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Mathi, Muhaizam, Sarah, Hartini

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Eshaby, Zura, Zila, Syazana

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Method: Concept Analysis
Time: Between 3- 5 minutes
Approach: Prepare Explainer Video
Tools: Powtoon, Sparkol

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1.Lecture: 10-15 minutes including traditional lecture and online video demonstration
2.Sticky Notes: 2 minutes to write closed questions suggesting various ways to make lemonade
3.Think-Pair-Share on Padlet: 7 minutes to pair-up and discuss the answer for the closed questions. Each answer will score a point.
4. Sticky Notes: 2 minutes to write an open question
5. Padlet: 7 minutes to organize students' question and participate in answering the open questions.

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Shahrizal, Azira, Aina

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Rusman, Nazuar, Hafizah

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Useful to explore controversy issue. Assign an expert and student come out with questions before the session

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Topic/Issue: Effectiveness of Working From Home
Panel: 2 experts (student)
Platform: Non-digital (face-to-face class)
Alternative platform: Digital (Padlet, Flipgrid)
Flow:
1. Prepare 3-5 questions at least 3 days before a session
2. Upload questions 1 day before a session
3. Lets expert pick the question and prepare the answer/argument. Limit to 3-5 minutes.
4. Then, allow second expert to add more discussion or idea.
5. Continue with other questions and allow both experts to share the argument.
6. Finally, audience pick the best argument.
7. Instructor close the session by sharing the relevant theories/concepts related to the discussion.

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Basic idea > After lecture / presentation, group of students write short-answer and questions based on the content. Collect all questions, shuffle and conduct a quiz.

Our strategy > Blended approach - using Lecture and Web 2.0 tool Quizlet.

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Topic: Business Cycle
Sob topics: Revenue Cycle, Expenditure Cycle, Conversion Cycle.

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1. 15 minutes Lecture - Lecture on business cycle concepts and principles.
2. 10 minutes Question Card - Divide students into 3 groups, assign subtopic/cycle . Ask students to create 2 questions and answers for each subtopic/cycle using Quizlet.
3. 15 minutes Lecture - Continue lecture on business cycle concepts and principles.
4. 10 minutes Question Cards -Students continue creating 3 more questions and answers for each subtopics/cycle assigned using Quizlet.
5. 25 minutes - Run Quizlet Self study / Quizlet Live (gamified / formative assessment).

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Norliza Kushairi, Nor Azlina zakaria, Norlaila Abdullah Chik

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Approach: Flipped Learning

Lesson sequences:
A. Pre-class ( a week before class):

1) Students are to gather information in a format of video and articles on the definition, types, applications  of research samplng methods.
2) They are to share their materials on padlet. Link is given by the instructor.
3) Those who have not posted any materials on padlet are contacted by the instructor.

B) In-class session

Method: Fish bowl: elicit their previous learning experience while gathering information (pre-class stage). sort of need-analysis.

Objective: to start lecture based on the students' needs

1. They are to write on a strip of paper the things that they found interesting, problematics atc to share with thier friends in class. the papers are collected in a 'bowl'.

2. Paper strips are collected and read aloud by a volunteer (or the instructor herself should time is a constraint)

3. Students are to identify the themes arise while their friend is reading aloud, they need to make guesses and consensly agrred on one particular theme. this activity will encourage collaborationa nd communicationa as well as critical thinking skilss.

The class is expected to be 'educational -noisy'.

Time limit is given to create challenge-based learning as well.

4. Once the themes are identified, intructor will ignite a discussion based on the themes/ areas arose by the students

5. Formative  assessment: once the discussion is over, BINGO card is played in groups/ individual.

C) Post-class:
1) in group, students  are to prepare a scenario to collect data by choosing a suitable sampling methods and to present in the next class.

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Sazali, Aliff, Hapini

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Perbandingan Kaedah Pengajaran & Pembelajaran 

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Perbandingan Kaedah Pengajaran & Pembelajaran 

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1. Sediakan jadual kosong kepada peserta perbandingan
2. Sediakan soalan yg berkaitan dgn tugasan untuk diedarkan
3. Mulakan dengan definisi topik supaya peserta faham.
4. Edar soalan yg berkaitan dgn topik kepada peserta secara rawak.
5. Berikan sela masa. kemudian minta pelajar berbincang.
6. Instructor perlu membetulkan salah faham jika perlu.

