Using Collaborative Tools and Gamification in my class (2019): MPPU1024 Research Methodology in Education

I learned about Gamification back in 2016.  But, I was really struggling back then to learn using online assessment such as Kahoot!, Quizziz and others.   For my class note, I struggle to use Padlet and Prezi.

But, I challenge myself to improve my teaching to incorporate online assessment and also more interactive class notes in my class.  After all, the quiz in Kahoot! or Quizziz has this interactive features that I could not provide if I use paper-and-pencil test.  For my class notes, I find that Prezi has this unique features.  It is almost like a game in itself as students can choose to pick which bubble that they want to uncover first.

Here are some of the class notes that I have used several semesters but I only recently converted it into Prezi notes (pssstt… I paid USD60 for Prezi annual fees) to have more choices of interactive settings.

Here are some of the quizzes that I have used over several semesters.  There are other quizzes that I set as private because it might relate to certain articles that I use in class.  The ones that I list here are generic version.

For MPPU1024 Research Methodology in Education, here are some of the quizzes that students can take

New Academia Learning Innovation (NALI) Active learning: Using Gallery Walk (more)

I am a novice in active learning.  I have tried jigsaw, think-pair-share, 2 minutes paper and STAD (student-teams achievement division).  I challenge myself to learn a new cooperative learning strategy this semester.  I choose Gallery Walk (well, I also use Carousel but that one is for poster evaluation).

When I google about Carousel , I find so many versions of it.  But the bottom line is, Carousel is a strategy that you use WHEN you want to “semi-force” each individual student to take turn in giving their opinion/answer/response and they “have” to share it with others.  Ideally, 4 to 5 students per group.

But in my case, I used Gallery Walk for my PG class.  They are more matured students so the whole class is considered as one group.  But in this case, I increase the number of questions (each question is position in one station) so they can move around to answer the questions at their own pace and preference.  There is no compulsion or assignment of which station would be their first station.  They can start at any station to give their response.

There were 7 questions (7 stations) and 11 students. There were few students who absent so, the class seems bigger.
Some of them were waiting their turn. These two stations have two “controversial” questions. So, many students were eager to answer the questions.
Not so popular station. But, since I instructed them to go to ALL stations, some of them visited this station later than the other stations.

NALI UTM: Sharing session with SKAFREE on 27 November 2019 (Wednesday)

I had a queasy feeling every time I was invited by the group to have a sharing session with them.  I feel like an impostor.  But, I just took my chance to give my best.

So, there were about 20+ academic staff attended this session.  I could see familiar faces.  I have high regards towards these people.   I salute them for having unwavering passion in teaching especially to those who are “otai” with so many years of teaching experience under their belt.  I am supposed to learn from them, not the other way around.

Nevertheless, I shared my experience in using Round Robin in my class.  Apparently, some of them have already used it but they don’t know it is Round Robin.  Indeed.  I learn more from them.

Some of them already left when we took this picture

Case based learning: How it is done?

I am learning about this.  So, I search lots of information from various sources about case based learning.  One of it is HERE.

Case based learning is quite similar with scenario based learning.  But what are the differences?   For Case based learning, according to the definition given Yale Poorvu Center for Teaching and Learning, it refers to Case-based learning (CBL) is an established approach used across disciplines where students apply their knowledge to real-world scenarios, promoting higher levels of cognition (see Bloom’s Taxonomy). In CBL classrooms, students typically work in groups on case studies, stories involving one or more characters and/or scenarios.  The cases present a disciplinary problem or problems for which students devise solutions under the guidance of the instructor.  

In my case, when I craft a case or cases for my class discussion, I will relate it back with scenarios that happen at school (this is for Fundamental Pedagogy class – Asas Pedagogi).  Since the topics of discussion would revolve around learning theories and models, teaching approaches, methods, strategies and techniques, I would craft a case or cases which would prompt students to analyse and evaluate the case or cases and later on to suggest something (it could be strategy and such) as alternatives or solutions to certain issues relating to the case or cases.  In this regards, students would have to be able to link between theoretical aspects they learn [can find information from textbooks] with hypothetical reality (since I don’t expect them to go to schools to implement whatever solutions they come out with).  But the hypothetical reality might be a real deal when they start their teaching practicum or after they graduated.  For the time being, most of the cases are from my own experience while undergoing Latihan Ikhtisas.  So, the cases are real.  

I find a short illustration of scenario based learning from HERE.  The poster is taken from Sh!ft Disruptive eLearning website.  


Example of interactive activities that you can do in class

I found the handout while searching for more examples of interactive and active activities that I can do in my class.  I found this handout.  This is not mine but the author stated how you can give the credit of this handout to him.  So, there is no copyright issue here.  I haven’t tried all of the techniques listed in the handout but I will try few in the future in sha Allah.  

Would you use neuroenhancer to improve your cognitive capabilities?

It was a rainy gloomy day. It was our last class before the mid semester break. Deepavali is around the corner. A perfect day to have all-lecture-no-activity class [sarcastic note].  Nope. I won’t allow my students to fall asleep in my class.

I searched an article with a controversial topic but still related to human development. The use of “smart drug” to enhance cognitive and intellectual capabilities. Smart drug, neuroenhancement, neuroenhancer, you name it. It is all the same. Students consume it for the sake of improving their concentration, attention, performance and the lists can go on.

