrar Ahmad Sabir for data analysis.

References Bao, L. (2012). WebClicker.org. Retrieved from http://www.WebClicker.org Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., & Sese, F. J. (2013). Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance. Computers & Education, 62, 102110. Duerson, M. H. (2012, August 16). We’re addicted to our phones, Online. New York Daily News. Retrieved from http://www.nydailynews.com/life-style/addicted-phones-84-worldwide-couldn-single-day-mobile-devicehand-article-1.1137811

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Richardson, A., Dunn, P., McDonald, C., & Oprescu, F. (2015). CRiSP: An Instrument for Assessing Student Perceptions of Classroom Response Systems. Journal of Science Education and Technology, 24(4), 432-447. doi:10.1007/s10956-014-9528-2 Sankey, M. D., & Hunt, L. (2013). Using technology to enable flipped classrooms whilst sustaining sound pedagogy. Electric Dreams. Proceedings ascilite, 785-795. Spencer, B. (2013, 11 February). Mobile users can't leave their phone alone for six minutes and check it up to 150 times a day, Online. The Daily Mail. Retrieved from http://www.dailymail.co.uk/news/article2276752/Mobile-users-leave-phone-minutes-check-150-times-day.html Tlhoaele, M., Hofman, A., Naidoo, A., & Winnips, K. (2014). Using clickers to facilitate interactive engagement activities in a lecture room for improved performance by students. Innovations in Education and Teaching International, 51(5), 497-509.

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SightHeart: The Development and Assessment of a Gamified Two-dimensional (2D) Role-playing Computer Game among Undergraduate Students Wan Nurul Nazirah Meor Zamari UPM, Serdang, Malaysia [email protected]

Ahmad Fauzi Mohd Ayub UPM, Serdang, Malaysia [email protected]

Highlights: This paper highlighted on the design and development of a serious game prototype named

SightHeart as an informal tool for training students’ analytical skills and values internalization. The prototype was evaluated according to factors that may influence their acceptance and behaviour intention towards the serious game. Additionally, gamification concept was applied to the serious game as an attempt to identify users’ gamified user types based on their preferences towards certain game mechanics and to boost their motivation and engagement towards SightHeart. Current learning problems faced by students of higher learning include still lacking of critical thinking skills and having poor character that it affected their employability (Ismail, 2011; Eldy & Sulaiman, 2013; Othman & Rahman, 2014). Conventional approaches and pedagogies are still inadequate in addressing these learning issues as they do not accommodate to millennials’ preferred learning styles and interests. Therefore, this prototype promotes an alternative countermeasure by combining gamification principles, motivation, psychological and other related learning theories to develop a serious game that can further entice students and benefit education. Results suggested that SightHeart was able to positively influenced respondents’ positive attitudes and increased their perceived learning opportunities thus acceptance towards serious games.

Key words: Higher education, gamification, serious games development, serious game assessment, student engagement, student motivation

Introduction As technology becomes an essential part of digital natives’ lives (Gunnarsdottir, 2010), the demand to utilize them for their needs and purposes for 21st century learning continues to increase (Prensky, 2007). Playing computer games is considered a popular culture among today’s learners (Mysirlaki & Paraskeva, 2010; Ulicsack & Cranmer, 2010). They can spend such significant amount of their time just by playing computer games. Local studies reported that 53% of social gamers in Malaysia played games in their computers and laptop, and approximately one in every graduate surveyed played computer games more than 17 hours per week (Hussein, Wahid & Saad, 2009; Wong, 2013). Given such fascination towards games, it is only natural that these digital natives expect such technology exists in their learning as well. Consequently, more serious games were suggested to be manipulated or even developed to accommodate learners’ needs (Niederhauser & Lindstrom, 2006). However, balancing between games, fun, engagement and motivation is not an easy task as too much or too little of each component could disrupt the effectiveness of learning (Deterding, Dixon & O’Hara, 2011). Consequently, this has caused the value and acceptance towards such learning games to be negatively low. Therefore more research on an appropriate pedagogical strategy is needed to ensure the creation of learning games that are meaningful and can be well accepted by learners (Aris, 2008). Because games are known to be motivating and engaging to learners, they are used to address various learning problems (Mattheiss, Kickmeier-rust, Steiner & Albert, 2010). Students today are still facing the lack of critical thinking skills and internalization of values, which resulted to them having less critical judgment, poor character, attitude and personality unfit in the job world (Ismail, 2011; Malaysian The Star Online, 2012; Eldy & Sulaiman, 2013; Cheah, 2014, Othman & Rahman, 2014). Studies have argued that it takes practice to critically make judgments and internalize values (Hodhod, Cairns & Kudenko, 2010; Tirri, 2010) because though conventional values are taught in a hypothetical manner where learners know what they ought to do, they still experience trouble of actually doing it (Johnson, 2001). Therefore they need a medium to safely exercise prosocial behaviours and to reinforce what they believe to be socially morally acceptable (Tangney, Stuewig & Mashek, 2007). By using an approach that is more familiar and receptive to their culture, it is hypothesized that the problems can be focused in a more effective and innovative way. Games can be described as being goal-driven, competitive, having rules, choices and challenges (Charsky, 2010). Kebritchi and Hirumi (2008) suggested games as an effective learning tool for complex procedures. They reasoned that not only games can reinforce mastery skills, but the use of action instead of explanation provides unique interactive and critical decision making contexts. The rich environment of games can assist learners to develop their higher thinking abilities such as pattern recognition, deductive reasoning and hypothesis testing (Kurshan, 2016) and understand themselves and their views better (Hemminger, 2009). Therefore, the games provide useful training skills that can be used and even applied throughout their lives. In this paper, gamification is suggested as an approach in serious games to prevent it from becoming another drilling practice while still maintaining the

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motivation and engagement (Kapp, 2012). Gamification is the application of game elements to non-game contexts (Kim, 2015). Due to the tendency of serious games to be heavily focused on the learning content and less on the playfulness, gamification can balance the games to be more motivating and engaging to users. Consequently, users’ acceptance through strong intention of use signifies the quality and usefulness of the proposed technology as perceived by them. It gives them a reason to why they want to engage and play with serious games (Wu & Tsang, 2008). Exploring game acceptance therefore can contribute to the studies of why learners would want to engage in educational or serious games, as well as a source of valuable data for instructional game designers to improve their system. Therefore, this paper intends to illuminate on a case study related to an educational practice in developing serious games using gamification, instructional design, psychology and motivation theories to address learners’ needs for critical thinking and values internalization practices. It also intends to identify its users’ motivation, immersion, gamification preferences and perceived acceptance while engaging with the game. Specifically, the objectives of this study are 1) to develop a serious game named as SightHeart for training analytical skills and values internalization, 2) to identify gamified user types according to their preferences towards certain game elements, 3) to examine the influence of motivation and game engagement towards users’ behaviour intention using SightHeart and 4) to identify factors that influence students’ behaviour intention in playing serious games. Findings may contribute to a more rigorous and pedagogically sounded educational or serious game in the future, thus facilitating users to a more accepting behaviour towards the innovation.

Content 1. Product Description: SightHeart Prototype SightHeart is a 2D role-playing serious game that attempts as an alternative outlet for practising analytical skills and values internalization among undergraduate students in higher learning. It is computer-based and runs in any Windows platform. It consists of five moral dilemmas which require users to make a decision whether to be involve or uninvolved in a conflict that may violate their core moral principles. SightHeart’s pedagogical intention is to promote a safe innovative learning material for learners’ critical thinking practise and reflection on self-important values. It encourages learners to use situational cues to form, test and refine their hypothetical skills and thus developed stronger knowledge synthesis skills through this self-directed play, similar to the game developed by Medeni et al (2006). This is illustrated by users’ understanding of game controls, game rules and their actions in the game. SightHeart is also a practise in both instructional and game design to encourage better information understanding of the environment and tasks through intuitive situational cues. The game takes approximately 35 minutes to play. 2. Context/ Background Development Local students of higher learning today were reported to still experience lack of critical thinking skills and possess poor character that affected their future employability (Ismail, 2011; Malaysian The Star Online, 2012; Eldy & Sulaiman, 2013; Cheah, 2014). Consequently, the lack of practices also leads to students’ values internalization problem (Othman & Rahman, 2014). This shows that students of higher learning still experience lack of critical thinking practices specifically in values internalization issues which can be detrimental to their personal development. Developing students’ critical thinking skills is crucial in universities as it forms a basis for their informed judgements, matching their values to justify their reasoning, resolving uncertainties as well as connecting learning and practices (Thomas, 2011). They needed to be constantly exposed to situations which require them to practice on what is critically appropriate according to their values. Moral dilemma can be a great source to practice critical thinking as it deals with uncertainties and conflicting situations that have no right or wrong answer, thus learners indulge in selfanalyzation and hypothesis testing. It also engages learners to examine on inner values that are important to them and decide on an action that they deemed most appropriate. This will help them build stronger foundations that they can rely on when dealing with conflict situations in the future (Jungermann & Fischer, 2005). However, conventional methods rely on hypothetical dilemmas told either through moral stories or reading does not make dealing with moral dilemma easy. As students only hypothesized what they ought to do in a situation without the actual doing, lack of relevant and emotional context might cause some values to be less prominent and not fully internalized. Solving dilemmas require not only good analytical ability, but also self-realization (Dhavale, 2016). Awareness of own principles and the opportunity to assess and act as according to those values can therefore provide a good training ground for students’ analytical thinking and values internalization. In this paper, a serious game called SightHeart was proposed and developed as an innovative way to address university students’ lack of analytical thinking and values practice. The purpose of the game is to train their analytical skills in five different dilemmas that might be conflicting to their moral principles. The game also aims to increase awareness and improve through safety experimentation. Serious games was proposed coz could mean something though not direct and explicit. A game authoring tool named RPGMaker VX Ace was used to develop SightHeart. Various free graphics as well as the program’s premade resources were combined to develop the game. The main character in the prototype is defined by user/target audience who selects their chosen avatar in the game. Despite many different game genres, the role-playing (RPG) was chosen for SightHeart due to its ability to allow richer interaction by facilitating feedback of actions and reinforcement of hypothesis formulation and testing by taking a role of a character in a story (Mei, Chun-Ming, Hung, Hwang, & Yueh-Chiao, 2011). In terms of perspective-wise, the two-dimensional (2D) was chosen as the perspective or graphical interface used in games today. Though 2D graphics lack the Z axis which gives the illusion of depths and realism to the environment (Thompson, Berbank-Green & Cusworth, 2007) as compared to 3D, they are still widely used in game designs due to its lightweight size, non-high end system requirement and also less cost (Adams, 2009).

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3. Importance to Education SightHeart is a unique serious game due to its user-friendly menu and intuitive navigation even for non-gamers. The role-playing (RPG) genre alleviates users’ sense of realism to the issues being discussed (moral dilemma) by being involved in an interactive storyline. The significance of their decisions can be seen through feedbacks and how they affect the game. It helps them build self-confidence in terms of solidifying their reasoning and make best, good and rightful decisions according to their values in moral dilemmas. Additionally, SightHeart has a built-in metrics to record data on users’ actions that can inform the study’s objectives to improve the game design. Finally, apart from being a standalone Windows program, the 2D perspective makes SightHeart lightweight in terms of size and its minimum requirement to run. This makes it easy to access and store inside a pendrive. 4. Advantages to Education SightHeart was developed using a game authoring tool called RPG Maker VX Ace by Enterbrain (2015). The program was chosen to develop SightHeart due to its simplified drag-and-drop interface and vast premade resources, which makes the development process easier even to amateur developers. It also has useful logging capabilities that can record users’ actions and interactions within the game. Finally, it provides accessible game project files, in which developers can further use to improve and reproduce. SightHeart has the advantage of making it easier for users to practise internalizing their values and making critical decisions that they deemed appropriate in a safe environment. It allows them to explore and experiment with different choices without consequences in a real world, according to their own time and pace. The feedbacks from their decisions expose them to the effects of their actions as well as discover different views beyond their perspectives. The chances for them to make significant decisions that can affect the storyline not only provide a motivational and engaging boost to the task, but also as a creative medium for self-reflection. 5. Commercial value In terms of commercial value, RPG serious games such as SightHeart can appeal to wider audience who entertains and sees computer games as means to improve themselves. Author’s previous experience in developing similar games for the hit tv series Supernatural has earned her vast appreciation and recognition, even from some of the guest actors in the show. Therefore SightHeart is reckoned to receive such acceptance for those who perceived the game as useful to them. 6. Assessment of SightHeart on students’ motivation, engagement and acceptance towards the serious game The actual evaluation involved 97 participants who tested and answered the questionnaire related to students’ motivation, engagement and acceptance towards SightHeart. Data were collected using survey questionnaire, informal interview questions and metrics from the game itself. A four-point Likert scale was used for items in the questionnaire ranging from (1) “strongly disagree” to (4) “strongly agree”. Descriptive analysis and Pearson correlation were used to analyze the data. Demographic profile shows that majority of the respondents play games with an average of 1 to 4 hours daily. Most of the respondents were also identified as the philanthropist type, due to their preferences to certain game mechanics that can heighten their altruistic nature and sense of purpose. Results were evident in terms of perceived usefulness (M=3.00, SD=.532), perceived learning opportunities (M=3.18, SD=.539), attitudes (M=3.04, SD=.595) and behaviour intention towards SightHeart (M=3.01, SD=.610). However, SightHeart scored only a fair value on engagement (M=2.88, SD=.577) and motivation (M=2.89, SD=.405). Perceived ease of use was the least scored variable (M=2.86, SD=.505) in the study. Pearson correlation test revealed positive significant relationship between all of the variables studied with respondents’ behaviour intention to use SightHeart. Table 1 summarizes the findings related to the factors that influence respondents’ behaviour intention thus acceptance towards SightHeart. Results showed that the motivation and engagement constructs received a low score despite some respondents reported to feeling intrinsically motivated and experienced some degree of immersion while playing SightHeart. These findings may have strongly been influenced by respondents’ perceived ease of use towards the game, which indicates users are probably more concerned with operating with the system rather than on the learning content. This finding therefore seemed reasonable as explained by Scattergood and Feil (2005) that users’ lacking navigation skills and control resulted to less attention on the story presented, thus less engagement on the intended learning. Thus more efforts needed to be addressed in SightHeart in terms of ease of use such as having much clearer guidance and simpler self-explanatory interface to increase users’ self-efficacy. Having clear learning goals, the autonomy feeling of being in control and clear feedback enable users to concentrate in the game task (Fu et al, 2009). Overall, respondents have positive attitudes towards SightHeart and reported to have high behaviour intention towards the serious game due to its high perceived learning usefulness and opportunities.

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Table 1: Summary Of Hypotheses Testing In This Study Variables

Effect Size

Null Hypothesis

MOT with BI 0.69** (strong significant) ENG with BI 0.47** significant)

(moderate

PU with BI 0.61** (strong significant) PEOU with BI 0.25* (weak significant) LO with BI 0.69** (strong significant)

ATT with BI 0.72** (strong significant)

Hypotheses Testing

H0 There is no relationship between learners’ motivation with their behaviour intention to use SightHeart. H0 There is no relationship between learners’ engagement with their behaviour intention to use SightHeart. H0 There is no relationship between learners’ perceived usefulness with their behaviour intention to use SightHeart. H0 There is no relationship between learners’ perceived ease of use with their behaviour intention to use SightHeart. H0 There is no relationship between learners’ perceived learning opportunities with their behaviour intention to use SightHeart.

Null hypothesis rejected. Relationship exists between variables.

H0 There is no relationship between learners’ attitudes with their behaviour intention to use SightHeart.

Null hypothesis rejected. Relationship exists between variables.

Null hypothesis rejected. Relationship exists between variables. Null hypothesis rejected. Relationship exists between variables. Null hypothesis rejected. Relationship exists between variables though weak. Null hypothesis rejected. Relationship exists between variables.

As a conclusion, this paper illuminates on the result of gamification process of a serious games towards the acceptance and behaviour intention among tertiary students. The prototype attempts to encourage its users’ understanding and awareness and to train their analytical skills when facing dilemmas that can affect their judgment due to potential violation towards their moral codes. The study also suggested a more innovative and interesting way to address issues such as moral sensitivity. The end result hoped to create a more pedagogically sound serious games that not only can benefit learning but can also accommodate the interests of the diverse contemporary learners.

Acknowledgement I would like to thank my supervisor Prof. Dr. Ahmad Fauzi for his support and assistance. Without his help none of this would have existed.

105 References Adams, E. (2009). Fundamentals of game design. Berkeley, CA: New Riders. Aris, Baharuddin. (2008). The techniques in developing effective multimedia-based materials for the teaching and learning processes. In: National Seminar on Instructional Design & Multimedia Development in Teaching and Learning. Kuala Lumpur: Universiti Teknologi Malaysia. Charsky, D. (2010). From Edutainment to Serious Games: A Change in the Use of Game Characteristics. Games and Culture, 5(2), 177– 198. Cheah,

C. (2014, November 16). Graduates lack critical thinking skills, says CEO. http://www.thestar.com.my/news/nation/2014/11/17/graduates-lack-critical-thinking-skills-says-ceo/

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Deterding, S., Dixon, D., O’Hara, K. (2011). Gamification : Using Game Design Elements in Non-Gaming Contexts, pp.2425–2428. Dhavale, G. (2016). A Detailed Analysis of Common Moral http://www.buzzle.com/articles/moral-dilemmas-for-students.html

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Development and effectiveness of “Makan Sihat Saya”, a game-based intervention for overweight and obese children Wan Putri Elena WD Nutrition & Dietetics Programme, School of Health Sciences, Universiti Sains Malaysia, Kelantan, Malaysia. [email protected]

Hamid Jan JM, Hafzan Y Nutrition & Dietetics Programme, School of Health Sciences, Universiti Sains Malaysia, Kelantan, Malaysia. [email protected], [email protected]

Highlights: The integration of interactive multimedia has been widely used especially in medical and

education fields, allowing the learning process to become easier and more effective than the traditional approach. The present study describes the development of game-based intervention named Makan Sihat Saya. This specifically tailored nutrition game is part of the Interactive Multimediabased Nutrition Education Package (IMNEP), which comprised of game and explainer videos. The effectiveness of IMNEP on the body composition and nutrition knowledge, attitude and practices (NKAP) was tested among four groups of overweight/obese aged 11 years old primary school children, which received different intervention. Significant decrements of body mass index (BMI) and increments of nutrition knowledge were found and this demonstrated that IMNEP is highly effective for this population.

Key words: game-based intervention, education, overweight and obese children Introduction Obese children are more likely to turn into obese adults, unlike the children of normal weight. Referring to the latest findings from National Health Morbidity Survey (2015), revealed that 11.9% or 1.0 million children below 18 years were obese. This situation is worrisome because obese children tend to become obese adults. Besides, instillation of preventive actions and treatment of obesity is best to be done during childhood because children are still growing healthily (Cordova et al., 2012). Application of educational games as a teaching strategy can be an effective method to create active learning environments by reinforcing knowledge as well as motivating learners in a fun and exciting environment (Strickland & Kaylor, 2016). However, it is of utmost importance to design educational gaming accordingly in attempts to achieve objectives of respective programs. Hence, in this study, the game-based intervention was produced in the form of a healthy food flash game. The justification is that, Makan Sihat Saya education flash game can be used as an alternative choice of teaching media in delivering nutritional education at schools instead of traditional approaches.

Content The development and effectiveness testing of Makan Sihat Saya flash game was conducted in three phases: Phase I: The development process; Phase II: The feasibility, acceptability, and applicability evaluation and Phase III: Intervention study. Phase I involved series of discussions among developer and researchers who were highly experienced in nutrition and dietetics. The development and the contents of IMNEP were adapted from the Malaysian Dietary Guideline (MDG) for Children and Adolescents 2013 and other sources including myHealth (2008), NutriWeb portal (2014), World Health Organization (2000), Centres for Disease Control and Prevention (2015), and National Institute for Health and Care Excellence (2014). The education game was developed using Adobe Flash Program and ran on Windows, Mac OS X, and Linux operating systems. This multimedia-based intervention constitutes of multiple interactive elements including audio, text, simulation, and graphics. The IMNEP developed in this study was applicable for desktop application (Windows) only and was not applicable for use on smartphones and tablets. This healthy food flash game is targeted for children aged 11 who are overweight and obese. There are six user interface screen namely start screen, body mass index (BMI) screen, a list of food screen, food table screen, quizzes screen, and correct answer interface. This healthy food flash game teaches players about choosing healthy food, allowing them to fill in a table of food consumption, and identify the total amount of calories of food consumption. The players would also insert their weight and height to obtain their BMI. Finally, the players must answer the quizzes that tested their knowledge about healthy food. The list of foods (more than 60 Malaysian traditional food and beverages) with total calories comprising carbohydrates, protein, and fat were yielded from previous guidelines (Suzana et al., 2009; Tee et al., 1997). The video game developed consists of four main activities as follows;

a) Profile set up and BMI calculation – The players will be prompted to enter their weight and height, and then the Body Mass Index will be automatically generated. Awareness message will pop-up and the avatar will also change

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according to their BMI status. b) Education on food content - Players will be able to hover on a food icon/art, which will eventually pop up a dialog box with all information about the hovered food. The players will be able to read the total values of important nutrients contained in a food such as carbohydrate, fat, and protein. c) Calculation of total calories based on daily consumption - Players can select their favorite meals from the table of food list provided. They will be required to make selection of three meal times; breakfast, lunch, and dinner. The total calories consumed in a day will be automatically computed (based on their selected foods and beverages). Awareness pop-up will appear given that the total calories are beyond recommended limit. d) Quizzes section - Players must answer quizzes regarding healthy eating. There are a total of 60 quizzes, which are divided into six playing sessions (10 each) that the players need to answer. Each correct answer worth 1 or 2 points while 0 points for the wrong answer. Their marks will be computed and showed on the scoreboard. The screenshot of Makan Sihat Saya was illustrated in Figure 1.

(a)

(c)

(e)

(b)

(d)

(f)

Figure 1: Screenshot of My Healthy Eating education game (a) Home screen, (b) profile set up and BMI calculation, (c) education on food content, (d) total calories calculation based on daily consumption, (e) crossword puzzles and (f) marks and scoreboard list

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The feasibility, acceptability, and applicability evaluation of this game was conducted in Phase II on a group of school children, their parents and lecturers from Nutrition & Dietetics Programme, School of Health Sciences, Universiti Sains Malaysia. All participants were asked to give evaluation based on their acceptability on the appropriateness of the contents, presentation and illustrations showed in the education videos and education games prototype. The applicability of the game was evaluated by determining on how helpful this education game can be to the participants in gaining new knowledge on nutrition. Subsequently, the modifications were done based on the inputs, comments and feedbacks obtained from the participants. This initial assessment exhibited that majority of the respondents gave positive responses and felt that this IMNEP was interesting and engaging with regards to graphics, contents, animations, and its usage as a new medium in teaching nutrition for children and parents. Mostly, 96% of the students had some prior experiences in playing computer or mobile games and strongly felt that they would repeatedly play this healthy food flash game. Phase III was an intervention study, whereby a total of 14 schools were randomly selected and assigned into 3 intervention groups [children + parents intervention (CPI); children only intervention (COI) and parents only intervention (PI)] or one control group. Intervention groups were exposed to Makan Sihat Saya flash game together with other components of IMNEP, including active gaming exercises and explainer videos over a 3-month intervention period followed by another 3-month withdrawal period. A self-administered questionnaire on sociodemographic and nutrition knowledge, attitude and practices were used while standard anthropometric measurements such as body weight, height and body mass index (BMI) were obtained. This game-based intervention exhibited effectiveness in the knowledge, attitude, and practices regarding obesity as well as body composition of participants. Significant decrements of BMI in group CPI (MD=0.71, 95%CI=0.37, 1.05) and POI (MD=0.54, 95%CI=0.13, 0.95) were found during intervention period only. Also, some increments of nutrition knowledge were found in the group of COI (MD=-1.23; 95% CI=-2.37, -0.09; p = 0.031) and POI (MD=-1.59, 95% CI=3.11, -0.07) during baseline to week 24. The effectiveness of this could be due to its engaging and attention grabbing contents delivery methods, which was in the form of education flash games to educate overweight and obese children about obesity. Moreover, the package entailed interactive elements including audio, text, simulation, colors and graphics among others. Other than that, the children also may enjoy replaying the educational videos for as many times as they want and review it at any time convenience to them. Education games are considered as a potentially powerful channel for reaching out to large numbers of both adults and children with health-enhancing messages. This project provides the latest finding on childhood obesity in Kelantan as well as contributes an alternative and innovative intervention instrument (education flash game) and improved the nutrition KAP especially in nutrition knowledge and obesity status among school children. This game-based nutrition education program is beneficial for the health personnel (nutritionist, dietitians) as well as the public who are dealing with childhood obesity. Hopefully, this implementation of this program will assist in producing better health outcomes including lower rates of all causes of mortality; mortality from heart disease, various cancers (including cervical, colorectal and breast cancers) or stroke. In addition, provision of nutrition education to school children at early age has been evidenced to be associated with lower total costs of health services. This intervention of this kind is more cost effective rather than using telephone or print-based interventions (Krishna & Boren, 2008).

Acknowledgement Thanks to all parents and school children, head teachers and staff members at the participating schools in Kota Bharu. A special thanks to our research assistants involved in the data collection and intervention programme.

References Cordova, A., Villa, G., Sureda, A., Rodriguez-Marroyo, J.A., & Sanchez-Collado, M.P. (2012). Physical activity and cardiovascular risk factors in Spanish children aged 11-13 years. Rev Esp Cardiol, 65 (7), 620-626. Krishna, S. & Boren, S.A. (2008). Diabetes self-management care via cell phone: a systematic review. Journal of Diabetes Science and Technology. 2(3): 509-17. National Health Morbidity Survey (2015). National Health & Morbidity Survey: Non-communicable diseases, risk factors & other health problems. Institute for Public Health, Ministry of Health, Malaysia. Volume II. Strickland, H.P., & Kaylor, S.K. (2016). Bringing you’re a-game: educational gaming for student success. Nurse Education Today, 40, 101-103.

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Interactive Mobile Learning Assisting Tools for Kadazandusun Language (DuoKD) Rosfuzah Roslan, Winnie Sim Jia Qia, Tan Suu Kyi, Misalley Laria, Ida Aryanie Bahrudin, Nur Ariffin Bin Mohd Zin, Rafizah Binti Mohd Hanifa, Noordiana Kassim@Kasim, Mariam Abdul Hamid, Rosni Binti Ramle Universiti Tun Hussein Onn Malaysia, Batu Pahat, Malaysia [email protected]

Highlights: DuoKD is an android based mobile application developed to serve as an assisting tools for

student and public community to learn Kadazandusun language. The application provides a simple and easy way to learn Kadazandusun language. Since there are many people using smartphone and it play a major role in language learning so by developing an application (apps) for Kadazandusun language will give an impact on education. Android apps are good for supporting language learning and people may improve their vocabulary by using this apps. Mobile learning is in itself not new, but new devices with enhanced capabilities have radically increases the interest level, including among language educators.

Key words: endangered language, mother tongue language. Introduction Kadazandusun (KD) is the special term assigned to the unification of the two indigenous peoples classification in Sabah which known as the ethnic groups Kadazan and Dusun. There are 30 or more subgroups of the KD people account between 20 and 33 percent of Sabah’s population which approximately about 1.6 million people. This figure had took KD to be the largest indigenous group in Sabah [1]. Knowing the importance to preserve the language, towards the end of 1995, the Education Bill 1995 was tabled and passed by Parliament early the following year as the Education Act 1996, which allowed for the KD language to be taught initially as a Pupil’s Own Language in national primary and secondary schools [2]. However, KD language is listed as one of the endangered language in the world [3], [4]. Like many of the languages in the rainforests of South America, it is disappearing and may be lost forever. This is because Kadazan parents no longer speak to their children in their native language as they converse in Bahasa Melayu, English or Chinese. Younger generations of migrants are proficient in the dominant language of the society and their families struggle to maintain their ethnic language. For indigenous communities, research has also indicated a shift towards dominant languages in the community, which tends to be the official or national language of the country [5]. As a result in the next 20-30 years our language will have been lost as most young people do not speak it [3]. In 2016, the number of straight As Sijil Pelajaran Malaysia (SPM) scorers in Sabah dropped from 142 in 2015 to 113. All the subject taken in the SPM are Science, Mathematics, Islamic Education, Living Skills, Arabic, Chinese, Tamil, Iban and Kadazandusun language subjects in written tests [3]. KD language contribute as one of the language taken by the SPM candidates. Therefore, apart from the efforts taken so far in maintaining the language (in school), an assisting tool as a medium to enhance teaching and learning processes of the language especially for primary sschool is one of the idea that we focused in this study. Today, the rapid developments in communication and computing technologies offer exciting environment for us to move into the information age and are widely accepted today as new social and economic force. In example, mobile application facilitate education in language learning. Digital multimedia, together with mobile technology enables production of interactive textbooks on a mobile. It enables learners to actively engage in the learning process as it can provide course content, active learning opportunities and instructional technology to users. Therefore, DuoKD had been developed as an effort to preserve the uniqueness of KD language as well as to help student in learning the language using alternative approach.

Content Description of innovation The swift developments in communication and computing technologies offer exciting environment for us to move into the information age and are widely accepted today as new social and economic force such as embedding multimedia systems facilitate education in language learning. Digital multimedia, together with mobile technology enables production of interactive textbooks on mobile phones. It enables learners to actively engage in the learning process as it can provide course content,active learning opportunities and instructional technology to users. The focus of this study is the development of a mobile apps Kadazandusun language using multimedia technology for standard 1 Kadazandusun's textbook. Nonetheless, it is important to view the use of ICTs in education (particularly learning Kadazandusun) as an assisting tool and as a medium to enhance teaching and learning processes of the language There are 5 topics provided in this apps which are colours, family, numbers, month and fruit. Users may choose either to learn KadazanDusun in Bahasa Malaysia or in English translation. Figure 1 shows some of the screenshot of DuoKD.

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Figure 1: DuoKD Interface Background of the innovation The popularity of mobile apps is undeniable where it allows people to perform several tasks through the use of smartphones, tablets or corresponding devices. Regardless of the great benefits in terms of innovation, the fast and nonstop growth of the mobile market has caused in some division of the platforms that support mobile device as an ideal platform for language learning applications for dominant languages such as English, Spanish and French in a fun and interactive devices. Therefore, taken the great benefit from developing apps for other language, this apps had been developed for learning KD language.

Importance to education The followings are some of the importance of DuoKD to education: i.

DuoKD will provide students an alternative way to learn KD language.

ii.

The special designed interface will help to attract student to learn KD language in a fun way.

iii.

DuoKD support and enhance students learning Kadazandusun Language through listening, playing and learning from useful learning material in mobile form.

iv.

Promoting an interactive way of learning KD language with an ease-of-use, self-taught features.

Advantages of innovation towards education and community One of the important advantage in developing this apps can be seen as one way to preserve the Kadazandusun language. As Kadazandusun language had been listed as one of the endangered language in the world. Nowadays, fewer and fewer speakers of the language speak Kadazandusun language to their children at home. Therefore, it is important to view the use of ICTs in education as an assisting tool to enhance teaching and learning processes of the language especially for primary school student in Sabah.

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Commercial value DuoKD can be commercialized to all primary school in Sabah in order to cultivate the beauty of learning KD language and also to preserve the uniqueness of this language. Apart from that, DuoKD can also commercialized to anyone who interested to learn this language in Bahasa Malaysia or English.

Acknowledgement Special thanks to everyone who helped and contributed to making this project a fabulous success.

References [1]

B. A. West, Encyclopedia of the peoples of Asia and Oceania. Facts On File, 2009.

[2]

A. H. Omar, Languages in the Malaysian Education System : Monolingual strands in multilingual settings. .

[3]

H. Luping, “Losing the Kadazan Language is a Real Danger,” Daily Express, 2016. [Online]. Available: http://www.dailyexpress.com.my/read.cfm?NewsID=2248. [Accessed: 18-Jun-2017].

[4]

P. Kommers, G. Richards, and S. H. Association for the Advancement of Computing in Education., Proceedings of ED-MEDIA 2005, vol. 2005, no. 1. AACE, 2005.

[5]

S. H. Ting and F. L. Tham, “Vitality of Kadazandusun language in Sabah, Malaysia,” Asia-Pacific Stud., vol. 1, no. 1, pp. 44–57, 2014.

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Implementation of an effective online peer review using Moodle e-learning system Goh Chin Fei, Tan Owee Kowang, Amran Rasli Faculty of Management, Universiti Teknologi Malaysia, Johor Bahru, Malaysia [email protected]

Highlights: An online reciprocal peer review approach that resembles to scholarly peer review using

Moodle e-learning system is proposed. Specifically, this study investigated the interrelations among engagement with providing peer feedback, engagement with responding to peer feedback, learnercontent interaction and learning outcomes. The study starts with the participants to provide peer review report on peer’s research proposal reciprocally. Thereafter, participants are required to revise their proposal along with a response letter that highlighting the changes were made. The results show that engagement with learner-content interaction fully mediates the relationship between engagement with providing peer feedback and learning outcomes.

Key words: Peer review; Engagement with providing peer feedback; Engagement with responding to peer feedback; Learner-content interaction; Learning outcomes

Introduction Peer feedback is a powerful instructional method to engage learners in effective learning. Peer feedback is also known as one type of formative peer assessment that provides an intermediate evaluation on learning performance. Peer feedback is a form of collaborative learning that can establish dialogues among learners through learning activities. In a reciprocal peer feedback activity, learners assume the role of a reviewer to provide feedback to their peer and vice versa. However, prior studies have recognized our understanding about mechanisms of peer review are inadequate. Prior studies have found that the effect of received peer feedback on learning performance is mixed (e.g. Cho & Cho, 2011; Gielen, Peeters, Dochy, Onghena, & Struyven, 2010; Li, Liu, & Steckelberg, 2010; Mulder, Pearce, & Baik, 2014). There are two possible causes to explain why learners are less engage with the responding to peer feedback. First, learners believe that they have engaged in reflective critical thinking and develop a good understanding on the discipline knowledge and key criteria through providing peer feedback process. Learners, particularly those are overconfidence, believe that they can improve the final works independently and may ignore the peer feedback. Second, learners tend to have a lower level of confidence level on peer feedback compared to feedback from instructors. Peer feedback and assessment resemble providing feedback in many professional practices. For example, peer review is the underpinning pillar to guarantee the quality of an academic journal. The quality of peer feedback, particularly those with constructive comments, has been shown to be beneficial in the publication process in academic society. With regard to pedagogy, there is lack of understanding on the effect of learners respond to the feedback in peer review literature (Baker, 2016). Despite the pervasive studies on the peer review, the role of learner-content interaction in influencing learning performance is rarely explored. Learner-content interaction is an indicator of learners’ commitment to their learning in terms of their engagement with instructional material and activities (Bolliger & Armier Jr, 2013). This study draws on the belief that peer review can enhance learner-content interaction. It is assumed that learner’s engagement with providing peer feedback (EPP) and engagement with responding to peer feedback (ERP) may affect learner-content interaction (LC), which in turn, enable learner-content interaction to affect learning outcomes (LO). Specifically, the following research questions were asked: (1) What is the impact of EPP on LO? (2) What is the impact of ERP on LO? (3) What is the impact of EPP on LC? (4) What is the impact of ERP on LC? (5) Does LC mediates the effect of EPP and ERP on LO?

Method This study adopted the recommendation by Baker (2016) to require learners to write a statement to respond to peer feedback. Marks were allocated to the peer review report, response letter and final proposal as the incentives to motivate learners to construct an internal plan to revise the initial proposal. Such interventions address the problem that learners may over emphasized on providing feedback process and not responding to received feedback. All participants followed the same peer review process in the Moodle e-learning system (see figure 1). Participants are 45 students enrolled in the undergraduate research methods course.

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Figure 1 Peer review process

Results and discussion Two-sample independent t-test and Wilcoxon signed rank sum test shows there is a statistical difference between the scores of first and final research proposals with a positive improvement. This confirms the preliminary evidence that the engagement in online peer review can enhance learning performance. Table 1: Assessment of structural model in PLS-SEM Endogenous constructs

R-Square

Q-Square

LC

0.34

LO Relation

0.48 Path Coefficient (tvalue)

Biased Correct Confidence Interval

EPP  LC

0.46 ***

(0.14, 0.73)

0.25

ERP  LC

0.20

n.s.

(-0.19, 0.51)

0.05

EPP  LO

0.04

n.s.

(-0.35, 0.33)

0.00

ERP  LO

0.23 +

(-0.07, 0.47)

0.08

(0.18, 0.77)

0.37

LC  LO 0.54 *** *** p < 0.01; ** p < 0.05; + p < 0.10; n.s. non-significant

0.25 0.15 Effect Size (f2)

In the partial Least Square-Structural Equation Modelling (PLS-SEM) analysis, the results show ERP is not related to learner-content interaction (see Table 1). Nevertheless, it is positively related to LC with a mild statistical significance (p < 0.10). It can be interpreted that learners have engaged in metacognitive reflection during reviewing the peer proposal. In this experimental study, the learners were informed the pre-defined review criteria and attended the relevant peer review workshop. Learners developed self-assessment skills to respond to peer feedback. Analyzing peer feedback leads to learners to integrate useful revisions into the final proposal. The results show that EPP is positively related to learner-content interaction. Such a finding is consistent with the notion that learners tend to engage with peer feedback will engage with a self-study with course materials. LC is an active learning that enables learners to develop cognitive structure and perspectives. Thus, peer review can enhance self-regulation among learners and leads to effective learning. It is noted that LC is positively related to LO. Peer review can enhance self-regulation among learners and leads to effective learning. Stated differently, learners tend to develop cognitive structure and perspectives with engaging with course content. LC denotes that learners perform internal didactic conversation through talking to themselves when they extract information from course materials. EPP enables learners to perform reflective critical thinking and develop a good understanding on the discipline knowledge and key criteria. Thus, a higher level of engagement with course materials leads to better LO. Overall, above results suggest that LC may intervene (or mediate) the causal relationship between EPP and LC. In this study, EPP is positively related to LC; the latter is also positively related to LO. Thus, a mediating analysis is performed. The analysis shows that indirect effect from EPP to LO is significant. Additionally, the variance account for (VAF) analysis shows a full mediation which leads to non-significant relationship between EPP and LC. There are two important implications for the above full mediation result. First, LO can be enhanced if there is a high level of EPP among learners. The rising of EPP, however, is insufficient because LC fully mediates the positive effect of EPP on LO. Second, the role of EPP will enhance the learner motivation to intensify their learning from the course material. Thus, learners will have a higher level of subject knowledge and achieve a better learning performance. From the teaching and learning perspectives, e-learning practitioners who engage with online peer review should first construct a high quality of course materials to enhance learning outcomes. Finally, the effect size analysis shows that LC has a large effect size on LO, i.e., the magnitude of the observed effect between LC and LC is substantive. On the other hand, EPP has a moderate effect size on LO whereas ERP has zero effect size on LO. From the practical perspective, it is noted that ERP is not as much of important due to its small effect size on the LO. However, e-learning practitioners should augment the EPP to maximize the LC because the latter has a substantive impact on LO.

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Acknowledgement I acknowledge the support of the Malaysian Ministry of Higher Education and Universiti Teknologi Malaysia under the GUP research grant.

References Baker, K. M. (2016). Peer review as a strategy for improving students’ writing process. Active Learning in Higher Education, 17(3), 179192. Bolliger, D. U., & Armier Jr, D. D. (2013). Active learning in the online environment: The integration of student-generated audio files. Active Learning in Higher Education, 14(3), 201-211. Cho, Y. H., & Cho, K. (2011). Peer reviewers learn from giving comments. Instructional Science, 39(5), 629-643. doi:10.1007/s11251-0109146-1 Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K. (2010). Improving the effectiveness of peer feedback for learning. Learning and Instruction, 20(4), 304-315. Li, L., Liu, X., & Steckelberg, A. L. (2010). Assessor or assessee: How student learning improves by giving and receiving peer feedback. British Journal of Educational Technology, 41(3), 525-536. doi:10.1111/j.1467-8535.2009.00968.x Mulder, R. A., Pearce, J. M., & Baik, C. (2014). Peer review in higher education: Student perceptions before and after participation. Active Learning in Higher Education, 15(2), 157-171.

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Student Generated Test Questions Assessment for Deeper Learning among Chemical Engineering Students via Reaction Engineering Course Mohammad Tazli Azizan1,2*, Raihan Mahirah Ramli2 1

Center for Excellence in Teaching and Learning (CETaL), Universiti Teknologi PETRONAS, Seri Iskandar, 32610 Perak, Malaysia 2 Chemical

Engineering Department, Universiti Teknologi PETRONAS, Seri Iskandar, 32610 Perak, Malaysia *[email protected]

The attention span among university students is getting shorter and shorter nowadays, and it was claimed that students seem to spend lesser time studying than the previous students used to [1]. Many educational research works has been carried out to increase the attention span and focus of the students in the classroom and to allow for a deeper learning experience among the college and the university students. There are two important ways to do it, either by changing the instruction such as the incorporation of problem based learning (PBL) and inquiry based learning (IBL) that will allow the students to reach deeper understanding on the subject matter [2,3] or changing the way assessment is being conducted, moving away from typical tests, quizzes or exercises. [4] Inquiry Based Learning (IBL) [2] is considered as one of the powerful pedagogy to make learning happens among the students. There are many ways to promote IBL in the class, namely via scholarly research, simplified research, literature-based inquiry, discussion-based inquiry, applied research, simulated applied research, enactment of practice, and role playing [2]. Student generated test question is one of the classroom assessment techniques that is claimed to allow a deeper learning among the students [5], which can also be addressed to be part of the techniques in IBL. The educators practiced this in the class as part of the short activities incorporated in active learning strategy. One of many ways of doing it is by instructing the students to develop a question with a complete answer or one student develops a question and another student prepares the solution. Harper et. al. [6] recorded an interesting finding on student generated questions in learning physics among college students. They found that the students who developed a medium or high level type of questions of concept difficulty demonstrated better learning capability towards the end of the semester. This is supported further by Berry & Chew [5], of which they claimed that the students who submitted their own generated questions voluntarily, and largely were low performers’ group in their first test, turned to be indistinguishable to other good students who did not submit the the question.

METHODOLOGY Reaction Engineering subject in chemical engineering at Universiti Teknologi PETRONAS is dubbed as one of the hardcore subject in chemical engineering. There are altogether four course outcomes in reaction engineering course, which are: 1.

Explain the fundamentals of different types of reactors and reactor operations

2.

Apply the principles of chemical reaction engineering in solving reaction engineering problems, for homogeneous and heterogeneous systems

3.

Interpret and analyze reaction kinetics and reactor systems for optimum reactor performance

4.

Apply reactor design equations for a broad range of conditions including multiple reactions, catalytic reaction and non-isothermal processes

The first 5 weeks are crucial whereas all the fundamentals are covered and the remaining 9 weeks are all application based chapters. The topic covered in the first five weeks are introduction to mole balances, conversion and reactor

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sizing and rate law and stoichiometry. The students will face some hard time understanding the subject if they missed the first five weeks’ lessons. In the remaining weeks, the students are exposed to isothermal and non-isothermal reactor design, collection and analysis of rate data and multiple reactions as part of the application of reaction engineering. Since the past few semesters, the instructors in reaction engineering subject no longer give textbook exercise as part of the assessments. The subject is 60% based on final exam, and 40% based on the coursework mark. The coursework assessment is made up of 20% from the tests, approximately 10% group work and the remaining 10% is based on open-ended assignment as well as reflection. To meet the course outcome 3 and 4, usually an open-ended assessment is given either as part of the group assessment or individual assessment. For the past few semesters, assignment is given associated to student generated test question techniques, and replicating one of the strategy in IBL, which enactment of practice, by making the students imagining themselves as the chemical engineering faculty members preparing questions for their students. This technique has been used for Semester May 2015 and 2016 respectively. For May 2015, the students were required to prepare two questions consisted of multiple reactions chapter and non-isothermal steady state reactor design that addressed course outcome 4. For May 2016 batch, they were required to develop two set of questions, one was related to collection and analysis of rate data that addressed course outcome 3 and nonisothermal steady state reactor design that addressed course outcome 4. For May 2016 batch, the one to address course outcome 3 were carried out as a group work (4 students to come out with two set of questions) and course outcome 4 assessment was done individually. An example of the instruction given to the students are as follows: Table 1. Description of assignment You are the newly appointed chemical engineering lecturer in one of the private colleges and being tasked to teach reaction engineering course for the 2nd year degree students. Towards the end of the semester, you have been tasked by the dean of your faculty to prepare an exam question that is related to the non-isothermal steady state reactor design for your students.

The dean would like to see an improvement from the past exam questions, he feels that it would be very easy to the students if you only address on 1st order reversible reaction. Therefore, he wanted to see the question to involve 2nd order reversible reaction with respect to each reactant. He wanted you to avoid isomerization reaction at all cost as part of the question. The question must be able to address reactor sizing in the case of nonisothermal steady state reaction, which therefore should include all the relevant parameters to size it.

Further requirements to prepare this exam question are: i) It must be an original question and solution ii) 70-80% of the question must be on higher taxonomy (based on Bloom Taxonomy Level 4-6). You have to choose the right guide word based on the attachment given. iii) You may include analogy to the daily application or any industry related process instead of typical A+B  C + D iv) You must prepare a complete solution, which includes the derivation and step by step solution to the final answer. v) It must be tailored to closed book format, free from grammatical and English related error, formatted well (alignment, space) with the allocated mark should be up to 25 marks vi) You are advised not to prepare too many guided sub-questions as guided question may bring the level of taxonomy towards low order thinking skills taxonomy. There’ll be a faculty examination meeting on Saturday 20 August 2016. Therefore, you are given one week to prepare this exam question starting from 12 August 2016 until 19 August 2016 11.59pm. The faculty meeting will not consider any late submission, which in this case will affect your salary and annual performance. This has to be submitted through Turnitin (www.turnitin.com) to check the similarity and originality, by using the following details

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During the faculty examination meeting, they will rate each submitted exam question based on this rubric. In order for you to get the right assessment, please follow strictly the rubric, which is given in the appendix section. ALL THE BEST!

