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M E N U Pengenalan M E N U Pengenalan

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M E N U Pengenalan - PPT Presentation

M E N U Pengenalan kepada PutraMOOC Kesenian Melayu Seni Pertukangan Keris Melayu 1 2 3 Green Screen Technology TITAS Malaysia MOOCs 1 2 3 Flipped Learning Malaysia MOOCs Walktrough ID: 773697

learning mooc amp titas mooc learning titas amp upm 2015 hubungan etnik entrepreneurship alyani ict introduction jalil habibah sidek

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M ENU Pengenalan kepadaPutraMOOC Kesenian Melayu:Seni Pertukangan – Keris Melayu 1 2 3 Green ScreenTechnology TITAS MalaysiaMOOCs 1 2 3 Flipped Learning Malaysia MOOCs –Walktrough MALAYSIA MOOCs PILOT – AN EVALUATION Assoc. Prof. Dr. Alyani IsmailDeputy Director (Innovation in T&L)Centre For Academic Development, UPM

CONTENTS OF PRESENTATIONPART 1 - Malaysia MOOCs and PutraMOOCPART 2 - Research findings: Evaluation of Malaysia Pilot MOOC (A research project sponsored by MOHE)

PART 1

Overview of MOOC Development and Implementation Global Community Open Education Initiatives Step by step, systematic & holistic Why MOOC?

SHIFT #9: Globalized Online Learning of Malaysian Education Blueprint: Higher Education 2015 - 2025 Enhancing the quality of teaching and learning; bringing niche area to Global arena; visibility, positioning and branding; as well as lifelong learning. Focus

MALAYSIA MOOCs Framework © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

An Initiative Putra MOOC Video Lectures Interactive Forums Chats Q uizzes e-assessments Other learning activities

Main Objectives of The Objectives Putra MOOC To enrich learning experiences of on-campus students To showcase UPM’s expertise and niche areas To Drive Innovative Teaching Methods

How it works? Putra MOOC innovative expansion of knowledge reflecting Rhizomatic model of learning leveraging on the use of blended learning through flipped classroom for on-campus students

The Setup Putra MOOC Video of lectures upload embeded Video Production Chroma key In studio Integrated with various of media Video Storage Why? Prevent problem of network congestion

Malaysia MOOC Putra MOOC OpenLearning - a platform chosen for Malaysia MOOC & 4 pioneer courses: TITAS , Hubungan Etnik , Entrepreneurship, IT Literacy. UPM is chosen to develop TITAS S tudents of these 4 compulsory courses for all 20 public universities must register for the MOOC courses. Massiveness of enrolment Current enrolment of TITAS (developed by PutraMOOC team, UPM) 46,151 students Soft launch: 18 Sept 2014 As of 14 April 2016

SNAPSHOT OF MALAYSIA MOOCS PAGE IN www.openlearning.com

SNAPSHOT OF PutraMOOC PAGE IN www.openlearning.com/putramooc

SNAPSHOT OF TITAS LEARNING MATERIALS IN www.openlearning.com

SNAPSHOT OF TITAS’S MOOC COURSEWARE

DELIVERING THE MOOC FOR TITAS – STUDENTS RESPONSE SHARING OF LEARNING MATERIALS

DELIVERING THE MOOC FOR TITAS – STUDENTS RESPONSE DISCUSSIONS ON REAL CASE SCENARIO & CURRENT ISSUES

DELIVERING THE MOOC FOR TITAS – STUDENTS RESPONSE COMMENTS BEYOND CONTENTS

DELIVERING THE MOOC FOR TITAS – STUDENTS RESPONSE SHARING OF ACTIVITIES ON PROJECTS

OpenLearning Analytics: TITAS (Sept 2014 – Sept 2015)STUDENTS FROM MALAYSIA25,872 (87.21%) UNKNOWN3587 (12.09%) INTERNATIONAL STUDENTS201(0.7%)28 Countries Hong Kong 50 United States 46United Kingdom 28Singapore 19 Japan15 Anonymous Proxy8 Netherlands 5Australia 4 Indonesia4China3 Thailand3Turkey2Korea2 Saudi Arabia 2 Jordan 2 Qatar 1 Bangladesh 1 Canada 1 Brunei Darussalam 1 Germany 1 Morocco 1 Sweden 1 Pakistan 1 Egypt 1 United Arab Emirates 1 Kazakhstan 1 India 1 Azerbaijan 1 Even though TITAS is delivered fully in Bahasa Malaysia as a compulsory subject for UAs, it still attracts a number of international students

