Abu Kassim, Noor Lide

The International Islamic University Malaysia Repository

  i iv The book IIUM Emergency Remote Teaching and Learning is published by Centre for the Professional Development (CPD), IIUM.     Centre for Professional Development (CPD) International Islamic University Malaysia Jalan Gombak, Selangor Darul Ehsan, MALAYSIA  Tel: +603-6421 5914/ Fax: +6421 5915 Email: admin_cpd@iium.edu.my  Website: www.iium.edu.my/centre/cpd    First published in 2020 Publication © Centre for Professional Development, IIUM.   ©  All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise except brief  extracts for the purpose of review without the prior permission in writing of the publisher and copyright  owner from Centre for Professional Development, IIUM.  It is advisable also to consult the publisher if in any doubt as to the legality of any copying which is to be undertaken.    National Library of Malaysia          Cataloguing-in-Publication Data   IIUM Emergency Remote Teaching and Learning EDITORS: Noor Lide Abu Kassim and Isarji Sarudin    eISBN 978-967-12577-5-3 1. Emergency Remote Teaching and Learning 2. Teaching and Learning    vi IIUM Emergency Remote Teaching & Learning     Editors: Noor Lide Abu Kassim and Isarji Hj. Sarudin   Contributing Members: Noor Lide Abu Kassim  Isarji Sarudin   Izawati Tukiman  Zainurin Abdul Rahman   Tunku Badariah Tunku Ahmad  Gairuzazmi Mat Ghani   Muhammad Faris Abdullah   Lihanna Borhan  Ida Madieha Abdul Ghani Azmi   Andi Fitriah  binti Abdul Kadir     PUBLISHED BY THE CENTRE FOR PROFESSIONAL DEVELOPMENT  INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA  © Centre for Professional Development, 2020 Mohd. Feham Md Ghalib  Mohd Azrul Azlen Abd. Hamid   Rosemaliza Mohd Kamalludeen  Siti Zubaidah Anuar   Normaziah Abdul Aziz    Ainol Madziah Zubairi   Shamsuddin Abdullah   Amir 'Aatieff Amir Hussin  Joharry Othman  Hafizah binti Mansor  vii      CONTENT FOREWORD/1 Prof. Emeritus Tan Sri Dato’ Dzulkifli Abdul Razak Rector, International Islamic University Malaysia (IIUM)  PART 1: INTRODUCTION AND GUIDE TO POLICIES AND PROCEDURES  CENTRE FOR PROFESSIONAL DEVELOPMENT/4 Prof. Dr. Noor Lide Abu Kassim Director, Centre for Professional Development , IIUM  OFFICE OF DEPUTY RECTOR OF ACADEMIC AND INDUSTRIAL LINKAGES/6 Prof. Dr. Isarji Hj. Sarudin Deputy Rector, Academic and Industrial Linkages, IIUM  EQUITY AND QUALITY IN EDUCATION/7 Asst. Prof. Tpr. Dr Mohamad Faris Abdullah, Director, Office for Strategy and Institutional Change, IIUM  QUALITY ASSURANCE/8 Assoc. Prof. Dr. Lihanna Borhan Director, Office of Knowledge for Change and Advancement,, IIUM UNDERGRADUATE PROGRAMME GUIDELINES/9 Assoc. Prof. Dr. Gairuzazmi Mat Ghani Director, Academic Management and Admission Division, IIUM   CENTRE FOR POSTGRADUATE STUDIES/14 Prof. Dr. Ida Madieha Abdul Ghani Azmi Dean, Centre for Postgraduate Studies, IIUM  PART 2: GUIDE TO INSTRUCTIONAL DESIGN AND DELIVERY ERTL TEACHING AND LEARNING GUIDE/18 Noor Lide Abu Kassim Definitions/18 Learning Environment/18 Available Infrastructure/18 Preparation for Course Delivery and Assessment/19 IIUM E-Learning Policy/20 Equity in Education/23 Outcome-Based Education and Student-Centred Learning /24 Outcome-Based Education (OBE)/24 Learning Outcomes Cluster (MQF 2.0)/24 Student-Centred Learning/24  viii       Characteristics of Student-centred Learning/25 Difference between Problem Solving and Exercise Solving/26 Calculating Student Learning Time (SLT)/28  GUIDE TO INSTRUCTIONAL DESIGN FOR ERTL/29 Rosemaliza Mohd Kamalludeen Instructional Design/29 Instructional Design Models/29 Designing Online Lessons/31 Synchronous vs. Asynchronous Online Learning/32 The Instructional Plan/32 Useful Tips for Selecting Resources and Activities for Pleasant and Effective Online Learning Experiences/34  UNIVERSAL DESIGN FOR LEARNING (UDL)/35 Izawati Tukiman What is Universal Design for Learning?