WINNER OF PRIME MINISTER’S QUALITY AWARD 2006 UNIVERSITI KEBANGSAAN MALAYSIA

COMPUTER TRAINING DELIVERY COURSE HANDBOOK In cooperation with FACULTY OF TECHNOLOGY AND INFORMATION SCIENCE CENTRE FOR GENERAL STUDIES FACULTY OF EDUCATION

Howtoons, in LIFE & TECH Sept 22, 2005

Compiled, Edited & Reviewed by: Rosseni Din Associate Professor Dr. Mohamad Shanudin Zakaria Associate Professor Dr. Khairul Anwar Mastor

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a multidisciplinary curriculum designed in cooperation with:

FACULTY OF TECHNOLOGY AND INFORMATION SCIENCE CENTRE FOR GENERAL STUDIES FACULTY OF EDUCATION

COURSE OUTLINE

COMPUTER TRAINING DELIVERY

PROGRAM: CODE: COORDINATOR:

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COMPUTER TRAINING DELIVERY Course Facilitator : Time & Place : each) Office : UKM.

Rosseni Din (email:[email protected]) TBA in a Computer Lab (14sesions @150mins each / 7sessions@300mins Room 2.11, Post-Graduate Building, Faculty of Technology & Info. Science,

Course Overview: Computer Training Delivery is an equivalent of a 3 credit university course designed to meet the needs of post-graduate computer education students, computer professionals, teachers and undergraduates from computer science or disciplines with a good background in computer applications and maintenance. It is a course on principles and foundation of computer education for those who are interested in learning and sharing new technology and methods in teaching computer subjects in schools and computer training institutions or to become an entrepreneur in the computer training and services area. Course Synopsis: The global objective of the course is to expose students to a real life teaching and learning situation in the area of computer education. Students will have to synthesis prior knowledge, skills and experience in multidisciplinary area through individual and group collaboration. This course emphasizes acquisition of knowledge and skills in computer training delivery as well as the social, affective, and cognitive factors playing a role in computer education. The interactive lecture, seminar and field work will highlight the importance of (i) e-Learning technology for teaching, learning and reflective practices, (ii) learning theories, methods and strategy for effective computer training delivery, (iii) individual differences in personality, learning and cognitive style for curriculum planning and (iii) instructional design and development of an individualized module/courseware/system for a problem oriented project based learning environment to facilitate a self-directed learning culture. General Learning Objectives: This course is design to provide computer trainers with basic understanding of fundamental computer education principles and methods. The course specifically seeks to develop students’ abilities to work individually and in groups to prosper development of good intrapersonal, interpersonal and communication skills. As such, it is hope that the course will contribute graduate attributes where students would be able to: i. apply the knowledge acquired in the area of eLearning, human development, effective computer delivery and instructional design and development. ii. develop self-reliant skills on deciding what to learn, where and how to find the data/information and concepts needed iii. develop social skills in how to cooperate and communicate effectively with others iv. be in continued close dialogue with “the real world” v. think in a strategic way about target group and intended use of project’s findings vi. get used to critically assess what is needed for knowledge making Course Delivery: The course format requires active participation of all students. As an experiential course, it is structured around discussion and small group activities. Therefore, it is critical that all students keep up with the readings and actively participate in class. Students should be prepared to discuss the content of the readings in relation to teaching students with different types of personality, learning and cognitive style as well as to ask questions for clarification, exploration, or discussion. In order to meet the needs of varied learning styles and needs, the course uses a combination of instructional methods and technologies. These methods include: instructor-guided presentations (i.e., lectures assisted by PowerPoint or other visuals such as web and blog links); student-guided presentations; multimedia presentations; facilitated discussions that promote critical thinking; cooperative learning (i.e., small group structure emphasizing learning from and with others); collaborative learning (i.e., heterogeneous groups in an interdisciplinary context); and field work as well as the use of a Learning Management System and blogs for group discussions and reflective practices.

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Learning Matrix: Learning Outcomes

Learning Process

Students should be able to demonstrate the ability to apply fundamental theories and principles of instructional design and meaningful computer training delivery.

Guided student presentation

Students should be able to apply knowledge and skills in information and communication technology articulately and develop critical thinking, interpersonal and communication skills through working in large and small multidiscipline and/or multi-cultural group.

During practical training and computer mediated communication sessions, students as an autonomous learner and trainer are responsible: to promote, protect and enhance social values, cultural diversity and beliefs to adhere to the global netiquette for their benefit as well as for the students, institution and society at large.

Identify, explore and select knowledge from various databases and resources and integrates them with prior knowledge and experience to create and organize new knowledge that can be assessed by peer and moderators using the online platforms provided or during face-toface sessions. Students will work cooperatively within their small group to design and develop the learning module and collaborate with other groups to achieve a shared goal.

