P a g e 151 | 239
P a g e 152 | 239
P a g e 153 | 239
P a g e 154 | 239 4.2e TESTIMONIALS & FEEDBACK AFTER FLIPPED CLASSROOM TRAININGS/WORKSHOPS/SEMINARS CONDUCTED WITH VARIOUS STAKEHOLDERS Here are some of the feedback and comments collected after I conducted flipped classroom trainings at various sessions and different venues. Some are very encouraging notes and messages that I valued. There are always feedback for room for improvements that I treasured the most. This flipped classroom short course was conducted with various industry representatives under the government PENJANA initiatives conducted on 7th February 2022 This flipped classroom short course was conducted with various industry representatives under the government PENJANA initiatives conducted on in 2022
P a g e 155 | 239 This was the feedback collected from a flipped classroom 2 days training conducted with training providers using Virtual Reality technology as flipped classroom technology. The VR technology for flipped classroom was requested by the company. Conducted on 26 October 2022. The industry participants were interested to know whether VR could be the future for flipped classroom. Feedback from Flipped Classroom training conducted at 16-17 Dec 2020 with an organization.
P a g e 156 | 239 Feedbacks from participants of the Flipped Classroom Workshop conducted in August 2020:
P a g e 157 | 239 SECTION 5: Improvement in Teaching & Learning and Professional Development
P a g e 158 | 239 5.1a REFLECTIONS: IMPROVEMENT IN FLIPPED CLASSROOM TEACHING & LEARNING PRACTISE Reflecting on my journey with flipped classroom implementation, I realized that it has been journey I grow-up with. And it is still a journey that I keep growing with. I find the needs and importance to keep improving the online learning resources and materials for the generations that keeps on changing. The world changes and the characteristics of the students I am teaching changes in many ways too. For example, the generation now are very much into gadgets, so instead of refraining them for using it, we make the best out of it! That’s when I believe the importance of learn, relearn, and unlearn for us to be abreast with advancement. For example, you could see from the figure that follows how I have started to introduce robots, VR and AR technologies into flipped classroom teaching and learning. I introduced more hands-on activities with the assistive technologies such as VR, AR and robotics as students nowadays have very short time span to focus. YouTube channel and videos are also among the supportive tool that could be a reference as students nowadays are often hooked up to online content that include TikTok, tweets and thousand more. So here I present my journey that I believe will never stop, there will always be something new. Metaverse is the next one that I am going to venture into, welcome Metaverse!
P a g e 159 | 239 5.1b MY JOURNEY AND IMPROVEMENT AS FLIPPED CLASSROOM PRACTITIONER My journey as flipped classroom practitioner has been continuous till to date. It was never easy at first, but I have always had the passion to improve my teaching and learning approach. I have chosen flipped classroom somewhere in 2014 and along the years I have improved. The improvement comes it may ways that include attending courses and trainings, trying new methods supported by grants, conducted experiments, and test a few hypotheses with my students funded by SoTL grants and getting feedbacks from subject matter experts. I have attended many trainings and short courses on flipped classroom as to equip myself with the knowledge, tools, and technologies. This year I received my first Effective Education Delivery award during UTP Quality Day. In 2015 I was appointed to be part of the I started working with UTP’s Center for Excellence in Teaching and Learning (CETaL) in 2015 an associate member. I received my first Scholarship of Teaching and Learning (SoTL) grant that motivates me to continue my flipped classroom effort. The grant allowed me to start creating videos as a start for my flipped class resources. This year I received my second Effective Education Delivery award during UTP Quality Day. 2016 marked the year where I have started sharing my outputs of flipped classroom experiments in classroom at colloquiums, community of practices and exhibitions. To my surprise I made a lot of friends and getting good feedbacks and comments that makes me want to improve. I was appointed to be part of the Effective Education Delivery taskforce to evaluate and review deserving recipients for the Effective Education Delivery Award in conjunction of UTP Quality Day. I was also one of the Scholarship of Teaching and Learning (SoTL) grant reviewers. The role includes reviewing and advising SoTL grant applications submitted by UTP academicians. In 2017, this is the year where I have actively become the flipped classroom and active learning change agents. The main goal is to help colleagues to start and transform from lecturer-centered to student-centered teaching and learning. I have also been appointed to lead a few teaching and learning trainings as lead trainers. I have conducted many flipped classroom and active learning training in UTP. This is the point I was appointed to be the SoTL Cluster leader and one of UTP’s Center of Excellence in Teaching and Learning (CETaL) coordinators. I also received the Flipped Classroom Practitioner of the Year Award this year. 2018 marked the year where my flipped classroom approach has been recognized by the community. I have presented in a few conferences and published flipped classroom evidence and results to bigger audience. This is also the year I received the Best of the Best Award (in Flipped Classroom Implementation) Awarded by the Society of Engineering Education
