Hari ini merupakan hari terakhir bengkel penulisan journal berimpak tinggi yang dianjurkan oleh CCISUM, Universiti Malaya. Bengkel ini disampaikan oleh Prof Dr Low Wah Yun, Head of Research Management Center, UM. Pengisian 2 hari ini mengkhususkan kepada tips yang perlu diketahui oleh penulis sebelum menghantar kertas kajian yang original dari perspektif editor.
Salah satu aktiviti semasa bengkel
Perbincangan secara kolaboratif yang sangat menarik
Banyak input yang diterima dalam bengkel 2 hari ini dari segi struktur ayat, format dan bahasa. Semoga lepas ini dapatlah dihantar kertas kerja ke penerbit jurnal berimpak dan diterima.
Ditemani oleh mereka berdua… dengan KPI kertas kerja sorang satu hihihi…
Flipping the classroom is a teaching technique where the typical lecture and the student work are reversed. Students are assigned to watch a recorded lecture prior to class. With the lecture content covered before class, classroom time can be used differently. Instructors can use the freed-up class time for discussion, group work, or solving problems.
Check out What and How other Lecturer use Flipped Classroom strategy
Membentangkan kajian dalam bentuk kertas kerja di seminar dalam negara mahupun diperingkat antarabangsa merupakan salah satu aktiviti yang penting bagi setiap penyelidik. Ia bertujuan untuk berkongsi dengan penyelidik lain yang menjalankan kajian dalam bidang yang sama dengan kita. Selain itu, ia dapat membantu memberikan input baru kepada kajian kita samada untuk melanjutkan kajian mahupun untuk memperbaiki perancangan kajian sedia ada.
Apabila melihat peserta lain membentangkan kajian mereka dalam seminar, walaupun kajian yang berbeza.. ia masih juga dapat membantu penyelidik untuk membuat penanda aras samada kajian kita adalah terkini dan relevan dengan masalah yang berlaku dalam dunia sekarang. Ia juga boleh membantu mengelakkan kita melaksanakan kajian yang “syok sendiri”
Namun, memilih seminar yang berprestij adalah agak sukar. Terutamanya dengan kemudahan teknologi pada zaman sekarang, ada terdapat seminar palsu yang ditawarkan dalam laman web. Kadang-kadang ia mempunyai nama yang sama dengan seminar sebenar.
Laman berikut adalah contoh laman seminar palsu atau bogus conference.
Adalah jelasdilihat bahawalaman utamatersebut menawarkanberpuluh-puluhpersidangan atau seminar untukpenyelidiksetiap tahun.Ia turut menawarkanpelbagai seminar dalam bidang yang berbezapada masa yang samadi bandar yang sama. Proses penerimaan kertas kerja juga sangat mudah … tidak kira sama adaia sesuai atau tidak dengan temaseminar tersebut. Hati-hati … ini seminar palsu.
Apabila memilih seminar untuk membentangkan kajian anda, pilihlah daripada senarai journal dan seminar yang berindeks dalam SCOPUS atau Web Of Science untuk lebih selamat. Bertanyalah dengan SV anda sebelum menghantar kertas kerja anda.
Ingat tak mengenai Permohonan Hadiah Latihan Persekutuan Separuh Masa/Sambilan (HLPS) Kepada Pegawai Perkhidmatan Pendidikan Siswazah (PPPS) 2014 yang saya maklumkan dalam post sebelum ini :
Innovative Practices in Higher Education Expo 2014 (I-PHEX 2014) which jointly organized by by the UTM Centre for Engineering Education (CEE), UTM Academic Leadership (UTMLead), Higher Education Leadership Academy (AKEPT) under the Ministry of Education Malaysia, International Federation of Engineering Education Societies and the Society for Engineering Education (SEEM) has been held on 22 May 2014 with an amazing support from exhibitor and visitors.
First day conference start with a simple opening ceremony with a speech from the Organizing Chair PM Dr Naziha Ali dan IEEE Co Sponsor PM Dr Arnold Pears.
Then we had an interesting speech by an Invited Speaker, Prof Dr Majid Konting from AKEPT, sharing his experience on “Higher Education Staff Development and Research in Teaching and Learning: Malaysia Perspective”.
The program then continue with parallel session on 3 theme which are Computing Education, Engineering Education and Higher Education.
One of the paper presented in Computing Education Room.
The first day was ended with a dinner and official ceremony officiated by Sarawak Minister in Welfare, Women and Family Development. The food was great and entertainment was very entertaining. We get back to our room with happy stomach 🙂
“Video Based Learning Embedded with Cognitive Load Theory: Visual, Auditory, and Kinaesthetic Learners’ Perspectives”
This paper is written by me and my students. Norah Md Noor, Munirah Aini, & Nurul ‘Izzati Hamizan. It was written based on our research that had been done in 2013 under UTM Instructional Development Grant.
