GOALShare - Vol. 11 , March & April 2016

GOALshare Newsletter of The Global Open Access Learning Centre Universiti sains Islam Malaysia

Resource Architecture in Digital Learning

Vol. 11, Issue Mac & Apr 2016

MAR & APR 2016

HIGHLIGHT

Page 2

Re-Designing lum Online Curricu NEW !!! GOAL-ITQAN ESTABLISHMENT

Page 5

Chief Editor Dr. Najwa Hayaati Mohd Alwi Editor Ahmad Farid Mohd Jamal Designer Ahmad Farid Mohd Jamal Muhammad Zarin Mislan Publisher Bahagian Penerbitan, Universiti Sains Islam Malaysia This bulletin is published once in every two months

GOAL Share is published by Penerbit USIM for GOAL Centre of Universiti Sains Islam Malaysia

Page 7

LETS WRITE Dear Sir / Madam,

OFFICIAL INVITATION TO WRITE AN ARTICLE / PAPER FOR UNIVERSITI SAINS ISLAM MALAYSIA (USIM) E-LEARNING BULETTIN; GOALSHARE

“An article should compromise of maximum 700 words (not including reference) on a topic related to educational technology / educational updates.

Font used should be Calibri size 10 with 1.0 spacing with no space before and after paragraph”

With due respect, the above mentioned matter is referred.

format

Global Open Access Learning (GOAL) Centre of Universiti Sains Islam Malaysia (USIM) has prepared a series of free online e-learning bulletin named GOALshare (eISSN number 2289-8727) with the objective to nurture informed citizens, visionary leaders and life-long learners who are masters of today’s information, educational tools and technologies, and also to disseminate related e-learning programs throughout the globe.

With respect, you are cordially invited to submit an article to the Short Communication Column without fee or honorarium. An article should compromise of maximum 700 words (not including reference) on a topic related to educational technology / educational updates. Longer texts will also be considered if they fit the theme. Font used should be Calibri size 10 with 1.0 spacing with no space before and after paragraph.

Herewith is the url for our previous publications at http://goalcentre.usim.edu.my/oer-video/buletin-bulanan-goal-centre for your kind reference. The deadline for the submission of articles is on the twentieth (20th) of each month to the e-mail address of goalcare@usim.edu.my or ahmadfarid@usim.edu.my.

I sincerely hope to hear from you again and would like to make this publication a global reference, and hopefully will inspire more individual and institution to enrich our free bulletin for the benefits of humanity.

Thank you.

KNOWLEDGEABLE • DISCIPLINED • DEVOUT Sincerely,

(PROF. DR. ROZHAN M. IDRUS) Director Global Open Learning Access Centre @ Global Open Access Learning (GOAL) Centre Level 1, Library Building Universiti Sains Islam Malaysia (USIM) 71800, Bandar Baru Nilai Negeri Sembilan MALAYSIA

First issue January, 2015 Global Open Learning Access Centres, USIM GOAL Share is published by Penerbit USIM for GOAL Centre of Universiti Sains Islam Malaysia

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

CENTRE

@ Universiti Sains Islam Malaysia

EDITORIAL COLUMN GOALS USER STATISTIC How do we define ICT? As the new technology rapidly thrusting into the future, the answer is infinite.

USIM are now trying to pluck the essence of ICT by laying out a new perspective of the acronym; Immersive Collaborative Technology.

How can we relate ICT (Immersive Collaborative Technology) in education? It is honestly a common thing in the 21st century learning pedagogies. Not only industrial players, varsity communities are also tightly involved in the advancement of this technology.

Immersive environments are seen in meetings, medical procedures, mechanicals, and even outdoor virtual reality exploration.

Students are now able to safely explore volcanic eruption, depth of the seas, repairing a burst-off engine, flying the new 787 Dreamliner, and even practicing coronary artery bypass surgery.

Engaging student to the real environment virtually wills not only making them understand better, it will also allow for multiple tries in a control environment, and definitely will lower the external risk factors.