Presentation and workshops Practical Training/micro teaching/macro teaching Blogging activities Online discussion

Assessment Lesson plan Teaching media Teaching method Teaching strategy Teaching Approach Pedagogical content knowledge Reflective journal Weekly forums

Individualized courseware/module

Class participation Field work Field report Reflective journal Weekly forums

Students are to maintain records of activities and practice for critical reflections and improvement.

Critical reflection

Reflective journal

Able to do feasibility and need analysis study to identify real world problems in media development for computer training and come up with a project to solve the problem.

SWOT analysis Identification and application of an instructional design model Problem oriented project pedagogy

An instructional media for computer training

Able to identify global trends in computer training and suggest a short term curriculum at for computer training at a very competitive price yet able to break-even. Able to create creative and innovative brochure to market the course.

Workshop Cooperative and collaborative group work

An eye-catching brochure

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Class Assignments: Project e-Journal & participation in online, class and reading materials.

Goal Students are expected to write a weekly reflective journal by actively participating in every session, as well as in online discussions or personal email if necessary; by critically analyzing, asking, or making observations about reading materials, thereby indicating that they have thoroughly prepared and reflected their contribution to learning in this course.

% of Grade 15% (will be graded individually)

Due Date Every week

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Lesson Plan & Power Point presentation - individual work

Students are expected to demonstrate the ability to create a lesson plan with a multidisciplinary perspective on a topic from the core curriculum by integrating computer skills, pedagogical content knowledge, noble values and fine culture.

5% (will be graded individually 5% by peers and 10% by facilitator)

Week 08

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Instructional Media - group work

Students are expected to develop self-reliant skills on deciding what to teach and learn, where and how to get computer tools and applications and which instructional design model to follow. The design and product should reveal students’ ability to analyze and synthesize previous knowledge and decide on the most appropriate theory, method and strategy to use with the developed module.

25% This project shall be treated as the mid-term exam and will be graded individually.

Week 09 ( first draft) Week 11 (final draft)

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Field Project (CD-ROM and brochure) - group work

Using the instructional media developed earlier in the course, students are expected to be in close contact with “the real world” and demonstrate the ability to plan and deliver a short meaningful computer training course by integrating computer skills, knowledge about learner diversity, appropriate teaching methods, technology and strategies.

15% (will be graded individually 5% by peers and 10% by facilitator)

Week 09 (Brochure) Week 13 (CDROM)

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Field Report

Using traditional and on-line resources, students are expected to demonstrate an understanding of the course objectives by making written connections between the readings, class activities, their own personal/ professional experiences, course participant’s achievement and evaluation results of the course.

10% ( will be graded individually)

Week 14

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e-Portfolio Individual work

Students are expected to develop a digital portfolio as a tool for reflection, enhancing communication and collaboration and for sharing experiences and resources. It should contain previous works as a showcase demonstrating student’s skills and development.

25% This project shall be treated as the final exam and will be graded individually.

Week 17

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Course Requirement: The course will meet face-to-face and will confer on-line via the facilitator’s blog at http://rosseni.wordpress.com/. Some reference materials may be found in the computer training portfolio of the university’s LearningCare system. This course requires students to: 1. 2. 3.

Attend all class sessions. Have a working knowledge of both the Internet and e-mail. Complete all assignments on time. Assignments submitted past the deadline will be marked down, unless special arrangements have been made with the instructor in advance. A packet containing the specific descriptions and evaluation criteria for the course requirements is attached. Participate actively during large and small group discussions and activities. Participate in weekly discussions and assignments online. Entries should be topical and include information from the texts for discussion points. If entries do not relate to the course, they do not receive credit

4. 5.

Course Content: WEEK 1

LEARNING PROCESS & ASSIGNMENT AKTIVITI / MAKMAL

TOPIC TECHNOLOGY AS FACILITATOR OF COMPUTER TRAINING: OVERVIEW MEANINGFUL LEARNING ATTRIBUTES Required Reading a. Bab 1: Komputer dalam Pendidikan (Text) b. Technology as Facilitator of Quality Education: A Model. William P. Callahan and Thomas J. Switzer (Appendix 1: CTD Handbook) c. Jonassen, D. H. Meaningful Learning Attributes. 1999. In Jonassen, D. H., Peck, K.L. & Wilson, B. G. Eds. Learning with technology: a constructivist perspective. New Jersey: Prentice-Hall. (Appendix 12: CTD Handbook)

