e-Book AKRI 2022 (PENGAJARAN TRANSFORMATIF) - RAMIAIDA

TRANSFORMKAATEGTOIRIVE
TEACHING

DIGITAL INTERACTIVE COGNTIVE
EXPLORATION (DICE): FUTURE-
PROOFING ACTIVE LEARNING

DR. RAMIAIDA BINTI DARMI

PROFESOR MADYA
FAKULTI PENGAJIAN BAHASA UTAMA
Universiti Sains Islam Malaysia

AKRI 21022

e-Book

DIGITAL INTERACTIVE COGNTIVE
EXPLORATION (DICE): FUTURE-
PROOFING ACTIVE LEARNING

ASSOCIATE PROFESSOR DR. RAMIAIDA BINTI DARMI

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DIGITAL INTERACTIVE COGNITIVE EXPLORATION
(DICE): FUTURE-PROOFING ACTIVE LEARNING

TABLE OF CONTENT

CONTENT PAGE
4–7
INFORMATION ON TRANSFORMATIVE 8 – 13
TEACHING 14 – 21
• Synopsis
RATIONALE 22 – 31
• Problem statement 32 – 40
• Objectives
TEACHING APPROACH
• Transformative elements
• Constructive elements
• Novelty
• The theories

STUDENT INVOLVEMENT

EFFECTIVENESS AND IMPACT
• Impacts on CLO Achievement
• Impacts on other courses
• Testimonies
• Impacts: Publication/Innovation
• Impacts: Event organizer/Copyright
• Contribution

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DIGITAL INTERACTIVE COGNITIVE EXPLORATION
(DICE): FUTURE-PROOFING ACTIVE LEARNING

INFORMATION ON TRANSFORMATIVE
TEACHING APPROACH

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DIGITAL INTERACTIVE COGNITIVE EXPLORATION
(DICE): FUTURE-PROOFING ACTIVE LEARNING

INFORMATION ON TRANSFORMATIVE
TEACHING APPROACH

Tajuk penyertaan DIGITAL INTERACTIVE COGNTIVE

EXPLORATION (DICE): FUTURE-PROOFING

ACTIVE LEARNING
Kursus yang terlibat (Nama dan Course 1: EAT3123 Technology and Innovation

kod kursus) in Education

Hasil Pembelajaran Course 2: BER4173 Language and Technology
Kursus Course 1

(course learning outcome) yang CLO3: Develop learning technology materials

sejajar dengan kaedah pengajaran that meet students’ ability and interests

transformatif Course 2

CLO3: Demonstrate language and technology

use in websites using instructional design

Course Outline principles.
Course 1: EAT3123

Course 2: BER4173

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SYNOPSIS

Transformative teaching is an approach that aims to promote
meaningful change in students’ lives (Slavich, 2005, 2006a), which is
useful for them to use in their life-changing experiences. Based on
student-centred strategy, transformative teaching focuses on
promoting student learning and personal development through the
implementation of group-based activities that involve experiencing key
course concepts while reflecting on the process. In other words, it not
imparts information to students but exposes them to the changes on
how they learn and live (Slavich 2005, p. 3). DICE or Digital Interactive
Cognitive Exploration is an approach that can support transformative
teaching. DICE has been practised for 2 years (2021 and 2022), due
to the changes in the global employability skills demand, which
requires transformative changes in teaching approach.

DICE is an approach that explores learners’ ability to interact through
higher-order thinking digital-based tasks. It is a transformative
teaching methodology that supports Malaysia Qualification Framework
2.0. It promotes active learning environment as learners are exposed
to 21st century elements – creativity, critical thinking, collaboration
and communication. As a student-centred approach, DICE prepares
learners for the present rapid globalisation which involves not only
cognitive skill, but also affective skills. This is done by understanding,
preparing and planning the tasks, analysing content to be included in
the tasks, choosing, and using and developing content in learning
technology materials. These processes of instructional design require

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SYNOPSIS

learners to collaborate, be creative, critical and analytical so that they
are able to see the relevance of their choice to the product of their
task.

