Majalah Tahunan GOAL Centre by GOAL Centre

PUSAT AKSES PEMBELAJARAN TERBUKA GLOBAL

2014 edisi januari - disember 2014

GOAL CENTRE I UNIVERSITI SAINS ISLAM MALAYSIA

2014

imbasan sepanjang tahun MENARIK MENANTI ANDA

MAGAZINE

TEMUBUAL EKSKLUSIF PROF. DR. ROZHAN M. IDRUS

GARIS PANDUAN HAKCIPTA PEMBANGUAN BAHAN E-KANDUNGAN

PENGGUNAAN BORANG SELF-DECLARE

AKTIVITI GOAL CENTRE SEPANJANG TAHUN

RUBRIK MODE BLENDED MINIMUM 30% USIM

PANDUAN PEMBANGUNAN SELF INSTRUCTED MODULE

STATISTIK KAJIAN BORANG SELF-DECLARE

PENYERTAAN PERTANDINGAN DAN KEJAYAAN

Universiti Sains Islam Malaysia (USIM) Bandar Baru Nilai, 71800, Nilai, Negeri Sembilan, Malaysia Tel: +606-798 8000, Faks: +606-798 8204

PROGRAM

PERKHIDMATAN

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@ Universiti Sains Islam Malaysia

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SIDANG RIDAKSI KETUA EDITOR Prof Dr Rozhan Mohammed Idrus Dr Najwa Hayaati Alwi

TEMUBUAL EKSKLUSIF PROF. DR. ROZHAN M. IDRUS

RUBRIK MODE BLENDED MINIMUM 30% USIM

SUB-EDITOR Ahmad Farid Mohd Jamal PEREKA GRAFIK Ahmad Farid Mohd Jamal PENERBITAN Mohd Faizal Mohd Fuaad

PANDUAN PEMBANGUNAN SELF INSTRUCTED MODULE

ARTIKEL / LAPORAN Prof Dr Rozhan Mohammed Idrus Ahmad Farid Mohd Jamal Mohamad Faiz Taip Nurhuda Ruzlan STATISTIK Mohd Faizal Mohd Fuaad Mohamad Faiz Taip Nurhuda Ruzlan Nur Syakira Redzuan Arkib GOAL Centre

GARIS PANDUAN HAKCIPTA PEMBANGUAN BAHAN E-KANDUNGAN

JURUGAMBAR Mohd Faizal Mohd Fuaad Ahmad Farid Mohd Jamal Nurhuda Ruzlan Afiq Affandi Jamaluddin Mohamad Faiz Taip Azrul Iszuwan Othman Afiq Affandi Jamaluddin Arkib GOAL Centre

PENGGUNAAN BORANG SELF-DECLARE

KONSEP / IDEA Ahmad Farid Mohd Jamal

STATISTIK KAJIAN BORANG SELF-DECLARE

PENYERTAAN USIM 5th I-INOVA’14

PENYERTAAN PERTANDINGAN NUCEL 2014

ALAMAT PEJABAT Pusat Akses Pembelajaran Terbuka Global Global Open Access Learning Centre (GOAL Centre) Level 1, Library Building Universiti Sains Islam Malaysia (USIM) 71800, Bandar Baru Nilai, Negeri Sembilan, Malaysia Tel: 06 798 6272 Fax: 06 798 6250

MAJLIS PELANCARAN GOAL CENTRE EDISI 2014 TERBITAN 2015

1 5 6 7 9 10 11 12 15

ISI

WARGA GOAL CENTRE SEKALUNG PENGHARGAAN Seluruh warga GOAL Centre ingin mengucapkan ribuan terima kasih di atas segala jasa dan budi yang telah ditaburkan oleh Pengarah GOAL Centre yang pertama iaitu

DR. ERNIE SUZANA ALI

Dr. Ernie Suzana Ali mula menyertai GOAL Centre sejak sebelum tarikh GOAL Centre ditubuhkan secara rasmi. Beliau mula memegang tampuk pengurusan e-Pembelajaran USIM sejak beliau bertugas sebagai penyelaras di Pusat Inovasi Pembelajran dan Pengajaran (PIPP) USIM.