In order to assess this assignment, a rubric has been developed, which consisted of the following criteria: High Order Thinking Skills (the level of Bloom Taxonomy adopted in the question), Originality, which is based on the similarity index submitted via Turnitin, Language and format of the submission and finally complete and correct solutions are provided.

RESULTS & DISCUSSIONS A research survey has been made to study the effectiveness of this assessment among the students upon the submission. The students are required to answer short survey using Likert scale of 1 to represent strongly disagree and 5 stands for strongly agree. In addition, students are required to give honest feedback on what they have underwent through. 81 students in Semester May 2015 and 54 students in Semester May 2016 participated in this study. Based on Figure 1, more than half of the respondents agreed that the assignment allowed them to revise the whole chapter assigned to them for both semesters. The average for May 2015 is 3.65 while for May 2016 is 4.36. In order to create a good question with complete solution, the students have to revise the whole chapter taught to them, including to do more reading to identify suitable questions, do some related exercises, and test some data. In Figure 2, the respondents also agreed that this kind of assignment allowed them to reach a deeper understanding on the related chapter assessed. In May 2015, the mean average score is 3.58 while in May 2016, the mean average score is 4.0. While creating the question, the students need to bear in mind on the complexity and the Bloom’s taxonomy level tested.

This assignment allowed me to revise the whole chapter 5 4 3 2 1 0

10

20

30 May-15

40 May-16

Figure 1: Revision

50

60

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This assignment allowed me to reach a deeper understanding on the related chapter 5 4 3 2 1 0

5

10

15

20 May-15

25

30

35

40

May-16

Figure 2: Deep Learning

The most constraint facing me while completing this assignment

Unable to solve the question created Prone to last minute work Limited Creativity Question given is tougher than open/closed book test

May-15

Do not understand Bloom Taxonomy

May-16

Question prepared is not higher order thinking (HOT) element Prone to plagiarize others Limited time to complete

0

10

20

30

40

Figure 3: Constraints faced The students were also asked about the constraint that they faced to complete the assignment. Students in May 2015 worried about the time limitation to complete the assignment but for the students in May 2016, their major concern is not able to prepare question at higher order thinking. Therefore, there is no consistency about what worried them the most or what is their biggest constraint to complete the assignment given. To confirm whether the students learnt well on the related chapter assessed, a further investigation is being made on their performance in the final examination and overall performance with respect to the attainment of learning or course outcome 4 (CO4). Smart Lab OBE software developed by Universiti Teknologi PETRONAS was used for this analysis. Batch May 2014 is used as the control group as for this batch, student generated test question was not adopted at all.

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Coursework Mark CO 4 - May 2014 (control group)

Courserwork Mark CO4 – May 2015

Coursework Mark CO4 – May 2016

Coursework Mark CO3 – May 2016

Overall Performance CO4 – May 2014 (control group)

Overall Performance CO4 – May 2015

Overall Performance CO4 – May 2016

Overall Performance CO3 – May 2016

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Base on Figure 4, it can be concluded that the coursework performance and the overall performance of the students in achieving CO4 is consistent for every semester. This is subjected to the assessment in the final exam, which is almost similar with the format of the submitted assignment or the mid-term test. Figure 4(a) and (b) demonstrate the control group performance, of which instead of giving them student generated test question assessment, they were given in class exercise and open book test related to CO4. Therefore, when some of them failed the mid-term test that tested them on CO4, similarly, they could not perform well in the exam. However, for both batches May 2015 and May 2016, a significant improvement can be seen where the students who did well in their student generated question assignment, also did well overall including in their final exam. This is correlated with the survey findings from Figure 1 and 2 earlier, which suggested that the students themselves were able to achieve deep understanding of the topics covered together while completing the revision. In the case where batch May 2015 was given individual assignment, and batch May 2016 was given a mixed of individual (CO4) and group (CO3) assignments, this however could not be correlated with the performance of the students. This need to be further validated, if it makes any difference to assign this work individually or in group. The differences between the performance in May 2015 and May 2016 are subjected to a lot more parameters, such as the previous learners’ experience, and the motivation of the students. However, from the observation of the instructors, the quality of the group work submission in May 2016, is better than the submission made individually.

CONCLUSION From this research study, it clearly shows that the strategy of inquiry based learning (IBL) via student generated test question can promote a deeper understanding of the students in attaining the desired course outcome. Nevertheless, it is inconclusive what is their constraint in completing the assignment, as well as it needs to be validated whether assignment given to the individual or the group made more impact to the students’ overall performance.

REFERENCES [1] Young, J. R. (2002). Homework? What homework. The Chronicle of Higher Education, 49(15), A35-A37. [2] Aditomo, A., Goodyear, P., Bliuc, A. M., & Ellis, R. A. (2013). Inquiry-based learning in higher education: principal forms, educational objectives, and disciplinary variations. Studies in Higher Education, 38(9), 1239-1258. [3] Felder, R. M., & Brent, R. (2005). Understanding student differences. Journal of engineering education, 94(1), 57-72. [4] Gijbels, D., & Dochy, F. (2006). Students’ assessment preferences and approaches to learning: can formative assessment make a difference?. Educational studies, 32(4), 399-409. [5] Harper, K. A., Etkina, E., & Lin, Y.-F. (2003). Encouraging and analyzing student questions in a large physics course: Meaningful patterns for instructors. Journal of Research in Science Teaching, 40, 776–791. [6] Berry, J. W., & Chew, S. L. (2008). Improving learning through interventions of student-generated questions and concept maps. Teaching of Psychology, 35(4), 305-312

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The potential of virtual field trip in enhancing students’ understanding Muhammad Luqman Bin Hasan

Universiti Teknologi PETRONAS, Bandar Seri Iskandar, Malaysia [email protected]

M Azfar Mohamed, Abdul Mutalib Embong Universiti Teknologi PETRONAS, Bandar Seri Iskandar, Malaysia [email protected], [email protected]

Highlights: Many researchers proved that learning can be improved by experience it. In Petroleum

Engineering, the students need to learn about geology whereby a physical field trip is organized to help the students to understand better. However, due to some limitations such as financial issue, a virtual field trip which the students will experience the field trip in class is conducted. This paper evaluates the potential of virtual field trip to help enhancing the students’ understanding. Data collected shows that there is a significant improvement in terms of students understanding after the virtual field trip was conducted.

Key words: virtual field trip, physical field trip, geoscience, geology, engineering, petroleum Introduction In Universiti Teknologi PETRONAS (UTP), there are significantly increasing numbers of teaching innovation made by the academicians these days. The innovations made were to improve not only students’ understanding but also students’ performance. This paper introduced one of the oldest teaching innovations which is experiential learning. The experiential learning that this paper will describe is about field trip implementations. There are two types of field trip namely physical field trip and virtual field trip. Priest (1986) defined physical field trip as a method of learning; experiential; takes place primarily in the outdoors; requires use of all senses; is based in disciplinary content; and is a matter of relationships involving people and natural resources. On the other hand, virtual field trip can be defined as the virtual field experiences as using computer technology to guide students in a path through a given landscape (Ritter, 1998). This paper will focus on the virtual field trip.

Content Some courses in UTP require field trip in order to deliver the course content effectively. For first year Petroleum Engineering students, there is a course called Introduction to Petroleum Geoscience which the students will be brought to the field trip. There are two types of field trip as mentioned previously which are the physical field trip whereby the students will be travelling to a few localities to see the outcrop by themselves and also there is a virtual field trip whereby the students will be experiencing field trip in class with the aid of videos and photographs. The innovation made in this paper is the introduction of virtual field trip whereby all the virtual field trip materials were developed by the authors. The reasons why this innovation is made are because sometimes, financial can be an issue to bring the student to physical field trip. Besides that, the field trip should be able to cover most aspects in the subject, and studying Geoscience require many places to be visited and this will involve more budget. Many researchers had done a thorough analyses on the physical field trip implementations. While most of the papers studied on the positive impact the field trip brings to students, but less paper studied on what work during physical field trip. In the view of this, based on previous study by the authors, the physical field trip can be improved and strengthened if there is a similar practice being done in the classroom especially after the students came back from the physical field trip. Therefore, the main objectives of this innovation are to increase and strengthen students’ understanding by implementing the virtual field trip. Other than that, this project aims to provide an alternative to other researchers if the physical field trip cannot be implemented. The underlying theory is based on Kolb’s Experiential Learning Cycle (1984) as follow: Concrete Experience

Active Experimentatio n

Reflective Observation

Abstract Conceptualization

Figure 1: Kolb’s Experiential Learning.

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This innovation is important to education because it provides a new experience to the students in terms of learning whereby the students will experience the subject matter directly. This is supported by Kern and Carpenter (1984) as they mentioned that the field trip not only can help students to learn better but it is a useful tool to motivate students to learn as well. Field trip involves all three domains of learning – cognitive, psychomotor and affective (DeWitt and Storksdieck, 2008). Baker (2006) also mentioned that the field trips can help the students to develop soft skills. Other than that, the current students are very good with technology and become excited if the lecturers use technology in the class. Therefore this innovation was done to leverage on the available technology today. Below are the details information about the virtual field trip: 6.

Virtual Field Trip Preparations To develop an interactive and interesting virtual field trip, a geological site was first identified and for this case, Langkawi Island was chosen. Once the location has been identified, the researchers will go to the island and gather information and collecting data such as videos and pictures for the project. After that, the virtual field trip was developed in the form of videos, posters and websites.

7.

Virtual Field Trip Implementation The virtual field trip was conducted in the class during normal teaching and learning period. For the first activity, videos related to Langkawi Island were displayed and shown to the students. At the same time, the instructor will guide and brief the students about geological information at each locality. The second activity was poster analysis. In this activity, the posters related to each location will be displayed around the classroom. There were six locations in which the students need to go around the classroom and collect as much information as possible. The students will also analyze the rock samples located at each location. At every location also there will be a laptop which the students will use it to see the real location by using Google Earth application. The last activity was answering problem-based questions in a group. The students need to use all of the information gathered and produced a mind-map about each locations. Besides that, they will also need to answer set of questions whereby they will utilize the website that had been created for this project to help them to answer the questions.

In terms of the advantages of the innovation, it can be seen directly from the result collected. It shows that the virtual field trip can both improve the students’ understanding and motivation. For data analyses, both qualitative and quantitative analyses were done in this study. Quasi experimental design – pre and post tests were conducted to collect the results. This is very important to see whether the students understand the subject matter or not. Other than that, a Likert-scale survey was given to record the students’ experience after the field trip. Below questions were asked to the students after the field trip: Question 1: The field trip helped me to understand better about geology. Question 2: The field trip increased my interest in geology. Question 3: I gained more knowledge after the field trip compared to before the field trip. Question 4: The field trip answered my doubts and confusions regarding geology. Table 1: Responses to survey questions. Question Response Question 1 Question 2 Question 3 Question 4

/

Neutral (%)

Agree (%)

Strongly Agree (%)

10 15 15 30

80 50 80 50

10 35 5 5

Besides that, in order to ensure that the students understand and obtain the benefit of the virtual field trip, pre and post tests were conducted. The post test questions were designed to be slightly difficult than the pretest and a few questions were repeated. About 85% of students showed an improvement of marks after the virtual field trip implementation. Based on the result, this innovation is very useful to the students because most of the materials developed are easy to understand and can be accessed anytime and everywhere. Besides that, it will also provide a chance to other students who study the same field to learn about the subject easily from other places. Another advantage is that the example of this work can also be implemented by other researchers for other disciplines as well. For future work, a proper set up and product development can be done in order to promote virtual field trip for other courses and also to help other students from different part of the world to learn geology better.

Acknowledgement We are grateful for the support given by CETaL, UTP and also Universiti Teknologi PETRONAS.

123 References Baker, M.A. (2006) Status Report on Geoscience Summer Field Camps: Washington D.C., American Geological Institute, Report GW06-003, p. 8. DeWitt, J., Storksdieck, (2008). A Short Review of School Field Trips: Key Findings from the Past and Implications for the Future Visitor Studies Vol. 11, 2, 181-197. DOI:10.1080/10645570802355562 Kern, E. and J. Carpenter. (1984). Enhancement of student values, interests, and attitudes in earth science through a field-oriented approach. Journal of Geological Education, 32, 299-305. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: PrenticeHall.

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Implementation of Students-centered Learning in Reaction Engineering Course via Flippedcooperative Learning Strategy Raihan Mahirah Ramli1*, Mohammad Tazli Azizan1,2 Chemical Engineering Department, Universiti Teknologi PETRONAS, 32610 Seri Iskandar, Perak 2 Center for Excellence in Teaching and Learning, Universiti Teknologi PETRONAS, 32610 Seri Iskandar, Perak *[email protected] 1

BACKGROUND University graduates often seeing that knowledge should be transferred directly from the college educators to them as the most effective learning method. They are not willing to take charge of their own learning or to learn from their peers thinking that the knowledge could be transferred wrongly. However, one-way teaching method is only in favors of reflective learners while current generation of students is more towards active learners [1]. Active learners are doer where they require hands on experience to achieve higher metacognition level. The students-centered learning (SCL) approach on the other hand, enables educators to address different types of students in the learning environment. This approach urges students to become independent learners and eventually taking charge of their own education, which ultimately instill the long-life learners attribute within themselves. During learning process, connecting prior knowledge to the new knowledge requires students to be well prepared before coming to class. It has been proven that students’ ability to follow lecture improved with deeper questions been asked during class when they were introduced to the lecture materials before the class [2]. Jonathan Bergmann and Aaron Sams [3] first initiated the flipped classroom in 2007 to assist their students who were unable to attend the class due to other commitments. Flipped classroom is defined as having activities that are usually conducted in class to be done outside the class, and the class session is used to do homework instead [4]. Students are provided with lecture materials days prior to the class to learn at their own pace and time. The audio and video technology is usually used to aid students’ learning process before the class session where students could watch the lectures repeatedly. The given instruction however, will not receive full participation from students. For the purpose to ensure students do their own learning prior to class, formative assessment could be conducted at the beginning of the class session. The class activity will be filled with doing problem solving either in pair or groups. That way, students are able to apply their theoretical knowledge to achieve higher metacognitive level. Cooperative learning strategies are one of the methods to promote SCL and students participation. The main criteria of cooperative learning is getting students working in small groups of 4 to 5 students to achieve the same goal. Students are repeatedly emphasized on their individual accountability of the sub-goal to ensure their group is functioning well to achieve the ultimate goal [5]. Johnson and Johnson [6] reported a significant improvement of students’ achievement in cooperative learning environment as compared to their peers who learned individually. In chemical engineering field, the knowledge on chemical reaction engineering is crucial as reaction is the heart of chemical process. Students at Universiti Teknologi PETRONAS (UTP) have labeled Reaction Engineering course as one of the toughest. Through traditional teaching method, students became the surface learner while the course learning outcome (CLO) of this course is to get students to apply and analyze. The mismatch of class activities and CLO have witnessed several students failed the course in every semester. Their sole dependence on the lectures and tutorial questions with surface understanding were among the identified root causes of the problem. The SCL approach is implemented in Reaction Engineering course with the main objective to shift the learning activities towards students to enhance their understanding of the subject matters.

METHODOLOGY

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Realignment of class activities and CLO was conducted by implementing flipped-cooperative learning strategy. Students were provided with lecture materials in both video and lecture notes prior the class, with few related problems that would be solved during the class session so that students had an idea of the problems for the particular chapter when they viewed the video lectures. Online quizzes were conducted to ensure students viewed the video lectures. During the class, students solved the related problems in expert group using jigsaw method (one of the cooperative learning strategies). The grouping was carefully done by taking into account of their genders, races, performance, and personalities. They remained in their assigned group for the whole semester. In the class, recap session was conducted for roughly 30 minutes to measure students’ understanding. Lesson outcomes for the topic were highlighted so that students aware of the important things for the particular chapter. Students gathered in their home group and assigned each problem to each group member. Then, they were regrouped into their expert group i.e those having the same question gathered in the same group. They were given one hour to discuss in the expert group and prepare the solution on the mahjong papers. Lecturer and a graduate assistant facilitated the session to assist students understood the problems correctly and prepared the solution. Upon completion of the discussion, gallery walk was conducted. Mahjong papers were pasted on the class wall and students returned to their home group. They brought their group mates to each problem and the person responsible for the assigned question explained to their group mates the strategies to solve the problem. Students were taking turn to explain and ensure that their group mates achieve the same understanding as them.

OUTPUT Implementation of SCL approach is to address different type of learning style. Therefore, the first step towards this strategy was to analyze students’ population based on their learning styles. Figure 1 depicts the distribution of learners from the same cohort of students. These students are basically balance in term of reflective-active learners (Fig. 1a) with slightly skewed to the active style. Very few of them are highly reflective which usually reflect to those high achievers. Meanwhile, the second chart (Fig. 1b) shows high inclined towards the sensing type of learners. These students require the use of their five senses to learn which is done basically through discussions, experiments, and practical approach. This cohort of students is known for their low average CGPA as compared to other cohort. Based on the analysis done on their learning styles, it is understood that the major problem could be related to the mismatch of their learning styles and teaching pedagogy. Traditional lecturing address well the reflective learners while only few of them are actually highly reflective (Fig. 1a).

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Figure 1: Distribution of learners in the same cohort (a) reflective vs active, and (b) intuitive vs sensing

The flipped-cooperative learning strategy is believed should be able to address all type of learners and encourage students to take charge of their own learning. Through the class activities that were conducted during the whole semester, students showed significant improvement as compared to their previous semester as well as the previous cohort of students taking the same course. Figure 2 shows the comparison of final grade distribution of two different cohorts taking the same course (Reaction Engineering). Students in the SCL environment show significant improvement in the final grade as compared to the previous cohort who underwent the course in the traditional lecture centered learning (TCL) environment. Population of students scored above the average (>B) is 42% (67 out of 159 student) while those below the average ( 2.5 important? encourages the student to think about their overall grade. Through questions students take ownership of their own problems and their self esteem develops through it.In the 2nd step students think about the reason of the problem discuss in pairs to link with their own problem and finally find their own problem. In every step metacognition, ownership and self esteem is obtained by these students who are unaware about those skills. They take the challenges to solve their own problems and finally present solutions to others which boosts confidence and builds self-esteem. The steps of Proposed model named as Participatory Engaging Problem Solving Intervention (PEPSI) are discussed in Figure 1 with examples. Figure 1: Steps of PEPSI (Participatory Engaging Problem Solving Intervention) How the PEPSI model promotes Metacognition, Ownership and improved Self esteem PEPSI Model

Thinking about the Problem/Question/ Background

Thinking about the Reason Underlying the Problem

Thinking about the Reasons and Classify

Solve Problem & Present/Justify

Think About Solution

Metacognition

Ownership

Question: Is having a CGPA > 2.5 important? They may have questions like: What grade does one need to get a degree certificate? The teacher would encourage such questions by asking probing questions.

The question makes the student think about their own individual CGPA.

Self Esteem Students start thinking about themselves at this point. They are introduced to the importance of selfperformance.

Question: What is preventing you from getting a good CGPA? Students are forced to think about processes that lead to a CGPA and problems getting in the way of study.

The students discuss in pairs and as they discuss they may find clues to their own problems.

The students discover that they are able to explore and find their own problems.

The students think about the meaning of problems presented and find keywords or phrases that represent their ideas to write on cards.

The students see their individual ideas fit into categories. As they themselves have suggested the ideas, they feel a sense of ownership of the ideas and the process.

As they are told that: no idea is “wrong”, the students feel that they are able to think and their ideas have a place and therefore a value in the overall scheme – their contribution is valued.

Students work in groups start thinking how to solve their problems, collaborate with others in the group to solve the problem.

The ownership of the solution belongs to the group.

The students discover that they are able to plan solutions for their own problems.

While justifying their solution ideas, they are forced to look at the solution in overall terms – whether it is likely to solve the problem.

As the solution is their own, with their justification, they have to take ownership of the solution and its steps.

As students present the solutions, they realize that a solution is possible and that it is their own. This boosts confidence on their own abilities and thus builds self-esteem. They are now in a position to try out the solutions on their own.

To see whether this method helped the students to practically improve their GPAs, the GPAs of the students in the semester before the workshop and the GPAs in the semester afterwards was compared. After the Workshop the percentage of students having increased CGPA changed from 47.54% to 42.62% but the percentage of students having decreased CGPA was changed.42.62% to 36.07%.The percentage of students having unchanged CGPA was changed from 9.84% to 21.31% . The CGPA steadied after the workshop.

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After 2 semesters or 8 months we have taken feedback from students who participated in PEPSI workshop. Two semesters after the workshop, a group of six students were asked to fill out an evaluation form. Among the respondents each found the workshop very helpful. Some points highlighted are copied here: Student 1: Attitude. cgpa before workshop less than 2.25 and after workshop 2.84 Student 2: That workshop was really helpful to improve ourselves. Increase confidence. Before exams we were get frustrated from last three semester. I am improving myself. First I was really confused scary. Now a days I am remving my scareness from exams. After 6 semesters we have checked the results of 78 students and found 19 students passed out successfully, 12 students are not continuing and seen that they have dropped out and the rest of the students are continuing with CGPA more than 2.5. So the peer counseling system has turned around 65% out of 78 students. Advantages of this method: In peer counseling students who acts as counselor get empowered, however, in the PEPSI model :  All participants act as counselor and are empowered  So leadership is spread in all participants.  Students take ownership and have autonomy to solve their own problems  Student get confidence after solving problems  And finally further research on how the PEPSI system can be applied across a university. Results and Conclusion: The students were subsequently highly positive about the workshop with comments keywords such as inspired, useful, study well, etc. This is reflected in the fact that the drop in GPAs steadied initially. After 6 semesters or 2 years 60% have improved and 24.5% passed out, only 15.5% dropped-out. There is agreement with Dance (2008) who described the importance of collaboration and suggested that collaboration is a central theme to innovation. In PEPSI method students collaboratively take ownership, suggest solutions that almost equal those of experts. The PEPSI gets the students involved in a metacognitive approach that supports self-esteem development, ownership that promotes autonomy and self-development. As far as commercial value is concerned, PEPSI is less costly in terms of time and money as well as empowering as it helps students become independent learners in a less number of sittings that a regular counselor would require.

Acknowledgement We are grateful for the support provided by the DIU management, students and colleagues.

References Counseling & testing center.(2012).Procrastination/Time management. Website of Oregon University. Retrieved March 30, 2015 from http://counseling.uoregon.edu/TopicsResources/StudentSelfHelp/Procrastination TimeManagement.aspx Cunningham, P., Matusovich, H. M., Hunter, D. A. N., Tech, V., & Mccord, R. E. (2015). Teaching Metacognition : Helping Engineering Students Take Ownership of Their Own Learning Metacognition. Dance, J. (2008). 5 Reasons why collaboration contributes to innovation.freshconsulting. Retrieved from https://www.freshconsulting.com/5-reasons-why-collaboration-contributes-to-innovation/ Henry, P. (n.d.). Peer Counseling Program. Middle School. Survey presentation slides. Retrieved March 21, 2015 from http://notebook.lausd.net/pls/ptl/docs/PAGE/CA_LAUSD/FLDR_ORGANIZATIONS/COMMITTEE_MAIN/COMMITTEE_SSHHS/C OMMITTEE_SSHHS_AGENDA/5.%20%20PEER%20COUNSELING.PDF PACE (2015). Peer counseling. Website of center for independent living. Retrieved March 31, 2015 from http://www.pacecil.org/general-services/peer-counseling/ Ward, C. (2016). Being Metacognitive about Metacognition. Retrieved July 8, 2017, from http://uvgse.org/blog/295-beingmetacognitive-about-metacognition

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Increasing Learning Experience Using Mandarin MOOC Sazilah Salam Universiti Teknikal Malaysia Melaka, Melaka, Malaysia [email protected]

Cheong Kar Mee, Tan Poh Ee Universiti Teknikal Malaysia Melaka, Melaka, Malaysia [email protected], [email protected]

Highlights: Mandarin 1 is a Massive Open Online Course (MOOC) offered by Universiti Teknikal Malaysia Melaka (UTeM). The course has been offered & used starting from September 2015 with a total of 2,352 students

enrolled to date. Feedbacks from existing students is very encouraging. A recent survey reported increments in students writing, reading, speaking, and listening skills. Forums were added to the course which received 2,961 comments from 293 students. Completion rates also have increased: 20% of the students completed with 100% and 60% of the students completed with 60% completion.

Key words: MOOC, Mandarin, Learning Experience. Introduction Mandarin 1 is a Massive Open Online Course (MOOC) that has been offered to allow Chinese language learning to anyone who wants to learn Mandarin through an online platform. This course contains 11 lessons covering Chinese phonetic fundamentals (Hanyu Pinyin), basic Chinese characters, and 8 Mandarin speaking lessons based on daily speech video dialogues. At the end of this course, learners should be able to: i) demonstrate the ability to converse in Mandarin with correct pronunciation and respond to it accordingly, ii) construct sentences with correct grammar and demonstrate writing skills, and iii) Interpret the information in a simple text.

Content The course was designed to support Mandarin learning by students who have no basic knowledge in Mandarin. It provides students with a knowledge base that allows them to understand the basics of communicating through speech and writing in Mandarin. It comes with a variety of multimedia interactivity elements that can be repeated, audible or replayed which are dialogue videos, texts in Mandarin as well as in Hanyu Pinyin. The course covers basic skill components for writing, speaking, listening, and reading in Mandarin. It can also be used as a reference for communicating by those who visit countries whose majority speak Mandarin. In addition to the basics of Mandarin, various dialogue examples for daily communication are provided. Mandarin MOOC also features topical e-activities, listening skills exercises, phonetics exercises, and Chinese characters exercises. Content in Mandarin MOOC is prepared and structured by Mandarin teachers who have more than 15 years of experience in teaching Mandarin. The originality of the MOOC is that it is equipped with multimedia interactivity, and facilities that play & repeat the audio of each phonetic / word / phrase, and practice and repeat the daily speech dialogue for students to master Mandarin learning well. Recorded video clips highlight the characteristics of a pluralistic and united Malaysian society, as well as incorporating local cultural elements. Each topical lesson also is provided with topical forum to allow students to discuss related issues and practice giving feedbacks using higher order thinking skills. At the end of the course, students are required to write short essay to demonstrate their handwriting skills and to demonstrate Mandarin speaking skills by uploading videos through the MOOC Open Learning platform. Mandarin MOOC has been offered & used starting from September 2015. A total of 2,352 students have registered with the course. Feedback from existing students is very encouraging. A quantitative online survey based on students perceptions at the end of the course was conducted and received feedbacks from 257 students (156 males & 101 females). The survey reported increments in writing (from 63% poor & fair levels to 54.5% at very good & excellent levels), reading (from 64.6% at poor & fair to 60.1% at very good & excellent levels), speaking (from 67.4% at poor & fair levels to 55.3% at very good & excellent levels), and listening (62.3% % at poor & fair levels to 62.7% at very good & excellent levels). Table 1 shows the results in detail. Continuous quality improvement is performed from time to time to further improve the Mandarin MOOC. Recently, forums were added to the course which received 2,961 comments from 293 students. Completion rates also have increased: 20% of the students completed with 100% and 60% of the students completed with 60% completion.

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Table 1: Quantitative survey results based on students perceptions before and after using Mandarin MOOC.

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Figure 1: Screenshots of Mandarin MOOC.

Acknowledgement This research is conducted by Pervasive Computing and Educational Technology (PET) Research Group, C-ACT, Universiti Teknikal Malaysia Melaka (UTeM). The researchers are grateful with the support given by UTeM.

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Improving English writing skills through WIKI based quiz: An empirical study on tertiary level education Fouzia Rahman Daffodil International University, Dhaka, Bangladesh [email protected]

Yusuf Mahbubul Islam Daffodil International University, Dhaka,Bangladesh [email protected]

Highlights: This study determines whether our students can improve their writing skills through a Wiki base quiz. A wikis is used as a collaborative writing platform to produce output with support from peers. After an initial overview of how wikis works in terms of editing, addition, revising, rephrasing, this paper describes a test that allowed our students space to improve their writing skills and at the same time it also shows some benefits gained from an improved attitude of students.

Key words: Wikispace, Writing skills, Peer review, collaborative writing Introduction This project mainly investigates authentic writing tasks through the use of wikis. There are a number of strategies for students to improve their writing skills. This tests an innovative project for students to develop their writing skills through the help of their learning partners and their other fellow mates. For conducting this project I have collected data from both control and experimental groups. Experimental group: Students those who participated in an online quiz in Wikispaces. Control group: students those who participated in classroom diagnostic tests. Experimental approach: For conducting this reseach we select a sample wiki quiz’s page along with the instruction that a student can follow. The quiz is given in a wiki with the following instructions. 1.

      2.

    3.



Pick any empty row and add the writing about your learning partner. It can be about: your dream learning partner, or good qualities of your learning partner, or how you benefited from working with your learning partner, or what you learned from your learning partner, or how you were able to help your learning partner learn, or why would you recommend having learning partners in all courses Read all other students writing on "My Learning Partner". Pick any TWO. In the appropriate column write: a comment on clarity, purpose, logic, etc. a suggestion for improvement a correction a question In the 4th column improve your story after reading the comments, suggestions or question: After reading the comments, improve your story.

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Steps of developing the wiki quiz are given bellow through snapshot. Figure 1: Sample of WIKI quiz’s snapshot

Comments by student 1

Main writer‘s write-up

Comments by student 2

Improved story by main writer

Figure 1 shows the overall method of the Wiki Quiz in one sample snapshot. We may notice that the main writer has written his idea in the second column. In 3rd and 4th column other two writers have commented on the main writer’s writing. In the 4th column the main writer has accepted those corrections mentioned by two writers. The 1st suggestion was appreciation for the writeup and the 2nd suggestion covered some grammatical corrections which are sometimes unnoticed and left uncorrected by the teacher. The improvement in the 4th column is assessed through some criteria. Three approaches are often identified to the development of writing in ESL (Barley,2008). The first one involves as a focus on form ‘the number of sentences’ it means after peer review the difference between original piece of writing and review versions. The second takes into consideration the number writers ‘correct sentences’ before and after peer review. The third one focuses on writers ‘simple sentence movement to complex sentence’ structures. For control group teachers instruction was very simple. The teacher took a diagnostic in the beginning of the semester and took another write up on a same topic after completing the mid-term examination. Here teacher is the only judge, no peer review is taken into consideration. For our readers quick understand a table is given below: Table 1: Assessment table Original work

Improvement Result for Experimental Group

Improvement Result for Control Group

Number of sentences

63%

61%

For grammar 71%

For Grammar 52%

For idea improvement 55%

For Idea Development 59%

49%

33%

Correct sentences  

Grammar Idea improvement

Simple sentence to complex sentence

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Discussion From the discussion table and snapshot we find that students improvement on their writing skills for experimental group. From the collected data we find 63% students improvement on their number of sentences, it means after peer review their number of sentences has improved. About correct sentences focuses on grammar and idea improvement and we find 71% students improved their grammar and 55% students were improved for their idea improvement. As this data was collected from tertiary level students so it’s another aim is to find out how much complex sentences were produce after peer review and we find 49% students has improved their writing in simple sentence to complex sentence. From the above discussion we find that this project is works because of student’s involvement as peer reviewers – they take on the role of peer teachers and in the process improve their own writing skills. When a student realizes that their fellow mates are the judges and they are frankly for their comment and they also get friendly environment for this reason they feel free to do their work and finally improved their writing through the help of their learning partner. For control group, we find 61% students were improved for increasing number of sentences. About correct sentences focuses on grammar and idea improvement and we find 52% students improved their grammar and 55% students were improved for their idea improvement and finally we see 33% students was improved in making complex sentences. The advantage of the wiki is that it enhances the self esteem of the students as it gets them to work as peer teachers and as a by product improves their own writing skills.

Content 

Description of my project : This project discusses the place of authentic writing situated within a domain of creativity and task based learning. Its main target I to focus on student’s improvement for writing skills through wiki quiz and for conducting this project data was collected from both experimental and controlled group.

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Background: The concept of a simple quick online database originates from the work of ‘Lucf and Cunnimgham’ in 1994. A wiki, apparently utilizing a Hawaiian word “wiki” for quick is a piece of software that allows the users to work freely in online and at the same time edit the piece of writing where necessary. It’s have a simple text syntax, allowing users to easily amend pages or create new pages o that the writers feel free to work on it .

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How it is important to education : This project is directly involved to education and at the same time it helps our students to improve their writing skills through online based quiz. As it is related to technology, therefore, in other ways it also involves students with the up to date world.

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Advantages : 1. This wikis saves our time and makes our students up to date as peer teachers 2. Over here students are feel free to exchange their ideas, assessment which actually helps them to develop their thinking capacity 3. Improves our students confidence through self evaluation and comparing with others

References Barly. M and David. C. (2008). Using wikis to enhance and develop writing skills among secondary school students in Hong Kong Berg, C. (1999). The effects of trained peer response on ESL students revision type and writing quality. Journal of Second Language Writing 8(3)

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UMTMOOC: AN INNOVATIVE CONTENT DESIGN FOR 21ST CENTURY EDUCATION Noraida Haji Ali School of Informatics and Applied Mathematics Universiti Malaysia Terengganu Email: [email protected]

Rabiatul Addawiyah Hanim Mohd Rosli, Mohd Hafriz Nural Azhan Centre for Academic Planning, Development and Quality Universiti Malaysia Terengganu Email: [email protected], [email protected]

Highlights: 21st Century Education is passionate about helping teachers, students, and parents move to personalized learning that is anywhere, anytime. Twenty-first century skills and tools necessarily come into education technology, so it means that one needs to be ‘digitally prepared’ for the digital ‘natives’ and to see technology as a way to reach learning objectives faster and more efficiently. Massive Open Online Course (MOOC) is one of a method that they can learn and access it anytime, and anywhere suited to them. It is an innovative approach in teaching and learning. It offers 100% via online with free or paid enrollment. Generally, MOOC courses are open and accessible to everyone to get as many enrollments as possible. Globalization coupled with digital revolution has presented new trends and opportunities for today’s education. Through MOOC, Universiti Malaysia Terengganu (UMT) moves forward by developing UMTMOOC initiatives. The initiatives began when Minister of Higher Education, put the needs of Public University in Malaysia emphasis towards the developments of MOOC. Currently, eight (8) courses have been developed in UMTMOOC. These courses are based on UMT core and niche courses that will be offered globally. UMTMOOC were developed based on innovative learning using Augmented Reality method (AR) in order to extend teaching and learning activities, teaching and learning material with localized content and notification via media social medium such as twitter and so on.

Key words: MOOC, online, engagement, teaching and learning, 21st Century Education Introduction The Massive Open Online Course (MOOC) is a new online medium for course delivery and learning. It offers 100% online teaching and learning with free or paid course. The main concept of MOOC is integrated with accessible via networking, sharing the learning resources via online, and are facilitated by educators in the field of study. In other word, MOOC build on the engagement of learners who self-organize their participation according to learning goals, prior knowledge and skills, and common interests. 21st Century Education is passionate about helping teachers, students, and parents move to personalized learning that is anywhere, anytime. Twenty-first century skills and tools necessarily come into education technology, so it means that one needs to be ‘digitally prepared’ for the digital ‘natives’ and to see technology as a way to reach learning objectives faster and more efficiently. This will encourage self-directed, collaborative and personalized learning. Lecturers can monitor the learning progress and student performance when needed via online to make the engagement of teaching and learning always happen. They can learn and access it anytime, and anywhere suited to them. Learning involves the acquisition and modification of knowledge, skills, strategies, beliefs, attitudes, and behaviours. It also involves cognitive, linguistic, motor and social skills and can take many forms. Evolving of information technology, Teaching and Learning now not only using traditional approach but also involved technology such as computer and mobile devices to adapt with 21th Century education. Product Development UMTMOOC course materials including: i)

Course introduction video – containing all brief information about the UMTMOOC courses.

ii)

Teaching video –Teaching video is a series of lessons recorded in the form of video. Teaching video is very meaningful to students where students can replay that video to be more understanding if necessary. Teaching will be recorded based on topics in course.

iii)

Course Notes – Course notes or lecture notes that are prepared by lecturer using any document tools such as. pdf, .doc, .xls and so on. Students can refer this course notes for further information that relate to teaching video. Notes for each topic in the course should be provide to help students to improve their understanding.

iv)

Course Activity – Course activity objectives to engage students by finding ways for them to interact with the content, the instructor, and their classmates. A few ways to make the learning is interactive such that observe and interpret features of images, interpret graphs, make calculation and estimates, brainstorm and reflection. To ensure the interactive learning process happen, all UMTMOOC courses offered have an interactive space and student comment/feedback as well. Student will be given chance to give any questions or any comment about the course.

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v)

Course Assessment – Course assessment prepared to evaluate, measure, the overall level of student learning at the end of a course or topic. Through this assessment, the instructor will know the student’s knowledge, skills and values. It can be used to help the instructor improve a course and/or appropriate committees to improve curriculum development and offerings.

vi)

Teaching content is produced for different levels of knowledge or additional tasks and in depth modules are offered as options. The opening of content is a benefit that allows students access to knowledge of high recognition universities like Stanford or Harvard. Moreover, open access allows students to enjoy a unique learning process, self-tests, activities and relationships in heterogeneous networking and rich in knowledge and experience.

Background of Innovation The main concept of MOOC is integrated with accessible via networking, sharing the learning resources via online, and are facilitated by educators in the field of study. In other word, MOOC build on the engagement of learners who self-organize their participation according to learning goals, prior knowledge and skills, and common interests. The main benefit of MOOC is students can choose which courses they are interested in. They can learn and access it anytime, and anywhere suited to them. This will encourage self-directed, collaborative and personalized learning. The lecturers can monitor the learning progress and student performance when needed via online to make the engagement of teaching and learning always happen. Nowadays, most MOOCs are deployed in a platform that centralizes learning contents and interactions. However, designing a MOOC is not an easy task. Educators need to face not only pedagogical issues, but also other issues of logistical, technological and financial nature, as well as how these issues relate and constrain each other. Currently, little guidance is available for educators to address the design of MOOCs from scratch keeping a balance between all these issues. This paper proposed the framework of UMTMOOC structure for An Innovative Content Design for 21st Century Education. Figure 1 shows that the framework of UMTMOOC structure. The course structure represents a blending of open network models and traditional closed course models, which is offered fully online.

Importance to education UMTMOOC is Massive Open Online Course at Universiti Malaysia Terengganu. A MOOC will be design depending on the nature of courses offered. Depending on our target audience, we can use any type of course materials and social media tools as well. Currently, eight (8) courses have been developed in UMT namely Software Engineering, Sustainable Development, Naval Architecture and Ship Building, Principles of Ecology, Sea Turtle Biology and Conservation, Ornamental Fish Culture, Fish Parasitology and Environmental Management and Policy. These courses are based on core and niche courses that will be offered globally. UMTMOOC are designed with all concept of MOOC. Advantages of Innovation UMTMOOC main page designed with UMT niche areas including video recording and other teaching content. UMTMOOC main page also allowed access to courses and user will get notification automatically for any new content from UMTMOOC. Other innovations for UMTMOOC are as follows:i)

Innovation in video content- Each video course will begin with UMTMOOC introduction video by UMT ViceChancellor. It is as a symbolic introduction to UMT, then continued by introducing video to each courses.

ii)

Innovation in concept- also seen on UMTMOOC home platform depicting UMT niche areas in marine sciences. It is a different feature for a homepage compared to other public universities whereas describe the UMT environment.

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iii)

Innovation in delivery - each UMTMOOC course, is recorded with creativity by UMTMOOC team and production crew. Teaching videos were set with a certain standard and quality. For example UMTMOOC teaching video designed with a combination of video, graphics and animation. UMTMOOC has set to served original content for each course. All footage (raw video) was recorded by UMTMOOC team with UMT owned sources and production equipment.

iv)

Innovation in technology- UMTMOOC videos can be accessed via platform or using Augmented Reality (AR) technology. This innovation enables UMTMOOC videos to play directly on the smartphone or tablet through the UMTMOOC-AR application without relying on the internet access. The technology is to facilitate access to UMTMOOC courses in a convenient way. Currently, this application is ready for UMTMOOC introduction video.

v)

Innovation in notification- user will automatically notify via UMT e-Learning twitter and Facebook when there is any new content added to UMTMOOC

Commercial Value One of UMTMOOC’s courses, Sea Turtle Biology and Conservation, was developed with exclusive book (Augemented Reality Edition). All content are originally recorded at UMT research island known as Chagar Hutang by UMTMOOC team. UMT Sea Turtle Conservation (SEATRU) has the potential to promote the book purposely for activities conducted. Besides that, one of company in Malaysia also interested to market UMTMOOC’s product such as Green See Turle (Augemented Reality Edition) and application that use Augmented Reality for commersial uses. UMTMOOC content also applied for IP copyright and still under process to make sure all contents in UMTMOOC are protected by copyright. All content including image and video were recording by UMTMOOC team.

References Alario-Hoyos, Carlos, Pérez-Sanagustín, Mar, Cormier, Dave and Delgado-Kloos, Carlos. (2014). Proposal for a Conceptual Framework for Educators to Describe and Design MOOCs. Journal of Universal Computer Science, vol. 20, issue 1, [Online]. Retrieved fromhttp://www.jucs.org/jucs_20_1/proposal_for_a_conceptual. Amo, Daniel, María José Casan, and Marc Alier. (2014, April). Approaches for quality in pedagogical and design fundamentals in MOOCS. Teoría de la Educación; Educación y Cultura en la Sociedad de la Información, vol.15, issue 1, pp.70-89, Jan – April,2014. Fini A. (2009) The Technological Dimension of a Massive Open Online Crouse: The Case of the CCK08 Course Tools. International Review of Research in Open and Distance Learning, Vol. 10, Number 5. Habibah Ab Jalil, Alyani Ismail, Norasiken Bakar & N. A. Kasma Azizan K. A. Nasir. (2016) Evaluation of Malaysia Pilot MOOC (Final Report). CADe UPM: Serdang. Lewin, Tamar. (2013, February 20). Universities Abroad Join Partnerships on the Web. The New York Times, Retrieved from http://www.nytimes.com/2013/02/21/education/universities-abroad-join-mooc-course-projects.html. McAuley, Alexander, Stewart, Bonnie, Siemens, George and Cormier, Dave. (2010). The MOOC Model for Digital Practice. oerknowledgecloud, [Online]. Retrieved from https://oerknowledgecloud.org/sites/oerknowledgecloud.org/files/MOOC_Final.pdf. Pappano, Laura. (2012, November 2). The Year of the MOOC. The New York Times, Retrieved from http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapidpace.html . Reviero, V. 2010. Roadmad to 21st Century Education. EDTECH DIGEST Siemens, G. (2012). The race to platform education. elearnspace, [Online]. Retrieved from http://www.elearnspace.org/blog/2011/10/13/the-race-to-platform-education

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iCares: An online educational mobile apps portal to enhance your Multiple Intelligences FARRAH DINA YUSOP Faculty of Education, Universiti Malaya, Kuala Lumpur, Malaysia [email protected]

NITHIANANTHINI A/P KUMARAWEL Faculty of Education, Universiti Malaya, Kuala Lumpur, Malaysia [email protected]

Highlights: iCares is a personalized edutainment mobile learning platform that matches learner’s

intelligence profile with the most relevant educational mobile apps. It supports the principles of gamebased learning to enhance learning experiences. iCares houses various educational mobile applications that have been reviewed and approved by professionals learning designers and educators. Using Howard Gardner’s theory of Multiple Intelligences as the basis of the design, all featured mobile apps in this portal are specifically chosen to help enhance users’ dominant Multiple Intelligences and promote development of users’ less dominant Multiple Intelligences. Users, too, have the option and freedom to choose their own preferred mobile apps that suits their learning needs in school subjects. Thus, iCares portal support users’ need for personalized learning.

Key words: mobile applications; multiple intelligences Introduction Mobile computing devices such as iPad, tablet computers, netbooks and smartphones have become a social phenomenon in today’s society. Whilst there are thousands of apps available in the market today, choosing the most appropriate ones for children to use and play with is problematic. This is because some of the apps such as games-based apps are very entertainment-oriented and lack of its educational impact on child cognitive and attitude development. Moreover some content and graphics featured in the apps may not be age appropriate (Yusop & Razak, 2013). iCares was designed and developed by a research team from University of Malaya, Malaysia in response to these concerns. iCares is a personalized mobile learning platform developed to integrate fun into learning while strengthening learner’s intelligences. Expanding on the Multiple Intelligence theory by Howard Gardner (1993), iCares identifies learner’s intelligence profile and recommends the most suitable third-party educational mobile applications. This feature of iCares help learners to recognize their own potentials and concurrently explore ways to improve on their limitations. iCares also supports personal selection of apps based on learner’s age, prices, platforms, review ratings and school subjects including Mathematics, Sciences and languages to bridge the at-school and after-school learning. All recommended apps undergone strict selection processes and carefully evaluated by a group of educationists to ensure the appropriateness of the content. Users, too, are encouraged to share their personal reviews on the educational impact of the apps for the benefit of others. This enable the creation of engaging virtual learning community among iCares users, developers and administrators. Finally iCares is most helpful for parents and teachers to choose the best educational mobile applications that are academically approved while simultaneously promoting fun in learning.

Content 1.

Description of your innovation / product development / design / process. The main function of iCares is to assist the user to test and classify their multiple intelligence profile, then, recommend a wide range of mobile educational applications for the user to enhance and improve their physical, emotional, cognitive and skill levels.

2.