DICE is a future-proof enabled approach to teaching and learning as
it caters to the industrial revolution that requires peeragogy, heutagogy
and cybergogy to be embedded into the classroom. DICE requires
learners to explore 3 main elements which are digital, interactive and
cognitive.

https://youtu.be/H_x1uYGRNac

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(DICE): FUTURE-PROOFING ACTIVE LEARNING

RATIONALE

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DIGITAL INTERACTIVE COGNITIVE EXPLORATION
(DICE): FUTURE-PROOFING ACTIVE LEARNING

PROBLEM STATEMENT

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DIGITAL INTERACTIVE COGNITIVE EXPLORATION
(DICE): FUTURE-PROOFING ACTIVE LEARNING

PROBLEM STATEMENT

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DIGITAL INTERACTIVE COGNITIVE EXPLORATION
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PROBLEM STATEMENT

The global employability scale is rapidly changing due to the industrial
revolution, which result in a change to the top skills demand in the workplace. To
keep up to the flow, the education landscape requires transformation so that
programmes or courses are relevant for learners to use in the actual workplace.
Five of the top 10 skills for future workforce include – analytical thinking and
innovation; active learning and learning strategies; creativity, originality and
initiative; technology design and programming; and critical thinking and analysis.
To prepare students for these skills, education providers need to prepare
learners for the top skills in the future workplace by ensuring that teaching and
learning delivery are renewed so that students’ cognitive, affective as well as
psychomotor skills are enhanced. The curriculum review process in outcome-
based education allows programmes and courses to revise the learning
outcome(s) so that the course content, delivery and assessments are aligned
and updated.

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PROBLEM STATEMENT

To prepare learners for the top skills in the job market, there is a need to
transform the teaching and learning approach by planning, preparing and
designing tasks that caters to the targeted skills. Tasks prepared and assigned
to learners should have clear goals and outcomes, promote students’
competencies or skills, and reflect meaningful learning. To add, the teaching
approach should allow interaction and exploration so that students are more
independent in their own learning.

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OBJECTIVES

DICE is
implemented
based on three
main objectives.

The first objective is for learners to experience meaningful learning. Tasks

become meaningful as learners are given the opportunity to choose the issue in

their context, analyse the issue, discuss possible ways to handle or solve the issue,

plan their approach and tools/items to be included, gather feedback on their plan,

improve their plans, design and showcase their task to the public.

Secondly, DICE aims to provide opportunity for learners to explore their creativity

and critical thinking. The process in completing the tasks given requires learners

to explore existing online video making web tools and website design platforms

which would be contextually relevant for learners to use to include their content.

Learners would need sufficient time and delegation of duties among their group

members in choosing content as well as the best online platform for their task. Their

self-directed learning enables them to be creative and critical in making the right

choice for their task.

The final main objective of DICE is to encourage collaboration, communication,

respect and valuing opinions. This is achieved through the group work assigned

to them for the task, which requires learners to collaborate and communicate with

the group members during the discussions of the task. From here, learners learn the

value of respecting and valuing others’ opinions, and provide justification to their

choices.

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TEACHING APPROACH

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TRANSFORMATIVE ELEMENTS

The concept of DICE is based on three elements – digital, interactive and cognitive

– all of which require learners to be engaged in exploratory experience. This is

achieved when learners go through the process of instructional design in order to

produce the assigned task. In the exploratory stage, learners analyse and identify the

problem or issue related to the task and choose the most appropriate content that is

relevant for them to include in their task (the website). This content is related to their

field (programme) but they would also need to discuss the choice of media to be

included such as text, audio, video etc. and their choice of video making web tools and

website templates that would suit the content identified. Once everything is agreed

with their team members, learners would then design the videos to be embedded into

the website. All these processes expose learners to cybergogy which allows learners

to be engaged in the online environment. In addition, learners also need to be

interactive, as they need to communicate when they collaborate with their group

members. Other than that, their interactive skill is also achieved when learners are

involved in the consultation sessions with the instructor, where they get reflective

feedback for them to justify and improvise the content of their website. The processes

that learners go through throughout the completion of the task encourages them to use