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WordPress Workshop - Why WordPress? - Nettiquette & The 7 blogging virtues (Appendix 4 & 5:CTD Handbook) Task 1: Register and create your blog Task 2: Ice Breaking exercise in your blog Reference: WordPress Manual (available on the web) Assignment 1a: ( due weekly☺) Activity 1: eForum-A in my blog Activity 2: Reflection-A in your blog

WEEK 2

LEARNING PROCESS & ASSIGNMENT AKTIVITI / MAKMAL

TOPIC TECHNOLOGY AS FACILITATOR OF QUALITY TRAINING Principles Of Learning Pedagogical Content Knowledge 4 STEPS TO EFFECTIVE COMPUTER TRAINING DELIVERY (Power Point Slides in Appendix 6:CTD Handbook)

LearningCare Workshop - Why LearningCare? - Registration and Subscription - MyDesktop and MyPortfolio - Documents and Links Task 1: Register to LearningCare System Task 2: Subscribe appropriate portfolios and look up for links and previous presentations Reference: 1. e-Buku Pembelajaran Maya di UKM 2. LearningCare notes

Required Reading

Assignment 1b: ( due weekly☺) Activity 1: eForum-B in my blog Activity 2: Reflection-B in your blog

a.

b.

Bab 9: Falsafah dan Pendidikan Bersepadu dalam Pendidikan Komputer (Text) Principles Of Learning (Appendix 2: CTD Handbook)

Assignment 2 ( due week 8☺) Choose your theme for paper presentation on “Theory, Method and Strategy” from the following list: 1. Cognitive Load Theory 2. Minimalist 3. Social Constructivism 4. Zone of Proximal Development 5. Adult Learning & Andragogy 6. Problem Oriented Project Pedagogy (POPP)/POPBL 7. Information Processing 8. Situated learning 9. Cognitive flexibility Supplementary readings:

c.

Pedagogical content knowledge (Appendix 3: CTD Handbook)

d.

Bab 10: Teori-teori Pembelajaran (Text)

e.

Bab 9: Kaedah Pengajaran (Text)

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1.

SeDAAP learning strategy in Huraian Sukatan Pelajaran ICT KBSM (pg 3) at http://myschoolnet.ppk.kpm.my/kuri_tm/it_sp_hs p.pdf

2.

Pusat Perkembangan Kurikulum’s module: Konstruktivisme, Pembelajaran Masteri, Pembelajaran Konstekstual at http://myschoolnet.ppk.kpm.my/indexg.htm

3.

Theories in Psychology database at http://tip.psychology.org/

WEEK 3

LEARNING PROCESS & ASSIGNMENT AKTIVITI / MAKMAL

TOPIC Effective Computer Training Delivery: Student Presentation 1 (25 minutes) Video Analysis COMPUTER MEDIATED COMMUNICATION computer as a thinking tool

Reference: 1. Moodle e-Book 2. Moodle Manual

Required Reading: a.

b.

c.

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MOODLE Workshop - Why MOODLE? - Registration - Interactive and Non-interactive Tools Task 1: Register to MOODLE System Task 2: Explore possibility for school use

Bab 4: Komunikasi Berperantarakan Komputer (Text) Kanuka, H. (2005). An exploration into facilitating higher levels of learning in a text-based internet learning environment using diverse instructional strategies. Journal of Computer-Mediated Communication, 10(3), article 8. (Appendix 7: CTD Handbook)

Assignment 1c: ( due weekly☺) Activity 1: eForum-C in my blog Activity 2: Reflection-C in your blog Supplementary Reading: 1. Modul Kemahiran Berfikir PPK at http://myschoolnet.ppk.kpm.my/indexg.htm

Jonassen, D. H. 1996. Computer Mediated Communication. In Jonassen D.H. Computers in the classroom: mindtools for critical thinking. New Jersey: Prentice-Hall (Appendix 13: CTD Handbook)

MULTIPLE INTELLIGENCES using student’s strongest intelligence’s to guide their learning Effective Computer Training Delivery: Student Presentation 2 (25 minutes) Task 1: upload presentation to MOODLE, Learning Care and your blog. Task 2: Entertain further QA session in your blog. Video Analysis Required Reading: a. Bab 2: Penggunaan Komputer Dalam P&P b.

Bab 3: Komputer dalam P&P Sains dan Matematik menggunakan BI.

c.

Bab 5:Kepelbagaian Pelajar (Text)

d.