What is the context or background of the innovation / product development / design / process? The design and development processes of iCares follow the standard 5 stages of instructional design framework: Analysis, Design, Develop, Implement and Evaluate (ADDIE). The team conducted needs and contextual analyses to identify users’ needs for a personalized edutainment mobile learning platform. This is followed by iterative cycle of design and development processes which involved the process of screening relevant educational mobile applications available in the market, categorize them into the 3 main criteria: types of multiple intelligences, age appropriateness, relevance to school subjects, pricing and platforms. Then a collaborative review and rating of the app content and user interfaces were conducted by a group of certified instructional designers and educators. The beta version of iCares was then implemented and tested with 80 Malaysian secondary school students to gain better understanding of its functionality and for further improvement.

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3.

Why are they important to education? The importance of this innovation are:

4.

1.

to assist learners to understand more about their dominant and less dominant intelligences

2.

to enhance learners’ dominant intelligences and improve their less dominant intillegences

3.

to promote the most relevant, academically-approved educational mobile apps to enhance learning

4.

To empower parents and teachers in selecting trusted educational mobile applications suitable for the needs of their children and students.

Please write any advantages of your innovation / product development / design / process towards education and community. iCares supplies the students with mobile learning applications that have been filtered based on appropriateness and learning syllabus. Parents should not be worried about their children using iCares mobile learning application. This application has features that will even show if a mobile application includes cost or is free to use. Jenny (student) stated that “.iCares enables students to understand about learning in school, if parent don’t have money to send their kids to school, the kids can use iCares facility, this matter will ease the parents to not to think about their financial problem).”

5.

Please add any commercial value in terms of marketability or profitability of your innovation / product development / design / process if any. iCares usability has been tested with 80 Malaysian secondary school students from lower socio-economic status group in a workshop style. A satisfaction survey was administered at the end of the workshop to gain input on students’ perspectives of the platform. Findings revealed that students were satisfied with iCares and thought of it as positively influence their motivation to learn. Below are some remarks from the students: “This was my first experience using educational mobile learning platform like iCares. I’ve never thought of learning with the help of apps. It was interesting” (Ahmad, 16-year old male student). “It is a perfect apps for students to learn at home, school, or other places. It also have some apps or games for users that they can use or play it anytime...Conclusion is, this is one of the best apps that I've ever used” (Marina, 16-year old female student). “…iCares enables students to extend learning in and after school hours. If parents don’t have money to send their kids to school, the kids can use iCares facility. This will ease the financial burden of the family” (Jenny, 16year old female student). The study shows that students positively accept iCares as their learning companions. A follow up interviews with students 2 months after its introduction indicated that students continue to use it after school hours. The most popular apps they used were Mathematical and musical apps.

References Gardner, H. E. (2008). Multiple intelligences: New horizons in theory and practice. New York: Basic books. Yusop, F.D. & Razak, R.A. (2013). Mobile educational apps for children: towards development of i-CARES framework. Paper presented at the Annual International Conference on Management and Technology in Knowledge, Service, Tourism & Hospitality 2013 (SERVE 2013), Jakarta, Indonesia.

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The use of e-KAFA As An Interactive Teaching Aids. Puan Hajah Hakimah Binti Mohd Yusoff, Nor Hanim Binti Abdul Halim, Elieza Hana Binti Md Taha, Siti Fatimah Binti Mohd Bohari, Aisyah Binti Ibrahim, Mohammad Bin Abu Bakar, Nor Aisyah Binti Mohd Yunus, Farhana Binti Zainol Abidin Noor Jabatan Kemajuan Islam Malaysia, Putrajay, Malaysia [email protected]

Highlights: E-Learning is efficient, task relevant and just-in-time to be used in learning any subjects. This type of learning is grown from the learning requirement of the new changing world. E- Learning AlQuran and Fardhu Ain Classes (e-KAFA) is one of the interactive learning systems which is enabling students to explore and gain new experience through this system. E-KAFA content development was referring to the syllabus of Al-Quran and Fardhu Ain Classes (KAFA) programme, Department Of Islamic Development Malaysia (JAKIM) which has been implemented since the year 1990. This module will be one of the interactive teaching aids (BBM) to improve knowledge mastering and understanding of the foundation Islamic education to the students and teachers of KAFA particularly, and to the society generally. This system will be one of the tools of learning for KAFA students and teachers which has transformed the landscape of Islamic Education learning.

Key words: e-KAFA, Islamic Education, interactive, teaching aids, KAFA programme, JAKIM Introduction KAFA is a programme of Islamic education foundation at primary school level as a consolidation to the Islamic education subject in the national curriculum. After almost 27 years of its existence, JAKIM constantly empowering KAFA management including enhancing the teaching and learning methodology of KAFA. In 2010, the effort to transform the delivery of KAFA Education was initiated by JAKIM, by developing an online learning module named e-KAFA Module.

Content Improvising theonline learning content of e-KAFA is stated in the JAKIM Strategic Plan for the year 2015-2019 where the primary objective is to broaden access of KAFA programmes to the community. The objectives of the e-KAFA module development are as follows: i) ii) iii) iv)

Provide facility and alternative to students in studying the foundation education of Al-Quran and Fardhu Ain wherever they are, irrespective of the place boundaries; Transforming KAFA curriculum content delivery to be more exciting and interactive in line with the current technology; Strengthening the foundation of Islamic education in the education of the Al-Quran and Fardhu Ain among the society especially the Muslim children who attended KAFA programme; Disseminating Islamic knowledge efficiently to worldwide through the new media.

As a National Blue Ocean Strategy (NBOS) which is recommended by the Government, the system development was implemented through collaboration with Malaysian Administrative Modernisation and Management Planning Unit (MAMPU) in 2010 and the next phase the effort to improvise the module was continued in the year 2015 in collaboration with the Universiti Sains Islam Malaysia (USIM). E-KAFA content development was referring to the syllabus of Al-Quran and Fardhu Ain Class (KAFA) programme, JAKIM which has been implemented since the year 1990. The content of the system was developed with MAMPU including Al-Quran year 1, Arabic Language year 1 and Ibadah year 1 until year 4. Then in the second phase, Ibadah year 5 and 6 were added to the previous content. Several Subject Matter Experts (SME) were appointed to be directly involved in developing the system. The combination of interactive Islamic animation and graphic video concept becomes the attraction and interest of the students to learn KAFA. At the same time, the system which is accessible for free can be benefited by all interested parties. This system can be accessed by all walks of lifeeverywhere regardless of the time and place boundaries with internet access. Currently, e-KAFA system can be navigated through the following website: elearning.islam.gov.my/e-KAFA by using all kinds of browsers including Internet Explorer, Mozilla Firefox, Google Chrome. The difference between the e-KAFA learning system as opposed to the traditional learning system is in terms of the delivery concept of the KAFA curriculum content. E-KAFA's e-learning conceptual system that can be accessed using electronic network facilities for the delivery of the KAFA curriculum content is more attractive and interactive with video graphic, animation, text and audio elements in line with current technology circulation regardless of place and time boundaries. Meanwhile, the existing learning system is a face-to-face classroom learning concept between teachers and students during teaching and learning time only.

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These variety concept will give more chances to the students to learn and know how to practice Ibadah in a proper and accurate manner according to syariah. Therefore, this system contents definitely appropriate to all of the group of society ranging from children who do not have a chance to attend KAFA programme, teenagers who want to learn more about Islam, Muallaf, to parents.

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Inculcating Soft Skills in Tertiary Level Students Umam Mustain

Daffodil International University, Dhaka, Bangladesh [email protected]

Yusuf Mahbubul Islam Daffodil International University, Dhaka,Bangladesh [email protected]

Highlights: Soft skills are a mandatory set of skills that most of our students lack, skills that are hard to acquire directly through traditional lecture based classroom delivery. Keeping this in mind, a course has been put together using a cognitive inductive teaching methodology so that the participants take ownership of developing the skills in themselves through brainstorming and activities that involve interaction with their peers. A number of pilot runs have shown that the course develops confidence in basic skills and critical thinking skills.

Key words: Employability Skills, Soft Skill Development, Interactive Learning. Introduction Which set of skills is most important when it comes to employment or even any other aspect of life? The answer is soft skills. Lack of soft skills may also limit the acquisition of hard subject skills being taught as the core subject. But then the question arises, what are soft skills? According to the “Collins English Dictionary” soft skills are defined as “desirable qualities for certain forms of employment that do not depend on acquired knowledge: they include common sense, the ability to deal with people, and a positive flexible attitude.”[1] But in our current education system, we are more focused on hard skills than on soft skills.[2] As a result, when graduates enter the job sector they face a huge gap in what they have learned and what/how they are expected to do or perform. Because when a new employee joins a company they are expected to show Integrity, Communication Skills, Strong Work Ethic, Motivation, Interpersonal Skills, Teamwork Skills, Flexibility, Professional Etiquette.[3] But lecture based learning doesn’t quite prepare them for this situation. As a result, employees may take too much time to cope with the job environment and responsibilities, and in many cases even lose the job before they can get any opportunity to show their hard skill capabilities. In a survey done by CareerBuilder on April 10, 2014, it has been revealed that a vast majority of 77 percent employers believe that soft skills are just as important as hard skills and other sixteen percent of employers said soft skills are more important than hard skills when evaluating candidates for a job.[4] put(author, year) In the same survey they have shown that the most desired soft skills are strong work ethic, dependable, positive attitude, self-motivated, team-oriented, decision making, works well under pressure, effective communicator, flexible, confident. So in order to make the graduates into employable assets, we must build up these soft skills in them together with their hard skills. The course under study is called Certificate in Employability Skills (CES). To close the skills gap, each lesson in the CES course is built in such a manner that the candidates are motivated, through activities, to start taking ownership of their ideas, searching for resources, comparing their own ideas with other existing ideas, implementing them and justifying their actions. This course has 36 lessons and the activities that each lesson includes are brainstorming, idea cards, categorizing, poster planning, comparing ideas, presenting ideas. Each lesson ensures metacognition, promotes ownership and develops self-esteem. Each lesson is designed using the model shown in Figure 1.

Figure 1: Certificate in Employability Skills model

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The first activity brainstorming engages the students at the very beginning of each lesson by starting with a question and moves forward by hooking one question to another. The question based approach is a key part of this course as a relevant question can excite, disturb, or comfort, and eventually yield an unexpected bounty of understanding and critical awareness.[5] After the main question is given to the candidates, they are divided into pairs and are asked to discuss answers to the question/s. The facilitator must keep a keen eye on the participants to make sure that the question and background is understood and that every pair is focusing. After the students get involved in the discussion and come up with some ideas, they are provided with idea cards and a marker to write down their ideas as phrases or keywords on the cards in landscape format and in large fonts. They must log each idea in a separate card. When the participants have completed writing down their ideas two volunteers collect the idea cards and come up to the front. They read out the idea while showing each card and stick them to a board. After all the cards are on the board the class is asked to classify cards into separate columns and label each column according to the ideas visible in the column. This activity is very helpful in bringing up their confidence as they can see the ideas that they wrote down were not incorrect but was thought from a specific/different perspective and thus gives them the confidence of thinking for themselves. In the next step, the class is broken down into 4-6 groups and given the challenge to tackle a problem applying their solution. They are now free to use additional resources. They can refer to existing theories on the topic and find any resources they need to solve the problem. Taking their own ideas from the columns they just sorted, they work in groups to make a plan to solve the situation. Here they acquire teamwork skills such as leadership, communication, collaboration and emotional intelligence required dealing with such situations. As each idea has been given value by the entire class, this acts as recognition of their ability to think and that their thoughts are equally valuable as also everyone else’s ideas – thus giving importance to ideas rather than individuals. Each collaborating group presents and justifies their solution ideas. They can compare with the theory and with ideas from other presentations. This gives them a better understanding of the whole topic and they can analyze their own plan more deeply. This gives them confidence and ownership of their own solutions. The whole process gives experience of critical thinking on the problem and gives them confidence to continue thinking on their own. These steps have proven to help them in bringing out the hidden potential of the participants. After completing these course candidates have shown more confidence in themselves, handled situations more skillfully, were more observant to the task given to them and analyzed about the possible solutions to a task more in depth.

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Here is what some of the candidates of this course have to say about this course: Asif Iqbal: CES course has changed my view of life. I used to be afraid taking in front of the audience. But after doing this course I can say that it has improved my communication and interpersonal skills. In addition, it has also helped to develop my professional skills. I would tell others to do the course if they want to improve. Ratna Rani Saha: In CES course I learn about the proper use of soft skill and developed the employability skills. I have also learn self-evaluation, how to design mind map, thinking out of the box and collaboration of group activities. It improved my presentation skill, situation managing skill, project planning activities and how to work with colleagues by sharing opinions. Nahian Fyrose Fahim: I would say, I am fortunate enough that I got the opportunity to participate in CES course. Though English is not our mother language but to ensure employability we need to be competent in English. CES course helped me to reduce my English fear and now I can express my thought easily. I do believe, if all the students get this opportunity it will help them to develop their skills. Table 1: How the Model involves metacognition, inculcates ownership and develops self-esteem Steps

Metacognition

Example

Ownership

Self-esteem

Question

Initiating the thinking process

What qualities attract you to a person?

Generating their own ideas

I have the ability to think

Idea cards

Brainstorming and thinking about what ideas to record Pair-work, questioning each other

Finding the attractive skills that attract

Figuring out what are the possible attractive interpersonal skills

Getting the opportunity to think to improve their self-esteem

Category

Think of meta concepts that represents a group of cards

Some common titles are: personality, communicable, friendly, honest, positive attitude.

They see that their ideas have a place in the meta category and has a value

They gain confidence as their ideas are valued under a category

Planning

Planning on how to find the possible solution for the situation.

Planning on how to develop their own interpersonal skills.

Since the ideas are their own, the plan is for developing skills in themselves by themselves

Since the ideas are their own they are willing to try out developing themselves

Comparing

Thinking about the differences and similarities

Finding the similarities and differences between their plan and the plan given in the slides.

By comparing their plan with the plan given they can better understand their own plan

By understanding their own plan better they are in a better position for implementation

Presentation

Thinking and planning how to present their ideas in front of an audience

Presenting their plan on how to develop their interpersonal skills.

When the justify their plan in front of others they come up with ideas on how to improve it

While defending their idea in front of a crowd they build up confidence in their ideas

Metacognition is a process used to plan, monitor, and assess one’s understanding and performance. [6] From this point of view if we look back at the Table 1 we will see that from the start to the end the candidates are kept in an environment where they must think about the possible ideas, discuss with others to plan out the solution that they can apply to solve their own problems. In other words, they are thinking about the cognitive ways to solve the problem. And after completing this course searching and planning solutions become more like a second nature to the candidates. Commercial Value: This course can be made a supplementary course for the students to ensure their betterment in their curricular sector and their future job sector. It can also be offered as a training course for employees of different organizations. In short it can be offered to anyone planning on improving their skills.

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Conclusion: This course ensures the development of the very essential soft skills that our students lack and turns them into efficient thinkers. They become more confident and can handle situations more effectively. This course has proven as a life changer for many candidates. Everyone has some hidden potentials but and it is the goal of this course to make that potential visible and make the owner confident enough to use it.

References: 1 Definition

of 'soft skills'. (n.d.). Retrieved July 31, 2017, from https://www.collinsdictionary.com/dictionary/english/soft-skills Skills vs. Soft Skills - Difference and Importance. (n.d.). Retrieved July 12, 2017, from https://bemycareercoach.com/softskills/hard-skills-soft-skills.html 3Dr. Tom Denham on April 9, 2010 at 5:00 AM. (2010, April 08). What Employers Expect in New Hires. Retrieved July 31, 2017, from http://blog.timesunion.com/careers/424/424/ 4Overwhelming Majority of Companies Say Soft Skills Are Just as Important as Hard Skills, According to a New CareerBuilder Survey. (n.d.). Retrieved July 31, 2017, from http://www.careerbuilder.com/share/aboutus/pressreleasesdetail.aspx?ed=12%2F31%2F2014&id=pr817&sd=4%2F10%2F2014 5The University of Chicago. (n.d.). Retrieved July 31, 2017, from https://teaching.uchicago.edu/teaching-guides/asking-effectivequestions/ 6Mcdaniel, R. (1970, February 09). Metacognition. Retrieved July 31, 2017, from https://cft.vanderbilt.edu/guides-subpages/metacognition/ 2Hard

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A Holographic Viewer in Mobile Devices to Increase Learning Experience Puteri Suhaiza Binti Sulaiman

Universiti Putra Malaysia, Serdang, Malaysia [email protected]

Azreen Azman, Hizmawati Madzin, Siti Khadijah Adam Universiti Putra Malaysia, Serdang, Malaysia [email protected], [email protected], [email protected]

Highlights: Using holographic viewing in education seems logical as the next step in advancing the education scene in Malaysia. Even though hologram is not a new technology, the potential of hologram visualization has yet to be tapped, particularly in teaching and learning cognitively challenging courses. Without hologram, the process of assimilating and understanding complex structure such as human anatomy, multipart engine structure, compound particle, etc. can be a daunting task for some students. Thus, we present an inexpensive holographic viewer using hologram pyramid and mobile devices, in making it available for students to increase their learning experience.

Key words: Holographic viewing, hologram pyramid display, non-photorealistic rendering Introduction The process of assimilating and understanding complex structure is learnt by rote and usually as a ‘surface approach’ and may present major problem later. Standard teaching material such as diagram in textbook limits the understanding for complex structure in which requires the students to envision this structure in their mind. Another drawback with printed material is that the diagram does not support any interaction. Meanwhile, digital teaching material such rendered 3D model or animation are better in capability of interaction with the complex structure, but lacking in the depth and shape perception. By using holographic approach, students are able to view complex structure with intensification in the depth and shape perception, thus, leading to better understanding. However, hologram technology is not cheap and widely available to consumer. Thus, in our affordable solution for holographic viewer, we are using two key components which are a hologram pyramid display (HPD) and mobile devices to act as a projector. The prior component can be bought with less than RM50, making it affordable for students as tools for teaching and learning. The invention of the hologram pyramid began as an optical illusion when Henry Dircks and John Pepper developed a technique called "Pepper's Ghost" during the 19th century [1]. The HPD works by reflecting four sided images in 45 degree angle. The reflected images unified to form a perfect floating hologram structure. The HPD come in several design and sizes, where in our context, we pick the smaller size for mobile devices. Several studies have been published to measure the effectiveness of the hologram pyramid. Tiro and friends have made hologram pyramid with three sides of glass and a projection at the top to compare with technical drawings. They found that the hologram pyramid provides better visual perception than technical drawings [2]. The human vision depends on a diversity of cues to perceive the depth, shape, and distance of the object in a scene. Vast studies have been done to improve the rendering quality of complex structure such as by applying shadows[3], lighting[4,5], transparency[6] or developing illustrative techniques of non-photorealistic rendering (NPR) [7,8,9]. According to Strothotte and Schlechtweg [10], a single light source in a typical position which is in the upper left corner in front of the object, is often not sufficient to emphasize the shape features. Moreover, this lighting only works for a single view display. Therefore, a new lighting system suitable for the HPD and enhancing the shape of the complex structure is needed. Thus, we are formulating a new lighting algorithm that enhanced the holographic viewer in four different angles. Our lighting system is based on the NPR lighting model that focuses on enhancing the shape features and producing suitable light to project the hologram [11]. The physical relations between light sources, objects’ positions, and surface materials can create many effects of lighting models. The point light was selected for our lighting system because it brightens a certain space close to the light source with the ability to attenuate light intensity. Generally the following equation calculates attenuation based on the distance to the light source: 𝑎𝑡𝑡 =

1.0 (𝐾𝑐 +𝐾𝑖 ∗𝑑+𝐾𝑞 ∗𝑑2 )

,

where d represents the distance from the object to the light source and Kc , Ki and Kq represent a constant, a linear and a quadratic respectively. The constant Kc is kept at 1.0 and never becomes smaller than one because the intensity increased with certain distances. The linear and the quadratic factors are used to decrease the intensity by multiplying them with distance; as so, the quadratic is less significant when the distance is small. Nonetheless, the linear is less significant when the distance grows. To maximize the shape perception, six point light sources are added in the following location: above, upper left, upper right, bottom, lower left and lower right. The mobile screen is split in this step into nine segments for creating four viewports to contain 3D object from four views which are front, back, left and right. Figure 1 illustrate the example of a hologram skull rendered using our lighting algorithm, hologram pyramid display and mobile device.

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A survey has been carried out with the purpose of seeing the preference of respondents to 3D structure visualization in diagram (printed material), animation (2D digital content), rendered model (3D object) and HPD approach. The survey conducted for computer graphic students in the Faculty of Computer Science and Information Technology, University Putra Malaysia with the number of respondents being 65 students. The subjects were asked question on how well the shape perception and depth cue appeared on the above teaching material. Overall, 87% of respondents believed that the 3D hologram pyramid display give better representation of the complex structure compared to others. Though, some of the respondents preferred and asked for a bigger HPD, as we also do. Unfortunately, our solution is restricted to mobile device sizes, which being the largest would be around 12 inches tablet. None the less, the availability of holographic viewer really excites both teachers and students. Surely, holographic viewer will add another exhilarating dimension in education scene. Through the holographic viewing, fresh teaching material will be accumulated, with endless interaction possibility. Let us all courageously to think outside of the box or in our case, one might say, to think outside of the ‘pyramid’.

Figure 1: A hologram skull rendered on mobile phone using place on HPD.

Acknowledgement This research was supported by Ministry of Higher Education, Malaysia, under Trans Displinary Research Grant (TRGS) TRGS/1/2015/UPM/02/7/2.

References [1] Sprott, J. C.(2006). Physics Demonstrations: A sourcebook for teachers of physics: Univ of Wisconsin Press. [2] Tiro, D., Poturiović, A. and Buzadjija, N. (2015). The possibility of the hologram pyramid applying in the rapid prototyping. in 2015 4th Mediterranean Conference on Embedded Computing (MECO). pp. 25-30. [3] Xu, Q., Gingold, Y. and Singh, K. (2015) Inverse toon shading: interactive normal field modeling with isophotes, in Proceedings of the workshop on Sketch-Based Interfaces and Modeling, Switzerland, Switzerland, pp. 15-25. [4] Wang, L. and Kaufman, A. E. (2013) Lighting system for visual perception enhancement in volume rendering. IEEE transactions on visualization and computer graphics (19) pp. 67-80. [5] Vergne, R. et al. (2009) Light warping for enhanced surface depiction in ACM Transactions on Graphics (TOG) - Proceedings of ACM SIGGRAPH. [6]S. Jordane, B. Farès, and B. Vincent, (2013) GPU real time hatching in 21st International Conference in Central Europe on Computer Graphics, Visualization and Computer Vision, Pilsen, Czech Republic, June 24-27, 2013. [7] Northrup, J. and Markosian, L. (2000) Artistic silhouettes: a hybrid approach in Proceedings of the 1st international symposium on Non-photorealistic animation and rendering, pp. 31-37. [8] Gooch, B., et al. (1999) Interactive technical illustration. In Proceedings of the 1999 symposium on Interactive 3D graphics, Atlanta, GA, USA, pp. 31-38. [9] Tietjen, C., et al. (2008) Hardware-accelerated illustrative medical surface visualization with extended shading maps. In International Symposium on Smart Graphics, Springer Berlin Heidelberg. pp. 166-177. [10] Strothotte, T. and Schlechtweg, S. (2002) Non-photorealistic computer graphics: modeling, rendering, and animation: Morgan Kaufmann, 2002. [11] Salih, S. Q. , Sulaiman, P.S., Rahmat, R. W. and Mahmood, R. (2017) 3D Holographic Rendering for Medical Images using Manipulates Lighting in a 3D Pyramid Display. Journal of Advanced Science and Engineering Research (7:1) pp14.26.

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Application of e-Poster in Teaching and Learning Mohd Nizam Haron Universiti Sultan Zainal Abidin, Terengganu, Malaysia [email protected]

Ahmad Hanafi Sulong

Universiti Sultan Zainal Abidin, Terengganu, Malaysia [email protected]

Highlights: Posters abound in education libraries or classrooms as decorative objects, yet few realise

the educational potential of the poster. Posters are colourful, attractive learning media which can enhance the learning environment. e-Poster sessions have become more common as supplements to live online conferences as well as face-to-face learning. These poster sessions consist of various types of information captured in digital formats such as videos, interactive lectures, slideshows, photo albums, short games, and other elements. e-Poster may be archived to the Web, to digital repositories or libraries, or to more closed collections. This paper describes the value of e-poster in the educational setting as a new useful teaching tool.

Key words: Poster, e-poster, Teaching and Learning, Tools, presentation Introduction Eyes register about 36,000 visual images per hour, while the retina alone supplies 40% of all nerve fibers that are connected to the brain; 90% of the brain's sensory input is from visual sources (Hardiman, 2003). Studies have shown that the visual sense is responsible for 90% of brain stimulation (Visual Education, 2003) and that vision and visual memory take up to two-thirds of the brain (International Quality Visual Education, 2003). Since the absorption of knowledge is the key to success in any educational system, it follows that education tools should have a collection of rich in visual materials. Therefore, Teachers have to devise ways and adopt teaching strategies that match the learning styles of all the students in class.

Content Description of product e-Poster or electronic poster is a new concept in teaching and learning. An e-Poster utilises a large monitor or a computer or a tablet to display multimedia versions of a poster. It gives an opportunity for a teacher to more effectively convey information that would not necessarily be possible with a traditional printed poster. It also enhances visualisation to attract the interest of students. This method of teaching may change the way classes are conducted in the future. Embedding multimedia content, along with static elements, such as titles, logos, and summaries, would be a good way to convey information. Examples of dynamic visual elements include videos, slide shows, animated charts or graphs, scrolling text, or 3D rotation of an image. e-Poster will motivate, inspire and stimulate the interest of students to learn the topic, as well as effectively illustrate learning concept or skill. e-Poster is a new useful teaching tool and able to stimulate learning at all levels. e-Poster can be develop by using any presentation software such as PowerPoint, Prezi, Google Slides or the Keynote app. Value added e-Poster can be used to replace the conventional printed version poster into an interactive poster, which makes ePoster a sustainable, eco-friendly and green teaching tool. e-Poster enables students to learn more before, during, and after class. Usefulness By using e-Poster, knowledge can be shared and reused (remote accessibility) easily between teacher and students as well as among students. Multimedia contents embedded in the e-Poster will also make the learning processes more entertaining. Plus, e-Poster is an excellent tool for revision whereby all relevant information is on one page with minimal effort. When doing a presentation, e-Poster will allow students to be more interactive with their presentation audience and to provide more dynamic, visually interesting presentations. Commercialisation potential With e-Poster as a new tool in teaching and learning, it can provide an idea for IT industry to develop a user-friendly software that can be used in interactive e-Poster.

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Acknowledgement We are grateful for the chance given by Universiti Sultan Zainal Abidin (UniSZA) to participate in this carnival, and Academic Quality and e-Learning (AQeL) for the unconditional guide and support throughout the learning process.

References Hardiman, M. H. (2003). Connecting Brain Research with Effective Teaching: the Brain-Targeted Teaching Model. Lanham, MD: Scarecrow Press. Visual Education. (2003). XY Multiply Poster: Educator’s Guide. International Quality Education Environment. Retrieved August 10, 2004, http://www.iqee.com/XYPTv5.htm. International Quality Visual Education. (2003). About Us. International Quality Education Environment. Retrieved August 10, 2004, http://www.iqee.com/about.html.

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Digitized Pondok Universiti: Reaching Out the Community through Augmented Reality Zainal Abidin Sayadi Universiti Tun Hussein Onn, Malaysia [email protected]

Irwan Mahazir Ismail, Azli Nawawi, Mohd Hamim Sanusi @ Ikhsan, Mohamad Md Som, Hemmy Abd Jalal, Halimi Mohd Khalid Universiti Tun Hussein Onn, Malaysia

Highlights: Digitized Pondok Universiti is an attempt to distribute and share knowledge to the

community. Presented in the Augmented Reality (AR) format, video contents from Pondok Universiti sessions are integrated and embedded into postcards. These postcards are distributed to the members of the public. Using smartphones installed with AR mobile app, users can access the contents anytime, anywhere.

Key words: Life Long Learning, Augmented Reality, Community Outreach Introduction Pondok Universiti is a project initiated by Ahl Sunnah Wal Jamaah Institute, Universiti Tun Hussein Onn Malaysia. Commencing since March 2015, it is a series of religious talks by Islamic scholars discussing and interpreting the holy Qur’an as well as great books and scripts written by Imam Al-Ghazali and Imam Al-Nawawi. Conducted twice a month, the two-hour lessons are open for the public. Thus, Pondok Universiti aims to enhance the function of university as the centre of knowledge for the community. All the sessions are video recorded and later published in an online platform. Digitized Pondok Universiti is an innovation that attempts to make the content and spirit of Pondok Universiti more accessible and able to reach a wider community. Digitized Pondok Universiti was launched by Sohibus Samahah Dato’ Haji M. Tahrir bin Dato’ Kiyai Haji Samsudin, the Mufti of Johor on 2nd March 2017.

Content Description of Innovation Digitized Pondok Universiti is a compilation of recorded videos during the Pondok Universiti sessions and can be accessed via augmented reality (AR) mobile app, Zappar. A unique AR code (known as zap code) generated from http://zap.works is embedded into a postcard. Each zap code contains a series of video clips edited from a single Pondok Universiti session. Users can view the contents by scanning the postcard. To do this, users need to install the Zappar mobile app into their smartphones first. To ensure more people can benefit from the Pondok Universiti sessions, the AR postcards are distributed to the members of the public. The postcards are also placed at public places such as restaurants. Background of the Innovation Augmented Reality (AR) allows digital contents to be overlaid on a physical environment such as books, cards and posters. AR enables users to interact with the digital contents embedded in a concrete medium using the phones. It is unsurprising that day by day, AR is gaining much attention from many sectors such as gaming, retail and advertisement. Manufacturers are also starting to produce AR ready smartphones. Asus, for example, have recently marketed the first Android’s augmented reality phone, Zenfone AR (Wong, 2017). Apple is also expected to market its AR ready phone soon. For developers, there are many softwares and platforms available that enable digital contents to be presented in the AR format. One of the platforms is zappar. Zappar offers a straightforward way in transforming any digital contents into AR. In fact, a person who does not have programming or coding skills is able to create and publish AR contents. Importance to Education A report by Department of Statistics Malaysia states that, in 2015, 97% of individuals aged 15 and above in Malaysia have smartphones (DOSM, 2016). With almost everybody owns at least one phone, the possibilities of AR in education are endless. Digitized Pondok Universiti is just an example how AR can be utilized in providing a richer and long lasting content. In one aspect, Digitized Pondok Universiti promotes the lifelong learning culture in the community.

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Advantages of innovation towards education and community Among the advantages of Digitized Pondok Universiti are: 1. 2. 3. 4. 5.

For most people in the community, AR is something new to them. The fact that they can access the contents just by scanning the cards through their phones definitely increases their interest and curiosity. The number of people who attend the live Pondok Universiti sessions is relatively low. Thus, the Digitized Pondok Universiti aims to reach out to more people who can benefit and learn the knowledge presented by the Islamic scholars. For those who have the opportunity to attend the sessions, Digitized Pondok Universiti serves as their revision materials in which they can revisit the contents and thus improving their understanding. Minimum cost is required for developers to create the AR materials. The platform itself is free. The only cost needed is on the code generated (USD1.50 or about RM5 per code) and the cost of postcards printing. Unlike other platforms which have low durability, AR contents can be changed or modified easily requiring no alteration on the physical medium.

Commercial value 1. 2.

As the cost for producing Digitized Pondok Universiti is very low, large volumes of postcards can be printed and thus larger community can be reached. The commercial value of this innovation is perhaps not in the monetary gained but focusing more on the sharing of knowledge with the community. Similar concept of putting rich digital contents into printed books and modules and presented in the AR format can be applied. Not limited to only video, any digital contents such as 3D objects, webpages, quizzes, interactive activities and games can also be integrated and embedded into books and modules. Fig. 1: Concept of Digitized Pondok Universiti

Acknowledgement Special thanks to Ahl Sunnah Wal Jamaah Institute, UTHM for allowing us to reproduce the recorded materials in the AR format, technical team, Khairul, Nazar, Hidzam, Saifullah, Jaafar, Halijah, Azizah, Ain and Rozana from Centre for Global Online Learning for helping us to edit the video, and Shah Rudin Jaafar for designing the postcards. Organising Committee Pondok Universiti UTHM

References Brown, P. (2015, Nov 2). How to transform your classroom with augmented reality. Retrieved July 30 th, 2017 from https://www.edsurge.com/news/2015-11-02-how-to-transform-your-classroom-with-augmented-reality Department of Statistics Malaysia (DOSM), Official Portal (2016). ICT use and access by individuals and households survey report, Malaysia, 2015. Retrieved July 30th, 2017 from www.dosm.gov.my. Kesim, M & Ozarslan, Y. (2012). Augmented reality in education: current technologies and the potential for education. Procedia – Social and Behavioral Sciences (47), 297 – 302. Wong, R. (2017, August 3). Asus Zenfone AR ushers in the era of augmented reality. Retrieved August 4 th, 2017 from http://mashable.com/2017/08/03/asus-zenfone-ar-us-release-date-price-hands-on/#v6miWHa6hmqL.

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'Tutor Me'; English for Academic Survival (UHB 10302) Mobile Learning Module Nurizah binti Md. Ngadiran Universiti Tun Hussien Onn, Johor, Malaysia [email protected]

Prof. Dr. Hajah Nor Aziah binti Haji Alias Hazila binti Kadir@Shahar, Hani Suraya binti Aziz Universiti Tun Hussien Onn, Johor, Malaysia

Highlights: In the hope of providing a well-organised mobile learning (mLearning) module to be used

by the students of Universiti Tun Hussein Onn Malaysia (UTHM) who enrolls in UHB 10302 course, 'Tutor Me' was developed by one of the lecturers. This module was designed to be utilised by the potential users during tutorial sessions and Independent Study (IS) hours through out the semester. Interview sessions were conducted among a number of lecturers and students of the course in order to determine their perceptions of the module in regards with level of satisfaction in using ‘Tutor Me’. The findings gathered from the interview sessions are used as parameters for future researchers in developing similar mLearning module that can be fully utilised by their learning institutions.

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Aplikasi Video Animasi Nahu Bahasa Arab Tingkatan Satu Janudin Sardi Universiti Teknologi MARA, Shah Alam, Selangor [email protected]

Nurul Nadia Yusoff, Aqila Izzati Amir Rudin Universiti Teknologi MARA, Shah Alam, Selangor [email protected]

Highlights: Produk ini merupakan aplikasi video animasi Bahasa Arab Tingkatan Satu berdasarkan Kurikulum Standard Sekolah Menengah (KSSM). Proses pembangunan aplikasi ini mengikut model reka bentuk instruksi ADDIE sebagai panduan aliran kerja. Pembangunan aplikasi ini bertujuan untuk menghasilkan bahan bantu dalam pengajaran & pembelajaran (PdP) bahasa Arab agar lebih menarik, berkesan dan menyeronokkan. Hasil penilaian menunjukkan 96.7% responden bersetuju bahawa aplikasi berkenaan menarik dan menyeronokkan serta dapat dapat membantu pelajar memahami mata pelajaran berkenaan.

Kata kunci: Pengajaran & Pembelajaran Bahasa Arab, Nahu Bahasa Arab, Reka bentuk Pengajaran, Teknologi Video, Animasi

Pengenalan Apliaksi ini direka mengikut model reka bentuk sistem pengajaran sebagai video pendidikan secara kursus dalam e-pembelajaran. e-Pembelajaran menjadikan proses pengajaran dan pembelajaran bahasa Arab lebih menarik dan efektif (Janudin&Mohd Arshad, 2004). Teknik pengajaran mempunyai hubungan yang signifikan dengan penguasaan sesuatu pengetahuan dan kemahiran dalam kalangan pelajar (Jamaludin&Zaidatun, 2003). Oleh itu, guru perlu memainkan peranan yang penting dalam mencari dan mengenalpasti teknik pembelajaran yang sesuai dan mudah difahami oleh pelajar.

Objektif & Kepentingan Pembangunan aplikasi ini bertujuan mengintegrasikan proses PdP bahasa Arab dengan teknologi video animasi agar lebih berkesan, menarik dan menyeronokkan serta dapat meningkatkan penguasaan pelajar dalam bahasa Arab. Aplikasi ini penting dalam pendidikan untuk menarik perhatian para pelajar dengan adanya pergerakan dan suara yang jelas. Dengan penggunaan aplikasi ini dalam proses P&P bahasa Arab, pelajar akan merasa seronok dan tidak bosan walaupun belajar dalam tempoh yang lama. Seterusnya secara tidak langsung membantu guru dalam memahamkan pelajar tentang sesuatu topik.

Metodologi Untuk membangunkan aplikasi ini, terdapat pelbagai elemen yang diperlukan sebagai asas dalam pembangunanan tersebut. Elemen-elemen tersebut disusun menerusi tiga peringkat iaitu peringkat pertama pra, peringkat kedua proses dan seterusnya peringkat ketiga pasca dalam sebuah model pembangunan aplikasi multimedia. Model tersebut dapat dilihat dengan jelas seperti yang terdapat dalam Jadual 1. Jadual 1: Model Pembangunan Aplikasi Video Animasi Bahasa Arab Tingkatan Satu

 

 

Pra Modul/Buku  Bahasa Arab tingkatan satu Pedagogi Pengajaran  Strategi  Pendekatan  Kaedah  Teknik Teori Pembelajaran Strategi

Praktikaliti dan Kegunaan

Proses Model ADDIE  Analisis  Reka bentuk  Pembangunan  Implementasi  Penilaian

Pasca Aplikasi berasaskan CD-ROM

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Kemajuan teknologi pendidikan telah menghasilkan produk ini di mana PdP bahasa Arab diaplikasikan dalam bentuk multimedia interaktif didik hibur agar pembelajaran bahasa ini menjadi lebih praktikal, berkesan dan menyeronokkan. Kelebihan aplikasi ini ialah: 1. 2. 3.

Reka bentuk persembahan menggabungkan elemen multimedia seperti teks, grafik, video, animasi dan audio Kandungan diperkukuh dengan video animasi dan elemen didik hibur Susunan kandungan mudah difahami berbantukan teks dan grafik yang menarik

Kesimpulan Berasaskan dapatan kajian yang diperolehi, pengkaji membuat kesimpulan bahawa pembelajaran berteraskan teknologi video animasi ini dapat menarik minat pelajar serta memudahkan mereka memahami subjek khususnya dalam subjek nahu Bahasa Arab.

Rujukan Janudin Bin Sardi@Mohd Yusop. (2009). Pembelajaran Nahu Dalam Bahasa Arab Komunikasi Menggunakan Aplikasi Multimedia Berasaskan WEB. Kuala Lumpur: Universiti Malaya. Jamalludin Harun & Zaidatun Tasir 2003. Multimedia Dalam Pendidikan. Bentong, Pahang: PTS Publications & Distributors Sdn. Bhd. Baharuddin Aris, Rio sumarni Shariffudin, Marimegalai Subramaniam. Reka Bentuk Perisian Multimedia,. Penerbit Universiti Teknologi Malaysia, Skudai, Johor darul taazim, (2002), edisi pertama. Ismail Muhamad, Wan Maizatul Akmar Wan Ahmad, Azman Che Mat . Sikap dan Realiti Penguasaan Kemahiran Bahasa Arab Pelajar Program j-QAF. GEMA Online® Journal of Language Studies. Vol. 13 (2), may 2013. Mohd Firdaus Yahaya, Muhammad Sabri Sahrir, Mohd Shahrizal Nasir. Pembangunan Laman Web EZ-Arabic Sebagai Alternatif Pembelajaran Maya Bahasa Arab bagi Pelajar Sekolah Rendah Malaysia.(2013). UNISZA. Jurnal Teknologi. Roblyer, M. D. (2003). Integrating Educational Technology into Teaching. Toronto:Prentice Hall.

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Learning Arabic Language Via Interactive Mobile Application Prof Madya Dr. Janudin Sardi UiTM, Shah Alam, Malaysia [email protected]

Hazrati Yahaya, Bashasunnahar Puasa, Zuraini Mohd Ramli UiTM, Shah Alam, Malaysia [email protected], [email protected], [email protected]

Ibrahim Youssef Abdelhamid Greenview Islamic School, Shah Alam, Malaysia [email protected]

Introduction Interactive mobile application is developed to make the process of teaching and learning of Arabic language to be more interesting, effective and fun. This mobile application is created based on Hanafin & Peck (1988) Instruction Design Model which involves three phases namely analysis, design and development & implementation. The advantage of this application is seen through the teaching and learning (T&L) approach that is more flexible. The content is presented by applying the interactive multimedia element that encompasses the teaching of selected topics, the reinforcement of skill acquisitions through language activities such as singing, acting, drilling and language games. The finding of this application through a qualitative study shows that all Arabic language teachers agree with the overall aspect of this multimedia application prototype, with the overall mean value of 4.47 from the scale of 5. This interactive mobile application is an innovation to the Arabic language T&L process that uses the latest multimedia technology. This development is significant in which it can be a model to the ministry, department, agency or anyone that is involved in the Arabic language T&L especially in Malaysia.

Problem Statement In the context of language teaching today, the Arabic language has been taught in schools starting from primary to university level. If you look at the proficiency level of students, there are many who are able to succeed in exams (Rosni, 2009). However, the inability to master the four language skills is still very significant (Wan et al, 2012). This condition may occur due to the fact that students only learn Arabic to pass the exam. Furthermore, since the current education system is heavily dependent on examination results; students learn only to pass the exam with flying colors. The current teaching system does not give students the opportunity to master necessary language skills. In addition, poor command of Arabic language skills can also be associated with the strategy, approach, methods and techniques used by the teacher. The objective of teaching of Arabic in Malaysia is currently based on the Standard Arabic curriculum for primary school pupils and have clear student learning outcomes to master the four language skills. Abdul Hakim (2003) states that outstanding teachers are teachers who use appropriate teaching pedagogy and also with the clear objective of teaching students. Implementation of teaching and learning in Arabic in accordance with the objectives of teaching and students also do not apply. According to Rosni (2009), they only operate the translation and memorization without diversifying the other methods. This situation will have a negative impact on students’ proficiency. This is because, it does not help students to master language skills and also does not encourage students to be active nor interact in the classroom. Meanwhile, in studies conducted by Ab. Halim (2005) and Azhar et al. (2008) it was found that teachers were more likely to use teacher-centered teaching strategies in the process of teaching and learning Arabic and this situation is not likely to cause students to undertake activities that can help them speak the language. Currently, the teaching and learning process that occurs in schools still use the white board to explain lessons to the students (Rosni, 2009). This shows that technology-based teaching tool is still underutilized among teachers of (Azhar et. Al, 2008). Based on studies conducted by Norshida (2012), found that the teaching tool most favoured by 90 % of students is the computer. Williams (2000) in. Bahal (2007), also claimed that, students showed positive attitudes toward the use of computers. In addition, the use of computers can also attract students fully in teaching and learning (Faith et. Al, 2011). Moreover, the phenomenon of dependency is one hundred per cent towards the use of textbooks creeping into teaching and learning in arabic (Mohd Shahrizal et. Al, 2012). This situation may be due to the low number of Arabic learning multimedia software available with even less based on the Arabic language curriculum and textbooks. The problem has prompted the teachers to choose textbooks and reference books as teaching materials printed for use in the process of the teaching and learning. The phenomenon described above clearly illustrates the need to enhance Arabic language skills in order to master it well. Thus, the question here is; what is the solution for the problems that have been presented above?

OBJECTIVE To integrate the Arabic language T&L with an interactive multimedia technology that contains edutainment essence so that it will be more effective, interesting and fun in order to increase the students’ mastery in Arabic language.

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INNOVATION & AUTHENTICITY The authenticity and innovation of this product is gauged through the methodology development that is through three stages; pre-stage, development process stage and post-stage of an application development model as seen in the figure below:

Pre Module Preparation Learning Theories Teaching Pedagogy Learning Strategies

Process

Analysis

Design

Development & Implementation

Model Hanafin & Peck (1988)

Post

Interactive Mobile Application

PRACTICALITY AND ADVANCEMENT The advancement of educational technology has developed this product in which the Arabic language T&L is applied in a form of interactive edutainment multimedia so that the learning of this language will be more practical, effective and fun.

ADVANTAGE The advantages of this product are: 

The design presentation combines the multimedia elements such as text, graphic, video, animation and audio.



The content is simplified with the graphical explanation and the full use of audio in simple Arabic language.



The content is alleviated with edutainment elements such as nasheed songs, dialogue video and interactive game.



The user flexibility in exploring the application content and link.

INNOVATION RECOGNITION The copyright application of this product has been submitted to the Research Innovation Business Unit (RIBU) on 23 February 2017. This product has also received silver medal in Universiti Teknologi MARA Negeri Sembilan Invention,

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Innovation and Design competition (IID UiTM CNS 2017) as well as bronze medal in E-Learning Carnival competition (ELC UTEM 2017).

Acknowledgement First of all, thanks to Allah S.W.T for this mercy and guidance in giving me full strength to complete this research “Learning Arabic Language Via Interactive Mobile Application”. Even facing withsome difficulties in completing this research. We still managed to complete it. A lot of thanks to USIM as an orgenizer “IUCEL” for giving us to involve it.

References (Use APA format) Ab. Halim Mohamad. (2005). Kelayakan Guru Bahasa Arab dalam Pangajaran Bahasa Arab: Satu Kajian Kes Paper presented at the Prosiding Wacana Pendidikan Islam. Azhar Hj. Ahmad, Hoseen Morip, & Morsalin Pawi. (2008). Kajian Tinjauan Pelaksanaan Pengajaran dan Pembelajaran Bahasa Arab di Sekolah Menengah di Negeri Sarawak. Paper presented at the Prosiding Wacana Pendidikan Islam. Bahalu Raju. (2007). Pembinaan dan penilaian perisian multimedia komponen sastera Bahasa Inggeris Tingkatan 3. (Tesis Sarjana), Universiti Kebangsaan Malaysia, Bangi. Hannafin M. J. & Peck, K. L. (1988). The Design, Development And Evaluation Of

Instructional Software. New York: Longman.