+6 06798

DIREKTORI

6458 6271 6272 6277 6459 6462 6272 6272 6270 6270

PROF. DR. ROZHAN M. IDRUS PENGARAH

DR. NAJWA HAYAATI MOHD ALWI PENYELARAS

AHMAD FARID MOHD JAMAL PENOLONG PENDAFTAR

MOHAMAD FAIZ DATOâ&#x20AC;&#x2122; TAIP PEGAWAI TEKNOLOGI MAKLUMAT

MOHD FAIZAL MOHD FUAAD PEN. PEGAWAI TEKNOLOGI MAKLUMAT

Beliau merupakan kumpulan individu yang pertama menggerakkan usaha penubuhan Pusat e-Pembelajaran USIM bersama-sama Mantan Naib Canselor yang kedua dan juga Pihak Pengurusan Universiti. Beliau merupakan ahli Majlis e-Pembelajaran IPTA Malaysia (MEIPTA) selama lebih 3 tahun. Sepanjang penglibatan, beliau telah banyak menyumbang idea dalam pembangunan e-Pembelajaran IPTA di Malaysia, khususnya dalam pembangunan rubrik pembelajaran teradun yang seragam. Beliau amat tegas dalam tugas, dengan ketegasan ini juga USIM telah berjaya menghasilkan Polisi e-Pembelajaran USIM, Rangka Kerja Pengajian Atas Talian, Pelbagai Modul Kerja berkaitan e-Pembelajaran, serta Penubuhan Jawatankuasa e-Pembelajaran USIM. Beliau juga telah menyertai pelbagai Jawatankuasa Kerja Pemikir di USIM dalam memberi input berkaitan teknologi dan inovasi pembelajaran dan pengarajan. Kami, seluruh warga GOAL Centre ingin menyatakan rasa terima kasih kami di atas segala jasa yang telah diberikan. segala idea dan buah fikiran yang dikeluarkan, serta segala keringat dan masa yang dikorbankan untuk perkembangan e-pembelajaran di USIM. Kami juga ingin memohon maaf di atas kesilapan kami selama bertugas di GOAL Centre.

Terima kasih!

NURHUDA RUZLAN PEN. PEGAWAI TEKNOLOGI MAKLUMAT

NUR SYAKIRA REDZUAN PEN. PEGAWAI TEKNOLOGI MAKLUMAT

INTAN ROS SAFINA SAFRI PEN. PEGAWAI TEKNOLOGI MAKLUMAT

AZRUL ISZUWAN OTHMAN PEMBANTU TADBIR

AFIQ AFFANDI JAMALUDDIN PEMBANTU TADBIR

Pelantikan Dr Rozhan Mohammed Idrus sebagai Professor of Open and Distance Learning pada bulan November 2004 merupakan perlantikan pertama Pofesor dari bidang ini oleh Institusi Pengajian Tinggi Awam di Malaysia. module writing A Levels : Grimsby College of Technology (UK) instructional design B.Sc. (Hons) in Pure Physics University of Salford (UK) planning and management of PhD in Solid State Physics : University of Salford (UK) open and distance learning Professor of Open and Distance Learning : USM (Mas) dari Australia, Kanada dan UK

Kepakaran

Latihan

Mohammed Idrus

PROF. DR. HJ. ROZHAN

Magazine 2014

Temubual Eksklusif

PROF. DR. HJ. ROZHAN Mohammed Idrus

Q : How would you describe your role in GOAL Centre and what is your vision for GOAL Centre in USIM?

believe, USIM vision should be collectively shared and observed througout the university. GOAL Centre want to play an important role in the efforts of exporting the knowledge produces by USIM to the global arena, especially Naqli and Aqli knowledge. We should become the main provider for global classroom and provide the pillar for teaching and learning innovation in USIM. We are also committed to the charter of providing world-class services to support the demands of 21st century learning. Q : E-Learning is increasingly becoming popular, both in academic and corporate environments. However, learners do not fall into a homogeneous group. What can you do to ensure that all learners of a group are nearly at the same level of understanding / assimilation when the e-learning course is predominantly asynchronous?

ven before the popularity of e-learning, mostly brought by the influx of modern information and communication technology capabilities in the form of the Internet, the learners in a conventional classroom in a school or university or corporate setting were also inhomogeneous. This inhomogeneity will be accentuated if we consider a global setting. That was always been a major consideration in teaching and learning practices. E-learning can now do what could not be done before, not for the lack of knowledge but for the constraints within a conventional setting. It is now possible to design an e-learning course in many different ways (the buffet approach) that conform to the learning style, preferences and modalities of the learner. Although e-learning courses are predominantly asynchronous, a very transparent and detailed blueprint and lesson plan of a course will ascertain the learning objectives at set intervals. This should include activities that would recall prior learning so that the learners know what they should have known at that point in a particular course. This will inject a level of uniformity or prerequisites that has be adhered to by the learners. Mechanisms of pre-test (with feedback and recommendations) will further be a yardstick in determining that the learners at the same level of understanding.