their higher-order thinking skills for them to be creative, critical and analytical in

problem-solving issues and decision making. 15

DIGITAL INTERACTIVE COGNITIVE EXPLORATION
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CONSTRUCTIVE ALIGNMENT

DICE was conducted through a few processes to guide learners on the Project, 16
which is the final assessment (designing a website). The project was a group
task, given to students in two different courses – (a) Course 1: Technology and
Innovation in Education (Bachelor of Education - Religious Education), and (b)
Course 2: Language and Technology (Bachelor of English with Commerce). The
learning domain in the third course learning outcome (CLO) for both courses is
similar, which is digital skills. In course 1, students are to develop learning
technology materials (website) that meet student’ ability and interest; while in
course 2, students are to demonstrate language and technology use in websites
using instructional design principles. For both these CLOs, the outcome expected
was to design a website that caters to the needs of the target users identified.
Students were required to identify and analyse learning content, plan and create
a digital-based product i.e. a website, relevant to their field of study and context.
Students were to discuss the project in groups and report to the instructor (based
on the phases of task development/progress) in consultation sessions, they
receive reflective feedback for them to develop and improve the draft content.
Students explored how to design websites, chose layout, added in audio, video,
text or image into the website, as well as created short videos that reflect the
content in the website. At the end of the project, students showcase their
websites to lecturers in their programme and students in the faculty.

DIGITAL INTERACTIVE COGNITIVE EXPLORATION
(DICE): FUTURE-PROOFING ACTIVE LEARNING

THE NOVELTY

DICE embeds connectivism theory as it aims to achieve active learning through

use of digital-based tasks. Task-based framework fits this theory as tasks designed

should provide interactional support, meaningful learning, and positive, safe and rich

learning environment. In connectivism, interaction is required between peers and

instructors as they contribute to the content learned. This also increases learners’

motivation as they collaborate and communicate to achieve the outcome of the

task. DICE promotes use of technology-oriented tasks to facilitate teaching and

learning. This is to embrace the changes in the global employability scale, industrial

revolution and education landscape. In addition, DICE embeds 21st century

learning to keep in line with pedagogical transformation that encourages

peeragogy, heutagogy and cybergogy. These concepts are based on student-

centredness and are held together by the use of technology. Students work

together to create an end-product or complete a task, expose to self-directed

learning, and become designers of their own learning through technology use. DICE

also exposes students to exploratory learning, where it encourages active learning

as learners need to dig deeper into an issue, analyse it and propose how to solve

the issue. By this, learners are required to use their higher-order thinking skills by

acting on what they plan to create. This process reflects on the heutagogical or

self-determined learning. DICE is a supportive approach to meaningful learning as

learners are able to analyse and reflect on issues that are relevant to their context,

so that solutions that they propose becomes purposeful for their audience. 17

DIGITAL INTERACTIVE COGNITIVE EXPLORATION
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THE THEORIES

DICE is an expansion to Interactive Cognitive Exploration via Task-based learning or
ICE@TBL, a model for language teachers to design tasks based on the cognitive levels
of learners, which gained copyright in 2018. ICE@TBL is adapted from Bloom’s
cognitive model (1956) and task-based learning approach (Willis, 1996). In ICE@TBL,
Bloom’s taxonomy is used to reflect on learners’ ability to build their higher-order
cognitive thinking. ICE@TBL adapts task-based learning framework as tasks are focus
on meaning, interaction and communication, thus allowing exploration of ideas. In
ICE@TBL, tasks focus on communicative tasks that cater to the contextual support and
cognitive demands of learners. Example of task types include jigsaw, information gap,
problem solving, decision making and opinion exchange tasks, which are traditionally
classroom-based.

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THE THEORIES

With the 4th industrial revolution and 21st century learning, DICE transforms
ICE@TBL approach by embedding the elements of peeragogy, heutagogy and
cybergogy into the classroom. DICE is an approach that requires learners to
explore their ability to interact based on digital-based and higher-order cognitive
thinking tasks. Through DICE, learners work collaboratively to understand and
analyse the task, plan, develop, design and act using digital tools available to
produce the outcome expected out of the task. Through this approach, learners are
able to see the relevance of the task by linking each step of the instructional design
principle. This is relevant for their future life.