OpenLearning Analytics: TITAS (Sept 2015 – Apr 2016) BilNama Negara Jumlah Pelajar Mendaftar1United Kingdom 68 2 United States 37 3 Japan12 4 Netherlands 7 5 China 46Australia 27Pakistan2 8 Italy 3 9 Indonesia 3 10 Germany 2 11 Cambodia 2 12 Afrika Selatan 2 13 India 2 14 Arab Saudi 1 15 Taiwan 1 Pelajar dari Malaysia = 17,864 Pelajar Antarabangsa = 252

OpenLearning Analytics: AGRICULTURE AND MAN (Sept 2015 – Apr 2016)Pelajar dari Malaysia = 173Pelajar Antarabangsa = 13 BilNama Negara Jumlah Pelajar Mendaftar 1 Iceland 1 2United States 1 3 Peru 1 4 Argentina 15Afrika Selatan16Uganda 1 7 Tunisia 1 8 Pakistan 1 9 India 1 10 Filipina 1 11 China 1 12 Unknown 2

OpenLearning Analytics: KESENIAN MELAYU (Sept 2015 – Apr 2016)Pelajar dari Malaysia = 240 Pelajar Antarabangsa = 10 BilNama Negara Jumlah Pelajar Mendaftar 1 Jerman 22 United States 1 3 Pakistan 1 4 Unknown 6

Pelajar dari Malaysia = 82Pelajar Antarabangsa = 9 BilNama Negara Jumlah Pelajar Mendaftar1 Perancis2 2 United States 2 3 Denmark 14 Pakistan 1 5 Greece 16 Australia17Unknown 1 OpenLearning Analytics: Malaysian Food Heritage (Sept 2015 – Apr 2016)

PART 2 RESEARCH FINDINGS:EVALUATION OF MALAYSIA PILOT MOOCA RESEARCH FUNDED BY MOHE

NABIHAH BT MOHD ZIN (UNIMAS) Dr. Habibah Ab. Jalil (UPM) – Lead ResearcherProf. Madya Dr. Alyani Ismail (UPM) Prof. Dr. Sidek Ab Aziz (UPM) Prof. Dr. Hanafi Atan (USM) Prof Dr Abd. Karim Alias (USM)Prof. Dr. Mohamed Noor Hasan (UTM)Tn. Hj. Mohd Nazri Md. Saad (UPSI) Dr. Hjh . Norasiken Bakar ( UTeM ) Prof. Dr. Norazah Nordin (UKM) Prof. Dr. Nor Aziah Alias ( UiTM ) Prof. Dr. Hong Kian Sam (UNIMAS) En. Mohd Hafriz Nural Azhan (UMT) Puan Salfarah Abdullah (UMS) En. Zaid Ali Alsagoff (IMU)  

Population Lecturers that teach the four pilot courses First year students from Malaysia HEI that registered for four pilot courses MOOC admins/developers © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

Findings (Part 1) More than 70% respondents registered TITAS and Hubungan Etnik. Only a few universities offered ICT Competency and Introduction to Entrepreneurship. © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

© FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

More than 90% of the respondents experienced learning through MOOC for the first time. © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

About 50% of respondents accessed at least once a week © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

Almost 50% of the respondents accessing MOOC in the evening © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

Almost 80% of the respondents used Wi-Fi campus to access MOOC © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

More than 75% of the respondents accessing MOOC from their hostels © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

Infra & Info Items Mean 1. I can access MOOC during class time. 3.39 2. I can access MOOC at other times within the campus. 3.97 3. Internet speed during class time is bearable. 3.34 4. Internet speed at other times is bearable. 3.43 5. Streaming video can be accessed during class time. 2.96 6. Streaming video can be accessed at other times within the campus. 3.55 7. Video are downloadable during class time. 2.90 8. Video are downloadable at other times within the campus. 3.48 Overall mean 3.38 © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

Curriculum Items Mean The content of the course meet the requirement of the syllabus. 3.84 The balance between the learning activity and content is sufficient to help my learning. 3.81 3. The learning schedule (course plan/lesson plan) is easy to follow. 3.80 The learning activities help me to better understand the content. 3.88 Overall mean 3.83 © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

Learning Design (1)Item Course Mean 1. The course is well designed TITAS 3.97 Hubungan Etnik 4.00 Introduction to Entrepreneurship 3.92 ICT Competency 3.89 Learning through MOOC meets my learning needs.   TITAS 3.80 Hubungan Etnik 3.84 Introduction to Entrepreneurship 3.77 ICT Competency 3.81 The sequence of learning activities help my understanding of the subject matter. TITAS 3.89 Hubungan Etnik 3.92 Introduction to Entrepreneurship 3.82 ICT Competency 3.86 © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

