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In conclusion, the module has provided a comprehensive understanding of various aspects crucial to effective education in the 21st century. We began by recognizing the importance of anticipating and adapting to the future of education, equipping learners with the necessary 21st-century skills. We delved into the meaning of pedagogy and explored its key elements that contribute to effective teaching and learning. Moreover, we acknowledged the inherent need and capacity of learners for lifelong learning, emphasizing the role of educators in fostering this mindset. Aligning assessment tools with learning outcomes was highlighted as a critical factor in evaluating students' progress and ensuring educational objectives are met. The module also equipped us with the knowledge and skills to design and implement various forms of assessments. Furthermore, we gained an understanding of the tools and strategies used to assess not only knowledge but also skills and attitudes. Finally, we learned how to create an effective learning environment that promotes engagement, collaboration, and meaningful learning experiences. This module has equipped us with a comprehensive toolkit for effective teaching and learning, empowering us to create engaging educational experiences and nurture the growth and development of our students.

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On June 25th, 2023, we delved into the third theme of the module, which focused on "learning environments." This topic personally resonated with me as it is both interesting and crucial. One significant aspect we explored was the creation of trust among students through actions, which can be achieved through various means, including active listening and providing accessible contact information such as email. I have already implemented this approach by sharing my email address with my students in the syllabus and emphasizing its availability for questions and assistance. However, I vividly recall a negative experience during my bachelor's degree when a teacher of Professional Communication never responded to emails and explicitly stated that no student would receive a grade above 90. This kind of demotivating behavior, particularly in a course that focuses on professional skills, greatly disappointed me and eroded my trust in that teacher's abilities. It served as a clear example of the type of educator I never wanted to become.

During the module, we were presented with an intriguing figure illustrating the components of an innovative learning environment. Personally, I find visual representations such as figures, graphs, images, and diagrams immensely helpful in understanding complex topics. The figure showcased both internal and external factors that contribute to innovative competencies. Additionally, Dr. Miran mentioned the use of Facebook groups with different topics, which reminded me of a group I joined where people share "Woon Tips" (tips related to living arrangements). Exploring the characteristics of an effective learning environment further, we learned about the importance of strong teacher-student bonds, the integration of technology, cultivating a warm and welcoming classroom atmosphere, and providing inquiry-based opportunities. These characteristics have equipped me with valuable insights and strategies that I intend to implement to create effective learning environments for my own students.

I thoroughly enjoyed the class as the module materials were predominantly presented through visual aids, facilitating my understanding of the content. Visual representations have proven to be an effective learning tool for me, and I appreciate the effort to incorporate them into the module.

Moving on to July 4th, 2023, we discussed techniques for motivating learners, such as goal setting, catering to individual needs, and offering rewards such as grades and praise. We also touched upon the topic of whether or not to assign academic papers to students, considering the availability of tools that can facilitate cheating and the potential for others to write papers on behalf of the students. While it was agreed that caution should be exercised, I personally believe that completely avoiding this assessment tool may not be necessary. Instead, I have found it beneficial to make presenting the paper a mandatory part of the assessment process, ensuring students have put in effort and can demonstrate their understanding.

The class also addressed various assessment records, including attendance, and the existence of different communities within universities. While attendance grading was discussed, I expressed my disagreement, highlighting that my university already has an automated attendance system in place. I believe that in-class participation serves as a sufficient indicator of students' engagement. Additionally, we briefly touched upon the bologna system, which emphasizes the importance of not only teaching but also developing students' skills, including presentation, innovation, and entrepreneurship. This system aims to remove borders, enabling students who have taken a course not to repeat it elsewhere, while also emphasizing the need for continuous learning and skill development among teachers.

To conclude, this module has been invaluable in expanding my knowledge and honing my skills in creating conducive learning environments for my students. I have gained insights into the importance of trust-building actions, the components of an effective learning environment, and techniques for motivating learners. Moreover, the module has reinforced the significance of visual aids in facilitating understanding and highlighted the need for ongoing professional development. Armed with this newfound knowledge, I am confident that I can make a positive impact on my students' learning journeys and contribute to a more engaging and fruitful educational experience.

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In the second module, titled "Innovative Pedagogical Methods and Assessment Tools," which commenced on June 4th, 2020, I acquired a deeper understanding of pedagogy itself and explored the module's main themes, which encompassed various teaching methods, assessment methods/tools, and the creation of conducive learning environments. I personally learned a lot from this lecture since I didn't have enough information about pedagogy until they told me it was mandatory for me to take this course. During the module, I was introduced to some captivating concepts that grabbed my attention. For instance, I discovered the use of hologram lecturers as a means to educate students at Imperial College London. Additionally, the implementation of facial recognition technology to monitor student engagement and attention in the classroom was showcased. However, while these advancements are impressive, I feel that they may have crossed a certain threshold and become excessive, questioning their necessity.

Furthermore, I was presented with the concept of the learning pyramid, which provided insights into memory retention. According to this pyramid, it was stated that we remember 90% of what we say and do, 70% of what we say, 50% of what we hear and see, 30% of what we see, 20% of what we hear, and only 10% of what we read. This revelation prompted me to reevaluate my approach to teaching and reinforced the importance of engaging all of the senses to maximize student learning outcomes. It served as a valuable reminder to carefully consider how I deliver lectures and ensure that I incorporate multi-sensory experiences to facilitate effective learning for my students.