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THE IMPLEMENTATION

EAT3123
TECHNOLOGY AND INNOVATION

IN EDUCATION

Semester II Session 2021/2022
Assoc. Prof. Dr. Ramiaida Darmi

[email protected]

COURSE 1: TECHNOLOGY AND INNOVATION IN EDUCATION
PROJECT DESCRIPTION

BER4173
LANGUAGE AND TECHNOLOGY

Semester II Session 2021/2022
Assoc. Prof. Dr. Ramiaida Darmi

[email protected]

COURSE 1: TECHNOLOGY AND INNOVATION IN EDUCATION
PROJECT DESCRIPTION

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THE OUTCOME

COURSE 1 PROJECT NAME WEBSITE LINK

Eksplorasi https://sites.google.com/view/eksplorasiqurban/
Qurban

Mas'uliyah Zakat https://sites.google.com/view/masuliyahzakat/utama

Sirah Hudaibiyah https://sites.google.com/view/sirahhudaibiyah/halama
n-utama

adab.com https://sites.google.com/view/adab-komunikasi

Jomanjib.com https://easyjomanjib.wixsite.com/jomanjib

BaitulMuslim.com https://baitulmuslim.wixsite.com/my-site-1

Aurat Taxonomy https://sites.google.com/view/aurattaxonomy

holy.com https://sites.google.com/view/bersuciasaskebersihan

2EZ2LEARN https://usimismp1.wixsite.com/ezlearn-haji-umrah

Let's Solat https://sites.google.com/view/lets-solat

fiqh.com https://sites.google.com/view/fiqhcomm/utama

COURSE 2 PROJECT WEBSITE LINK
NAME https://wrmuhdadib533.wixsite.com/zoodioms

Zoodioms

Master of Words https://masterofwords.nicepage.io/Home.html.

kidsaurus https://farisodr01.wixsite.com/kidsaur-us

KIDZgram https://nrhudayy.wixsite.com/kidzgram

Garden of Nouns https://gardenofnouns.carrd.com

Homophonix https://homophonix.wixsite.com/homophonix 21

DIGITAL INTERACTIVE COGNITIVE EXPLORATION
(DICE): FUTURE-PROOFING ACTIVE LEARNING

STUDENT INVOLVEMENT

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DIGITAL INTERACTIVE COGNITIVE EXPLORATION
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STUDENT INVOLVEMENT

With the implementation of DICE into the classroom, it can be seen that learners are
able to see the purpose of the task in relation to their future work skills. They have not
only enhanced their cognitive skills, but also affective and psychomotor skills.
This achievement makes DICE a success to MQF 2.0 and also to meaningful
learning. From the cognitive aspect, learners have shown that they have increased in
the way they think and value about the course, the content and also the assessment.
Learners were able to think, justify and make decisions in groups during the
discussion stages. Learners were also able to see and understand the relevance of
the reflective feedback they receive from the course instructor, which enabled them
to make improvements to the final outcome of the task. In terms of affective skills,
learners have shown improved communication skills, able to respect and value
opinions during group discussion, able to collaborate together by delegating tasks
and helping each other when issue arise, learn and apply the digital skills that they
already know and have just self-learnt for the purpose of the task, and perform great
presentation skills during the showcase or exhibition or competition session that was
organised for them. Through the showcase, they have increased their confidence,
ability to clarify and justify, and to reflect based on others’ comments.