P a g e 160 | 239 Malaysia (SEEM) at the International Conference on Science, Technology, Engineering and Mathematics Education 2018 (ICSTEM2018). That was one of the best feelings to keep
P a g e 161 | 239 moving upwards. The journey goes on as I have received grants to pursue more research on teaching and learning. Among the grants include Fundamental Research Grant (FRGS) from Ministry of Higher Education Malaysia and SoTL grant from UTP. I was also appointed to be part of the Government Link Universities for Academic Pillar taskforce where we worked closely with MMU, UNITEN and UniKL. I was also honored to be part of the AKRI judging panel for the first time this year. I have started to be called for many sharing including conferences, giving talks, be part of juries in teaching and learning competitions and many more interesting avenues for sharing. I received the Teaching & Learning Award for SOTL Practitioner during the UTP Quality Day 2018 where most of my work were shared on flipped classroom learning. 2019 makes me grow bigger where I have started to be called by the industry and international universities for flipped classroom trainings and short courses. I was also invited to be one of the editors for the Asean Journal of Engineering Education (AJEE). I have been invited by the Petronas Training center, Sairam University of India, University Muhammadiyah and Institut Teknologi Sepuluh Nopember, Indonesia to name a few. I have also collaborated with a few Universities in France and India for student exchange and internship. This year I received the Potential Academic of the Year Award during UTP Quality Day, although I do not feel I deserve it, it gives me the motivation to grow more. I also received the Effective Education Delivery Award for this year. 2020 is the year that is the most challenging for all of us educators and students. It was when the COVID-19 strikes, and we have to abruptly changed the way we impart knowledge. I transformed flipped classroom to e-flipped classroom almost instantaneously. This is also the year where I have started Augmented Reality (AR) and Virtual Reality to replace laboratories sessions. AR and VR has been a great help during MCO and CMCO period that allow students to learn complex simulations and imagine the process flows of certain activities. 2021 opens my teaching and learning approach to the industry. Many organizations were interested with the flipped classroom content of VR, AR, Virtual walkthrough, videos and even metaverse. I have received Yayasan UTP grant to create a sustainable ecosystem for better future learning. I have also received good feedback from people of the industry that loves the idea of flipped classroom. My advocating role continues despite the pandemic situation that still is bad. I continued giving flipped classroom training and being juries of teaching and learning exhibitions at a few universities such as at UNITEN and UiTM. 2022 continues with publishing my work in education journals. This includes journal of IEEE Access and Asean Journal of Engineering Education (AJEE). This is the year I started and exploring more opportunities for AR and VR for flipped classroom content. The challenge is always there at the beginning. Metaverse is here to come as well and holograms. Let us see how this could be imparted to my flipped classroom. Welcoming more assistive technologies in the future! I continued to be juries and panels for many national and international teaching and learning exhibitions and expositions. AKRI 2022 is one of the prestigious events this year that I enjoyed judging.
P a g e 162 | 239 Looking back at the story of my flipped classroom journey, I never regret growing old with it. It gives me opportunities to improve, transform and keeping abreast with the latest assistive technologies.
P a g e 163 | 239 5.1c ANALYSING MY OWN FLIPPED CLASSROOM STRATEGY: A LESSON LEARNT FOR IMPROVEMENTS Let me recap what is flipped classroom (FC), as you could see there is a traffic light colors that I included in the figure. This is how I viewed the implementation of flipped classroom. Based on years of experience, I viewed flipped classroom best practices as follows: ➢ Before coming to class, students have to be ready. ➢ Lecturers must prepare good materials to engage students to learn on their own and be prepared during self-learning time. ➢ Pre-class materials must be engaging, interesting and immersive. ➢ During in-class flipped classroom, there need to be activities that allow students to create, analyze, evaluate, and apply. With higher order of Bloom Taxonomy type of activities, it creates avenues for deep learning. ➢ The in-class flipped classroom activities could incorporate active learning & cooperative learning strategies, problem solving any more. This requires creativity and lots of planning that include the materials, setup, setting of mode and location etc.
P a g e 164 | 239 ➢ Finally, a good closure is important. I view the STOP or ending of topic as very critical. This is when students need to be given clarification on where they have done it right or wrong, and room for improvements. They need to be given feedback on work they have done and clarity on misconceptions and misunderstandings. I learnt that this is extremely best to be done at the end of each topic before the start of new ones. Or else, the effectiveness of the closure will be much lesser when they have already forgotten about the topic and content. ➢ Having outside class activities and exposure is a plus point for after flipped classroom. This includes site visits, community services, entering competitions, organizing events and a lot more. Relate those informal activities with the learning outcomes and be creative. It will require extra effort and budget, nevertheless the impact is so huge that students will be apply the knowledge and remember them forever!
