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Dr. Karwan in the second lesson of that course, talked about the environment of the university.
Through this lesson, I learned that We conducted an external environmental scan, an internal environmental scan, and an ideas survey of students, faculty, staff, board of trustees members, and specific community stakeholders to update our understanding of the University's current environment, both internally and externally, and to gather ideas from our stakeholders. During this procedure, a significant quantity of useful information was uncovered.

Instead of sitting back and waiting to see what happens, give us the resolve to make the correct decisions.
Scan of the external environment
The Environmental Scan working group looked at five main areas: Education, Health Care, Workforce, Technology, and Research to create a picture of the University's external environment.

In the area of education, this group looked into faculty development, donations, medical education reform, the trend of giving credit for informal learning, the scholarship of teaching, campuses in other nations, space considerations for health care education, and environmental factors in global health.

For instance, they pointed out that:

International campuses and global health education programs are becoming more popular.
Considerations related to evolving technology demand strategic thought and investment.
Expanding alumni/ae outreach can offset the drop in donations brought on by the present economic climate.
Modern advancements in learning theories and innovations call for significant reforms in medical education, including new curricula, pedagogies, and evaluation methods.

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At the start of this course and part, Dr. Karwan talked about the Bologna process, and discuss what is Bologna process. How to apply to university? and told us Why the Bologna process is important for us to learn?

In addition, In the second part of this lesson he talked about
two main important things that are so crucial for the university system nowadays that, There are known;
1. Minisheet.
2. Mastersheet.

any of them is very important that every lecturer inside the university have much knowledge about them.

I would like to discuss all of them (Bologna Process, Mini sheet, Master sheet) step by step in the following points:

Bologna Process:
The Bologna Process is a collection of ministerial gatherings and agreements between European nations to guarantee parity in the requirements and caliber of higher education credentials.

Framework for qualifications:
Three cycles of higher education qualifications make up the fundamental structure. The credentials are outlined in the framework[9] approved by the ministers at their meeting in Bergen in 2005 in terms of learning outcomes, or assertions of what students would know and be able to do after acquiring their degrees. The framework makes use of the ECTS, or European Credit Transfer and Accumulation System, to describe the cycles:

First cycle: normally 180–240 ECTS credits, or at least 60 credits per academic year, with a bachelor's degree being awarded in most cases. The bachelor's with honors program, which grants graduates a "BA hons" degree (for instance, in the UK, Australia, New Zealand, and Canada) and which (in the UK, Australia, and New Zealand) may allow graduates to start doctoral studies without first completing postsecondary coursework, was not introduced in the European Higher Education Area. It is named after the University of Bologna, where education ministers from 29 European nations signed the Bologna Declaration in 1999.

Second cycle: normally awards a master's degree and consists of 60–120 ECTS credits (minimum of 60 ECTS per academic year).

(Doctoral degree) third cycle: Since the length and depth of the disciplines differ, there is no set ECTS range. The minimal credit weight for Ph.D. degrees varies by country, nevertheless. Those national standards typically call for 120–420 ECTS of study. A bachelor's degree typically takes three to four years to complete, and a master's degree often takes another year or two. Doctoral degrees often involve two to four more years of specialized study, primarily through independent study with a mentor. The names of degrees might differ by nation. Normally, 60 ECTS credits, or 1,500–1,800 hours of study, equals one academic year.

Mini Sheet (Student's Workload):

The burden of a course is the amount of time a student requires to effectively learn a curriculum and complete course assignments. The workload consists of both the allocated tasks and any additional study time (for example, reading, preparing, producing reports, reflecting, and studying for exams).

Master Sheet:

The "master sheet" for the assessment diary lists the overall number and variety of assessments as well as the total amount of time students spent preparing assessments for each module and each term.

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We are Group 7 to a presentation about Rubric design, We prepared a presentation on the topic of CASE STUDY(RUBRIC ASSESSMENT) for "IT LAB PROBLEMS SOLVING".

I attached the slides with this reflection above these words as PDF files, you can open and looking the PDF file and see what we have to design for the rubric topic that I created with my colleagues.

Finally, In closing, I would like to thank Mr. Miran for all the valuable information and innovative teaching methods he provided during the course. I am grateful to him and have learned a lot from him.

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In this lesson, the lecturer(mr. miran) talked about new technology that is very important at the education level which is the Rubric Design.