Mohd Shahrizal Nasir, & Mohammad Azizie Aziz. (2012). Pemanfaatan Tekonologi dalam Pengajaran Puisi Arab Dinamika Pendidikan Bahasa Arab Menelusuri Inovasi Profesionalisme Keguruan. Malaysia: Universiti Sultan Zaainal Abidin. Rosni Samah. (2009). Isu Pmbelajaran Bahasa Arab di Malaysia. Nilai: Universiti Sains Islam Malaysia. Wan Abdul Hayyi Wan Omar, Khoirun Nisak Mat Saad, & Majdan Paharal Radzi. (2012). Masalah Pengajaran Kosa Kata Arab dan Beberapa Cadangan Penyelesaian Dinamika Pendidikan Bahasa Arab Menelusuri Inovasi Profesionalisme Keguruan. Terengganu: Universiti Sultan Zainal Abidin.

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Keberkesanan Karaoke Beranimasi Dalam Pembelajaran Kosa Kata Bahasa Jepun Muhammad Alif Redzuan Abdullah Ph.D Jabatan Bahasa Asing, Fakulti Bahasa Moden dan Komunikasi, UPM Serdang, Malaysia [email protected]

Sanimah Hussin Ph.D

Pusat Pemajuan & Kompetensi Bahasa, UPM Serdang, Malaysia [email protected]

Highlights: Animasi merupakan satu elemen multimedia yang popular dalam proses pengajaran dan

pembelajaran bahasa asing kerana berpotensi menjadikan pembelajaran lebih menarik dan menyeronokkan. Malahan penggunaan animasi boleh memainkan peranan sebagai daya penarik minat pelajar untuk belajar dan membantu tenaga pengajar untuk memotivasikan pelajar ke arah pembelajaran yang lebih efektif. Persembahan animasi secara berperingkat akan memberi kesan peneguhan kepada proses pemahaman dan ingatan yang seterusnya memudahkan pelajar untuk membentuk makna dengan tepat. Oleh itu lima buah karaoke beranimasi telah direkabentuk menggunakan ilustrasi terpilih, lirik dan lagu gubahan pensyarah sendiri dan komposer untuk digunakan dalam kelas pembelajaran bahasa Jepun.

Kata kunci: Keberkesanan, Animasi, Karaoke, Kosa Kata, Pembelajaran Bahasa Jepun

Pengenalan Penggunaan animasi untuk menyampaikan intipati pengajaran dan pembelajaran adalah merupakan kaedah “visual learning” kerana gabungan penyampaian animasi dan teks mampu mengukuhkan ingatan pelajar. Apabila sesuatu pengajaran memerlukan pelajar untuk memahami pembelajaran dengan lebih berkesan, adalah lebih mudah jika ia dapat digambarkan secara grafik dan pergerakan yang dilakukan melalui teknik animasi (Rieber et al, 1990). Ini disokong oleh Jamalludin & Zaidatun Tasir (2003) menyatakan animasi dalam bidang pengajaran dan pembelajaran membolehkan konsep yang kompleks dan dapat disampaikan secara visual dan dinamik dengan mudah supaya mudah difahami dan diingati oleh pelajar. Tambahan pula beliau menyatakan bahawa animasi dapat menawarkan persekitaran pembelajaran yang menyeronokkan. Malahan kajian Ellis (2004) menyatakan kesan pembelajaran animasi adalah lebih tinggi berbanding tutorial menggunakan teks sahaja. Teori Kognitif (Alessi & Trollip, S, 2001) memberi penekanan terhadap pemprosesan maklumat iaitu satu proses dalaman yang berlaku dalam minda pelajar semasa pengajaran dijalankan. Golongan kognitif mementingkan proses pembelajaran itu sendiri justeru pelajar sebagai penerima maklumat dianggap penting dan perlu diberi perhatian. Manakala dalam konstruktivisme mengutamakan pembelajaran menerusi penerokaan. Justeru itu, pelajar diberi kebebasan dalam mencari maklumat (Alessi, S & Trollip, S, 2001). Mengikut Gagne (1985), animasi merupakan langkah yang praktikal dan rasional untuk mendapatkan perhatian pelajar dalam pengajaran dan pembelajaran. Pelajar prestasi rendah lebih menerima manfaat dalam kaedah pengajaran beranimasi berbanding kaedah pengajaran yang berbeza iaitu tradisional. Ini membuktikan bahawa pelajar tahap prestasi rendah memerlukan kaedah pengajaran yang lebih baik seperti penggunaan beranimasi dalam proses pengajaran dan pembelajaran supaya pencapaian pelajar tahap rendah dapat ditingkatkan.

Merekabentuk Program Animasi Masalah utama yang dihadapi oleh tenaga pengajar bahasa Jepun untuk menggunakan animasi dalam kelas pembelajaran adalah kesukaran untuk mendapatkan bahan animasi di pasaran yang bertepatan dengan kurikulum dan kekurangan pakar dalam bidang pembinaan ‘content’ perisian tersebut. Oleh itu, pensyarah bahasa Jepun di Universiti Putra Malaysia mengambil inisiatif untuk merekabentuk lima buah karaoke beranimasi yang bertepatan dengan kurikulum bahasa Jepun asas 1 untuk melihat keberkesanannya terhadap pembelajaran kosa kata bahasa Jepun dalam kalangan pelajar. Ada beberapa kriteria yang perlu diberi perhatian dalam merekabentuk program animasi yang sesuai dengan pembelajaran bahasa Jepun. Antaranya adalah: i. ii. iii. iv.

Pemilihan fon teks yang mudah dibaca dan diletakkan pada saiz yang bersesuaian adalah digalakkan bagi pembangunan sesuatu aplikasi multimedia (Vaughan, 2007). Pemilihan warna juga adalah penting kerana pengaruhnya terhadap minat pelajar. Komponen grafik yang ringkas dengan gabungan gambar dan animasi segmentasi dilihat mampu untuk merangsang minda pelajar sepanjang proses pembelajaran (Rieber, Tzeng & Tribble, 2004). Animasi diwujudkan dengan kombinasi kesan-kesan khas supaya nampak lebih menyerlah (Baharuddin et al., 2001)

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v.

Kesan audio khas atau muzik dalam program animasi mampu merangsang minat pelajar untuk terus meneroka isi kandungan animasi (Likai, Qiang, & Yuanyuan, 2013).

Pemilihan tajuk untuk lima buah karaoke beranimasi telah dijalankan berdasarkan kepada kurikulum bahasa Jepun asas 1 yang digubal di Universiti Putra Malaysia. Pensyarah telah mengumpul maklumat mengenai ilustrasi yang perlu dilukis oleh pelukis yang dilantik dengan dana peruntukan penyelidikan universiti. Pensyarah bahasa Jepun terbabit telah membuat jalan cerita (story board) bagi setiap tajuk yang dicadangkan kepada pihak perekabentuk animasi. Seterusnya pemilihan ilustrasi yang disesuaikan dengan jalan cerita (story board) dilakukan dengan terperinci agar menepati tajuk yang telah dipilih. Langkah berikutnya adalah mengaturcara animasi mengikut tajuk yang diserahkan dan membuat rakaman yang bersesuaian apabila diperlukan. Kemudian penyewaan studio rakaman telah dibuat untuk melakukan pra-produksi, rakaman dan lain-lain perkara berkaitan. Proses adunan muzik/animasi (mixing and mastering) merupakan langkah terakhir sebelum dihantar kepada pensyarah bahasa Jepun terbabit untuk mengesan sebarang kesalahan pada teks rumi dan aksara tulisan Jepun (Hiragana and Katakana) pada rakaman yang telah dibuat. Akhir sekali, lima DVD yang mengandungi lima buah karaoke beranimasi telah diserahkan kepada pensyarah bahasa Jepun yang terlibat dalam penyelidikan. Proses permohonan hakcipta telah dimohon daripada pihak Intelect Property UPM, Pejabat Timbalan Naib Canselor Penyelidikan dan Inovasi, Universiti Putra Malaysia pada 7 Julai 2017.

Objektif 1. 2. 3. 4.

Mengukuhkan ingatan pelajar kerana penyampaian intipati pembelajaran dengan gabungan animasi dan teks. Menarik perhatian, meningkatkan motivasi serta merangsang pemikiran pelajar secara berkesan. Menyediakan pembelajaran kondusif yang menyeronokkan dengan persembahan animasi secara visual dan dinamik Menjadikan proses pengajaran lebih terancang dan tersusun.

Nilai Tambah Produk animasi yang telah direkabentuk diharap menjadi panduan dan rujukan kepada pembangunan bahan bantu mengajar untuk proses pemurnian perisian-perisian atau bahan-bahan bantu agar lebih bersesuaian dengan sukatan pelajaran serta menambah nilai dan meningkatkan kepakaran dalam pengembangan bahasa Jepun sebagai satu bidang yang mampu bersaing dalam era global yang berteraskan teknologi maklumat dan komunikasi. Pengunaan platform e-pembelajaran dapat membantu pelajar untuk menonton animasi versi karaoke berulang kali sebelum dan selepas kelas. Ini secara langsung dapat membantu proses pembelajaran pelajar berlaku tanpa kekangan masa dan ruang. Apabila pelajar menonton animasi yang memaparkan grafik dan digabungkan dengan teks akan membuat pelajar mengingat dan memahami kosa kata bahasa Jepun dengan pantas dan mudah. Malahan visual grafik dan teks akan merangsang minda pelajar untuk menyimpan memori pembelajaran dengan lebih lama. Ini jelas menunjukkan bahawa animasi merupakan satu alat pengajaran yang dapat disampaikan dengan gabungan teks, grafik, muzik dan kesan khas yang dapat menarik perhatian, meningkatkan motivasi serta merangsang pemikiran pelajar secara berkesan.

Kebaikan Penggunaan animasi adalah untuk menggalakkan kreativiti pelajar yang menganggap kemahiran ejaan dan tatabahasa sebagai satu cabaran, kerana ia mengurangkan kebimbangan mereka tentang aspek teknikal sebaliknya membolehkan mereka hanya menumpukan perhatian kepada intipati animasi sahaja. Penggunaan animasi dapat mengurangkan masa belajar dan usaha pembelajaran yang sia-sia kerana persembahan kandungan dalam bentuk animasi yang lengkap dengan elemen multimedia lain seperti gambar, video, suara dan lagu yang sesuai dengan kandungan pelajaran, berjaya menarik perhatian pelajar. Hal ini dijelaskan dengan teori “Dual Coding” (Paivio, 1986). Menurut teori ini, sistem kognitif manusia terdiri daripada dua sub sistem : sistem verbal dan sistem gambar (visual). Kata dan ungkapan biasanya hanya diproses dalam sistem verbal (kecuali untuk bahan yang bersifat konkrit), sedangkan gambar diproses melalui sistem gambar mahupun sistem verbal. Jadi dengan adanya gambar dalam teks dapat meningkatkan memori disebabkan adanya dual coding dalam memori (dibandingkan dengan single coding).

Komersialisasi Modul Pengajaran bahasa Jepun asas menggunakan lima buah karaoke beranimasi sedang dalam pembangunan yang mengandungi: a. b. c.

5 buah karaoke beranimasi dengan lagu dan senikata. 5 buah lagu karaoke beranimasi minus one. Modul pengajaran bahasa Jepun asas menggunakan karaoke beranimasi.

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Potensi 1.

Diedarkan kepada tadika-tadika di sekitar Lembah Kelang;

2.

Diedarkan kepada sekolah-sekolah rendah di sekitar Lembah Kelang;

3.

Diedarkan kepada sekolah-sekolah Menengah yang menawarkan kursus bahasa Jepun;

4.

Dijual kepada pihak swasta yang ingin mempelajari bahasa Jepun;

5.

Berkoloborasi dengan syarikat animasi untuk memasarkan produk animasi yang telah direkabentuk;

6.

Berkongsi dengan MOOC Bahasa Jepun Asas.

Penghargaan Ucapan terima kasih dan penghargaan kepada pihak Research Management Centre, Pejabat Timbalan Naib Canselor Penyelidikan dan Inovasi, Universiti Putra Malaysia yang membiayai geran penyelidikan yang telah menghasilkan produk lima buah karaoke beranimasi.

Rujukan Alessi, S.M. & Trollip, S.R. (2001). Multimedia for Learning: Methods for Development. Massachusetts:Allyn & Bacon Baharuddin A., Rio Sumarni, S., & Manimegalai, S. (2002). Rekabentuk perisian multimedia. Johor Bharu: Universiti Teknologi Malaysia Ellis, T. (2004). Animation to Built Higher Cognitive Understanding: A Model for Studying Multimedia Effectiveness in Education. Journal of Engineering Education Gagne, R.M. (1985). The Condition of Learning, (4th ed.). New York: Holt Rinechart Jamalludin Harun & Zaidatun Tasir (2003). Multimedia Dalam Pendidikan. PTS Publications and Distributors Sdn. Bhd Likai, L., Qiang, T., & Yuanyuan, Y. (2013). Animation Design And Exploration of Experimental Teaching in Analog Electronic Technology. Applied Mechanics and Materials, 239-240 Paivio, A. 2006. Dual Coding Theory and Education.The Conference on Pathways to literacy Achievement for High Poverty Children: The University of Michigan School of Education Rieber, L.P., Boyce, M and Assad, C (1990). The effects of computer animation on adult learning and retrievel task. Journal of Computer-Based Instruction, 17(2):46-52 Rieber, L. P., Tzeng, S. C., & Tribble, K. (2004). Discovery learning, representation, and explanation within a computer-based simulation: Finding the right mix. Learning and Instruction, 14(3), 307-323 Vaughan, T. (2007). Multimedia : Making it work (6th ed.). Barkley, KY: Osborne/McGraw Hill

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A model for developing self-esteem and engaging students’ creativity to learn tertiary level subjects Khalid Been Md Badruzzaman Biplob Daffodil International University, Dhaka, Bangladesh [email protected]

Yusuf Mahbubul Islam Daffodil International University, Dhaka,Bangladesh [email protected]

Highlights: To come up with better teaching methods with the use of Instructional Design, teaching is now looked upon as a stepped process through which students must be taken through. To this end many teaching models have been proposed and used by teachers all over the world. Bangladeshi rural students have poor study and language skills. To make them better learners in tertiary level, traditional lecture delivery method needs to be replaced with effective approach. In this paper data was collected through an unstructured questionnaire to find the perceptions of pre-service teachers on the method. The idea was that we would get the teachers themselves to evaluate the model and perceptions regarding its effectiveness.

Key words: Inductive teaching, PET, Instructional design Introduction Eric Mazur points out: “Lectures are a way of transferring the instructor’s lecture notes to students’ notebooks without passing through the brains of either.” Inductive teaching treats the students as “problem-solvers” rather than “theory-learners”. In the process, subject teachers become coaches or helpers who help students solve problems that exist in the world. This approach values the students as potential problem-solvers and is empowering as they are motivated to take ownership of problems rather than unsolicited theories. Given the widespread and long-standing use of traditional lecture based teaching delivery (deductive teaching), it should not be surprising that both students and teachers feel comfortable with the traditional approach as “doables” are limited to chapters, notes and exercises whereas techniques that use the brain appear unfamiliar, risky and require much more preparation on the part of the teacher. Although Bonwell (n.d) counters each of the causes behind resistance, it is not easy to get people, especially teachers to change. What we decided to do therefore is to develop an inductive teaching method for training newly recruited teachers at a private university in Bangladesh. The idea was to get the teachers themselves, being at the receiving end, to feel the power of the technique and be encouraged to at least experiment with any or some of the techniques subsequently in their own classes. The card session is based on a topic question that the students must answer by discussing using a methodology adapted from the well known think-pair-share method. Formulating the question is a vital part of this section as the number of ideas depends on the directness, simplicity and relevancy of the question asked.

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Physical Method

Questioning

Active Learning

Search answer

Sample solution

Can the Private University student be forced to take interest and participate in class? How? Classroom Techniques?

Pair up, discuss and put your ideas on cards One idea per card Participatory Engaging Teaching

Pair Up

Propose ideas and discuss

Idea Cards – one idea per card expressed as keywords or phrases

Focus on ideas by reducing them to keywords/phrases

Publicly read out each idea

Compare with own idea

Group Classification of Ideas (Taxonomy)

Extraction of meaning from variety of keywords/phrases

Agree on Solution Model

Sequencing the ideas in order

Figure 1: Comparison between PET model and active learning and collaboration solution by teacher

Week 1, Slide


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of importance From the student’s point of view, the most difficult part is after the student has been given the challenge as a question, problem, data or a case study, i.e., how will the student find possible answers? Such a demand is not made on students in the traditional deductive teaching method without giving the students the relevant theories. The following steps, named simply as the “cards session” adapted from the VIPP technique are designed to create a comfortable environment for brainstorming. Figure1 shows the steps of cards session method linked with active learning processes also with class work example. Once the student pairs have discussed the question posed by the teacher, students start to search for answers in their own brains by discussing and jointly reducing the ideas to keywords/phrases. As the ideas are diverse, along with the fact that people express the same ideas using different words as well as misspellings, we need to collect and classify the similar ideas with the intervention of the owners of the ideas. This is done effectively using idea cards – having one idea per card expressed as keywords in phrases. The card technique is an adaptation of a workshop participatory technique first introduced by UNICEF Bangladesh (1993). A description of the method of writing, collecting, displaying and grouping ideas in the cards is given in the website Sharing Knowledge (n.d.).

Table 1: Steps of PEPSI (Participatory Engaging Problem Solving Intervention) Model with Metacognition, Ownership, Self esteem gained through it Steps

Metacognition

Step 1

Ownership

Step 2

Ownership

Question

Initiating the thinking process

How can you engage the brain of your students

Generating their own ideas for their own students

How would you assess that the students have gained the skills you wanted them to gain

Figuring out ways to assess according to their own teaching style

I have ability to think

Idea cards

Brainstorming and thinking about what ideas to record

Finding the ways to engage students

Figuring out ways to engage students according to their own subjects

Finding out the best possible methods of assessing their students

They figure out ways of assessment, that match their teaching style

Getting the opportunity to think improve their self-esteem

They find that the ideas that they brain- stormed belongs to different methods of assessment

They gain confidence as their ideas are valued under a category

(Pair-work, questioning each other)

Category

Think of meta concepts that represents a group of cards

They see that their ideas fall into meta categories and can be used to engage the

Self-esteem

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students

Sequencing

Finding connections and patterns among the meta concepts

They see that their ideas are a part of a larger plan to engage the students better

They find their ideas are parts of an assessment plan for their own class

They gain better understanding of the pattern for engaging the students and assessing them

Planning

Planning on how to develop a plan for a engaging class (step1) and how to assess it (step2)

Since the ideas are their own, the plan is for their own class

As they generated the ideas according to their own style, the plan is also for their own class

Since the ideas are their own they are willing to it try out in their own class

Presentation

Thinking and planning how to present their ideas in front of an audience

When the justify their plan in front of others they come up with ideas on how to improve it

While justifying their plan in accordance to their previously designed class they get a better understanding of how their assessment plan is going to take place

While defending their idea in front of a crowd they build up confidence about their class plan and also remap the plan according to their subject

Research Methodology

In this poster our proposed research question is therefore, “Would the teachers themselves appreciate the inductive teaching method when it is applied to them to prepare them for teaching at the tertiary level?” To gauge and evaluate the open ended responses, relevant keywords from the descriptive responses were selected and the frequency plotted on graphs. In addition, when teachers added teaching steps these were reproduced as block diagrams for the purpose of analysis of what they were trying to express. This was done to see whether the participants have reached the highest level of critical and creative thinking according to Bloom’s Taxonomy (1956) (as cited in Clark, (2015)). The idea is the teachers should evaluate the inductive teaching model by “living the model” and by comparing their own experiences of being previously taught/trained – if perceived effective, whether they expressed a desire to use the model in their own teaching. We demonstrate the model in action with these teachers and share the evaluation done by them. As the technique of using idea cards with students working in pairs forcefully engages each participant, the technique has been given the name Participatory Engaging Techniques (PET).

Results and Analysis Out of the 54 teachers who were invited, only 45 attended. Of these, 31 teachers filled out the questionnaire with the Three questions. Question 1: Has the PET workshop been useful to you? If YES, please describe in what ways.The responses show that the traditional thinking of the participants has been affected. The percentage of keyword responses mentioning the ways in which the inductive teaching method was beneficial to the participants. However, from the graph we see that participants mainly place emphasis on three ways, engaging students, effective classroom techniques and achieving the qualities of a model teacher. Collectively these three responses represent almost 78% of the total responses. It is important to note that the keywords used in response are interesting as none of the keywords were prescribed as a teaching method or technique by the facilitator. In response to Question 1 the keywords used in responses are: Engage students, Effective classroom techniques, Achieving qualities of a model

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teacher, Course planning, Implement teaching methods, Perception change, Increase thinking ability, Group discussion and presentation, Empower students, Make the class collaborative, Interact and link with students, Designing of Questions etc. Among these answers “Engage students” was the highest. From the variety of responses, it is seen that the inductive methodology allows for autonomy necessary for intrinsic motivation pink D.H (2009) and flexibility in learning styles Macleod, S. (2003) – it accommodates all stages of learners internal cognitive processes as per the Learning Styles theory put forward by Kolb in 1984 (as cited by MacLeod (2013)). Question 2. How’s that the participants mention at least 20 different techniques that can be applied in the classroom. Again, the techniques are a result of brainstorming by the participants themselves. These methods are at par with the inductive teaching methods recommended by Prince & Felder (2006). They show how these methods find their roots in constructivism. If the teacher wanted to cover all these techniques separately, it would cover quite a number of workshop sessions. Here the ideas no longer belong to the teacher, they are proposed by the participants. Representative idea cards can be seen in Figure 1 as sample. The techniques listed in response to question 2, were not proposed by the workshop facilitator – these were the result of pair-work responses on cards – in response to suggesting classroom techniques that could be used to engage students. Sample cards are shown in Figure 1. The approach taken by the teachers was to decide how to engage students in their subjects. The teachers therefore collectively came up with ideas – no particular technique was taught as a solution. The teachers came up with 20 techniques none of which were suggested by the workshop facilitator. The major emphasis was on question and answer, group discussion and presentation which covered almost 44.54% of the total responses. Besides, some technology related activities like Google Classroom, online feedback and using of social networks were also mentioned which can help the students to engage themselves with the contents even after the class. 42% of the respondents to Question 3 expressly mentioned that they have never attended a training program in their lives before – so they had no basis to compare. Given the responses, the fact that “active learning” has taken place is confirmed. The techniques suggested agree with the strategies put forward by Eison (2010), “Active learning instructional strategies can be created and used to engage students in (a) thinking critically or creatively, (b) speaking with a partner, in a small group, or with the entire class, (c) expressing ideas through writing, (d) exploring personal attitudes and values, (e) giving and receiving feedback, and (f) reflecting upon the learning process.” This shows that not only were the participants able to come up with engaging techniques to be used in the classroom, they were also able to formulate steps on how to carry out the techniques, i.e., they are able to design the overall steps of a lesson plan without having been expressly taught the words, “lesson plan”. The participants have been able to evaluate, synthesize and create models (Bloom’s Taxonomy as cited in Clark, (2015)) from the learning generated by the inductive teaching methodology workshop on their own, i.e., they have reached the highest level of thinking. The third question asked about their feelings on the output achieved by the workshop. As can be seen from the graph more than 30% claim it as highly effective and 25% proposed that these techniques should be made mandatory to all and also 22% mentioned it as highly interesting and very useful which are definitely very positive responses and demonstrate a desire to continue further work using these techniques and models.

Conclusions and Recommendations “Welcome new and changing environment. Ultimately, have the feeling, “to love me to engage myself with what I am doing!” The quote above, from a participant in response to Question 3, shows that the participant is thinking about what is happening – an approach defined as metacognition Clark, D. (2015). Although 58% of the participants attended other training programs prior to the workshop, all teachers enjoyed the inductive teaching methods applied. It can be said that all participants were students themselves and faced deductive teaching methods throughout their lives – the inductive teaching method was refreshing and a welcome change as the quoted response shows. The participants enjoyed the opportunity to think on their own as problem solvers – a rewarding recognition by the workshop facilitator. This agrees with what Pink (2009) says about intrinsic motivation – that people need autonomy, mastery and purpose – given these ingredients, the participants are poised to become life-long learners.

Reference Prince, M. and Felder, R. (2007). The many faces of inductive teaching and learning. Journal of College Science Teaching, Vol. 36, No. 5, March/April 2007. Retrieved March 7, 2015 from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Inductive(JCST).pdf Center for Teaching Excellence. Experiential Learning. Website at the University of Waterloo. Retrieved June 30, 2015 from https://uwaterloo.ca/centre-for-teaching-excellence/resources/integrative-learning/experiential-learning Alzu’bi, M. A. (2015). Effectiveness of Inductive and Deductive Methods in Teaching Grammar. Advances in Language and Literary Studies. Vol. 6 No. 2. Retrieved March 8, 2015 from http://www.journals.aiac.org.au/index.php/alls/article/view/1392/1362

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Manis, C. (2011). Use Inductive Teaching Methods to Enhance Your Effectiveness with Kids. Website. Retrieved March 8, 2015 from http://www.dailyteachingtools.com/teaching-methods.html Sidhu, I., Singer, Suoranta, K.M. and Johnsson, C. (2014). Introducing Berkeley Method of Entrepreneurship - a game-based teaching approach. CET Internal report nr 20140326 Bonwell, C.C. (n.d.). Active Learning: Creating Excitement in the Classroom. Workshop notes. Retrieved June 30, 2015 from https://www.ydae.purdue.edu/lct/HBCU/documents/Active_Learning_Creating_Excitement_in_the_Classroom.pdf Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. As cited in Clark (2015) Clark, D. (2015). Bloom’s Taxonomy of Learning Domains. Website. Retrieved March 31, 2015 from http://www.nwlink.com/~donclark/hrd/bloom.html Pink, D. H. (2009. DRIVE – The Surprising Truth about what motivates us. Riverhead Books, New York. McLeod, S. (2013). Kolb – Learning Styles. Website. Simply Psychology. Retrieved March 31st, 2015 from http://www.simplypsychology.org/learning-kolb.html Prince, M.J. and Felder, R.M. (2006). Inductive Teaching and Learning Methods: Definitions, Comparisons and Research Bases. Journal of Engineering Education, 95(2), 123–138. Retrieved March 9, 2015 from http://citeseerx.ist.psu.edu/viewdoc/download;jsessionid=EE6AA5D7528D494BDD55F1FEF7B76B20?doi=10.1.1.62.8102&rep=r ep1&type=pdf Eison, J. (2010). Using Active Learning Instructional strategies to create Excitement and Enhance Learning. Retrieved March 31 from http://www.cte.cornell.edu/documents/presentations/Eisen-Handout.pdf

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Online Quranic Verification Tool (QuVeT) Syarilla I Ahmad Saany1, 1 Faculty

of Informatics and Computing, Universiti Sultan Zainal Abidin, Besut Campus, Besut 22200, Terengganu, MALAYSIA [email protected]

M Nordin A Rahman1, Azwa Abdul Aziz1, Syed Abdullah Fadzli1, Raja Hasyifah Raja Bongsu1, Engku Ahmad Zaki Engku Alwi2 2Faculty

of Islamic Contemporary Studies, Universiti Sultan Zainal Abidin, Gong Badak Campus, Kuala Terengganu 21300, Terengganu, MALAYSIA [email protected], [email protected], [email protected], [email protected], [email protected]

Highlights: Quran is read on the traditional printed version format. With the abreast of smart technologies, muslim community not only learn and read on the traditional printed Quran but is also adopting to the digitization of the Holy Quran. The challenges and concerns of the muslim community are to have Quran in an authentic digital format. This can help society, both muslim and non-muslim, to learn, read and appreciate the Quran. Ironically, the muslims are lack of appropriate tools to assist them in validating the softcopy of the Quran. Besides, the Quran Apps which are downloaded into smartphone or mobile devices are not legislatively controlled. Motivated by the importance of the authenticity for the Online Digital Quran, an Online Quranic Verification Tool (QuVeT) is developed to assist in verifying the authenticity of the Online Digital Holy Quran. QuVeT is used to identify the purity and authenticity of digital ayah of Quran which are spread via internet and electronic media.

Key words: Online Quran, Verification tool, Quranic verification tool Introduction Quran is the most authentic, holy and unchanged book (kitab) of Allah since 14 centuries. Quran is believed by Muslims as a single-authored text. Customarily Quran is read on the traditional printed version of the paperback format. With the abreast of smart technologies, Muslim community not only learn and read on the traditional paperback printed Quran but is also adopting to the digitization of the Holy Quran. Quran is a concise data-set, a text of less than 80,000 words, sequenced in chapters and verses (Atwell, et al., 2010). Muslims believe that the original data format was spoken Classical Arabic, captured faithfully in a sophisticated transcription system. Quran is a significant religious text, followed by the 1.5 billion believers of the Islamic faith worldwide. The Holy Quran is the only revealed book that has been protected by Allah from any distortion or corruption. Therefore, the digital formatted Holy Quran has to transcribe accurately the exact value and relative location of every consonant, vowel, and pause, every morpheme, affix, every word, verse, and chapter (Atwell, et al., 2010). It is an obligation upon all parties to preserve the purity of the Quran. The challenges and concerns of the Muslim community are to have Quran in a digital format with 100% authenticity. This can help society, both Muslim and non-Muslim, to learn, read and appreciate the Quran. A survey done by NOORIC, it is a mandatory for today’s generation to have an Islamic body to monitor and endorse the digital versions and copies of the Holy Quran available in the digital format (Adhon et al., 2013). Quran has traditionally been read and referred through the printed Quran. This printed copy of the Quran is approved and certified its 100% authenticity by the authentication body. However, up until now, there is no Islamic body that officially monitors and endorses the digital versions and copies of the Holy Quran available in the digital format. Interference of the Digital Quran purity and authenticity which is spread via internet and electronic media has become a major concerns and serious issue to the Muslim community. The corrupted contents of the Digital Quran that reside on many web pages will confuse general Muslims especially the young generation. In reality, the threat on the purity of the Quran has been spread out via online.

Content The Online Quranic Verification model aims to identify the purity and authenticity of Digital Quran which are easily disseminated via internet and electronic media. The model consists of the following functions: 

Collection of the Quran contents which may be either authentic or forgery sources. This collection is collected via crowd sourcing.



Collection of the Quran text from experts (Rasm Uthmani). In this study, the Quranic text provided by Tanzil.net project is exploited which is the most precise digital Quranic text. The Digital Quranic text is in the XML format



Reference on the contents of the Al-Quran by experts.



Repository Centre of the Quran text that may contain the content status of the web pages containing the Digital Quranic text.

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The strategy of the implementation is divided into 2 phases: •

Phase 1 will be implemented as an early experiment using simulation process. The proposed model, also known as QuVeT, will be given the digital sources containing the Quranic text. Then, QuVeT compares with the Tanzil.net project Quranic text available on the web to verify the authenticity status of the crowdsourcing web pages containing the Quranic text.

•

Phase 2: A Repository Centre of the Quran text with the content status of the web pages containing the Digital Quranic text will be developed. This repository centre will embed QuVeT in order to do the authenticity of the crowdsourcing digital Quranic text.

Acknowledgement The Ministry of Higher Education (MOHE), Encoral Digital Solutions Sdn. Bhd. and Universiti Sultan Zainal Abidin (UniSZA) under research grant KPMSPT.600-6/2/18 / PPRN/2015/UniSZA/6 are acknowledged for supports provided and facilities utilized during this study.

References Aabed, M. A., et al. (2007) Arabic Diacritics based Steganography. Signal Processing and Communications, 2007. ICSPC 2007. IEEE International Conference on 2007. Adhoni, Z. A., Al Hamad, H., Siddiqi, A. A., & El Mortaji, L. (2013) Towards a Comprehensive Online Portal and Mobile Friendly Qur'an Application. Taibah University International Conference on Advances in Information Technology for the Holy Quran and Its Sciences (NOORIC). Alshareef, A., Saddik, A.E. (2012) A Quranic Quote Verification Algorithm For Verses Authentication, Innovations in Information Technology (IIT), 2012 International Conference, 339 – 343 Atwell, E., Habash, N., Louw, B., Abu Shawar, B., McEnery, T., Zaghouani, W., & El-Haj, M. (2010) Understanding the Quran: A new grand challenge for computer science and artificial intelligence. ACM-BCS Visions of Computer Science 2010. A. Saany, S. I., A Rahman, M. N., Abd Rawi, N and Yusof, A. I. (2013). Tajweed Race Online Game Via Facebook Platform. Proc. in Taibah University International Conference on Advances in Information Technology for the Holy Quran and Its Sciences, Madinah, Saudi Arabia © IEEE. Madinah, Saudi Arabia. 150-154. Khan, M. K., & Alginahi, Y. M. (2013) The holy Quran digitization: Challenges and concerns. Life Science Journal, 10(2), 156-164. Ismail, D., & Rahman, A. A.(2013) Sejarah Dan Perkembangan Mushaf Uthmani Di Malaysia, Penerbit UMT, Terengganu. Kamsin, A., Gani, A., Suliaman, I., Jaafar, S., Md Sabri, A.Q., Razak, Z., Idna Idris, M.Y.(2014) Program Developing the Novel Quran and Hadith Authentication system. International Journal on Islamic Applications in Computer Science and Technology, 8-17. Sabbah, T., & Selamat, A. (2015) A Novel Dataset For Quranic Words Identification and Authentication. Jurnal Teknologi, 75:2, 125-131. Shamsudin, A.F., Farooq, A. (2000) AI Natural Language In Meta-Synthetics Of Al-Qur'an, in TENCON 2000. Proceedings , vol.3, no., pp.464-467 vol.3, 2000. http://corpus.quran.com. (accessed: 31 August 2015). http://www.tanzil.net. (accessed: 31 August 2015).

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Supporting Language Learning With Multi-Modal Interactivity Sazilah Salam Universiti Teknikal Malaysia Melaka, Melaka, Malaysia [email protected]

Cheong Kar Mee Universiti Teknikal Malaysia Melaka, Melaka, Malaysia [email protected]

Highlights: Let’sLearn Mandarin iBook is a multi-modal interactive book designed to provide learners

with a handy reference virtual book. The e-book allows learners to learn Mandarin phonetics and basics of Mandarin conversation. Feedbacks from existing students using the iBook is very encouraging. A recent survey was conducted to study the relationship between student's acceptance (SA) as the dependent variable and learning Mandarin phonetics & learning basics Mandarin conversation as independent variables. The survey reported high positive students’ acceptance of Learning Design and Content Design of the iBook.

Key words: iBook, Mandarin, Language Learning, Multi-Modal, Interactive Book. Introduction Learning language is not an easy task. In order to provide learners with a handy reference book that will ease learners in learning Mandarin and to sharpen their language, Let's Learn Mandarin iBook is an interactive book that is divided into two parts: Let’s Learn Phonetics with five chapters on Mandarin phonetics, and Let’s Speak Mandarin with five chapters on basics in learning Mandarin conversation. The iBook content is prepared and structured by an instructor that has 15 years of experience in teaching Mandarin.

Content Let's Learn Mandarin Phonetics is an interactive book (iBook) that consists of five chapters on Mandarin phonetics. The lessons teach learners in identifying Mandarin syllables, tones, initials, and finals. Learners also can learn the correct combination and how to pronounce the related phonetics by playing interactive audio pronunciation repeatedly. The lessons are designed very carefully to allow new learners to understand the basic knowledge of Mandarin phonetics. Common Mandarin phonetics, words, and phrases for daily speech suitable for novice learners are chosen and original resources are included in the lessons to allow learners to practice and master Mandarin phonetics. The content delivery is prepared and structured by an instructor that have 15 years of experience in teaching Mandarin. At the end of the lesson, learners should be able to demonstrate their ability to: 1) identify the basics and correct combination of Mandarin syllables, tones, initials, and finals, and 2) pronounce Mandarin phonetics correctly.

Figure 1: Screenshots of Let’s Learn Mandarin Phonetics in Let’s Learn Mandarin iBook.

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Let's Speak in Mandarin was designed with lessons that teach learners in enquiring people’s name, greetings people, using etiquette expression, enquiring family members, and using numerals. It prepares students with basics knowledge in conversation using Mandarin. Various original dialogue videos demonstrating daily speech conversation which can be played repeatedly by students to practice the conversation. The videos are supported with subtitles in Hanyu Pinyin, Mandarin text, and English translation to ease and assist students in understanding and mastering the language. At the end of the lesson, learners should be able to demonstrate their ability to converse & respond to daily speech conversation in enquiring people’s name, greetings people, using etiquette expression, enquiring family members, and using numerals. The iBook is a handy interactive book that can be referred anytime anywhere using an iPad. The dialogue videos expose the uniqueness of Malaysian community of various ethnicity and local culture.

Figure 2: Screenshots of Let’s Speak in Mandarin in Let’s Learn Mandarin iBook. A quantitative survey was conducted involving 53 students (28 females, 25 males) to study the relationship between student's acceptance (SA) as the dependent variable and learning Mandarin phonetics using the iBook as independent variables. Independent variables are represented by four variables which are students overall experience (OE), the iBook learning design (LD), the iBook learning outcome (LO), and the iBook content design (CD). A multiple regression analysis was performed on the data collected to find the direction of the relationship between the dependent variable (SA) and the independent variables represented by OE, LD, LO, and CD. The Pearson correlation analysis result (Figure 3) shows that all independent variables (OE, LD, LO, and CD) have positive relationships (of 0.269, 0.611, 0.282, and 0.625) with the dependent variable (SA). This reflects that students poses positive acceptance when learning Mandarin phonetics using the iBook. The result (Table 1) also shows that the proposed relationship model is able to explain as much as 48.1 per cent of the variance in student acceptance. Details analysis of the independent variables show that the largest beta coefficient is .499 which is Content Design variables represented by audio buttons to re/play Mandarin phonetics and lecture video, followed by 0.477 which is Learning Design variables. The survey also was conducted to study the relationship between student's acceptance (SA) as the dependent variable and learning Mandarin conversation using the iBook as independent variables. The result (Figure 3) shows that all independent variables (OE, LD, LO, and CD) have positive relationships (of 0.269, 0.611, 0.282, and 0.625) with the dependent variable which is Student’s Acceptance (SA). This reflects that students pose positive acceptance when learning basics Mandarin conversation using the iBook. The result (Table 1) also shows that the proposed relationship model is able to explain as much as 48.1 per cent of the variance in student acceptance. Details analysis of the independent variables show that the largest beta coefficient is .499 which is Content Design variables represented by lecture video and various dialogue videos that can be re/played to practice Mandarin conversation, followed by 0.477 which is Learning Design variables.

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Figure 3: Results of Pearson correlation analysis on the proposed model. Table 1: Evaluation of the proposed relationship model between dependent variables (DV) which is User Acceptance with independent variables which are OE, LD, LO, and CD.

Model Summaryb

Model 1

R

R Square .722a

.521

Adjusted R

Std. Error of the

Square

Estimate .481

1.07769

a. Predictors: (Constant), CD, OE, LO, LD b. Dependent Variable: UA

Acknowledgement This research is conducted by Pervasive Computing and Educational Technology (PET) Research Group, CACT, Universiti Teknikal Malaysia Melaka (UTeM). The researchers are grateful with the support given by UTeM.

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Artefact in Blended Learning Increases Students’ Cognitive Engagement Shubashini Rathina velu Multimedia University,Cyberjaya,Malaysia [email protected]

Dr.Sharmini Gopinathan Multimedia University,Cyberjaya,Malaysia [email protected]

Highlights: The purpose of this paper is to enhance students cognitive engagement with the implementation of artefact is blended learning. The creation of artefact is the use of tools such as storyboard. Using storyboard, it organizes the entire semester’s activities, allow the students to view their task in an organized manner and deep learning may take place. Storyboard will act as infographic on the weekly topics, quizzes, classroom activities question and etc. Storyboard in Learning Management System (LMS) acts as communication tool, collaborative tool, coordination tool. These tools help students in handling critical task striving to achieve their goals in the course. Keywords: artefact, cognitive engagement, storyboard, deep learning, infographic, Learning Management System.

Introduction Today’s students grew up in the digital age and they are categorized as “Gen Z coming to university” the next generation learner. Rather than viewing technology as a distraction, we should be taking advantage of it to increase student engagement. The impact of new technologies in educational contexts in higher learning institutes has been mostly positive as new technologies have given educators the opportunity to enhance their knowledge, skills, and therefore enhance the standard of education. Blended Learning is defined as the combination of Face -2Face and the use of technology in teaching(Dziuban, Moskal, & Hartman, 2005). Although relatively vague, this is probably the most common meaning of blended learning used in studies set in higher education contexts. Researchers have found that student engagement, achievement and motivation are enhanced through integration of such technologies. Lecturers today uses a numerous of innovative tools and technique to blend their classes however they still face many challenges. One of these challenges is how to enhance student engagement to provide better learning outcomes. It has become increasingly important to use innovative pedagogical models to engage our students. In order to make sure that students are getting the most out of every lesson, the content should be presented in a way that the weekly task has a clear meaning and immediate value to our students. Technology in the classroom allows students to gain a deeper understanding of topics that interest them, collaborate with each other, and direct their own learning. Context plays an important role both in learning and in the design of blended learning. However, contextual factors are abstract and difficult to describe (Jeffrey, L. M., Milne, J., Suddaby, G., & Higgins, A. ,2014). The blended learning is the combination of tools and F2F employed in teaching & learning environment. In our class we use tools such as padlet, wiki, blogs, social media, videos and many more to blend our classes. Flip classroom is also an effective pedagogy that is implemented nowadays in blended learning. However to organize all this blended learning pedagogy, lecturers need to organize the contents using artefact or visuals (e.g. Storyboard) that promote the achievement of cognitive and behavior goals which creates more engagement. Artefact is a powerful tool to understand the design of blended learning environment (Uden, 2007). Visuals are much more engaging then written text and convey a lot more information. In this research the artefact is a storyboard that gives the students the entire view and information regarding their course specification, class activities, quizzes and tests. A story board takes you to the next whole level. This is because the infographics in story board tools are typically used for displaying information in simple graphic, that students could easily follow the lesson plan and the activities that is plugged in the story board. It also shows the history of the task posted by lecturers. This allow both lectures and students easily track their activities. Students don’t need to scroll down and up to see the lectures posting. In many Universities’ the function of LMS is to post and upload task given by lecturers, however the presentation of LMS is very textual and lengthy. If in the LMS the activities are unorganized bits of tasks thus students must scroll up down to find the notes in the LMS will lead to lack of motivation and engagement to accomplish the task. However a LMS with storyboard provides the first impression about how the course would flow and what sort of activities need to be completed with infographic or visuals. With the storyboard students’ don’t need to scroll up & down and it is a horizontal presentation view which they could view all the activities for the entire semester like a dashboard view. With the storyboard implementation in blended learning it will create an effective task management to the lecturers and for students as an effective content management.The expectation of revision and reflection requires considerable self-efficacy on the part of students (Hoffart, Doumit, & Nasser, 2016).With the implementation of artefact in a form of storyboard creates cognitive engagement because it is organized as a dashboard in a single screen for the entire semester’s teaching plan.

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Figure 1: storyboard for your module which the learning outcomes are aligned with the assessment events, topics (contents) and e-assessment To value a subject matter, students are more likely to be invested in learning and empathy deep level of learning strategies(Lumpkin, Angela; Achen, 2015) . To have this value created the need for cognitive engagement is very important .Thus for students to cognitively involved, active learning should take place that the need to create artefact is important with the use of tools such as storyboards in the LMS.The use of artefacts creates collaborative with peers encourages cognitive engagement (Authors, 2014).As students they work towards a shared goals and feel jointly responsible for the success and self-efficacy(Carroll, Rosson, & Zhou, 2005). Many research conducted in intrinsic and instrumental motivation but it is not sufficient for ensuring success in blended learning environment (Haruni Machumu1, 2015). Cognitive engagement is an important criterion for a successful blended learning environment. Cognitive engagement is where students willingness to invest and exert effort in learning while employing the necessary cognitive. Cognitive engagement moderates the path in which values and needs to learning and achievement as discussed above about storyboard functions in blended learning. Thus storyboard creates cognitive engagement because it is organized as a dashboard in a single screen for the entire semester’s teaching plan.

References Authors, F. (2014). Sense making and artifacts : an exploration into the role of tools in. Carroll, J. M., Rosson, M. B., & Zhou, J. (2005). Collective efficacy as a measure of community. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems - CHI ’05, (January), Dziuban, C., Moskal, P., & Hartman, J. (2005). Higher education, blended learning and the generations: Knowledge is power-no more. Elements of Quality Online Education: Engaging Communities, 85–100. Haruni Machumu1, 2 and Chang Zhu1. (2015). Motivation and Cognitive Engagement in Learning Environments ., (January 2006). Hoffart, N., Doumit, R., & Nasser, S. C. (2016). Use of storyboards as an active learning strategy in pharmacy and nursing education. Currents in Pharmacy Teaching and Learning, 8(6), 876–884. Lumpkin, Angela; Achen, R. (2015). Flipping a Class: Active Learning and More of It. Sport Management Education Journal, (July), 9, 79–90. Uden, L. (2007). Activity theory for designing mobile learning. Int. J. Mob. Learn. Organ., 1(1), 81–102.

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AR-BEST : Mobile Augmented Reality Application in Learning Basic Numbers Syadiah Nor Wan Shamsuddin Universiti Sultan Zainal Abidin, Kuala Terengganu, Malaysia [email protected]

Kamariah Awang, Ismahafezi Ismail, Norkhairani Abdul Rawi, Maizan Mat Amin Universiti Sultan Zainal Abidin, Kuala Terengganu, Malaysia [email protected]

Highlights: Teaching and learning sessions for LINUS students need improvement while conducting the

session which requires more teaching aids using new technology. However, LINUS modules still utilize traditional methods to teach students. Students cannot focus and do not enjoy the learning session. Mobile devices are becoming ubiquitous in the world today and have become a learning tool in the classroom. Based on the validated proposed conceptual model, AR Belajar Asas Nombor Secara Interaktif (ARBEST) application has been successfully developed. It is a supportive learning application specially designed for special need students with numeracy difficulties. This tool has a great potential as a learning tool especially for LINUS students.

