Category: Uncategorized

Let’s try this out

Using Google Vids (Veo), let’s create a short animated video. This is a video that I created using Google Vids. There duration of the video is less than 2 minutes, but the time I spent to create it more than four hours. Practice makes perfect! Don’t give up.

Main character: The same female university student wearing a dusty-rose hijab
Visual style: Ghibli-inspired hand-drawn animation, watercolour textures, warm library environment
Format: 16:9 landscape
Narration: Calm, clear and reflective

Steps:

  1. Generate the visual image of the main character using Gemini AI or ChatGPT or any preferred AI tool. This will ensure the character will be consistent (no guarantee though!). Use this prompt: Create a consistent female university student wearing a dusty-rose hijab in four full-body views:
    • Front, back, left profile and right profile.
    • The character’s clothing and colour palette match the warm library setting for the video.
  2. Go to Google Apps -> Google Vids (if you have free account, the video that you can generate might have some limitations. If you have UTM Edu Pro or personal Pro account, you have more credits. (Tongue in cheek remark: I would use UTM Edu Pro because ______ (fill in the blank).
  3. Choose Veo 3.1. (There are few selections that you can choose: AI avatar, Comvert slides, Record, Upload, Templates or Blank).
  4. On the right corner, you will see options such as Veo, Avatar, Voiceover and such). Choose Veo. (When you hoover your cursor to the Veo icon, you will see a caption “Generate an AI video clip”.
  5. You can create a video from scratch or if you have created images with sequencing storyline, you can choose “Animate an image”. But for this exercise, choose Create from scratch.
  6. With the following ready made prompts, create the video scene. Copy and paste the prompt for each shot in the available space.

Tips: Make sure your internet connection is stable. Make sure you add the image of the character that you have created in the ingredient. Don’t forget to click the “Generate” button. Click + to create a new scene before you paste new prompt for the next scene. You may revise the prompts accordingly.

    Create a 30-second Ghibli-inspired animated video about intrinsic motivation. Show the same university student independently searching for academic references in a warm, quiet library. Divide the video into nine connected shots, with three shots every 10 seconds.

    Use a calm, reflective student voice for the voiceover. Synchronise each text overlay with its corresponding narration. Use a warm ivory handwritten font with a subtle dark shadow. Keep the text within uncluttered areas and visible long enough to read. No dialogue between characters, logos, grades, prizes, praise or applause.

    0–10 seconds: Curiosity and personal interest

    Shot 1, 0:00–0:03
    A university student sits at a wooden library table, considering a research question in a notebook. The student glances towards tall bookshelves as morning sunlight enters through large windows.
    Text overlay: “Curiosity begins from within.”
    Voiceover: “A question awakens my curiosity.”

    Shot 2, 0:03–0:07
    The student walks between the bookshelves, scanning book titles and running a finger along the spines. They stop after noticing a promising reference book.
    Text overlay: “I want to learn more.”
    Voiceover: “I search because I genuinely want to know more.”

    Shot 3, 0:07–0:10
    The student opens the selected book and discovers a relevant passage. Their uncertainty develops into genuine fascination.
    Text overlay: “Interest guides my exploration.”
    Voiceover: “My interest leads me towards new ideas.”

    10–20 seconds: Autonomy and deep engagement

    Shot 4, 0:10–0:13
    Back at the table, the student notices an intriguing citation in the book. Without being instructed, they record it and decide to investigate further.
    Text overlay: “I choose where the question leads.”
    Voiceover: “I decide which path to explore next.”

    Shot 5, 0:13–0:17
    The student searches the library’s academic database and discovers a promising journal article. They lean towards the screen with growing enthusiasm.
    Text overlay: “The search itself becomes engaging.”
    Voiceover: “Finding each new source makes the search meaningful.”

    Shot 6, 0:17–0:20
    The student compares the book with the journal article, highlighting related evidence and writing notes. Delicate glowing lines connect key ideas across the sources.
    Text overlay: “I enjoy connecting new ideas.”
    Voiceover: “I enjoy seeing how the ideas connect.”