Q : One size does not fit all. However, it is very expensive to create custom courseware without sighting a clear segment and hence most courses are designed to be pretty generic. What are some of the steps to follow to customize a generic course for a specific target audience based on demographic parameters such as age, sex, education or job role?

his is not an easy on to respond to. Firstly, who is designing the courseware? If it is a commercial design, I would not be surprised to the generic production. I always wonder if the commercial courseware had the necessary academic input from subject matter expert from a university, say. The curriculum set by each course in any institution (unless tailor-made for a specific cohort) has already taken into account the age range, entry requirement as well as discipline specific content (job role, that is..). We should be gender free unless we are saying there is a different management course for males and females. In fact my question would be (my apologies for answering a question with a question), why should the course design be generic at all since we have already determined the curriculum at each level of a course. A certain amount of overlap should be acceptable to keep the relevance and flow, or self-directedness of the learning material. Courses have also been configured to reflect the job roles or areas of specialization. Then it is the role of the learner to undertake the study to that course that has been designed learning, un-learning and re-learning along the way. The customization is towards the learning style and preferential learning needs of the learners, not to customize the course per say.

â&#x20AC;&#x153;Instructional design relates directly to learning theories and these learning theories are directly related to the learnersâ&#x20AC;?

gettingsmart.com

02 elearningindustry.com

freepik.com

Temubual Eksklusif

PROF. DR. HJ. ROZHAN Mohammed Idrus

Q : How important is it to understand the psychographic profile of learners to get an excellent instructional Design?

o me, this question answers itself. Instructional design relates directly to learning theories and these learning theories are directly related to the learners. So depending on the learners and circumstance, different learning theories may apply. In this case an excellent instructional design would mean that the most appropriate strategy based on learner characteristics was optimized for the learning experience of the learner. In order to obtain an excellent instructional design, the designer must be very knowledgeable as the best design decisions are most certainly based on the knowledge of learning theories. The psychographic profile of learners is crucial as that knowledge open our eyes to their possibilities and ways of seeing the world. So we need to know why they are learning, their motivation (intrinsic and extrinsic), what keep them going and getting feedback from them. Of course, perfect matches are impossible as we have to leave a certain degree to the act of learning (as their profile can, and will change) utilizing the human mind and from a pragmatic viewpoint; instructional designer’s toolbox contains an ever changing and increasing numbers of theoretical applications, physical possibilities and educational technology capabilities to figure out what works and to use it.

....the most appropriate strategy based on learner characteristics was optimized for the learning experience of the learner Q : In today’s fast changing world, the time available for Instructional Design is coming down. A large number of courses are now based on Rapid Instructional Design, wherein a number of shortcuts are used. In your opinion, is there a substantial drop in quality or learning outcomes between such courses and those that are based on traditional Instructional Design?

irstly, even traditional instructional design has been guilty of insisting that all students should be responsible for learning the same things at the same age. The potential cognitive differences among human individuals are staggering. Despite the lip service paid to individual differences, traditional education has failed to move away from the group mentality that has driven it for so many years. The very language of education, which separates students into grades, classes, honors, average, even learning ‘styles,’ forces the mind into perceiving groups, not individuals. That was the state even in traditional instructional design. Rapid instructional design has no focus on the learners at all.

It is more about the schedule, the stake holder needs and the production turn-time by the consultant and we have the audacity to naively swallow that cheaper and faster instructional design are by some miracle related with better learning effects. Call me a traditionalist, but there are only two major areas that require speed in its context of outcomes; entertainment and business. We want to get information, sales facts, stocks and to be able to wheel and deal almost simultaneously across the globe. We want to watch live football and be witness to the launch of a new music album at the same time with everybody on the planet. It is NOT the same with education. In education it is about the quality of the content, not the speed of delivery well you have to deliver it on time, but given the whole content, the learner will need to go through it according to the teaching and learning schedules, learn the content, do their activities, participate in forums and discussions, attend to their assignment, get feedback and learn a ‘chuck’ of knowledge before moving to the next. The major complain is that traditional instructional design is too slow too slow for whom? How slow is slow? Another excuse put forward is that the course, if produced to slowly will be out of date. How often does a curriculum change? There is a big difference sales talk and the actual teaching and learning practices. Even traditional instructional design has some way to go to address the needs of the learner, let alone a rapidly produced one. We have not even touched quality yet. A quick reminder; E-learning’s early promise was most often reflected in three basic beliefs, each of which turned out to be wrong {Please refer to Why the E-Learning Boom Went Bust by Zemsky and Massy (2004)}. Q : Most e-learning design is at cognitive levels, given the paucity of budgets or lacks of suitable Instructional Design and processes. What can we do to bring in an element of Constructivism into e-learning thereby dramatically improving the learning outcomes?