P a g e 165 | 239 5.1d ABRUPT IMPROVEMENT: TRANSFORMING FROM FLIPPED CLASSROOM TO E-FLIPPED CLASSROOM DURING COVID-19 When COVID-19 strikes teaching and learning has to change abruptly. It forces us to creatively think of ways and means to impart knowledge despite the challenges. We resorted to online teaching and learning, and it was not easy to sustain students’ motivation and interest. I have come to believe that flipped classroom could be transformed to e-flipped classroom. The materials created online for flipped classroom are all there to save me. Students could still refer to online resources and learn from anywhere and at any time! The challenge was to conduct the in-class flipped learning online. Anyway, thanks to the activities that is prepared for in-class flipped learning. What I did was to transform the face-toface activities to be available and suitable for online flipped. I call this e-flipped classroom or online flipped classroom The e-flipped classroom The online flipped or e-flipped classroom is still the same having (i) before class materials, ii) online class flipped classroom activities and (iii) after class learning. The before class materials are made available on the e-learning platform where we called it as Ulearn. This platform becomes the heart of learning to all students. That is the place we communicate, share
P a g e 166 | 239 resources, refer to online materials, conduct quizzes and even having online lecture session through an embedded Big Blue Button (BBB). It is heavily used almost 24/7 a day! The e-learning platform is heavily used for synchronous and asynchronous teaching and learning Before Flipped Class As what has been practiced before we go fully online during COVID-19, students are given SLT to conduct learning at their own phase and any time of their convenience. This is particularly important as students learning time varies due to other classes, home situation, gadget and internet availability, suitable time and many more factors. As well have experienced, it is one of the most challenging times during 2020 and 2021 and we need to give as much assistance and tolerance as possible to ensure that learning could still happen no matter where students are. Following the SLT, students’ level of understanding is often checked through online quizzes that are posted on the e-learning platform a day before online class takes place. This is how I assessed students’ misunderstanding, difficult topics, misconception, and confusion areas of learning.
P a g e 167 | 239 Online lecture will heavily focus on sub-Topic 5 as Question 5 is where most students fail to get the right answer. In class flipped classroom conducted online on Big Blue Button on the e-learning platform We also leverage on other online tools for collaborative work activities such as Padlet, Mentimeter, Jamboard and Microsoft Class Notebook. Having these kinds of tools made the collaborative activities working very well rather than monotonous online lectures. All collaborative work could be done virtually in groups, pairs and inter-groups evaluations could also be done!
P a g e 168 | 239 Online collaborative activity – based on the scenario given students are asked to develop a decision table. Collaborative flipped activities gain is momentum and students participated in almost all online classes despite COVID-19 restrictions. Most students are able to grab the learning at least at par to what is used to be delivered face-to-face during in-class flipped classes. Students can solve problems, show their working steps while others can comment, give feedback, or codevelop the answers. We also evaluate each other’s work through the tools such as Microsoft Class Notebook. Watch how in-class learning activities was conducted online https://www.youtube.com/watch?v=9SRkZXzV9uw The transformation here is to conduct the in class flipped learning online. All activities, discussions, presentations, and collaborative work are creatively conducted online. Students still conduct presentations online no matter where they are!
P a g e 169 | 239 Assessments such as presentations are conducted in-class Despite the challenges during COVID-19, we survived, and my students graduate on-time. Thinking back on how it was conducted, the struggles, it is just surreal. As I also remind myself, I am here to help no matter who and where they are. Despite the challenges they face at home with a number of siblings at home, limited gadgets and internet availability, learning must go on and I am here to help. The key and art of conducted e-flipped classroom follows the concept of meaningful online learning of Rienties, et al., (2017) through social presence, cognitive presence, emotional presence, and teaching presence. I created that sense of social, cognitive, emotional, and teaching presence although it is online with active participations and full of online activities. This is also not forgetting a conducive learning climate, supporting learning discourse, high-quality content and not forgetting emotional support. It was one of the toughest times for many families of my students, and I am happy to see them survive, pass my course, graduated, and get a job. Congrats survivors!
