TDiRi

E2 –


































































(The summary of transformative project)

TEACH

UUM Online Learning (UUMOL)
Setting up for the class is a crucial aspect. UUMOL was used as the main platform for
uploading notes and submitting assignments. The UUMOL was arranged as follows:
Setting up for the class is a crucial aspect. UUMOL was used as the main platform for
uploading notes and submitting assignments. The UUMOL was arranged as follows:

Figure 1: Course Information section in UUMOL





































Figure 2: Classroom rules are crucial to help the students become aware of the dos and
don’ts

Figure 3: Assessment section. All submissions are submitted in this section

Figure 4: Notes Section. Notes are arranged by chapters. All refreshment questions are
uploaded in this section

Microsoft Teams

Microsoft Teams allows the teacher to assign the students to private channels to have group
discussions and complete group projects. Miro Board was used as the teaching aid to
explain all concepts related to the course by using the mind map approach. Students can
download full notes in UUMOL.

































Figure 5: Microsoft Teams arrangement. Class recordings and conversations during class
were captured. On the left is the channel for discussion

Miro Board
Miro Board was used in the class to support teaching and learning. Notes were simplified in
the form of mind maps.

Figure 6: Sample of a mind map used for Teach

























Figure 7: Miro notes (https://bit.ly/notesmiroboard)

Figure 8: Miro Board Demonstration https://bit.ly/demonsmiro



Sample for Teach

1. Teach during class

























Figure 9: Teaching demonstration in class (https://bit.ly/teachingclasstdiri)

Figure 10: Students’ comments on the use of Miro as a teaching tool.
Based on the above comments from the students, I believe that the use of the Miro board as
a teaching tool is beneficial to them. I am aware that the notes are simple, so I have to make
sure that my explanation is clear, accurate, and complete so that the students can
understand. Occasionally, I pause and allow students to ask questions.











Figure 11: Feedback from a student

TDiRI - Do It!
Do It! focuses on exercises to test students’ comprehension. Instead of using the term
exercise, I chose the word refreshment as I believe it could bring a different mood to the
students. I want the students to feel refreshed every time they complete the refreshment
questions. All refreshment questions were discussed during or after the chapter was
completed. If I want to strengthen their understanding of a subtopic, I will distribute and
discuss the refreshment questions before I start with another new subtopic. Nevertheless,
the refreshment questions are mandatory at the end of every chapter taught.

The refreshment session is crucial to nurture the problem-solving skills among the students.
They need to use their logic and analytical skills to be able to solve the refreshment
questions. Sometimes, I asked the students to solve the refreshment questions in groups so
that the results would be a team effort.


























Figure 12: Sample of refreshment questions.

The Database Management system is a subject where the students should be able to
demonstrate the ability to develop database applications using the Database Management
Systems. Carrying out hands-on activities during online classes is quite strenuous and
demanding.






































Figure 13: Positive feedback from the students

The word ‘refreshment’ greatly affects the students’ mood and motivation. Refresh means to
restore or recall whatever they have learnt. I will ensure all refreshment questions are
discussed in the class to support the learning process. Occasionally, I asked the students to
discuss the refreshment questions in groups and present their answers on Miro Board. Then,
I will go through the answer and discuss it with the students. This practice adds to the variety
of the students’ learning experiences. They must discuss in groups to find the best solution
(they can learn to argue, negotiate, and accept others’ opinions). In addition, they can compare
the answers from different groups too.












































Figure 14: Each group discussed the answers in the private channel and posted the best
answer on the Miro board.

Sample in-class discussion for Do It!

1. In class refreshment Do It! class discussion
























https://bit.ly/doittdiri

2. In class refreshment Do It! group discussion


























https://bit.ly/doittdiri2

Figure 15: A screenshot from students’ group discussion.









Figure 16: I received this comment and feel glad that this approach is meaningful to this
student.

TDiRI - Reflect
I believe in the power of reflection in aiding student learning. My experience with reflection in
previous courses was that some students felt happy doing it while some felt the task was
burdensome. My former practice was that the students submitted their reflections through
UUM Online Learning or Google Form. Among the disadvantages of reflection is that it is
between them and me alone; only I can read their reflections. Therefore, I want to improve
by requesting the students prepare an honest reflection. I wish to nurture responsibility traits
(they will be responsible for their writings) and promote the spirit of sharing.

Before I can request my students to use another new application, Wakelet, for their
reflections, I must introduce and familiarise them with it. Hence, the first activity that I
conducted using Wakelet was the ‘Introduce Yourself’ activity. This activity was conducted at
the beginning of the semester, where the students were required to introduce themselves to
the class.
































Figure 17: A screenshot from the Wakelet- ’Introduce Yourself’ activity.

The advantage of using Wakelet is that students can read the reflections of their peers. I
believe the students can indirectly learn from others’ reflections. The students were also
asked to write the area they did not understand or want/need further explanations. This part
will be addressed in the improvement (it’s a wrap) section.

Figure 18: Sample of Students’ Reflection in Wakelet



























Figure 19: Sample of Wakelet Reflection (https://bit.ly/reflectwakelet1)

Figure 20: Sample of Wakelet Reflection (https://bit.ly/reflectwakelet2)


























Figure 21: Sample of Wakelet Reflection (https://bit.ly/reflectwakelet3)

Figure 22: Sample of Wakelet Reflection (https://bit.ly/reflectwakelet4)
























Figure 23: Sample of Wakelet Reflection (https://bit.ly/reflectwakelet5)

Positive remarks related to the Reflect activity:






































Figure 24: Positive remarks from the students on Reflection in Wakelet



I believe that by practising doing reflection, I can cultivate students’ ability to think critically
about what they understand, what they do not understand, and how to improve their
understanding.

TDiRI - Improve
Improve focuses on the activity where I address the questions highlighted by the students in
the Wakelet reflection section. I answered all the concerns and questions from the students
in an activity called ‘it’s a wrap’, or I produced a simple and short video to answer the
questions and concerns.































Figure 25: Some of the questions posted on Wakelet.





















Figure 26: My response to the ‘It’s a wrap’ activity.

Figure 27: Short video prepared for the ‘It’s a Wrap’ activity (https://bit.ly/improvetdiri)

Other positive remarks from the ‘It’s a wrap’ activity:






















Figure 28: Positive comments on the activity that improves understanding

Active, Fun, and Technology Elements
The three components of Active, Fun, and Technology elements were integrated into each
TDiRI component.

 Discussions and collaborative works via Microsoft Teams and Miro
 The use of Wakelet
 An ice-breaking session at the beginning of the class. Simple questions to brighten the
mood of the students.

Figure 29: Sample of ice-breaking activities

Figure 30: Students’ opinions on ice-breaking activities

 A welcoming video at the beginning of the semester

























Figure 31: The welcoming video for students (https://bit.ly/welcome2classtdiri)

Report Card
As part of the Reflect and Improve component, a ’Report Card’ was prepared and distributed
twice during the semester. The Report Card has two sections. The first section is ‘about
yourself’ and followed by ‘explain your achievements (before and after enrolling in the
course). The second part focuses on the lecturer (this is where I want my student to reflect
or comment on my teaching approach). When the students fill in the report card (fillable pdf
file), they still have a copy of it even after submission.

The Report Card that was released in the first half of the semester :











Figure 32: The report card – mid of the semester

The Report Card that was issued at the end of the semester :













Figure 33: Report Card at the end of the semester