Some may argue that the real feels of holding a living being, as well as the smells of bloods can never be imitate. But surely, a firm hand of thoroughly trained physician is way more assuring.

Dr. Najwa Hayaati Mohd Alwi

Figure 3 and 4 shows the resources (region and country) of GOALS visits in the period of 23 February 2016 to 22 March 2016 compared with the period of 23 January 2016 to 22 February 2016. The highest visit is 63.09% and 63.58% from Nilai and Malaysia respectively. This rate is due to the high placement of USIM student in Nilai, Malaysia.

GOALS Traffic Record – Data of 23 February 2016 to 22 March 2016 Nur Syakira Binti Redzuan Global Open Access Learning, Immersive Technology & Quality Assurance

Record shows the increased in traffic by 331.57% for the period of 23 February 2016 to 22 March 2016 compared with the period from 23 January 2016 to 22 February 2016 (93,167 compared to 21,588 visits) (Refer to figure 1). This trend also complimented by the increased rate of new visitors by 11.6% (55.8% versus 44.2%) over the same period (Figure 2). On the other hand, the rate of returning visitors decreased by 49.2% (74.6% versus 25.4%) for the same period.

Figure 3: The source of visitors (domestic) for the period 23 February 2016 to 22 March 2016 compared with the period from 23 January 2016 to 22 February 2016

Figure 4: The source of visitors (international) for the same period Figure 1: Records of GOALS visit for the period 23 Feb to 22 March 2016 Figure 2: Record of new visitor and returning visitors of GOALS for the period 23 Feb to 22 March 2016

Besides Malaysia, GOALS was also being reached from the United States, Arab Emirates, United Kingdom and Indonesia.

Facebook still had the largest traffic that cited GOALS with 97.14%. Record of visits from internal network decreased by 0.4%, while visit using other internet providers such as personal broadband, internet cafes and others increased by 1.3% in the period 23 February 2016 to 22 March 2016 compared with the period from 23 January 2016 to 22 February 2016.

01

GUEST COLUMN

by Prof. Dr. Rozhan M. Idrus Preamble The electronic platform is now a common-place for searching for information and learning resources.

As technology becomes pervasive, the teaching and learning landscape is now capable of presenting an interoperable and seamless learning architecture to connect, integrate, and share three major dimensions of learning resources: learning facilitators, learning contents, and educational technology. Although we have a plethora of content and multimedia resources, searching for a specific item may not as easy as it looks. Why is this so?

For example, a quick glance at the Directory of Open Resources of the Commonwealth of Learning (Figure 1) only revealed resources tagged as audio, undergraduate, lecture and video. Any academic or learner searching for content related to the types of learner and the pedagogy of the content will need to actually view the content to ascertain the nature of the content.

Resource Architecture in the Virtual Digital Learning Landscape (RAVD) “What information consumes is rather obvious: it consumes the attention of its recipients. Hence a wealth of information creates a poverty of attention...”

- Polymath Economist Herbert A. Simon Another attempt to locate a resource searched under “physics animation pendulum” in the Open Course Library was not successful. Further, scrutiny of the OER Commons digital library and network revealed that the contents were only searchable from the elements of subject, education level and standards. Critical elements such as the learner characteristics and pedagogy or learning activities were not listed as a search parameter. As such we are missing out on the details of the content and learning design, to put it in a simplistic tune.

The content design has to be pedagogically articulated and by virtue of the concept of technogogy where the subject matter expert (SME) has to take into account the elements of Learner, Content, Pedagogy and Technology (LCPT). For the purpose of documentation and henceforth, a search parameter, the components in the design could be expanded to include the subject and topic, duration (length of video or audio file) language (customisable), location, institution, author and copyright (creative commons).

Resource Architecture

For this purpose a checklist known as the Resource Architecture Metadata Input (RAMI) was prepared as a guiding framework for subject matter expert and the course team. This will not only aid in the structure of the content and the design of the learning experience but also capture the details of the design and contains the search parameters mentioned earlier.