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DIGITAL INTERACTIVE COGNITIVE EXPLORATION
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STUDENT INVOLVEMENT: CONSULTATIONS

Rakaman konsultasi:
https://drive.google.com/drive/folders/1Rw-EgFg-
o_iqiiM5pKDFGm_8PH7qJs5z?usp=sharing

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STUDENT INVOLVEMENT:
COMPETITION (SHOWCASE) ORGANISER

FAKULTI PENGAJIAN BAHASA UTAMA
UNIVERSITI SAINS ISLAM MALAYSIA

KERTAS KERJA PROGRAM
INNOVATION AND TECHNOLOGY DEVELOPMENT COMPETITION (InTechDev) 2022

1 TUJUAN
1.1Kertas cadangan ini dikemukakan kepada ahli Mesyuarat Jawatankuasa Pengurusan Fakulti (JKPF) untuk
mendapatkan perakuan dan kelulusan cadangan peruntukan Innovation and Technology Development Competition
(InTechDev) bagi kursus BER4173 Bahasa dan Teknologi, Program SMBIP, dan EAT3123 Teknologi dan Inovasi dalam

2 PENDAHULUAN / PENGENALAN PROGRAM
2.1Kursus BER4173 Bahasa dan Teknologi adalah kursus wajib program yang ditawarkan kepada pelajar semester 4
program Ijazah Sarjana Muda Bahasa Inggeris dengan Perdagangan, dan Kursus EAT3123 Teknologi dan Inovasi dalam
Pendidikan merupakan salah satu kursus wajib program yang ditawarkan bagi pelajar semester 6 program Ijazah
Sarjana Muda Pendidikan (Pendidikan Islam), serta kursus elektif bagi pelajar semester 4 Ijazah Sarjana Muda Bahasa
Arab dan Kesusasteraan Islam.

3 OBJEKTIF

i)Mengetengah idea inovasi dan teknologi dalam bidang tertentu secara dalam talian.

ii)Mengasah bakat dan kreativiti pelajar dalam mereka inovasi dan teknologi yang berkaitan dengan bidang
spesifik pelajar.
iii)Menggalakkan kolaborasi di antara pelajar dalam pelbagai bidang dan pengetahuan, yang menyokong
elemen HIEPs (Kolaborasi) melalui implementasi inovasi dan teknologi dalam talian.

4 SASARAN PEMARKAHAN GIINA Mencapai Mata Merit >= 20 dalam Transkrip Ko-Kurikulum
Mencapai Mata Merit >= 20 dalam Transkrip Ko-Kurikulum

5 JUMLAH SASARAN

87 32 orang pelajar SMBIP Tahun 2 yang sedang mengambil kursus BER4173,

dan 48 orang pelajar SMPPI dan 7 orang pelajar SMBAKI yang sedang

Peserta ( Nyatakan: mengambil kursus EAT3123.

30 Ahli Jawatankuasa

6 MAKLUMAT TAMBAHAN (JIKA ADA)

Tarikh Program : 29 Jun 2022 (Minggu 14)
Tempat Program : Lobi, Fakulti Pengajian Quran dan Sunnah, USIM

7 AHLI JAWATANKUASA PROGRAM
Sila rujuk Lampiran 1

8 ATURCARA PROGRAM
Sila rujuk Lampiran 2

9 IMPLIKASI KEWANGAN
Sila rujuk Lampiran 3

10 PENUTUP
Dekan Fakulti Pengajian Bahasa Utama (FPBU) dengan hormatnya diminta meneliti kertas kerja ini dan jika
dipersetujui meluluskan cadangan program Innovation and Technology Development Competition (InTechDev) bagi
Kursus BER4173 dan EAT3123.

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STUDENT INVOLVEMENT:
COMPETITION (SHOWCASE) ORGANISER

LAMPIRAN 1

AHLI JAWATANK0UASA PROGRAM
PENASIHAT : PROF MADYA DR ZAINUR RIJAL ABDUL RAZAK

Dekan
Fakulti Pengajian Bahasa Utama

PENGERUSI I : DR HAZLEENA BAHARUN
Ketua Program (Sarjana Muda Bahasa Inggeris dengan Perdagangan)
Fakulti Pengajian Bahasa Utama

PENGERUSI II: DR SITI ROSILAWATI RAMLAN
Ketua Program, Sarjana Muda Pendidikan (Pendidikan Islam)
Fakulti Pengajian Bahasa Utama

PENASIHAT PROGRAM : PROF. MADYA DR. RAMIAIDA DARMI
Moderator kursus BER4173 & EAT3123
Fakulti Pengajian Bahasa Utama