Key words: Mobile Application, Augmented Reality, LINUS , Numeracy Difficulties Introduction LINUS stands for Literacy and Numeracy Screening. The program has been implemented by the Ministry of Education (MOE) under the National Key Result Area (NKRA) mandate since 2010 to ensure students master literacy and numeracy. The numeracy in mathematics is closely related to the ability of students to perform basic mathematical operations and to understand simple mathematical ideas and to apply mathematical knowledge and skills in daily life (Ministry of Education Malaysia, 2013). Numeration is a new term in Mathematics education in Malaysia. Attention to numeracy began in the Primary School Standard Curriculum (KSSR) for primary education. The LINUS program is created by the MOE to address the low achievers students’ problem in Understanding Literacy and Numeration Screening amongst stage 1 students (Ministry of Education Malaysia, 2013). Among the factors that caused the difficulty of teachers to teach the students in the classroom are the stigma of the low interest student’s attitude when using the traditional learning materials (Ahmad & Mutalib, 2015). Furthermore, teachers should have the latest teaching aids to conduct solid pedagogy foundation (Nordin et al., 2017). Information Communication Technology will enhance how teaching and learning happens. Students will be able to access a wider range of content that is more engaging and interactive. ICT will be an ubiquitous part of schooling life, with no urban-rural divide, and with all teachers and students equipped with the skills necessary to use this technology meaningfully and effectively (Ministry of Education Malaysia, 2013). Therefore, teachers should have the latest teaching aids to attract their students in teaching and learning the 21 st century with intent learning environment (Ahmad & Mutalib, 2015). Hence, there is a need to have a teaching aid to facilitate the teacher and the LINUS student during the LINUS session (Nordin et al., 2017). Nowadays, mobile learning has become an emerging tool in education. Today's sophisticated technological era utilizes the mobile phone which makes teaching and learning exciting to parents and teachers, who are able to use applications via mobile phone technology (Shaharom & Halimb, 2016). With the prevalence of mobile application technology, teachers are able to use it as a teaching aid to conduct lessons. Mobile learning itself has been claimed to be effective and engaging for young children and can also improve their learning (Miswan & Adnan, 2016). It has been proven that by using mobile application technology, teachers and parents can assist and support students in the learning process (FernáNdez-LóPez et al.,2013). The conceptual framework was proposed for designing mobile augmented reality (AR) in learning basic numbers. The combination of learning theories, multimedia and interactivity as well as clear learning process will make LINUS sessions more effective. Learning theories are the key components in this conceptual framework. It needs to be in the framework and applied in the application developed. It is to assist the learning process to be more effective (Shamsuddin et al.,2016). The learning theories that were implemented in the framework are cognitive load theory, intrinsic motivation and compensatory approach. AR technology holds a huge promise for the field of education. It provides opportunities for authentic learning and engages learners in learning. The combination of the learning theories, learning techniques and multimedia elements are very important and provide an effective session to students and teachers especially for LINUS students. Based on the validated proposed conceptual model, AR Belajar Asas Nombor Secara Interaktif (ARBEST) application has been successfully designed. AR-BEST is a supportive learning application specially designed for special need students with numeracy difficulties. This application taught students about numbers using augmented reality to attract students’ motivation and interest. This tool has a great potential as a learning tool for special need students especially LINUS students. This application has a great commercial value. Many target groups will benefit for this application especially teachers, parents and students themselves. AR-BEST innovation is an efficient tools to help and motivate LINUS students.

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Acknowledgement We are grateful for Universiti Sultan Zainal Abidin for the support of this research.

References Ahmad, S. Z., & Mutalib, A. A. (2015). Preliminary study: An Investigation on Learning Assistance Requirement Among Low Achievers in Primary Schools. International Journal of Computer Applications, 114(2). Blueprint, M. E. (2013). Blueprint 2013–2025. Ministry of Education Malaysia. FernáNdez-LóPez, Á., RodríGuez-FóRtiz, M. J., RodríGuez-Almendros, M. L., & MartíNez-Segura, M. J. (2013). Mobile Learning Technology Based on Ios Devices to Support Students with Special Education Needs. Computers & Education, 61, 77-90. Miswan, M., & Adnan, M. H. (2016). Pembangunan Aplikasi Peranti Mudah Alih untuk Kemahiran Membaca Kanak-Kanak: Aplikasi Literasi LINUS (LiLIN). Jurnal Pengajian Media Malaysia, 17(2). Nordin, M. R. M., Shaari, S., & Kamarodzan, N. (2017). Cabaran Guru Program Linus (Literasi) Di Sekolah-Sekolah Murid Orang Asli Negeri Perak. Jurnal Penyelidikan Dedikasi, 8. Shaharom, M. S. N., & Halimb, M. A. (2016). Parents’ Perception on the Use of Augmented Reality Educational Mobile Application for Early Childhood Education. Journal of Advanced Research in Social and Behavioural Sciences, 3(2), 137-146. Shamsuddin, S. N. W., Bakar, N. F. A., Makhtar, M., Isa, W. M. W., Rozaimee, A., & Yusof, N. (2016). A Framework for Designing Mobile Quranic Memorization Tool Using Multimedia Interactive Learning Method for Children. Journal of Theoretical and Applied Information Technology, 92(1), 20-27.

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Designing immersive learning environments with AR technology: The DARE Project Heidi Tan Yeen-Ju Multimedia University, Cyberjaya, Malaysia [email protected]

Prof. Dr. Neo Mai, Prof. Dr. Neo Tse Kian, Dr. Hew Soon Hin, Syarifah Nurleyana Wafa Binti Syed Naguib Wafa, Mohd Nazri Zainuddin, Muhammad Syahmi Abd Aziz, Muhammad Amirul Asraf Bin Abdul Manap, Dalila Sha`irah Binti Abd Halim Multimedia University, Cyberjaya, Malaysia [email protected]

Highlights: The DARE project which is an acronym for “Digital Augmented Reality Environments” is an

explorative project looking at the use of Augmented Reality (AR) technologies to build physical learning environments that are immersive and interactive. This exhibition presents Phase 1 of the project, which consists of the AR enhanced learning materials.

Key words: Augmented Reality, Multimedia in Education, Interactive Learning Environments Introduction In the “Malaysian Education Blueprint 2015-2025 for Higher Education”, the Malaysian Ministry of Higher Education calls for all Higher Learning Institutions to use blended learning models as their pedagogical approach (MOHE, 2015). As such, classes in Multimedia University are now designed to incorporate the use of online web technologies with face-to-face class activities. With the emphasis placed on designing online learning environments, The DARE Project which stands for “Digital Augmented Reality Environments” is an explorative project looking at the use of Augmented Reality technologies to innovate the physical teaching and learning environments.

Exploring the use of Augmented Reality for immersive learning A blended learning environment “blends” both the online and face-to-face components of learning (Graham, 2006), therefore our team decided to focus on the face-to-face component of a blended learning environment and see how it can be enhanced with technology. While Virtual Reality is used to create a simulated environment, we found that Augmented Reality is better able to “blend” the real world environment with the virtual environment and thus helping to create an immersive learning environment (Dunleavy, Dede, and Mitchell, 2009). We decided to create interactive learning materials that incorporate Augmented Reality technology based on foundational design topics that can be accessed by students at any time in a physical learning space. The learning materials showcased in this exhibition are based on two topics: Introduction to 1)Colours and 2) Shape. Our team designed and developed an app using the UNITY 3D software with the primary function to house the learning content and for students to explore the AR learning materials. We also designed and developed the physical learning materials that are used as markers for the AR app. In “colours”, students can explore several short videos to first learn the basic theories about colour and then proceed to further explore the topic through the AR enhanced learning materials. Likewise in “Shapes”, students first learn about shapes through short videos and then proceed to see the application of the theoretical knowledge through augmented learning materials. The project’s objective is to explore the use of Augmented Reality to allow the physical learning environment to be just as immersive, interactive and engaging as the online learning environment. This can help to bridge the gap between learning in a physical learning space and learning in an online learning environment. Overall the DARE project is split into two Phases and in this exhibition, we are showcasing the work done for Phase 1 of the project which are the learning materials enhanced with Augmented Reality technology. We chose to start with topics that are fundamental knowledge to allow the learning content to be used by students of all ages and to also reduce the frequency of needing to update the information. The content is intended to be used as a support tool in the classroom to enhance the student learning process and thus should be incorporate as part of a holistic teaching and learning strategy. The use of Augmented Reality technology helps support an overall authentic learning experience for the students as they can see, within a safe classroom setting, how theoretical knowledge is applied in real life (Dede, 2009). Our plan is to market our innovation as an educational tool for educators as well as for parents. We plan to monetize the app on the Google Play Store and the Apple App Store as well as provide digital “Do-It-Yourself” versions of the physical learning materials so that the app can be easily used in any setting. We believe that this will help spur further interest and exploration into the use of Augmented Reality technologies in teaching and learning.

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Figure 1: Screenshot of the colours module in the DARE app.

Acknowledgement The authors are grateful to TM Research and Development (TM R&D) for funding this project, the Centre for Adaptive Multimedia, Education and Learning cOntent Technologies (CAMELOT) Research Centre and the Faculty of Creative Multimedia for their support.

References (Use APA format) MOHE (Ministry of Higher Education) (2015). Malaysia Education Blueprint 2015-2025 (Higher Education). Available online: https://jpt.mohe.gov.my/corporate/PPPM%20(PT)/4.%20Executive%20Summary%20PPPM%202015-2025.pdf Graham, C. R. (2006). Blended learning systems. The handbook of blended learning, 3-21. Dede, C. (2009). Immersive interfaces for engagement and learning. Science, 323(5910), 66e69. Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 7e22.

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Leptorinth Siti Farhana Bajunid Universiti Putra Malaysia, Serdang, Selangor [email protected]

Amira Fathini Bt Azman Segi University, Kota Damansara, Selangor [email protected]

Ashreen Norman Universiti Putra Malaysia, Serdang, Selangor [email protected]

Gorakanage Ashen Indimal Gomes Universiti Putra Malaysia, Serdang, Selangor [email protected]

Mohd Amirul Faiz Bin Zulkifli

Universiti Putra Malaysia, Serdang, Selangor [email protected]

Izyan Fartini Bt Md. Zuri Universiti Putra Malaysia, Serdang, Selangor [email protected] Muhammad Anuarruddin Bin Azmilumur Universiti Putra Malaysia, Serdang, Selangor [email protected]

Assoc. Prof. Dr. Syafinaz Amin Nordin Universiti Putra Malaysia, Serdang, Selangor [email protected]

Assoc. Prof. Dr. Wan Zuhainis Saad Universiti Putra Malaysia, Serdang, Selangor [email protected]

Highlights: Young learners have impressionable minds and are curious by nature, which allows the

cultivation of a younger generation of future learners who are exposed to endless possibilities. Learning with games encourages an increase in student engagement and the information transfer becomes easier. Leptorinth integrates AR into its gameplay which allows the players to learn of the devastating effects of leptospirosis. During the process of playing the game, they become independent, thus encouraging their kinaesthetic learning with the aid of augmented reality (AR). Public awareness of such diseases where a game is involved, interests and encourages the community to learn with delight.

Keywords: Augmented Reality (AR), young learners, big canvas game, e-learning, leptospirosis Introduction This is the dawn of a new era in education, whereby e-learning has become an essential tool in teaching and learning. Integration of technology into everyday teaching has made learning a more exciting experience. Learning should not only be limited by the boundaries of a classroom. Instead, the students should be allowed to undergo growth and experience learning without any boundaries. Gone were the days of just relying only on textbooks. These days, learning has become paperless and an interactive force to be reckoned with. With the introduction of virtual reality (VR) and augmented reality (AR), educators worldwide have built teaching aids surrounding these new genre of technology (Nincarean et al., 2013). Students of any age group are motivated to learn better when they are able to interact with their surroundings or use their senses to experience the subject of interest (Cops, 2012; Wang et al., 2017). E-learning should not only be applied when it is deemed necessary in the education sector, it can also be applied as a new way of spreading public awareness. As students who are excited to learn anything with the use of technology, this innovation is a combination of learning with the use of a big canvas game, augmented reality (AR) and collaborative e-learning tools. Our target audience will be young learners from primary school or younger. Young learners are usually excited when they are able to play and learn (Rasalingam et al., 2014). With the use of games, students are also able to learn by applying the knowledge they have acquired. They improve themselves if they do make a mistake and get better as they play

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the game (Elofsson, 2016). Learning is more than just reading and memorizing, it is important to apply the knowledge in real life (Hung et al., 2016). Besides that, young students learn to be more interactive with their team mates. This leads to better collaborative and social skills between children and educators (Khan et al., 2015). The game applies the usage of AR which triggers the students to become more responsive than just plainly playing the game on a board by conventional methods (Wang et al., 2017). The AR involved will immerse the younger audience to learn on the subject of Leptospirosis and are able to visualise the concept.

Content This game is focused on the leptospirosis disease because this is to create an awareness campaign among youth on the danger of leptospirosis which could lead to death but this can be prevented. The Leptorinth game is named after the bacterium called leptospira which infect humans through occupational, recreational or avocational exposure (Levett, 2001). The player will experience 3D model AR and is able to explore e-learning tools while playing and solving the tasks. There are forty-two steps to complete the game. The game is divided into six categories based on the leptospirosis information (eg; transmission, prevention, etc). In each category, there will be a challenge that require them to answer questions or solving tasks. If the player gives wrong answers, he will be penalised such as lose 1 turn and the correct answers will be provided after the penalty. If he answers correctly, he will be rewarded for example move two steps forward. The remaining steps consist of leptospirosis information with an instruction for them to move to the certain steps. The player is provided with a dice and he will need to take turns with others to roll the dice. The player will proceed to the next step depending on the number of the dice. Then, the player will follow the instruction either it is written on the canvas or he needs to scan the logo using our apps and the 3D model AR will pop up. There are QR codes embedded on each of the canvas to show tips and more information on leptospirosis. There are certain steps which require the player to complete a task using e-learning web tools. For example, the player need to answer question based on information they have collected in Quizlet. Once the task is done, the player will get a special reward. Throughout playing the game, all of the players will update in a collaborative site such as Padlet about the information they have obtained. The winner will be determine by the most posted or shared information in the Padlet . The game can accommodate up to six players at one time and the minimum requirement are two players. The life size game board on canvas is suitable for 8 years old and above. This interesting game empower players to gain a better understanding on leptospirosis, signs and symptoms, prevention and treatment with interactive task to test their understanding. The AR feature added to the big canvas game makes it more interesting and fun for them to learn. When learning isn’t a chore anymore, it becomes easier on the brain to digest new knowledge. According to Hung et al. (2016), AR provide learners with a more focused and effective way to learn the subject of interest. The world is changing and evolving constantly. Ushering into this new age of e-learning, younger learners are always and constantly exposed to technology even at an early age. Not only do they use books to learn, but also use devices such as the tablet and phone to play educational games or even just watch a video online. These handheld devices are portable and can be utilised anytime whenever an educator feels the need to do so (Nincarean et al., 2013). Rasalingam et al. (2014) stated that education should not be limited to a closed space. The combination of AR and online collaborative e-tools in this game develops a player’s ability to learn and share information simultaneously. Education wise, this product can expand the minds of young ones and tap into their creative side. Not only does this innovation gives benefit from a learning perspective, it inspires the young learners. Once they are exposed to e-learning at a younger age, they are able to reflect and think of possibilities of improving the learning method using technology. In the next 5 or 10 years, technology will expand and the possibilities would be endless. By inspiring them, they become future innovators and creators (Ko et al., 2011). Making them feel that the world is at their fingertips, their curious minds are a valuable asset to a bigger and brighter future from an education perspective. The idea behind Leptorinth isn’t just about incorporating AR with the big canvas game but also to allow students to express themselves freely while learning. Not only does their metacognitive skills develop, it also expands their social skills and thinking skills (Khan & Pearce., 2015). When a situation calls for a certain knowledge to be utilised, for example in this case; a game, learners execute what they know and by doing this they learn from their mistakes. By practicing their game skills among their friends, the knowledge gained is fortified (Moreno et al., 2009). Health campaigns can be further enhanced with this big canvas game. With Leptorinth, the attention of the masses can be easily focused to the subject matter by playing the game. The audience are now players and are able to learn about leptospirosis in a more authentic way. Leptorinth’s next plan is to commercialize the game through affiliation with private educational institution, health, games or bookstore companies that are interested to market and sell game based on e-learning tools such as this. Leptorinth has limitless possibilities and its intention is to start with younger learners which mainly consists of primary school children. This is to ensure that Leptorinth as an innovation inspires and initiate their curiosity. This product can be made to learn any type of subjects in school to make learning more fun in class. Teachers are constantly finding new ways to teach their students. This AR based canvas games are big and very eye-catching. They can be used repetitively reducing the need for the teacher to produce new materials to make the subject interesting. The market size for this product is wide as there are plenty of primary schools in the country. Moreover, it can be used when there is a public awareness campaign on Leptospirosis.

Acknowledgement We would like to express gratitude to Dr. Wan Zuhainis Saad, Head, Department of Microbiology, Faculty of Biotechnology and Biomolecular Sciences and Dr. Syafinaz Amin Nordin, Head, Department of Medical Microbiology and Parasitology, Faculty of Medicine and Health Sciences, Universiti Putra Malaysia for assisting the team in completing this project.

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References Cops, J. (2012). Gaming Behavior of Flemish Students and Their Willingness for Using Games in Education. Communications in Computer and Information Science Serious Games: The Challenge, 47-52. Elofsson, J., Gustafson, S., Samuelsson, J., & Träff, U. (2016). Playing number board games supports 5-year-old children’s early mathematical development. The Journal of Mathematical Behavior, 43, 134-147. Hung, Y., Chen, C., & Huang, S. (2016). Applying augmented reality to enhance learning: a study of different teaching materials. Journal of Computer Assisted Learning, 33(3), 252-266. Khan, A., & Pearce, G. (2015). A study into the effects of a board game on flow in undergraduate business students. The International Journal of Management Education, 13(3), 193-201. Ko, C., Chang, T., Chen, Y., & Hua, L. (2011). The Application of Augmented Reality to Design Education. Edutainment Technologies. Educational Games and Virtual Reality/Augmented Reality Applications Lecture Notes in Computer Science, 20-24. Levett, P. N. (2001). Leptospirosis. Clinical Microbiology Reviews, 14(2), 296-326. Moreno-Ger, P., Burgos, D., & Torrente, J. (2009). Digital Games in eLearning Environments. Simulation & Gaming, 40(5), 669-687. Nincarean, D., Mohamad Bilal Ali, Noor Dayana Abdul Halim, & Hishamuddin Abdul Rahman. (2013). Mobile Augmented Reality: the potential for education. Procedia-Social and Behavioral Sciences, 103, 657-664. Rasalingam, R., Muniandy, B., & Rasalingam, R. R. (2014). Exploring the Application of Augmented Reality Technology in Early Childhood Classroom in Malaysia. IOSR Journal of Research & Method in Education (IOSRJRME), 4(5), 33-40. Wang, M., Callaghan, V., Bernhardt, J., White, K., & Peña-Rios, A. (2017). Augmented reality in education and training: pedagogical approaches and illustrative case studies. Journal of Ambient Intelligence and Humanized Computing.

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Dimensionite: The new revolution of modern textbook Aisyah Hafizah Binti Ibrahim Universiti Putra Malaysia, Selangor, Malaysia [email protected]

Farhanna Binti Abd Ghani Universiti Putra Malaysia, Selangor, Malaysia [email protected]

Bernard Thian Yi Zhe Universiti Putra Malaysia, Selangor, Malaysia [email protected]

Assoc. Prof. Dr Wan Zuhainis Binti Saad Universiti Putra Malaysia, Selangor, Malaysia [email protected]

Highlights: Dimensionite is an app which implements both Augmented and Podcast into a game

learning app which prepares for today Future Ready Learners into the world of Food Microbiology that can be played individually or teamwork. Updating today news to Dimensionite, users now able to discover the impacts of food microbiology which can be learned when playing the app in Dimensionite.

Key words: Dimensionite, Pokemon-Go, e-learning, Augmented Reality, Food Microbiology, Podcast

Introduction Ever since the launching of Pokémon Go, it is undeniable how much it has affected society from a different age. Not only Pokémon fans are playing, those who have great attraction to other elements such as Augmented Reality (AR), Real Virtual Combat, collecting rare Pokemon and such. With that attraction, Dimensionite desires to create an e-learning platform which introduces Food Microbiology to today’s future-ready learners! Dimensionite is a learning platform that is integrated with exploring, reading, hearing, touching, and thinking which makes anyone to quickly adapted to learn. Using Unity software to create Dimensionite application software and integrate Augmented Reality, whilst Dimensionite content will be referring to up to date scientific books relating to Food Microbiology in simplified yet concise facts for average users which have zero knowledge in Food Microbiology. Dimensionite, an app which combines the elements in e-learning with; Augmented Reality, Classroom Interaction via Competition and Rewards. The development of online multiplayer educational games would create communities of learners who would learn through a social experience. It seems that games can teach children in a fun, engaging, motivating, interesting and encouraging way, enabling the teaching of complex new information, otherwise too difficult to be taught in a classroom, since knowledge can be adjusted for different types of learning, and leading to the development of strategic skills through experimentation and trial and error (Paraskeva et al., 2010). Providing users to today technology advancement, it is no doubt that today exposure will definitely bring to tomorrow improvement and empowerment. Future ready learners no longer need to fully depend on their science textbook and wait until they have to learn the courses relating to food microbiology; they can simply download Dimensionite and discover how easily microorganisms interact with food and how this impacts today global issue.

Content People always thought that knowledge can be only gained from books. However, not all society love reading especially in the era of modernisation and growing of technologies. Dimensionite will be the next revolution of modern textbooks. Implementing 2D appearance background, instead of walking; users are able to navigate the screen to search for 3D images which act as a 'point' that will pop out on the 2D background. As the user has tapped the 3D image (known as ‘stops’), simple yet concise facts which consist of various appearance (videos/animation/image/texts) will be shown relating to the respective 3D image. In having a better learning experience, Dimensionite supplies cards that act as trigger image which when scanned on the app, users will experience Augmented Reality on their screen with the facts that will pop out, surrounding the card. Of course, Dimensionite will provide tutorials along the way for the user to have a better understanding of the software. Users are able to skip whichever stops they desire, once the user has finished understanding the knowledge on whichever stops, the stops will have an indicator which shows the user has gained knowledge at the stops. Users are able to enhance their knowledge of which, Dimensionite will challenge them to a game that can be played solo

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or via inviting friends (requires internet connection). Either in solo or group mode, they will compete for each other in a race until the finishing line. Throughout the race, there will be weapons which user can use to 'attack' other contestants, while other contestants may 'defend' themselves from the attacks. In order to 'attack' or 'defend,' they first must answer the questions Dimensionite has prepared. If they succeed, the attack or defend mode will proceed. If they fail to answer the questions, the attack or defend mode will not be activated. The questions given are based on the stops the user decided to study about. The winners will be rewarded virtually. In Dimensionite, there is also a podcast function. A user that has a busy schedule while eager to learn may find Dimensionite useful, especially while driving in the car or even cooking as this game does not require all of your attention, rather will emphasize the key term or what to focus on. Podcasting appears to have significant potential for enhancing the revision process and a quicker way to revise than using their own notes (Evans, 2008). Podcasting will be updated from time to time to provide the latest news about the food microbiology. Dimensionite mainly focuses on Food Microbiology because most of the people tend to know microbes that cause spoilage in food while there is actually an abundance of useful microbes involved in manufacturing food which helps to enhance the quality of food and extend the lifespan of food. Microorganisms are essential for the production of food such as cheese, yoghurt, bread, beer, wine and, other fermented foods. Fermentation ensures not only increased shelf life and microbiological safety of a food but also may also make some foods more digestible (Caplice,& Fitzgerald, 1999). Dimensionite integrates today demanding and powerful technology; Augmented Reality into a whole new level of e-learning, improving the quality of teaching and learning experiences. Augmented Reality helps users into a new perspective in the world of Microbiology while applying into the real world. It’s proved that AR environments could boost students’ motivation and interest, which in turn could help them to develop a better understanding of learning contents (Nincarean et al., 2013). Dimensionite target marketability is the higher education especially for the student who has the basics in Microbiology field. With special features such as Games, Podcast and AR technology, which able to help the student learning with amazing and exhilarating experience as they will discover microbes surround them and immediately gain much information from this app. Lecturers and students are also able to take this advantage in sharing lecture's video/audio by using podcast. Not that specified towards higher education, rather worldwide as to create awareness regarding Food Microbiology, its interaction with a human and the environment, the impact and how Food Microbiology aid in food manufacturing.

Acknowledgement Being grateful for Associate Professor Dr. Wan Zuhainis Saad, as exposing to us such competition, as well as patiently guiding and help Dimensionite whether we seek for help as this give us much more opportunity to promote the world of Microbiology!

References Caplice, E., & Fitzgerald, G. F. (1999). Food fermentations: role of microorganisms in food production and preservation. International Journal of Food Microbiology,50(1-2), 131-149. Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & Education, 50(2), 491-498. Nincarean, D., Alia, M. B., Halim, N. D., & Rahman, M. H. (2013). Mobile Augmented Reality: The Potential for Education. Procedia Social and Behavioral Sciences 103 ( 2013 ) 657 – 664. Paraskeva, F., Mysirlaki, S., & Papagianni, A. (2010). Multiplayer online games as educational tools: Facing new challenges in learning. Computers & Education, 54(2), 498-505.

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Gamification in Education: Designing and Developing a MOOC on How to Gamify Your Classroom Maizatul Hayati Mohamad Yatim UPSI, Tanjong Malim, Malaysia [email protected]

Tan Wee Hoe, Laili Farhana Md Ibharim, Haslina Hassan, Salman Firdaus Sidek, Ahmad Nurzid Rosli, Suhazlan Suhaimi, Maryati Md Saad, Ahmad Saifuddin Ahmad Termizi & Muhammad Izzat Mimol UPSI, Tanjong Malim, Malaysia {whtan, laili, haslina, salman, nurzid, suhazlan, maryati}@fskik.upsi.edu.my {rampagegunner, asbattabs}@gmail.com

Highlights: A Gamify Your Classroom MOOC is design and develop to educate, to train, and to inform users on how to transform the way of teaching using gamification and game-based learning (GBL) approaches. This course is divided into three levels: Game Concepts, Gamification, and GBL. Users will learn on the art and science of gamification including the 5-step in gamification, and game usability. This course introduces hands-on activities through learning by making games and learning by playing games; traditionally and digitally. At the end of each levels, users will be assessed through game quests. To attract users to be immerse and engage in this course, a Bonus Level is given at the end of this course. The delivery methods include self-paced learning, assessment of learning users with progression indicators, integration of game elements, challenge-based learning, and project-based learning. Users will experience lots of fun and engaging activities in this course.

Key words: Gamification, Education, MOOC, Game-Based Learning, Challenge-Based Learning, Project-Based Learning.

Introduction Technology provides golden path and opportunities in education as our today’s education ecosystem are not suited to tomorrow’s community and society. The dramatic impact of technology changes on the way we think and work especially in education. The way of teaching, learning, coaching, training and information changes for current and next generation are relatively need more fun, more engaging, and motivating than other forms of learning approaches (Egenfeldt-Nielsen, 2007). For that, gamification and game-based learning (GBL) approaches are introduced in a massive open learning course (MOOC). Due to the potential of games in education, UPSI has introduce a MOOC, purposely design and develop through OpenLearning platform, namely known as Gamify Your Classroom. The aim of this MOOC is to educate, to train, and to inform users on how to transform the traditional or conventional way of teaching using gamification and GBL. Gamification approach focusing on the application of game elements (also refers to game principles or game mechanics), usually exists in game design and development, into a non-gaming context such as teaching and learning, marketing and business, career development or others (Maizatul & Ummu, 2017). Whilst, GBL is a form of learner-centered learning that uses electronic games for educational purposes (Tan, 2015). Some features of the Gamify Your Classroom MOOC include self-paced learning, an online discussion group, assessment of learning users with progression indicators, game elements integration (such as badges, learning levels, scoreboard or leaderboards, rewards, progress bar, and challenges), and challenge-based learning (CBL). Besides the usage of project-based learning (PjBL), this course also integrates design thinking and personalized learning to make sure the users will gain learner experiences throughout the course. Users will use learning technologies introduce in this course such as video, game application, game authoring tools, and learning spaces (or sandboxes). The Gamify Your Classroom MOOC is divided into three main levels – Game Concepts, Gamification, and GBL. In Game Concepts Level, users will use learning technologies provided to understand concepts such as play versus game, game elements, evolution of games, history of games, the differences of game genres. In Gamification Level, users will learn on the art and science of gamification including the 5-step in gamification, and game usability, which include game testing, flow testing, and fun testing. In GBL Level, users will have hands-on activities through learning by making games and learning by playing games. For making and playing games, two types of game will be introduced which are traditional games (tabletop games) and digital games. At the end of each levels, users will be assessed through CBL quests. To attract users to be immerse in this course, a Bonus Level is given at the end of this course. This level describes serious game initiatives in the game industry. The MOOC is design and develop through a rigorous process to make the users understand and use as their practice in teaching and learning. The design and development of this course regards fun as the key factor that a MOOC needs to engage the player (Koster, 2005) as games in education plays important role in engaging users towards a mental state called flow (Csikszentmihalyi, 1996). Since this course is also concentrate on game design and development aspects, users will know two major context of design which are the gamification aspects and the GBL approach. As many of game academicians claimed, playing is the future of learning ( Göbel et. al, 2016), gamification offers the science of programming meets the art of game design with a human touch. But to gamifying

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teaching or learning strategy, one must understand the technological pedagogical content knowledge (TPCK) model. In doing so, users will posit and interplay the complex roles of three components of TPCK which are the content, pedagogy, and technology (Michael, D. & Chen, 2006). Whilst, GBL enable a blending of surface and deep learning approaches (Tan and Xu, 2009). As discussed, surface learners are those who learn to cope with course requirements, emphasizing rote learning, and lacking reflection upon or understanding of the purpose of the study. Deep learners are those who can transfer knowledge and skills gained in one learning experience to other situations and make sense of novel ideas through personalization of the learning process (Farber, 2015; Prensky, 2007). Together with the emerging of Industrial Revolution 4.0 (IR4.0), the use of cyber-physical systems has cause us to rethink on the aspect of teaching and learning. As a controlled and monitored mechanism, a MOOC system tightly integrates the Internet advantages with its users. This Gamify Your Classroom MOOC will provide the underlying knowledge and skills for users to adapt and adopt in their teaching and learning. The users will easily access and share the learning contents and learning materials provided in Gamify Your Classroom MOOC. The delivery methods use in Gamify Your Classroom MOOC includes self-paced learning, assessment of learning users with progression indicators, integration of game elements, CBL, and PjBL. The interaction between users and MOOC trainers involve lots of engaging activities with fun in-mind. Lastly, this course helps today’s students preparing for their tomorrow’s careers through understanding the approach of gamification and GBL.

Acknowledgement We are grateful for the opportunities given by UPSI, KPT, OpenLearning. To all students and users of Gamify Your Classroom MOOC, who stood with us from the beginning {#xoxo}.

References Csikszentmihalyi, M. (1996). Creativity: Flow and The Psychology of Discovery and Invention. Harpercollins: New York. Egenfeldt-Nielsen, S. (2007). Educational Potential of Computer Games. Continuum: London. Farber, M. (2015). Gamify Your Classroom: A Field Guide to Game-Based Learning. Peter Lang: New York. Göbel, S., Hugo, O., Kickmeier-Rust, M., & Egenfeldt-Nielsen, S. (2016). Serious Games: Economic and Legal Issues. Serious Games, 303318. Koster, R. (2005). A Theory of Fun for Game Design. Paraglyph Press: Scottsdale. Maizatul Hayati Mohamad Yatim & Ummu Husna Azizan (2017). Pembelajaran Teradun: Trend, Isu dan Amalan. Penerbit UPSI: Tanjong Malim. Michael, D. & Chen, S. (2006) Serious Games: Games that Educate, Train, and Inform. Course Tech Inc.: Boston. Prensky, M. (2007). Digital Game-Based Learning. New York, Paragon House. Tan Wee Hoe (2016). Gamifikasi dalam Pendidikan. Penerbit UPSI: Tanjong Malim.

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MyCrocrux Muhamad Firdaus Syahmi Universiti Putra Malaysia, Serdang, Selangor [email protected]

Aqilah Nadia Universiti Putra Malaysia, Serdang, Selangor [email protected]

Ainul Farisyah Universiti Putra Malaysia, Serdang, Selangor [email protected]

Nur Izzah Atikah Universiti Putra Malaysia, Serdang, Selangor [email protected]

Assoc. Prof. Dr. Wan Zuhainis Binti Saad Universiti Putra Malaysia, Selangor, Malaysia [email protected]

Highlight: MyCrocrux is a game where people can actually live in the virtual world by using their avatar and learns about microorganisms that live around us. This game will help people to gain more knowledge about microbiology and apply it in their daily life. This also can increase awareness in our society about pathogenic microorganisms that are harmful to us. Thus, we can avoid any diseases that cause from the microorganisms. Keywords: avatar, microbiology, microorganism, prototype, virtual world, pathogenic.

Introduction MyCrocrux is an innovative game for learning. MyCrocrux is the game based on the microbiology and how it can be applied in our daily lives, it can also make people become more curious about whatever happens around them and they will be more careful. The game is not only fun, but it is able to instill interest and pique players curiosity about microbes. In recent years, gamification is known to engage students in learning and make learning fun (Widder, 201; Teyssier, 2016).

Content MyCrocrux is a game where people will be exposed to the knowledge of microbiology in this game. MyCrocrux is a virtual world where the users will choose an avatar that lives in that world. It provides the users with the knowledge of the microorganisms that usually found in our daily lives. For example, basic knowledge about microorganisms that can be found in our kitchen. What will happen if we do not wash the dishes? What microorganisms that can be found in that sink? In this game, firstly, the users need to customize the avatar’s characteristics and features. For example, for the avatar's hair, skin colors and also the avatar's personality. Then, they can start playing the game. In this world, the avatars need to manage themselves for example as a cook, sleep and other daily routine. The avatars can increase any of their skills in order to increase their levels of life in that world. When the avatar got to the next level, they will get points or gifts. They can use the points to get a new microbe that needed to unlock any places or things in that world. They can get the title according to their level. For example, if the user wants to increase the avatar's skill on cooking, the avatar need to practice cooking frequently, then the avatar can get the points to level up from a normal person to a cook and goes on until the highest level professional chef. During cooking, the avatar actually needs to use the microorganism that can be used or questions will be given as a test to increase the avatar's skill. This game is not only for education but also includes the important thing that the best game needed to make sure the people that play it will not feel bored and gain knowledge about microorganisms. Sometimes, all you really need is to be able to translate concepts and ideas into tangibles and get them validated (Jones, 2017). MyCrocrux has a very important element, as it creates awareness among the student about how important microbes in life as microbes play an essential role in many aspects. This game is very important to educate them to be more alert to surrounding. This is because of students take easy about microbes and also students are being ignorant as microbes are tiny things instead microbes are contagious that leads to many serious diseases. MyCrocrux is an innovation in the form of games that will educate students. MyCrocrux provides many advantages that will benefit the users and community. One of the advantages is MyCrocrux will not just educate and provide knowledge, but it also has the fun aspects. MyCrocrux will expose and introduce to the students about microorganisms in our daily life. Some of the students might know nothing about bacteria or microorganisms. The

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main theme is microorganisms which involve in our daily life. It is made simple and understandable for students to play and gain something from MyCrocrux. Designs that are used in MyCrocrux are quite innovative, creative and suitable for students to enjoy themselves while gaining knowledge in more systematic and interesting way. MyCrocrux will provide modern and simple design. Mycrocrux will prove that students can learn and gain information or knowledge not just by reading books or attending lectures but also by playing games.

Acknowledgement We are grateful for the Universiti Putra Malaysia for give permission for us to join this event and also to our lecturer Assoc. Prof. Dr Wan Zuhainis Saad that give her advice to us and support our product development.

References Jones, C. (2017). Basic Benefits of Games Based. Retrieved July 24, 2017, from http://www.teachthought.com/the-future-of-learning/technology/6-basic-benefits-of-game-based-learning/ Teyssier, Y. (2016). 5 Advantages of Using Games for Learning. Retrieved July 24, 2017 from https://elearningindustry.com/5advantages-games-for-learning Widder, B. (2017). How to make a video game (experience not required). Retrieved July 24, 2017, from https://www.digitaltrends.com/gaming/how-to-make-a-video-game/

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Innovative Blended Learning on MOOC Platform: The Case of Diversifying Student Creativity among Malaysian Undergraduates Salman Firdaus bin Sidek Universiti Pendidikan Sultan Idris, Tanjung Malim, Malaysia [email protected]

Maizatul Hayati bt Mohamad Yatim, Suhazlan bin Suhaimi, Mohamad Farahim bin Mohd Sanimin Universiti Pendidikan Sultan Idris, Tanjung Malim, Malaysia [email protected], [email protected],edu.my, [email protected]

Highlights: The learning of the Computer Architecture and Organization (CAO) course has been

carried out on Malaysia’s Massive Open Online Course (MOOC) platform in the form of blended learning for three months. Initially, 46 high-quality instructional videos and 7 presentation slides have been developed and uploaded to the OpenLearning online platform since September 2015. In Universiti Pendidikan Sultan Idris (UPSI), the first cohort of students who had enrolled in this online course consisted of diploma students of Semester 1 2015/16. Later, the second and third cohorts consisting of diploma and degree students of Semester 1 2016/17 and of Semester 2 2016/17, respectively, pursued the same course. The latest cohort following this course comprised diploma students of Semester 1 2017/18. Since July 2017, 52 high-quality instructional videos, 7 presentation slides, 7 learning activity sheets, 7 additional learning materials, and 2 quizzes have been uploaded, benefiting 527 students all over the world. The learning of CAO course consisted of online learning and face-to-face learning. On the one hand, the former was performed on the MOOC platform involving several game-based learning activities, in which 4 educational computer games and an augmented reality e-book, which had been developed by students, were utilized. On the other hand, the latter was carried on the Kahoot! platform. This kind of blended learning enabled students to learn creatively and effectively, in which they managed to produce several creative and informative learning materials, such as instructional videos about the local culture, recycling practices, and environmental-friendly or green technology practices. In addition, they carried out a number of group projects in which creative and functional computer casings were designed and developed. Their creative ideas and designs of computer casings have received their due recognitions, appearing as an exclusive coverage in the “Varsity” section of Berita Harian. To gain more exposure, the students also participated in several competitions, including The International Engineering Invention and Innovation Exhibition (i-ENVEX 2015) and The 1st International Malaysia-Indonesia-Thailand Symposium on Innovation and Creativity (iMIT SiC2017) platforms. Obviously, their involvements in the above activities and events have made the students become more resilient, articulate, and resourceful. In this study, the blended learning strategy was also extended to experiential and service learning, in which the students carried a communitybased project called Karnival Belia PERKASA@REMAJA Orang Asli. In this project, they helped several teenagers of an indigenous community to learn computer maintenance. Overall, the positive outcomes of this study underscore the importance of innovative blended learning in helping students to acquire the 21st century skills required in the information age.

Key words: blended learning, game based learning, educational game software, augmented reality, green technology, community based project.

Introduction In the Malaysia Education Blueprint for Higher Education 2015 to 2025 (MEB HE 2015-2025), the Ministry of Education (MoE) of Malaysia advocates that all institutions of higher learning (IHLs) to use blended learning as a pedagogical approach such as to be in line with a new learning paradigm shift, aptly named Globalised Online Learning. In this regard, the initial step taken by Malaysia’ MoE was to convert 10 common courses of university undergraduate programs into MOOC, which is running on the OpenLearning platform as an integrated component of lectures. Unfortunately, such a noble effort was not reciprocated by the students, as highlighted in an extensive review of 25 relevant articles by Hew and Cheung (2014). The findings of this review showed that 90% of the students – which was a huge proportion – simply quit using MOOC, citing several reasons, such as few incentives, inability to focus on discussions, inadequate prior knowledge of related topics, unclear expectations of courses and assignments, failure in understanding learning contents, absence of helpdesk, and a lack of time because of other commitments and priorities. Likewise, Alraimi, Zo, and Ciganek (2014) found that less than 10% of the students completed their courses using MOOC. Apparently, these negative findings were consistent with the findings of studies carried out by other researchers, including Breslow, Pritchard, DeBoer, Stump and Seaton (2013), Ho et. al. (2014), Jordan (2014), and Kolowich (2013). Clearly, a new learning strategy or approach is badly needed to improve the utilization of MOOC as an online learning platform. In this respect, research findings of studies that focused on learning based on new, innovative methods may shed some light on the ways to improve student learning. For

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example, research carried out by Hazan (2007) showed students’ learning performance, motivation, and attitudes toward learning improved significantly with the use of game-based learning activities. Such promising findings seemed to have spurred other researchers to carry out similar research. For instance, in an effort to diversify gamebased learning activities, Aleksieva-Petrova and Petrov (2011) proposed “learmer” (a term coined from the words learner and gamer) model to map various game styles to learning styles based on the type of learning activities. Therefore, for this study, the blended learning of Computer Architecture and Organization (CAO) course on the MOOC OpenLearning platform was designed based on a game-based learning approach to help improve students’ interest and motivation in learning this course.

Content In learning CAO course using MOOC, several learning materials were developed and shared by students using the game-based learning approach. In fact, they developed four educational computer games, namely DrPC, Mr. Binarie’s Brain, Bingram, and Binary Football (see Figure 1). These computer games were used in learning two topics of the course, which were selected based on their interest. The DrPC game was intended to help their peers in performing computer installation, while the other three games were intended to help their peers to learn the numbers system. In addition, the same students developed an e-book entitled Computer Hardware containing 3D contents (developed by augmented reality technology), to which their peers could readily refer when learning computer components. In the face-to-face learning of CAO, a free game-based learning platform named Kahoot! was used to promote active learning in the classroom. After the completion of the course, 25 multi-choice questions (MCQ) were tested on the students to assess their understanding of the first three chapters. To further enhance the contents of the learning materials, the students produced several creative and innovative instructional videos embedded with certain topics, such as culture, recycle practices, and green technology practices, which would help them become more caring and emphatic toward many pressing issues faced by the society. In producing such videos, they were required to gamify the learning process by complying with a certain set of rules and challenges as follows: 1. The length of the video should be less than three-and-a half minutes (the shorter is better). 2. The video must include cultural elements, such as attire, background music, video decoration, and anything that is deemed suitable and attractive. 3. The video contents can be delivered through acting, singing, poem, news hosting, or anything that makes the viewers happy and satisfied with the presentation (creativity is highly emphasized). 4. The video can be developed by any available video-editing software and hardware that students are familiar with, such as VivaVideo and mobile phones, respectively. Figure 1: The interface of the educational computer games

To help students develop positive and caring attitudes toward the environment, they were given group projects in which they were required to create environmental-friendly computer housings or casings, which were to be made from recyclable components and materials. In addition, they were required to use mineral oils or other natural liquids for the cooling system. To gamify the learning process, students had to adhere to a set of rules and challenges as follows: 1. 2. 3. 4. 5.

The computer casings should be compact and lightweight. The computer casings should be highly portable. The use of the latest PC components is highly emphasized. The computer casings should be designed with strong elements of creativity and innovation. The computer casings should be ergonomically designed with an easy-to-access panel that would clearly display the OS on the monitor.

To expose students to innovation competitions at both national and international level, they have participated in The International Engineering Invention and Innovation Exhibiton (i-ENVEX 2015) and in The 1st International Malaysia-Indonesia-Thailand Symposium on Innovation and Creativity (iMIT SiC2017). Remarkably, in the category of creative and innovative product designs, the students managed to bag a bronze medal in the above

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competition. Such a remarkable feat has been featured in several leading newspapers, especially in the “Varsity” section of Berita Harian on 20 April 2017. The blended learning strategy was also integrated into the experiential and service learning strategies, which would help them develop 21st century skills. With these learning approaches, students were encouraged to apply and transfer their skills and knowledge to contribute to the wellbeing of a local society through a community-based project called Karnival Belia PERKASA@REMAJA Orang Asli, which was held on 10 and 11 December 2016. In this project, the students helped the indigenous teenagers to learn computer maintenance. Such an endeavor was very rewarding to both the teenagers and students, in which the former gained basic computer maintenance skills, while the latter become more knowledgeable and articulate. Clearly, these positive outcomes underscore the strength of such innovative learning strategy. As highlighted, the blended learning approach was proposed by Malaysia’s MoE in its address of MEB(HE) 2015-2025. However, several studies have shown that many educators were facing several limitations and challenges in applying such an approach in their teaching. Therefore, this predicament may entail researchers to seek new methods that can minimize or eliminate prevailing problems. As demonstrated in this study, game-based learning approach can help improve the implementation of blended learning. According to Tan (2015), gamebased learning can be carried out with two methods, namely learning through game invention or learning through playing. In this study, the learning of CAO was carried out as blended learning, consisting of online learning and face-to-face learning. For the former, the students used the MOOC platform to help them learn as they were actively engaged in the process of creating several educational games, consisting of several gaming elements or principles. For the latter, they used Kahoot!, (a popular online game-based learning application platform) to help gamify learning activities in the classroom. Interestingly, the students managed to produce a diverse range of learning materials, such as educational computer games, augmented reality e-book, environmental-friendly computer casings, and creative instructional videos. Additionally, the blended-learning strategy was also extended to service learning approach, which could help students develop 21st century learning skills, such as sound interpersonal skills and knowledge. For instance, they were also encouraged to participate in local or international events to help them gain more experiences. In this study, innovative game-based learning activities, which had been aligned with the 10 shifts of MEB(HE), were carried out on the MOOC platform. Furthermore, the learning activities were designed based on the amalgam of augmented reality technology, green technology, gamification, and service learning, which together would help drive educational ecosystem toward industrial revolution 4.0, of which the aim is to humanize technology. Evidently, learning that focuses on the importance of innovation and sustainable environment would be able to produce resilient, resourceful, and creative students, who would ultimately help contribute to the betterment of the society and the environment. For example, creative and caring students would be able to share their knowledge or expertise with their less fortunate counterparts and peers, thus improving the knowledge and skills of all concerned. Moreover, this kind of learning, which also focuses on the imperative of maintaining a well-balanced ecosystem, would help realize the aspirations of the National Philosophy of Education, which emphasizes a holistic development of students with sound physical, emotional, spiritual, and intellectual attributes. Impressively, the instructional videos about computer maintenance produced by the students possess all the right elements of a good presentation, which can be used in the training of computer maintenance. Equally impressive are the computer games and augmented reality e-book created by the same students. These educational products are not only highly appealing but also educationally enlightening, which could be successfully marketed to meet emerging demands for such innovative educational products.