f the constructivist approach has been adopted in the e – learning design from the beginning, I believe this can solve the problem. We have a tendency to ‘buy’ an e-learning system, and then try to build in the relevant features. This is more like building a house without the necessary or relevant design and then start to add in the wiring, piping, window and major renovations. That may even cost more than the actual house in the first place. I believe e-learning systems must be designed for a purpose, not an afterthought. This is basic instructional design in the consideration of introducing a new educational technology delivery mechanism. I have asked many teachers, ‘why do want to use the Internet?’ Mostly, they wanted the students to surf the Internet. Then, my next question would be, why you want them to surf the net. Naturally the answer would be to search for information. What information would you like them to find? This was the end of their response. This shows that they did not have a purpose for the students to surf the Internet. The question is, why was the e-learning designed at cognitive levels?

Magazine 2014

Temubual Eksklusif

For an effective learning outcome there must be synergy between pedagogy, content and technology, a convergence which I called technogogy

Technology Ped

on te

ogy

Mohammed Idrus

PROF. DR. HJ. ROZHAN

We can interject any design we want, constructivism, cognitivism as well as behaviourism. For an effective learning outcome there must be synergy between pedagogy, content and technology, a convergence which I called technology, a convergence that will a learning object conforming to an outcome. E-learning is a delivery system that we can use to serve our purpose in the teaching and learning process. So we need to design in a purposeful context for a relevant and cost-effective e-learning design.

I N A C HOW IEVE ACH % 0 3 M U M I N I M E D O M D E D N E BL ? T N E M E R I U Q E R

USIM BLENDED MODE RUBRIC

"DID YOU KNOW THAT WE HAVE STANDARD ON HOW TO CALCULATE THE USE OF GOALS?" OH YES, WE COUNT IT!

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In addition, GOAL Centre has also changed the format of GOALS active user award. Starting 2015, this award will be given to every faculty, with one winner will be chosen to represent his or her faculty based on the GOALS utilization rate, as well as the usage of other relevant applications or tolls that need to be declared on the 'self-declare form'.

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Starting September 2014, GOAL Centre has prepared a 'Self-Declare Form on Blended Learning' in enabling lecturers to articulate the use of Web 2.0 and other GOALS apps in their teaching and learning. Through this form, lecturers will help GOAL Centre identifying additional applications that have been used in the embarkment of education technology in USIM.

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Outline / Learning Objective / Synopsis / Syllabus / Study Planner / Scheme of work (SOW) / Proforma / Guide / Description

Through this coordination, all universities will be adopting the same rubric and the performance of each university will be calculated using the same Operational Definition. Starting 2013, GOAL Centre has been awarding active lecturers and faculties with incentive. In line with recent use of the new rubric, GOAL Centre has taken steps to streamline the criteria of this award, as well as taking into account the comments given by lecturers.

The Ministry of Education (MOE) has collectively agreed to standardize the method of calculating 30% blended learning for all Malaysian universities.

INFO

http://goals.usim.edu.my/moodle

Modul in GOALS. What you should use legend

FASA 1

Meeting & Discussion for selecting Module Editor & Coordinator

02 Submission

Formal Letter of appointment

FASA 2

Checking by GOAL Centre

Filling up Docket module / declaration of originality

07 Checking by GOAL Centre

Upload / publish

Module will be revised by Coordinator

Evaluated Process

Content Development

Amendment Process

12 Plagiarism Check (Turnitin)

Second checking by writer

Amendment

14 Approval by JKHI

ing Module Format & Guideline by Email

04 Sent Learn-

ID Storyboard Process

Audio Video Editing

Checking by Writer

ID Storyboard developement process

Revised Module Received by GOAL Centre

Brainstorming Session

Module Received

PANDUAN PEMBANGUNAN SELF-INSTRUCTED MODULE (SIM)

FASA 1

Magazine 2014

FASA 2

13 Final check by JAeP

Confirmation by Writer

GARIS PANDUAN HAKCIPTA MODUL DAN BAHAN E-PEMBELAJARAN (HARTA INTELEK) USIM Bahan kursus dan pengajaran adalah termasuk di dalam kategori harta intelek seperti yang ditulis di dalam dasar harta intelek USIM. Walau bagaimanapun, garis panduan mengenai hak cipta dan pembangunan modul dan bahan pembelajaran dan pengajaran (p&p) yang akan dimuatkan secara atas talian di USIM masih tidak jelas. Maka satu garis panduan perlu disediakan supaya pelaksanaan dan pemantauan dapat dilaksanakan dengan lebih baik.