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After covering some topics on June 15th, we had a group discussion about assessment tools. The participants discussed the assessment tools and how well they worked for us. One of the participants talked about having an exam with different levels of questions to differentiate between the students' levels. Most of the participants continued to discuss this matter. However, Dr. Briar mentioned having different assessment tools to assess the students, which I totally agree with. My answer uploaded to the padlet also covered this matter. I believe that before anything, we should share the learning outcomes of the course with the students and ensure that the assessment tools are aligned with them. Personally, I use different assessment tools for my students, such as in-class participation and assignments. There are three different assessment tools: formative, summative, and self and peer assessment that I learned today. Even though I knew about them, I didn't know they were called that, so that was interesting for me to learn. We also learned more about pedagogical change in assessment. In the past, there was a traditional view of assessment where the aim was to manage and control. However, nowadays, the aim is to support learning. Assessment is now embedded in learning and guidance. It used to be a separate practice, but now it is a process. We discussed many other different things. It was one of the interesting topics, in my opinion, because we currently have to adapt to the changes that are occurring at the moment. Personally, I try to give comments on the assignments for each student, whether they are positive or negative. They should know why they got their grades and if they made a mistake, they should be aware of it to avoid repeating it. Because I have personally received marks without knowing why. Even though it takes a lot of time, I believe every student needs to know why, as it is their right.

Dr. Miran also explained several types of assessments that serve different purposes, including diagnostic, formative, summative, and confirmative assessments, as well as norm-referenced, criterion-referenced, ipsative, and benchmark assessments. I was pleased that he covered this topic as it provided me with an opportunity to expand my knowledge on assessment methods that I was previously unfamiliar with. Furthermore, the group discussion carried on with active participation from the trainees. It was refreshing to hear diverse opinions and perspectives regarding assessment methods. The exchange of ideas added value to the discussion and allowed us to gain insights from different viewpoints.

On June 18th, 2023, the students were asked what they had read from the slides that were uploaded for us to read. This is a great idea to motivate students to read and participate in class. We discussed the do's and don'ts of writing a learning outcome. Also, I got to know about indirect assessment methods such as reflection or learning diary, which I didn't know were categorized as such. I also learned that there are three main types of assessment: knowledge, skills, and attitude. I was glad to see that the assessment of knowledge is conducted by means of many examples that were shown to us. I knew about the assessments, but I had never thought about categorizing them.

Also, I was delighted to see the entire theme of the module encapsulated in one figure. This figure not only aids me in comprehending assessment thoroughly, but it also serves as an excellent visual representation, enhancing my understanding of the subject matter.

Furthermore, the course provided valuable insights into the significance of using rubrics. As teachers, we often dedicate detailed attention and care to grading the first ten students, and at times, we might even assign higher marks to students whom we believe deserve better grades based on their names. However, the use of rubrics ensures fair grading of students' work, enabling them to understand precisely what and why they received a particular mark. Personally, I firmly believe that utilizing an analytic rubric is a superior approach.

The combination of the visual representation and the understanding of rubrics has not only deepened my comprehension of assessment practices but also provided me with practical tools to foster fairness, clarity, and transparency in evaluating students' work. It has empowered me to provide meaningful feedback and guide students towards their growth and improvement.

Overall, the knowledge and skills gained through the exploration of assessment tools and methods have equipped me with valuable resources to enhance my teaching practice. I am now better equipped to design assessments that align with learning outcomes, provide constructive feedback, and engage students actively in their own learning journey. The course has been instrumental in expanding my understanding of assessment and its role in promoting effective teaching and learning.

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We had the opportunity to delve into the essential components of effective pedagogy. These key elements, namely combination, content, context, and change, play a crucial role in facilitating impactful teaching and learning experiences. Understanding the significance of these components has allowed me to gain valuable insights into crafting engaging and fruitful educational interactions. It was interesting to be shown different teaching methods. Additionally, I discovered an interesting technique for making my presentations more memorable: storytelling. It was emphasized that weaving a narrative into my presentations can help leave a lasting impression on the audience. While I acknowledge that I have utilized storytelling in my presentations on certain occasions, I am committed to further honing this skill. I recognize the power of a well-told story to captivate the audience's attention, foster connection, and enhance the retention of key messages. In light of this newfound knowledge, I am motivated to incorporate storytelling more deliberately and intentionally into my future presentations. By leveraging the power of storytelling, I aim to create a deeper impact, foster engagement, and ensure that my message resonates with the audience long after the presentation has concluded.
Also, a group of trainees engaged in a discussion about creative teaching, creative learning, and the role of creativity in teaching. During the discussion, one of the members expressed the opinion that teamwork cannot be successful and that the efforts of individuals within a team will eventually diminish. While it is true that such challenges can arise in teamwork, it is important not to disregard the numerous advantages it offers. Personally, I did not agree with her perspective. If allowed to respond, I would express my viewpoint by saying that even though teamwork may occasionally lead to the outcome she mentioned, I firmly believe that it can be highly effective in many situations. Teamwork allows for the establishment of connections between different skills and promotes the expansion of knowledge. Collaborative efforts can lead to innovative ideas, diverse perspectives, and a collective synergy that surpasses individual contributions. Thus, teamwork should be recognized for its potential to foster creativity, enhance learning, and produce successful outcomes.
We were given the opportunity to deliver presentations on various teaching methods in our respective groups. Each group showcased their chosen teaching approach, and following the presentations, we engaged in providing constructive feedback as part of our reflective process. This was a great opportunity to see different perspectives on different teaching methods and get to know about some of them we were not familiar with. I personally had never heard of the jigsaw puzzle method, so this was very interesting for me. In conclusion, the reflection on the different groups presenting teaching methods has shed light on the diverse approaches and strategies employed in education. Each group brings its unique perspective, values, and experiences to the table, resulting in a rich tapestry of teaching methodologies.