P a g e 170 | 239 The concept of meaningful online learning - Reentries, B., Cross, S. and Zdrahal, Z., 2017. An emotional presence and emotional support during difficult times of the outbreak happening during in-class flipped learning The elements of cognitive, social, emotional, and teaching presence are embedded harmoniously throughout the online teaching and learning between the year 2020 and 2021. During the challenging time the important message that come along the teaching and learning was encouragement of deep and meaningful learning. Some of the elements that is being empathized and the indicators that are injected is as shown in the Table. How the elements of presences are injected into the online teaching and learning during the flipped learning Elements Categories Indicators Cognitive Presence Triggering Events Exploration Integration Resolution Sense of puzzlement Information exchange Connecting Ideas Apply new ideas Social Presence Emotional Expression Open Communication Group Cohesion Emotions Rick-free expression Encouraging collaboration Teaching Presence Instructional Management Defining and initiating Discussion topics
P a g e 171 | 239 Building Understanding Direct Instruction Sharing personal meaning Focusing discussion This part of online learning during COVID-19 with the elements of presence are published and presented at the International Conference on Advancing and Redesigning Education (ICARE2021). Watch the ICARE presentation here https://www.youtube.com/watch?v=GYCJe5VRh2g
P a g e 172 | 239 5.1e ROOM FOR IMPROVEMENTS - THE EFLIPPED CLASSROOM COVID-19 left us with no choice but to keep moving and push ourselves to the greatest limit. Teaching and learning have to continue and we as educators are forced to deliver the best during the most challenging time. During this point in time, I was curious to know “How well do students adapt to the online flipped classroom?” A Case Study to investigate how well students adapt to online flipped classroom? Part of the case study aims to assess undergraduate students’ readiness towards adopting online flipped classroom. Survey questionnaires are distributed to students at the end of 2020 and early 2021 to gauge their responses towards online flipped learning. The responses are collected based on the descriptive survey constructed based on the published questions developed and tested by previous studies. The survey questionnaires are divided into a few categories that include (i) Demographic profiles, (ii) Usefulness of Online Flipped Classroom, (iii) Ease of Use of Online Flipped Classroom (Content & Pedagogical Factor). The questionnaire has 40 questions with a 5-point Likert scale with one being “strongly disagree” and five representing “strongly agree”. This study adopted the expected readiness scale of Ayden and Tasci (2005). Reference: Aydın C H, & Tasci, D 2005 Measuring readiness for e-learning: Reflections from an emerging country Journal of Educational Technology & Society, 8 pp 244-257. Part of the results is as shown in the table that follows. Mean score and standard deviation of the fitness level among students towards adapting to online flipped classroom learning. Respondents Learning/Teaching Preference Technology Accessibility Usefulness Ease of Use Students (n = 57) x̄ = 3.58 | σ = 1.04 x̄ = 3.93 | σ =1.03 x̄ = 2.98 | σ =1.11 x̄= 2.95 | σ =1.11 The important take points from this survey about online flipped classroom during COVID-19 is summarized in the figure below:
P a g e 173 | 239 Students’ feedback and responses on full online flipped classroom during COVID-19 movement restrictions time (MCO and CMCO). In conclusion, the study has revealed a relatively moderate fitness level of the students’ responses towards the employed full online flipped classroom teaching and learning approach during COVID-19 movement control order (MCO) and conditional movement control order (CMCO). The overall mean fitness among students was recorded at 3.36 (Learning Preference, X̅= 3.96; Technology, X̅= 3.93; Usefulness, X̅= 2.98; Ease of Use, X̅= 2.95). Students had reflected great fitness level in terms of the personal learning or teaching environment and the necessary digital devices and the Internet availability to utilize e-learning. However, significant improvement is encouraged towards improving the usefulness and ease of using the current e-learning platform. The absence of active interaction features and nonverbal cues between teachers and students has been the most reported issue of the current elearning platform. Some other issues raised by students include the excessive workloads on projects converted online, communication difficulty, and the lack of motivation to study remotely away from the common learning group. While there is a vast difference in e-learning experience prior to the COVID-19 pandemic, the study has found that the experience factor had a relatively positive relationship with the respondents’ acceptance and adaptability to the e-learning system. Among the challenges include the absence of face-to-face flipped classroom learning has created a gap where there is a lack of sense of community and distractions at home that is unavoidable. There are many valuable recommendations that was suggested. Virtual reality (VR), augmented reality (AR), or other auxiliary tools are proposed to elevate the online learning’s interactivity aspects and hands-on experiences. VR and AR could replace laboratory, practical experiences, and experiment-based subjects with virtual and immersive environment when face-to-face flipped classes are missing. Other than that, new assessment tools and instruments and innovative types of summative and formative assessments for online flipped learning are
P a g e 174 | 239 strongly urged to avoid academic dishonesty and to reduce the overloading and stress issues among students having to go online almost 24/7. Part of this case study is presented and published in the RCEE 2021 Conference organized by the Center of Engineering Education, UTM and Society of Engineering Education Malaysia.