Jawatan No Matrik Nama No H/P
PENGARAH PROGRAM
TIMBALAN PENGARAH PROGRAM 1200511 Muhammad Naim Rohimi bin Baharin
SETIAUSAHA
PENOLONG SETIAUSAHA 1203022 Fatin Nursabrina binti Mohd Helmi
BENDAHARI
PENOLONG BENDAHARI 1192586 Nurul Hidayah Janna binti Pendikar 014-8648385
UNIT JEMPUTAN, PROTOKOL &
PERHUBUNGAN 1192576 Mardhiatul Husna binti Mohammad 011-56202069

UNIT TEKNIKAL 1200496 Aisyah binti Zulkarnain

UNIT MEDIA & PUBLISITI 1202802 Nawwaratul Insyirah binti Mohamad Salleh

UNIT PENDAFTARAN 1200399 Nur Amalina binti Shamsudin
UNIT LOGISTIK
1192547 Nurul Husna binti Ahmad 011-64179639
UNIT HADIAH & CENDERAHATI 1192573
1200497 Nur Lyna Shaheeda binti Zamri 016-7152516
UNIT MAKANAN 1200504
1200512 Aman Mus'ad bin Safiain
PENGACARA MAJLIS 1192545
Muhammad Azamuddin bin Rosli
1192598
Puteri Noor Asyraf binti Zulkifli
1192580
1192592 Nasih Amin bin Hamidin 011-14628287
1203021
1201020 Muhammad Shahrol Lizam bin 018-3543661
1200517 Muhammad Khairul Akmal
1202800
1200509 Nur Izzati Ayunni binti Mohd Noor 018-9068859
1200510
1200494 Wan ‘Izzatul Husna binti Wan Mohd Nazirin016-3651559
1200516
1200514 Siti Nurfitriah binti Samirin
1200502
1192581 Aini Nazlifa binti Jerry Maslan
1192571
1200508 Siti Nor Arifah binti Alipah Budiman
1200515
Nur Adlin binti Raslan

Farihah Aisyah binti Mohd Sukri

Muhamad Faris bin Mohamad Sadri

Nur Huda binti Yahya

Nurul Ain Kamalliah binti Ahmad Azmi

Nur Izzah Yong binti Mohd Shahril

Farhah binti Md Jamaluddin

Nur Farah Nadia binti Abdul Wahab 013-7655383

Nurul Syafira binti Mohd Arif 011-37682988

Nurul Nadhirah binti Mat Arifin

Afiqah Umairah binti Mohamad Ramlan

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DIGITAL INTERACTIVE COGNITIVE EXPLORATION
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STUDENT INVOLVEMENT:
COMPETITION (SHOWCASE) PRESENTERS

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DIGITAL INTERACTIVE COGNITIVE EXPLORATION
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STUDENT INVOLVEMENT: THE WEBSITES

https://sites.google.com/view/eksplorasiqurban/

https://wrmuhdadib533.wixsite.com/zoodioms

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STUDENT INVOLVEMENT: THE WEBSITES

https://sites.google.com/view/masuliyahzakat/utama
https://sites.google.com/view/sirahhudaibiyah/halaman-utama

https://easyjomanjib.wixsite.com/jomanjib

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STUDENT INVOLVEMENT: THE WEBSITES

https://masterofwords.nicepage.io/Home.html

https://farisodr01.wixsite.com/kidsaur-us

https://nrhudayy.wixsite.com/kidzgram

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STUDENT INVOLVEMENT: THE E-CERTIFICATES

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EFFECTIVENESS AND IMPACT

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IMPACTS ON CLO ACHIEVEMENT

The major impact is that students’ digital skills are built and enhanced, together with
other affective skills such as critical thinking, teamwork and communication.
Through DICE, students are able to reflect on what is taught, learned and assessed,
bringing it aligned to the course learning outcome. Other impacts of DICE are firstly, it
enables teaching and learning delivery to be transformed so as to prepare learns for the
future work skills. Secondly, DICE enhances problem-solving skills as the whole
process in DICE is iterative and expansive, supporting creative and critical thinking. In
addition, DICE allows task to be meaningful as students would need to relate each step
or each process that they take in producing the outcome of the task. This makes the
task of strong relevance to students as when applied to the workforce, it prepares
learners to provide justification for each step or choice that they decide to take, and
develops self-determined learning through self and group exploration. Next, DICE is
highly creative as students need to act upon the solution that they decide. Lastly,
DICE supports 21st century learning as it is student-centred, promotes collaborative,
communicative and active learning.

