majalah tahunan goal centre
DESCRIPTION
Edisi Januari - Disember 2014TRANSCRIPT
imbasan sepanjang tahun
PUSAT AKSESPEMBELAJARANTERBUKA GLOBAL
MAGAZINE
MENARIKMENANTIANDA RUBRIK MODE BLENDED
MINIMUM 30% USIM
TEMUBUAL EKSKLUSIFPROF. DR. ROZHAN M. IDRUS
GARIS PANDUAN HAKCIPTAPEMBANGUAN BAHAN E-KANDUNGAN
PANDUAN PEMBANGUNANSELF INSTRUCTED MODULE
GARIS PANDUAN HAKCIPTAPEMBANGUAN BAHAN E-KANDUNGAN
PANDUAN PEMBANGUNANSELF INSTRUCTED MODULE
STATISTIK KAJIANBORANG SELF-DECLARE
PENGGUNAANBORANG SELF-DECLARE
PENYERTAAN PERTANDINGANDAN KEJAYAAN
AKTIVITI GOAL CENTRESEPANJANG TAHUN
2014
2014
edisi januari - disember 2014 GOAL CENTRE I UNIVERSITI SAINS ISLAM MALAYSIA
Universiti Sains Islam Malaysia (USIM)Bandar Baru Nilai, 71800, Nilai, Negeri Sembilan, MalaysiaTel: +606-798 8000, Faks: +606-798 8204
PERKHIDMATANOnlin
e Dist
ance Learning (ODL)
Academic Plagiarism Checker (Tunritin)
O n l i n e C o n f e r e ncing Facil i t y (L i feSize)
Online Educational System (GOALS)
Open Educational Resources (OER)
L i f e L o n g L e arni ng (LLL)
CENTRE@ Universiti Sains Islam Malaysia
PROGRAMS E N A R A Ikenalikamisenaraiprogramdanperkhidmatan
PENYERTAANPERTANDINGAN NUCEL 2014 12
MAJLIS PELANCARANGOAL CENTRE 15
PENYERTAANUSIM 5th I-INOVA’14 11
STATISTIK KAJIANBORANG SELF-DECLARE 10
PENGGUNAANBORANG SELF-DECLARE 9
GARIS PANDUAN HAKCIPTAPEMBANGUAN
BAHAN E-KANDUNGAN 7
PANDUAN PEMBANGUNANSELF INSTRUCTED MODULE 6
SIDANGRIDAKSIKETUA EDITORProf Dr Rozhan Mohammed IdrusDr Najwa Hayaati Alwi
SUB-EDITORAhmad Farid Mohd Jamal
PEREKA GRAFIKAhmad Farid Mohd Jamal
PENERBITANMohd Faizal Mohd Fuaad
ARTIKEL / LAPORANProf Dr Rozhan Mohammed IdrusAhmad Farid Mohd JamalMohamad Faiz TaipNurhuda Ruzlan
STATISTIKMohd Faizal Mohd FuaadMohamad Faiz TaipNurhuda RuzlanNur Syakira RedzuanArkib GOAL Centre
JURUGAMBARMohd Faizal Mohd FuaadAhmad Farid Mohd JamalNurhuda RuzlanAfiq Affandi JamaluddinMohamad Faiz TaipAzrul Iszuwan OthmanAfiq Affandi JamaluddinArkib GOAL Centre
KONSEP / IDEAAhmad Farid Mohd Jamal
ALAMAT PEJABATPusat Akses Pembelajaran Terbuka Global
Global Open Access Learning Centre(GOAL Centre)
Level 1, Library BuildingUniversiti Sains Islam Malaysia (USIM)
71800, Bandar Baru Nilai,Negeri Sembilan, Malaysia
Tel: 06 798 6272
Fax: 06 798 6250
EDISI 2014TERBITAN 2015
RUBRIK MODE BLENDEDMINIMUM 30% USIM 5
TEMUBUAL EKSKLUSIFPROF. DR. ROZHAN M. IDRUS 1
KAND
UNGA
NISI
WARGAGOAL
CENTRESeluruh warga GOAL Centre ingin mengucapkan ribuan terima kasih di atas segala jasa dan budi yang telah ditaburkan oleh Pengarah GOAL Centre yang pertama iaitu
DR. ERNIE SUZANA ALIDr. Ernie Suzana Ali mula menyertai GOAL Centre sejak sebelum tarikh GOAL Centre ditubuhkan secara rasmi. Beliau mula memegang tampuk pengurusan e-Pembelajaran USIM sejak beliau bertugas sebagai penyelaras di Pusat Inovasi Pembelajran dan Penga-jaran (PIPP) USIM.
Beliau merupakan kumpulan individu yang pertama menggerakkan usaha penubuhan Pusat e-Pembelajaran USIM bersama-sama Mantan Naib Canselor yang kedua dan juga Pihak Pengurusan Universiti.
