TAP_MBS 2009

The photographer for a 2-day leadership programme for the MBSKL prefect. Besides that, I was refreshed in terms of training after observing how Ravi and Sherry conducted the sessions. It was great to work with them for the second time.

My first experiment with ISSUU

http://static.issuu.com/webembed/viewers/style1/v1/IssuuViewer.swf

Open publication – Free publishing – More workshop

My first trial on e-book by ISSUU

Thumbs UP!!

SMARTIPIK2008

I was told by Hafiz that I have meet the PKEY-ians before last year.

Could not remember.

Dig out some old photos.

Yes, have met before.

http://picasaweb.google.com/s/c/bin/slideshow.swf

I changed my mind.

I decided to change my MIND after today’s observation

   there are 5 items as LESS IMPORTANT to LEARNERS
   – traditional communications (telephone, fax, post etc)
   – strong leadership in the e-learning institutions
   – collaborative learning tasks ( surprised! — maybe for adult learners) —
     not anymore surprise. It happen.    
     I witnessed it. Now I need to reminded to check why is it happening.
   – access to physical library resources
   – review of opinions from external stakeholders such as alumni, government, parents, and employers.

3 hours with Prof. Insung Jung at OUM

Today was the day I attended a talk which was meant for OUM academic staff but a very nice person, Prof.Z "green-light" my request.

Got up early at 6am.

Made a stop at UM. Stayed at UM office until 8am.

Then drove to OUM.

Parked somewhere illegally as there is NO PARKING.

Walked to Kenanga room at Block D.

Was there at 830am. Super early coz the TEA TALK started at 930.

Anyway, good chance to scan the place. There was someone earlier, Prof. something walker (i think) but name sounds so familiar from Indiana University. It was a room meant for training and workshops. The room is sound proof. Lots of glass windows and extremely cold when the air-condition was switched on.

People started coming in. Saw the Speaker of the 3-hours and Prof. Z.

okay moving on to the content: Quality Assurance for e-learning / distance learning

I am going to list the things that I remembered during the talk (and not referring to the notes)

1. In Japan, China and Korea, the people are now dealing with this issue: declining educational standards
Why? There are instances when students are not remembering what is being taught when it comes to learning via online, extensive usage of internet which lead students to addiction and illegal activities – online e.g. hacking, pornography, prostitution

2. In Korea, stars – actors / singers are used as the product endorsement for e-learning. it is like if actor X can take this course via online, meaning this course is worth taking

3. In Japan and Korea, most of the adult learners which takes course via-online are house wives (whom majority has already a degree)

4. QA is important to legitimate the learning outcome and the validity and reliability of the course.

5. Korea has 95 criteria for QA in e-learning. GASP!! Beat that!

6. Some institutions would want to obtain QA from other countries to ensure they get the students from the other countries and also the countries funding.

7. I find these Models from

Ehlers (2003) — click on his name to read more — and

Ehlers (2004) interesting

8. In a survey conducted by Prof. Insung, she found out that
    there are 6 items deemed as extremely important to LEARNERS
    – reliable technology infrastructure ( i so extremely agree )
    – well documented security measures (e.g. password protection, back-up systems)
    – qualified faculty and staff
    – well structured course materials
    – periodic review of courses/course materials
    – timely feedback to students assignments and questions ( i so extremely agree )

   there are 5 items as LESS IMPORTANT to LEARNERS
   – traditional communications (telephone, fax, post etc)
   – strong leadership in the e-learning institutions
   – collaborative learning tasks ( surprised! — maybe for adult learners)
   – access to physical library resources
   – review of opinions from external stakeholders such as alumni, government, parents, and employers.

The ones which I highlighted in RED gets my attention.

END–

 

IMHO:portfolio

My CV tends to change over the years.

Yes, me a TESL-ian changed my CV very frequently depending on the company and work I want to go at.