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IMPACTS ON OTHER COURSES

DICE is an approach that can be used in many contexts as it can develop cognitive and
affective skills. DICE is also used in one course (Technology and Innovation in Education)
at postgraduate diploma level. In relation to the course learning outcomes in the course,
learners are to develop an infographic and media (video) using any web tools available.
Learners have to follow three out of four of the instructional design process to complete
the task – analyse, plan and develop. In the task, students are to develop a short
animated video using any video web tools available such as Biteable, Plotagon, Powtoon,
Renderforest, Animaker etc. In this task, students worked in groups, enabling them to
discuss and collaborate in the analysis and planning of the video, before producing the
video required. The outcome of this task are shared in a padlet link
(https://padlet.com/ramiaida81/webtools). This task enables students to develop their
digital skill as well as communication, creativity and problem-solving skills. Some other
web tools that were use used are:

DICE has also enabled learners to share their work
to others outside the programme and institution.
Learners shared their work at faculty exhibitions and
schools during teaching practicum. DICE is also
applicable to other fields, as digital-based tasks vary
and can be explored and implemented in different
fields. DICE has also been shared to other
instructors in the faculty and programmes for them to
learn about creating tasks that supports independent
and self-directed learning.

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DIGITAL INTERACTIVE COGNITIVE EXPLORATION
(DICE): FUTURE-PROOFING ACTIVE LEARNING

IMPACTS ON OTHER COURSES

https://padlet.com/ramiaida81/webtools

35

DIGITAL INTERACTIVE COGNITIVE EXPLORATION
(DICE): FUTURE-PROOFING ACTIVE LEARNING

IMPACTS: TESTIMONIES https://padlet.com/ramiaida81/mytestimony

36

DIGITAL INTERACTIVE COGNITIVE EXPLORATION
(DICE): FUTURE-PROOFING ACTIVE LEARNING

TESTIMONIES

37

DIGITAL INTERACTIVE COGNITIVE EXPLORATION
(DICE): FUTURE-PROOFING ACTIVE LEARNING

IMPACTS:
PUBLICATION/INNOVATION

38

DIGITAL INTERACTIVE COGNITIVE EXPLORATION
(DICE): FUTURE-PROOFING ACTIVE LEARNING

IMPACTS:
EVENT ORGANISER/COPYRIGHT

Pejabat Dekan, Fakulti Pengajian Bahasa Utama (FPBU) Ruj. Kami : USIM : 2.1.7/138/ Jld.2( 35)
Tel: 06-798 6707/6708 Fax: 06-798 6750 Tarikh: 16 Syawal 1442 / 28 Mei 2021

Pejabat Dekan, Fakulti Pengajian Bahasa Utama (FPBU) Ruj. Kami:USIM : 2.1.7/138/ Jld.2 ( 131 )
Tel: 06-798 6707/6708 Fax: 06-798 6750 Tarikh: 21 Zulkaedah 1443 / 21 Jun 2022