P a g e 175 | 239 5.1f MY REFLECTIONS ON TEACHING AND LEARNING DURING COVID-19 PANDEMIC Another good educator who is also a friend of mine has introduced the importance of writing a reflection on our teaching and learning delivery every semester. It is a good practice for us to pause and reflect. From then on, I have started the fondness of reflecting. It’s not for anyone or for the University management, but it is for me to reflect on what I have conducted and implemented throughout the semester. I also reflect on my students, issues, and struggles, wish lists, lesson learnt and room for improvements. The highlight of all reflection will be the one all of us had to go through. The challenging year during pandemic. It is also the year all of us educators and students have to abruptly change and adapt to online learning. Therefore, I feel the sentimental values of sharing the reflection I wrote after teaching at the most challenging time during the COVID-19 pandemic year. Reflection in the Year 2020: 1. What did you teach? Last year in 2020, I thought a few undergraduate courses and a master’s course. Most of these courses are related to IT and IS management courses that include Knowledge Management strategies and Digital Innovation and Transformation. My classes are often small between 5 to 30 students in a course. 2. How did you do that? Any specific example I am a flipped classroom practitioner. Beginning March 2019, when the pandemic of COVID19 hits us and lock-down was imposed, I have transformed flipped classroom to e-flipped classroom. As much as I could, I taught myself online platforms and software that are available. Once I found it interesting, I just subscribe it. Although many may think that schools and institutions should buy the software for us, I just buy it myself. One thing I know, my niat is always for education and knowledge sharing. It is a good deed in such that I want my students to learn better, as well as I can taught educators how to use it. The knowledge teaching the educators will be multiplied even more, once they use it for teaching, which is to share knowledge right. Masyallah! May Allah take this into account as part of sharing good knowledge. Okay, enough of ramblings, I started to use some online software to create my materials such as videos. I use the paid version of screen cast-o-matic. Then I started learning loom too. I find them not difficult once you are familiar with it. But my take point is do not be overwhelmed with everything. Just take one or two, be familiar with them and use it well. About my e-flipped classroom teaching – I actually use the same method in face-to-face yet transforming the setting to a virtual environment. For example, if I did collaborative work in a
P a g e 176 | 239 face-to-face class setting, I find ways to still conduct the collaborative work online using tools such as Jamboard and Microsoft Class Notebook. If I conduct individual quizzes using papers and pen in face-to-face settings, I transform that online quizzes on platforms such as learning management systems or google forms. If I conduct presentations in face-to-face settings, I transformed that into online presentation modes. If I normally asked my students conduct poster presentations, I then transformed them to online poster presentations. My way of doing things were transforming the way I conduct face-to-face teaching and learning to online mode utilizing available software and online platforms. 3. What are the challenges you face? How do you overcome it. The challenge that I faced was to ensure students’ engagement and focus is as good as face-toface class. There may be students who can cope, there may be students who care less and sleep or watch TV while their names are still on the online video conferencing platforms. I tried my level best to use all sorts of ways to ensure participations. This include doing a lot of online activities that include quizzes, presentations, question and answer sessions and group work during the 2-3 hours of online class. But that was how I conduct my face-to-face class anyway, so the key was to utilize online platforms and make them happen during the virtual class. Other than that, I use all functionalities that are available on the online video conferencing platform. This include the chat, shared notes, emoticons, hand raise, camera, recording and whatever is available. For example, I asked the presenter to on their camera during presentations and take a group photo during the first and the last ten minutes of class. Other than that, I asked the students to also pin their answers in the shared notes area. I also utilize the chat area during question-and-answer session. All my online classes will be recorded, and the recording will be shared in the learning management systems to be viewed by students at any time and from anywhere. Recorded videos, resources and materials are organized in my online class page for students to access at their own phase. 4. Did you spot your students facing problems, how did you deal with it- how do you help them. Yes, I do have students with poor internet connections, only have smartphone and no laptop or tablets, unable to present during scheduled session due to limited data plan any more. I have my online learning page that students can access at any point in time. There will be my activities, resources, materials, videos, and recorded classes. Students can view and read at their convenient. On top of that, I did give permissions for late submissions, hand-written submission in picture format, recorded presentations instead of live presentations and a few other gives and takes. I treated my students as adult learners that is supposed to be responsible of their learning, instead of treating them as school children with punishments. I found that students respect me for that, value the permission given and give their best as much as they could. I always treated my students as another human being that should be respected well, I guess that makes them give the respect back. I do know the fact that many of my students struggles during this pandemic where classes have to be conducted online including exams, learning, tutorials, and discussions. I did motivate them throughout the semester and keep on mentioning that together we can do and fight this. I
P a g e 177 | 239 make the class interactive, try to talk to almost everyone online, make some jokes, listen to their stories just like what we did during face-to-face classes. Despite what they have to go through (I bet everyone has their own story), I tried to make the learning as conducive as possible, less stress, easy-going, motivating and the most is, they get the knowledge. 5. What are the do and don’ts that you can conclude from these online learning? DOs DON’Ts Utilize and leverage on a few technology/online platforms. Do not be overwhelmed with too many technologies/online platforms. Motivate and respect the students. Too strict and disrespect the students. Create a conducive online class with interactive activities and session throughout the 2 hours class so that it has many events (i.e., chat, QnA session, short recap, presentations, etc.) Create an online class with long lectures or dump all materials online without having a lecture at all. Invest in some of the paid technologies for T&L. Complain or wait for tools and technologies which is worth investing for T&L. 6. How do we make it humanized online learning? 1. Share knowledge no matter how, where, when be it face-to-face or online or across the region – do it full heartedly. 2. Treat the students well and with respect, they will respect you even more! 3. Give and take, as everyone struggles during online learning. But know your boundaries and limit. 4. Students also know that we are struggling, be genuine to them, apologies when needed and improve! 5. Motivate the students, give help when needed and make the class as a place that they find it conducive instead of a stressful place to be. More Reflections Besides writing my own reflections, UTP has a form to be filled up each semester for teaching and learning reflections. The reflection is to be submitted to the center for excellence in teaching and learning (CETaL) as well as to be compiled as part of our teaching portfolio. Here are some parts of the reflection.
