Meaningful Online Learning Experience

1. Designing meaningful online learning experience 1 Assoc. Prof. Dr. Nurfadhlina Mohd Sharef, nurfadhlina@upm.edu.my Deputy Director (Innovation in Teaching and Learning) Centre for Academic Development, Universiti Putra Malaysia

2. https://twitter.com/unesco/status/1278768623620931588 2

3. How can we prepare students for jobs that have not yet been created, to tackle societal challenges that we can’t yet imagine, and to use technologies that have not yet been invented? How can we equip them to thrive in an interconnected world where they need to understand and appreciate different perspectives and world- views, interact respectfully with others, and take responsible action towards sustainability and collective well-being? OECD Future of Education and Skills 2030 project Phase I of the project focuses on curriculum redesign and developing a conceptual framework for learning 2030. Phase II focuses on curriculum implementation and creating a conceptual framework for teaching 2030. 3

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5. Benefits of online learning for students Ease of use Engaging learning content and activities Communicating and collaborating with peers Dashboard Accessing learning materials 24/7 Self-reflection Gamification CENTRE FOR ACADEMIC DEVELOPMENT, UPM

6. Best Practices for Online Course Design 01 02 03 04 05 06Personalised Feecback Active Learning Clear expectations Community of Inquiry Instructor Presence Intentional Technology 07 Good instructional practise CENTRE FOR ACADEMIC DEVELOPMENT, UPM 6

7. 6 Ways to Build Lifelong Learning Skills in Your Learners ● Encourage Learning Ownership. Ultimately, we are responsible for our own learning. ... ● Turn Mistakes Into Opportunities. The practice of learning from mistakes is one of the best lifelong learning skills anyone can master. ... ● Stash a Few Go-To Learning Tools. ... ● Let Them Take the Teaching Reins. ... ● Find Time to Play. ... ● Set Learning Goals https://wabisabilearning.com/blogs/critical-thinking/6-lifelong-learning-skills 7

8. Experiential online learning 8 CENTRE FOR ACADEMIC DEVELOPMENT, UPM

9. Junior Data Scientists In the Making: a UPM Story Classification Treasure Hunt Assoc. Prof. Dr. Nurfadhlina Mohd Sharef Faculty of Computer Science and Information Technology, Universiti Putra Malaysia nurfadhlina@upm.edu.my Result Presentation Data Mining Model Science of Data Critical thinking Creativity Communication 9

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13. Learning Items in Moodle * * Note: * = synchronous 13 Content Activities Assessment • Lecture notes (e.g., slides, pdf, texts, audio) • Video (e.g., screencast, interview, simulation) • Page (embed external url and embed) • Lessons • Interactive Content (embed url of applications such as ThingLink, Padlet) • Student centred learning through technology enhanced active learning for collaboration, discussion and engagement • Assessment as/for learning • Assessment of learning CENTRE FOR ACADEMIC DEVELOPMENT, UPM

14. Description of the topic. Suitable instruction can be placed here Infographic that depicts the content of the topic. It is also advisable for topic learning outcome to be displayed here. Completion tracking Section title Notes can be uploaded and downloadable as a file or displayed in a page The url of other applications to support learning can be provided and embedded as a page External url can be displayed Forum encourages critical thinking and collaboration Interactive learning can be conducted using H5P

15. Quiz can be created and conducted collectively in a specific section or within any topic’s section Instruction for assignment should be provided clearly The Feedback function can be used to create and conduct survey

16. Basics CENTRE FOR ACADEMIC DEVELOPMENT, UPM

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19. Lecture Notes CENTRE FOR ACADEMIC DEVELOPMENT, UPM

20. https://padlet.com/nurfadhlina/IdeasBucket Activity Share the tools for experiential learning in your area

21. Simulation Tools

22. Simulation Tools

23. Online Learning Tools Maths: Wolfram Alpha, GeoGebra Programming: codeshare.io, codebunk, Google Colab Veterinar: https://www.ivalalearn.com/ Agriculture and Environment: https://www.agrilinks.org/tools-and-training https://nifa.usda.gov/agriculture-education-toolkit 23 CENTRE FOR ACADEMIC DEVELOPMENT, UPM

24. Video as learning materials 24 Guide 1. Based on existing resource or self- developed 2. PowerPoint, Powtoon, Loom and Screencast-o-matic can be used to record video and later used as asynchronous learning materials 3. Video can be linked or embedded in Moodle by providing the URL 4. Video can also be used as activity using H5P CENTRE FOR ACADEMIC DEVELOPMENT, UPM

25. •A social space for students to get to know each other •For course announcements (using a news forum with forced subscription) •For discussing course content or reading materials •For continuing online an issue raised previously in a face-to-face session •For teacher-only discussions (using a hidden forum) •A help centre where tutors and students can give advice •A one-on-one support area for private student- teacher communications (using a forum with separate groups and with one student per group) Interview Debate Frequently asked question Group discussion Social forum Forum CENTRE FOR ACADEMIC DEVELOPMENT, UPM