Beliau merupakan ahli Majlis e-Pembe-lajaran IPTA Malaysia (MEIPTA) selama lebih 3 tahun. Sepanjang penglibatan, beliau telah banyak menyumbang idea dalam pembangunan e-Pembe-lajaran IPTA di Malaysia, khususnya dalam pembangunan rubrik pembela-jaran teradun yang seragam.
Beliau amat tegas dalam tugas, dengan ketegasan ini juga USIM telah berjaya menghasilkan Polisi e-Pembela-jaran USIM, Rangka Kerja Pengajian Atas Talian, Pelbagai Modul Kerja berkaitan e-Pembelajaran, serta Penubuhan Jawatankuasa e-Pembela-jaran USIM.
Beliau juga telah menyertai pelbagai Jawatankuasa Kerja Pemikir di USIM dalam memberi input berkaitan teknologi dan inovasi pembelajaran dan pengarajan.
Kami, seluruh warga GOAL Centre ingin menyatakan rasa terima kasih kami di atas segala jasa yang telah diberikan. segala idea dan buah fikiran yang dikeluarkan, serta segala keringat dan masa yang dikorbankan untuk perkem-bangan e-pembelajaran di USIM. Kami juga ingin memohon maaf di atas kesilapan kami selama bertugas di GOAL Centre.
Terima kasih!
6458PROF. DR. ROZHAN M. IDRUS
PENGARAH
SEKALUNGPENGHARGAAN
+6 06798
6271DR. NAJWA HAYAATI MOHD ALWI
PENYELARAS
6272AHMAD FARID MOHD JAMAL
PENOLONG PENDAFTAR
MOHAMAD FAIZ DATO’ TAIPPEGAWAI TEKNOLOGI MAKLUMAT
6277MOHD FAIZAL MOHD FUAAD
PEN. PEGAWAI TEKNOLOGI MAKLUMAT
6459NURHUDA RUZLAN
PEN. PEGAWAI TEKNOLOGI MAKLUMAT
6462
AZRUL ISZUWAN OTHMANPEMBANTU TADBIR
6270AFIQ AFFANDI JAMALUDDIN
PEMBANTU TADBIR
6270
NUR SYAKIRA REDZUANPEN. PEGAWAI TEKNOLOGI MAKLUMAT
6272INTAN ROS SAFINA SAFRI
PEN. PEGAWAI TEKNOLOGI MAKLUMAT
6272
DIREKTORI
PROF. DR.
HJ. ROZHAN
Moh
amm
ed Id
rus
Pela
ntika
n D
r Roz
han
Moh
amm
ed Id
rus s
ebag
ai P
rofe
ssor
of O
pen
and
Dist
ance
Lea
rnin
gpa
da b
ulan
Nov
embe
r 200
4 m
erup
akan
per
lant
ikan
perta
ma
Pofe
sor d
ari b
idan
g in
i ole
hIn
stitu
si Pe
ngaj
ian
Tingg
i Aw
am d
i Mal
aysia
.A
Leve
ls : G
rimsb
y C
olle
ge o
f Tec
hnol
ogy
(UK)
B.Sc
. (Ho
ns) i
n Pu
re P
hysic
s Un
iversi
ty o
f Sal
ford
(UK)
PhD
in So
lid St
ate
Phys
ics :
Uni
versi
ty o
f Sal
ford
(UK)
Prof
esso
r of O
pen
and
Dist
ance
Lear
ning
: USM
(Mas
)
mod
ule
writ
ing
instr
uctio
nal d
esig
npl
anni
ng a
nd m
anag
emen
t of
open
and
dist
ance
lear
ning
dari A
ustra
lia, K
anad
a da
n UK
Latihan
Kepakaran
I
E
gettingsmart.com
02
Mag
azin
e 20
14
Q : How would you describe your role in GOAL Centre and what is your vision for GOAL Centre in USIM?
believe, USIM vision should be collectively shared and observed througout the university. GOAL Centre want to play an important role in the efforts of exporting the knowledge produces by USIM to the global arena, especially Naqli and Aqli knowledge. We should become the main provider for global classroom and provide the pillar for teaching and learning innova-tion in USIM. We are also committed to the charter of providing world-class services to support the demands of 21st century learning.
Q : E-Learning is increasingly becoming popular, both in academic and corporate environments. However, learners do not fall into a homogeneous group. What can you do to ensure that all learners of a group are nearly at the same level of understanding / assimilation when the e-learning course is predominantly asynchro-nous?
ven before the popularity of e-learning, mostly brought by the influx of modern information and com-munication technology capabilities in the form of the Internet, the learners in a conventional classroom in a school or university or corporate setting were also inho-mogeneous. This inhomogeneity will be accentuated if we consider a global setting. That was always been a major consideration in teaching and learning practices. E-learning can now do what could not be done before, not for the lack of knowledge but for the constraints within a conventional setting. It is now possible to design an e-learning course in many different ways (the buffet approach) that conform to the learning style, prefer-ences and modalities of the learner. Although e-learn-ing courses are predominantly asynchronous, a very transparent and detailed blueprint and lesson plan of a course will ascertain the learning objectives at set inter-vals. This should include activities that would recall prior learning so that the learners know what they should have known at that point in a particular course. This will inject a level of uniformity or prerequisites that has be adhered to by the learners. Mechanisms of pre-test (with feedback and recommendations) will further be a yardstick in determining that the learners at the same level of understanding.
