Padlet bukan bahan econtent untuk kategori collaboration tools

Saya baru ada sedikit masa terluang untuk menyemak TESDCP tahun lepas (2021). Saya mendapati bahawa hasil perbincangan pelajar saya yang menggunakan nota (Prezi) yang diletakkan dalam Padlet tidak dikira sebagai bahan e-content (tiada markah diberikan). Dalam Padlet tersebut ada soalan berbentuk terbuka yang memerlukan pelajar menjawab secara naratif atau esei pendek.

Kesimpulannya, Padlet tidak lagi diterima sebagai bahan econtent. Ini adalah bercanggah dengan nota yang diberikan oleh Dr Nurbiha.

Komen yang saya terima ialah “Not e-content but using technology in teaching and learning”

Ini adalah nota dari sesi taklimat yang diberikan oleh Dr Nurbiha (mungkin nota lama)

Lihat URL dalam nota Dr Nurbiha ini. Ianya adalah Padlet di bawah kategori Collaboration tools.

Apa yang saya faham ialah Padlet adalah alat seperti Youtube, Powtoon, Trello, Quizziz, Kahoot, Socrative dan sebagainya yang mana ianya digunakan dalam membina bahan pengajaran. Sebagai contoh, Powtoon, Genially, Moovly, Canva dan sebagainya adalah alat yang boleh digunakan untuk membangun, dan membina bahan pengajaran berbentuk video (sila betulkan saya sekiranya ialah ada salah konsep [misconception]).

Bagi Genially, pembina tidak perlu memuat turun video dalam bentuk MP4 dan memuat naik video ke YouTube. Bagi Powtoon, pembina bahan perlu memuat turun video dalam bentuk MP4 dan memuat naik video tersebut ke YouTube. Yang berbeza ialah apabila menggunakan Genially (versi berbayar dan dilanggan), kita diberi pautan URL yang boleh dikongsi dengan pelajar dan sekiranya pengguna awam ingin menggunakan bahan tersebut mereka boleh mendapatkan dan menggunakan bahan tersebut (cuma agak sukar sekiranya pengguna awam kurang biasa dengan Geniallymeskipun pautan tersebut adalah umum (public).

Untuk pelantar yang membolehkan pelajar berbincang dalam talian sama ada secara segerak atau tidak segerak, kita boleh menggunakan pelantar seperti Padlet, Jamboard, Wakelet, Trello dan sebagainya. Ianya lebih bersifat agak terbuka kerana ianya boleh digunakan oleh pelajar untuk menulis jawapan, pandangan atau memberi komen tertentu yang boleh dikongsi dengan rakan yang lain. Bagi keadaan bersemuka, selalunya kita menggunakan kertas mahjung untuk pelajar menulis sesuatu. Pelantar seperti Padlet dan Wakelet mempunyai ruang untuk pelajar memberikan komen terhadap pandangan atau jawapan rakan. Sekiranya ianya hanya dianggap sebagai teknologi dan bukan bahan econtent, saya agak keliru kerana ianya menjadi bahan econtent dengan apa yang ditulis dalam pelantar tersebut.

Ianya seolah sekiranya bahan pengajaran video dimuat naik di YouTube tidak diterima sebagai bahan econtent kerana menggunakan teknologi iaitu YouTube dalam pengajaran. YouTube adalah alat seperti Padlet.

Sesungguhnya saya keliru kerana dalam sesi taklimat yang diberikan oleh Dr Nihra, beliau ada menunjukkan contoh Trello yang digunakan untuk perbincangan pelajar. Beliau ada mengatakan bahawa itu menunjukkan bahan econtent yang memberikan peluang kepada pelajar untuk berinteraksi dengan rakan. Padlet saya mempunyai nota kelas, arahan dan juga ruangan untuk pelajar berinteraksi dengan bahan (nota) dan rakan. Mereka boleh berinteraksi dengan rakan melalui ruangan komen atau mereka boleh membina ruangan komen baru.

