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From left to right:

1. Prof. Dr. Haslinda Ibrahim

2. Dr. Nursiha Alias

3. Prof. Dr. Fauziah Abdul Rahim

4. Dr. Nurliyana Bukhari

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Please do this before coming to the session

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BAD GENIUS | Official International Trailer (2017) | GDH

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Projek Anchor SPM - Official Trailer [HD]

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What is a machine? - Funny scene | 3 Idiots | Aamir Khan | R Madhavan | Sharman Joshi

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https://www.menti.com/wfs8gvfy5y

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https://www.menti.com/wfs8gvfy5y

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Alternative Assessment Approaches for Online Learning Environments in Higher Education (Reeves, 2000) 

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Alternative Assessment Approaches for Online Learning Environments in Higher Education (Reeves, 2000) 

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Educational Uses of Digital Storytelling

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Questions or comments about this website or any materials found on the site should be emailed to:

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Accountancy

Purpose: digital storytelling was introduced as an alternative to the traditional PowerPoint group-based presentation.

Audience: this was a summatively assessed piece of work as part of a first year skills development module.

Form: the stories were created as a form of presentation rather than as a reflective piece. The length of the stories was long, usually more than 10 minutes.

Institution: University of Gloucestershire

Jenkins & Lonsdale (2008)

American Studies

Audience: a summatively assessed piece of work seeking to allow students to demonstrate a personal perspective.

Form: short (4-5 minutes) individually produced stories.

See also:
https://digitalcommons.georgetown.edu/projects/digitalstories/

Oppermann (2008)

Example stories can be viewed at:
http://digitalstorytelling.coe.uh.edu/art.html
Institution: University of Houston

Business Management

Purpose: digital storytelling was deliberately chosen as an alternative form of assessment to the traditional group presentation to challenge the student group. Its use was designed to move the students out of any possible strategic approach to their learning.

Audience: this was an assessed piece of work for a final-year module on Managing Change. The module tutor wanted the students to experience change.

Institution: University of Gloucestershire

Gravestock & Jenkins (2009);

Case Study 4; Sample stories which students uploaded to YouTube - Example 1; Example 2

Cultural Studies

Audience: stories are for summative assessment. Formative stages are built into the process, with feedback from both staff and colleagues.

Example story 'All made up' (Kathy Bayer, Georgetown) available from https://digitalcommons.georgetown.edu/projects/digitalstories/

Institution: Georgetown University

Coventry (2008)

Purpose: Used as part of a core ICT unit in a BEd (Early Childhood) program. Devised as an authentic activity, students were tasked to write a story suitable for children. They then had to create a digital version of this story using iPods and other technologies. The task was designed to prepare students for a 21 st Century classroom and introduce them to a range of technologies through the use of them rather than learning about them.

Audience: On completion the stories were shown to the class as a whole with a presentation on the creation and design processes.

Form: Students worked in groups of 2-3 to produce the 'childrens story'.

Institution: University of Wollongong

Olney et al (2009)

Educational Psychology

Audience: these stories are firmly about sharing practice but can be aimed at fellow professionals or at family members.

An example story on the BBC Capture Wales site, with an explanation, from Professor Colin Terrell, Educational Psychologist, University of Gloucestershire

Environment

Audience: the digital stories were used formatively. They were shown to the whole group at the end of the induction week and students were given indicative feedback.

Form: short stories of 2-3 minutes produced through students working in groups of 5-6. The style of the stories were mostly in report form rather than personal narratives.

Institution: University of Gloucestershire

Jenkins & Lynch (2007); Jenkins & Lonsdale (2008); Gravestock & Jenkins (2009); Case Study 3

Humanities

Form: the stories are short, 3 minutes long, individual stories, produced as very personal narratives.

Example story 'Dancing into mi cultura' (Liliana Cabrera-Murillo) available from https://digitalcommons.georgetown.edu/projects/digitalstories/

Institution: California State University, Monterey Bay

Benmayor (2008)

Landscape Design

Purpose: First year Landscape Design course, which uses digital storytelling as a means for students to reflect on how their own personal development as designers. The use of digital storytelling allows students to use images of their models to demonstrate how ideas have developed with a reflective narrative.

Form: stories are produced individually as personal narratives. Length of the stories is short, 2-3 minutes.

Institution: University of Gloucestershire

Gravestock & Jenkins (2009); Case Study 1

Leisure, Tourism & Hospitality

Purpose: Final year Leisure, Tourism and Hospitality students are required to reflect on a critical incident from their industrial placement as part of their degree. The digital stories are a personal reflection on how the critical incident has affected their own personal development and sense of self.

Audience: This is a summatively assessed piece of work.

Form: The students are supported through the narrative development through the use of activities based on models of reflection. The stories are short, 3-4 minutes in length.