Q : One size does not fit all. However, it is very expensive to create custom courseware without sighting a clear segment and hence most courses are designed to be pretty generic. What are some of the steps to follow to customize a generic course for a specific target audience based on demographic parameters such as age, sex, education or job role?
his is not an easy on to respond to. Firstly, who is designing the courseware? If it is a commercial design, I would not be surprised to the generic production. I always wonder if the commercial courseware had the necessary academic input from subject matter expert from a university, say. The curriculum set by each course in any institution (unless tailor-made for a specific cohort) has already taken into account the age range, entry requirement as well as discipline specific content (job role, that is..). We should be gender free unless we are saying there is a different management course for males and females. In fact my question would be (my apologies for answering a question with a question), why should the course design be generic at all since we have already determined the curriculum at each level of a course. A certain amount of overlap should be acceptable to keep the relevance and flow, or self-di-rectedness of the learning material. Courses have also been configured to reflect the job roles or areas of specialization. Then it is the role of the learner to under-take the study to that course that has been designed learning, un-learning and re-learning along the way. The customization is towards the learning style and preferential learning needs of the learners, not to customize the course per say.
“Instructional design relates directly to learning theories and these learning theories are directly related to the learners”
PROF. DR.HJ. ROZHANMohammed Idrus
TemubualEksklusif
T
elearningindustry.com freepik.com
03
Q : How important is it to understand the psychographic profile of learners to get an excellent instructional Design?
o me, this question answers itself. Instructional design relates directly to learning theories and these learning theories are directly related to the learners. So depending on the learners and circumstance, different learning theories may apply. In this case an excellent instructional design would mean that the most appropriate strategy based on learner characteristics was optimized for the learning experience of the learner. In order to obtain an excellent instructional design, the designer must be very knowledgeable as the best design decisions are most certainly based on the knowledge of learning theories. The psychographic profile of learners is crucial as that knowledge open our eyes to their possibilities and ways of seeing the world. So we need to know why they are learning, their motiva-tion (intrinsic and extrinsic), what keep them going and getting feedback from them. Of course, perfect matches are impossible as we have to leave a certain degree to the act of learning (as their profile can, and will change) utilizing the human mind and from a prag-matic viewpoint; instructional designer’s toolbox contains an ever changing and increasing numbers of theoretical applications, physical possibilities and educational technology capabilities to figure out what works and to use it.
....the most appropriate strategy based on learner characteristics was optimized for the learning experience of the learner
Q : In today’s fast changing world, the time available for Instructional Design is coming down. A large number of courses are now based on Rapid Instructional Design, wherein a number of shortcuts are used. In your opin-ion, is there a substantial drop in quality or learning outcomes between such courses and those that are based on traditional Instructional Design?
irstly, even traditional instructional design has been guilty of insisting that all students should be respon-sible for learning the same things at the same age. The potential cognitive differences among human individu-als are staggering. Despite the lip service paid to individual differences, traditional education has failed to move away from the group mentality that has driven it for so many years. The very language of education, which separates students into grades, classes, honors, average, even learning ‘styles,’ forces the mind into perceiving groups, not individuals. That was the state even in traditional instructional design. Rapid instruc-tional design has no focus on the learners at all.
PROF. DR.HJ. ROZHANMohammed Idrus
TemubualEksklusif
It is more about the schedule, the stake holder needs and the production turn-time by the consultant and we have the audacity to naively swallow that cheaper and faster instructional design are by some miracle related with better learning effects. Call me a traditionalist, but there are only two major areas that require speed in its context of outcomes; entertainment and business. We want to get information, sales facts, stocks and to be able to wheel and deal almost simultaneously across the globe. We want to watch live football and be witness to the launch of a new music album at the same time with everybody on the planet. It is NOT the same with education. In education it is about the quality of the content, not the speed of delivery well you have to deliver it on time, but given the whole content, the learner will need to go through it according to the teaching and learning schedules, learn the content, do their activities, participate in forums and discussions, attend to their assignment, get feedback and learn a ‘chuck’ of knowledge before moving to the next. The major complain is that traditional instructional design is too slow too slow for whom? How slow is slow? Another excuse put forward is that the course, if produced to slowly will be out of date. How often does a curriculum change? There is a big difference sales talk and the actual teaching and learning practices. Even tradition-al instructional design has some way to go to address the needs of the learner, let alone a rapidly produced one. We have not even touched quality yet. A quick reminder; E-learning’s early promise was most often reflected in three basic beliefs, each of which turned out to be wrong {Please refer to Why the E-Learning Boom Went Bust by Zemsky and Massy (2004)}.