Jadi dimanakah silapnya saya sehingga Padlet tidak dikira sebagai bahan econtent? I rest my case. Adakah mungkin kerana saya silap memilih kebenaran untuk paparan sama ada umum atau peribadi? Kena melihat semula aspek ini.

Dimanakah tempat pengisian Econtent yang terkini?

Jangan kalut. Jangan panik.

Langkah-langkah:

  1. Pastikan anda telah log masuk (log in) di UTMPortal
  2. Di bawah “Academic” pilih “TESDCP
  3. Di paparan utama TESDCP, pilih “T&L Delivery and Resources
  4. Di bawah paparan yang ada muka anda yang _____ (isi tempat kosong), terdapat empat (4) pilihan: Blended learning, OBE, NALI & HIEPS, E-content.
  5. Pilih E content.
  6. Seterusnya, anda boleh masukkan maklumat yang diperlukan seperti biasa.

E-Content UTM 2021

I just had a session with Dr Nurbiha about e-content. There is a difference of marking this year for video that you create and upload on Youtube (as an example of platform where you share your material) which you can get 2 marks for that. Make sure you make it “Public”.

Well, honestly I do not know what I got last year but this year, since we are only allowed to upload 5 e-content materials, so I will upload within that limit.

What are the things that I plan to upload this year? I plan to upload these 4 materials.

  1. Gamification (one of my Quizziz questions – I used for last semester’s class).
  • Just make sure that if you want to claim any Quizziz (category: Gamification), the questions that you have in one set of quiz must be at least contains 10 questions (which equivalent to 10 marks if it is one mark for each question or 5 marks if each question is equivalent to 0.5 marks). If you have 3 questions, it might not be enough. Logically, normally the quiz that we give to students might be at least 5 marks or 10 marks. It is quite rare to give students 3 marks for a quiz (unless you give 5 mini quizzes in which each carries 3 marks and only have 3 questions per quiz – but it does not sound like a normal practice, isn’t it?)

2. Video based learning (one of my Youtube videos). Any video that you create and share publicly is 2 marks.

3. Collaborative tool (my Padlet page for MPPU1024 class that I taught with my colleague).

  • For Padlet, to get better marks, make sure you have a class note (you create your own – like a PowerPoint note) and post several questions that your students can answer and generate discussion. Better yet, give a specific instruction for students to give their opinions based on other’s response/answer. You can discuss the answer through synchronous session or students can read other’s opinion asynchronously. In this way, students would interact with the materials (class note plus questions) that you put in a Padlet page and by answering the questions that you post, students have to answer the questions (this is interactive) and when you give a specific instruction to students to give opinion to other’s answer/ response, indirectly you prompt students to interact with each other.
  • Example of instruction that I give to students (pssst… you can copy paste the instruction too for your class). This is the instruction that I gave to students using Padlet.

a) Read your class note (note: make sure it is your class note that you create)
b) Answer the questions based on the given scenarios.
c) If you agree or disagree with your friend’s answer, give your own justification.  Write in the comment box.  You can either remain anonymous if you wish or can write your name.  

  • So, how many marks that I can get for this? Well, I am not the evaluator so I do not know in definite but I can assure you, it will not be 1 mark (tongue in cheek remark!).

4. Communication tool (one of my Prezi notes – just receptive, not interactive even though there was an activity that I posted within the note). This is a recycle from last semester but I added few more slides for more extra information. I was told that you can recycle the same materials provided you add new information, pictures etc. on the latest version. I am testing it this year by recycling old notes which I added new information and changed the background and layout.

There you go. Only 4 materials that I will upload this year. If I get 5 bonus marks for all four materials that I uploaded, I will share with all of you next year, In sha Allah.

Getting 5 marks for e-content materials

It is a bit cliché to say that “Just do your best to create teaching materials for your class”. Well, everybody aims that but the real thing is, how far we are engaging students in learning process with the materials that we give or with the instruction that we give?