Before I was posted to a very rural school in Paloh (the name does reflect it’s rural-ness), Kluang, Johor, I tried to apply for English course designer in this company which designed courses / modules for English software etc. It was a typical simple CV which outlined my degree with CGPA, the activities participated during my varsity years — ONE PAGE.

After my stint in the secondary school (paloh), another CV (2 pages) similar to the first one but longer and also used the template given by Jobstreet. Then the next job, a different yet the same template of CV (3 pages).

Along my road to creating CVs and also being interviewed (the moral of the story ), I wished I could document all my process of doing activities which can’t be replicated with one phrase or 2 words. At least it would save me the trouble of explaining and in case I forget to add things to show my capabilities. Plus I came across interviewers who did not know how to interview. To save my wasted time, money, I wished I could say – read my eportfolio. Call me if you are interested!"

I looked back at the SEVEN YEARS
and SIGH that I have wasted not keeping my resources which I designed
for my classes (from school to university) and also 3 YEARS during my MASTERs, the materials
produced!!!

Is it showing off? No!

A.For profession/career: It is more towards telling people, this is what I am good at, giving my employers the right frame of mind or leveraging their wave lengths to mine.

B.For networking: The portfolio says "let’s see if we have something similar and we can share."

C.For your learning space: This is my library of thoughts, resources, links, files. (which eventually has the same objectives with C

As I aged, portfolio for my profession, I realised (hopefully not TOO LATE) is paramount, critical, significant!!

Okay all the three superlatives I could list.

An extract from a source:-http://pre2005.flexiblelearning.net.au/newsandevents/FLEXENEWS_2009/JUNE_09/VETePortfolioRoadmap_web.pdf

E-portfolios support lifelong learning by enabling individuals to document and reflect upon their learning and skills development. Among wide ranging uses and benefi ts attributed to e-portfolios, the most regularly cited include provision of a vehicle for:

• supporting transitions and student mobility

• planning and reflecting on learning and career development

• recognising skills and learning styles

• verification of qualifications

• security and control of private information

• recording evidence of employability skills.

Now HOW to build a PROFESSIONAL portfolio.
Here are the STEPS:

1. Decide the objectives of your PROFESSIONAL eportfolio

2. Decide WHO are the ones reading them. REMEMBER: Eportfolio can be carried everywhere.

3. Decide WHAT to put in.
Does the things which you put in going to explain your objectives / reflect your development / show your growth / thoughts?

4. CONSTANT Maintenance and updates on your journey

Anyway,  I have THREE eportfolios. WordPress-portfolio for anyone who wants to know me from the instructional d esigner POV, Facebook- secured portfolio for my network, WindowsLive — eportfolio for my PhD journey

Here are some samples of eportfolios

Sample 01

Sample 02

Sample 03

Sample 04

Sample 05

IMHO:Philosophy, belief

 

What is your teaching philosophy?

That was my examination question for a course in the Masters level.

Simple as it sounds, to write something worthy of the question and of something that reflects your passion is DIFFICULT (especially when you have only 1 hour left..clock ticking)

During today’s lesson, I told the students to take time to think about it.

The teaching philosophy is what
value, principles I strongly believe in and it shapes my style of
teaching and keeps me from swaying to the supposedly other side of the
fence due to unavoidable factors like the school administration, and their policy etc .

When I started teaching back in 2001, I have never thought of this "teaching philosophy", and I wasn’t even told about it during my varsity years. For the next seven years, I was teaching without a written "teaching philosophy". In other words, an invisible "teaching philosophy". During the seven years, I know I have to do my job well is to make sure my students understood what I have taught. If they do not understand, I would feel weird. It pushed me to come out with methods, resources even to better myself to make the students understand better. Yes, it become my benchmark, my standards. I am my worst critic. Man, teaching in that process, I felt, was difficult.

By the way, during the examination, I gave a cliched answer.
This is what happens when you were under the stress factor.

To know more about teaching philosophy, and belief, read this article:

*WHERE I STAND*