GARIS PANDUAN BAGI TUJUAN PENGURUSAN DAN PENERBITAN MODUL DAN BAHAN E-PEMBELAJARAN

Apabila sesebuah kursus diterima untuk diterbitkan sebagai modul e-pembelajaran oleh GOAL Centre, urusan penerbitan modul e-pembelajaran tersebut akan diuruskan oleh Centre GOAL. GOAL Centre mempunyai hak mutlak di dalam menguruskan penerbitan sesebuah modul dan bahan e-pembelajaran yang telah diluluskan oleh Jawatankuasa Akademik e-Pembelajaran USIM (JAeP). Penyedia bahan e-pembelajaran akan dibayar royalti / honororium berdasarkan kadar yang diluluskan oleh Universiti. Bagi modul atau bahan e-pembelajaran yang mana penyedia bahan e-pembelajaran tersebut dibayar royalti / honorarium oleh GOAL Centre atau menggunakan sebahagian atau sepenuhnya kemudahan USIM untuk pembangunan, maka hak cipta karya tersebut dari segi percetakan, penerbitan dan pemasaran adalah dipegang oleh USIM. Modul e-pembelajaran yang dibangunkan dan yang telah diterbitkan menggunakan kemudahan USIM akan mempunyai imprint (catatan) logo USIM dan GOAL centre. Modul atau bahan e-pembelajaran yang disediakan akan diterbitkan di platform LMS dan mana-mana platform USIM yang bersesuaian.

Garis Panduan Hakcipta Modul dan Bahan-Bahan e-Pembelajaran (Harta Intelek) USIM telah diluluskan oleh Mesyuarat Jawatankuasa Harta Intelek (JKHI) Bil.2/2014 dan Mesyuarat Jawatankuasa Pengurusan Universiti (JKPU) Bil.24/2014.

Garis panduan ini disediakan bagi memberi penjelasan tentang peranan dan tanggungjawab semua pihak yang terlibat dalam penggunaan dan pengurusan hakcipta modul dan bahan e-pembelajaran, selain menyediakan proses jelas berkenaan pembangunan bahan e-kandungan dan panduan penggunaan bahan

Hak Cipta Modul dan Bahan e-Pembelajaran Semua modul dan bahan e-pembelajaran yang dibangunkan menggunakan kemudahan dan sokongan yang disediakan oleh USIM adalah hak milik bersama penyedia bahan dan USIM. USIM akan mendapat hak milik sepenuhnya atas modul dan bahan e-pembelajaran yang dibangunkan jika penyedia bahan diberi ganjaran pengurangan beban tugas, geran atau bayaran royalti / honororium, bantuan khidmat nasihat serta kakitangan pembangunan multimedia bagi untuk membangun dan menghasilkan bahan P&P tersebut. USIM berhak pada bila-bila masa menggunakan modul dan bahan e-pembelajaran tersebut untuk diguna semula. Penyedia bahan boleh pada bila-bila masa menggunakan modul dan bahan e-pembelajaran tersebut dalam sebarang aktiviti akademik. Ianya bagaimanapun tidak boleh digunakan oleh pihak lain sama ada di USIM atau di institusi lain sebelum mendapat kebenaran daripada USIM. Penyedia bahan boleh menggunakan modul dan bahan e-learning tersebut untuk kegunaan lain seperti pengajaran di dalam kelas, penyelidikan, penerbitan serta pembentangan dalam seminar. Penyediaan dan penggunaan modul dan bahan e-learning adalah tertakluk kepada tujuan yang dibenarkan oleh undang-undang berkaitan.

Magazine 2014

GARIS PANDUAN PELAKSANAAN HAKCIPTA BAGI BAHAN YANG DIGUNAKAN DI DALAM PEMBANGUNAN MODUL E-PEMBELAJARAN Tanggungjawab Penyedia Modul E-learning Bertanggungjawab sepenuhnya terhadap bahan-bahan e-learning yang disumbangkan, dengan mengambilkira hak moral dan hak ekonomi. Digalakkan menggunakan bahan e-learning yang dibangunkan sendiri atau hasil karya sendiri. Meminimumkan penggunaan media luar untuk membangunkan modul e-pembelajaran. Bertanggungjawab memastikan mendapat keizinan penulis asal dan menyatakan dengan jelas sumbersumber media yang digunakan di dalam modul e-pembelajaran. Mengambil maklum tentang Dasar Umum (semak semula) Teknologi Maklumat & Komunikasi (ICT) yang ditetapkan oleh USIM Mematuhi Akta Hak Cipta Malaysia 1987 (Akta 332) (dan mana-mana pindaannya) dan Polisi Harta Intelek yang telah ditetapkan oleh USIM termasuk mendapatkan persetujuan pemilik asal bahan e-pembelajaran (media) tersebut, sebelum menggunakan di dalam modul e-pembelajaran masing-masing. Prosedur Perlaksanaan Hakcipta Bagi menyatakan bahan adalah di bawah lesen hak cipta USIM Format bagi video, slide presentation, PDF atau modul: penyataan hak cipta USIM dan terbitanGOAL Centre. (Hubungi Pn. Nurhuda Ruzlan atau En. Mohd Faizal Fuaad di talian 06-7986459 / 6462 atau e-mel pertanyaan anda ke goalcare@usim.edu.my untuk mendapatkan template) Bagi menyatakan bahan-bahan yang terdapat di dalam ciptaan USIM (bahan pengajaran) Format bagi video, slide presentation, PDF atau modul: acknowledgement akan diletakkan di bahagian terakhir/belakang. Penggunaan Media Luar Bahan-bahan media yang terdapat di internet adalah hakcipta penyumbang tersebut. Kaedah terbaik menggunakan media dari internet ialah dengan menggunakan media dari website creativecommons.org, di mana media-media akan di label sebagai bahan Creative Commons. Sekiranya penyedia modul perlu menggunakan media luar, dicadangkan agar penyedia bahan menggunakan media luar dari kategori berikut untuk kursus / program berikut