Q : Most e-learning design is at cognitive levels, given the paucity of budgets or lacks of suitable Instructional Design and processes. What can we do to bring in an element of Constructivism into e-learning thereby dramatically improving the learning outcomes?
f the constructivist approach has been adopt-ed in the e – learning design from the beginning, I believe this can solve the problem. We have a tenden-cy to ‘buy’ an e-learning system, and then try to build in the relevant features. This is more like building a house without the necessary or relevant design and then start to add in the wiring, piping, window and major renova-tions. That may even cost more than the actual house in the first place. I believe e-learning systems must be designed for a purpose, not an afterthought. This is basic instructional design in the consideration of intro-ducing a new educational technology delivery mecha-nism. I have asked many teachers, ‘why do want to use the Internet?’ Mostly, they wanted the students to surf the Internet. Then, my next question would be, why you want them to surf the net. Naturally the answer would be to search for information. What information would you like them to find? This was the end of their response. This shows that they did not have a purpose for the students to surf the Internet. The question is, why was the e-learning designed at cognitive levels?
T
F
I
04
Mag
azin
e 20
14
We can interject any design we want, constructivism, cognitivism as well as behaviourism. For an effective learning outcome there must be synergy between ped-agogy, content and technology, a convergence which I called technology, a convergence that will a learning object conforming to an outcome. E-learning is a delivery system that we can use to serve our purpose in the teaching and learning process. So we need to design in a purposeful context for a relevant and cost-effective e-learning design.
For an effective learning out-come there must be synergy between pedagogy, content and technology, a convergence which I called technogogy
PROF. DR.
HJ. ROZHAN
Moham
med
Idrus
Temubual
Eksklusif
Technology
Content
Pedagogy
The Ministry of Education (MOE) has collectively agreed tostandardize the method of calculating 30% blendedlearning for all Malaysianuniversities.
Through this coordination, all universities will be adopting the same rubric and theperformance of each university will be calculated using the same Operational Definition.
Starting 2013, GOAL Centre has been awarding active lecturers and faculties with incentive. In line with recent use of the new rubric, GOAL Centre has taken steps to streamline the criteria of this award, as well as taking into account the comments given by lecturers.
Starting September 2014, GOAL Centre has prepared a'Self-Declare Form on Blended Learning' in enabling lecturers to articulate the use of Web 2.0 and other GOALS apps in their teaching and learning. Through this form, lecturers will help GOAL Centre identifying additionalapplications that have been used in the embarkment of education technology in USIM.
In addition, GOAL Centre has also changed the format of GOALS active user award. Starting 2015, this award will be given to every faculty, with one winner will be chosen torepresent his or her faculty based on the GOALS utilization rate, as well as the usage of otherrelevant applications or tolls that need to be declared on the 'self-declare form'.
USIM BLENDED MODERUBRIC
05
HOW CAN I
ACHIEVE
MINIMUM 30%
BLENDED MOD
E
REQUIREMENT
?
"DID YOU KNOWTHAT WE HAVE
STANDARD ON
HOW TO CALCULATE
THE USE OF GOALS?" OH YES, WE COUNT IT!
INFO
RMATIONCourse
Outline /Learning
Objective / Synopsis / Syllabus / Study
Planner / Scheme of work (SOW) /
Proforma / Guide /Description
5% 1item
RESO
URCES / CONTENT
Word Proces-
siong (.doc) /
Presentation Power
Point (.ppt) / Flash (.swf)
/ SCORM / Adobe
Reader (.pdf) / Video /
Audio / Book / IMS
Package / Page /
Label / Social
Media / Web 2.0
ACTIVITIESAsynchronous :
Portfolio / Task / Wiki /
Discussion / Forum / E-mail
/ Messenger / Feedback /
Mind mapping / Choice /
Survey / External Tool / Glossary
/ Lesson / Questionnaire / Web
2.0 / Social Media
Synchronous:
Webinar / Video Conferenc-
ing / Web Conferencing /
Big Blue Button / Chat
ASSESSMENT
Quiz / Assignment / Journal / Portfolio / Case-study / Mind mapping / Projects
40% 7items
35% 3items
20% 2items
100%
100%
+
+
+
=
ifyou achieve
score
+ self declare form
http://goals.usim.edu.my/moodle
categoriesModulin GOALS. What you should use
legend
"use all the modulesin GOALS to achieve30% blended mode
requirement"
HOW CAN I
ACHIEVE
MINIMUM 30%
BLENDED MOD
E
REQUIREMENT
?