Institution: University of Gloucestershire

Olivia Lewis - digital story from student on International Hospitality

Media Studies

Audience: The stories produced by the local school children were shown to parents and school colleagues at a local film festival.

Form: The process for creating the digital stories was based on the model developed by the Center for Digital Storytelling tradition.

Media studies students work with primary school children to help them in the creation of digital stories.

Case study from Knowledge West [ pdf]

Nursing

Purpose: Example of using digital stories to capture and articulate deep professional learning. Informed by a concern that student nurses underestimate the extent of practice-based learning. The use of stories was tried as a mechanism to reveal the students tacit knowledge.

Audience: Produced by final year undergraduate student nurses.

Form: Based on the Center for Digital Storytelling tradition, the stories are individually produced stories lasting 2-3 minutes.

Further information is avialable on the SCEPTRE Learning to be Professional wiki.

This includes example stories, a short video of the students talking about their experiences, and a copy of a presentation from Jane Leng the tutor for this course:

Leng, J (2009) The value of digital storytelling in learning to be professional

Leng (2009) The value of digital storytelling in learning to be professional

Public History Projects

Audience: digital stories created for public history projects are often formal in nature and designed to capture individuals experiences. They often made available on public web sites. The process of creating these stories has been often found to have an impact on community development, they help to develop a collective sense of identity. Researchers are now using digital storytelling as a technique.

Form: told as individual personal narratives and following the CDS tradition the workshop activity is a key part of the community development process. The process can be an emotional experience (Klaebe, 2006: Meadows & Kidd, 2009)

For example projects:
BBC Capture Wales Kelvin Grove Urban Village

Purpose: Digital storytelling used in this first year Science module, on Ecology, Evolution and Genetics, so that students would: reflect on the personal significance of what they had learned and express their ideas in a non-traditional manner.

Audience: An summatively assessed piece of work, on a pass/fail basis but this form was used also to provide the opportunity for students to share their thoughts and experiences via the digital stories.

Form: Individually produced stories, many as personal reflections. Students were given the opportunity to choose whether to allow their story to be shown publicly and over half declined.

Institution: University of British Columbia

Prud'homme Genereux & Thompson (2008)

Sports Development

Purpose: A second year Sport Development programme in which digital storytelling was introduced to replace a reflective essay. Students are asked to reflect on the role of their own chosen sport on their personal development.

Audience: The stories are summatively assessed. The final stories are seen only by the staff assessing the module.

Form: Produced as personal narratives, they are short digital stories of 3-5 minutes.

Institution: University of Gloucestershire

Gravestock & Jenkins (2009); Case study 2

Student Presentation

See Business Management

Student Reflection

Example stories can be viewed at:

http://digitalstorytelling.coe.uh.edu/personal_reflection.html (University of Houston)

See also:

Environment; Sports Development; Leisure Tourism and Hospitality

Transition into Higher Education

See Environment

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Accountancy Purpose: digital storytelling was introduced as an alternative to the traditional PowerPoint group-based presentation. Audience: this was a summatively assessed piece of work as part of a first year skills development module. Form: the stories were created as a form of presentation rather than as a reflective piece.

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The link to the Workshop 2 - 6th July 2021

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The link to the Workshop 2 - 6th July 2021

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This the link to the padlet used during training on Rubric Development

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Dotmocracy

Size: Entire class

Time: Unrestricted

Activity

Pointers:

This is a great activity to use after brainstorming to assess the interests of the class and focus on one of the issues students highlighted in greater depth later on during the class.

For more facilitation strategies, see http://dotmocracy.org/ opens in new window

Snowball

Size: Entire class

Time: 30-40 minutes, or longer depending on discussion

Activity

1. Present an idea, question, or issue to students. Each student first thinks about the idea/question/issue for one minute, with the goal of generating at least three reactions, comments, answers, etc.

2. Two students then come together with their lists and try to come up with three things they agree on.

3. The pairs of students then join with another pair, and try to come up with three things they agree on. Repeat for as many iterations as desired.

4. Eventually, bring the class together as a group to hear what the students have decided are the three most important issues, questions, ideas relevant to the topic discussed.

Example

In an international relations class, ask students "What are the key traits of a good mediator?" Most groups will identify neutrality as one of the key trait in Western cultures, providing a bridge to a discussion of differences in the role of mediators in the Middle East, where mediators' role is to take sides and support the weaker party in a dispute.

Pointers:

For some issues, it may be difficult to reach consensus on the "three most important issues"

This discussion model can be time-consuming.

Fishbowl

Size: Entire class

Time: Unrestricted

Activity

The group observing will either observe the process, the content, or both depending on the desired outcome. After the activity, you can have groups give feedback to each other, either on a group to group basis, individually, or in pairs. If you feel that the learners are not ready for public feedback, ask them to provide feedback to each other in pairs or in writing.