26. A single simple discussion – A single discussion topic which everyone can reply to (cannot be used with separate groups) Q and A forum – Students must first post their perspectives before viewing other students’ posts Standard forum displayed in a blog-like format – An open forum where anyone can start a new discussion at any time, and in which discussion topics are displayed on one page with “Discuss this topic” links Standard forum for general use – An open forum where anyone can start a new discussion at any time Each person posts one discussion – Each student can post exactly one new discussion topic, which everyone can then reply to CENTRE FOR ACADEMIC DEVELOPMENT, UPM

27. H5P Functions 43 Activities H5P supports development of interactive learning content CENTRE FOR ACADEMIC DEVELOPMENT, UPM

28. e-Assessment 28 CENTRE FOR ACADEMIC DEVELOPMENT, UPM

29. Source: Aida Suraya, PhD https://cade.upm.edu.my/kandungan/olcpd2020_02_jul_open_book_test-57313 29 CENTRE FOR ACADEMIC DEVELOPMENT, UPM

30. INTRODUCTION ● Sum up of what students have learned, are graded ● Completed AFTER instruction eAssessment Formative SummativeDiagnostic ● Provides the teacher with information about what students already know and are able to do ● Completed BEFORE teaching ● Monitoring and feedback to student progress, not for grading purposes . ● Completed DURING teaching CENTRE FOR ACADEMIC DEVELOPMENT, UPM 30

31. Source: PrAiSe, CADe UPM 31

32. eAssessment Tools Turn lessons into game-show as participants race individually or in teams Lets students learn by progressing through levels Real-time Gamification Embed assessment within video and test students understanding after the video view Video-based Read more at: https://edtechreview.in/trends-insights/insights/2293-gamification-of-education CENTRE FOR ACADEMIC DEVELOPMENT, UPM

33. New features in Moodle When to use Question sets Question sets are useful when you want to create a sequence of problems, as opposed to multiple individual problems, for the learner to solve. Use Questions sets to assess the learners' ability to reproduce key concepts of a compound learning material. Question sets can, for instance, be used as end-of-chapter tests or as a final course exam. You may use multiple quiz types, including Multichoice, Fill in the blanks, and Drag and Drop questions, to offer variation in your Questions sets. Question sets can only be used stand-alone. https://h5p.org/tutorial-question-set H5P offers various choice for interactive content, which can be used for assessment, e.g., Question sets used with graded function. Note however that in PutraBLAST V3 only the total of the grade of any H5P used for assessment can be tracked. CENTRE FOR ACADEMIC DEVELOPMENT, UPM 33

34. eAssessment benefits Using technology can bring many benefits to the assessment process and some of these are outlined below: ● Greater variety and authenticity in the design of assessments ● Improved learner engagement, for example through interactive formative assessments with adaptive feedback ● Choice in the timing and location of assessments ● Capture of wider skills and attributes not easily assessed by other means, for example through simulations, e-portfolios and interactive games ● Efficient submission, marking, moderation and data storage processes ● Consistent, accurate results with opportunities to combine human and computer marking ● Immediate feedback ● Increased opportunities for learners to act on feedback, for example by reflection in e-portfolios ● Innovative approaches based around use of creative media and online peer and self-assessment ● Accurate, timely and accessible evidence on the effectiveness of curriculum design and delivery References: JISC (2010) Effective Assessment in a Digital Age [online] Available from: http://www.jisc.ac.uk/media/documents/programmes/elearning/digiassass_eada.pdf (Accessed: 28.03.2020) CENTRE FOR ACADEMIC DEVELOPMENT, UPM

35. https://bit.ly/3lU5QkK

36. Level Moodle Assessment Easy Assignment Students to submit their coursework as a file upload or online text and allows the lecturer to assess, grade and provide feedback. Quiz May be used as course exam, as mini tests for reading assignments or at the end of a topic, as exam practice using questions from past exams, to deliver immediate feedback about performance, or for self-assessment Forum Allows students and lecturers to exchange ideas by posting comments as part of a 'thread'. Can be used for formative and summative assessments that require students to communicate, collaborate, debate or critique. Medium Lesson Create a series of content and question pages for students, using combination of question types Advanced Workshop Peer review and assessment focus, allow individual and group submission Wiki A wiki can be collaborative, with everyone being able to edit it, or individual, where everyone has their own wiki which only they can edit. CENTRE FOR ACADEMIC DEVELOPMENT, UPM 36

37. Types of Questions in Quiz True/False Multiple Choice Matching Short Answer Numerical Calculation Essay Calculated Multichoice Calculated Simple Embedded answers (Cloze) Drag and drop markers Drag and drop into text Drag and drop onto image Select missing words Random short answer matching CENTRE FOR ACADEMIC DEVELOPMENT, UPM CENTRE FOR ACADEMIC DEVELOPMENT, UPM