In view of the current scenario of the lack of specific search mechanism for content, the author is proposing a mechanism to capture the pertinant details in content and learning design via a Resource Architecture for the Virtual Digital Learning Landscape, commencing from the design of learning itself. To highlight this, the concept of technogogy is adopted.

Figure 2: Design via Technogogy Figure 1: Resource Directory of COL

02

Basically, the content developed has been tagged with the stipulated parameters. Subsequently the resource constructed and labeled will be stored via the definition of metadata material based on item type which will be channeled to a repository and stored in the database.

Figure 3: Metadata materials and repository Finally, when a learner goes through the process of content search, the resource designed specifically can now be made available to the learner based the tagging parameters.

Figure 4: The content directory

The resource architecture observe a simple protocol in its design, viz,  Creates metadata content (Pre-defined Learning Design)  Defines metadata material based on item type  Applies metadata (item type & index tree) in Repository and will be store in database  Use of index tree and item management for search based

A framework of the resource architecture presented will facilitate for the construction of pedagogically articulated content based on the concept of technogogy and the tagging parameters that will subsequently be applied in metadata into a repository will then be accessed by the searcher from the database. The complete resource architecture framework is shown in Figure 5.

The Resource Architecture for the Virtual Digital Learning Landscape will now make content from any database searchable based on the tagged parameters. Further, this give rise to an opportunity for customisation of the resource in terms of activities and different languages as well the re-modification or re-purpose and re-use of content that will lead to the enrichment of the repository.

The author acknowledges and thanks Mr. Mohamad Faiz Taip, the Information Technology Officer at the Global Open Access Learning (GOAL) Centre in the Universiti Sains Islam Malaysia (USIM) for assistance in the discussion and layout of the resource architecture. An Invention Discloser Form (IDF) for the Resource Architecture for the Virtual Digital Learning Landscape was submitted and approved by the Centre for Innovation, Industrial and Society Networking of the Universiti Sains Islam Malaysia (USIM).

Rozhan M. Idrus is the professor of online distance learning, and the Director of GOAL-ITQAN at the Universiti Sains Islam Malaysia.

He can be contacted at rozhan@usim.edu.my

Figure 5: The resource architecture framework

03

SHORT COMMUNICATION

Blending with Blendspace

by Siti Salmiah Muhammad

How Do I Use Blendspace?

Preamble

I use Blendspace to organize links, files, curate videos from Youtube and upload class videos in English for Professionals class.

I embed Blendspace into GOALS, share and interact with students via it. As learners watch, they use Blendspace as a discussion board.

24/7 access to people and information through technology is transforming us all into digital natives. Using communication and education tools, we now “blend” online, onsite information and experience to optimize learning. Experts believe Blended learning can have positive impacts on efficiency, convenience and learning outcomes if used strategically. While we grapple with numerous new tools in pedagogy, Blendspace could be something of choice.

What is Blendspace?

Blendspace is a free web tool to help instructors gather resources in one place and provide interactive lessons for learners or even share with colleagues. It can provide an easy, engaging and interactive way to blended learning. Using Blendspace lesson, we can easily pull in videos from YouTube, or from our personal video collections, Powerpoint slides, links and images from Google or our own files. We can also import sources from Gooru, OpenEd, Dropbox, or Google Drive.

Blendspace also offers the ability to assess learners as we can add in multiple choice quizzes into our lessons. Though the quiz feature of Blendspace is limited only to a multiple choice, we can pull quizzes from Google Drive and thus, create a Google Form with more open-ended questions of different formats for our lessons.

SHORT COMMUNICATION

Parts of the communication activities and assessments in English for Professionals class require learners to attend job interview, conduct meeting and present proposal.

Using Blendspace, I organize learners’ video recordings and get learners to view what they have done. Learners are given an evaluation rubric, and asked to identify their strengths, weaknesses and give constructive feedbacks to each other. They evaluate their own progress and pen down their comments, which can be viewed by their peers. They are also required to reflect on reading resources in Blendspace canvases and relate that to their actual performances in those oral communication activities.

For instructors monitoring purposes, Blendspace sends daily summary report updating us on the number of viewers and comment through email too. However, the number of traffic is not detected by Moodle (GOALS).