Acknowledgement We are grateful to the Malaysia’s Ministry of Education and Universiti Pendidikan Sultan Idris for the financial assistance rendered.

References Aleksieva-Petrova, A., dan Petrov, M. (2011). ADOPTA Model of Learmer and EducationalmGame Structure. International Conference on Computer Systems and Technologies. Alraimi, K. M., Zo, H. dan Ciganek, A. P. (2014). Understanding the MOOCs continuance: The role of openness and reputation. Computers & Education 80 (2015) : 28-38. Elsevier. Breslow, L., Pritchard, D. E., DeBoer, J., Stump, G. S., Ho, A. D., dan Seaton, D. T. (2013). Studying learning in the worldwide classroom: research into edX’s first MOOC. Research and Practice in Assessment, 8, 13-25. Ho, A. D., Reich, J., Nesterko, S., Seaton, D. T., Mullaney, T., Waldo, J., et. al. (2014). HarvardX and MITx: The first year of open online courses (HarvardX and MITx Working Paper No. 1). Retrieved July 1st, 2017 from http://ssrn.com/abstract=2381263. Hwe, K. F. dan Cheung, W. S. (2014). Student’s and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Reviews 12 (2014) : 45-58. Elsevier. Jordan, K. (2014). Initial trends in enrolment and completion of massive open online courses. The International Review of Research in Open and Distance Learning, 15(1). Retrieved July 1st, 2017 from http://www.irrodl.org/index.php/irrodl/article/view/1651. Kolowich, S. (2013). The professors who make the MOOCs. The Chronicle of Higher Education. Diperolehi dari http://chronicle.com/article/The-Professors-Behind-the-MOOC/137905/#id=overview. Malaysia Education Blueprint 2015-2025 (Higher Education). Retrieved July 17th, 2016 from http://www.moe.gov.my/cms/upload_files/files/3_%20Malaysia%20Education%20Blueprint%2020152025%20(Higher%20Education).pdf Tan, W.H., (2015). Gamifikasi Dalam Pendidikan : Pembelajaran Berasaskan Permainan. Malaysia : UPSI

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MOOC’s Content: Real Video vs Video Animation Irwan Mahazir Ismail, Zainal Abidin Sayadi, Azli Nawawi, Affero Ismail, Mohd Hamim Sanusi @ Ikhsan, Mohamad Md Som, Hemmy Abd Jalal Universiti Tun Hussein Onn Malaysia [email protected]

Highlights: The power of imagination and the way they think affects the level of understanding of the

students either verbally or in writing. Students experience difficulty in remembering and understanding the content especially through MOOC. Most video’s content in learning is focusing more on imaginative skills and skills in problems solving and students requires interactive content that is able to attract students' attention. Video is an important element in MOOC in the delivery of learning content. Therefore, the comparison of actual video usage with animation video is assessed to ensure MOOC's quality could achieve the MOOC’s objectives.

Key words: MOOC, video animation, real video, interactive Introduction Video is actually a powerful and effective medium in influencing student’s behavior and gives impact on the R & D process in e-learning. The purpose of video editing is for developing a moving picture and accompanied by a sound to attract students to give full attention. Video can present information in a short time with a very interesting and restrictive way and also can be repeated by the students for any part of information if they do not understand the learning. Clark, (1994) argued that the type of media does not affect learning, instead learning is affected by the way in which the media is used. Coherent with the 9-PPPM-PT leap which had been launched in 2014, suggesting the use of MOOC for the training in Malaysia to be the starting point for MOOC development in Malaysia. Video is a key element for MOOC, hence video quality for MOOC needs to be considered as a presenter of teaching content.

Content Description of Innovation This Video Development is done with a careful planning to apply the appropriate content according to the curriculum set for the presentation course. Different types of media naturally facilitates more effective learning than another (Hastings and Tracey,2005). In order to ensure that the learning materials developed are in line with the syllabus, the researcher has been working with the instructor so that the content applied in the learning materials is appropriate and tailored to the needs of the students. Animated video is developed with powtoon software to provide video learning (animation) for learning notes on the topic of the lesson. Powtoon software can be accessed through the website: https // www.powtoon.com. While actual videos use Camtasia Studio software to develop realtime learning videos for learning notes on topics relevant to the syllabus. The process of inserting video has been recorded by the researcher in this software on the "import media" item. In this software, there are various elements that can be used such as audio, text (callouts), transitions and so on. This software is very helpful in producing a video.

Background of the Innovation Online learning videos is aimed to reduce cognitive load levels. By comparison between two learning videos which are real video and animated video that can attract students and reduce student cognitive burden levels through MOOC. It is hoped that with this online learning video will help lecturers in their teaching and learning process and help students improve their understanding and improve the learning quality to the maximum level as well as to be interested to use MOOC. Importance to Education This online learning video content is tailored to the needs of students. Both of these videos emphasize on the content. Possess particular characteristics that make them both more and less suitable for the accomplishment of certain kinds of learning tasks” (Kozma, 1994). The existence of interactive concepts through online video enables students to control content that is relevant to the tasks assigned to them. Among the advantages of comparison for the video are:  The lecturer does not need to print a lot of notes to give to students.  Facilitate students to understand every content they want through interesting elements such as animation, graphics, audio and text.

 

Diversify the teaching and learning process. Improve the MOOC quality

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Commercial value 1. 2. 3. 4.

Declining Revenue for Higher Education Institutions 
 Increasing Demands for New and Diverse Courses 
 Demands for Quality Higher Educationn Increasing Demands for Quality Lifelong Learning

References N. Hastings and M. Tracey, “Does Media Affect Learning: Where Are We Now?” TechTrends Linking Research and Practice to Improve Learning, 2005, 49(2), 28-30. R. Kozma, “Will media influence learning?”, Educational Technology Research and Development 1994, 42 (2), 7-19. R. Clark, “Media Will Never Influence Learning”, Educational Technology, Research and Development 1994, 42(2), 21-29

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Visualising ‘Ba’: The Design and Development of an Online Social Learning Platform. Hafiz Hanif Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia [email protected]

Highlights: This study focusses on the development of a social learning platform, designed from ground

up, based on the concept of the spiral knowledge creation model, SECI (Nonaka, Toyama & Konno, 2000). In line with the social constructivism paradigm, the platform places dialogues and discussions as central and a catalyst to the development of shared knowledge in a learning community. The model tells of a three-part structure to the knowledge creation i.e. the spiralling SECI processes, the shared context known as ‘Ba’, and the artefacts of interaction e.g. knowledge assets and moderators. This study attempts to visualise this ‘Ba’ or ‘space’ in an online learning platform.

Key words: SECI, social learning platform, knowledge creation, participation. Introduction Participation has long been the ‘Achilles heel’ of online learning (see McLure Wasko & Faraj, 2000; Ardichvili, Page, & Wentling, 2003; McLinden, McCall, Hinton, & Weston, 2006; Borzillo, 2007; Guldberg & Mackness, 2009). Instructors often resort to allocating certain percentage of marks to students’ participation in order to encourage interaction, which might lead to artificial responses and shallow reviews. In contrast, there are online communities which reportedly received high volume of participation, without obvious returns/rewards e.g. marks to drive the participation. Sites like StackOverflow, Flickr, Github, and Wikipedia are examples of such sites, but too little is known about the mediating elements for participation found in those sites. Scholars have long been developing concepts and frameworks in attempt to address this issue. Concepts such as ‘social presence’ (see Mehrabian, 1971; Gunawardena & Zittle, 1997), and sense of community (see Preece 2001; Rovai 2002) were coined and provided a guidance in understanding the problem of participation in mediated environment. Nevertheless, these concepts were not instructive to adequately address the problem (To be fair, these concepts were not necessarily written to provide instructions as to how to address the problem of participation in online environment, but other scholars have adopted the concepts, with inconsistent results). Hanif & Hammond (2016) proposed a more actionable idea to address this issue. They have identified ‘help’ and ‘helping behaviour’ as central to the community that they have studied. By helping others, members of the community created a ‘vortex’ of participation, in which members who had been helped before, returned to the community in order to help others, with the intention to ‘payback’ or ‘pay-it-forward’. This and other similar findings (see Wasko & Faraj, 2000) highlighted the social, and the crowd-sourcing dimension that online participation has gravitated to. The missing puzzle piece now is to see how this working idea of participation fits in educational environment, particularly in online learning environment. SECI (Nonaka et al, 2000) provides a working model on how to capture knowledge creation in communities and organisations. This model outlined four spiral steps to knowledge creation i.e. socialisation, externalisation, combination, and internalisation. Socialisation is a process of converting tacit knowledge through shared experience. Since tacit knowledge is difficult to conceptualise, often people would have to experience it in order to understand the knowledge. This includes experiencing doing the task together, living with an expert, etc. Externalisation is a process of converting the tacit knowledge into explicit, often through conversations and sharing of experience. Combination includes the merging of the explicit knowledge to form other complex explicit knowledge, to be shared among other people in the community or organisation. Internalisation is a process of accepting the explicit knowledge to be part of ones’ own knowledge. With that, socialisation is seen as the catalyst to kick-start the knowledge creation processes.

Content The platform, dubbed ‘Palantir v1.0’, is an online social learning platform, built from ground-up, as an alternative to the readily available MyGuru online learning platform in Universiti Pendidikan Sultan Idris (UPSI). Palantir is designed to address several issues that exist in MyGuru, mainly on the lack of conversation-centric design. The design process started with the analysis of existing online learning platforms, in terms of its layouts and application structures. This enables the visualisation of styles and concepts that the industry is practicing. This becomes the base and a point of reference. In terms of the requirements of the learning platform, Palantir is designed in lieu with the four processes of SECI i.e. socialisation through the discussion that happens in newsfeed and timeline; externalisation through the features such as the ability to write and share stories, upload materials, and asking for assistance/help; combination through the commenting features enabled; and internalisation through students’ profile and dashboard analytics. Palantir is designed with conversation and collective problem solving in mind. It places conversation as central to the application, and to an extent, the community. By placing the idea of learning as social actions instead of a checklist of tasks that the students need to perform in order to learn, it provides a seamless learning experience for the students. It is hoped that by approaching the issue of participation in online learning environment from this

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perspective, it can be resolved and that the participation from the students will truly be driven by interests, knowledge-seeking, and possibly altruism. This, in turn, will promote a higher quality of work, and education. Palantir is highly marketable, due to its simple architecture and cross-platform capability. Palantir has been developed based on an open-source isomorphic Javascript web framework that can be deployed to multiple devices and platforms such as web, Android, iOS, Windows, and on both mobile and desktop.

References Ardichvili, A., Page, V., & Wentling, T. (2003). Motivation and barriers to participation in virtual knowledge-sharing communities of practice. Journal of Knowledge Management, 7(1), 64–77. http://doi.org/10.1108/13673270310463626 Borzillo, S. (2007). Communities of Practice to Actively Manage Best Practices. Weisbaden: Deutscher Universitätsverlag. Guldberg, K., & Mackness, J. (2009). Foundations of communities of practice: enablers and barriers to participation. Journal of Computer Assisted Learning, 25(6), 528–538. http://doi.org/10.1111/j.1365-2729.2009.00327.x Gunawardena, C. N., & Zittle, F. J. (1997). Social presence as a predictor of satisfaction within a computer‐mediated conferencing environment. American Journal of Distance Education, 11(3), 8–26. http://doi.org/10.1080/08923649709526970 Hanif, H., & Hammond, M. (2016). Why and How Do Members Provide Help For Others Within Online Communities? In S. Crammer, M. De Laat, T. Ryberg, & J. A. Sime (Eds.), 9-11 May, Presented at the Tenth International Conference on Networked Learning, Lancaster, UK. McLinden, M., McCall, S., Hinton, D., & Weston, A. (2006). Participation in Online Problem‐based Learning: Insights from postgraduate teachers studying through open and distance education. Distance Education, 27(3), 331–353. http://doi.org/10.1080/01587910600940422 McLure Wasko, M., & Faraj, S. (2000). ‘It is what one does’: why people participate and help others in electronic communities of practice. The Journal of Strategic Information Systems, 9(2), 155–173. Mehrabian, A. (1971). Silent messages. California: Wadsworth Publishing Company. Nonaka, I., Toyama, R., & Konno, N. (2000). SECI, Ba and leadership: a unified model of dynamic knowledge creation. Long Range Planning, 33(1), 5–34. Preece, J. (2001). Sociability and usability in online communities: Determining and measuring success. Behaviour & Information Technology, 20(5), 347–356. Rovai, A. P. (2002a). Building sense of community at a distance. International Review of Research in Open and Distance Learning, 3(1).

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Virtual Microbes Assoc. Prof. Dr Wan Zuhainis Binti Saad Universiti Putra Malaysia, Selangor, Malaysia [email protected]

Highlights: The “Virtual Microbes” project was designed to develop future-ready learners for the 21st Century. The undergraduate microbiology students from the universities involved learning Microbiology together utilising various Web 2.0 tools. Virtual study groups, each of which consists of students from different universities, were assigned to explore their creativity in discussing and presenting specific topics related to the courses that they are taking during the semester.

Key words: Virtual learning environment, Microbes, Web 2.0 tools, virtual team teaching Introduction:

The landscape of digital technologies provides many stimulating ways for students to learn, enabling them to explore, connect, interact, share and create beyond the walls of the traditional classroom. Virtual microbes is a virtual peer learning platform design for Microbiology undergraduate students to collaborate in completing an assignment designed based on their courses taken in that particular semester. It is a team-based collaborative learning that provide students with activities designed such that each student will have the opportunity to experience the inherent differences of working within virtual teams.

Content In 2016, five other universities agreed to participate in a virtual peer teaching study project involving 675 students throughout the country. In order to ensure that all the students learning Microbiology would have the same experiences as my own students in UPM, the best way to do it was to get my students to teach their peers. Thus, I designed a project called VIRTUAL MICROBES. I personally called and explained to the microbiology lecturers from the other universities and invited them to join. I convinced them not to worry as my students would assist their students. The other students were from Universiti Kebangsaan Malaysia (UKM), University of Malaya (UM), Universiti Teknologi Mara (UiTM), Universiti Malaysia Terengganu (UMT), and representatives from School of Sciences, La Trobe University, Australia, making it the largest collaborative virtual peer teaching project between universities in Malaysia. The aim of the project was, firstly, to encourage the use of technology and digital tools to improve students’ experience and learning outcomes. Secondly, to promote openness to ideas, placing the students at the centre of learning emphasising communication and teamwork. Thirdly, to develop a mindset that each institution could learn from one another despite differences of background, faculty and structure. Lastly, to bring technology to the classroom and move the community of digital learning forward. It is a social constructivism with the mission in developing future-ready learners for the 21st Century. The microbiology undergraduates were learning Microbiology utilising various Web 2.0 tools. Virtual study groups, comprised students from different universities, were assigned to explore their creativity in discussing and presenting specific topics related to the courses that they were taking during that semester. The instructional approach: 1. Students meet via zoom.us and submit the video-recording. 2. Students submit progress reports in the form of collaborative mind map, Popplet and flipbook. 3. Final products are individual reflections and based on the assignment for each group (Digital scrapbook, Infographics, Thinglink, Montage Videos) 4. Students are assessed by respective universities on their products and soft skills (Communication, Team work, Leadership). In 2017, the Virtual Microbes expanded the collaboration to Universiti Malaysia Sarawak (UNIMAS), Universiti Sains Malaysia (USM) and Lafayette College, USA with the enrollment of 759 students. This time, openlearning.com was used. Interestingly, this time, UPM and UKM offered the same courses, namely Pathogenic Microbiology, Immunology and Microbial Genetics. Courses offered from UM were Diagnostics Microbiology and Public Health Microbiology. These five courses were combined and called the Biomedical Microbiology group. For assignment, they were given a case study and asked to produce a review article as the end product. A survey was given before and after the project. Students were also asked to submit their individual reflection in any format and compiled within their groups. Their reflections clearly have shown that the virtual peer teaching approach have enhanced their learning not only in Microbiology, but they have developed soft skills such as leadership, have more confidence talking to other people beyond their learning environment, they are more responsible in keeping their promises to meet via video conference. Most of the students who have never used elearning tools for learning have applied them in other courses. Nevertheless, internet connection especially during video conferences have not been very supported in all universities involved. I believe this collaborative learning project which involves peer-to-peer learning has enabled students to acquire 21st Century skills, such as adaptability, collaboration, critical thinking, creativity, and problem solving that are required in any profession. To be progressive, students need to be able to connect and apply the skills they learned in the coursework to the real world.

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Online concept-mapping as an innovative tool for assessment of deep learning Nicholas Ling Sui Chong Universiti Putra Malaysia, Serdang, Malaysia [email protected]

Aini Marina Ma’rof Universiti Putra Malaysia, Serdang, Malaysia [email protected]

Highlights: Concept mapping is a visual representation of ideas that facilitates thinking and is applicable to many areas of education with noticeable impacts on learning. Literatures show that there is difficulty in using concept maps among higher education students although empirical studies have shown that its use over time enhances students’ personalized learning experience. This enable better analysis and synthesis of complicated topics which in turn promotes deep learning. Recent development shows the change from using traditional paper methods to the computer-assisted concept maps which are more flexible and less constrained. The present study explored the using of the computer-based/online concept mapping and enrich background image to promote conceptual understanding of undergraduate students in the Thinking Skills subject. A total of 50 first year students majoring in Mathematics and Statistics participated in this study. We conclude that online conceptmapping is a scalable and implementable tool for teaching in higher education, in that it helps cater the different learning styles of students, enhances their metacognitive skills and promotes greater conceptual understanding of the concepts learned.

Key words: concept mapping, innovative education, deep learning, assessment of learning Introduction In the search to improve the quality of education at the university level, the use of concept mapping is becoming an important instructional technique for enhancing the teaching-learning process. This educational tool is based on cognitive theories by making a distinction between learning by rote (memorizing) and learning by meaning, where learners set up their process of acquisition of new concepts and enhance their cognitive structure for creative problem solving. The potential of concept mapping to improve education can be considered: (1) as a planned learning strategy, (2) as an instructional strategy in the classroom, (3) as a strategy for planning students’ curriculum, and (4) as a means of assessing students’ understanding of concepts. We take a step further by using online-based concept maps as a learning tool in our blended-learning approach to evaluate assessment of deep learning among Mathematics and Statistics degree students. Here we detail the assessment method and examples of high- and low-scoring online concept maps produced by the students.

Content In the integrated curriculum, students need to develop a number of learning skills and competencies. These cannot be achieved through memorization of factual knowledge but rather through the development of a wide range of cognitive skills that enhance deep learning such as using Socratic questioning, peer-tutoring group, simulation, serving learning and constructing concept maps (Azer, Guerrero, & Walsh, 2013). Studies have shown that relying on the teaching notes alone may promote passive learning and decrease students’ motivation to engage in enquiry-based learning. In a lecture, large amounts of the content material can be taught, however it is unclear how much of is being internalized by the students. Therefore, in an attempt to address this issue, we inculcated online concept mapping as part of our blended-learning approach. Here we list several of this innovation’s advantages in the realm of teaching and learning in higher education. 

The openness of the concept-mapping process, through individual activities or in teams, and in a non-strictly planned way, makes the students enhance their learning.



Online concept-mapping promotes extrinsic motivation (results and rewards), intrinsic (learning "per se") and the positive reinforcement motivation of the instructor promote meaningful learning. It must be a contextualized learning environment that makes sense and enhances the ability to transfer concepts and knowledge in students – and this could be afforded through free, and flexible use of online concept maps.



The creativity and ability of students to create a combination, partnership and transformation of known elements can lead to new results through the combination and trial-error processes.

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

The concept mapping is a technique for developing mental models of learning, where concepts are related in a hierarchical structure, which are intended to represent meaningful relationships between concepts in the form of propositions with real meaning.



The adaptation of students’ curriculum that includes the necessary changes to make in the core of the learning process to adapt it to new situations. Figure 1: Example of high-scoring concept map

Concept map scoring: High-score Description

Points perscore

Scores

Total score

Concepts

1

30

30

Conceptual links

2

26

52

Levels of hierarchy

5

4

20

Examples

1

0

Cross link

10

0 102

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Figure 2: Example of low-scoring concept map

Concept-map scoring: Low-score Description

Points perscore

Total per items

Total score

Concepts

1

18

18

Conceptual links

2

0

0

Levels of hierachy

5

4

20

Examples

1

0

Cross link

10

0 38

In conclusion, it can be said that concept mapping is considered a powerful tool to enhance meaningful learning and an innovative way to assess the acquisition of knowledge in students. Here our instructional experience shows concept mapping as a complement to traditional evaluation systems, allowing us to determine whether the performance achieved by the students comes from high levels of conceptual understanding. In this particular experience, it was found that a significant increase in our students’ learning is not a result of memorizing the meaning of new concepts. However, the experimental character of concept mapping in the curriculum must be emphasized – since we are, to our knowledge, the only ones actively using concept maps as an assessment tool for learning on the UPM campus. Also, it must be stressed that this innovative educational activity is based on the planning of the introduction of new concepts to students in order to improve their understanding, synthesis process and organization of the concepts to be learned during the course taken. Consequently, this activity provides the instructors with valuable feedback for the next instructional planning. Also, the subject Thinking Skills is planned for the first year degree students and uses the concept mapping tool to enhance the active learning process of students who are not familiar with the technique. In that sense, we believe that its realization as a group task allows student interaction and creates a favorable environment in the process of assimilation of new concepts. Therefore, it also has improved the students’ establishments of links with concepts previously obtained before entering college and with others they have acquired in other related subjects.

References Baitz, I. (2009). Concept mapping in the online learning environment: A Proven learning tool is transformed in a new environment. International Journal of Learning, 16(8), 285–292. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.077950239693&partnerID=tZOtx3y1 Clariana, R. B., Engelmann, T., & Yu, W. (2013). Using centrality of concept maps as a measure of problem space states in computersupported collaborative problem solving. Educational Technology Research and Development, 61(3), 423–442. http://doi.org/10.1007/s11423-013-9293-6 Konrad, K. (2006). The role of reflection in interactive learning environments: Can (meta)cognitive prompts and graphical representations improve reflective activities? . Psychologie in Erziehung und Unterricht, 53(3), 188–200. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.033746267294&partnerID=40&md5=9ce63991b704dc29fc03a7b6b285490c Mintzes, J. J., Wandersee, J. H., & Novak, J. D. (2001). Assessing understanding in biology. Journal of Biological Education, 35(3). Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge University Press.

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MOOC & Praktis Teknologi Web 2.0 Alaf 21 Dr Hj Ahmad Nasir Mohd Yusoff Department Of Government And Civilisation Studies, Human Ecology, UPM [email protected]

Dr Amini Amir Abdullah, Prof Laily Paim, PM Dr Norbaya Ahmad, Prof Zaid Ahmad, PM Dr Ahmad Tarmizi Talib, Prof Jayum Jawan, PM Dr Adlina, Ab. Halim, Dr Zatul Himmah, Dr Ku Hasnita, Dr Arfah Ab Majid, Dr Normala Omar, Dr Murni, Pn Zarina Muhamad, Pn Sri Rohayu, Dr Daud Awang, Dr Mahadi Mohamad, Dr Lee Yok Fee, Dr Sabri, Department Of Government And Civilisation Studies,Human Ecology, UPM

Abstrak: Isu kadar penyelesaian yang rendah telah menjadi satu kemuncak utama oleh para

pensyarah. Dilaporkan bahawa hanya 10-15 peratus pelajar dapat menyelesaikan MOOCs untuk satusatu semester pengajian. Kadar penyelesaian yang rendah ini disebabkan oleh pelajar kurang terlibat dengan kandungan MOOCS yang menyebabkan mereka kurang berminat untuk menyelesaikan seluruh aktiviti MOOCS. Pelajar yang terlibat dalam bidang Kursus MPU seperti TITAS dan hubungan Etnik, khususnya untuk mata pelajaran bukan teknikal sangat sesuai. Walau bagaimanapun, untuk MOOCS ia melibatkan cabaran yang signifikan kerana MOOCS mesti dapat menawarkan pelajar dengan hasil pembelajaran berorientasikan amalan agar MOOCS menjadi berkesan dan menarik. Kerana isu di atas, MOOCS ini akan membincangkan model MOOCS yang telah diubahsuai untuk mengajar mata pelajaran MPU dengan perantaraan penggunaan teknologi Web 2.-0 yang boleh diaplikasikan. Satu perbincangan mengenai e-kandungan dan e-aktiviti reka bentuk pembelajaran MOOCS dibentangkan. Kami melaksanakan model MOOC yang telah ditambahbaik melalui pembangunan MOOC Versi Kedua.

Objektif    

Untuk meningkatkan MOOC menggunakan teknologi yang boleh dipakai Untuk merancang e-kandungan yang menarik untuk MOOCS dengan Web 2.0 Untuk merangka e-aktiviti yang menarik untuk MOOCS dengan Web 2.0 Untuk mengenal pasti persepsi pelajar mengenai moocs yang menggunakan teknologi Web 2.0

Value added            



 

Laman web percuma, mudah digunakan sekadar ‘drag’ dan ‘drop’ Template disediakan pereka dan kandungan galeri yang indah, Mudah alih / mobile yang dioptimumkan, domain sendiri, koleksi imej yang besar, Semua diletakkan dalam satu laman web percuma. Boleh digunakan oleh semua pelajar daripada pelbagai UA dan US Tidak memerlukan akaun berbayar untuk berdaftar Aplikasi dan penggunaan adalah secara interaktif dan kooperatif serta menyeluruh dan boleh diakses pelajar dalam dan luar Negara Medium pdp yang menyediakan modul-modul dan aktiviti pengajaran sama ada dalam bentuk koswer, URL, powtoon, temubual, youtube, video Kemudahan ‘aktiviti’disediakan untuk tujuan pentaksiran dan penilaian Di akhir setiap modul dan bab akan disediakan soalan kuiz bagi menguji tahap kefahaman dan kognitif Ruang ‘forum’disediakan untuk memudahkan perkongsian idea, nota dan pembelajaran interaktif dengan university-universiti lain Turut disediakan ruangan-ruangan interaktif seperti ‘perkongsian bahan’, create kumpulan’’, galeri, panduan, pengumuman, maklumat terkini, suai kenal, aktiviti pelajar TITAS / HE, soal jawab, administer students dan course set up. Platform OL juga dijadikan sebagai ‘platform’menyimpan ‘tugasan’pelajar’, jawapan kuiz dan aktiviti pelajar menerusi aplikasi yang bersifat kolaboratif seperti edmodo, mindmeister, mindomo, trello, zooburst, padlet, popplet, kahoot, dotstorming, goconqr, dan lain-lain aplikasi. Semua modul dan aktiviti disediakan dalam bentuk video, youtube dan koswer yang mudah diakses dan didownload pelajar. Yang paling unik sekali, Ol ini boleh diinstall dan disimpan dalam smartphone, tab atau ipad dan mudah di bawa ke mana-mana untuk tujuan aktiviti dan P & P mesklipun pelajar berada di luar bilik kuliah. (Sila ke Google Play untuk tujuan install L)

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Practicality Usefulness Kaca pintar menawarkan pensyarah dengan:   

Kemampuan rakaman video dengan bebas Video diambil dari sudut pandangan pensyarah Mod video yang dinaik turun boleh dikongsi, dimuat turun dan diedit di semua platform MOOC

Achievement awards 1. 2. 3. 4. 5. 6.

7.

8. 9. 10.

Pingat Emas. 2017. Ahmad Nasir Mohd Yusoff. Pengurusan Pembelajaran Kolaboratif (Collaborative Learning) Dengan Menggunakan Aplikasi ‘Tools’ Untuk Kursus TITAS Di Universiti Awam Dan Malaysia. Anjuran UTeM, Melaka. 27 Julai Pingat Emas. 2017. Ahmad Nasir Mohd Yusoff . Praktis MOOC (Massive Open Online Course) Dalam Pengajaran Dan Pembelajaran (PdP) TITAS dan Hubungan Etnik Universiti awam dan swasta alaf 21. Anjuran UTeM, Melaka. 27 Julai Pingat Gangsa. 2017. Ahmad Nasir Mohd Yusoff. Memperkasakan Pelajar Dengan Teknologi Inovatif Dalam Kuliah : Aplikasi Padlet Dalam Pembelajaran Dan Pemudahcaraan (P&P) Kursus TITAS Dan Hubungan Etnik. Anjuran UUM. Kedah.25 Julai Penyertaan. 2017. Ahmad Nasir Mohd Yusoff. Pengajaran dan Pembelajaran Teknologi : Pengurusan dan Pengorganisasian Tools Web 2.0 : Quizlet Live Gamifikasi Untuk Pembelajaran dan Pemudahcaraan (P&P). Anjuran UUM. Kedah.25 Julai Pemenang Tempat Ketiga. 2017. Sijil Penghargaan Kategori Penulisan Esei Sempena Program Bulan Kesejahteraan Diri ‘Perangi Dadah Habis-habisan-Mei-Anjuran Agensi Dadah Kebangsaan (ADK) & UPM Pingat Gangsa. 2016. Karnival E-Pembelajaran University-Universiti Awam Peringkat Antarabangsa (IUCEL 2016)- Invention, Innovation & Design On e-Learning (IIDEL) - Pembangunan Modul TITAS MOOC dan Perlaksanaan di Universiti-universiti Awam- International University Carnival On e-Learning (IUCEL). Anjuran KPT, UTM, AKEPT & MEIPTA. Sept. Pingat Perak. 2015. Karnival E-Pembelajaran University-Universiti Awam Peringkat Kebangsaan (NUCEL 2015)KALI KE-2-Sistem Aplikasi Pembelajaran Kursus Tamadun Islam Dalam Platform Openlearning TITAS MOOC. Anjuran MEIPTA, KPM & UPSI. Dis Pingat Perak. 2015. Anugerah Silver Medal, Karnival E-Pembelajaran University-Universiti Awam Peringkat Kebangsaan (NUCEL 2015)-KALI KE-2-Sistem Aplikasi Pembelajaran Kursus Tamadun Melayu Dalam Platform Openlearning TITAS MOOC. Anjuran MEIPTA, KPM & UPSI.Dis Pingat Perak. 2014. Karnival E-Pembelajaran University-Universiti Awam Peringkat Kebangsaan (NUCEL 2015)KALI KE-2-Koswer Tamadun Islam : Kelestarian Ketamadunan Dalam Pembangunan Holistic Insan. Anjuran MEIPTA, KPM & UiTM. Nov. Certificate Of Appreciation In Recognition Of Valuable Contribution As PUTRAMOOC Instructor. Massive Open Online Course TITAS Under The E-Learning Enhancement And Development Project. 2016-Pejabat TNCAA UPM

Acknowledge Saya ingin menyampaikan ucapan terima kasih yang tidak terhingga kepada Pihak Pengurusan Universiti Putra Malaysia, Naib Canselor UPM (NC), Timbalan Naib Canselor Akademik dan Antarabangsa (TNCAA), Pusat Pembangunan Akademik (CADe), Dekan Fakulti Ekologi Manusia (FEM), Ketua Jabatan JPKK FEM, Felo-felo Cade, Jawatankuasa e-Pembelajaran UPM (JKeP), Jawatankuasa Inovatif Teknologi (Ino Tekno), Jabatan Pengajian Kenegaraan dan Ketamadunan (JPKK), Pusat Pengajian Teras USIM, pegawai- pegawai IT UniKL dan pihak KPT yang memberi ruang kepada saya sebagai Penceramah TOT dalam Roadshow Pembelajaran Terbantu Menggunakan teknologi kursus TITAS MOOC melibatkan semua universiti awam (UA) peringkat zon selatan, tengah, timur, utara, termasuk sabah dan Sarawak dan yang paling tidak boleh dilupakan kepada sifu-sifu yang mengajarkan mengenal erti eLearning, Web 2.0, Web 1.0, Flipped Classroom, Gamification, Quiz Live Online iaitu Prof Dr Sidek Ab Aziz, PM Dr Wan Zuhainis Saad, PM Dr Alyani Ismail, Prof Karim (USM), Prof Hanafi (USM & Mantan Pengarah MEIPTA), Dr Radhiah, Dr Habibah, Dr Aini Marina dan Prof laily Paim yang sentiasa melontarkan kata-kata motivasi dan semangat.

Commercialization / potential   

MOOCS ini adalah perintis dalam menggunakan aplikasi Web 2.0 dalam reka bentuk pembelajarannya. Oleh itu, subjek ini boleh menjadi rujukan yang baik oleh pensyarah-pensyarah lain Menyediakan garis panduan berstruktur untuk pensyarah dengan mudah merancang MOOCs yang menarik Semua koswer yang dimasukkkan di platform MOOCS dapat diakses oleh para mahasiswa bila-bila dan di mana sahaja. Oleh itu, MOOCs ini dapat menyokong komuniti pembelajaran sepanjang hayat

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Strutur Reka Bentuk MOOC

409

Struktur Reka Bentuk MOOC & Web 2.0

e-Kandungan

e-Aktiviti

video syarahan

quizzes

video tutorial

soalan penilaian kendiri

video kajian lapangan

naik turun video kendiri

videi kajian kes

aktiviti berasaskan projek

video konferensisecara langsung

aktiviti atas talian interaktif

Video Latih tubi

tugasan lapangan

slide syarahan interaktif

aktiviti diskusi kumpulan

bahan koswer tambahan interaktif

gamifikasi

410

pemantauan & penilaian

membina hubungan yang bermakna

pembelajaran aktif

Maklumat Kursus

Sumber Kursus

Interaktif

References Prosiding Seminar Pembangunan Pendidikan 2001-2010 : Perancangan Bersepadu Penjana Kecemerlangan Pendidikan : Kementerian Pendidikan Malaysia: 2001, h.10 http://mtp6014-maznidris.blogspot.my/ http://bit.ly/2t7278o Clarke A (1992) The Principles of Screen Design for Computer-based Learning Materials Sheffield: Dept. for Education and Employment Wahyu Binti Idrus, Yahya Buntat .2001. APLIKASI ‘E-LEARNING ‘ DALAM PENGAJARAN & PEMBELAJARAN DI SEKOLAH-SEKOLAH MALAYSIA : Isu Dan Cadangan Perlaksanaannya, Fakulti Pendidikan .Universiti Teknologi Malaysia https://ideguru.wordpress.com/2010/05/03/pembelajaran-berbasis-web/ https://projekku.wordpress.com/2012/10/18/web-based-learning-wbl/ http://www.ppk.kpm.my/wwwboard/multipageboard.htm[001, June 13

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Exploring the Viability of a MOOC Introductory Counseling Course Dini Farhana Baharudin Universiti Sains Islam Malaysia, Bandar Baru Nilai, Malaysia [email protected]

Ainurliza Mat Rahim, Mohd Zaliridzal Zakaria, Marina Munira Abdul Mutalib, Akmal Azri Mohd Haris Universiti Sains Islam Malaysia, Bandar Baru Nilai, Malaysia [email protected], [email protected], [email protected], [email protected]

Highlights: The paper explores the viability of a MOOC introductory counseling course in USIM, namely

the ‘Introduction to Counseling I’ course. A description of the course was presented, followed by some background regarding the development and implementation of this course. The importance of this course was explained by examining some experiences of the students. Finally, advantages towards education and community were discussed and potential commercial value of this course was suggested.

Key words: e-learning, counseling, MOOCs, integration of knowledge Introduction There has been a growing interest in e-learning in the past decade. However, in the field of counselor education, the growth of e-learning is rather slow (Benshoff & Gibbons, 2011) due to some views that counselor training can only be delivered face-to-face and online training is not suitable (Blackmore, Tantam, & van Deurzen, 2008; Patrick, 2005). However, very few previous studies have examined the role of e-learning in counselor training and these studies have shown that there is no significant difference in terms of performance and student satisfaction between face-to-face and online counseling courses (Bernard, Abrami, Lou, & Borokhovski, 2004; Blackmore, van Deurzen, & Tantam, 2005, 2006, Chumley-Jones, Dobbie, & Alford, 2002; Ruiz, Mintzer, & Leipzig, 2006). Previous studies also found that the online delivery system is being used to provide academic curricula in some counselor education program for learners who are not able to attend face-to-face classes; barriers such as those with disability; those who may live in geographically isolated areas; or those with work/family commitments (Blackmore et al, 2008; Patrick, 2005). According to Patrick (2005), based on these needs, counselor education must expand its accessibility beyond the traditional way of deliverance with the view that the online method is as a complement to the existing traditional mode to provide more options for learners/consumers. Malaysia is not far behind in this paradigm shift of using technology in education. Even though many higher institutions of learning in Malaysia accepts innovative approaches in teaching and learning, the movement towards e-learning in the field of counseling is somewhat similar to findings in the previous research. Moreover, counseling is Malaysia is still considered new and there is some reluctance from the society to embrace counseling as it seems to be originated from the West (Melati Sumari & Fauziah Hanim, 2008). The paper explores the viability of a MOOC introductory counseling course in USIM. A description of the course was presented, followed by some background regarding the development and implementation of this course. The importance of this course was explained by examining some experiences of the students. Finally, advantages towards education and community were discussed and potential commercial value of this course was suggested.

Description of Introduction to Counseling I The course ‘Introduction to Counseling I’ (https://www.openlearning.com/courses/kaunseling) is a beginner level course that focuses mainly on increasing students’ knowledge and awareness about counseling. In general, counseling courses usually comprised of three elements: knowledge, awareness, and skills. However, this course highlight only the two components (knowledge and awareness) to suit the students’ level. Furthermore, there is a plan to continue the course in the future (Introduction to Counseling II) that specifically address the skills needed in counseling. The ‘Introduction to Counseling I’ course is unique because it integrates Islamic and conventional counseling components. Therefore, both revealed (naqli) and scientific (‘aqli) knowledge complements each other. It combines contents from two courses that are usually delivered face-to-face which are Kemahiran Asas Kaunseling and Counseling in the al-Quran and Sunnah. The course covered six modules: •

Module 1: Introduction (Definition of counseling from the conventional and Islamic perspectives)

•

Module 2: The Helping Professions (Types of professions that provide helping services and its differences with the counseling profession)

•

Module 3: The Counseling Profession (Counseling as a profession that involves various specializations, settings and the characteristics of an effective counselor from the conventional and Islamic perspectives)

•

Module 4: Understanding Clients (The relationship between the counselor and the client in a counseling session)

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•

Module 5: Theories and Approaches to Counseling (Some conventional counseling theories and intervention approaches from the Islamic perspective)

Module 6: Final Project and Reflection (Component in the module that involves the overall evaluation of the course) The course is delivered in a mixed mode which combines a weekly face-to-face class lecture and supported by online learning activities. Instructional materials are in the form of learning videos (original resources developed by the instructor or secondary resources from the Internet such as Youtube etc.), Powerpoint presentations, and links to other resources from the Internet for students’ further explorations. Issues related to copyright are strictly considered with regards to the course materials. Students are also encouraged to participate in online discussions by providing feedback on the learning videos, commenting on other students’ assignments, and asking or answering questions posed. These interactions allow students to learn from each other. Throughout the course, students need to complete several activities/assignments and quizzes, and submit them via virtual course environment to the course instructor. The final module involves developing an individual final project and share it with the rest of the course participants by uploading a video of the project. All assignments, quizzes, and project are graded individually. •

Background of Introduction to Counseling I The ‘Introduction to Counseling I’ course was originally developed as a course for undergraduate students in the Counseling Program at the Faculty of Leadership and Management, Universiti Sains Islam Malaysia (USIM). However, it is not restricted to only students from this university but is open to the public for anybody interested in getting to know about counseling at a basic level. This online course was developed from January to July 2016 by five course developers. The course developers are lecturers at the Faculty of Leadership and Management – two lecturers are from the Counseling Program, two from the Dakwah and Akidah Programs, and one lecturer from the Communication Program. The course developers were assisted by one research assistant with some background in IT. As it was the first time for the developers to be involved in developing a MOOCs, the university also provided training and support from the GOAL-ITQAN department in charge of online learning. A significant difference of this online course compared to other existing online courses that offer counseling or psychotherapy is that it integrates both naqli and ‘aqli knowledge. Content materials was carefully selected to ensure that Islamic and conventional counseling perspectives are covered accordingly. The ‘Introduction to Counseling I’ course was intended for blended learning and is a complementary course for two face-to-face courses i.e. Kemahiran Asas Kaunseling and Counseling in the Quran and Sunnah. Both courses were chosen because they are basic beginner level courses for counseling. Kemahiran Asas Kaunseling and Counseling in the Quran and Sunnah are compulsory courses for 2nd year undergraduate students in the Counseling Program. Additionally, Kemahiran Asas Kaunseling is also an elective course for undergraduate students in the Dakwah Program. Kemahiran Asas Kaunseling is usually offered in the 1st semester of the calendar year while Counseling in the Quran and Sunnah is offered in the 2nd semester. Average number of students for both these courses is around 70 to 80 students. The ‘Introduction to Counseling I’ course was first offered in January 2017 for 2nd year undergraduate students in the Counseling Program who are taking the Counseling in the Quran and Sunnah course. The registered students in the Counseling in the Quran and Sunnah course is 82 students. However, 98 students joined the online course (as of June 5th, 2017). This means that some students are voluntary students who are interested in the course. Upon investigation, these students are students from other Faculties in USIM and students from other universities. From this number, 50 students successfully finished more than 80% of the course content.

The importance to education Findings from an evaluation conducted from May to June 2017 through students’ responses to Module 6: Final Project and Reflection shows that most of the students (90%) have experienced learning online before. Majority students (87.5%) have positive views regarding online courses before taking this course and this number increased to 92.5% after taking this course. The most beneficial in students’ learning experience include learning video/audio (85%), followed by quizzes (72.5%), and Powerpoint slides (65%). Least beneficial content is case study activities (22.5%). In addition, students feel that course materials are useful (84.6%), effectively presented (82.1%), and wellorganized (76.9%). Students also feel that the system quality of the course as easy to use (65%), user-friendly (60%), and stable (57.5%). While in terms of instructor quality of the course, students considered as knowledgeable (87.5%) and responsive (52.5%). Overall quality of the course found that students enjoyed the learning experience (77.5%) and are satisfied with the course (70%). When compared to the traditional classroom format, the web-based delivery of the course was better because it allows them to be more actively involved in the learning process (76.9%), able to understand the course materials (56.4%), and stimulate their interest in the subject (51.3%). In conclusion, positive impact has been experienced by the students (Dini Farhana Baharudin, Ainurliza Mat Rahim, Mohd Zaliridzal Zakaria, Marina Munira Abdul Mutalib, & Muhammad Khairi Mahyuddin, 2017). These results reiterate previous studies on the benefits that can be gained by students in e-learning courses (Lopes, Soares, & Vieira, 2015). This study also supports findings from previous studies that there is no significant difference in terms of performance and student satisfaction between face-to-face and online counseling courses (Bernard, Abrami, Lou, & Borokhovski, 2004; Blackmore, van Deurzen, & Tantam, 2005, 2006, Chumley-Jones, Dobbie, & Alford, 2002; Ruiz, Mintzer, & Leipzig, 2006). This shows that basic counselor education/training is viable to be provided through online MOOCs platform.

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Advantages towards education and community More online courses allow accessibility for people especially those disadvantaged or having barriers to faceto-face education. As counseling is a field that is much needed for the enhancement of the society’s well-being, knowledge regarding counseling need to be disseminated to increase awareness, reduce reluctance and stigma in society, and create openness to counseling services. The course is beneficial for not only the intended undergraduate students but also others who are interested in knowing more about counseling. And because it combines both naqli and ‘aqli knowledge, it suits well with the Malaysian context/setting.

Commercial value It is suggested that the potential commercial value for this course is that it provides another option available to the students/consumer. Even though originally this course was designed as a supplement to traditional classroom learning, it can be further developed to help promote asynchronous access to career development for learners seeking entrance to the counseling professions as well as to practicing counselor professionals seeking continuing education.

Acknowledgement (if any) The authors would like to extend their appreciation to the Faculty of Leadership and Management USIM, GOAL-ITQAN USIM, and Research Management Centre for giving them opportunity and assistance throughout the development of this course.