    20–30 seconds: Persistence and inherent satisfaction

    Shot 7, 0:20–0:23
    A difficult journal passage briefly confuses the student. They consult the book’s glossary and patiently reread the paragraph.
    Text overlay: “Curiosity keeps me going.”
    Voiceover: “Even when it’s difficult, curiosity keeps me going.”

    Shot 8, 0:23–0:27
    The student understands the argument and creates a concept map connecting evidence from the book and journal. A quiet, satisfied smile appears.
    Text overlay: “Understanding brings its own satisfaction.”
    Voiceover: “Understanding something new is satisfying in itself.”

    Shot 9, 0:27–0:30
    The student notices another source in the journal’s reference list, reaches for a new book and continues researching as golden evening light fills the library.
    Text overlay: “I continue because I want to know more.”
    Voiceover: “I keep learning, simply because I want to know more.”

    Audio direction: Calm, thoughtful first-person narration with a natural pace. Use soft piano, gentle strings and subtle library ambience, including turning pages, quiet footsteps and distant birds. Lower the music beneath the narration.

    Visual direction: Ghibli-inspired hand-drawn animation, delicate watercolour textures, detailed university library, warm gold and forest-green palette, expressive yet natural movement, soft atmospheric lighting, subtle magical realism, cinematic depth and seamless match-cut transitions. Maintain consistent character appearance, clothing, table, notebook, books and library layout. Landscape format, 16:9.

    Preparation for video generation using Google Flow (Refer to example)

    To bring this full 30-second, multi-shot Ghibli-inspired animation script to life in Google Flow, you shouldn’t paste the entire script into a single prompt box. AI video generators create clips shot-by-shot rather than executing a full directed film script in a single render.

    Here is the step-by-step workflow to execute your prompt in Google Flow:

    Step 1: Establish Style & Character Consistency

    Before generating video clips, lock in your visual look so the student and library remain identical across all 9 shots:

    1. Go to Image Generation / Style Reference in Google Flow.
    2. Use your Visual Direction prompt to create a master keyframe image:Ghibli-inspired hand-drawn animation, delicate watercolour textures, detailed university library, warm gold and forest-green palette, a university student sitting at a wooden table with a notebook under soft atmospheric morning light, 16:9 aspect ratio.
    3. Save this generated image as your Style / Character Reference in Google Flow to attach to each video shot.

    Step 2: Generate Shot-by-Shot in Scene Builder

    Use Flow Scene Builder or the timeline tool to generate each shot individually:

    • Shot 1 (0:00–0:03): * Prompt: A university student sitting at a wooden library table, looking thoughtfully at a notebook, then glancing towards tall bookshelves as morning sunlight streams through large windows. Ghibli animation style, warm golden light.
    • Shot 2 (0:03–0:07): * Prompt: The student walking slowly down a library aisle, scanning book titles, running a finger along the spines of books, stopping at a reference book.
    • Shot 3 (0:07–0:10): * Prompt: Close-up of the student opening a heavy library book, reading a passage with a subtle expression of surprise and genuine fascination.

    Pro Tip: Use the end frame of Shot 1 as the starting frame for Shot 2 (using Image-to-Video / Frames-to-Video) to ensure seamless match-cuts. Repeat this process through Shot 9.

    Step 3: Audio & Voiceover Narration

    1. Voiceover: Go to the Voiceover / Speech tab in Google Flow.
      • Select a calm, reflective, soft voice.
      • Input the lines section by section (e.g., “A question awakens my curiosity.”).
    2. Background Audio: Use the Audio / Sound FX generator:
      • Prompt: Soft minimal piano melody, gentle strings, subtle quiet library ambience, page turning sound effect.

    Step 4: Text Overlays & Timeline Assembly

    1. Place all 9 video clips end-to-end on the Google Flow Timeline.
    2. Align the voiceover clips with their respective video shots.
    3. Use the Text Tool to add the text overlays:
      • Font: Handwritten / Calligraphy style.
      • Color: Warm ivory with a faint charcoal/dark drop shadow.
      • Position the text in uncluttered corners (e.g., lower-third dark areas of the library).
      • Keyframe the text to fade in at the start of each shot and fade out before the transition.