In addition, Blendspace lessons can be shared through social media (Facebook and Twitter), email, website embed code and also QR code.

Though I am still experimenting, overall, I find using Blendspace rewarding. Class survey also yields positive feedbacks from learners.

Conclusion If any instructor is looking for a web tool which can neatly house contents, allow communication beyond classroom, and share resources with learners or global online communities with almost zero technical skill and no financial cost at all, Blendspace is worth considering.

What is My Take?

Blendspace is free and user friendly to both learners and instructors. Not only it is great for blended learning, we can even go one step further doing flipped classroom with Blendspace. It supports flipped classroom as learners can easily view different types of contents organized on a single platform prior to face-to-face class. If we prepare a wide range of contents and skills to focus on, Blendspace helps us sequence our presentation of the whole contents without confusing learners.

Depending on the creativity of instructor, Blendspace also allows us to incorporate contents and skills to fulfill learning objectives, and also support learner autonomy, personalized learning as well as promote multi-sensory experiences.

Siti SalmiahMuhammad is the Language Teacher of The Faculty of Major Language at the Universiti Sains Islam Malaysia. She can be contacted at msalmiah@usim.edu.my.

04

SHORT COMMUNICATION

Re-Designing Online Curriculum to Prepare Students for 21st Century Jobs

by : Dr. Ahmed Aboulez Career of the future?

Future careers for 21st Century jobs need specific higher levels of educational experiences in school, college, and beyond, from cradle to career, to build knowledge and skills for success in a globally and digitally interconnected world. Society will need college graduates with mental agility and adaptability. There are indications there is a significant gap between what undergraduate students are taught and assessed and what the skills of 21st Century jobs are required. So it is important to prepare our students to 21st Century jobs we have to re-design online curriculum to provide them with multi-disciplinary skills instead of static content.

The keys questions are: (i) What are the skills of 21st Century jobs?, (ii) What does the future of online learning look like?, and (iii) How can we re-designing online curriculum to prepare students for 21st Century jobs?

The main skills of 21st Century jobs for the current globalizing economic world are: 1.

2.

3.

Creativity and Innovation: The ability to create a new way of thinking and be able to find solutions to new problems.

Critical Thinking and Problem Solving: The ability to apply higher-order thinking (HOTs) to new problems and issues appropriate reasoning to analyze the problems and be able to make appropriate decisions to solve the non-routine problems.

Communication: The ability to communicate effectively in a wide variety of forms and context using multimodal communications and technologies.

4.

Collaboration and Teamwork: The ability to work in teams effectively to generate share, and original ideas.

5.

Information Literacy: The ability to access, evaluates, synthesize, and share the information from multidisciplinary and interdisciplinary sources.

6.

Technology Application: The ability to identify appropriate technology tools and use the efficient, ethically, and effectively.

7.

Career and Life Skills: the ability to become self-directed and independent learners who can adapt to change, manage project, take responsibility to their work, lead other and achieve results.

8.

Personal and Social Responsibilities: The ability to develop culture competence in working with others by recognizing and respecting culture differences while working with diverse cultural and social background.

Looking to the future always contains two main parts, (i) Dreaming, (ii).

Dreading, and between them is (iii) Designing. For the designers, the future is not far off place. It is the place where they work every day.

Design is a form of activism. Designers see the world as kit of parts, they reshape and re-simple the best pieces from what out there to build and create something new and better, as a combination of, (i). Project-based, (ii). Gasification, (iii). Inspire, (iv). Social media, and (v). Digital media learning.

It is important to plan a new vision of the future by re-designing the online curriculum to according to the up-date skills of 21st Century jobs. The new vision of the online curriculum is not just static content. It is more far than that. It has to learn student skills for the life through mapping the online curriculum including the relevant objective learning, open-ended courses, innovative pedagogy, interactive infographic, top authoring tools, and creative personalized assessments.