Dicadangkan agar USIM mengklasifikasikan modul atau bahan e-pembelajaran yang telah lengkap dan jelas 100% karya asli DAN bahan e-pembelajaran yang telah lengkap dan ada menggunakan media luar (Common Craetive) mengikut kategori berikut untuk kursus / program berikut

Attribution CC BY Attribution-NoDerivs CC BY-ND

Sesuai digunakan untuk bahan

USIMOE / ODL

G-ACE / LLL OER

Others

Sesuai digunakan untuk bahan

USIMOE / ODL

G-ACE / LLL

Copyright CC BY â&#x20AC;&#x201C; NC â&#x20AC;&#x201C; SA Standard You Tube License di label sebagai AttributionNonCommercial-ShareAlike 4.0 International : sebagai salah satu langkah mengelakkan penyelewengan bahan

OER

SELF-DECLARE FORM ON BLENDED LEARNING USED IN COURSES FOR SEM 1, 2014/2015

SELF DECLARE

LATAR BELAKANG BORANG Pensyarah di USIM telah menyatakan bahawa mereka menggunakan pelbagai platform lain (selain GOALS) dalam proses pembelajaran dan pengajaran atas talian, khususnya media sosial. Beberapa pensyarah juga memaklumkan bahawa mereka telah menggunakan pelbagai aplikasi dan tools Web 2.0 namun tidak dikira semasa analisa penggunaan GOALS. Bertitik tolak daripada komen ini serta menyedari kelemahan sistem pelaporan GOALS, GOAL Centre telah membangunkan borang ishtihar (self- declare form) untuk membantu melengkapkan analisa penggunaan GOALS selain menambahbaik sistem pelaporan GOALS (GOALS Reporting Tools). Soalan yang perlu dijawab oleh pensyarah melalui self-declare form adalah berasaskan rubrik blended mode IPTA seperti yang dipersetujui oleh Ahli-Ahli Majlis e-Pembelajaran IPTA Malaysia (MEIPTA) dan Kementerian Pendidikan Malaysia (KPM). Rujuk muka surat 5 majalah ini untuk mendapatkan rubrik yang dimaksudkan. TUJUAN BORANG Borang ini adalah untuk membantu GOAL Centre dan pensyarah untuk mengenalpasti pencapaian 30% pembelajaran teradun (blended learning) yang dilaksanakan dalam kursus-kursus yang ditawarkan pada Semester I, Sesi 2014/2015. Borang ini juga adalah untuk memberi pilihan dan kebebasan kepada pensyarah untuk mempelbagaikan kaedah, aplikasi dan platform pembelajaran dan pengajaran atas talian. Namun begitu, perlu dimaklumkan bahawa GOALS akan digunakan sebagai platform utama sistem pengurusan pembelajaran atas talian (Learning Management System) di USIM. GOAL Centre akan menambah baik sistem pelaporan GOALS dari masa ke masa untuk memastikan kesemua aktiviti berkaitan pembelajaran dan pengajaran atas talian, termasuk penggunaan melalui media sosial dan lain-lain aplikasi Web 2.0. Dalam masa itu, borang self-declare akan digunakan sebagai pelengkap untuk menganalisa kadar penggunaan GOALS dan juga kadar pembelajaran dan pengajaran yang dijalankan secara atas talian. Setiap borang mewakili satu kursus / subjek. Sekiranya seseorang pensyarah mempunyai lebih daripada satu kursus, borang perlu diisi semula untuk kursus seterusnya. Hasilnya borang self-declared ini akan digunakan sebagai pelengkap kepada statistik penggunaan GOALS yang dijana menggunakan GOALS Reporting Tools. APLIKASI BORANG Analisa borang ini juga akan digunakan untuk menilai pemenang Anugerah Penggunan Inovatif GOALS. Proses pemilihan Pensyarah Aktif dan Inovatif GOALS adalah seperti di bawah: 1) 2) 3) 4)