P a g e 178 | 239 Reflection written at the end of September 2022:
P a g e 179 | 239 5.2a PROFESSIONAL DEVELOPMENTS I find it important to LEARN, UNLEARN and RELEARN all the time. This include keeping abreast with the latest technologies, different pedagogies and learning new knowledge. Every year, I will attend a few trainings, workshops, and short courses for upskilling and reskilling. The education landscape is changing day by day and the audience we are teaching is changing too. I find it important to upgrade and improve myself not because I am afraid of being obsolete but to make sure that I am aligned with the current demands. I am sharing some of the useful personal development trainings I have attended here: 1 Attended Training on Rigorous Research – Introduction to Engineering and STEM Research, conducted by the Center for Engineering Education, UTM in February 2019. 2 Attended Training on Rigorous Research – Preparing Research Proposals in Engineering and STEM Education, conducted by the Center for Engineering Education, UTM in April 2019. 3 Attended Workshop on Enhancing Education for Human Capital Development through Establishing Future Learning Ecosystem in 2019. Conducted by the Education Faculty, Universiti Putra Malaysia (UPM)
P a g e 180 | 239 4 Attended Online Professional Course, conducted by iTrain in Online Professional Course, conducted by iTrain in 2014. 2014. 5 Attended Series of On-going Active Learning Training conducted in series from October 2016 – March 2017.
P a g e 181 | 239 6 Attended Short Course on Effective Implementation of Student-Centered Learning Techniques – Developing Learning Teams Using Cooperative Learning. Attended in January 2017. 7 Attended a short course on Developing Effective Assessment in July 2018.
P a g e 182 | 239 8 Attended a training on Development of Online Distance Learning (ODL) Self Instructional Module (SIM) conducted on 29 May 2021. This training was conducted by the later Professor Dr Zoraini Wati Abas. May Allah blessed all her knowledge shared and put her in the highest Jannah. 9 Attended a workshop conducted by Prof Dr Johannes Strobel of University of Missouri on Supporting Productive Failure through Empathy in Early STEM Education.
P a g e 183 | 239 10 Completed a course on H5P Demo conducted by Pukunui in March 2022 11 Smart University Summit -attended in August 2018 12 Passed the Online Professional training conducted by the Google Web Academy in 2013.