RESO
URCES / CONTENT
ACTIVITIES
ASSESSMENT
categories
06
Mag
azin
e 20
14
PANDUAN PEMBANGUNANSELF-INSTRUCTED MODULE (SIM)
Meeting & Discussion
for selecting Module Editor &
Coordinator
01Submission
Formal Letter of appoint-
ment
02ID Story-board
develope-ment
process
03Sent Learn-ing Module Format & Guideline by Email
04
Checking by GOAL Centre
08Filling up Docket
module / declaration of originality
07Revised Module
Received by GOAL Centre
06Module will be revised by Coordi-
nator
05
Module Received
01
Brainstorm-ing Session
02ID Story-board
Process
03Evaluated
Process
04
Checking by GOAL Centre
08Audio Video
Editing
07Content Develop-
ment
06Amend-
ment Process
05
Checking by Writer
09
Amend-ment
10Second
checking by writer
11Plagiarism
Check(Turnitin)
12
Upload / publish
16Approval by
JKHI
15
Final check by JAeP
14Confirma-
tion by Writer
13
FASA2
FASA1
FASA 2
FASA 1
07
Bahan kursus dan pengaja-ran adalah termasuk di dalam kategori harta intelek seperti yang ditulis di dalam dasar harta intelek USIM. Walau bagaimanapun, garis panduan mengenai hak cipta dan pembangunan modul dan bahan pembela-jaran dan pengajaran (p&p) yang akan dimuatkan secara atas talian di USIM masih tidak jelas. Maka satu garis panduan perlu disediakan supaya pelaksanaan dan pemantauan dapat dilak-sanakan dengan lebih baik.
GARIS PANDUAN HAKCIPTA MODUL DAN BAHANE-PEMBELAJARAN(HARTA INTELEK)USIM
Garis panduan ini disediakan bagi
memberi penjela-san tentang per-anan dan tang-
gungjawab semua pihak yang terlibat
dalam penggu-naan dan pengu-
rusan hakcipta modul dan bahan e-pembelajaran,
selainmenyediakan
proses jelas berkenaan pem-bangunan bahan
e-kandungan dan panduan penggunaan
bahan
GARIS PANDUAN BAGI TUJUANPENGURUSAN DAN PENERBITAN MODUL DAN BAHAN E-PEMBELAJARANA
Apabila sesebuah kursus diterima untuk diterbitkan sebagai modul e-pembelajaran oleh GOAL Centre, urusan penerbitan modul e-pembe-lajaran tersebut akan diuruskan oleh Centre GOAL.
GOAL Centre mempunyai hak mutlak di dalam menguruskan penerbitan sesebuah modul dan bahan e-pembelajaran yang telah diluluskan oleh Jawatankuasa Akademik e-Pembelajaran USIM (JAeP).
Penyedia bahan e-pembelajaran akan dibayar royalti / honororium berdasarkan kadar yang diluluskan oleh Universiti.
Bagi modul atau bahan e-pembelajaran yang mana penyedia bahan e-pembelajaran tersebut dibayar royalti / honorarium oleh GOAL Centre atau menggunakan sebahagian atau sepenuhnya kemudahan USIM untuk pembangunan, maka hak cipta karya tersebut dari segi perce-takan, penerbitan dan pemasaran adalah dipegang oleh USIM.
Modul e-pembelajaran yang dibangunkan dan yang telah diterbitkan menggunakan kemudahan USIM akan mempunyai imprint (catatan) logo USIM dan GOAL centre.
Modul atau bahan e-pembelajaran yang disediakan akan diterbitkan di platform LMS dan mana-mana platform USIM yang bersesuaian.
Hak Cipta Modul dan Bahan e-Pembelajaran
Semua modul dan bahan e-pembelajaran yang dibangunkan menggunakan kemudahan dan sokongan yang disediakan oleh USIM adalah hak milik bersama penyedia bahan dan USIM.
USIM akan mendapat hak milik sepenuhnya atas modul dan bahan e-pembelajaran yang dibangunkan jika penyedia bahan diberi ganjaran pengurangan beban tugas, geran atau bayaran royalti / honororium, bantuan khidmat nasihat serta kakitangan pembangu-nan multimedia bagi untuk membangun dan menghasilkan bahan P&P tersebut.
USIM berhak pada bila-bila masa menggunakan modul dan bahan e-pembelajaran tersebut untuk diguna semula.
Penyedia bahan boleh pada bila-bila masa menggunakan modul dan bahan e-pembelajaran tersebut dalam sebarang aktiviti akademik. Ianya bagaimanapun tidak boleh digunakan oleh pihak lain sama ada di USIM atau di institusi lain sebelum mendapat kebenaran daripada USIM.
Penyedia bahan boleh menggunakan modul dan bahan e-learn-ing tersebut untuk kegunaan lain seperti pengajaran di dalam kelas, penyelidikan, penerbitan serta pembentangan dalam seminar.
Penyediaan dan penggunaan modul dan bahan e-learning adalah tertakluk kepada tujuan yang dibenarkan oleh undang-un-dang berkaitan.
Garis Panduan Hakcipta Modul dan Bahan-Bahan e-Pembelajaran (Harta Intelek) USIM telah diluluskan oleh Mesyuarat Jawatankuasa Harta Intelek (JKHI) Bil.2/2014 dan Mesyuarat Jawatankuasa Pengurusan Universiti (JKPU) Bil.24/2014.
GARIS PANDUAN PELAKSANAANHAKCIPTA BAGI BAHAN YANGDIGUNAKAN DI DALAM PEMBANGUNAN MODUL E-PEMBELAJARAN
BTanggungjawab Penyedia Modul E-learning
Bertanggungjawab sepenuhnya terhadap bahan-bahan e-learning yang disumbangkan, denganmengambilkira hak moral dan hak ekonomi.