Kadar penggunaan GOALS dan medium atas talian lain yang mencapai tahap minimum 30% mode blended seperti yang digariskan dalam rubrik Kementerian Pendidikan Malaysia (KPM) Keunikan kandungan yang ditonjolkan dalam GOALS Kreativiti dalam menggunakan aplikasi dan modul GOALS Kepelbagaian kaedah pengajaran dan pembelajaran secara atas talian melalui borang self-declare

Magazine 2014

KAJIAN GOALS SELF DECLARED Tempoh kajian 1 Dis - 31 Dis 2014 Medium kajian Google Form

BILANGAN respondan Peratus respondan

Respondan kajian Pensyarah USIM

11%

PPS FPG FEM FKP FPBU FPSK FPQS FST FSU Tamhidi

10% 10

Jumlah respondan

7% 8

115 37

17 3

15%

32%

Adakah anda sedar dengan Keperluan

rubrik baharu

KURSUS RESPONDAN MENCAPAI 30% KEPERLUAN minimum MODE BLENDED

BILANGAN respondan Peratus respondan

33 81%

29%

63%

BILANGAN RESPONDAN

TIDAK YA

TAHAP PENCAPAIAN MODE BLENDED KURSUS RESPONDAN

SELF DECLARE FORM

25 14 3

https://docs.google.com/forms/d/ 1qFfEcLpNOiH1msxKqe_0ytc0jMhhL 4lTXnjaMYBdMEk/viewform

mode blended?

MELALUI

PAUTAN BORANG

MAJLIS PELANCARAN PROGRAM DAN PERKHIDMATAN PUSAT AKSES PEMBELAJARAN TERBUKA GLOBAL (GOAL CENTRE) 31 Mac 2014 (Isnin) 8:30 pagi Lobi Pejabat GOAL Centre USIM Sebagai satu usaha untuk memperkukuh pembangunan dan perkembangan e-Pembelajaran di USIM, GOAL Centre telah menganjurkan Majlis Pelancaran Program dan Perkhidmatan Pusat Akses Pembelajaran Terbuka Global (GOAL Centre) Universiti Sains Islam Malaysia (USIM). Majlis ini bertujuan untuk mempromosi dan memperkenal fungsi dan tanggungjawab GOAL Centre secara rasmi kepada warga USIM khususnya, dan warga akademik seluruh negara amnya, menjadi majlis yang simbolik kepada kewujudan pusat yang bertanggungjawab dalam pembangunan dan perkembangan e-Pembelajaran di USIM. GOAL Centre juga merancang untuk melancar dan mempromosi program-program yang telah dirancang dan dibangunkan oleh GOAL Centre semasa majlis selain menjadi platform untuk memperkenalkan perkhidmatan yang dikendali oleh GOAL Centre. Majlis dimulakan dengan ucapan aluan daripada Dr. Ernie Suzana Ali, Pengarah GOAL Centre dan kemudiannya diteruskan dengan ucapan perasmian serta gimik perasmian oleh Y.Bhg Profesor Emeritus Tan Sri Dato’ Dr Hj Abdul Shukor Hj Husin, Pengerusi LPU USIM. Melalui ucapannya, Y.Bhg Pengerusi LPU mengharapkan agar usaha GOAL Centre untuk menyuburkan konsep pendidikan secara atas talian itu perlulah diselarikan dengan idea penubuhan USIM, agar pelajar keluaran USIM itu nanti, tidak kira melalui platform konvensional atau atas talian masih menatijahkan individu yang mampu untuk mengintegrasikan ilmu Naqli dan Aqli. Gimik majlis pelancaran disempurnakan apabila Y.Bhg Pengerusi LPU USIM mengimbas kod QR melalui tablet yang disediakan sebagai satu simbolik kepada signifikasi ICT dalam e-pembelajaran. Majlis disusuli dengan video perasmian yang merangkumi beberapa babak daripada sesi temu bual bersama Y.Bhg Prof. Dato’ Dr. Muhamad Muda, Mantan Naib Canselor USIM, Y.Bhg Prof. Dato’ Dr. Musa Ahmad, Timbalan Naib Canselor USIM, serta Y.Bhg Prof. Dato’ Dr. Asma Ismail, Naib Canselor USIM, selain turut memaparkan pencapaian USIM sejak ditubuhkan pada 2011.