4. The learning schedule (course plan/lesson plan) suits my learning pace.  TITAS 3.83 Hubungan Etnik 3.86 Introduction to Entrepreneurship 3.76 ICT Competency 3.79 5. Opportunity to interact with large number of students is beneficial to my learning. The quizzes enhanced my understanding of the course TITAS 3.84 Hubungan Etnik 3.88 Introduction to Entrepreneurship 3.83 ICT Competency 3.82 The quizzes enhanced my understanding f the topics covered.   TITAS 3.94 Hubungan Etnik 3.95 Introduction to Entrepreneurship 3.85 ICT Competency 3.88 © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM Learning Design (2)

Additional resources reinforced my understanding.  TITAS 4.02 Hubungan Etnik 4.01 Introduction to Entrepreneurship 3.93 ICT Competency 3.91 Assignments given helped me to achieve the learning objectives.   TITAS 3.96 Hubungan Etnik 3.97 Introduction to Entrepreneurship 3.91 ICT Competency 3.90 I am able to accomplish the activities on my own.   TITAS 3.82 Hubungan Etnik 3.86 Introduction to Entrepreneurship 3.74 ICT Competency 3.78 © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM Learning Design (3)

I am able to follow the course at my own pace.  TITAS 3.86 Hubungan Etnik 3.87 Introduction to Entrepreneurship 3.80 ICT Competency 3.79 Overall mean 3.92 © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM Learning Design (4)

Content (1) Item Course Mean 1. The content covers the essential aspects of the course.   TITAS 3.90 Hubungan Etnik 3.91 Introduction to Entrepreneurship 3.85 ICT Competency 3.86 2. The content is clear and understandable TITAS 3.96 Hubungan Etnik 3.97 Introduction to Entrepreneurship 3.89 ICT Competency 3.87 The content is well organized.   TITAS 3.93 Hubungan Etnik 3.93 Introduction to Entrepreneurship 3.88 ICT Competency 3.88 © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

The use of multimedia in the course is interesting. TITAS 3.97 Hubungan Etnik 3.99 Introduction to Entrepreneurship 3.88 ICT Competency 3.95 The course activities are useful for my learning.   TITAS 3.93 Hubungan Etnik 3.96 Introduction to Entrepreneurship 3.91 ICT Competency 3.93 The content met the learning outcomes. TITAS 3.92 Hubungan Etnik 3.93 Introduction to Entrepreneurship 3.87 ICT Competency 3.88 © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM Content (2)

Overall, the quality of content is satisfactory.   TITAS 3.96 Hubungan Etnik 3.98 Introduction to Entrepreneurship 3.90 ICT Competency 3.90 The following activities are useful for my learning:   Watching Video 4.05 Forum 3.67 Assignment 3.89 Quiz 3.96 Group Activity 3.91 Interactive Presentation 3.89 Self-learning 3.99 9. The additional resources are helpful (eg: link to websites, readings and social media outside OpenLearning). 4.08 Overall mean 3.95 © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM Content (3)

Enhancement in T & L (1)Item Mean 1. MOOC enhances my learning experiences. 3.86 2. Learn more effectively using MOOC. 3.73 3. Learning via MOOC is enjoyable. 3.78 4. The Learning via MOOC help me to:   Remember (facts) 3.75 Understand (concepts, principles, processes) 3.89 Apply (what I have learned) 3.76 Analyze (situation) 3.75 Evaluate (issues) 3.76 Create (ideas, solutions, innovation, problem solving) 3.79 © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM

Learning via MOOC enhances the following skills:   ICT 3.88 Problem Solving 3.81 Critical Thinking 3.82 Communication 3.76 Entrepreneurship 3.66 Writing 3.72 Collaboration (working together) 3.79 Leadership 3.65 6. Learning via MOOC enhances the following values: Respectfulness 3.87 Caring 3.83 Honesty 3.84 Generosity 3.86 Helpfulness 3.95 Ethical 3.92 Overall mean 3.80 © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM Enhancement in T & L (2)

A 63-items online survey questionnaire using Survey Monkey for lecturers Instrument Analytical Approach Population: 1532 lecturers that teach the four pilot courses MOOC developers (UPM, UKM, UiTM , UNIMAS ) Population & Sample Interview session for MOOC developers Descriptive analysis (mean and standard deviation) Data transcription Sample: 164 lecturers participated in online survey

Objective i: Identifying lecturers MOOC usage profile 50% are male and 50% are female More than 80% are Malay respondents

Population, sample and % of lecturers respond by universit y University PopulationRespond by lecturers % by university (Sample) UM 16 2 12.5 UKM 26 9 34.6 UPM 48 16 33.3 UTM 12 11 91.6 USM 9 6 66.7 UiTM 1178 20 1.7 UPSI 22 11 50.0 UTeM 5 2 40.0 UMT 11 4 36.4 UNIMAS 39 15 38.5 UNISZA 8 5 62.5 UMP 23 8 34.8 UNIMAP 7 5 71.4 UUM 37 22 59.5 USIM 10 6 60.0 UIA 1 1 100.0 UMK 12 7 58 UPNM 7 4 57.1 UMS 19 7 36.8 UTHM 17 3 17.6 TOTAL 1507 161

121 of respondents are MOOCs learning support. 66 of respondents are teaching Hubungan Etnik course.