Digalakkan menggunakan bahan e-learning yang dibangunkan sendiri atau hasil karya sendiri.
Meminimumkan penggunaan media luar untuk membangunkan modul e-pembelajaran.
Bertanggungjawab memastikan mendapat keizinan penulis asal dan menyatakan dengan jelas sumber-sumber media yang digunakan di dalam modul e-pembelajaran.
Mengambil maklum tentang Dasar Umum (semak semula) Teknologi Maklumat & Komunikasi (ICT)yang ditetapkan oleh USIM
Mematuhi Akta Hak Cipta Malaysia 1987 (Akta 332) (dan mana-mana pindaannya) dan Polisi Harta Intelek yang telah ditetapkan oleh USIM termasuk mendapatkan persetujuan pemilik asal bahan e-pembelajaran (media) tersebut, sebelum menggunakan di dalam modul e-pembelajaran masing-masing.
Prosedur Perlaksanaan Hakcipta
Bagi menyatakan bahan adalah di bawah lesen hak cipta USIM
Format bagi video, slide presentation, PDF atau modul: penyataan hak cipta USIM dan terbitanGOAL Centre. (Hubungi Pn. Nurhuda Ruzlan atau En. Mohd Faizal Fuaad di talian 06-7986459 / 6462 atau e-mel pertanyaan anda ke [email protected] untuk mendapatkan template)
Bagi menyatakan bahan-bahan yang terdapat di dalam ciptaan USIM (bahan pengajaran)
Format bagi video, slide presentation, PDF atau modul: acknowledgement akan diletakkan di bahagian terakhir/belakang.
Penggunaan Media Luar
Bahan-bahan media yang terdapat di internet adalah hakcipta penyumbang tersebut. Kaedah terbaik menggunakan media dari internet ialah dengan menggunakan media dari website creativecommons.org, di mana media-media akan di label sebagai bahan Creative Commons.
08
Mag
azin
e 20
14
Sekiranya penyedia modul perlu menggunakan media luar, dicadangkan agar penyedia bahan menggunakan media luar dari kategori berikut untuk kursus / program berikut
AttributionCC BY
Attribution-NoDerivs CC BY-ND
Others
Sesuai digunakan untuk bahan
USIMOE/ ODL
OER
G-ACE/ LLL
Dicadangkan agar USIM mengklasifikasikan modul atau bahan e-pembelajaran yang telah lengkap dan jelas 100% karya asli DAN bahan e-pembelajaran yang telah lengkap dan ada menggunakan media luar (Common Craetive) mengikut kategori berikut untuk kursus / program berikut
Copyright /Hak Cipta Terpelihara USIM
CopyrightCC BY – NC – SA
Standard You Tube Licensedi label sebagai Attribution-NonCommercial-ShareAlike4.0 International : sebagai salahsatu langkah mengelakkanpenyelewengan bahan
Sesuai digunakan untuk bahan
USIMOE/ ODL
OER
G-ACE/ LLL
09
SELF-DECLARE FORM ON BLENDED LEARNINGUSED IN COURSES FOR SEM 1, 2014/2015
SELFDECLARE
LATAR BELAKANG BORANG
Pensyarah di USIM telah menyatakan bahawa mereka menggunakan pelbagai platform lain (selain GOALS) dalam proses pembelajaran dan pengajaran atas talian, khususnya media sosial. Beberapa pensyarah juga memaklumkan bahawa mereka telah menggunakan pelbagai aplikasi dan tools Web 2.0 namun tidak dikira semasa analisa penggunaan GOALS.
Bertitik tolak daripada komen ini serta menyedari kelemahan sistem pelaporan GOALS, GOAL Centre telah membangunkan borang ishtihar (self- declare form) untuk membantu melengkap-kan analisa penggunaan GOALS selain menambahbaik sistem pelaporan GOALS (GOALS Reporting Tools).
Soalan yang perlu dijawab oleh pensyarah melalui self-declare form adalah berasaskan rubrik blended mode IPTA seperti yang dipersetujui oleh Ahli-Ahli Majlis e-Pembelajaran IPTA Malaysia (MEIPTA) dan Kementerian Pendidikan Malaysia (KPM). Rujuk muka surat 5 majalah ini untuk mendapatkan rubrik yang dimaksudkan.
TUJUAN BORANG
Borang ini adalah untuk membantu GOAL Centre dan pensyarah untuk mengenalpasti pencapaian 30% pembelajaran teradun (blended learning) yang dilaksanakan dalam kursus-kursus yang ditawarkan pada Semester I, Sesi 2014/2015.
Borang ini juga adalah untuk memberi pilihan dan kebebasan kepada pensyarah untuk mempelbagaikan kaedah, aplikasi dan platform pembelajaran dan pengajaran atas talian. Namun begitu, perlu dimaklumkan bahawa GOALS akan digunakan sebagai platform utama sistem pengurusan pembelajaran atas talian (Learning Management System) di USIM.