/35 Initiatives to Improve E-learning/36  ADAPTING TO REMOTE TEACHING AND LEARNING/37 Siti Zubaidah Anuar   PART 3: GUIDE TO ASSESSMENT  ASSESSMENT/43 Noor Lide Abu Kassim & Ainol Madziah Zubairi Classification of Assessment/43 Formative vs. Summative Assessment/43 Assessment of Learning, Assessment for Learning, and Assessment as Learning/44 Self-Assessment and Peer-Assessment/44 Test Purposes & Types of Tests/46  TRADITIONAL vs. ALTERNATIVE ASSESSMENT/47 Noor Lide Abu Kassim  Traditional Assessment/47 Authentic-Inauthentic Continuum and Discrete-Integrative Continuum/49 Alternative Assessment/52 Examples of Alternative Assessment/53 Alternatives to Final Examination/55   ix  PRINCIPLES IN DESIGNING ASSESSMENT TASKS/56 Noor Lide Abu Kassim Practicality & Authenticity Reliability/56 Validity/57 Some Important Questions in Designing Test Tasks/58 Item Format/59     Comparability of Test Tasks/60  PLANNING, DESIGNING AND IMPLEMENTING ALTERNATIVE ASSESSMENT/61 Ainol Madziah Zubairi & Noor Lide Abu Kassim Considerations in Planning Alternative Assessment/61 Matching Learning Outcomes to Types of Alternative Assessment Tasks/61 Types of Alternative Assessment Tasks/61 Common Types of Alternative Assessment Based on MQA Guidelines./61 Defining the Purpose of the Assessment/62 Selecting the Most Appropriate Assessment Task/62 Implementation of Alternative Assessment/62       OPEN-BOOK EXAMINATION/63 Zainurin Abdul Rahman  Elements of Open Book Examination/63 Concept: Avoiding Plagiarism/63 Procedure: Making Decisions/63 Procedure: Formulating Integrative Test Items/64 Recommended Process Flow/64 Platform/Medium for Open Book Exam/64 Test Items/64 ASSESSMENT IN CREATIVE ARTS: ASSESSING A STUDIO-BASED ASSIGNMENT VIA ONLINE/67 Izawati Tukiman  SCORING RUBRICS/69 Noor Lide Abu Kassim Why Use Rubrics?/70 How to Design a Rubric?/70 Types of Rubrics: Holistic vs. Analytic/70 Test the Rubric/70 Examples of Scoring Rubrics/71 How to Make Scoring More Reliable and Valid?/74   x       CONSTRUCTIVE ALIGNMENT/76 Noor Lide Abu Kassim   & Lihanna Borhan  Constructive Alignment/76 Example from Master in Education (TESL) Language Testing Course/77  PART 4: GUIDE TO ONLINE PLATFORM iTa’LeEM/81 Mohd. Azrul Azlen Abd. Hamid & Feham Mohd Ghalib    GOOGLE CLASSROOM/124 Shamsuddin Abdullah   GOOGLE MEET/138 Mohd. Feham Md Ghalib   MICROSOFT TEAMS/148 Mohd. Feham Md Ghalib   ZOOM/162 Tunku Badariah Tunku Ahmad, Shakirah Mohamed Aminuddin & Farhana Mohd Isa   E-PORTFOLIO (Pathbrite)/173 Joharry Othman   PART 5: SECURITY GUIDELINES FOR E-LEARNING SECURING ONLINE QUIZZES AND TESTS ON iTa’LeEM/179 SIMPLE SECURITY GUIDELINES FOR E-LEARNING AT IIUM/185 Normaziah Abdul Aziz, Andi Fitriah, Amir ‘Aatief Amir Hussin & Hafizah binti Mansor  REFERENCES/187 INDEX/188 16  18  ERTL TEACHING AND LEARNING GUIDE   Noor Lide Abu Kassim   Definitions Distance Learning Distance learning is a learning mode in which learners independently study either through online/virtual learning platforms or in an offline environment, mainly physically away from campus.  Open Distance Learning Open Distance Learning (ODL) is a learning option that is flexible in terms of access and it uses various modes for independent learning (Ahmad, Phillips, Santhi & Wahid, 2010). Hence, ODL is flexible and multi-modal.  It gives the opportunity for education to be accessible anywhere and uses various means. It frees learners from constraints of time and location. ODL also uses various delivery systems and resources for independent self-learning.  Emergency Remote Teaching and Learning  Emergency Remote Teaching and Learning (ERTL) is a terminology that is used to describe a delivery mode that is undertaken in time of crisis, such as the COVID-19 Pandemic, that does not support regular on-campus face to face (f2f) instruction. It is defined as “a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances” (Hodges et al., 2020).  Remote Teaching & Learning Remote Teaching and Learning (RTL) is where the learners and instructors are physically separated; and therefore, unable to interact in the f2f classroom setting. Teaching and learning activities take place either through online/virtual learning platforms or in an offline environment (such as, using printed materials, USB drive, and other forms of mass media without the use of internet network) which is similar to distance learning (Training Industry, 2020).  E-Learning /Online Learning “E-Learning is learning utilizing electronic technologies to access educational curriculum outside of a traditional classroom.  