Introduction Rubric: A rubric is an assessment tool that provides information on performance expectations for students. Essentially, a rubric divides an assessment into smaller parts (criteria) and then provides details for different levels of performance possible for each part (Stevens and Levi 2013).

A rubric is a scoring guide that describes the specific criteria that will be used to evaluate student assignments.

Generally, there are two types of Rubrics:
1.  Holistic Rubric.
2. Analytic Rubric.

I learned that there are two types of rubrics and of methods for evaluating students’ efforts: holistic and analytic rubrics.
Select each rubric type identified below to see an example.

Holistic Rubrics:

single criteria rubrics (one-dimensional) used to assess participants' overall achievement on an activity or item based on predefined achievement levels;

performance descriptions are written in paragraphs and usually in full sentences.

Analytic Rubrics:

two-dimensional rubrics with levels of achievement as columns and assessment criteria as rows. Allows you to assess participants' achievements based on multiple criteria using a single rubric. You can assign different weights (values) to different criteria and include an overall achievement by totaling the criteria;

written in a table form.

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Mr. Miran was creating seven groups of us and any group of us gave him one idea for making the design of the rubric, we were preparing for the next lesson to present the slides of the rubric design that we created.

there are the following groups with rubrics design topics in the evening group:

G1.  Problem based Learning.
G2. Individual projects.
G3. Mind mapping.
G4. Simulation-based Learning.
G5. Field Trip.
G6. Project based Learning.
G7. Case Study. (My Group).

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In this lesson (Fourth lesson) of this Innovative Pedagogy course, Mr.Miran covered another important technique that is very crucial for education nowadays, named ( Assessments ).

I learned and I got the answers to the following questions:
Q1. What is Assessment?
Q2. Why do we assess?
Q3. What do we assess?
Q4. How do we assess?
Q5. How well does our assessment work (Characteristics of Assessment Tools)?
Q6. When do we assess (Timing)?
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I answered the first question by this define:
In education, the term assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students.

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I answered the second question that:
To facilitate the learning process.
To offer proof.
To determine the degree of knowledge acquisition among students.
Finally, to award certificates based on reflective competence.

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I answered the third question that:
In addition to cognitive knowledge (knowing), psychomotor skills (doing), and attitude (being), we evaluate competence.

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I answered the fourth question that:
begins with cognition at the lower levels and psychomotor at the higher levels of activity. In order to evaluate students' competency, a third dimension, or attitude, has recently been added to Bloom's taxonomy.

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I answered the fifth question that:
Reliability: identifying superior and inferior students,
Educational impact: Relationship between assessment and learning. Validity: Measures attributes (such as knowledge and abilities).

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I answered the sixth question that:
Type of Assessment:
1.  Assessment of learning (summative).
2. Assessment for learning (formative).
3. Assessment as learning (self and peer).

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My notes about all group presentations about “Teaching Methods” in the pedagogy course.
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(Evening Groups).
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Group 1) Title: Use of Slides:
My notes about this group:
*They use many words in their slides and use a few photos with diagrams.
*The voice of the second teacher is low.
*The fourth teacher used a mobile phone when he presented his slides! (I don’t know
why?!, I think he used it for looking at slides and time management).
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Group 2) Title: Use of diagrams, tables, graphs, and charts by the instructor in teaching:
My notes about this group:
*In their presentation they noticed to using tables, graphs, diagrams, and charts these are
very important for teacher and helping the students to more understanding.
* Generally, Clear and nice presentation.
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Group 3) Title: Flash Cards:
My notes about this group:
*The words in their slides are very small.
*It is an important teaching method if used by the teacher for students as a daily activity.
*Using this method is important for engagement and motivation for students.
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Group 4) Title: Construction of exhibits and displays:
(It is our presentation).
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Group 5) Title: 12 Modern teaching methods:
My notes about this group:
*They talked about the modern education system.
*First teacher, he is more speak about the first slide (Introduction slide).
*Using a few photos and graphs.
*Second teacher is a good presenter.
*Duplicated words (Based learning).
*Disadvantages are more explained than advantages.
*They used many words without any photos!
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Group 6) Title: Case-based learning:
My notes about this group:
*Nice slides (Design is good).
*First teacher is a good presenter.
*Some slides have many words.
*Good teaching method for problem-solving.
*Generally, all teachers are good presenters.
*Fourth teacher is a very good presenter.
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Group 7) Title: Brainstorming:
My notes about this group:
*In some sentences in their slides must use the (?)symbol but they didn’t use it.
*The first teacher is a good presenter, but he has spoken more about one slide.
*They use many words without any photos.
*Brainstorming is an amazing method.
*This method is very clear.
*Fourth teacher’s voice is very good but the contact eye is bad.
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Group 8) Title: Storytelling:
My notes about this group:
*Nice slides (Pictures, Words, Design).
*Good teaching method but they didn’t have any good examples about the method.
*Fourth teacher’s voice & contact eye is not good.
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The start of this lesson that about the teaching methods by RACHEL GILLETT's quote that said "If you want to remember your message in a presentation, an article, or a report TELL THEM A STORY."