Majlis diteruskan dengan penyampaian anugerah sumbangsih kepada bekas kakitangan GOAL Centre yang pernah menabur bakti sejak mula penubuhan pusat ini. Selesai penyampaian anugerah sumbangsih ini, majlis diteruskan dengan penyampaian Anugerah Pengguna dan Fakulti Aktif GOALS bagi Tahun 2013. pengguna aktif GOALS merupakan sepuluh (10) orang pengguna teratas GOALS dengan kadar minimum 70% penggunaan sepanjang tahun 2013, manakala fakulti aktif ialah dua (2) buah fakulti yang mempunyai bilangan pensyarah teramai yang aktif menggunakan GOALS bagi tahun 2013. Selain anugerah khas dan anugerah penggunaan aktif GOALS, majlis juga telah menyampaikan cenderamata untuk anugerah khas kepada seorang tokoh yang telah mencetuskan idea dan banyak mengembleng tenaga dalam memastikan penubuhan GOAL Centre iaitu Mantan Naib Canselor USIM yang ke-2, Profesor Dato’ Dr. Muhamad Muda. Majlis Pelancaran Program dan Perkhidmatan GOAL Centre diakhiri dengan sesi bergambar dan sesi melawat pameran yang telah disediakan. Penerima Anugerah Sumbangsih GOAL Centre (Bekas kakitangan GOAL Centre) Encik Mohammad Bin Abu Bakar Puan Nurulakhma Omar Cik Norashikin Md Isa Puan Nurul Fathihin Mohd Noor Shah En. Ahmad Aizuddin Aizat Tajul Arif Penerima Anugerah Pengguna Aktif GOALS bagi tahun 2013 Puan Siti Salmiah Muhammad (70.0%) Dr. Fuadah Johari (70.0%) Encik Shaharudin Ismail (70.7%) Dr. Norashikin Fabil (70.7%) Dr. Kirembwe Rashid Abdul Hamed (71.0%) Puan Afizzjah Artini Jusoh (73.0%) Dr. Ummi Salwa Ahmad Bustamam (73.0%) Dr. Adibah Sulaiman @ Mohamad (80.0%) Dr. Ernie Suzana Ali (81.1%) Dr. Sumaiyah Abd Aziz (83.9%) Penerima Anugerah Fakulti Aktif GOALS bagi tahun 2013 Fakulti Ekonomi dan Muamalat (57.45%) Fakulti Sains dan Teknologi (29.55%) Penerima Anugerah Khas GOAL Centre

Y.Bhg Prof. Dato’ Dr. Muhamad Muda (Mantan Naib Canselor ke-2 USIM Tokoh yang telah mencetuskan idea dan banyak mengembleng tenaga dalam memastikan penubuhan GOAL Centre)

Magazine 2014 MAJLIS PELANCARAN PROGRAM DAN PERKHIDMATAN PUSAT AKSES PEMBELAJARAN TERBUKA GLOBAL (GOAL CENTRE)

apply now @ http://ecgs.usim.edu.my +6 06 798 6270 I goalcare@usim.edu.my

List of online programme:

FACULTY OF ECONOMICS & MUAMALAT (FEM) Master of Economicsand Muamalat Administration Phd in Economics and Muamalat Administration

interactive learning

study anywhere

FACULTY OF MAJOR LANGUAGES STUDIES (FPBU) PhD in English Language Studies

global connection

FACULTY OF LEADERSHIP & MANAGEMENT (FKP) PhD in Communication FACULTY OF QURANIC & SUNNAH STUDIES (FPQS) Master of Quranic & Sunnah Studies

Tel: +6 06 798 6270 Fax: +6 06 798 6250 http://goalcentre.usim.edu.my

Universiti Sains Islam Malaysia Open Education

revise anytime

online learning

learn at your own pace

graduating anywhere

Pusat Akses Pembelajaran Terbuka Global @ Global Open Access Learning Centre (GOAL Centre) Level 1, Library Building Universiti Sains Islam Malaysia (USIM) 71800, Bandar Baru Nilai Negeri Sembilan, MALAYSIA

CENTRE

@ Universiti Sains Islam Malaysia

Pusat Akses Pembelajaran Terbuka Global @ Global Open Access Learning Centre (GOAL Centre), Level 1, Library Building, Universiti Sains Islam Malaysia (USIM), 71800, Bandar Baru Nilai, Negeri Sembilan, MALAYSIA. Tel: +6 06 798 6270 Fax: +6 06 798 6250 http://goalcentre.usim.edu.my

2014

imbasan sepanjang tahun