In most cases, it refers to a course, program or degree delivered completely online” via the internet. (eLearningNC.gov, 2020). When online or e-learning is combined with f2f instruction, it is referred to as blended learning.  Distance/Remote Assessment Distance or remote assessment that is designed to be delivered to learners that are physically away from the study centre, in which learners are assessed using methods other than f2f and on-site.  Learning Environment To maintain quality education, IIUM needs to provide a learning environment that would support successful learning. Given the ERTL context, the University seeks the respective Kulliyyahs/ Centres/ Institutes: 1. to identify students’ learning environments and types of access to determine the relevant modes for effective content delivery and assessment. 2. to identify students’ learning needs and lecturers’ readiness for ERTL.  Available Infrastructure Proper and adequate infrastructure is required for effective and successful teaching and learning. Hence, the respective Kulliyyahs/Centres/Institutes are: 1. to identify relevant infrastructure & platforms for delivery, feedback and assessment. 2. to ensure selected infrastructure/platforms support teaching and learning. 19  Preparation for Course Delivery and Assessment  In order for effective and successful remote teaching and learning to take place, proper planning for course delivery, feedback, and assessment need to be done. Figure 1 gives some guiding principles to assist in ensuring the quality of education provided by the University. Figure 1. Course Design for Online and Offline Delivery, Feedback and Assessment  20  IIUM E-Learning Policy The IIUM E-Learning policy reflects the expectations of the IIUM with regards to the use of online learning platforms as part of instructional delivery and assessment strategies. 1. E-learning at IIUM is a compulsory instructional method used by instructors to enhance the quality and effectiveness of teaching and learning. 2. Blended learning mode allows for a combination of conventional learning (face-to-face) and virtual learning methods. 3. All courses offered in a particular semester must be made available online at the beginning of the semester using the University’s Learning Management Systems (iTa’LeEM). 4. All instructors are required to equip themselves with ICT skills to integrate online materials into teaching. 5. All learners are required to equip themselves with ICT skills to use online materials in their learning process.  6. IIUM is responsible in providing the training, support and resources in the implementation of E-learning. FIGURE XXX Learner Support Figure 2. Learner support for online and offline learning  21  Figure 3. Lecturer support for online and offline delivery modes    22  When assessing students, make sure that the above are considered for a reliable and valid assessment of student performance. Assessing students using different modes of delivery requires careful planning and considerable attention in its implementation. Figure 4. Considerations in online and offline assessment 23  In the effort to ensure that no student is left behind, equity in education requires that we pay attention to a number of elements in our teaching and learning activities. These include access to teaching and learning resources, feedback, and support, as well as reliable and valid assessment regardless of the mode of offline delivery or online platform used. To ensure fairness, it is recommended that students’ access to delivery modes or platforms used are ascertained before planning for course content delivery, feedback, and assessment. Figure 5. Equal Opportunity Policy Equity in Education 24  OUTCOME-BASED EDUCATION AND STUDENT-CENTRED LEARNING  Learning Outcomes Cluster (MQF 2.0)  The previous learning outcomes (LO) have been ‘clustered’ and, ‘reprofiled’ into the following five clusters of learning in the MQF 2nd edition:  I. Knowledge and understanding  II. Cognitive skills  III. Functional work skills with focus on:  a. Practical skills  b. Interpersonal skills  c. Communication skills  