Pointers:

For some issues, it may be difficult to reach consensus on the "three most important issues".

This discussion model can be time-consuming.

Think-Pair-Share

Size: Individual and pairs

Time: 1 class

Pointers:

This activity encourages students to think about answers on their own first before talking with other students.

Avoid asking simple/recall type questions: this activity works best when students are challenged to think through a more complex or complicated idea.

The benefits of the 3 step process are two-fold: first, students are generally more comfortable presenting ideas to a group with the support of a partner; second, students' ideas have become more refined through this three-step process.

Adaptable for Online Learning? This could be done by breaking students into small chat rooms, or pairing students up to message with each other, then having their group post their points to a larger discussion board.

Think Aloud

Size: Pairs

Time: 1 class

Activity

1. Choose 2-3 paragraphs of new text for students to read.

2. Students work in pairs (student A gets text 1, and student B gets text 2).

3. One student reads a passage of text aloud, and while reading they stop frequently to "think" aloud. The reader stops after every few sentences, and reflects on what they have read. (This process is awkward, and weird for most. Let students know this, and that it is ok!)

4. Model this activity very briefly for students with a sample text.

5. Once student A finishes their text, student B then performs their think aloud. Give students 15-20 minutes to perform this part of the activity.

6. Bring the class back together as a group. Go over each of the texts, then perform a think aloud as a class, asking students to contribute what they were thinking about at each point.

7. Finally, conclude class with a "Meta-moment": ask students what they thought of the activity, and what they will take away to their next reading. (This can take the form of a 1-minute paper!)

Pointers:

Think aloud is frequently used in text based disciplines such as English, Comparative Literature or History. At the end of this activity, students will have developed their ability to engage in a close reading of the text, and will be able to explain their thinking process.

An analogy that helps students understand the process is comparing it to math: Much like a mathematician must show their work when solving an equation, so must a student in the Arts & Humanities when explaining their thinking and reasoning process.

Adaptable for Online Learning? In the online environment, students can annotate the text instead and add comments.
Additional Resources

Calder, L. and Carlson, S. "Using "Think Alouds" to Evaluate Deep Understanding opens in new window ..

Ericsson, K. and Simon, H. Protocol Analysis; Verbal Reports as Data. (Revised edition). MIT Press, 1993.

Ericsson, K. and Simon, H. "How to Study Thinking in Everyday Life: Contrasting Think-Aloud Protocols with Descriptions and Explanations of Thinking opens in new window ." Mind, Culture, & Activity, 1998: 176-186.

Wade, S. "Using Think Alouds to Assess Comprehension opens in new window ." The Reading Teacher, 1990: 442-451.

Weimer, M. "Think Alouds Shed Light on How Students Grapple with Content opens in new window ." 2012.

Wineburg, S. Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Temple University Press, 2001. Ch 3 & 4.

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Dotmocracy Size: Entire class Time: Unrestricted Pointers: This is a great activity to use after brainstorming to assess the interests of the class and focus on one of the issues students highlighted in greater depth later on during the class.

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Module 4: Alternative Assessment Series 2 (Part1)

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Please click the link to complete this form.

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Topic: WORKSHOP ON IAP : MODULE 4 - ALTERNATIVE ASSESSMENT (AA) SERIES 2 - Part 1
Start Time : Aug 18, 2021 08:05 AM

Meeting Recording:
https://us02web.zoom.us/rec/share/9m_8VKYaB8SCe5YsUDMcUDZDliahXgTLBHLZN_-SUZlenxVjBcfH7R-86SoMB_3a.bN1uod7O9cNj58-1

Access Passcode: .8MXV754

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Tugasan 18 Ogos - Template to design your course AA

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Topic: AA Workshop part 1 ( AM )
Date: Jul 5, 2021 08:07 AM Kuala Lumpur

Meeting Recording:
https://us02web.zoom.us/rec/share/EWNRGYXWPPRAN6potcElIf4GtmOgau70xfX9xLLabYN_ymPhPCsBH7tF2jS-afZp.VSlSmbPTqgw4TJV9

Access Passcode: wJ*%@p6B

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Topic: AA Workshop part 2 ( AM )
Date: Jul 6, 2021 08:17 AM Kuala Lumpur

Meeting Recording:
https://us02web.zoom.us/rec/share/iV-HIInytpm6viwzusofrKaPQK3SZvdj_XfEJPrRZjy8pe5p6WYns-_5bFH8GYVP.JVc1Q4tXJP2SCpXN

Access Passcode: m1%5uR%2

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Tugasan AA 18 Ogos & 19 Ogos
Flipbook URL: https://flipbookpdf.net/web/site/78c8449c9ad138ee453d99e7687a5421e0b92712202108.pdf.html