References (Use APA format) Benshoff, J.M. & Gibbons, M.M. (2011). Bringing Life to e-Learning: Incorporating a Synchronous Approach to Online Teaching in Counselor Education. The Professional Counselor, 1(1): 21-28. Bernard, R., Abrami, P.L., Lou, Y., & Borokhovski, E. (2004). How does distance education compare with classroom instruction? A metaanalysis of the empirical literature. Review of Educational Research, 74, 379–439. Blackmore, C., Tantam, D., & van Deurzen, E. (2006). The role of the etutor – Evaluating tutor input in a virtual learning community for psychotherapists and psychologists across Europe. International Journal of Psychotherapy, special edition, 10(2), 35–46. Blackmore, C., Tantam, D., & van Deurzen, E. (2008). Evaluation of e-learning outcomes: experience from an online psychotherapy education programme. Open Learning, 23(3): 185-201. Blackmore, C., van Deurzen, E., & Tantam, D. (2005). A comparative evaluation of eLearning versus traditional ‘face-to-face’ teaching methods in a psychotherapy training programme. In S. Dasgupta (Ed.), Encyclopedia of virtual communities and technologies (pp. 174–178). George Washington University. Chumley-Jones, H.S., Dobbie, A., & Alford, C.L. (2002). Web-based learning: Sound educational method or hype? A review of the evaluation literature. Academic Medicine, 77(10 suppl.): S86–S93. Dini Farhana Baharudin, Ainurliza Mat Rahim, Mohd Zaliridzal Zakaria, Marina Munira Abdul Mutalib, Muhammad Khairi Mahyuddin. (2017). Pembangunan Massive Open Online Courses (MOOCs) untuk Kursus Pengenalan Kaunseling. Paper presented at the 3rd e-Colloquium USIM on August 10th, 2017. Lopes, A.P., Soares, F., & Vieira, I. (2015). How to feel “In Love” with math – A MOOC experience. INTED2015 Conference Proceeding, March 2-4th, 2015. Melati Sumari & Fauziah Hanim. (2008). Cultural issues in counseling: An international perspective. Counseling, Psychotherapy and Health, 4(1): 24-34. Patrick, P. K. S. (2005). Online Counseling Education: Pedagogy Controversies and Delivery Issues. VISTAS Online. Retrieved from https://www.counseling.org/knowledge-center/.../by.../vistas_2005_vistas05-art52 on July 30th, 2017. Ruiz, J.G., Mintzer, M.J., & Leipzig, R.M. (2006). The impact of e-learning in medical education, Academic Medicine, 81(3), 207–212.

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AR Pop-Up Book: Preserving The Art of Poem by A. Samad Said Among The Younger Generation Muhammad Hadi Bin Mohd Tahir, Ahmad Fahmi Mohamad Universiti Kuala Lumpur, Kuala Lumpur, Malaysia [email protected], [email protected]

Highlights: Datuk Abdul Samad Bin Mohamed Said, famous with his pen name as A. Samad Said, is a

well-known writer, poet, and also a Sasterawan Negara who has produced a lot of literature works including poem throughout his life. Most of his works are closely related with nature, culture, lifestyle and current issues in Malaysia. Yet, even he contributes a lot in his scene, his works of art are not widely exposed and understand by new generations. Thus, the purpose of this research is to develop and Augmented Reality (AR) Pop-up Book to make poem became more interesting at the same time able to attract higher attention from the user. This AR Pop-up Book will explore A. Samad Said biography and all of his famous works. Also, this research will also evaluate the respond from user about combining two different scope of world which are technologies and poem scope. Last but not least, this research will cover several art of poem by A. Samad Said in context of understanding level among younger generations and maintaining the cultural context.

Key words: A Samad Said, literature, culture, poem, Augmented Reality (AR), Pop-up Book, biography

Purpose of the Study This research will focus on biography of a writer, A. Samad Said and several of his famous poems. Youngsters will be the main hub as a project scope as it will enable them to deeply immerse and engaged with poems via a newfound contextual understanding of poem that is assisted by AR technology and Pop-up Book.

Objectives of the Study 

To develop an Augmented Reality (AR) Pop-up Book and make poem became more interesting at the same time able to attract higher attention from the younger generation.



To evaluate the respond and understanding from the youngster about art of poem by A. Samad Said using the interactive way.

Target Audience The target audience for this research are Malaysian youngster; students of secondary school, college or university students, poets, the fans or lover of the poems, and last but not least, those who have limited exposition towards poems industry.

Problem Statement Writers and poems have become short-lived throughout times. Societies, especial the younger generation doesn’t seem to have high interest on poem, as it is consider as outdated. That perception exists because they are lack of exposition towards the value of this heritage. Other than that, the level of understanding on poems are also very low just by reading on a piece of paper.

Limitations Limitations of this research is user needs to have the smartphone with AR application to scan the product on Pop-Up book. The user can not view the output without the application.

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Acknowledgement I would like to thank my lecture, Sir Ahmad Fahmi Bin Hj Mohamad who is also my dissertation supervisor, for his continuous help and support towards me during these past few years and of course for his guidance over the past few months in order for me to complete this project. He is so patient while handling all my question every time I make a visit to his office. His passion and knowledge for this subject area are adored and his advice has absolutely help me to go through every phase of difficulty while doing this project. Other than that, I would like to thank to all of my lectures who taught me during these past few years in UniKL. Not to forget, thank you so much to my parents and siblings for all the emotional support they gave every time I need them. My mother who will always keeping up with me in order to make surer I’m all good to go through my day. My father who will always able to make me feel calm whenever things get rough. Last but not least, I would like to Datuk A. Samad Said for his kindness to be part of my project, at the same time help and support me in order to make this project success. To my friends, thank you for the continuous support that able to make me boost myself and survived throughout this project.

References Azuma, R., Y. Baillot, R. Behringer, S. Feiner, S. Julier & B. MacIntyre 2001. Recent Advances in Augmented Reality. IEEE Computer Graphics and Applications 21(6): 34-47 Baharudin, R. 2012. Biografi A. Samad Said: memberi hati nurani. Kuala Lumpur: Institut Terjemahan & Buku Malaysia. De Lucia, A., R. Francese, I. Passero & G. Tortora 2012. A collaborative augmented campus based on location-aware mobile technology. International Journal of Distance Education Technologies 10(1): 55–73. Dunleavy, M., C. Dede & R. Mitchell 2009. Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology 18(1): 7–22. Ha Haugstvedt, A. (2012). Accessing Cultural Heritage Resources on A Mobile Augmented Reality Platform (Undergraduate). Norwegian University of Science and Technology.Haugstvedt, A. (2012). Accessing Cultural Heritage Resources on A Mobile Augmented Reality Platform (Undergraduate). Norwegian University of Science and Technology. Heick, T. (2012). Digital Poetry. Edutopia. Retrieved 9 November 2016, from https://www.edutopia.org/blog/digital-poetry-terry-heick Krevelen, D. & Poelman, R. (2010). A Survey of Augmented Reality Technologies, Applications and Limitations. The International Journal of Virtual Reality, 9(2), 1-20. Liu, T.-Y., Tan, T.-H., & Chu, Y.-L. (2009). Outdoor natural science learning with an RFID-supported immersive ubiquitous learning environment. Educational Technology & & Society, 161–175. Majid, N., Mohammed, H., & Sulaiman, R. (2015). Students’ Perception of Mobile Augmented Reality Applications in Learning Computer Organization. Procedia - Social And Behavioral Sciences, 176, 111-116. Martín-Gutiérrez, J., M. Contero & M. Alcañiz. 2010. Evaluating the Usability of an Augmented Reality Based Educational Application. Dlm. V. Aleven, J. Kay & J. Mostow (pnyt.). Ed. Intelligent Tutoring Systems 6094. pp. 296-306. Springer Berlin Heidelberg. Martín-Gutiérrez, J., J. Saorín, Luís, M. Contero, M. Raya, Alcañiz, D. Pérez-López, C. & M. Ortega 2010. Education: Design and validation of an augmented book for spatial abilities development in engineering students. Comput. Graph. 34(1): 77-91. Mustafa, B. 2011. Modern computer architecture teaching and learning support: An experience in evaluation. Information Society (iSociety), 2011 International Conference on. pp. 411-416. O. Choudary, V. Charvillat, R. Grigoras, and P. Gurdjos. 2009. “MARCH: mobile augmented reality for cultural heritage,” in Proceedings of the 17th ACM International Conference on Multimedia, pp. 1023–1024, Beijing, China. Saidin, N., Abd Halim, N., & Yahaya, N. (2015). Designing Mobile Augmented Reality (MAR) for Learning Chemical Bond. International Colloquium of Art and Design Education Research, 174-179. Stallings, W. 2013. Computer Organization and Architecture. Designing for Performance 9th Edition Ed.: Pearson Education International, Inc. Wu, H.-K., S. W.-Y. Lee, H.-Y. Chang & J.-C. Liang 2013. Current status, opportunities and challenges of augmented reality in education. Computers & Education 62(0): 41-49. Digital-poetry Poetry Beyond Text. Poetrybeyondtext.org. Retrieved 5 November 2016, from http://www.poetrybeyondtext.org/digital-poetry.html

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COURSEWARE: IDEAS ALIF BA TA Afiqah Syazana Binti Ab Rahman Universiti Kuala Lumpur, Kuala Lumpur, Malaysia [email protected]

Noor Aminlia Binti Mohd Noor, Ahmad Fahmi Mohamad Universiti Kuala Lumpur, Kuala Lumpur, Malaysia [email protected]

Highlights: ‘Alif Ba Ta’ is a basic Arabic alphabet that every Muslim should learn before they can recite

the Al-Quran. The basics of this project was to create a Courseware for IDEAS Alif Ba Ta using flash media in order to make it easier for the teacher to teach basic Arabic alphabet to every Muslim kid in the class. Based on our research, autistic child tend to be more attracted to colorful things than colorless things. Therefore, the aim of the project is to design and develop an interactive application, which consists of two parts: delivery an attractive content and interactive learning activities for the autistic child. The Instructional System Design (ISD) framework that is used throughout the project is the ADDIE Model. It consists of analysis, design, development, implementation and evaluation phases. This courseware is developed primarily using Adobe Flash Professional. It also includes a section that shows attractive alphabets one by one with sounds to enhance the content delivery of the alphabets, a video section that consist of two videos to gain the kid’s interest of learning the alphabets and a tutorial section that represent as a interactive learning activities to make sure the kids identified the alphabets. A study on the effectiveness of the application showed that 100% of the teachers and parents considered the Courseware to be helpful as a supplement of the conventional way of learning the ‘Alif Ba Ta’. 85% of teachers and parents found that this Courseware is more attractive than the book that are being used now and then. 90% of teachers and parents found that the tutorial provided is easy for the autism kids.

Key words: E-learning, Alif Ba Ta, Autism, Courseware, Arabic alphabets, Flash Media, Interactive Learning

Purpose of the Study The purpose of this research is to propose an interactive ways to learn 'Alif Ba Ta'. Since the traditional way of learning the topic is by using the jawi book, some of the autistic child does not pay attention during the class was held because it only contain grayscale text and images. Therefore, IDEAS Alif Ba Ta enhances the content delivery of the 'Alif Ba Ta' by leveraging multimedia elements.

Objectives of the Study 

To design and develop a section that shows attractive alphabets one by one that incorporates multimedia elements such as text, graphic, and audio to enhace the content delivery of the 'Alif Ba Ta'.



To design and develop a video section that consists of videos to gain the kid's interest of learning the alphabets and helps the kids to remember 'Alif Ba Ta' by sequence.



To design and develop a tutorial section that represent as an interactive learning activities to make sure the kids identified the alphabets.

Target Audience Our first target user for this courseware is for the teachers and parents who would like to teach Alif Ba Ta for the autistic child.

Problem Statement The teachers find that they must teach one student at a time and due to insufficient time, some student may have been left out. In addtion, autistic child is special and rare than the normal children, their learning process is different than the usual. Most of the time, some autism kids do not pay attention and not attracted to the book because it lacks of audio visual aids.

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Limitations The limitations of IDEAS Alif Ba Ta is that it only provides two videos on the video section since the sound used in the video is taken at IDEAS Autism Centre. We cannot simply take the sound from any source due to the copyrights law. Besides that, the tutorial provided only have one type of the tutorial. As a result, autism kids might feel bored after used the tutorials for so many times.

Acknowledgement First of all, Alhamdulillah and thanks to Allah Almighty because of Him we able to complete this final year report successfully without the cooperation from any parties who had contributed in preparing and completing this final year project for IDEAS Autism Centre. We would like to thanks to Universiti Kuala Lumpur for giving us the opportunity to produce IDEAS Alif Ba Ta Courseware. Besides that, we would like to thank Mrs. Sharifah Salleh for trusting and letting us produce a Courseware for her company (IDEAS Autism Centre). In addition, we would like to thank our parents, Mr. Mohamad Noor Ishak, Mrs Noor Aisham and Mr. Ab Rahman, Mrs. Shahirah Sallehuddin and our families, friends for their moral support and especially to our lecturer, Sir Ahmad Fahmi Hj Mohammad who have been the best monitor by providing guidance and pouring knowledge to us all. Without them, this project will not be successful. More than that, we would like to thanks those who have participate directly or in directly for this project paper. I really hope that this Courseware will inspire everyone especially those who interested on making a good quality of Courseware in future. I would like to thank my lecture, Sir Ahmad Fahmi Bin Hj Mohamad who is also my dissertation supervisor, for his continuous help and support towards me during these past few years and of course for his guidance over the past few months in order for me to complete this project. He is so patient while handling all my question every time I make a visit to his office. His passion and knowledge for this subject area are adored and his advice has absolutely help me to go through every phase of difficulty while doing this project. Other than that, I would like to thank to all of my lectures who taught me during these past few years in UniKL.

References Alif Ba Ta HD - Android Apps on Google Play. (2014, April). Baron-Cohen, S. (1995). Mindblindness: An Essay on Autism and Theory of Mind. Centre, I. A. (2014). About Us. Retrieved from IDEAS Autism Centre: http://autism.ideas.org.my/ Culatta, R. (2013). ADDIE Model. Retrieved from Instructional Design : http://www.instructionaldesign.org/models/addie.html Education, S. (1999). Teaching Students With Autism. Freiler, L. (2011). Alpha vs. Beta Testing. Retrieved from Beta Test Management Blog : http://www.centercode.com/blog/2011/01/alpha-vs-beta-testing/ Gardner, J. (2012, Feb). ADDIE Process - Development Phase. Retrieved from Reflections on Learning Success: http://joelleegardner.blogspot.my/2012/02/addie-processdevelopment-phase.html Hodgdon. (1995). Understanding Autism In The Early Years. Huda, (. E. (2014, December). Arabic Language In Islam. Retrieved from About Religion: http://islam.about.com/od/arabiclanguage/a/arabic.htm Humam, K. A. (1995). Buku Iqro' (Vol. 1). Industry, T. (2016). ADDIE Model. Retrieved from Training Industry: https://www.trainingindustry.com/wiki/entries/addie-model.aspx iQaida - App Store. (2013, August). Jawi Alphabets. (2016, April). Retrieved from Jawi Alphabets: https://en.wikipedia.org/wiki/Jawi_alphabet Lessonly Inc. (2016). ADDIE Model. Retrieved from Lessonly: http://www.lesson.ly/addie-model/ Menting, C. (2013). Navigation Structures. Retrieved from Navigation Structures: http://www.sociosite.org/telecoaching_navigation.php Pena, M. (2013). The ADDIE Model. Retrieved from Slidegur: http://slidegur.com/doc/176785/the-addie-model Purwono, H. (2012, November 06). KH As’ad Humam, Pahlawan Pemberantasan Buta Huruf Al Quran . Retrieved from Kompasiana: http://www.kompasiana.com/heni.purwono/kh-as-ad-humampahlawan-pemberantasan-buta-hurufalquran_551926a5a333118815b65915 Quill, K. A. (1995). Teaching Children with Autism: Strategies to Enhance Rouse, M. (2015). Beta Test. Retrieved from WhatIs.com: http://whatis.techtarget.com/definition/beta-test Salleh, S. (2016, February). Autism. (N. A. M. Noor, & A. S. AB Rahman,Interviewers) Rawang, Selangor. SearchTruth. (2016). Arabic Alphabets. Retrieved from Learn Arabic Online: http://www.searchtruth.com/arabic/lessons/unit1_writing.php Shoemaker, D. (2010). The ADDIE Model. Retrieved from The Instructional Design Expert.com: http://www.instructionaldesignexpert.com/addie.html#.VxqAfcfYqRs Speaks, A. (2013). How Is Autism Treated? Retrieved from Autism Speaks: https://www.autismspeaks.org/what-autism/treatment The University of Manchester. (2013). Research Methodology. Retrieved from The University of Manchester: http://www.humanities.manchester.ac.uk/studyskills/assessment_evaluation/dissertations/methodology.htm Toddler Alif Ba Ta - Android Apps on Google Play. (2015, January). Wikipedia. (2016). Instructional Design. Retrieved from Wikipedia - Instructional Design: https://en.wikipedia.org/wiki/Instructional_design

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BLOG PENDIDIKAN KAUNSELING PENCEGAHAN ANTI DADAH Asma' Bt Ahmad Sekolah Menengah Kebangsaan Arau, Perlis Malaysia https://ppdasmkarau.blogspot.my/

Hj Md Jamil Aziz, Huzaimie Abdul, Siti Aishah Binti Azhar, Nurul Adilah Binti Azhar Mirzaini Bin Mohd Nasir, Muhammad Burhanudin bin Jamri Sekolah Menengah Kebangsaan Arau, Perlis Malaysia

ABSTRAK: Dunia pendidikan di Negara kita semakin berkembang. Begitu juga dengan pendidikan

secara maya. Kewujudan dan penggunaan jaringan media sosial dan web blog yang semakin bercambah di internet, menyemarakkan lagi penggunaan ICT di kalangan rakyat Malaysia. Dewasa ini, medium blog semakin luas penggunaannya di kalangan rakyat Malaysia. Blog juga menjadi wadah baru penyebaran berita, gosip, maklumat dan hebahan yang paling pantas berbanding akhbar tradisonal. Blog menawarkan pelbagai kemudahan seperti berita, iklan bisnes, ruang simpanan album digital dan yang paling mendapat perhatian ialah diari harian yang hanya boleh diperolehi dari hujung jari. Blog adalah singkatan bagi ‘web’ dan ‘log’ yang diperkenalkan oleh Jorn Barger pada 17 Disember 1997. Sehingga kini belum ada istilah yang tepat dalam Bahasa Melayu untuk menterjemahkan blog. Sebagai seorang guru, saya bersama pasukan berusaha menyediakan web blog berbentuk pendidikan Pencegahan Anti Dadah untuk kemudahan para pelajar SMK Arau, Perlis khususnya, dan masyarakat amnya. Kami mewujudkan blog berasaskan free hosting seperti blogspot mahupun blog berbayar seperti wordpress selfhosting. Kedua-dua buah blog dibangunkan, bagi menyediakan dan mengumpulkan maklumat hanya di ujung jari. Blog ini berfungsi untuk menyampaikan dan menyebar luaskan perkongsian ilmu dengan pelajar secara maya.

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BLOG PENDIDIKAN KAUNSELING KERJAYA Asma’ Bt Ahmad SMK Arau, 02600 Arau, Perlis https://ppdasmkarau.blogspot.my/

Muhamad Dom Bin Ahmad Kolej Matrikulasi Kedah, Changlun,Kedah

PENDAHULUAN BLOG SEBAGAI MEDIUM PENDIDIKAN Dunia pendidikan di negara kita semakin berkembang. Begitu juga dengan pendidikan secara maya. Kewujudan dan penggunaan jaringan media sosial dan web blog yang semakin bercambah di internet, menyemarakkan lagi penggunaan ICT di kalangan rakyat Malaysia. Dewasa ini, medium blog semakin luas penggunaannya di kalangan rakyat Malaysia. Blog juga menjadi wadah baru penyebaran berita, gosip, maklumat dan hebahan yang paling pantas berbanding akhbar tradisonal. Blog menawarkan pelbagai kemudahan seperti berita, iklan bisnes, ruang simpanan album digital dan yang paling mendapat perhatian ialah diari harian yang hanya boleh diperolehi dari hujung jari. Blog adalah singkatan bagi ‘web’ dan ‘log’ yang diperkenalkan oleh Jorn Barger pada 17 Disember 1997. Sehingga kini belum ada istilah yang tepat dalam Bahasa Melayu untuk menterjemahkan blog. Sebagai seorang guru, saya berusaha menyediakan web blog berbentuk pendidikan kaunseling untuk kemudahan para pelajar SMK Arau, Perlis khususnya, (sebelum ini di SMK LEPAR Hilir, Kuantan, Pahang) dan masyarakat amnya. Kami mewujudkan blog berasaskan free hosting seperti blogspot. Kedua-dua buah blog dibangunkan, bagi menyediakan dan mengumpulkan maklumat hanya di hujung jari. Blog ini berfungsi untuk menyampaikan dan menyebar luaskan perkongsian ilmu dengan pelajar secara maya.

SINOPSIS BLOG Perkhidmatan Bimbingan dan Kaunseling merupakan sebuah bidang perkhidmatan yang sangat penting bagi menjana keharmonian emosi seterusnya kecemerlangan akademik. Sejajar dengan perkembangan teknologi ICT, saya dengan bantuan seorang pensyarah Teknologi Maklumat Kolej Matrikulasi Kedah (tahun 2013 di Kolej Matrikulasi Pahang), telah membina website http://cgkaunseling.blogspot.com sebagai pemudah cara menyebar luaskan informasi perkhidmatan ini kepada pelajar saya khasnya dan pengguna internet amnya. Blog http://prodtas.blogspot.com/ pula berkaitan program Kaunseling, pemulihan Bahasa Melayu dan Takhsin Solat untuk pelajar Tingkatan 3 dan 5 yang lemah penguasaan Bahasa Melayu. Didapati blog ini membantu tahap tidak lulus kepada lulus anak-anak didik saya dalam PMR dan SPM 2013 mereka yang lalu. PENERANGAN BLOG Pengenalan Mewujudkan website dan blog Perkhidmatan Bimbingan dan Kaunseling sebagai penyampaian maklumat perkhidmatan Unit Bimbingan dan Kaunseling. Objektif 1. 2. 3. 4. 5. 6.

Memudahkan pelajar SMK Lepar Hilir dan terkini SMK Arau Perlis mendapat maklumat terkini berkaitan halatuju kerjaya dan ke IPT. Menyebarluaskan informasi berkaitan Perkhidmatan Bimbingan dan Kaunseling di internet. Mempelbagaikan medium sumber maklumat Perkhidmatan Bimbingan dan Kaunseling. Memudahkan pelajar SMK Lepar Hilir dan terkini SMK Arau Perlis mendapat maklumat terkini berkaitan halatuju kerjaya dan ke IPT. Menyebarluaskan informasi berkaitan Perkhidmatan Bimbingan dan Kaunseling di internet. Mempelbagaikan medium sumber maklumat Perkhidmatan Bimbingan dan Kaunseling.

PROSES BLOG Memanfaatkan kemudahan ICT di sekolah dengan mewujudkan web blog secara hosting percuma berasaskan tapak akaun google.

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ISI KANDUNGAN     

Kaunseling Peribadi Motivasi Halatuju Kerjaya Selepas UPSR, PT3, SPM, STPM, Matrikulasi Maklumat Biasiswa dan Pinjaman Pelajaran Pendidikan Pencegahan Anti Dadah

Blog http://cgkaunseling.blogspot.com, sebagai menyediakan medium pendidikan kaunseling di peringkat sekolah menengah. Blog ini sebagai kemudahan Puan Asma’ menyampaikan info kepada para pelajar di SMK Lepar Hilir. Khususnya kepada pelajat Tingkatan 5 dan Tingkatan 3 yang bakal menduduki peperiksaan utama. Blog ini memuatkan pendidikan halatuju minat kerjaya calon PT3 dan SPM. Contohnya, berita terkini tentang kemasukan ke IPTA, Matrikulasi, Biasiswa, Pinjaman Pelajaran, hala tuju selepas PMR, Tip Kemahiran Belajar, Motivasi belajar dan hal-hal lain berkaitan alam persekolahan dan remaja. Ini termasuk berkaitan kaunseling kerjaya kepada lepasan PT3 dan SPM, tip-tip dalam kehidupan, isu-isu OKU, dunia pendidikan di sekolah dan IPT, pengurusan cinta, konsultasi keibubapaan, konsultasi suami isteri dan lainlain lagi. Ringkasnya, blog pendidikan ini seumpama buku skrap berkaitan pendidikan secara online.

SEJARAH BLOG: Diwujudkan pada tahun 2006 sewaktu berkerusi roda. TATACARA PENGGUNAAN Mempunyai talian internet  Layari http://cgkaunseling.blogspot.com  Layari http://prodtas.blogspot.com KUMPULAN SASARAN: Pelajar SMK Arau, Perlis dan Pelayar Internet PRINT SCREEN BLOG

http://cgkaunseling.blogspot.com/

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http://prodtas.blogspot.com/

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" Ta’leem Al lughah L arabyah LelMawhubin(TALLM) " Abdel rahman Ibrahim Suleiman Islaieh 1 Kolej PERMATA Insan(USIM) [email protected]

Mohd Firdaus Amran 2, Dr Hayati Ismail 3 Ahmad Faiz Ab. Aziz 4 [email protected] 2 [email protected] 3 [email protected] 4

Highlights: This paper reports on iTunes u effectiveness in teaching Arabic language for gifted and

talented students at PERMATA Insan College in this report the researchers show the comparison betaine students' performance and habits before and after using iTunes u for teaching and learning based on flip classroom. This product is based on Web 3.0 technology that focuses on students making the learning and its tools under the supervision and control of the teacher based on the theory of flip classroom, the researchers focused on Benefit from mastering students in the field of modern technology, tablets and smart applications for more effective and fun learning.

Key words: gifted & talented, iTunes u, web3.0. Introduction Simply speaking, if you're not using iTunes U, you're not getting the most out of your Apple experience. Many daily iTunes users probably have yet to really explore the tiny tab that allows access to a whole library of completely free educational opportunity, a truly valuable concept in an age in which the cost of higher education is steadily on the rise. iTunes U is probably one of the most underrated Apple platforms available, and even now - seven years after its initial release - it is worth a closer look. Currently, iTunes U offers educational content from approximately 800 universities and colleges, "Apple has just announced that they have crossed their one billion marks for their iTunes U content downloads. That's 1,000,000,000 for you” (Yap, 2013). Furthermore, Apple also announced that its free educational content app, iTunes U, has crossed a billion downloads. iTunes U features a large online catalogue of free educational content from top schools, libraries, museums and organizations (Kanal, 2013). Many of the lectures on iTunes U are available as podcasts. However, this is only the beginning of the types of content that can be accessed on iTunes U. For example, in addition to traditional podcasts, instructional materials are available as films, slideshows, PDFs, audiobooks, and exhibit tours. Ohio State University's Matthew Stoltzfus has done his part to expand iTunes U's reach by enrolling more than 100,000 students in his General Chemistry course in its first year (Mlot, 2013). More than 1,200 universities and colleges, and 1,200 K-12 schools and districts hosted over 2,500 public and thousands of private courses. Leading universities including Duke, Yale, Cambridge, MIT, and Oxford continue to extend their reach by enrolling more than 100,000 students in single iTunes U courses. In addition, the Ohio State University’s Matthew “Dr. Fus” Stoltzfus’ General Chemistry course enrolled over 100,000 iTunes U students in the first year it was offered (Hendela, 2013). Based on the philosophy of the University Universiti Sains Islam Malaysia) integration between naqli and aqli sciences and corporation with modern technology, the University has signed a Memorandum of Understanding with Apple company the Technology and Tablets to insert this technology into the teaching and learning process. As part of the university, PERMATA Insan was one of the university's most useful uses of technology, especially iTunes U, in many subjects, including Arabic, which is considered as one of these subjects in the college. The researchers, in cooperation with the Information Technology Department in the college for using this technology in the educational process. iTunes U is a ready-made application at AppStore. the innovation is in applying mechanism, preparation of the academic curriculum, follow-up of the students and their homework. iTunes U needs a creative and active way, continuous follow-up of students and their activities in this educational space, this is what researchers did during using iTunes U in teaching Arabic for talented students. The researcher uses iTunes U to send the learning material for students to be studied before entering the class, according to the strategy flip class room. The subject materials are including audible, visible, readable material. The researcher receives students' homework through the iTunes U space to give students the opportunity to complete the required assignment to provide modern education without time or place border. These Extended Abstracts are not single abstracts or proposals of intention but should include all the information for an adequate revision to access the quality and innovative practices by the IUCEL 2016 Committee. This extended abstract should consist of minimum of 700 words and a maximum of 1500 words including (References and Acknowledgements).

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Content: Description OF innovation: iTunes u is a form of Web 3.0 based learning “sharing information and education in more than one direction from teacher to student, student to teacher, student to student”. In this study researchers use iTunes U in the teaching of Arabic language for gifted and talented students at the PERMATA Insan is the first experience of teaching Arabic through this technology at the university and One of the first experiences of using iTunes in teaching and learning. iTunes u is a closed network between the teacher and the students. The teacher sends the information to the student’s accordance to the flip classroom strategy. The students doing their home workers through iTunes and they make the educational materials through some internal applications in iTunes, such as I Movie, audio recorder. also, the teacher evaluates and students’ assignments and duties What is the context or background of the innovation / product development / design / process? In this experiment, the researchers developed Arabic language curriculum for gifted students an innovative and enjoyable way, using iTunes U to develop the Arabic language skills of the students PERMATA Insan college, development of this curriculum was based on three important pillars 

Mobile learning: one part of the Web 3.0 base learning strategy, students are taught to learn effectively and fun. Students producing educational materials through their studies, and share with other students.



flip Classes: This is one of the modern theories in education. The students are self-learning outside the classroom. They get the educational material through the iTunes U space and prepare to discuss what they learned.



Theories of Gifted Education: The underpinnings of learning so that each student are trains according to his or her abilities. It has been helped by iTunes because it is closer to the strategy of self-learning.

Important of iTunes u to education: Technology is an important tool in the teaching and learning process because it provides many learning tools and provides advanced and effective education. In this study technology is the most important component because technology helps students to improve the skills of Arabic language, especially listening correctly, iTunes U provides Arabic audio and visual materials that provide students the opportunity to learn the correct way to speak and listen, in addition, iTunes u provides continuous learning without any limits or restrictions. The student can learn at any time and any place, in addition to providing the students with the opportunity to learn even if they cannot attend the class. iTunes U helps the teachers to meet students in the iTunes U space because the teacher at the limited time of the class cannot speak with students one by one but in iTunes there is an opportunity to check the work of students written and recorded sound and image, Therefore, iTunes U is an important educational tool in the learning process and helps students to learn in an innovative, advanced and enjoyable way which is affects the level of academic achievement for students. This is what has been perfected by some studies conducted by the research team in this study. Advantages of Innovation (Itunes U): After the completion of this experiment study (teaching Arabic language for gifted students) in PERMATA Insan college, the study showed high level of academic achievement in the Arabic language and after interviewing a sample of the students who were tested, the majority preferred to use technology in learning and the benefits and advantages of this technology: 

Developing students' listening skills that lead to the development of conversational skills among students



Developing the reading skill and correct pronunciation through audio material and videos



Eliminate the problem of shyness from participating in desiccation in the class and fear of mistake



Overcoming the problem of limited class time through the virtual classroom in iTunes U



Providing the opportunity for learning in any time and any place

Commercial value: iTunes U offers learning and offers the commercial side that provides the financial income that is used later to support the learning process and provide the requirements and shows the commercial aspect of iTunes U from two sides

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

The teacher is the one who allows the student to follow the curriculum in iTunes U where the student can continue studying after payment of registration fees



The course material can also be placed in the Bookstore at the Apple Bookstore at Apple Store where the university and the writer receive a portion of the commission

Acknowledgement: We are grateful to Universiti Sains Islam Malaysia for the signing the Memorandum of Understanding with Apple for our training and qualification for using this modern technology. we also thank PERMATA Insan College represented by its academic department and its management for providing training opportunities and providing devises to use this modern technology

References: iTunes

U Content Tops One Billion Downloads,https://www.apple.com/pr/library/2013/02/28iTunes-U-Content-Tops-One-BillionDownloads.html The Use of Social Networking in Education: Challenges and Opportunities,World of Computer Science and Information Technology Journal (WCSIT) ISSN: 2221-0741 Vol. 2, No. 1, 18-21, 2012. Use of Social Networks as an Education Tool.Filiz Tiryakioglu Funda Erzurum ,CONTEMPORARY EDUCATIONAL TECHNOLOGY, 2011, 2(2), 135-150 Social Networking & Its Impact on Education-System in Contemporary Era,Preeti Srivastava,Volume 1, No.2,ISSN 2320 2629, November – December 2012 International Journal of Information Technology Infrastructure, The Use of Social Networking Sites in Education: A Case Study of Facebook,Huseyin Bicen ,Huseyin Uzunboylu,Journal of Universal Computer Science, vol. 19, no. 5 (2013), 658-671 submitted: 30/1/12, accepted: 12/10/12, appeared: 1/3/13 © J.UCS. Listening: the most difficult skill to teach. Natasha Walker Encuentro, 23, 2014, ISSN 1989-0796, pp. 167-175 http://www.city.ac.uk/itunesu/getting-started https://www.apple.com/pr/library/2013/02/28iTunes-U-Content-Tops-One-Billion-Downloads.html http://whatis.techtarget.com/definition/iTunes-U http://learn.org/articles/What_is_iTunesU.html http://tech.firstpost.com/news-analysis/apples-educational-app-itunes-u-records-more-than-1-bn-downloads-77186.html http://www.pcmag.com/article2/0,2817,2416060,00.asp https://e27.co/apples-itunes-u-total-downloads-cross-one-billion-mark-thats-a-lot-of-zeroes/ https://www.imore.com/apple-announces-itunes-u-update-adds-course-creation-more Building gifts into talents: Brief overview of the DMGT 2.0, file:///C:/Users/mizan/Downloads/Building%20gifts%20into%20talents%20%20brief%20overview%20of%20the%20DMGT.pdf (Gagné 2008) (1) Renzulli, Joseph S. & Reis, Sally M.: The Schoolwide Enrichment Model - Second Edition; Creative Learning Press, Mansfield 1997 (p. 514) (renzulli1997) Gagné, F. (2003). Transforming gifts into talents: The DMGT as a developmental theory. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed.), pp. 60-74. Boston: Allyn and Bacon.(Gagné 2003) Gagné, F. (2009). Building gifts into talents: Detailed overview of the DMGT 2.0. In B. MacFarlane, & T. Stambaugh, (Eds.), Leading change in gifted education: The festschrift of Dr. Joyce VanTassel-Baska. Waco, TX: Prufrock Press.

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Putra Learning Hub: A One-Stop Centre for Flexible and Open Education (FLEX-ED) Alyani Ismail Centre for Academic Development, Universiti Putra Malaysia, Selangor, Malaysia [email protected]

Aini Marina Ma'rof, Wan Zuhainis Saad, Mohd Idham Abd. Rashid, Mohd Zainal Zamzuri, Radhiah Shukri, Arina Zafirah Zulkafli, Mohd Majid Konting Centre for Academic Development, Universiti Putra Malaysia, Selangor, Malaysia [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected]

Highlights: Putra Learning Hub is a one-stop portal being developed as the hub of e-Learning at Universiti Putra Malaysia (UPM) and has been officially launched in April 2016. This flexible learning hub is a platform for academic staffs and students to acquire the latest developments of Digital Education at the university to support 21st Century Teaching and Learning.

Key words: learning hub, digital education, flexible, PutraMOOC, teaching, open education Introduction Putra Learning Hub is a one-stop initiative being developed as the hub of e-Learning UPM and has been officially launched in April 2016. This flexible learning hub is a platform for all to acquire the latest developments of Digital Education at the university and around the globe, in pursue of supporting 21st Century Teaching and Learning. Putra Learning Hub is also a virtual one-stop center that house all the e-learning support system managed by the Center for Academic Development (CADe) for open and flexible education, not just for academicians and students, but also serving the public at large.

www.learninghub.upm.edu.my

Figure 1: Putra Learning Hub

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Content CADe is committed towards delivering the best experience for academicians and students for flexible and open approach in learning. Putra Learning Hub portal is housing these initiatives: a. PutraBLAST b. PutraMOOC c. PutraOCW d. BLASTarc - Content Archiving System e. OscaR - Online Survey and Collective Report (Teaching evaluation, Lab Survey, Blended Learning Report) f. Putra e-Training g. e-Learning@UPM Youtube Channel h. e-Learning@UPM on Social Media Learning Management System 2.0 In September 2015, Teaching and Learning Innovation Division (IPP), CADe in collaboration with the Information and Communication Development Centre (IDEC) has developed a new Learning Management System (LMS) for UPM. Our latest LMS is named PutraBLAST, where BLAST is the acronym for Blended Learning Assistive System and Technology. It replaces the former LMS, PutraLMS which had been used widely in UPM since 2009. This transformation has marked another important and successful milestone for e-learning managament at UPM. Using Moodle engine version 2.8 and various new features, PutraBLAST supports academic staffs and students in implementing blended learning while supporting efforts towards cultivating e-Learning among UPM members more comprehensively. Putra Learning Hub also host the content archiving system BLASTArc, whereby the system archives all contents delivered through previous semesters, for the lecturers can access the system anytime and anywhere. BLASTArc serves as a library for lecturers to share contents with whomever they wish to and provides a ‘teaching portfolio’ for their e-learning activities conducted. Open Education Initiative As a measure to empower and strengthen the implementation of e-Learning at UPM, CADe also has designed a variety of initiatives to reach global communities such as Massive Open Online Course (PutraMOOC), Open coursewares (PutraOCW), e-Learning@UPM Youtube Channel and e-Learning@UPM on Social media. UPM has been the first public university to launch its first MOOC, a course Agricuture and Man as a pioneer course under PutraMOOC. PutraMOOC was launched by the Minister of Higher Education, YB Dato’ Seri Idris Jusoh on April, 7th 2014. From then on, UPM has been selected to develop one of the four pioneer courses under Malaysia MOOC. UPM has been mandated with a compulasory course of Islamic Civilization and Asian Civilization since September 2014 till now. In 2017, PutraMOOC has offered 8 MOOCs in OpenLearning platform; Agriculture and Man, Malay Arts, Islamic Civilization and Asian Civilization (TITAS), Malaysian Food Heritage, Aniwal Welfare, Water Safety, Halal Food and Islamic Finance: Principles and Applications. To date, PutraMOOC has more than 53,000 students enrolled. Other than MOOCs, UPM has also developed Open Coursewares or known as PutraOCW, a platform developed to share e-content and resources from the courses offered in UPM for free to the global community while promoting original contents developed by UPM academicians. To date, 20 courses have been developed for PutraOCW and these materials can be accessed by the community at large online for free. CADe has also get closer to public by sharing learning resources through e-Learning@UPM Youtube Channel and e-Learning@UPM on Social media and these platforms are linked directly in Putra Learning Hub as a one-stop centre for learning resources. Digital Education Infrastructure Support Putra Innovation Studio and Putra Learning Space are the latest infrastructures featuring in Putra Learning Hub, in turn to introduce and develop innovative teaching and learning methods that support the delivery and implementation of a more interactive way of learning such as the use of blended learning, Flipped Classroom and Gamification. Putra Innovation Studio is equipped with state-of-the-art multimedia development hardware, gadgets and software, riding on Chroma Key techniques in video making to deliver vibrant teaching and learning videos. Meanwhile, Putra Learning Space is a model of functional classroom supporting Student-Centered Learning, driving 21st Century Learning even further. Putra Learning Space has received many demands of bookings, at its interior design is well suited the needs for conducive learning space.

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Automated Online Survey and Collective Report Putra Learning Hub approach to cater for academic needs is holistic by including handy survey system and reports for academicians, students and managers. Included in the Online Survey and Collective Reports (OSCaR) module are Teaching Assessments where students evaluate their respective lecturers online, Blended Learning reports for all courses, Online Practical Survey and Online Lab Survey to cater for students’ feedback towards improving teaching quality at UPM. Blended Training for Professional Development Our latest service through Putra Learning Hub is Blended Training (Putra e-Training series) offered to all academicians at UPM. Academicians are facing challenges in attending face-to-face training sessions where time are crucial and limited in these demanding times working at the university. Therefore, CADe has offered online courses for lecturers where they can enroll in any available training courses in Putra e-Training series. To date, the etraining is focusing on developing courses for e-learning and innovative teaching. Other courses will follow suit. Lecturers are now able to access training materials online, communicate with trainers, share best practices and then may decide to join face-to-face training whenever they are ready to gain more knowledge.

Acknowledgement We are grateful for tremendous support given by the management of Universiti Putra Malaysia towards E-learning implementation in UPM, the nation as well globally through a special fund of ‘Strengthening E-learning and Development of MOOC at UPM’.

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Excite Phonetics and Phonology Learning through Fun Online Transcription Activity Faizah Idrus International Islamic University Malaysia, Kuala Lumpur, Malaysia [email protected]

Siti Umairah Yusof, Rosemaliza Kamalludeen International Islamic University Malaysia, Kuala Lumpur, Malaysia [email protected]

Highlights: To enhance language learning, research has shown that language instruction with

computer technology was more effective than instruction without it (Grgurovic, Chapelle & Shelly, 2011). Grgurovic et al. further elaborated that Computer-aided Language Learning (CALL) specialists “aim to create ideal language learning conditions through strategic use of pedagogies developed around interactive video, learner-computer interactions, corrective feedback, tasks with linguistic support, and intercultural communication” (p.166). Therefore, in order to make learning challenging subject matter such as Phonetics and Phonology exciting and effective, usage of technology tools are appealing to most language educators in today’s context. Learning about Phonetics and Phonology is no easy feat. Students will usually find this area of the Teaching English as a Second Language (TESL) program one of the most challenging. This study has leveraged on usage of technology, specifically using video and YouTube to assist student teachers in mastering the knowledge and skills spelled out in Phonetics and Phonology course in the Teaching English as a Second Language Program (TESL) at IIUM. It was found that students find their task engaging, exciting, and impactful in their learning of Phonetics and Phonology.

Key words: phonetics, phonology, transcribe, transcription, using YouTube for learning, TALL. Introduction Phonetics and Phonology is one of the core subjects in the Teaching of English as a Second Language (TESL) programme. It has been noted by experience and also from academics that often time students find the subject challenging and problematic. This is due to the nature of the subject that requires identifying signs and symbols, as well as transcribing words and sentences into meaningful character. Memorising symbols have been identified by previous students as one of the hurdles in ‘getting it right’. To elaborate on the meaning of this subject; Phonetics is about the physical aspect of sounds, it studies the production and the perception of sounds, called phones. Phonetics has some subcategories, but if not specified, we usually mean "articulatory phonetics": that is, "the study of the production of speech sounds by the articulatory and vocal tract by the speaker". For example, Phonetic transcriptions are done using the square brackets, [ ]. On the other hand, Phonology is about the abstract aspect of sounds and it studies the phonemes (phonemic transcriptions adopt the slash / /). Phonology is about establishing what are the phonemes in a given language, i.e. those sounds that can bring a difference in meaning between two words. The intricacies of phonetics and phonology are part of the reason students shy away from this subject.

Content Thus, this study seeks to identify ways and means in which the challenge of teaching and learning of this particular subject can be reduced thus making it fun, worthwhile and significant. With the advent of software applications, the daunting processes of teaching and learning phonetics and phonology can be somewhat scaled down. 20 second-year, TESL students from the Kulliyyah of Education, The International Islamic University Malaysia (IIUM) were given a task in transcription. They were asked to select one of their current favourite English songs. When they have identified a particular song, they then have to use the online transcriber and transcribe the lyrics. Once they have transcribed the song, they will have to upload the lyrics onto YouTube alongside the original footage. This may cause problems of copyright acts and other issues that must be solved by the respondents. Once uploaded onto YouTube, students will then have to raise as many ‘likes’ as possible. A timeline is given to the respondents and finally they have to present their lyrics from YouTube in class followed by their reflections in the process of preparing the task. 6 students were selected for semi-structured interview in getting in-depth information about the tasks given to them. From students’ reflections and feedback, they found that the task given to them, especially transcribing a song and uploading it onto YouTube, interesting and inspiring. Students agreed that without the help of online transcriber, it will be almost impossible to complete the transcribing task. They also believe that the subject is easier to follow with the activities given to them. Students’ understanding, awareness and perseverance in carrying out the task will be able to shed some lights to other educators intending to teach this subject. Although the findings cannot be generalize to other institutions or context, this small scale study is capable and worthy to taken seriously should it be taken to a larger

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extent. In sum, educators, specifically in the area of TESL, should take the opportunity to use new technologies and gadgets to make the learning and teaching experience fun, enjoyable and pleasant.

Acknowledgement (if any) NIL.

References (Use APA format) Grgurovic, M., Chapelle, C., & Shelly, M. (2011). A meta-analysis of effectiveness studies on computer technology-supported language learning. ReCALL, 25, pp 165-198. doi:10.1017/S0958344013000013

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Gamification approach toward flexibility learning: MyHSC Apps Dr. Rozihan Mohamed Universiti Putra Malaysia, Selangor, Malaysia [email protected]

Dr. Ahmad Suhaizi Mat Su Universiti Putra Malaysia, Selangor, Malaysia

Highlights: In the context of the increasingly changing and evolving landscape of higher education,

flexible learning is the future of higher education which brings the goal of access to education at any time, by anyone, and anywhere. The approach to flexible learning can be improved through innovations that are recognized as gamification. The smartphones application such as Android or iOS platform has enabled stakeholders in biodiversity to connect the ubiquity of these platforms and create various types of mobile applications as a tool in biodiversity and conservation research. The interactive functionalities such as gamification via smartphone have designed for public and biodiversity researchers to identify, obtain and record biodiversity data as well as generating knowledge portability in the digital forms. The gamification involves the use of game elements in non-game contexts and enable users to utilize computational ability to discover the enjoyment of species identification which previously reserved for biodiversity experts. However, apparently there is lack of mobile application gamification devoted to the identification in horseshoe crab species. This gamification of species identification app facilitated user to identify the species as well as accompanying with field guide. This innovation enable user (student/public) to comprise with main species information, image capturing, geolocation and geotagging which will assists and ease the users to identify and record the information during conservation/field work. Perhaps, MyHSC app gamification of horseshoe crab species identification will create an impetus to the interest and enhancement engagement of student in species identification as well as increasing awareness among public for species conservation in Malaysia.