Designers and Developers online curriculum to prepare students for 21st century jobs have to answers all these six questions of learning processes: (i) What students learn?, (ii) How they learn?, (iii) How we know they are learning?, (iv) Where is learning happened?, (v) When is learning happened?, and (vi) Who is involved? .What we need is learning integrated by design. The future of online Curriculum model must be: 1.

Personalized: to fit each learner.

2.

Learner-Driven: to let learner own their learning.

3.

Applied: to let learner learn by doing.

4.

Cost-Effective: to be feasible at scale.

5.

Tech-Enabled: to leverage technologies that work.

Ahmed Aboulez is the Assistant Professor of e-Learning at the Islamic University Al-Madeenah AlMonawarah. He can be contacted at aaboulez1@gmail.com.

05

‫‪SHORT‬‬ ‫‪COMMUNICATION‬‬

‫التعليم عن بعد ‪Distance Learning‬‬

‫بقلم‪ :‬د‪ .‬نورحميمي بن زين الدين‬

‫الفيديو‪ ،‬الكمبيوتر أو أي وسيلة أخرى ويلتقي‬ ‫أو يتحصل على ادلواد يف وقت الحق‪.‬‬ ‫فوائد التعليم عن بعد‬ ‫‪.1‬‬

‫يقصد بالتعليم عن بعد استخدام تكنولوجيا‬ ‫االتصال وتقنيات الكببيوتر يف عملية التعليم‪.‬‬ ‫والتعليم عن بعد ىو نقل العلم من مراكز‬ ‫جتمعو يف عواصم الدول إىل مدهنا البعيدة اليت‬ ‫ال تتوفر فيها وسائل وسائط ادلعرفة الضخمة‬ ‫وادلتخصصة‪.‬‬ ‫ويكون االتصال بني الطالب ادلتلقي واحملاضر‬ ‫متفاعل ويتيح نظام التعليم عن بعد إمكانية‬ ‫تلقى احملاضرات من مصدر بعيد عن مكان‬ ‫احملاضرة بنفس السرعة ويف نفس زمن التنفيذ‬ ‫‪ real time application‬وميكن ىذا النظام‬ ‫من بث احملاضرات احلية وادلسجلة بكفاءة‬ ‫عالية‪ ،‬حيث ميكن الطالب أو ادلستمع من‬ ‫حضور زلاضرة داخل أو خارج حدود البالد‪.‬‬ ‫وينقسم التعليم عن بعد من حيث النقل إىل‬ ‫نوعني‪:‬‬

‫‪.2‬‬ ‫‪.3‬‬

‫‪.4‬‬ ‫‪.5‬‬

‫ادلالئمة حيث توفر ادلالئمة بني احملاضر‬ ‫والطالب‪.‬‬ ‫ادلرونة تتيح للدارس خيار ادلشاركة حسب‬ ‫الرغبة‪.‬‬ ‫التأثري والفاعلية أثبتت البحوث اليت‬ ‫أجريت على نظام التعليم عن بعد أنو‬ ‫يوازى أو يفوق يف التأثري والفاعلية نظام‬ ‫التعليم التقليدي وذلك عندما تستخدم‬ ‫ىذه التقنيات بكفاءة‪.‬‬ ‫ادلقدرة الكثري من أشكال التعليم عن بعد‬ ‫ال تكلف الكثري من ادلال‪.‬‬ ‫اإلحساس ادلتعدد ىناك العديد من‬ ‫اخليارات يف طرق توصيل ادلادة الدراسية‪،‬‬ ‫منها ادلادة الدراسية ادلتلفزة والتفاعل من‬ ‫برامج الكمبيوتر وادلادة الدراسية ادلسجلة‬ ‫يف أشرطة كاسيت‪.‬‬

‫متطلبات التعليم عن بُعد‬ ‫‪. .1‬وجود حاسوب خادم‬ ‫ذي سعة وسرعة كافيتني‬ ‫‪ .2‬جيب السماح للمربرلني بالدخول إىل‬ ‫مساحة معينة يف احلاسوب ادلركزي‪.‬‬ ‫‪ .3‬جيب توفر برامج لعمل صفحات‬ ‫اإلنرتنت وصيانتها مثل برامج حترير‬ ‫الصفحات‪.‬‬