GOAL Centre akan menambah baik sistem pelaporan GOALS dari masa ke masa untuk memastikan kesemua aktiviti berkaitan pembelajaran dan pengajaran atas talian, termasuk penggunaan melalui media sosial dan lain-lain aplikasi Web 2.0. Dalam masa itu, borang self-declare akan digunakan sebagai pelengkap untuk menganalisa kadar penggunaan GOALS dan juga kadar pembelajaran dan pengajaran yang dijalankan secara atas talian.
Setiap borang mewakili satu kursus / subjek. Sekiranya seseorang pensyarah mempunyai lebih daripada satu kursus, borang perlu diisi semula untuk kursus seterusnya.
Hasilnya borang self-declared ini akan digunakan sebagai pelengkap kepada statistik penggunaan GOALS yang dijana menggunakan GOALS Reporting Tools.
APLIKASI BORANG
Analisa borang ini juga akan digunakan untuk menilai pemenang Anugerah Penggunan Inovatif GOALS. Proses pemilihan Pensyarah Aktif dan Inovatif GOALS adalah seperti di bawah:
1) Kadar penggunaan GOALS dan medium atas talian lain yang mencapai tahap minimum 30% mode blended seperti yang digariskan dalam rubrik Kementerian Pendidikan Malaysia (KPM)2) Keunikan kandungan yang ditonjolkan dalam GOALS3) Kreativiti dalam menggunakan aplikasi dan modul GOALS4) Kepelbagaian kaedah pengajaran dan pembelajaran secara atas talian melalui borang self-declare
10
Mag
azin
e 20
14
KAJIAN GOALS SELF DECLAREDTempoh kajian1 Dis - 31 Dis 2014
Medium kajianGoogle Form
Respondan kajianPensyarah USIM
2%9%
7%
6%
15%
5% 3%32%
10%
11%
PPS
FPG
FEM
FKP
FPBU
FPSK
FPQS
FST
FSU
Tamhidi
210
8
7
17
6
3
37
1213
115
Peratus respondan
BILANGAN respondan
Jumlahrespondan
Adakah anda
sedar dengan
Keperluan
3329%
81%82
Peratus respondan
BILANGAN respondan
rubrik
baharu
mode blended?
TIDAK
YA
KURSUS RESPONDAN
MELALUI
SELFDECLAREFORM
TAHAP PENCAPAIANMODE BLENDED
KURSUS RESPONDANMENCAPAI
30%KEPERLUAN minimum
MODE BLENDED
3
14
25
73
63%BILANGANRESPONDAN
https://docs.google.com/form
s/d/1qFfEcLpNO
iH1msxKqe_0ytc0jM
hhL4lTXnjaM
YBdMEk/view
form
PAUTANBORANG
11
12
13
14
15
Sebagai satu usaha untuk memperkukuh pembangu-nan dan perkembangan e-Pembelajaran di USIM, GOAL Centre telah menganjurkan Majlis Pelancaran Program dan Perkhidmatan Pusat Akses Pembelaja-ran Terbuka Global (GOAL Centre) Universiti Sains Islam Malaysia (USIM). Majlis ini bertujuan untuk mem-promosi dan memperkenal fungsi dan tanggung-jawab GOAL Centre secara rasmi kepada warga USIM khususnya, dan warga akademik seluruh negara amnya, menjadi majlis yang simbolik kepada kewuju-dan pusat yang bertanggungjawab dalam pemban-gunan dan perkembangan e-Pembelajaran di USIM. GOAL Centre juga merancang untuk melancar dan mempromosi program-program yang telah diran-cang dan dibangunkan oleh GOAL Centre semasa majlis selain menjadi platform untuk memperkenalkan perkhidmatan yang dikendali oleh GOAL Centre.
Majlis dimulakan dengan ucapan aluan daripada Dr. Ernie Suzana Ali, Pengarah GOAL Centre dan kemudi-annya diteruskan dengan ucapan perasmian serta gimik perasmian oleh Y.Bhg Profesor Emeritus Tan Sri Dato’ Dr Hj Abdul Shukor Hj Husin, Pengerusi LPU USIM. Melalui ucapannya, Y.Bhg Pengerusi LPU menghara-pkan agar usaha GOAL Centre untuk menyuburkan konsep pendidikan secara atas talian itu perlulah diselarikan dengan idea penubuhan USIM, agar pela-jar keluaran USIM itu nanti, tidak kira melalui platform konvensional atau atas talian masih menatijahkan individu yang mampu untuk mengintegrasikan ilmu Naqli dan Aqli.
Gimik majlis pelancaran disempurnakan apabila Y.Bhg Pengerusi LPU USIM mengimbas kod QR melalui tablet yang disediakan sebagai satu simbolik kepada signifikasi ICT dalam e-pembelajaran. Majlis disusuli dengan video perasmian yang merangkumi bebera-pa babak daripada sesi temu bual bersama Y.Bhg Prof. Dato’ Dr. Muhamad Muda, Mantan Naib Canselor USIM, Y.Bhg Prof. Dato’ Dr. Musa Ahmad, Timbalan Naib Canselor USIM, serta Y.Bhg Prof. Dato’ Dr. Asma Ismail, Naib Canselor USIM, selain turut memaparkan pencapaian USIM sejak ditubuhkan pada 2011.