Abstract for the paper is as follows:
Many research studies have shown that using video as an instructional material in class has a positive impact on the students. However, it is still an open question as to whether learning using video works with all type of students and as to who actually gains more than other types of students when learning using video. Chen, Czerwinski, and Macredie [1] found that individual visual ability affects information seeking on the Web and lessens the effects of cognitive load theory. So, what about the auditory and kinaesthetic learners? This study was conducted to investigate visual, auditory, and kinaesthetic learners’ preferences towards learning using video embedded with cognitive load theory. 10 respondents within the age range of 20-24 years old have been voluntarily involved with this study. The instruments used in this research are a questionnaire set and three learning portfolios. The instruments examine the respondents’ learning styles, perception, comments, and suggestions about video-based learning selected by the researcher that were embedded with cognitive load theory. The data were analysed qualitatively using content analysis strategy. Even though the early expectation was that visual learners would be concerned about visuals more than other learner types, this research shows that all of them prefer similar elements. These include clear instruction, high visual and audio quality, and an easy-to follow strategic flow of the video. However, every learner group has its own additional characteristics that might be able to inspire its learning optimization.
Keyword: Cognitive load theory, video based learning, learning using video, auditory learners, visual learners, and kinaesthetic learners
This paper can be found in IEEE Explore,
PROCEEDING ISBN : 978-1-4799-3592-5/14
DOI : 10.1109/LaTiCE.2014.19
Alhamdulillah, 2 of my paper had been accepted to be presented during this conference.
The title of my first paper ( some finding based on my PhD research) is
“Application of the Pedagogical and Andragogical Model in Web-Based Learning Instruction among Non-Major Computer Science Students Learning Programming”
Abstract for my paper is as follows:
This study identified the pedagogical and andragogical learning orientations preferred by non-major Computer Science students in one of the higher education institutions in Malaysia. The pedagogical and andragogical learning orientation model differs in six assumptions about learners, which are: the learner’s need to know, selfconcept, existing experience, readiness to learn, orientation to learning, and motivation [1]. Questionnaires were developed and distributed among 262 undergraduate students in non-major Computer Science Faculty who took the Introduction to Programming Language course. Descriptive analyses have also been conducted (alpha – 0.958), and the results showed that a majority of the sample in this study (246 respondents or 93.9%) stay under Stage 2 in the four stages of learning development. This means that the respondents had a high preference for pedagogical as well as andragogical learning orientations. Data collected shows that non-major Computer Science students in the age range of 18 to 24 are able to work independently since their self-concept had progressed to the self-directed learning phase. However, they still need guidance from their lecturers. These findings were used to develop a prototype of an individualized online learning environment based on the pedagogy and andragogy as its foundational model. Learners in Stage 2 need goal-setting, learning strategies, and evaluation to be set by the teacher. The online learning environment allowed the student to explore her learning modules from easy to hard levels. However, students were allowed to continue to the next module even though their performance was not yet at the passing level. This is based on andragogical theory; that they are dependent learners with a moderate level of self-directedness. Additional learning materials were also provided that could be freely explored by learners at their own pace. The prototype was tested among one group of 32 students in the Faculty of Education in the course Introduction to Programming using Pre-Experimental Research Design. The statistical analysis conducted indicated that the application of the pedagogical and andragogical Model in web based instruction had a positive effect on learners’ outcomes.
Keyword: pedagogy, andragogy, learning programming for non-majors
This paper can be found in IEEE Explore,
PROCEEDING ISBN : 978-1-4799-3592-5/14
DOI : 10.1109/LaTiCE.2014.27
On 11-13 April 2014, University Teknologi Malaysia and IEEE Computer Society had organize the International Conference on Learning and Teaching in Computing and Engineering (LaTiCE) in conjunction with Regional Conference in Engineering Education & Research in Higher Education (RCEE & RHEd) 2014 at Riverside Majestic Hotel, Kuching, Sarawak.
The conference intention is to create a platform towards sharing current practices and rigorous research being conducted in computing and engineering education as well as Higher education. All paper presented in this conference will be indexed in IEE Explore which is included in SCOPUS.
We hope that the conference was a huge success, provide high quality research presentations in three parallel tracks, inspiring keynotes, and strengthen the network. We also wish that all the participants had a fantastic experience in Borneo.
Today, around 22 full research master and phd student present their research design in 3 parallel session and getting an informative input from 3 panel. The Question and Answer session allow students to critically think back what should be change or reconsider to ensure that their research is correct.
Some of the presenter…
Anne Kathrin Peters from Uppsala University, Sweden
Radhiah A Rahim from UTM.
Nur ‘Izzati Hamizan, Master in Educational Technology, UTM
Lasse Hakulinen from Aalto University, Finland
Janet Tong from New Zealand
and many more….
Next agenda, the conference in Kuching Sarawak… Feeling exited 🙂