    Step 5: Final Review & Export

    • Play back the sequence to ensure the 10-second pacing markers match (0–10s Curiosity, 10–20s Autonomy, 20–30s Persistence).
    • Adjust the volume balance so the music lowers beneath the voiceover.
    • Export in 16:9, 1080p / 4K resolution.

    More detailed prompt example: Intrinsic motivation

    Create a Ghibli-inspired animated video about intrinsic motivation. Show the same university student independently searching for academic references in a warm, quiet library. Use hand-painted watercolour backgrounds, expressive character animation, warm natural lighting and smooth narrative transitions.

    Add the specified text overlay to every shot. Use a clear, warm ivory handwritten font with a subtle dark shadow. Place the text in an uncluttered area without covering the student’s face, books or computer screen. Keep every line visible long enough to read. No dialogue, logos, grades, prizes, praise or applause.

    0–10 seconds: Curiosity and personal interest

    Shot 1, 0:00–0:03
    A university student sits at a wooden library table, looking thoughtfully at a research question in a notebook. The student glances towards the tall bookshelves as morning sunlight enters through large windows. Their expression shows emerging curiosity.
    Text overlay: “Curiosity begins from within.”

    Shot 2, 0:03–0:07
    The student walks slowly between tall bookshelves, scanning book titles and running a finger along the spines. They pause eagerly after noticing a promising reference book.
    Text overlay: “I want to learn more.”

    Shot 3, 0:07–0:10
    The student removes the book, opens it carefully and discovers a relevant passage. Their expression changes from uncertainty to genuine fascination as the camera moves closer.
    Text overlay: “Interest guides my exploration.”

    10–20 seconds: Autonomy and deep engagement

    Shot 4, 0:10–0:13
    Back at the table, the student reads the book and notices an intriguing citation in the chapter. Without being instructed, they write it down and decide to investigate it further.
    Text overlay: “I choose where the question leads.”

    Shot 5, 0:13–0:17
    The student searches the library’s academic database and finds a promising journal article. The screen’s gentle glow reflects in their focused eyes as they lean closer with growing enthusiasm.
    Text overlay: “The search itself becomes engaging.”

    Shot 6, 0:17–0:20
    The student compares the open book with the journal article, highlighting related evidence and writing notes. Delicate glowing lines appear between key ideas, suggesting mental connections.
    Text overlay: “I enjoy connecting new ideas.”

    20–30 seconds: Persistence and inherent satisfaction

    Shot 7, 0:20–0:23
    A difficult paragraph in the journal article briefly confuses the student. They pause, consult the book’s glossary and patiently reread the paragraph instead of giving up.
    Text overlay: “Curiosity keeps me going.”

    Shot 8, 0:23–0:27
    The student suddenly understands the argument and creates a clear concept map connecting evidence from the book and journal. A quiet, satisfied smile appears.
    Text overlay: “Understanding brings its own satisfaction.”

    Shot 9, 0:27–0:30
    The student notices another intriguing source in the journal’s reference list, reaches towards a new book and continues researching as golden evening light fills the library. End with a wide shot of the student fully absorbed in learning.
    Text overlay: “I continue because I want to know more.”

    Visual continuity: Ghibli-inspired hand-drawn animation, delicate watercolour textures, detailed university library, warm gold and forest-green palette, soft atmospheric lighting, subtle magical realism, cinematic depth, 16:9 landscape and consistent character, clothing, table, notebook, books and library layout across all nine shots.

    Example of prompts

    Let’s try this out! Using Gemini Video, you can create a short video.

    Create a 10-second cinematic educational video illustrating intrinsic motivation through three smoothly connected shots.

    Shot 1, Curiosity (0–3 seconds): A university student notices an unfamiliar psychology book on a library shelf, picks it up and opens it with genuine curiosity. Warm natural lighting, close-up of intrigued facial expression.

    Shot 2, Deep Engagement (3–7 seconds): The student reads attentively and takes notes, completely absorbed despite having no teacher, reward or deadline. Gentle camera movement, quiet and focused atmosphere.

    Shot 3, Inner Satisfaction (7–10 seconds): The student smiles subtly after understanding a difficult idea and writes, “I want to learn more.” Close-up of the notebook, then the satisfied expression.