Majlis diteruskan dengan penyampaian anugerah sumbangsih kepada bekas kakitangan GOAL Centre yang pernah menabur bakti sejak mula penubuhan pusat ini. Selesai penyampaian anugerah sumbangsih ini, majlis diteruskan dengan penyampaian Anugerah Pengguna dan Fakulti Aktif GOALS bagi Tahun 2013. pengguna aktif GOALS merupakan sepuluh (10) orang pengguna teratas GOALS dengan kadar minimum 70% penggunaan sepanjang tahun 2013, manakala fakulti aktif ialah dua (2) buah fakulti yang mempunyai bilan-gan pensyarah teramai yang aktif menggunakan GOALS bagi tahun 2013.
Selain anugerah khas dan anugerah penggunaan aktif GOALS, majlis juga telah menyampaikan cenderama-ta untuk anugerah khas kepada seorang tokoh yang telah mencetuskan idea dan banyak mengembleng tenaga dalam memastikan penubuhan GOAL Centre iaitu Mantan Naib Canselor USIM yang ke-2, Profesor Dato’ Dr. Muhamad Muda.
Majlis Pelancaran Program dan Perkhidmatan GOAL Centre diakhiri dengan sesi bergambar dan sesi mela-wat pameran yang telah disediakan.
Penerima Anugerah Sumbangsih GOAL Centre(Bekas kakitangan GOAL Centre)
Encik Mohammad Bin Abu BakarPuan Nurulakhma OmarCik Norashikin Md IsaPuan Nurul Fathihin Mohd Noor ShahEn. Ahmad Aizuddin Aizat Tajul Arif
Penerima Anugerah Pengguna AktifGOALS bagi tahun 2013
Puan Siti Salmiah Muhammad (70.0%)Dr. Fuadah Johari (70.0%)Encik Shaharudin Ismail (70.7%)Dr. Norashikin Fabil (70.7%)Dr. Kirembwe Rashid Abdul Hamed (71.0%)Puan Afizzjah Artini Jusoh (73.0%)Dr. Ummi Salwa Ahmad Bustamam (73.0%)Dr. Adibah Sulaiman @ Mohamad (80.0%)Dr. Ernie Suzana Ali (81.1%)Dr. Sumaiyah Abd Aziz (83.9%)
Penerima Anugerah Fakulti AktifGOALS bagi tahun 2013
Fakulti Ekonomi dan Muamalat (57.45%)Fakulti Sains dan Teknologi (29.55%)
Penerima Anugerah Khas GOAL Centre
MAJLIS PELANCARAN PROGRAM DAN PERKHIDMATANPUSAT AKSES PEMBELAJARAN TERBUKA GLOBAL(GOAL CENTRE)
31 Mac 2014 (Isnin)8:30 pagiLobi Pejabat GOAL Centre USIM
Y.Bhg Prof. Dato’ Dr. Muhamad Muda(Mantan Naib Canselor ke-2 USIMTokoh yang telah mencetuskan idea dan banyak mengembleng tenaga dalam memastikan penubuhan GOAL Centre)
16
MA
JLIS PELAN
CA
RAN
PROG
RAM
DAN
PERKHIDMA
TAN
PUSAT A
KSES PEMBELA
JARA
N TERBUKA
GLO
BAL
(GO
AL C
ENTRE)
Mag
azin
e 20
14
apply now @ http://ecgs.usim.edu.my+6 06 798 6270 I [email protected]
Universiti Sains Islam Malaysia Open Education
onlinelearning
graduatinganywherelearn at your
own pace
interactivelearning
globalconnection
reviseanytime
studyanywhere
FACULTY OF ECONOMICS & MUAMALAT (FEM)Master of Economicsand Muamalat AdministrationPhd in Economics andMuamalat Administration
FACULTY OF MAJORLANGUAGES STUDIES (FPBU)PhD in English Language Studies
FACULTY OF LEADERSHIP & MANAGEMENT (FKP)PhD in Communication
FACULTY OF QURANIC & SUNNAH STUDIES (FPQS)Master of Quranic &Sunnah Studies
Pusat Akses Pembelajaran Terbuka Global @Global Open Access Learning Centre (GOAL Centre)
Level 1, Library BuildingUniversiti Sains Islam Malaysia (USIM)
71800, Bandar Baru NilaiNegeri Sembilan, MALAYSIA
List of online programme:
Tel: +6 06 798 6270Fax: +6 06 798 6250http://goalcentre.usim.edu.my
Pusat Akses Pembelajaran Terbuka Global @Global Open Access Learning Centre
(GOAL Centre),Level 1, Library Building,
Universiti Sains Islam Malaysia (USIM),71800, Bandar Baru Nilai,
Negeri Sembilan,MALAYSIA.
Tel: +6 06 798 6270Fax: +6 06 798 6250
http://goalcentre.usim.edu.my
CENTRE@ Universiti Sains Islam Malaysia
imbasan sepanjang tahun2014