P a g e 184 | 239
P a g e 185 | 239 5.2b GRANTS IN TEACHING AND LEARNING Grants and funding received are crucial to support the research in my teaching and learning. With the funding that I received, the team and I are able to conduct testing, published paper and books, procure software and hardware for teaching and learning, travel for meetings and engagements and many more. These grants and funding are very crucial as to support many activities in conducting research for teaching and learning. I must also admit that once we received the grants, it pushes me to produce a useful outcome that could benefit others. Here, I am sharing some of the grants and funding received to support my research in teaching and learning for flipped classroom. My first teaching and learning research grant in 2015 – The Scholarship of Teaching and Learning (SoTL) grant. It is the starts of my research and publications in flipped classroom. Amount received: RM20,000
P a g e 186 | 239 The Scholarship of Teaching and Learning (SoTL) grant for continuation of the flipped classroom research. Amount received: RM20,000 An international collaborative research grant with Universitas Muhammadiyah Purwokerto, Indonesia for collaborative flipped classroom research. Amount received: IDR 71,000,000 / RM20,590
P a g e 187 | 239 Co-researcher in a research project for Enhancing Education for Human Capital Development through Establishing Future Learning Ecosystem. Fundamental Research Grant Scheme (FRGS) received from the Ministry of Higher Education Malaysia (MOHE) for developing Flipped Classroom Ecosystem. Amount received: RM112,000
P a g e 188 | 239 The Murata Science Foundation International research grant for developing robots for teaching and learning. Amount received: JPY500,000/ RM19,000
P a g e 189 | 239 5.2c MY MENTORS Everyone has their own mentors or ‘sifu’ or ‘gurus’ and idols. These are my mentors where I have attended their workshops, seminars, talks, short courses, classes etc. Here I am dedicating my special thank you to all the ‘gurus’ who have mentored me in teaching and learning. I am sorry that I could not include many here, but you know who you are. Prof. Dr Khairiyah Binti Mohd Yusof, Center of Engineering Education Malaysia, Universiti Teknologi Malaysia. She has inspired me to transform from teacher-centered to studentcentered in teaching and learning back then starting 2014. She is a role model that later in 2018 introduced me to engineering education, SoTL and how to publish my work in high impact educational journals. The late Prof. Dr Zoraini Wati Abas. She has been inspirational in teaching me how to prepare a well-structured and well-defined Self-Instructional Module (SIM) for Online Distance Learning (ODL) students. Thanks for your knowledge and patience in teaching us the right ways and making us understand how a good SIM should be Associate Professor Dr Ahmad Kamil, Dr Rohiza, Associate Professor Dr Dayang Rohaya. These are my gurus and idols and mentors in the Department of Computer and Information Sciences, UTP. The way they teach and impart knowledge with full dedication and sincerity has taught be to always be humble and teach from the heart.
P a g e 190 | 239 Prof. Dr Rose Alinda Alias. Her knowledge shared in education of the future and keeping us updated with the latest updates on what is happening around the world is beyond words. Her hard work and energy level is what I admired most. Professor Abd Karim Alias USM. I still remembered attending his trainings in 2014 and 2015. I was speechless listening and learning from him. He is very knowledgeable and hands-on. He speaks based on his experience of many years. I admired him for sharing based on what he had gone through and tried. It is always great to learn from those who has endured from first-hands experience.
P a g e 191 | 239 SECTION 6: Scholarship in Teaching & Learning
P a g e 192 | 239 6.1a SCHOLARSHIP IN TEACHING AND LEARNING Scholarly teaching and scholarship of teaching and learning that I have been working on (Rüütmann and Saar, 2017) Level 0: Teacher When I started teaching back in the year 2004, I wanted to be a good at teaching. I wanted to deliver good knowledge to students so that they will remember what I taught. I guess I did well after I came back from my master’s study. I did deliver my teaching content clearly and very well indeed. I know the subject matter well, so from time to time, I improve the way I teach. Level 1: Effective Educator I remember somewhere in 2013, I came back from my PhD studies, all eager to impart knowledge to students and treat them like mature learners. I do not want to ‘spoon-feed’ them but let them explore knowledge with minimal guidance. I started off with teaching the higherlevel students (nearing to final year). I got the opportunity to teach the bigger picture of a subject, the theories behind it, the analogies, and metaphors. Students were challenged to put facts and concepts together to make sense of the subject. We discussed in class, and I accept different standpoints and school of thoughts. I believe I have achieved the level of an effective educator at that point of time.