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6. 15 minutes - Debriefs.

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Azlina :
1)Dapat mengetahui dgital interactive tools dan teknik interaksi F2F yang baru
2) Terinspirasi dengan pembentangan yang menggunakan gaya 'show case', boleh nampak terus cara mempraktikkan interaktie learning

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https://padlet.com/nurulsyazana_hisham/z3xn504bcd4sep9s

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Reflection using Edpuzzle
1) Content Analysis

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1. What I'm hoping to see more and would appreciate to see is for the instructors  to show their Interactive learning in their own class. If there are videos during TnL we would ike to see to get a clearer picture of how the interaction happened. O if there are students' work that could be shared with us, etc that illustrate interactive learning.

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-Dapat mengetaui tools yang baru dan tidak pernah gunakan dalam kelas. Biasanya saya akan menggunakan platform padlet, table talk, gallery walk dan menti-meter. Tools seperti bingo, powtoon, sparkol, dan lain-lain akan digunakan untuk kelas masa depan.

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Reflection on Interactive Learning- Eshaby

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Reflection on Interactive Learning- Eshaby

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Cabaran Online Learning
Challenge VS Problem
Information Transfer
Interactive Digital Learning/
Interactive Format
Content-Based Tools
Discussion Based tools

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https://padlet.com/mejarzila/47hvzsq2mjqz

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Reflection using

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https://padlet.com/hafizfiza/digitalhfz
1. Interactive lecture format - digital & nondigital
2. learn new format/approach. for example, bingo, questions cards, bites, flipped learning
2. planning and sharing how to use such technique in class
3. meaningful learning

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Blendspace - Curative contents, co-learners, empower
Mentimeter - engagement
Padlet - Curative contents, collaborative learning, personalization

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Padlet- Enhance student engagement
Proactively seeking for information for better discussion
Live/on the spot feedback
Video animation - Encourage students to create cool animated presentations by using softwares such as PowToon and others. Students can create a story with the content, and use their creativity to develop an interesting visual material

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Reflection Day 1:

There are many things that we have learn on day 1 of this module. We were introduced to the concepts of interactive digital learning, digital and digital. We also learn about several Interactive Lecture Formats. There are many formats of Interactive Lecture that we can apply in our teaching and learning. Among others are Flipped Learning, Question Cards, Table Talk, Bites, and Bingo.

Our group were assigned to design a lesson using Question Cards.

The basic idea of this format is after lecture / presentation, group of students write short-answer and questions based on the content. Collect all questions, shuffle and conduct a quiz.

Our group proposed a blended approach, using Lecture and Web 2.0 tools namely Quizlet.

The proposed design is as follows:

Course: Accounting Information System Course: Accounting Information System

Topic: Business Cycle

Sob topics: Revenue Cycle, Expenditure Cycle, Conversion Cycle.Activity:

Activity:
1. 15 minutes Lecture - Lecture on business cycle concepts and principles.
2. 10 minutes Question Card - Divide students into 3 groups, assign subtopic/cycle . Ask students to create 2 questions and answers for each subtopic/cycle using Quizlet.
3. 15 minutes Lecture - Continue lecture on business cycle concepts and principles.
4. 10 minutes Question Cards -Students continue creating 3 more questions and answers for each subtopics/cycle assigned using Quizlet.
5. 25 minutes - Run Quizlet Self study / Quizlet Live (gamified / formative assessment).
6. 10 minutes - Debrief.

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Inspirational Academician Programme (Series 1)

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Reflection Day 1: There are many things that we have learn on day 1 of this module. We were introduced to the concepts of interactive digital learning, digital and digital. We also learn about several Interactive Lecture Formats. There are many formats of Interactive Lecture that we can apply in our teaching and learning.

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DRG, TISSA UUM Reflection IAP Module 1, 13/7/2020

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DRG, TISSA UUM Reflection IAP Module 1, 13/7/2020

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Discover a new knowledge about Interactive Digital Learning and Teaching.
Very interesting topic and getting a new idea to integrate in class next semester.
Spark a motivation to learn new way of teaching in an digital era pasca covid 19 pandemic.

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Discover a new knowledge about Interactive Digital Learning and Teaching.
Very interesting topic and getting a new idea to integrate in class next semester.
Spark a motivation to learn new way of teaching in an digital era pasca covid 19 pandemic.