I never get full marks. That is the fact. But I never aim to get full marks when I create or craft my teaching materials for my students. It is just that when people ask me about “how to get 5 marks” for ELPPT bonus, I feel sad because I could not help them much in this thing.

But nevertheless, even though it is stated that the materials should be interactive yada yada yada, I do not know what it means. I am a bit slow in this but for this semester, one of the experiments that I do to improve my teaching is to use Padlet as a platform for students to showcase their presentation as well as discuss about the topic of presentation using asynchronous mode since some of them have to share devices and there are many of them have internet accessibility issues.

This is the example from one of my classes – CLICK. This is not considered as e-content.

Why does it not being considered as e-content?

ONE: Padlet is only used as a platform to collect and share students’ assignment. There is no interaction UNLESS we give an EXTRA instruction in which they have to give feedback on each assignment which is showcased in the Padlet. I did not do that. So, it is not considered as e-content.

TWO: The instruction given is too generic. You have to be more detail in giving the instruction. How to do this? First, think about “What is the thing that you want to accomplish – Is it students’ interaction? Is it just sharing information? Second, use simple, compact and concise wording. This is the most challenging part, for me personally. I am struggling with this. What I normally do is, I will brainstorm with another colleague how to rephrase the instruction. Sometimes, to have another person to brainstorm ideas is better than doing it alone. I am blessed to have such colleagues around me even though there are just a handful of them. Well, they are the best. It is most important. Quality. Not quantity.

E-content: Why is it confusing?

*sigh* There is amendment (betterment??) for the e-content.

Previously, I was told that Padlet which is interactive/active can get 3 marks. But, now, it is 2 marks. What the _________ (fill in the blank of your preferred word).

The rules of the game has changed this year (2021). To whom it will benefit? How does it use to assess me as an instructor? Does it mean that if I able to produce materials whatever that I use in my class, I am a good instructor? What if I am so fed-up with this game and decide that I just could not be bothered by it anymore and do not upload any materials even though I have it, in this case, am I no longer considered as a good instructor?

I will stop asking existential questions. I rest my case.

Where can I get the Blended Learning certificate?

For those who got band 5 (the rating for blended learning), you can download the certificate which you can upload later on for your ELPPT – Bonus (Anugerah Pengajaran) here.

You need to key in your staff number and you will see a list of courses with band 5 rating. If you get other than band 5, the name of the course will not appear in the list. Don’t worry. Just do your best to improve your teaching. Remember: “We teach not to attain glory but to educate future generations for the betterment of ummah” (it sounds cliche, right? But it is one of the things that I learned from great mentors of IIUM).

COVID-19: TES (for ELPPT)

I attended one of the sessions about TES last year. I know I have written something about it several times, but during that session I jotted down some points that I later converted into a poster. It is meant for me to remind myself about TES through a simple form.

TES DCP: A checklist

Towards the end of last year, some of my colleagues had some problems while filling up things for their TES DCP. There are so many things that can be quite confusing because the system itself might extract evidence from other systems such as ELPPT, EPPP and whatsnot. But at the same times, there are things that we need to upload and such on TES DCP. Kind of confusing at times. Indeed.

So, after looking at some of the common issues that my colleagues and I had experienced before while filling up our TES DCP, I collect the information and come out with a checklist. This checklist is not a perfect one but at the moment, it could give some ideas what is needed in TES DCP.

In general, there are several things that you need to fill in and upload the evidence at TES (the rest are extracted from other systems such as ELPPT, EPPP and such). If you need a copy of this checklist, you may click here.