    Minimalist cinematic style, realistic university setting, diverse Malaysian student, warm colour palette, smooth transitions, expressive visual storytelling, 16:9. No dialogue, logos, grades, prizes or external rewards. On-screen closing text: “Intrinsic motivation: learning driven by interest and satisfaction.”

    Behaviorist Views of Learning

    Introduction to Learning (Behaviorism or Behaviorist view)

    • Definition: Learning as a relatively permanent change in observable behavior as a result of experience.
    • The “Black Box” Metaphor: Behaviorists argued that because we cannot objectively observe a thought or a feeling, we should treat the mind as a “black box.” A black box is a system where you can see the input (what goes in) and the output (what comes out), but the internal workings are invisible or irrelevant to the observer. We don’t need to know what’s happening inside to understand, predict, or change behavior. This is why behaviorists prioritize measurable actions over internal mental processes.
    • Key Assumptions:
      • Learning processes are similar across species and the role of the environment.
      • Science requires data that multiple people can observe and verify.
      • For example:
        • If I say I am “motivated,” you have no way to measure that directly. However, if I finish 10 math problems in 5 minutes, we have a measurable, objective fact. Behaviorists believed that by focusing only on what could be seen, they were making psychology a “hard science” like physics or chemistry.
        • A teacher who believes in behaviorist perspective will explain that students study because, in the past, studying was followed by a high grade (Positive Reinforcement).

    Behavioral theories: Classical Conditioning and Operant Conditioning

    I. Classical Conditioning (Stimulus-Response Learning)

    Focuses on involuntary, emotional, or physiological responses.

    • Two key figures in Classical Conditioning:
      • 1) Ivan Pavlov
        • The Pavlovian Foundation: Ivan Pavlov’s accidental discovery with dogs (he mechanics of classical conditioning with dogs)
    • 2) John B Watson
      • Father of Behaviorism: The man who brought classical conditioning into the human world. He is often called the “Father of Behaviorism” because he applied the mechanics of classical conditioning with children.
      • Watson wanted to prove that “nurture” (the environment) was more powerful than “nature” (instinct). He set out to condition a phobia into an 11-month-old infant known as Albert.
        • Before Conditioning: Albert showed no fear of a white rat (Neutral Stimulus). He only showed a natural fear of loud noises (Unconditioned Stimulus).
      • The Conditioning: Every time Albert reached for the white rat, Watson would strike a steel bar with a hammer behind the boy’s head.
      • The Result: After only seven pairings, Albert would burst into tears and crawl away at the mere sight of the rat, even without the loud noise.

    • Key Components of classical conditioning:
      • Unconditioned Stimulus (UCS) & Response (UCR): Natural, unlearned triggers (e.g., food leading to drool OR loud noise leading to fear).
      • Neutral Stimulus (NS): A trigger that initially means nothing (e.g., a bell OR a white rat).
      • Conditioned Stimulus (CS) & Response (CR): The learned association (e.g., bell leading to drool OR a white rat leading to fear).

    • Core Concepts:
      • Acquisition or Shaping: The “pairing” phase.
      • Extinction: What happens when the CS is presented without the UCS.
        • It is the process by which a learned response is weakened and eventually disappears. It occurs when the “rules” of the environment change, and the expected outcome no longer follows the trigger.
      • Generalization (This is John B Watson’s contribution): It is a phenomenon in learning where a subject responds to a new stimulus in the same way they respond to a known conditioned stimulus, simply because the two are similar.
        • Example: Watson found that Albert didn’t just fear the white rat; he became terrified of anything white and furry such as a rabbit, a dog, a sealskin coat, a teddy bear and even a Santa Claus mask with a white beard. Fears are learned, not necessarily innate. Once a fear is learned, it can “bleed over” into similar objects or situations.
      • Discrimination: It occurs when a specific stimulus is consistently followed by an Unconditioned Stimulus (UCS), while a similar stimulus is consistently not followed by it.
        • Example: Imagine a dog is conditioned to salivate to a specific bell tone (1000 Hz) (The Stimulus). You ring a slightly different bell by lowering the tone (900 Hz) (The Variation). If the 1000 Hz bell is always followed by food, the dog salivates. If the 900 Hz bell is never followed by food, the dog eventually learns to ignore it (The Learning Process). The dog has “discriminated” between the two tones. 1000Hz = food, 900Hz = no food (The Result)
      • Spontaneous recovery: It is a phenomenon where a previously extinguished response suddenly reappears after a period of rest.
        • It proves that extinction is not “unlearning” or erasing a memory; rather, it is the brain learning to suppress a behavior. The original association is still tucked away in the “black box,” waiting for a chance to resurface.