I discovered the following main points in this lesson:

Use appropriate instructional techniques to apply ideas in the lab, conduct fieldwork, and relate them to their real-life contexts. Recognize the need for and capacity for learners to engage in lifelong learning, and design the use of various educational strategies to meet each student's unique needs. Differentiating diverse teaching approaches and how they are used in real-world settings.

recognized (Common) Methods of Learning such as Seminars, Workshops, Written assignments, Laboratory/Field Work, Graduation Project Work placement and Internship, and many others.

I learned about one of the most techniques named Fish-bowel Learning. Fishbowl is a fun and student-centered method that improves group discussion abilities while increasing comprehension of challenging material.

We found out about Authentic Learning.

Gamification and Game-based Learning.

I learned about Flipped Learning.

We discussed problem-based learning: Here are some pointers that could be useful to your students:
- Identification of the challenges with learning and the questions,
- Organizing the issue,
- Establishing a lesson plan,
- Determining how long it will take to complete the entire task,
- Determining the resources required, and - Anticipating the result.

Mr.Miran learned all of us about Problem-Solving Cycle through the following steps:
1. Define the problem.
2. Brainstorm Solution.
3. Pick a solution.
4. Implement the solution.
5. Review the results.

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At the conclusion of this lesson,
Mr. Miran offered us a significant task about teaching methods. We had to select one of the most diverse methods for teaching by our various groups, and we had to prepare a presentation about the methods we had selected for any groups in order for each group to be represented.
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Bologna Process, Mini Sheet and Master Sheet.

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Bologna Process, Mini Sheet and Master Sheet.

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In this course named "Innovative pedagogical methods and assessment tools", Mr. Miran, after knowing himself at the start of the course, and generally, he talked about pedagogy courses and how we can improve our performance of teaching by learning teaching methods, Assessment tools and creating a learning environment.
He explained to us what tools are important to teaching inside education.

• Teaching methods

Various teaching or facilitation methods and tools that are in line with a student-centered approach so that teachers and students can get familiar with the most important pedagogical tools to fulfill the requirements of their learners on an individual basis.

• Assessment tools

introduce a variety of cutting-edge assessment methods with a primary focus on formative assessment in order to lessen the dependency on summative evaluation.

• Creating learning environments

using physical and virtual platforms, particularly the utilization of digital tools to create online learning environments.

Today, I learned about using virtual reality for training and research, It has gained popularity as a tool for training and study in a variety of disciplines, including social psychology, engineering, medicine, and military operations.

Today, I was learning about Duolingo utilizing machine learning (AI in e-learning). Starting with an AI-driven adaptive placement test, the app personalizes the entire language learning experience.
This indicates that each question is related to the one before it, regardless of whether the user answered correctly or incorrectly.

Mr. Miran taught us three main points: Learning skills, Literacy skills, and Life skills in the 21st century skills.

In addition, I learned about creative pedagogy which includes:
1. Creative Teaching.
2. Teaching for Creativity.
3. Creative Learning.
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We discussed about key elements of effective pedagogy that contains:
A. Combination Pedagogical approaches.
B. Content Pedagogies for what.
C. Context Matters.
D. Change Embedding Innovative pedagogies.

then, we discovered the types of learners that contains:
* Individual Learner.
* Individual needs.
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Finally, In the end of this lesson, Mr.Miran was teaching of us about the new technology that named ( Padlet ) and I learned how to use padlet by creating account and how to write reflections in the padlet for daily activity in the lessons.
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