‫‪ .1‬جيب توفر اتصال بني الطلبة وشبكة‬ ‫اإلنرتنت‪.‬‬ ‫‪ .2‬جيب توفر سعة موجة كبرية متكن‬ ‫الطلبة من االتصال بشبكة اإلنرتنت‬ ‫بسرعة عالية‪.‬‬ ‫‪ .3‬قد يتطلب األمر توفر أجهزة إضافية‬ ‫مثل جهاز الـ‪.Video Server‬‬

‫الجهات المستفيدة من خدمة التعليم‬

‫عن بعد‬ ‫‪.1‬‬ ‫‪.2‬‬ ‫‪.3‬‬ ‫‪.4‬‬ ‫‪.5‬‬ ‫‪.6‬‬

‫اجلامعات‬ ‫ادلستشفيات‬ ‫قاعات ادلؤمترات‬ ‫التلفزيون‬ ‫ادلنظمات واذليئات الدبلوماسية‬ ‫الشركات وادلؤسسات‬

‫‪server‬‬

‫‪ .1‬نقل متزامن حيث يكون االتصال‬ ‫والتفاعل يف الوقت احلقيقي بني احملاضر‬ ‫والطالب‪.‬‬ ‫‪ .2‬النقل الالمتزامن حيث أن احملاضر يقوم‬ ‫بنقل وتوصيل أو توفري ادلادة الدراسية‬ ‫بواسطة‬ ‫‪06‬‬

‫‪Nurkhamimi Zainuddin is the‬‬ ‫‪Deputy Director of GOAL-ITQAN at‬‬ ‫‪the‬‬ ‫‪Universiti‬‬ ‫‪Sains‬‬ ‫‪Islam‬‬ ‫‪Malaysia. He can be contacted at‬‬ ‫‪khamimi@usim.edu.my.‬‬

NEWS BULLETIN

The Establishment of Global Open Access Learning Centre, Immersive Technology & Quality Assurance (GOAL-ITQAN)

An Evening with GOAL-ITQAN Management 08 April 2016 (Friday) Senate Hall, USIM Chancellery

GOAL-ITQAN was established from the merging of the Centre of e-Learning (GOAL Centre), the Centre for Teaching & Learning Innovation (PIPP) and the Centre for Information Technology (PTM). The establishment of the new centre was officially announced during the Vice Chancellor’s New Year Message (2016) on 23 February 2016. Based on this announcement, preliminary discussions with the Management of the University have been held regularly to ensure the smooth running of the merging process.

GOAL-ITQAN will be headed as Prof. Dr. Rozhan M. Idrus (Director), Dr. Mohd Zalisham Jali (Deputy for ICT), Dr. Najwa Hayaati Mohd Alwi (Deputy for teaching & learning), and Dr. Nurkhamimi Zainuddin (Deputy for Accreditation & Quality Assurance).

In general, the functions of the department will be divided into three (3) main parts (excluding the director's office) as follows: 1) Director's Office  Strategic planning  Administration & Financial Management  Human Resource & Talent Management 2) ICT Development & Advancement  System, Portals & Apps Development  Networking, Access and Data Security  Academic Support & Customer Service (ICT)  ICT Infrastructure & Info-structure 3) Innovation of Teaching & Learning  Innovation of Teaching & Learning  Training and Acculturation (T&L tools, apps & system)  Copyright and Content Publications  Computer Lab management and Teaching Aids facilities 4) Accreditation & Quality Assurance  Accreditation & Recognition  Quality Control & Curriculum (Academic)  Quality Control (ICT facilities)  Programme Promotion & Management (ODL, LLL & Enterprise) There will be 14 focus of this centre with 19 programmes (KPIs) for the year 2016 alone, based on previous commitment of the original centre. GOAL-ITQAN operates in the existing office space of GOAL Centre (Library Building), as well as PTM Building. Slight changes will be done in stages in coordinating staffs’ positions to conform to their new function accordingly.