    II. Operant Conditioning (Response-Stimulus Learning)

    Focuses on voluntary behaviors shaped by consequences.

    • Thorndike’s Law of Effect: Behaviors followed by pleasant outcomes are strengthened.
    • B.F. Skinner’s Contributions: The Skinner Box and the shift from “respondent” to “operant” behavior.
    • Premack’s Principle (by David Premack): Premack’s core idea was that high-probability behaviors (things we want to do) can be used to reinforce low-probability behaviors (things we don’t want to do). Example: You have to eat your vegetables before you can have dessert.

    • The Mechanics of Consequences:
      • Reinforcement (Increasing Behavior):
        • Positive reinforcement: Adding a reward to increase desirable behavior (e.g. a token for submitting homework)
          • Negative reinforcement: Removing an unpleasant stimulus to increase desirable behavior (e.g., the seatbelt chime stopping (unpleasant stimulus) when we wear seatbelt (desirable behavior).
      • Punishment (Decreasing Behavior):
        • Positive punishment or also known as Type I punishment: Add a negative stimulus to decrease undesirable behavior (e.g. give a fine (denda) for late registration). Fine is negative or unpleasant stimulus and late registration is undesirable behavior that we want to decrease.
          • Negative or also known as Type II punishment): Removal of pleasant stimulus (e.g. taking away a privilege of using family car when coming back after curfew hours). Privilege of using family car is pleasant stimulus, and coming back late (after curfew) is undesirable behaviour.

    • Schedules of Reinforcement:
      • Continuous vs. Intermittent (Fixed Ratio, Variable Ratio, Fixed Interval, Variable Interval).

    Examples of intermittent reinforcement in real life:

    Fixed ratio: Retail Loyalty Programs (e.g. Buy 10 coffees, get the 11th free)

    Variable ratio: Gambling or playing a claw-machine (we do not know when we will hit the jackpot or win something)

    Fixed interval: The Monthly Paycheck (we will know when we will get our pay)

    Variable interval: Fishing (we do not know when any fish will take the bite. Fish don’t bite on a fixed timer.) or listening to our favorite radio station waiting for favorite songs to play (we do not know when the songs will be played but normally even though the DJs may already inform when they will play the songs, yet, we will keep waiting because the time is not fixed).

    Educational Application:

    • We can understand how “math anxiety” or school phobia is often classically conditioned.
    • Learning can occur with different effects either discrimination or generalization. While discrimination is about being “picky,” generalization is about being “broad.”
    • Context Matters: A behavior might be extinguished in one setting (at school) but still occur in another (at home)
    • As a teacher, if you notice that a student loves drawing but dislikes math, you can apply operant conditioning (taking Premack’s principle into consideration) such as by giving instruction “Once you finish these five math problems, you can spend ten minutes working on your drawing.” (The Application). In this regard, drawing (the high-probability behavior) reinforces math (the low-probability behavior) (The Result).

    Cara penulisan Peneguhan Konsep

    Fasa Peneguhan Konsep ialah fasa murid meneguhkan kefahaman mereka tentang konsep yang dipelajari melalui aktiviti pembelajaran selepas penerangan oleh guru di fasa Pengembangan Konsep. Oleh yang demikian, penulisan penerangan fasa ini perlu menonjolkan bagaimana aktiviti itu “mengunci” konsep. Aktiviti pembelajaran berkaitan dengan Peneguhan Konsep mestikan didasari oleh PAK21 dan teori pembelajaran seperti kognitivisme dan konstruktivisme. Oleh yang demikian penulisan penerangan Peneguhan Konsep perlu menitikberatkan elemen: kolaboratif, justifikasi danvisualisasi.