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https://www.bookdepository.com/How-To-Have-A-Beautiful-Mind-Edward-de-Bono/9780091894603?redirected=true&utm_medium=Google&utm_campaign=Base1&utm_source=MY&utm_content=How-To-Have-A-Beautiful-Mind&selectCurrency=MYR&w=AFFZAU99TFVDPTA8V94V&gclid=CjwKCAjwgviIBhBkEiwA10D2j80dSQ-UTHGUH4HEY4xPVcJoYt2aEfWYpHqEbi-uknShIKPafOIgAhoCxXkQAvD_BwE

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https://www.bookdepository.com/The-Path-Professor-Michael-Puett/9780241970423?redirected=true&utm_medium=Google&utm_campaign=Base1&utm_source=MY&utm_content=The-Path&selectCurrency=MYR&w=AFFZAU9921U0XGA8V94V&gclid=CjwKCAjwgviIBhBkEiwA10D2jyNbAB9Qk6ZvtYXSBjDPa_LK2sG_ni-qH-AtGpCr-XGg3er3YywfKRoCm5YQAvD_BwE

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The Good University  &  Learning from Each Other

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The Good University  &  Learning from Each Other

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https://www.bookdepository.com/The-Good-University-Raewyn-Connell/9781786995407?redirected=true&utm_medium=Google&utm_campaign=Base2&utm_source=MY&utm_content=The-Good-University&selectCurrency=MYR&w=AFFZAU968GU44VA8V94V

https://www.amazon.com/Learning-Each-Other-Refining-Education/dp/0520296583

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Which Company Should the Investors Invest? A Commentary by the 'Future Accountants'

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Alternative Assessment Which Company Should the Investors Invest? A Commentary by the 'Future Accountants' By Ooi Sue Chern

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Building A Virtual Museum of Banking - A Project Based Learning Using ILDF Model

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Building A Virtual Museum of Banking - A Project Based Learning Using ILDF Model

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This is an alternative assessment for the course Commercial Banking Operation (CBO) BWBB3013 by Dr. Muhammad Muhaizam bin Musa

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ICTeA Proposal - Nor Anita Abdullah (3074/SOL)

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How to Become A Good Lawyer: Long Journey to Begin

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How to Become A Good Lawyer: Long Journey to Begin

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Proposal ICTeA by Nor Anita Abdullah (SOL)

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ICTea Proposal - Nor Anita Abdullah (3074/SOL)

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Flipsnack is a digital catalog maker that makes it easy to create, publish and share html5 flipbooks. Upload a PDF or design from scratch flyers, magazines, books and more.

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Proposal ICTeA - Maizatul Azura Yahya (SLCP)

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Disediakan untuk tugasan ICTEA: INNOVATIVE & CREATIVE TEACHING ACTIVITY

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Proposal ICTeA - Laila Suriya Ahmad Apandi (SoIS)

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Proposal ICTeA- Ruzinoor bin Che Mat (1654)

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Proposal ICTeA- Ruzinoor bin Che Mat (1654)

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Reflecting on Language Teaching: A Second Language Acquisition Journey

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https://www.flipbookpdf.net/web/site/fa3b33980919ab2861a3267a394b2b1c4dfd9fe4202108.pdf.html#page/20

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https://www.flipbookpdf.net/web/site/5246e4da150fd6c7d2ac3b14df87fe4f1394f43d202108.pdf.html#page/1

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the file in the FLIPBOOK is blurry and not clearly visible. Therefore, I submit a pdf file as an additional backup document. Thanks

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Proposal ICTeA Norkhazzaina Salahuddin (3804)

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Proposal ICTeA Norkhazzaina Salahuddin (3804)

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https://flipbookpdf.net/web/site/2f9f07773b81c30c4e7075c4d932436d1bc5f59c202108.pdf.html

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Assalamualaikum wbt,
Disampaikan link untuk Tugasan yang perlu dihantar. Terima kasih atas segala ilmu yang dicurahkan. Semoga Allah swt kurniakan kebaikan yang banyak untuk semua fasilitator Bengkel IAP Modul 4 sesi 2021

https://flipbookpdf.net/web/site/314a91228c5997b8a19d2881e51067cea9e86b4d202108.pdf.html

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Proposal Projek "SGDA2113 Explorace" - Mohd Fairuz Jafar (5898)

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Proposal Projek "SGDA2113 Explorace" - Mohd Fairuz Jafar (5898)

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Designing a Shariah Compliant Portfolio Fund based on Real Market Data of Financial Assets - Mohd Fikri Sofi (IBS)

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Shariah Portfolio Management Shariah Portfolio Management ICTea Project

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MODEL SCP-PILIHAN KEDUA TERBAIK

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"The road to be excellent is always under construction"