Bab 6: Kepelbagaian Pelajar (Text)

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MI WORKSHOP Identifying your strongest intelligence Assignment 1d: Activity 1: eForum-D in my blog Activity 2: Reflection-D in your blog Web References 1. Modul Kepelbagaian Kecerdasan PPK at http://myschoolnet.ppk.kpm.my/indexg.htm 2. http://pzweb.harvard.edu/ 3. http://www.ncsall.net/ Meg Constanzo (NCSALL) report on using teaching with MI based approaches using project based learning (Appendix 8: CTD Handbook)

WEEK 5

LEARNING PROCESS & ASSIGNMENT AKTIVITI / MAKMAL

TOPIC Effective Computer Training Delivery: Student Presentation 3 (25 minutes) Task 1: upload presentation to MOODLE, Learning Care and your blog. Task 2: Entertain further QA session in your blog. Video Analysis

MBTI WORKSHOP Identifying your strongest intelligence The MBTI preferences Effects of preferences on work situations Preferred methods pf communications Assignment 1e: Activity 1: eForum-D in my blog Activity 2: Reflection-D in your blog

TYPES OF PERSONALITY Required Reading: a. MBTI Basics (Appendix 11: CTD Handbook) Bab 7: Personaliti (Text)

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Effective Computer Training Delivery: Student Presentation 4 (25 minutes) Task 1: upload presentation to MOODLE, Learning Care and your blog. Task 2: Entertain further QA session in your blog.

LEARNING STYLE WORKSHOP Identifying your learning style VAK Instrument Assignment 1f: Activity 1: eForum-D in my blog Activity 2: Reflection-D in your blog

Video Analysis LEARNING STYLE Required Reading 1. Learning Style (Appendix 9: CTD Handbook) 2. GSU Master Teacher Program: On Learning Styles (Appendix 10: CTD Handbook) 3. Bab 8:Kepelbagaian Gaya Belajar (Text)

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Effective Computer Training Delivery: Student Presentation 5 & 6 (50 minutes) Task 1: upload presentation to MOODLE, Learning Care and your blog. Task 2: Entertain further QA session in your blog. Video Analysis DEVELOPMENTAL RESEARCH Required Reading Bab 12: Metodologi Pembinaan Sistem (Text)

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MODULE DEVELOPMENT WORKSHOP Development research processes Instructional design Assignment 1g: Activity 1: eForum-D in my blog Activity 2: Reflection-D in your blog

WEEK 8

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11-14

LEARNING PROCESS & ASSIGNMENT AKTIVITI / MAKMAL

TOPIC Effective Computer Training Delivery: Student Presentation 7 & 8 (50 minutes) Task 1: upload presentation to MOODLE, Learning Care and your blog. Task 2: Entertain further QA session in your blog. Video Analysis DEVELOPMENTAL RESEARCH

MODULE DEVELOPMENT WORKSHOP Development research processes Instructional design

Effective Computer Training Delivery: Student Presentation 9, 10 & 11 (75 minutes) Task 1: upload presentation to MOODLE, Learning Care and your blog. Task 2: Entertain further QA session in your blog. Video Analysis DEVELOPMENTAL RESEARCH

MODULE DEVELOPMENT WORKSHOP Formative Evaluation

Effective Computer Training Delivery: Student Presentation 12, 13, 14 & 15 (100 minutes) Task 1: upload presentation to MOODLE, Learning Care and your blog. Task 2: Entertain further QA session in your blog. Video Analysis DEVELOPMENTAL RESEARCH

MODULE DEVELOPMENT WORKSHOP Expert Review of Module’s First Draft

INDIVIDUALIZED LEARNING MODULE FOR EFFECTIVE COMPUTER TRAINING DELIVERY: GROUP TRAINING

MODULE DEVELOPMENT WORKSHOP Usability/Formative Evaluation First Formative Training Evaluation

Group 1-4 @min 3 hrs per group of 4-5 students

Assignment 1k-1n: Activity 1: eForum-D in my blog Activity 2: Reflection-D in your blog

Assignment 1h: Activity 1: eForum-D in my blog Activity 2: Reflection-D in your blog

Assignment 1i: Activity 1: eForum-D in my blog Activity 2: Reflection-D in your blog

Assignment 1j: Activity 1: eForum-D in my blog Activity 2: Reflection-D in your blog

Basic Reading:

Alessi, S. M. & Trollip, S. R. 2001. Multimedia for Learning: Methods and Development. 3rd ed. Boston: Allyn & Bacon. INTIME website at URL: http://www.intime.uni.edu/model/modelarticle.html Jonassen, D. H. 2000. Computers as mindtools for school: engaging critical thinking. 2nd ed. NJ: Prentice-Hall. Jonassen, D. H., Peck, K.L. & Wilson, B. G. 1999. Learning with technology: a constructivist perspective. NJ: PrenticeHall. Kementerian Pendidikan Malaysian. 2006. Huraian Sukatan Pelajaran Teknologi Maklumat. PPKRosseni Din. 2007. Deraf Manuskrip Kejurulatihan Komputer. Bangi: Fakulti Teknologi dan Sains Maklumat, UKM.

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