More than 40 % of the respondents are competent in e-Content development, online learning task and interactive presentation

More than 70% of the respondents experienced teaching through MOOC for the first time. More than 60% of respondents said ‘Yes’ for support provided in MOOCs.

More than 70% of the respondents had support for delivery, 70% for content while more than 50% for pedagogy and design. More than 80% of respondents expect support for pedagogy, delivery and content.

More than 80% of the respondents get support from university while more than 60% get support from MOOC team and OpenLearning.

Items SD (%) D (%) NDNA (%) A (%) SA (%) Mean SD I can access the OpenLearning anywhere in the campus . 2.4 9.1 11.6 57.3 19.5 3.82 0.93 I can access the OpenLearning anytime. 0.6 12.2 15.2 55.5 16.5 3.75 0.90 I have sufficient equipment to use MOOCs for teaching. 3.7 14.0 21.3 53.7 7.3 3.47 0.95 I can access OpenLearning from any device. 0.6 14.6 29.3 47.0 8.5 3.48 0.87 I found OpenLearning very difficult to use. 1.2 13.4 31.7 45.7 7.9 3.46 0.87 I definitely utilize OpenLearning for other courses. 1.2 14.6 37.2 41.5 5.5 3.35 0.84 Overall mean 3.56 Objective ii: Identifying lecturers’ perception about infrastructure and info structure quality provided for MOOC usage .

I feel demotivated due to extra workload because of MOOC. 6.1 27.4 36.6 26.8 3.0 2.93 0.95 MOOC gives me opportunity for knowledge sharing. .6 3.0 21.3 62.2 12.8 3.84 0.70 I believe my teaching has improved due to MOOC. 1.8 6.1 28.7 56.1 7.3 3.61 0.79 I believe my students’ learning has improved due to MOOC. 2.4 5.5 29.3 56.1 6.7 3.59 0.80 Overall mean 3.57

Course Completion Rate

Completion Summ ary 10% Completion 50% Completion 75% Completion 100% Completion TITAS 2.20% 48.12% 36.17% 24.39% HUBUNGAN ETNIK 4.97% 42.83% 30.70% 17.22% INTRODUCTION TO ENTREPRENEURSHIP 3.54% 46.21% 38.62% 9.53% ICT COMPETENCY 3.74% 48.91% 38.95% 14.38%

Completion Rate by University (TITAS)

Completion Rate by University (Hubungan Etnik)

Completion Rate by University (Introduction to Entrepreneurship)

Completion Rate by University (ICT Competency)

Comparing Two Groups Course Semester StudentsComments Comments Per Student Kesepaduan & Hubungan Etnik Semester 1 17689 83324 4.71 Kesepaduan & Hubungan Etnik Semester 2 880840677 4.618ICT CompetencySemester 1 5634 45724 8.116 ICT Competency Semester 2 1609 9412 5.85 TITAS Semester 1 22017 110710 5.028 TITAS Semester 2 5757 60843 10.569 Introduction to Entrepreneurship Semester 1 10256 32970 3.215 Introduction to Entrepreneurship Semester 2 3779 8251 2.183 Total Semester 1 55596 272728 4.906 Total Semester 2 19953 119183 5.973

Time Spent per Hour on The Course Over The WeekTITAS Hubungan Etnik ICT Competency Introduction to Entrepreneurship

Conclusion Our principal aim in this paper has been to present some preliminary findings on the Pilot Malaysia MOOC initiative which recently deployed. These findings show that selection and utilization of MOOC courses among universities students would be much due to the fact that the courses offered are compulsory rather than it is taken for lifelong learning. It is good to know that about half of them will access MOOC every week, which indicates a good return of investment of MOOC deployment. Every university need to put their best effort on the infrastructure within campus area especially on their network connection as students were heavily depending on the universities’ facilities.   The overall means for input and output variables indicate that the MOOC initiative is implemented as planned. Students’ positive insights on MOOC curriculum, design, content quality and the impact on the teaching and their learning shows that this initiative is adequate and should be possible to become a new mechanism of teaching and learning in these era for the higher education context. There should be mechanism to reward lecturers effort in developing and using MOOC in their T&L  © FEB 2015 HABIBAH AB JALIL, SIDEK AB AZIZ & ALYANI ISMAIL UPM