P a g e 193 | 239 Level 2: Scholarly Educator In 2014, I have applied and received the scholarship of teaching & learning grant also known as the SoTL. I applied the scholarship because I wanted to improve the way I teach. Truthfully, I was blur at that point. But one thing for sure, I wanted to improve the way I teach. I still remember, I attended the SoTL workshop delivered by Prof Raja Maznah from UUM. That is where I learnt about what should be in a SoTL grant application, the methodology, the expectation, how to collect data from students and more. It is all about improving your teaching! People who know me well, would know that I love teaching. Therefore, the need to improve my way of teaching is pure, natural and its coming from within. It is not that I have taught my students something wrong, or a wrong method! It is just that I wanted to improve the way I teach, the whole teaching system of mine for better. I started to attend workshops, seminars, talks and trainings to learn various methods, approaches, and technologies as assistive tools. Which later than I adopted, adapted, and applied to some of my teaching. I did a few try and error, exploration and my teaching are like a research experiment to me, for better teaching and learning. It’s a scholarly educator I supposed! Level 3: SoTL Practitioner At a juncture, somewhere in 2015, I started to feel kind right about flipped classroom. I have attended a few trainings and explore them. Flipped is the one that I feel good about due to some reasons. One of it is due to the nature of courses that I taught are flipped-able and not too technical. I also taught final year students most of the semesters, that made it even better to flip my class. They are mature and independent learners that could prepare and grasp knowledge themselves with minimal guidance. In class, we were able to debate, discuss, and do more activities that requires them to think, solve problems, analyze, and create. I kept doing flipped classroom from alternate weeks to half semester and finally a full-flipped classroom!!! Since I am a full flipped practitioner, at a point, I find it crucial to also know the impact of it. I have started to conduct action research to do weekly evaluation of my teaching, students’ performance, observe the technology usage and issues that rises. I found interesting data, ups and downs, challenges, and issues. That’s the journey as a flipped practitioner, it’s a roller coaster ride! Level 4: Educational Researcher Starting 2018, I feel the urge to share my flipped approaches, issues, feedback, challenges and more. I guess I have come to the level of becoming an educational researcher. I felt the strong need to publish my work for other people to learnt, adapt, adopt, and improve. I also started sharing data collected, the results and findings, in exhibitions, conferences, and expositions. It is great when I get recognitions, nevertheless, that’s not the point. The main drive is to share. I have started to be called for talks, symposiums, and to give trainings. Thanks to the opportunities that come and most importantly I am keen to advocate others. I am part of the Community of Practices to share knowledge and learn and improve from each other. One thing
P a g e 194 | 239 that I am doing now is to do intermittent stops and reflect, I am proud to say, I am building the capability to become an educational researcher. https://www.youtube.com/watch?v=s2rzGwznG34 Nevertheless, I continued to find room for improvements. Based on feedbacks from students, colleagues, and other researchers, I realized the pockets that need to be improved. I continuously yearn to improve my teaching for better learning. Therefore, I keep on applying for educational grants to keep conducting classroom research and SoTL research. I believe that my journey as an educator is a never-ending road. So, I shall keep improving and produce high quality results no matter where, how long and how old I am. Picture taken during Private Education Excellence Award by Educoop May 2019
P a g e 195 | 239 6.1b TRAINERS & ADVOCATES: AT UNIVERSITY LEVEL - UTP I love sharing knowledge with others that include colleagues, students and public who are interested. The more I share my knowledge on the ways I transformed my teaching, the more exciting the journey becomes. I found that I learnt many tips and advice from others too. The platform I shared my transformation in teaching journey include forums, debate, speakers in conferences, colloquium and community of practices and trainings. This includes events in various universities in Malaysia as well internationally and to the industry and various types of organizations. ➢ Flipped Classroom Trainers The sharing of knowledge comes in different forms. This includes sharing during conferences, in colloquium, workshops and community of practices and trainings. This includes events in various universities in Malaysia as well internationally and to the industry and various types of organizations. I have learnt a lot from all the participants I met online and physically. I have made a whole lot of friends and acquaintance too. We shared ups and downs about flipped classrooms and often ended up motivating each other with tips and tricks. At the University I have been appointed and invited to be part of the speakers that delivers the flipped classroom and active learning modules since 2017 till to date. It started as a training that is made compulsory and from the Year 2020 onwards, it becomes an upskilling and reskilling course for new staff, those who are interested or selected to join. In the Year 2020 the online/e-flipped classroom was the new module that we abruptly created for the university. My modules evolved due to current demands, wants, needs and the transformation in tools and technologies for the better. ➢ Flipped Classrooms Change Agent and Trainer Becoming a flipped classroom change agent and trainer started somewhere in 2016. It started after I have implemented and roll out flipped classroom since 2014 in my class with a few cohorts of students. I became more experienced with the teaching pedagogy and have tested failures along the way.
P a g e 196 | 239 The flipped classroom trainings started end of 2015 and continues in 2016 onwards. The flipped classroom trainings continue, and the modules has evolved according to participants’ comments and feedback.
P a g e 197 | 239 When COVID-19 strikes things get more intense. The flipped classroom has changed to eflipped, and the demand has increased! We get more than 100 online participants every time we did the online trainings. This is an example of how we conduct the flipped classroom training in 2018. We have a team of facilitators that always support and assist each other. The late Dr Norlaili Amir is one of the co-authors who co-developed the flipped classroom module with the team and me. She is also one of the trainers that I will remember most. May Allah grants here the highest Jannah for the knowledge she shared with me and everyone else. Example of our flipped classroom module. ➢ Active Learning Change Agents and Trainer I also adopted active learning strategies in my flipped classrooms. It is often a hybrid with active learning, collaborative learning, and blended learning. I have also actively involved as one of the active-learning change agent and trainers to UTP staff.
P a g e 198 | 239 I have also been part of the trainers for other related topics and modules in teaching and learning. This include becoming the trainer for new academic staff. We often give a few introductory short courses that include effective education delivery, fun learning in STEM, and transforming towards the 21st teaching and learning.
P a g e 199 | 239
P a g e 200 | 239