Code in TESNoWhat (label at TES)Evidence needed (some are in PDF format)Where do you find the evidence?What is needed (additional information that you need to key in)?
B31Course fileCourse information (CI)Example of class noteSample of assessment (test, quiz, assignment instruction)Sample of final exam with the answer scheme (need to combine the question and the answer)Your own collection of CI, class note, quiz and final exam (with answer scheme)   *PDF filesCourse code
Course name
Semester/session
B22Course Assessment Report (CAR)Course Assessment Report (CAR) from OBEOBE report (make sure you save a PDF copy of the report)Course code
Course name
Semester/session
A1, A2, A3, A43Self-assessment and reflectionGoals of student learning (A1)Personal of philosophy (A2)Believe and practice (A3)Self-reflection (A4)Your own thoughts   Note: It is expected that there will be a change on the four aspects over the years.  Do not forget to change it accordingly. Tips: You cannot write more than 4000 characters.  So, if you write more than that, you can put all four aspects on your people.utm.my website and label the post as My personal philosophy and such.  Copy and paste the link on the given URL box.
B54Professional activities   Note: The only part that you can add information is Implementation of non-conventional T&L.  The rest will be extracted from other systems such as ELPPT, AIMS and such.   Implementation of non-conventional T&LCompulsory evidenceStrategy Evidence: Evidence of class activities that show the teaching strategy (NALI) that you use in class (it could be instruction and such) Optional evidenceURL (people.utm.my) You can write a post on your blog to share what you do in class with a brief explanation and pictures (if any)Workshop evidence: Appointment letter for a workshop that you conducted related to non-conventional T&L (where you share your teaching practice) If you do not have an appointment letter, a certificate of appreciation (as a facilitator, speaker etc.) can also be considered as evidence   *PDF file of the classroom instruction and letter/certificateYou just need to choose (scroll down) the option of the non-conventional teaching strategy and workshop  
C25Measures of student learning   Note: The only part that you can add information is Feedback and Testimony (from others).  The rest will be extracted from EPPP.     Feedback and Testimony (from others)
*From current students and former students who have graduated (ALUMNI)
WhatsApp or Telegram message(s) that you receive from students of their note of appreciation and such Cards or handwritten note Email Survey (self-construct or pre-existed survey which requires students to give feedback about your teaching practice)   Note: Do not forget to screen shot and save as PDF before you delete the evidence from your phone or email or before you throw away the cards or handwritten note while spring clean your office.  Make sure you know the identity of the sender so that you can trace their name, matric number, and year of study. Student name
Matric number
Year of study

E-Content: Tips that I get from my colleagues

Yesterday, the UTMLead organized a session conducted by Assoc Prof Dr Mohd Nihra Haruzuan about E content.  I was a bit late because I had a meeting with the Chair earlier. 

Alhamdulillah I managed to join the session before it was ended.  There are some tips that I managed to pick up from those who managed to get 5 marks for their e-content.  Here are the tips:

1) Diversify your e content materials.

Make sure that you add a variety of materials for your e-content.  Variety does not mean a lot.  So, if you add only ONE material that worth 5 marks, you can get 5 marks.  If you add 5 materials that worth 1 mark each, you will only get 1 mark.

So, why wasting your time to upload 5 materials which equivalent to 1 mark?  On top of that, you can only claim one material once in your e content.  Meaning, once you have submitted for the material to be evaluated in your e content, you cannot submit it again on the following years EXCEPT if you make some changes like adding more information and such. 

Moral of the story:  you need to diversify your materials which belong to different categories of e content materials that carry different weightage of marks to get 5 marks.  

For example, add 1 Powerpoint notes with your voice (it is considered as a receptive material.  1 mark).   A Powerpoint notes with your voice recorded is considered as receptive material because the students do not interact with the material.  They just watch and listen to your recorded material, in this case. 

For 2 marks material, you need to add the element of “having a linkage with another source” such as you link a video within your note or you have animation in your normal Powerpoint note. But, please bear in mind, if you add a video in your Powerpoint notes, the size of the file would be large.  If you add a video in your Powerpoint notes (with recorded voice), and later on you save it as MP4, the size of the file would also be large. 

Other than Powerpoint notes,  you can add another material like Gamification by using Quizziz or Kahoot! in which students need or have the chance to interact with the media.  When you use Quizziz or Kahoot!, you create a question (you can add picture in your question) that prompt students to answer it.  Answering your questions is an example of interaction that students have with the material, which is in this case, Quizziz.  For this kind of materials, you get 3 marks (interactive-basic). 