This first meeting gave special focus to inform the following:      

JKPU approval and related actions The breakdown of the different sections of GOAL-ITQAN Proposed organization chart The focus and direction of the department The proposed Office layout Paradigm shift that must be observed by all members

All members took note of the speech and briefing by the Director, Deputy Director, Head of Division, and Assistant Registrar of GOAL-ITQAN. Some of the views expressed are as follows:  Office partition to be provided in the comfort of staff.  Providing a nursery room to place kids during school holidays.  Request for extra employee to be placed in Pandan Indah campus to uptake the task of maintaining ICT facilities in Pandan Indah.

The session ended with a closing speech by the Director of GOALITQAN.

For more info, please visit our official sites at goal-itqan.usim.edu.my

07

NEWS BULLETIN ODL Structural Workshop Ahmad Farid Mohd Jamal Global Open Access Learning Centre

Ahmad Farid Mohd Jamal Global Open Access Learning Centre

14 March 2016 (Monday) Library Seminar Room

A total of 20 participants attended the workshop with the objective of providing space for faculty members to give their input in the development of USIM ODL structure. This workshop are expected to produce a complete skeleton that will be the reference document for USIM in developing new ODL program or course in the future.

In general, faculty representatives understand the ODL concept introduced by GOAL Centre and requested that the results of the workshop will be formally extended to the Dean. Faculty representatives also agreed that some of the courses that are suitable and potential will be proposed to be developed as ODL Program. The executive summary of the workshop will be proposed to the Senate Members / University Management for official approval.

ODL Briefing Session for the Semester of February 2016 04 March 2016 (Friday) GOAL-ITQAN Library Building

Visit from Varna University of Management, Bulgaria

15 March 2016 (Tuesday) GOAL Centre

A working visit from the Director of International Cooperation and Marketing Manager at Varna University of Management, Bulgaria, accompanied by the officers of USIM 'Alamiyyah. This visit aims to obtain information on USIM e-learning structure, GOALS platform, as well as the processes and methods of online learning development in USIM. The delegates were also interested to know more about the development process of GOALS and the best practices of e-content development in USIM.

Web 2.0 Presentation Tube Training

Demo Adobe Connect Product by Statworks

18 April 2016 (Monday) Training Room, GOAL-ITQAN

22 April 2016 (Friday) Meeting Room, GOAL-ITQAN

08

E-LEARNING BUZZ ZAPTION

BLENDSPACE

ADOBE CONNECT

Intan Ros Safina Safri GOAL-ITQAN

Intan Ros Safina Binti Safri GOAL-ITQAN

Intan Ros Safina Binti Safri GOAL-ITQAN

Zaption is a web application that makes your presentation interactive with questions and quizzes inside of your presentation.

Blendspace is a free web app that enables you to create digital lesson in 5 minutes.

Adobe Connect is a web conferencing software service that offers immersive online meeting for collaboration of experiences, virtual classrooms and also a large scale webinars.

With Zaption, you can quickly add any text, images and questions to online videos. Instead, you can just use your ready-made lessons.

This app let you share your video lesson in two ways, present live and watch together among student or student can watch on their own.

Lecturer just need to copy the link of their video lesson and tell the student about it.

With Blendspace lecturer can easily share a bunch of your online resources with student. They can also monitor and test student understanding with assessment, quizzes and discussion.

This app makes better understanding for those who are weak in comprehension.

Lecturer can also monitor on how their student’s responded based on the lesson analytics. They can also save and download all the responses in format of excel.

Adobe Connect can serve an organization’s web meeting needs, presentations, online training materials, learning modules, user desktop sharing and also the ability to record session and view them at any time. It is also offer the option to extend their services to include webinar and event management, and also features that encourage social learning.

In addition, all meeting rooms or presentations are organized into 'pods'; with each pod performing a specific role (i.e. chat, whiteboard, note, etc.).

With Blendspace student can join the class by entering the class code given by lecturer.