38. Ref: https://cade.upm.edu.my/upload/dokumen/20200330121001eAssessment_Guide.pdf CENTRE FOR ACADEMIC DEVELOPMENT, UPM

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40. Rubrics ● a tool comprising a set of criteria (with possible levels of performance quality on the criteria) developed to assess any kind of student work, from written to oral to visual. https://cade.upm.edu.my/kandungan/olcpd2020_13 _jul_rubric_development_for_assessment-57397 40

41. https://cade.upm.edu.my/kandungan/olcpd2020 _02_jul_open_book_test-57313 41 CENTRE FOR ACADEMIC DEVELOPMENT, UPM

42. https://cade.upm.edu.my/kandungan/olcpd2020_02 _03_jul_online_assessment_clinic-57317 CENTRE FOR ACADEMIC DEVELOPMENT, UPM

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44. Examples of e-Assessment Synchronous (S)/ Asynchronous (A) Type of Assessment Taxonomy Format/Types of Questions Function in PutraBLAST Other eLearning tools S Online exam C (refer 16 types to appendix) Quiz, H5P EdPuzzle, Quizizz, Socrative S, A Online exam C, A Structured question Assignment Google drive, Email A Online exam C, A Critique, Opinion, Peer assessment Forum Google drive, Email CENTRE FOR ACADEMIC DEVELOPMENT, UPM

45. Synchronous (S)/ Asynchronous (A) Type of Assessment Taxonomy Format/Types of Questions Function in PutraBLAST Other eLearning tools S Interview C, A, P Question answering ● Big Blue Button ● Chat ● Message Zoom, Google Meet, Webex S Observation A, P Demonstration (Live) ● Big Blue Button ● Chat ● Message Zoom, Google Meet, Webex A Observation A, P Demonstration (Recorded) Assignment (student submit URL of video) FlipGrid, Screencast- o-matic, Loom, Google drive, Email A Project C, A, P Report Assignment Google drive, Email A Project C, A, P Presentation Big Blue Button Zoom, Google Meet, Webex CENTRE FOR ACADEMIC DEVELOPMENT, UPM

46. Synchronous (S)/ Asynchronous (A) Type of Assessment Taxonomy Format/Types of Questions Function in PutraBLAST Other eLearning tools A Open book exam C, P Structured Question Assignment (submit file) Google drive, Email A Portfolio P Structured Question Assignment (submit file or URL) Google drive, Email A Blog C, A, P Structured Question Assignment (submit file or URL) Google drive, Email CENTRE FOR ACADEMIC DEVELOPMENT, UPM

47. ✓ I know how to use a suitable software to prepare my assessment questions ✓I have written clear instructions for the students to access, answer and submit the answers to my questions ✓ I have conducted a mock assessment session with my students to familiarize them with the functions in the software ✓I have backup plan in case there are hiccups on the e-assessment plan such as bad network traffic Pre e-Assessment Checklist for Lecturer ✓I have created the questions for my e-assessment and tested each answering steps ✓The questions have been moderated and answering is tested by the moderator Estimation on online answering and submission have been performed with extra time allocated for contingency ✓My students are aware on the answering format and the software needed to prepare it ✓My internet connection is stable and reliable ✓I could access/login to the software set for e-assessment ✓I know how to prepare the question in the required format ✓I know how to upload the question document in the required format ✓I am aware how to use the software to invigilate the e-assessment session TECHNICALSPECIFICGENERAL ✓ 47

48. ✓ I am aware of the exam/assessment time ✓I will abide the examination rules including forging, plagiarism and cheating Pre e-Assessment Checklist for Student ✓ ✓ ✓ ✓My internet connection is stable and reliable ✓I could access/login to the software set for e-assessment ✓I know how to prepare the answer in the required format ✓I know how to upload the answer document in the required format ✓I know how to communicate with my lecturer if I have problem ✓I am aware how to report my presence and participation of the e- assessment TECHNICALSPECIFICGENERAL ✓ I know how to use a suitable software to prepare my assessment answers I understand the instructions to access, answer and submit the answers I have participated in a mock assessment session to familiarize them with the functions in the software I have backup plan in case there are hiccups on the e-assessment answer preparation and submission such as bad network traffic 48

49. Recommended tutorials for assessment in Moodle https://adecum08.wordpress.com/2020/03/27/question-types-in-spectrum-quiz-module/ https://sleguidance.atlassian.net/wiki/spaces/Moodle/pages/63209481/Assessment+Overview https://teaching.unsw.edu.au/moodle-assessment-tools https://www.ispringsolutions.com/blog/how-to-create-a-moodle-quiz https://sleguidance.atlassian.net/wiki/spaces/Moodle/pages/6291642/Assignment+-+Group CENTRE FOR ACADEMIC DEVELOPMENT, UPM 49

50. Teach students for lifelong learning, not for finishing the syllabus! Create a learning experience that let the students to relate to their life and work, beyond the classroom. Make the learning fun because this will ensure the students will remember something about what they have learnt. 50

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