    Penulisan Peneguhan Konsep bergantung kepada jenis aktiviti pembelajaran yang ingin dilaksanakan. Terdapat beberapa aktiviti pembelajaran yang boleh dilaksanakan bergantung kepada kesesuaian tajuk. Durasi: 7 minit

    1. Aktiviti Bersifat “Synthesis” (Sintesis)
      Murid tidak hanya menyebut fakta, tetapi menggabungkan fakta menjadi satu kesimpulan. Murid boleh menggunakan bahan tertentu ketika aktiviti dilaksanakan.

    Saranan Penulisan: “Dengan menggunakan aktiviti Think-Pair-Share (elemen Kolaboratif), murid secara berpasangan (2-3 orang murid) mensintesis maklumat daripada pelbagai sumber untuk membina satu hujah sokongan mengapa bahan tertentu dipilih berdasarkan sifatnya (elemen Justifikasi). Hasil perbincangan dipersembahkan dalam bentuk Peta Pemikiran (Concept map) atau Lakaran Grafik (elemen visualisasi) di atas kertas lembaran kerja untuk memperkukuh perkaitan antara sifat fizikal bahan dengan fungsinya”

    Saranan Penulisan: Murid diberikan satu projek kecil atau sampel bahan (cth: papan kayu) untuk diproses (elemen visualisasi). Berdasarkan lukisan projek, murid perlu memilih secara fizikal peralatan yang tepat di stor alatan (cth: memilih gergaji jig untuk memotong bentuk lengkung). Murid melakukan aktiviti memotong, membentuk, dan membuat kemasan pada bahan tersebut mengikut langkah kerja yang telah dipelajari. Murid menjelaskan pemilihan alatan kepada rakan sebaya tentang proses sesuatu memotong/membentuk/membuat kemasan (elemen Justifikasi dan kolaboratif).

    1. Aktiviti Bersifat “Peer-Teaching” (Bimbingan Rakan Sebaya yang melebihi 3 orang. Bilangan ahli: 4-5 orang)
      • Nota: Aktiviti bersifat “Peer-teaching” agak memakan masa. Sesuai digunakan bagi sesi PdPC berdurasi 60 minit. Fasa Peneguhan Konsep berdurasi 10-15 minit sekiranya PdPC berdurasi 60 minit.
        Ini adalah peneguhan paling kuat. Apabila murid menerangkan kepada rakan, konsep mereka sendiri menjadi lebih kukuh.

    Saranan Penulisan: “Melalui aktiviti ‘One Stay, Three Stray’ (elemen Kolaboratif), murid yang tinggal di kumpulan bertindak sebagai pakar untuk meneguhkan kefahaman rakan menerusi rujukan Peta Pemikiran atau Infografik (elemen Visualisasi) yang telah dihasilkan. Pakar membentangkan hujahan sokongan (elemen Justifikasi) mengenai pemilihan bahan binaan yang paling lestari, manakala ahli kumpulan lain mencatatkan maklumat baharu pada nota mereka.“

    1. Aktiviti Bersifat “Comparison” (Perbandingan)
      Peneguhan berlaku apabila murid perlu membezakan dua perkara yang hampir sama.

    Saranan Penulisan: “Melalui aktiviti ‘Table Talkers’ (elemen Kolaboratif), murid membandingkan kesan jangka panjang penggunaan plastik berbanding kayu menggunakan Kad Banding Beza (elemen Visualisasi). Murid membina justifikasi pemilihan bahan paling lestari berdasarkan impak alam sekitar sebelum merumuskan dapatan mereka kepada kelas (elemen Justifikasi)”.

    Nota: Table talkers memerlukan penyediaan Kad Table Talkers (kad arahan/soalan) untuk diletakkan di tengah meja setiap kumpulan. Ianya boleh dilaksanakan dalam ruangan yang terhad dan tidak memerlukan pergerakan murid. Ianya sesuai bagi tajuk yang memerlukan murid membuat pembandingan. Oleh yang demikian, kad arahan boleh disesuaikan seperti berikut:

    Kad A (Ciri): “Bandingkan ketahanan kayu dan plastik terhadap cuaca.”