YBrs. Prof. Madya Dr. Ramiaida Darmi YBrs. Prof. Madya Dr. Ramiaida Darmi
Profesor Madya
Profesor Madya FAKULTI PENGAJIAN BAHASA UTAMA
FAKULTI PENGAJIAN BAHASA UTAMA
Assalamualaikum Warahmatullahi Wabarakatuh
‫ر را‬ ‫ا‬
Puan,
Puan,
KERTAS CADANGAN PROGRAM INNOVATION AND TECHNOLOGY DEVELOPMENT
KERTAS CADANGAN PROGRAM INNOVATION AND TECHNOLOGY DEVELOPMENT COMPETITION (InTechDev) 2022
COMPETITION (INTECHDEV) BAGI KURSUS EAT3123 DAN BER4173
Dengan segala hormatnya, perkara di atas dirujuk.
Dengan segala hormatnya, perkara di atas dirujuk.
2. Sukacita dimaklumkan bahawa Mesyuarat Jawatankuasa Pengurusan Fakulti (JKPF)
2. Sukacita dimaklumkan bahawa Mesyuarat Jawatankuasa Pengurusan Fakulti Bil. 11/2022 yang bersidang pada 17 Jun 2022 telah meneliti Kertas Cadangan Program
Innovation And Technology Development Competition (InTechDev) 2022.
(JKPF) Bil. 8/2021 yang bersidang pada 25 Mei 2021 telah meneliti Kertas Cadangan
Program Innovation And Technology Development Competition (INTECHDEV) Bagi Kursus 3. Setelah diberi pertimbangan, mesyuarat memutuskan seperti berikut:
EAT3123 Dan BER4173
i) Bersetuju meluluskan kertas cadangan ini dengan menggunakan peruntukan
3. Setelah diberi pertimbangan, mesyuarat memutuskan seperti berikut: Fakulti sebanyak RM1,701.00.

i) Bersetuju meluluskan kertas cadangan ini dengan peruntukan sebanyak Segala kerjasama dan perhatian daripada pihak puan berhubung perkara ini amatlah dihargai dan
RM450.00. diucapkan terima kasih.

4. Sekian untuk makluman dan perhatian puan selanjutnya. Segala kerjasama dan Sekian.
perhatian yang diberikan dalam perkara ini amat dihargai dan didahului dengan ucapan terima
kasih. “WAWASAN KEMAKMURAN BERSAMA 2030”

P IHA IN AK A : DA A MEME ANGI CO ID-19 Saya yang menjalankan amanah,
Saya yang menjalankan amanah,

(PROFESOR MADYA DR. ZAINUR RIJAL ABD. RAZAK) (PROFESOR MADYA DR ZAINUR RIJAL ABDUL RAZAK)
Dekan Dekan
Fakulti Pengajian Bahasa Utama Fakulti Pengajian Bahasa Utama

s.k.: 1. Penolong Pendaftar (Pentadbiran) FPBU s.k. 1. Dr. Hazleena Baharun, Ketua Program Sarjana Muda Bahasa Inggeris Dengan Perdagangan (SMBIP)
2. Fail Kelulusan 2. Fail Kelulusan

ZRAR/ama ZRAR/ama
D: Kelulusan D: Kelulusan

39

DIGITAL INTERACTIVE COGNITIVE EXPLORATION
(DICE): FUTURE-PROOFING ACTIVE LEARNING

CONTRIBUTION

DICE is a transformative approach to teaching and learning as it caters to the

needs of the global market, industrial revolution and 21st century education.

With vast advancement in technology trends in education, DICE can be used in

multiple pedagogical contexts such as open distance learning, MOOCs, micro-

credential, hybrid, hyflex learning etc. As a transformative approach to teaching and

learning, there is no cost involved, thus allows for more creativity and

enhancement as well as adaption to be done as it is cost-saving. In addition, it is

sustainable as it can be applicable and adaptable based on the needs of different

courses, the context or support available, the needs or background of the learners

etc, all of which DICE can be adjusted to suit all angles. It can be implemented at

intra- or inter- levels, programmes, courses or even learners as there are multiple

options of designing digital-based tasks. With DICE also, many stakeholders can

be involved such as the industry related to the future job companies for the

students, schools, ministries, and even national and international collaborators who

have the same aim and interest for their learners to be prepared for the skills

needed in the job industry. Students are readily available to engage with others in a

sharing session, participate in exhibitions or competition, conduct CSR

programmes to multiple contexts etc. 40

THANK YOU

DIGITAL INTERACTIVE COGNTIVE EXPLORATION
(DICE): FUTURE-PROOFING ACTIVE LEARNING

LEADER:
ASSOCIATE PROFESSOR DR. RAMIAIDA BINTI DARMI
TEAM MEMBER:
ASSOCIATE PROFESSOR DR. NOOR SAAZAI MAT SAAD

41