It is really interesting to know how people perceive the use of drug in a more positive note even though there is possibility for adverse side effects. Reading my students’ responses on whether they would use it, it is kind of alarming that they would say YES to it. Looking at the reasons, there is one common theme appeared: curiosity. They are willing to try because they are curious about it.

I just rolled my eyes when someone asked me if I ever tried such thing before to enhance my academic performance even though I had chances to buy “lollies” or “a slice of space cake” when I went to Amsterdam few times.

My reply: “I don’t go to gym to develop my muscles. So, you won’t see any six packs on my stomach. But I do believe reading is akin to weightlifting that lead you to develop mental muscles” [I used my right index finger to point it to my head as I said this]”.

New Academia Learning Innovation (NALI) Active learning: Using Round robin – Method 2

For my undergraduate class, I have large class (more than 50 students) with a normal size classroom.  So, it is quite challenging to conduct round robin activity if they sit in their seats like this example.  It is something that I can envision in my dream only.   

What I have to do is to improvise.  Rather than having them to stay put in their seats and divide them into groups and each member in a group share their ideas, what I do is I group them into several groups with minimum 5 members in each group (59/12 group = 5 members each more or less). 

How to conduct round robin activity?


  1. Think about a topic that you want to discuss.
  2. Decide on the amount of questions or topics you would like to be discussed.  In my case, with 12 groups, I have 3-4 questions and thus, there will be  some groups with similar questions.  In this case, I want to have a variety of ideas from different groups.   Note: I give each group a mahjung paper and marker pens.  They have to write their ideas in a poster format (using point form)
  3. Set a timer for the group discussion.  I set 30 minutes for this activity.  Since the class is a bit small, I allow them to go outside the classroom so that they can prepare their poster using mahjung paper.
  4. After they have finished their poster, I ask them to post their poster on the wall.  Each group has to stay near to their poster.
  5. They present their ideas by taking turn.  So, rather than allowing them to move around (it can become uncontrollable), every student would present at their own station (the wall where they post their poster becomes their station).  Other students have to listen and they are allowed to ask any question to the presenting group.
Some students have to sit on the floor inside the classroom. The LCD screen projected questions that I posed.
Some students have to go outside where there are chairs and tables. Each group occupied one table with 6 chairs
Each group picked a corner/wall and posted their poster [mahjung paper]. They took turn to present their ideas.
For bigger wall, students can post more than 2 posters.

To present their ideas to others, you can also do this.

  1. If you don’t mind to have students to move around (this could be a bit noisy), you can ask each member to select one person to stay at their station while the rest will go around to other station.
  2. The one left behind is assigned to be the presenter.  So, when other group members visit each station, the one who left behind has to present/explain what his/her group ideas to the visitors.


New Academia Learning Innovation (NALI) Active learning: Using Gallery Walk (first attempt)

I did round robin Gallery Walk activity in my class this semester.  Alhamdulillah the students are ok with that. 

Gallery Walk is meant to allow students to exchange ideas by taking turn to give their feedback/response/comment.  It allows everyone to talk/write their thoughts.  HERE is one example of Gallery Walk.

You can give them a reading material first before you start this activity or it can be based on what you have previously discussed and you want the students to summarise the points, if you are afraid that their “sharing” ideas might not be fruitful. 

For me,  with the undergraduates, I don’t give them a long reading material because they might need extra [long] time to finish reading.  But with the PG students, I can finish the activity within 45 minutes [reading = 30 minutes, 15 minutes for them to “go round” the class to write their answers on the manjung paper].  Rather than grouping them into groups, I create a station where they can write their ideas.  

I posted a mahjung paper with a question. Students would take turn to write their answer. Since my class has 19 students, so with 5 stations [5 mahjung paper with different questions], it is not too crowded for them to be in one station at a time.

Students took turn to write. On the white board, there were two stations [mahjung paper] with different questions.

Some students were writing their responses at different station at the back of the class

How to conduct Gallery Walk activity?


  1. Think about a topic that you want to discuss.
  2. Decide on the amount of questions or topics you would like to be discussed.  In my case, I set 5 questions [plus muddiest concepts]
  3. Ideally, arrange the desks or tables so that discussion flows nicely and students can move about easily.   But since I want the students to move around the class, I post the mahjung paper on the wall/white board instead.  So, rather than sitting, they will walk around to different stations.
  4. Give each station [could be table, mahjung paper etc.] a question/topic.  You can assign a leader to take note or in my case, I ask the students to take note of what others have written individually [individual accountability].
  5. Set a timer for each student to move around.  There are other ways to do this.  You can assign students to move in group or they can move individually to any station as they wish according to their preferences as long as they complete the round.  If you have big classroom you can allow them to randomly move to different station, but if you have smaller classroom and large number of students, it is better to assign their movement from one station to another in orderly manner.
  6. Once every student has visited all the stations, you can ask one student to give a summary of one question/topic [based on the station] or if you select a leader (in this case, students are grouped at the beginning of the activity and their movement from one station to another in a group, rather than individually), ask the leader to give summary.  In my case, we would discuss their responses based on station.  There are 5 stations, so it takes me around 5-10 minutes to discuss on each question (station).