Official site: http://www.adobe.com/products/ad obeconnect.html

It can be used in any device such as Windows Phone, iPad and Androd.

Official site: https://www.zaption.com

Intan Ros Safina Binti Safri is the IT Assistant Officer of GOAL-ITQAN at the Universiti Sains Islam Malaysia (USIM) She can be contacted at intanrossafri[at]usim[dot]edu[dot]my Official site: https://www.tes.com/

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TECHNOLOGY SNIPPET BUZZ STRATASYS Objet500 Connex3 (3D PRINTER)

Intan Ros Safina Safri Global Open Access Learning Centre The Stratasys holds more than half the global market with 600 over patents and has also sold over 100,000 printers. Stratasys growth is built on the growth of 3D printers with leading technologies like FDM and PolyJet which is widely used today from prototyping to manufacturing of end-use parts.

Picture 3: Full in color Picture 1: Object500 Connex3 Lecturer can bring this 3D printing into the classroom exposes learners to the same cutting-edge technologies they encounter in their studies.

The Connex3 is the first printer that actually blends colors to create a whole spectrum. It also just revealed mild-range color printers that print in plastic and sugar.

3D printing also known as additive manufacturing is a process of making three dimensional (3D) solid objects from a digital file.

The creation of a 3D printed object is achieved using additive processes. In an additive process an object is created by laying down successive layers of material until the entire object is created. Each of these layers can be seen as a thinly sliced horizontal cross-section of the eventual object.

The Stratasys, one of the largest 3D printer manufacturers in the world, just went Technicolor. The company has announced the Object500 Connex3 first 3D printer capable of printing both in full color and multiple materials.

With this, 3D printing will lower production costs, rapid the process of prototyping, lower cost on improving the quality of products.

Picture 4: Image with Rubber-like

Picture 2: Dental Material For researchers, Stratasys 3D Printing breaks barriers with unmatched material capabilities, including impressive detail, precision and durability.

Stratasys Object500 Connex3 reveals a full color, multi material professional 3D printer. It is borrowing a technique from 2D inkjet printers: it blends cyan, magenta and yellow to create a broad range of colors.

Connex3 blend up to three materials, to yield every colors, translucencies and durometers.

Official site: http://www.stratasys.com/

Intan Ros Safina Binti Safri is the IT Assistant Officer of GOAL-ITQAN at the Universiti Sains Islam Malaysia (USIM) She can be contacted at intanrossafri[at]usim[dot]edu[dot]my

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FORTHCOMING PROGRAM USIM 2nd e-Learning Colloquium 1st June 2016 Universiti Sains Islam Malaysia (USIM) Website: http://conferencegoalcentre.usim.edu.my

ICMIP 2016 the first International Conference on Multimedia and Image Processing--EI Compendex

Deadline for paper submission: 1st April 2016 Scope of conference:  Gamification  MOOC  Web 2.0 technologies and classroom  e-Learning to support communities and individuals  Knowledge management  Adaptive e-Learning and intelligent apps & tools  Life long e-Learning Fee Structure: Free Admission Keynote: Prof. Dr. Rozhan M. Idrus (USIM) AP. Dr. Supyan Hussin (UKM) Dr. Noraida Hj. Ali (UMT) Mr. Vincent Stocker (Pukunui (M)

2016 The 4th International Conference on Information Technology and Science (ICITS 2016)Scopus and Ei

1st – 3rd June 2016 Bandar Seri Begawan, Brunei Darusslam Website: http://www.icmip.org/

17th – 19th June 2016 Tokyo, Japan

Deadline for paper submission: 10th March 2015

Website : http://icits.org/ Deadline for paper submission: 5th March 2016

2016 International Conference on Computer Communication and Management (ICCCM 2016)

2016 3rd International Conference on Teaching and Education Sciences (ICTES 2016)

6th – 7th June 2016 Hong Kong Website: http://academicfora.com/besshhongkong-6-7-june-2016/ Deadline for paper submission: 31st May 2015

22nd – 24th June 2016 Singapore Website: http://www.ictes.org/ Deadline for paper submission: 20th February 2016

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