please students engagement

ModelingPersonalized Learning

Environmentand Students EngagementRaja Maznah Raja Hussain [email protected] Ng Huey Zher [email protected] Marsyitah Ismail [email protected]

mailto:[email protected]



Modeling Personalized Learning Environment and Students Engagement


PROBLEMS

Course page is EMPTY

Course page used as REPOSITORY for course materials

Course page has course materials and instructions which are ONE-WAY

communication from lecturer

Course page has course materials, instructions, assignments and forums

started by lecturer but students are NOT OBLIGED to participate


Please Students, have faith in them and support their learning through coaching and mentoring

Model the philosophy, the use of strategies and supporting technologies

Engage students in learning through careful instructional design and development, taking consideration students readiness, prior ICT skills, time management, appropriate

reward system

Support online learning through scaffolding, regular feedback and monitoring of student learning


SHARE experience of engaging academic staff with e-Learning

WORKSHOP : Designing for PLEaSE-ing with LMS

To conduct a thorough instructional design, model the ICT culture and behavior, provide scaffolding that frees student to be creative and to take responsibility for their learning


Conrad and Donaldson, 2004

Phases of Engagement model

PART 1 & 2:INTRODUCTION


FLOW OF THE WORKSHOP


FLOW OF THE WORKSHOP PART 3:PHASE 1:ORIENTATION

Hands-on – STEPS TAKEN during the phase•Learner’s profile•Course expectation in lieu with the technology used•Assignments e.g. instructions, assessment and formative evaluation •Guide on how to use available functions in technology of choice•AssuranceACTIVITY: Designing/planning instructions for the start of the course


FLOW OF THE WORKSHOP PART 4:PHASE 2:CONSTRUCTION

Hands-on – STEPS TAKEN during the phase•Modeling from lecturer •Feedback from lecturer: Issues addressed from this process e.g. how much feedback, when to give feedback and how to give feedbackACTIVITY: Designing feedback based on the given situation (s) using LMS function: forum, wikis


FLOW OF THE WORKSHOP PART 5:PHASE 3:COLLABORATION

Hands-on – STEPS TAKEN during the phase•Peer to peer learningACTIVITY: How to sustain peer-to-peer learning


FLOW OF THE WORKSHOP PART 6:PHASE 4:INITIATION

Hands-on – STEPS TAKEN during the phase•Students take lead – How to identify leaders among students, how to create a safe and sustainable environment for students to leadACTIVITY: When does the lecturer let go? To what extent does the lecturer has to let go?


FEEDBACKSparked new ideas

Value of communicating with students

“Setting up Moodle has allowed my imagination to go wild with more ideas on how to make my classes more interesting and relevant to the gen net ie. Learning about forums, chat, grouping.“

“The discussion parts were the most interesting especially when the participants were given the chance to use the chat program. Although we did not always adhere to the topic, it allowed us the freedom of expression and a sharing of knowledge which otherwise might not have happened if the whole workshop had been conducted in a traditional learning type of way.”


FEEDBACKImprove workshop

“Perhaps more time can be given, e.g. Day 3 to really develop at least one of our courses online and see that it is pasted up and ready to be used for our upcoming semester.”

“Some examples which are specific for the field/area of specialization may give me a better idea on how to move on after this session.”

“Some videos related to the topic will be good to include.”

Modeling Personalized Learning

Environment and

Students Engagement

Raja Maznah Raja Hussain [email protected] Ng Huey Zher [email protected] Marsyitah Ismail [email protected]

please students engagement

Education