Key words: Gamification, flexible learning, species identification, mobile apps. Introduction The smartphones applications and its extensiveness are initiating to transform practices in biodiversity conservation. Recently, the advent of smartphone application such as Android or iOS platform has enabled stakeholders in biodiversity to connect the ubiquity of these platforms and create various types of mobile applications as a tool in biodiversity and conservation research. The interactive functionalities such as gamification via smartphone application have designed for public and biodiversity researchers to identify, obtain and record biodiversity data as well as generating knowledge portability in the digital forms of mobile application (Parveen et al. 2014). Gamification can be broadly defined as the application of game-like thinking and mechanics to “serious” purposes, rather than outright entertainment (Maharaj & Greene, 2015). The gamification involves the use of game elements in non-game contexts (Deteding et al. 2011) and enable users to utilize computational ability to discover the enjoyment of species identification which previously reserved for biodiversity experts. This way of using games called “crowd sourcing”, “human computation”, or “citizen science”. Previously, numbers of studies has highlighted the involvement of citizen scientist in providing information and knowledge sharing (Newman et al. 2012). For instance, Alex Rogers (University of Southampton) presented the stages in developing their smartphone app that will augment human hearing to track down the New Forest cicada (http://newforestcicada.info). Similar study, Tom Hart (University of Oxford) showed that citizen science is engaging people in an array of projects from sourcing and identifying locations in historical photographs to validating algorithms for the identification of penguins. Underpinning these citizen science projects is the idea that people like to share knowledge and as Andy Clements (British Trust for Ornithology) stated, the only qualification required to be involved is curiosity. Another relevance study is innovation using the success of social networking namely iSpot (http://ispot.org.uk). Jonathan Silvertown (Open University) explained how iSpot encourages experts to assist beginners with specimen identification. The iSpot community now has over 20 000 registered users, 150 000 observations—with over 80 per cent of observations being identified within 24 h (Snaddon et al. 2013). The growth of personal portable devices, such as smartphones and tablets, with advanced computing and connectivity capabilities, such as GPS and geo-referencing, is expanding the interface between citizen science, public engagement and education-reforming the collection, management and quality control of data (Newman et al. 2012).

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However, apparently there is lack of mobile application gamification devoted to the identification in local species. Identification of horseshoe crab species is a challenging task considering the large amount of existing around the world. The interspecies similarity and intra species variability make the identification task particularly difficult and time consuming. In addition, this apps will speed up the manual process of species identification, observation and recording accurately and systematically. Meanwhile this apps will create the gamification of horseshoe crab identification and interactive ways ‘fun’ of learning and teaching using mobile device.

Content MyHSC apps innovation is a gamification smartphone application that can be used in the teaching and learning process of biodiversity conservation of marine species (horseshoe crab). This app enables students / users to obtain information on species identification, real time geo-location mapping and sighting of populations in Malaysia as well as around the world. MyHSC apps is the first in the world gamified biodiversity conservation application that used to obtain information of species identification and real time geo-location. The unique of this innovation (MyHSC) are as follows: 1. Provide interactive mobile tool to identify the species 2. Students / users will get interactive information on taxonomic classification, location distribution, morphological characteristics, habitat, reproductive patterns, species significance and current issues of the species. 3. Current geo-location mapping (real time) 4. Students / users are able to find out details of real time location map distribution information. 5. Uploading sightings and related activities 6. Students / users will be able to share their views and browsing activities by uploading photos and videos. 7. Sharing information based on "crowd sourcing" or "citizen science". 8. This partnership will involve the participation of other students / users exploring and contributing information together. Impact to students MyHSC will bring significant impact to students / users as follows: 1.

The MyHSC app provides a teaching and learning platform through a gamification approach that enables students / users to experience engaging, interactive and engaging experiences.

2.

Students / users are able to access and share information around the globe.

3.

Students / users will use this application as an instrument in teaching and learning by involving practically in the field and cultivating interest in biodiversity conservation activities.

References 1.

2. 3. 4. 5.

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: defining gamification. In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-15). ACM. Maharaj, S., & Greene, P. (2015). Gamification within plant health in the Forestry Commission. University of Stirling. Newman G, Wiggins A, Crall A, Graham E, Newman S, Crowston K. 2012 The future of citizen science: emerging technologies and shifting paradigms. Front. Ecol. Environ. 10, 298–304. Parveen, B., Chew, T. H., Shamsir, M. S., & Ahmad, N. (2014). Development of a mobile application for amphibian species recognition. InIOP Conference Series: Earth and Environmental Science (Vol. 18, No. 1, p. 012091). IOP Publishing. Snaddon, J., Petrokofsky, G., Jepson, P., & Willis, K. J. (2013). Biodiversity technologies: tools as change agents. Biology letters, 9(1), 20121029.

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Soaring Upward in Capturing 2015-2017 and Stipulating 2018-2020 Data Analytics for Blended Learning Suria Baba Universiti Malaysia Kelantan, Malaysia [email protected]

Wan Ahmad Ridhwan Wan Musa and Ihsan Bazli Abdullah Universiti Malaysia Kelantan, Malaysia

Highlights: Big Data is an eminent and compelling element in today’s world within the eve of 4.0

Industial Revolution (4IR). National eLearning Policy (DePAN) had addressed clearly the commitments geared towards achieving optimum involvement in implementing Blended learning (BL) in tertiary education in the year 2020. Capturing data from 2015-2017 shows a gradual improvement at the beginning and more drastically at the end of 2016 and early 2017. Reaching out, coaching and handholding, monitoring, evaluating and reporting are few steps taken to improve BL practices among academician. With the capacity building supported by promising system, BL has shown tremendous outcome and this allows BL make a smooth implementation. Again, data analytic for the year 20182020 is crucial in monitoring, evaluating and reporting to meet the DePAN requirement and enhancing shift 9, globalized online learning (GOL) a successful journey.

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Resource Architecture Metadata Input (RAMI) Rozhan M. Idrus

Universiti Sains Islam Malaysia [email protected]

Mohamad Faiz Taip Universiti Sains Islam Malysia [email protected]

Highlights: 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. Technogogy is presented to elucidate 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. Then on, the tagging of these learning object will lead to an intelligent virtual content selection environment that will facilitate for any content to be searched based on each of the elements. Ultimately, a content directory is envisaged to accentuate the digital learning landscape. The elements of analytics of learner search will provide valuable characteristics in the content design and learning activities that will enhance the resource architecture in the virtual environment. A framework of ubiquitous learning design will be presented to address how this can fully support the needs for a global open access learning.

Key words: Technogogy, resource architecture, ubiquitous framework

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Technogogy: the convergence of content, pedagogy and technology in a learner focused learning environment Rozhan M. Idrus

Universiti Sains Islam Malaysia [email protected]

Highlights: The power of technology, as portrayed in a convergent mechanism via multimedia computing and the Internet must go beyond presenting facts with more razzmatazz, colour, audio, visual, simulation and animation, but must have the capability to converge in the educational environment transaction, the function of the teacher, the needs of the students, the learning styles, the learning theories and the various pedagogies and the different functioning technologies. In view of this, the term technogogy was introduced and is defined as the transformative use of technology to foster learning to describe the focus on technology-driven pedagogy in the learning environment. Nonetheless, it seeks to address the pivotal role of technology in presenting a learning object that has taken into account the relevant pedagogies and learning modalities. Technogogy is depicted in a 3Dimensional learner focussed relationship of the content, pedagogy and technology.

Key words: Technogogy, content, pedagogy, transformative, learning modalities

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MOOC: 2E towards 2S in Learning: Enhancing and Engaging (2E) students Towards Satisfaction and Self Directed, Access and Paced (SEDAP)(2S) in Learning. Suria Baba Universiti Malaysia Kelantan-UMK [email protected]

Ruzaini Ijon, Burhan Che Daud Universiti Malaysia Kelantan-UMK

Highlights: Massive Online Open Courses (MOOC) is getting familiar in the daily usage among tertiary

educationist and students involved. MOOC has tabled humongous benefits to meet the 21 st century education setting. Its timely now in positioning MOOC in the midst of 4 th Industrial Revolution eve, due to the mobile and online learning ecetera circumference. In the implementation of Falsafah Ilmu MOOC, handling huge numbers of students involved as one of the Mata pelajaran Umum-MPU need a very smart and diligent strategies. Giving a lot of pathway into Web 2.0 tools which are Biteable, Go Animate, Powtoons, and facilities provided by Open Learning Platform -OLG, with mindmapping link and other animation tools able to interact students around the clock. A very compelling finding, shows students enjoyed the phlosophical subject; Falsafah ilmu without noticing its tough by engaging through various animation tools and their responses are beyond expect. 2E works well in engaging and enhacing learning through MOOC platform. As a result, majority students declare themselves as a Self Directed, Self Access and Self Paced (SEDAP) Learners.

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Teaching-Learning Tool (TLT) in Engaging iCGPA-based Assessment Mumtazimah Mohamad Fakulti Informatik dan Komputeran, Universiti Sultan Zainal Abidin, Kampus Besut, Besut, Terengganu [email protected]

Zahrahtul Amani Zakaria, Siti Dhalila Mohd Satar, Fatimah Ghazali, Mohd Kamir Yusof, Sharifah Sumayyah Syed Alwi Fakulti Informatik dan Komputeran, Universiti Sultan Zainal Abidin, Kampus Besut, Besut, Terengganu [email protected], [email protected], [email protected], [email protected], [email protected]

Highlights: Malaysian Ministry of Higher Education and Malaysian Qualifications Agency have come out with integrated Cumulative Grade Point Average (iCGPA) in order to assess students’ academic performance based on learning outcome. Management of assessing student performance is not an easy task because there is less practical platform for lecturers in utilizing domain’s attributes. Current practice, lecturer provide assessment based on Test Specification Schedule (TSS) to indicate the level of domain taxonomy and prepare the assessment. Thus, Teaching-Learning Tool (TLT) aims to develop a tool that assists the development of assessment materials for each course learning outcomes (CLOs). TLT is web based learning platform in managing student assessment. TLT provides an auto generate summary of students’ performance based on CLOs for student and lecturer.

Key words: teaching and learning, assessment tool, assessment, learning outcome, iCGPA. Introduction Malaysian Ministry of Higher Education and Malaysian Qualifications Agency have come out with integrated Cumulative Grade Point Average (iCGPA) in order to assess students’ academic performance based on learning outcome. This assessment method evaluates students based on three domains: cognitive; affective; and psychomotor domain. The domains should be mapped in each course learning outcome (CLOs) and it will reflect in program learning outcomes (PLOs) in course development. Management of assessing student performance is not an easy task because there is less practical platform for lecturers in utilizing domain’s attributes. Current practice, lecturer provide assessment based on Test Specification Schedule (TSS) to indicate the level of domain taxonomy and prepare the assessment. Thus, Teaching-Learning Tool (TLT) aims to develop a tool that assists the development of assessment materials for each CLOs. The methods employed in TLT are Statistical Analysis and Revised Bloom Taxonomy. Statistical Analysis used to generate graph and analyze data of students’ performance according to the stated learning outcomes. Revised Bloom Taxonomy used to evaluate skills of students thinking based on domains. The application tool was developed using PHP as server scripting language, MYSQL as database and XAMPP as web server. Lecturers can provide materials, assessments and be supported by TLT to develop the assessment task. Besides, TLT also offers interactive learning whereby upon user registration, students will be provided with notes and interactive videos related to the course. This tool benefits lecturers in many ways such as lecturers are able to assess students’ performance based on the related domain. The application is expected to help lecturers in improving their assessment development by acknowledging the iCGPA attributes and sub-attributes based on domain in representing marks for iCGPA system.

Objective The objectives of this project are: i. ii. iii.

To design a framework for Teaching-Learning Tool (TLT) in engaging iCGPA-based assessment To develop a web based system which can be used to help lecturers in improving their assessment development by acknowledging the iCGPA attributes To evaluate the system’s function as an interactive teaching-learning platform

Justification/Importance to education Assessment of teaching and learning is important especially in complying to iCGPA requirements. Before a learning process, students should know the learning outcome and type of assessments for the corresponding course. Lecturers are responsible to provide lesson and assessment planning of the course in order to achieve the CLOs and PLOs. In this case, TLT contributes to both roles especially for lecturers in managing and completing task for assessment. Moreover, TLT can be integrated with Learning Management System (LMS) and Massive Open Online Course (MOOC).

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Framework design The framework of overall concept in this project is based on Figure 1 that integrate the assessment management in teaching and learning

Assessment Management

Lecturer

Students’ Performance

Student Assessment’s Result

Learning

Student Figure 1: The framework for TLT Advantages /Expected outcome The advantages of this project are: i. Web based learning is crucial in managing student assessment. It provides a practical platform for lecturers in utilizing domain’s attribute. ii. Auto generate summary of students’ performance based on course learning outcome iii. Less time consuming in analyzing students’ performance iv. Immediate analysis of student understanding on related subject v. Provide quick and convenient result for student and lecturer

Commercial value TLT can be used by all level of learning especially university student in imposing the complexity of assessment that need to be evaluated with regard to the learning outcome effectively.

Acknowledgement We are grateful for the moral and resources support by UniSZA Academic, Quality and e Learning (AQeL) and UniSZA RMIC in the development of this project.

References Jamal, A.A., Mohamad, M., Zakaria, A. H., Rozaimee, A., Rose, A.N.M., Awang, M. K. & Mamat, A.R. (2017). Psychomotor Assessment Rubric for Computing Courses. Proceeding of International Conference on Teaching and Learning in Higher Education, Universiti Malaysia Terengganu. Munzenmaier, C. & Nancy, R. (2013). Bloom’s taxonomy: What’s old is new again. The Elearning Guild. Santa Rosa. Suhaimi Abdul Talib, Azni Zain Ahmed (2016) Manual for iCGPA Constructive Alignment, Engagement and Assessment Reporting System, Academic Affairs Division, UiTM, Shah Alam, Malaysia, 1st edition (2016). iCGPA Rubric Learning Outcomes Assessment Guide. Ministry of Higher Education, Putrajaya, Malaysia Internet article, http://www.education.com/reference/article/blooms-taxonomy/ accessed on: July, 9th,2017

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Reinventing the Traditional Approach in the Teaching of Mathematics through Integrating Flipped Classroom Theam Foo Ng Centre for Global Sustainability Studies, Universiti Sains Malaysia, Penang, Malaysia [email protected]

Highlights: An effective way in teaching Mathematics course is by incorporating and integrating the

digital technology and flipped classroom approach. Therefore, in this paper, the traditional approach of teaching Mathematics course in tertiary education had been reinvented and restructured using the concept of flipped classroom. The teaching resources such as lecture notes and curate video/screenshot lessons will be uploaded in advance to the E-Learn Portal. The video/screenshot lessons are recorded using Ms. PowerPoint 2013. Moreover, the class is also blended with the Khan Academy’s Mathematics educational content. The students’ learning progress and activities are monitored by using E-Learn Portal and Khan Academy.

Key words: Flipped Classroom; Flipped Learning; E-Learning; Blended Learning; Teaching Mathematics; Digital

Introduction Teaching Mathematics course is always considered as a very challenging task as the foundation and background of understanding of Mathematics among the students are varied. Therefore, the teachers are facing some difficulties in handling the weaker students. In order to overcome such challenges, incorporating and integrating the concept of flipped classroom in teaching of Mathematics courses is one of the best strategies (Muir and Geiger, 2015). Recently, the flipped classroom is getting more attention and well-known as a new technologysupported pedagogical innovation approach. This approach can be divided into two components: (i) direct computer-based individual instruction outside the classroom and (ii) interactive group learning activities inside the classroom (Bishop and Verleger, 2013). However, there are still lacked of finding and discussion about which flipped classroom and flipped learning environment approaches which appear to work and under any circumstances. Thus, Speller (2015) had proposed to use phenomenographic approach to study the Mathematics teacher’s experience with flipped learning. In Sandra study, she investigated mathematics teachers experiences using flipped learning and presented four outcome spaces: student-centred experiences (category 1), individualized instruction (category 2), builds 21st century skills (category 3), and improved effectiveness (category 4). These four categories form a hierarchy. The phenomenographic approach was selected for this study on the basis of its potential to reveal variation in the ways mathematics teachers experience flipped learning (Marton & Bowden, 1998). The term ‘flipped classroom’ and ‘flipped learning’ are not synonymous as stated by Bergmann and Sams (2012). They differentiate between these two terms as that flipping the classroom does not necessarily lead to flipped learning (FLN 2014). More details about these two terms can be found in Muir and Geiger (2015), Bergmann et al. (2013), and Hamdan et al (2013). However, flipped learning is usually define as where the knowledge part of a lesson is taken out of the classroom and delivered online beforehand for pupils to digest and respond at home.

Content Reinventing the flipped model that suits the teaching and learning environment has transformed teaching and learning practice by changing traditional roles. Table 1 shows the simple comparison between the flipped classroom and traditional classroom (Speller, 2015). The new model increases interaction and discussion between the instructor/teacher and students during the class and also class time is used to do more targeted and individual instruction as well as interactive learning activities which will encourage higher thinking level. This can be done because all the teaching resources have been pre-prepared and pre-recorded by the teachers and the students can engage with the resources once uploaded to the online portal and can learn the resources on their own pace prior to the class. The students should have the responsibility and ownership of learning the resources by their own. Integrating flipped classroom with digital technologies make this approach possible by using Ms. PowerPoint 2013, touch-screen laptop and USM E-learn Porta. This approach allows teacher to record screenshots or video of Mathematics lessons and worked mathematical problems from the computer screens and also to overlay a narrative and curate video lessons from internet sites such as Khan Academy. These pre-prepared multimedia contents and resources are uploaded to the USM E-Learn Portal by the teacher as the key elements for students to access the preparatory resources outside of the class hours. Normally, the resources are uploaded to the e-learn portal at least a week before the class so that the students have ample of time to engage with the resources. Furthermore, the record screenshots will provide an option of “pausing and rewinding” for the students to do the study at any time and in anywhere. The students are highly encouraged to learn and study these resources so that they are prepared when attending the class with some basic knowledge and understanding of the topics that will be further explored in details by the teacher during the timetabled class. Thus, the students are more engaged in their learning and also can receive a personalised lesson from the teacher during the class. Besides that, this approach can increase the student-teacher interaction and reduce the time spent on presentation and explanation by the teacher during the

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class. Furthermore, the teacher can conduct the teaching towards more targeted and individual instruction on the weaker students. This approach is very important because the students still can follow the lessons and won’t left behind to follow up with the syllabus when the students are absent due to illness or extra-curricular activities such as fieldtrips or athletics. During the class, the teacher will be the ‘guide on the side’ and not the ‘sage on the stage’ (Muir & Geiger, 2016). Thus, this increases the active learning activities for the students. Moreover, this approach also aligns with the Malaysia Education Blueprint (2015-2025) where the digital revolution changes paradigm of using technology in classroom (Ministry of Education, 2012). Besides that, one of the Sustainable Development Goals (SDGs) that promoted by United Nation is Goal 4 for Quality Education that is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all (United Nation, 2017). One of the most significant advantages of this approach is that the students have a greater motivation and interest in learning Mathematics. Consequently, the students will have a better grade and result during the assessment and examination. Integrating flipped classroom approach is implemented during the second semester, 2016/2017 academic session for the course of IUK191 Mathematics II at School of Industrial Technology, Universiti Sains Malaysia (USM). The surveys are also carried out to investigate the perception and feedback from the students regarding the effectiveness of using this flipped classroom approach. The analysis results show that the students are engaged with the new approach of flipped classroom and also show improvement in term of learning skills on Mathematics. This approach can be easily implemented by any level of education in term of teaching Mathematics course whether for primary, secondary or tertiary education. With the technology advancement, the digital system such as Ms PowerPoint is a very powerful tool to be integrated in teaching and learning using flipped classroom and flipped learning. Table 1: Comparison between the flipped classroom and traditional classroom. Flipped Classroom

Traditional Classroom

Video/screenshot lectures students outside of class

are

watched

by

Students listen to lectures in class and do assignments for homework

Discussion, tutorial and exercise are done in class

The whole class learns the material at the same pace, supposedly

Classes are structured in workshop format to give students opportunities to question the teacher or classmates about the teaching material, e.g., video/screenshot lectures.

Students collaborate with each other on their own time outside of class

References Bergman, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class everyday. Washington, DC: International Society for Technology in Education. Bergman, J.,

Overmyer, J., &

Wilie,

B. (2013).

The

flipped

class: What it

is

and

what

it

is

not.

Retrieved

from

http://www.thedailyriff.com/articles/the-flipped-class-conversation-689.php. Bishop, J. L., & Verleger, D. M. A. (2013). "The Flipped Classroom: A Survey of the Research" 120th ASEE Annual Conference and Exposition. Flipped Learning Network (FLN). (2014). The four pillars of F-L-I-P. Retrieved from www.flippedlearning.org/definition Hamdan,

N.,

McKnight,

P.,

McKnight,

K.,

&

Arfstrom,

K.

(2013).

A

review

of

flipped

learning.

Retrieved

from

http://flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/LitReview_FlippedLearning.pdf. Marton, F. & Bowden, J. (1998). The university of learning: Beyond quality and competence. Kogan Page, London. Ministry of Education. (2012). Malaysian Education Blueprint 2013-2025. Ministry of Education Malaysia. Muir, T., & Geiger, V. (2016). “The Affordances of Using a Flipped Classroom Approach in the Teaching Of Mathematics: A Case Study of a Grade 10 Mathematics Class” Mathematics Education Research Journal, 28, 149-171. Speller, S. (2015). Mathematics Teacher's Experience with Flipped Learning: A Phenomenographic Approach (Doctoral dissertation, University of Toledo). United Nation (2017). SDG Indicators Revised List of Global Sustainable Development Goals Indicators (updated as of March 2017). Retrieved from https://unstats.un.org/sdgs/indicators/indicators-list/

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Special Iraqi e-learning and lifelong Learning Platform for Iraqi Higher Education System Amer Elameer

Highlights: It is not secret that Iraq as a country suffers from many problems and Iraqi universities suffer from the lack of the up to date educational technologies adoption in its learning activities. As such a Special eLearning Platform was designed according to the Iraqi universities needs and problems. This platform contains in its first adoption more than 20 web designed e-learning applications towards a real electronic universities. The platform was named as Baghdad e-learning platform and tested in for more than two academic years in Iraq and it was designed according the e-education orbital framework. The Orbital framework is the only framework which covers the sustainability issues that is required for the future of education in all of the world and it is the main target of the United Nation Development sustainable goals 2030. As a result, the Edmodo Company has certified the Informatics Institute of postgraduate studies as a real learning society. Three different MOOC system applications were also designed and executed in the platform with a total number of students of 1400. Baghdad is aiming to be an e-learning city in 2020.

Keywords: electronic university, e-education, orbital framework, MOOC Introduction Exploring all the issues of e-learning engagement and community building has never been more important than within the information society we live in today. We are excited that our Iraqi e-learning growing community and the educators, researchers, and advocates will be tackling these important issues together at our BFIVS@eLEARNING2017 society. We are waiting for all to join us and submit their e-learning works, experience, projects, researches, presentations, etc. that will be useful for Iraq. Put all the educational electronic tools that needed in learning and teaching process together, still a dream to any teacher and far from reaching in the world. This research is a trial to solve some of these problems by design and implement a special e-learning platform according to the Iraqi universities needs and problems.

Platform Objectives The main platform objective is raising the Iraqi higher education learning quality and efficiency by elearning adoption and change the Iraqi society towards knowledge economic society by adoption of lifelong learning in its educational system and activities.

Baghdad E-Learning Platform This platform contains in its first adoption more than 20 web designed e-learning applications towards a real electronic universities. The platform was named as Baghdad e-learning Platform 2017 and was tested for more than two academic years in Iraq at Informatics Institute for Postgraduate Studies (IIPS), Iraqi Commission for Computers and Informatics (ICCI), Baghdad, Iraq.

Methodology We use ADDIE waterfall approach to design the roadmap to solve the problems and design the platform. As a part of the solution, not the problem, we design Baghdad e-learning platform, after a long investigation on the Iraqi learning process, and put the platform in the hands of the teachers in the blended learning process. We designed it to be an institution between the hands of the users in very simple ways and methods.

Orbital E-Education Framework Baghdad e-learning platform was designed according the e-education orbital framework. The Orbital framework is the only framework which covers the sustainability issues that is required for the future of education in all of the world and it is the main target of the United Nation Development sustainable goals 2030.

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Figure 1: Orbital e-education framework

BAGHDAD E-LEARNING PLATFORM Designs and Contains The main page of the platforms contains five main gates and they are: 12345-

Learner gate Teachers gate Management Gate Service Gate Lifelong Learning gate

The main platform page and gates application are shown in the figures.2, 3, 4, 5, and 6.

Figure 2: Baghdad e-learning platform main page design

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Figure 3: Baghdad e-learning platform learner gate design

Figure.4: Baghdad e-learning platform teachers gate design

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Figure.5: Baghdad e-learning platform management gate design

Figure.6: Baghdad e-learning platform service gate design

Some of these applications are programmed according to the Iraqi higher education special environment and needs and have its locally programmed learning management system (LMS) and learning activities management systems (LAMS) and content management systems (CMS). In addition, some other web application was used like Edmodo, YouTube, and other social applications.

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Platform Adoption Results As a result, the Edmodo Company has certified the Informatics Institute of postgraduate studies as a real learning society. Three different MOOC system applications were also designed and executed in the platform with a total number of students of 1400. Baghdad is aiming to be an e-learning and lifelong learning city in 2022. In addition, it was the first time and trial by any Iraqi higher education institution to adopt a social learning tool in its daily learning activities. In addition, the designed platform made a huge impact on its limited using but it is planned to expand its using in three universities in the next academic year in Iraq. The Iraqi young students and learner comes to the universities with reinforced ICT skills which is better than their teachers and our platform organize this process by putting the teachers in the driving seat of the learning process, and put the students with his ICT abilities in controlling of what he learn and how he wants to learn with complete teacher supervision, and institutions head quarter monitoring. The platform was designed according to orbital e-education framework, which was the only framework that takes into consideration the sustainable developments and put the dimension of education standardization, stability, time in the planning of the education process. By this way we can achieve the peace goal and push the complete education process and system towards peace and sustainable developments.

Conclusion By using the platform we made our learning as collaborative and social learning, and improve that our student's outcomes and the quality of the learning. The platform is: Combine electronic content management systems and social networking It contains several presentations and different forms of educational content for every type of different materials. Helping to exchange ideas and access creative collective thinking. Create virtual classes easily by teachers Create group discussions, send messages and share files. Create a digital library that contains learning resources for educational content. The possibility of conducting electronic tests in different forms and types easily. Ability to download and play on fixed boards and smart phones Provides immediate follow-up capabilities for learners International educational interaction between universities and students of different countries and cultures Create the highest degree of interaction between the learner and the student through text or video conversations Solve the problem of private tutoring with access to non-traditional solutions to this problem. We try to cover everything and we can say after post platform evaluation after two complete years of pilot trial, it achieved its designs goals. As additional benefit from the platform, it provide opportunity to the learning of the disable students and learners.

REFRENCES Ahmadpour, A., Mirdamadi, M., Hosseini, J. F., & Chizari, M. (2010). Factors Influencing the Design of Electronic learning system in Agricultural Extension. American Journal of Agricultural and Biological Sciences, Vol.5 , No.2, pp. 122-127 , from http://www.scipub.org/fulltext/AJAB/AJAB52122-52127.pdf. Hon, T. Y. (2014). How E-learning Platform MOODLE Affects Intermediate Chinese Speaking and Listening Course. Paper presented at the EdMedia: World Conference on Educational Media and Technology. Jones, G. (2008). How to choose the right web host. Kulvietiene, R., & Sileikiene, I. (2006). The blended learning delivery design model. Paper presented at the Proceedings of the 6th WSEAS International Conference on Distance Learning and Web Engineering, Lisbon, Portugal, September. Malan, R., & Bredemeyer, D. (2001). Functional requirements and use cases. Bredemeyer Consulting. Panta, P. (2009). Web Design, Development and Security. Youngstown State University. Reimer, L. (2011). Following a Web Design Process. Smashing Magazine. Rhoads, R. A. (2015). MOOCs, high technology, and higher learning: JHU Press. Wodehouse, C. (2016). Web Development Languages 101. Wurzer, E. (2012). Why you Should be using PHP's PDO for Database Access. Viitattu. Xiao, F., & Pardamean, B. (2016). MOOC Model: Dimensions and Model Design to Develop Learning. 28.

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Ahmed, T. T. (2011). Evaluating e-learning Effectiveness in Higher-education Institutions at Developing Countries: An Empirical Study and Proposed Model. Paper presented at the Second International Conference on e-Learning and Distance Learning (eLi 2011) 21-24 Feb, Riyadh, KSA from http://eli.elc.edu.sa/2011/sites/default/files/slides/Prof.Dr_.Tarek%20Taha%20Presentation(P)_0.pptx Greener, S. (2010). Staff who say no to Technology Enhanced Learning. Paper presented at the The 5th International Conference on e-Learning , 12-13 July , pp.134-139, Penang , Malaysia. Khan, B. H. (2009). E-Learning - The Global e-Learning Framework. In S. Mishra (Ed.), STRIDE Handbook 8 (Vol. 1, pp. 42-52 (Chapter Five)). New Delhi , India: The Indira Gandhi National Open University (IGNOU) , from http://www.ignou.ac.in/institute/STRIDE_Hb8_webCD/STRIDE_Hb8_Full. Kirkland, J., & Bimler, D. (2010). Beyond others’ landmarks there is territory to map and discoveries to be made within knowledge communities. Paper presented at the 3rd International Conference and Exhibition on "The Role of e-Learning in Supporting Knowledge Communities" from6-8 April, University of Bahrain, Bahrain. from www.econf.uob.edu.bh/regApp/participants/papers/econf3%200079.doc Elameer, A. and R. M. Idrus (2011). "Elameer-Idrus Orbital E-Education Framework For The University Of Mustansiriyah (Uomust)." The Turkish Online Journal of Educational Technology – TOJET 10(4-16).

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E-PEMBELAJARAN ADAT PERPATIH PATUH SYARIAH DI MALAYSIA Mualimin Mochammad Sahid (K) Fakulti Syariah Dan Undang-Undang Universiti Sains Islam Malaysia, Bandar Baru Nilai, 71800 Nilai, Negeri Sembilan. [email protected]

Amir Husin Mohd Nor, Azman Ab. Rahman, Muneer Ali Abdul Rab, Setiyawan Gunardi, Mahmoud Mohamed Ali, Fithriah Wardi, Nik Rahim Nik Wajis, Mohamad Ikwan Hami Fakulti Syariah Dan Undang-Undang Universiti Sains Islam Malaysia, Bandar Baru Nilai, 71800 Nilai, Negeri Sembilan. [email protected]

Sorotan E-Pembelajaran Adat Perpatih Patuh Syariah Di Malaysia adalah satu inovasi pembelajaran menerusi satu modul yang direka khas secara unik dan sistematik untuk memudahkan dalam memahami isu-isu yang berkaitan amalan-amalan dalam adat Perpatih di Malaysia dengan mudah dan jelas. Segala isuisu yang terkandung dalam modul ini dan jawapan mengenai hukum ke atas amalan adat Perpatih telah dikaji dan dianalisa oleh ahli-ahli penyelidik dalam bidang syariah dan adat. Justeru, maklumat yang dikandungi modul ini boleh dijadikan rujukan yang mempunyai kredibilitinya tersendiri.

Kata Kunci: Adat Perpatih, E-Pembelajaran, Inovasi, Patuh Syariah, Modul, Adat. Pendahuluan E-Pembelajaran Adat Perpatih Patuh Syariah Di Malaysia merupakan satu model e-pembelajaran yang mengandungi inovasi pembelajaran berkaitan Model Adat Perpatih patuh syariah. Segala maklumat dan isu-isu amalan dalam Adat Perpatih boleh didapati dengan mengakses terus ke laman sesawang dan modul khas yang disediakan secara atas talian. Modul ini dicipta khas untuk memudahkan masyarakat, khasnya para pengkaji adat dan peminat wacana adat, serta pembaca secara amnya bagi mendapatkan maklumat berkenaan Adat Perpatih dengan lebih mudah. Adat Perpatih adalah merupakan adat turun temurun yang diamalkan oleh masyarakat Negeri Sembilan dan Melaka sejak zaman sebelum kedatangan Islam ke Tanah Melayu. Adat ini masih lagi diamalkan sehingga ke hari ini. Namun begitu, terdapat beberapa amalan Adat Perpatih yang dikatakan bercanggah dengan Islam sehingga ada sebahagian masyarakat di Malaysia yang memandangnya secara negatif. Kajian ke atas isu-isu dalam amalan adat Perpatih telah dijalankan dan hasilnya adalah berupa satu model amalan yang patuh syariah dalam satu modul pembelajaran amalan Adat Perpatih di Malaysia. Modul yang mengandungi model ini menfokuskan kepada empat (5) tajuk dan isu yang berkaitan dengan amalan utama di alam Adat Perpatih. Antaranya ialah sejarah asal-usul, sistem kepimpinan, adat perkahwinan, pengurusan harta dan sistem undang-undang jenayah di dalam Adat Perpatih. Inovasi ini diyakini dapat menjadi platform dan sumber rujukan dalam memberi kefahaman kepada masyarakat khasnya tentang status dan kedudukan Adat Perpatih dalam konteks patuh syariah.

Objektif 1.

Memberi penjelasan tentang kedudukan adat perpatih dan amalannya dalam Islam.

2.

Meningkatkan kefahaman tentang adat perpatih yang sinonim dengan masyarakat Negeri Sembilan di Malaysia.

3.

Menyediakan modul pembelajaran dan latihan atas talian kepada pihak yang berautoriti dalam amalan adat perpatih di Malaysia.

Nilai tambah Amalan-amalan Adat Perpatih dipecahkan kepada dua skop perbincangan utama: 1.

2.

Adat Resam: Diterangkan mengenai upacara/amalan dalam Adat Perpatih secara terperinci untuk pengetahuan umum kepada pembaca/pengkaji. Hukum Syarak:

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Hukum upacara/amalan Adat Perpatih tersebut akan dinyatakan dan disertakan hujah-hujah daripada pihak berautoriti mengenai hukum tersebut.

Kebolehgunaan 1.

Sebagai platform sumber rujukan adat perpatih patuh syariah secara atas talian.

2.

Menjadi bahan pengajaran dan pembelajaran kepada pihak yang berautoriti.

3.

Menjadi modul latihan dan kursus adat perpatih patuh syariah.

Potensi Pengkomersialan 1.

Muzium Negeri Sembilan dan Perpustakaan Negara.

2.

Agensi Kerajaan (Jabatan Kehakiman, Jabatan Tanah dan Galian dan Jabatan Mufti)

3.

Organisasi adat, masyarakat pengamal adat perpatih dan pengkaji adat.

Penghargaan Sekalung perhargaan diucapkan kepada Kementerian Pengajian Tinggi kerana telah memberi peluang kepada kami untuk mencipta modul e-pembelajaran ini di bawah geran penyelidikan USIM/FRGS/FSU/32/50816. Ucapan terima kasih juga diucapkan kepada Fakulti Syariah dan Undang-undang, Universiti Sains Islam Malaysia di atas ruang yang disediakan untuk kami menyiapkan modul ini. Dan tidak lupa juga kepada semua pihak yang terlibat dalam membantu menjayakan projek ini.

Rujukan Abdul Halim bin Zulkifli. 1989. Pembahagian Pusaka di Kalangan Masyarakat Adat Perpatih di Negeri Sembilan : Satu Kajian Kes-Kes Pusaka Menurut Adat dan Faraid. Latihan Ilmiah. Universiti Kebangsaan Malaysia. Abdul Qodir Audah. At Tasyri’ Al jina’iy Al Islamiy, Juz 1. Bierut: Dar Al Kitab Al ‘Araby, Abu Hamid Al-Ghazali (2008). Mutiara Ihya’ Ulumuddin. Bandung: PT Mizan Pustaka. Ahmad Muhammad Az-Zarqa. 2012. Syarah Al-Qawaid Al-Fiqhiyyah. Damsyik: Dar al- Qalam. Ahmad Ubayd. (1985). Dirasat Dzira Al-Sya’iraini: Sya’ir Ahmad Al-Nil Hafidz Ibrahim wa Amir Al-Syu’ara Ahmad Syauqi. Beyrut: Alam Al-Kutub. Asmad. (1990). Kesenian Adat, Kepercayaan Dan Petua. Kuala Lumpur: Associated Educational Distributors (M) Sdn. Bhd. Azima Abdul Manaf. 2009. Masalah dan Cabaran Tanah Adat Minang di Dunia Melayu Malaysia dan Indonesia. Geografia OnlineTM Malaysia Journal of Society and Space 5 issue

1:

69-78.

http://www.ukm.my/geografia/images/upload/7.2009-1-

azima%20abdul%20manaf-melayu-3.pdf ( 2 Mei 2017). Azman Ab Rahman, Syaryanti Hussin, Mohamad Zaharuddn Zakaria, Lukman Abdul Mutallib, Izawati, Nurfadhilah Che Amani et al. (2016). Kefahaman Masyarakat Negeri Sembilan Terhadap Tanah Adat. Nilai: Universiti Sains Islam Malaysia. Azzal Abu Talib. (1992/93). Sistem Bersuku Masyarakat Adat Perpatih Di Negeri Sembilan, Kajian Kes: Luak Inas. Bangi: Jabatan Persuratan Melayu Fakulti Sains Kemasyarakatan Dan Kemanusian, Universiti Kebangsaan Malaysia. Firdauska Darya Satria. 2015. Meninjau Kaidah Al-Adah Muhakkamah sebagai Bagian Dari Urf Adat Kebiasaan Pada Masyarakat Sebagai

Dalil

Syariah.

https://www.academia.edu/19975050/meninjau_kaidah_al-

%C3%82dah_muhakkamah_sebagai_bagian_dari_urf_Adat_Kebiasaan_Pada_Masyarakat_Sebagai_Dalil_Syariah

(3

Mei

2017) Habyb Mudzkir. 2014. al-Adatu Muhakkamah. https://habyb-mudzakir- 08.blogspot.my/2014/04/al-adatu-muhakkamah.html (3 Mei 2017) Hajah Makiah Tussaripah & Jamaliah Mohd Taib (2016). Kajian Adat Perpatih Di Negeri Sembilan: Satu Tinjauan Menurut Perspektif Islam. Research Gate. Dimuat turun pada 4 Februari 2017 dari https://www.researchgate.net/publication/301893435. Jabatan Mufti Negeri Sembilan. (2016). Pewarisan

Tanah Adat, Kebenaran Pelaksanaannya Menurut Islam. Negeri Sembilan:

Jabatan Mufti Kerajaan Negei Sembilan Darul Khusus. Maimunah Manab. (1995). Adat Istiadat Perlantikan dan Peranan Buapak di Rembau. Seremban: Maktab Perguruan Raja Melewar. Mohd Anuar Ramli, Mohammad Aizat Jamaludin. t.th. Hak Pusaka Wanita: Antara Ketetapan Syarak Budaya

dan

Dinamisme

Setempat.

https://www.academia.edu/4407256/Hak_Pusaka_Wanita_Antara_Ketetapan_Syarak_Dan_Dinamisme_Budaya_Tempatan (4 Mei 2017) Mohd Rosli Saludin. (2011). Seri Menanti Tanah Beradat Bermula Di Sini. Kuala Lumpur: Crescent News (KL) Sdn. Bhd. Muhammad Aunurrochim Mas’ad Saleh, Nik Rahim Nik Wajis, Mualimin Mochammad Sahid, Setiyawan Gunardi, Mohd. Nasir Abdul Majid, Mariam Saidona Tagaranao et al. (2016). Justifikasi Hukum Syarak Ke Atas Amalan Adat Perpatih Dalam Pewarisan Tanah Adat/Ulayat Di Indonesia Dan Malaysia. Nilai: Universiti Sains Islam Malaysia.

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Muzahar Bin Mat Deli. (1993). Sistem Hukum Jenayah Di Dalam Adat Perpatih Di Negeri Sembilan. Kuala Lumpur: Fakulti Syariah Akademi Islam, Universiti Malaya. Nadzan Haron. (1992). Perlaksanaan Peraturan Adat Dalam Sistem Pentadbiran Tanah Di Negeri Sembilan. Jurnal Sejarah, Politik dan Kajian Stratergi Malaysia (JEBAT 20). Selangor: Universiti Kebangsaan Malaysia Norhalim Hj Ibrahim. 2001. Tanah Adat Dulu, Kini dan Akan Datang. Warisan: Jurnal Persatuan Sejarah Malaysia, Cawangan Negeri Sembilan. 25: 54-91 (atas talian) http://malaycivilization.ukm.my/idc/groups/portal_aperpatih/documents/ukmpd/adat_ 00243.pdf (2 Mei 2017). Norhalim Hj. Ibrahim. Sistem Perkahwinan Adat Di Negeri Sembilan. Serdang: Jabatan Pengajian Pembangunan Keluarga, Universiti Putra Malaysia. Tan Sri A Samad Idris, Norhalim Hj. Ibrahim, Haji Muhammad Tainu & Dharmala N.S. (1994). Negeri Sembilan: Gemuk Dipupuk, Segar Bersiram Adat Merentas Zaman. Seremban: Jawatankuasa Penyelidikan Budaya Negeri Sembilan Darul Khusus. Portal Rasmi JKPTG, http://www.kptg.gov.my/ms/content/apakah-yang-dimaksudkan- dengan-tanah-adat-customary-land (akses: 3 Julai 2017)

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JustMiner Jastini Mohd Jamil Universiti Utara Malaysia, Sintok, Kedah [email protected]

Izwan Nizal Mohd Shaharanee Universiti Utara Malaysia, Sintok, Kedah [email protected]

Highlights: JustMiner is a free and user friendly web based application for data mining tasks. JustMiner allows easy pre-processing task to be done on the cloud including data conversion and rule evaluation based on certain parameters. Currently JustMiner offer a decision tree model to classify and label of student performance using web based predictive tools known as Predictive Analysis for Student Success using Decision Tree (PASS-DT).

Key words: data mining, preprocessing, web based application, decision tree model Introduction The Data Mining course deals with the extraction of useful information from data. Getting insightful information from large amount of data is also the essence of many sub-areas of computer science, as well as the field of statistics, data mining can be referred to lie at the intersection of statistics, machine learning, databases, pattern recognition, information retrieval and artificial intelligence (Han, Kamber & Pei, 2006). In teaching and learning data mining course, one of the most important task is in preparing suitable data for data mining application. Data directly taken from the source will likely have inconsistencies, errors or most importantly, it is not ready to be considered for a data mining process. Furthermore, the increasing amount of data in recent science, industry and business applications, and calls to the requirement of more complex tools to analyze it. The main idea of data preprocessing is to ensure that data fed into the data mining phase is clean (high quality of data) and only appropriate data are selected (Han, Cheng, Xin & Xin, 2007). Data from different sources are often converted into a common format for processing and some data may be encoded or transformed into more usable formats. The first preprocessing tools available in JustMiner is Rel2Mark. Rel2Mark is an efficient algorithm for preparing correct data format for mining frequent itemsets. This tool is developed to convert the relational data into transactional data format on the cloud. For teaching and learning purposes, Rel2Mark offer the students a simple point and click approach in changing data format that suit the association rules analysis. Students are required to upload the relational data into the Rel2Mark. The build-in algorithm in Rel2Mark will convert the data automatically into transactional data that suit for the association rules mining analysis. This offers a faster and systematic ways for the student in generating association rules. Additionally, increases their knowledge in understanding the importance of preparing right data format for specific data mining application. The second preprocessing tools is RuleEva. RuleEve is an efficient tool for evaluating frequent itemset rules. This algorithm is developed to facilitate students to understand the rules that are generated through frequent itemset mining. RuleEve is designed with the ability to assess two measures namely the accuracy and coverage. The Rel2Mark and RuleEva were developed using JAVA, which is open source software. Thus, it’s capable to be integrated with various data mining software such as SAS Enterprise Miner, Python, WEKA and Clementine. Data mining was used to identify student profiles. Profiles of student success were developed using clustering technique. Student falling into two possible combinations of an earned CGPA below 3.0 or above 3.0. PASS-DT is a beta version of a web based predictive tool using decision tree model to classify and label student performance. The model used several predictors including age, Co-ccuriculum Type, degree type, gender, income, pre-studies and School of Studies. Based on predictive modelling, we developed the PASS-DT, a tool that predict a student’s probability of success in their study’s performances. The decision tree model correctly classify 75% of students.

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Figure 1: Illustrative Example from Relational to Transactional Format

Input: A sets of rule (F(A), F(B), F(M) and F(C)), a sets of statistical reduced set of rule (FS(A), FS(B), FS(M) and FS(C)); a sets of rule after redundancy removal (FR(A), FR(B), FR(M) and FR(C)); a sets of rule after contractive removal (FC(A), FC(B), FC(M) and FC(C)); a set of rules after confidence based filtering (FCF(A), FCF(B), FCF(M) and FCF(C)); Training and Testing dataset Output: Accuracy (AR) and coverage rate (CR) of the rule set For each rule, scan the training and testing dataset Check whether rules classifies all the instances in dataset Calculate Misclassification Rate (MR) for each rule AR = (1- sum of all MRs )* 100 CR = (1 – (Number of Uncovered Instances /Total Number of Instances)) * 100 return AR and CR Figure 2: Pseudo code for the Rules Accuracy and Rules Coverage

Acknowledgement This work was supported by MOE under Fundamental Research Grant Schema.

References 1. Han, J., Kamber, M., & Pei, J. (2006) Data mining: concepts and techniques. Morgan Kaufmann. Han, J., Cheng, H., Xin, D., & Xin, X. (2007) Frequent pattern mining: current status and future directions. Data Mining Knowledge Discovery, 5, 55–86.