    Kad B (Impak): “Antara kayu dan plastik, yang mana lebih sukar dilupuskan?”

    Kad C (Justifikasi): “Bina satu hujah mengapa plastik dianggap kurang lestari walaupun ia tahan lama.”

    Tips tambahan:

    1. Elakkan penulisan Peneguhan Konsep yang bersifat umum seperti “Murid berbincang dalam kumpulan tentang bahan lestari dan membentangkan hasil kerja untuk peneguhan konsep“.
    2. Pastikan penulisan Peneguhan Konsep mempunyai elemen ini: Kolaboratif (ciri PAK 21), Justifikasi (murid perlu memberikan penerangan yang menunjukkan kefahaman mereka), dan Visualisasi (murid menunjukkan bukti maujud kefahaman mereka. Lembaran kerja boleh digunakan bagi tujuan ini).
    3. Contoh penulisan Peneguhan Konsep yang mempunyai ketiga elemen tersebut:
      • Murid melakukan aktiviti membuat keputusan (‘Decision Making’) dalam kumpulan untuk memilih satu bahan binaan yang paling seimbang dari segi kekuatan dan kelestarian (elemen Kolaboratif). Setiap kumpulan mempertahankan (defend) pilihan mereka dalam sesi perbincangan kelas, manakala guru memberikan maklum balas segera untuk membetulkan sebarang salah faham sifat bahan (elemen Justifikasi). Murid melengkapkan Peta Pemikiran di atas kertas Mahjung sebagai bukti pengukuhan kaitan antara Ciri Bahan -> Fungsi -> Impak Alam Sekitar (elemen Visualisasi)

    PREVIU PROGRAM DOKTOR PENDIDIKAN (EdD)Fakulti Sains Pendidikan dan Teknologi, Universiti Teknologi Malaysia

     Ambilan Semester 2 Sesi 2025/2026 (Mac 2026)

    Adakah anda berminat melanjutkan pengajian ke peringkat Doktor Pendidikan (EdD)?


    Jom sertai sesi PREVIU Program Doktor Pendidikan untuk mendapatkan penerangan menyeluruh berkaitan struktur program, keperluan kemasukan, sistem permohonan serta hala tuju kerjaya.

     Tarikh: 2 Januari 2026 (Jumaat)

     Masa: 10.00 pagi – 12.00 tengah hari

     Platform: Secara dalam talian

     Webex:
    https://utm.webex.com/join/fest2.webex

     Live Streaming Facebook:
    https://www.facebook.com/festutm

     Program EdD ini amat sesuai untuk:

    • Pensyarah, guru, pendidik
    • Profesional pendidikan

     Calon pelajar EdD yang berminat boleh dapatkan maklumat Lanjut : https://fest.utm.my/edd-programmes/

     Untuk memohon, sila ke laman web : https://admission.utm.my/

    Week 2: Tales for Tots 3.0

    Prof Karim: Let’s use this prompt: Create character image of different styles. I put the prompt in the chat box, so you can copy-paste it in your device. I want you to create 20 images using different styles. That’s your homework for this week.

    Everybody including me: (typing in silent)

    I ended up with this adorable image of a chubby orange cat sharing an umbrella with a tiny bird on a rainy da, a scene so unexpectedly sweet that it melted my heart on the spot.

    But here’s the thing: I don’t even have an orange cat. So as cute as it was, a part of me wished the image looked a little more like one of my five actual cats. After all, if I’m going to create storybook magic, it might as well feature the real stars of my household!

    AI tool: Google AI Studio

    AI tool: DALLE (ChatGPT)

    AI tool: ImageFx

    Using ImageFx, I created another image using a different prompt: Crete an inspired Van Gogh image of a black and white British short hair cat building a city of colorful blocks or black and white blocks.

    How cute is that, right?

    So… where is my homework, you ask?
    Well, this is my Homework Version 4.0, freshly updated, slightly polished, and proudly presentable.

    There are many versions, but let’s just say it was created before I discovered the importance of having a proper “theme.” It’s a little too raw (and a little too random!) for public viewing, so I think I’ll keep that one safely tucked away for my eyes only.

    UTM Open Day