If Quizziz or Kahoot! alone, it is considered as interactive on one to one basis.  So, it might be considered as 3 marks [but based on my own experience, I only got 2 marks for this so, I clearly do not understand how the rubric works as it might depend on the evaluator (REALLY!)] .  So, do not blame me if I have misconception about e-content as I still remember what it was said in one of the sessions “Terpulang kepada penilai nak beri markah berapa“.  

For 4 marks, you need to make sure there are elements of interaction which is linked either internally or externally.  I have no idea about an example of this.  But basically, for 3-4 marks, there are the elements of students interaction with the material which the interaction is one to one basis (student –> material), not involving the interaction with another students for brainstorming ideas, responses or answers. Don’t ask me further about the examples of materials that fall under this category (4 marks).  But, I would like to experiment with a material that I created this semester.  A video that I uploaded on Youtube. 

Note:  When I created the video, I thought about what are the elements of interaction that I can inject in the video?  One of my colleagues suggested that perhaps I added a question or two at the end of the video.  I tried to find more information and examples from Youtube.  I found several examples of videos which use Powerpoint with audio i.e. voice which have questions and students or others who watch the video can leave answer on the comment box.  Interesting, isn’t it?  But I don’t know if this material would be considered as 4 marks category.  There is no harm in trying, right?  So, I will try it this year.  I will let you know the results next year, In shaa Allah.

For 5 marks, you have to make sure that there are the elements of cooperative learning in which students are able to discuss with one another through the material (e content material) that we provide them with.  A good example that I could think of is, Padlet (make sure you set it as public viewing).   Padlet is a platform for the interaction to occur with materials that you provide in the Padlet.  It is like a one-stop-centre where you can put your material, questions for students to answer and discuss.  

In a Padlet page or worksheet or whatever you may call it, to make sure you can create the situation in which students can interact with materials and discuss with one another make sure you have the following:

a) Give clear instructions that require students to use the materials that you/other students provide.  It could be reading materials such as a short article or it could be a video.  Put that in your Padlet.  In addition, instruct your students to read other person’s answer (response) and give their view/ opinion about that – this will create a discussion indirectly.  

b) Post questions that prompt students to answer based on what they have read (if it is reading material) or watched (if it is a video).  

c)  Emphasis the importance of giving comment/ response to other person’s answer in a given box (you can set a column or box for students to leave a comment underneath another column or box). 

d) Make sure you monitor the discussion and give your comment or feedback through the Padlet or when you have a synchronous class.  There you go.  5 marks!

Note: When I first posted this post, it was the second week of the semester.  So, even though I have prepared a Padlet with questions and whatsnot, I did not have the complete version yet because it lacks of students’ feedback and interaction.  Alhamdulillah, I manage to get the students to give their answers and such on Week 3.  So, here is the example of a Padlet which contains the following: 

a) Materials that students can refer to (I gave students a Prezi note and two articles that they need to read before answering the questions that I posed).  I use external materials in this case.  Other than the articles, I linked my Prezi note.  [How about others who have limited internet connectivity who cannot view the Prezi note through online?  Since it is a paid version that I use so I also gave the students the PDF version as an alternative to the online version on the ELearning and our class Telegram].

b) Questions that prompt students to give their answers.  For the Padlet, I set the setting in which students not only can read others’ answers but also can reply or response to others’ answers and such.  So, it has the elements of discussion – but it is done virtually. 

So, there you go!  You can have a cooperative learning technique such as Buzz Group.  In a normal case, you have to limit the number of students in one group for this activity.  But, since we need to conduct our class virtually and due to internet constraints that might be experienced by some, we can allow the students to respond with limited time frame.  Why limited?  This is to ensure the students will not take more than a few days to give their response. 

2) Be creative. 

3) Make sure the materials are YOURS. 

4) Don’t be afraid to experiment with a new thing

e content