d. Digital skills  e. Numeracy skills  f. Leadership, autonomy and respon-sibility   IV. Personal and entrepreneurial skills V. Ethics and professionalism. Outcome-Based Education (OBE) WHAT IS OBE? Outcome-Based Education (OBE) is an education model or system that is focused on the “essentials for students to be able to do successfully” at the end of their learning (Spady, 1994). It emphasizes well-defined, criterion-based standards for observable and measurable learning outcomes. Hence, OBE has a focus on outcomes which students are expected to achieve at the end of their course (i.e., course learning outcomes) and study programme.(i.e., programme learning outcomes).   According to Spady (1994), the keys to an outcome-based education are: • Having clear learning outcomes upon which the education system is focused. • Providing conditions and learning opportunities that would enable students to achieve the outcomes.    Instructors must have a clear understanding of what their students should know and be able to do and help them achieve the outcomes. As outcomes refer to “actual doing” (Spady, 1994), they must be defined using observable action verbs (e.g., describe, design, explain, produce, demonstrate, etc.). Student-Centred Learning  Student-centred learning is based on the constructivist view of learning, where students construct knowledge and learn through new experiences and interactions, instead of rote-learning. In the student-centred learning environment, there is considerable student engagement, challenge, and enthusiasm for learning. Students know what they are learning, why, and what they need to do, and learn to complete a task. In a student-centred approach, there is a combination of individual and collaborative work to develop independent learning. Scaffolds are also needed for successful learning. Students work at their own pace and are given the opportunity to explore their interests. Feedback and formative assessment are important features of student-centred learning approaches.  In ERTL, where students are abruptly subjected to independent learning and self-study, it is important that adequate scaffolding and feedback are given to ensure successful learning. 25  Figure 6. Characteristics of Student-centred learning CHARACTERISTICS OF STUDENT-CENTRED LEARNING • Student-centred teaching and learning is where students are at the centre of the teaching and learning process, not the teacher. • It is inquiry-based, where students seek answers to questions. • It engages students to think about thinking, and it teaches problem solving skills. • It allows students to have control of their own learning. • It helps students to set their own goals and have accountability for their own learning. • It exposes students to diverse ideas and allow for new and better ideas to emerge. • It encourages collaboration in learning and create opportunities to build on each other’s strengths. Characteristics of Student-centred Learning 26  Figure 7. Commonly used student-centred learning approaches in higher education Difference between Problem Solving and Exercise Solving Problem Solving • It is a process to obtain the best possible answer given certain limits or constraints • Problem is ill-defined / open to enable consideration of multiple solutions • More than a single approach to solve the problem • Novel • Integration of knowledge and skills • Strong presentation skills of solution/s required to convince Exercise Solving • It is a process to obtain one pre-determined answer • Problem is well-defined to arrive at an only solution • Usually one approach to arrive at the answer • Similar problem may have been encountered before • Limited to the subject / discipline • Presentation skills not required 27  In subject-based learning, problems are given to apply what has been taught. Problems are posed after input on facts are provided and skills are developed.  In problem-based learning, instruction begins with a problem. Learning of facts and skills take place in the problem-solving process. Figure 8. Processes in subject-based learning   Figure 9.  Typical steps in problem-based learning PBL was first introduced by Howard Barrows and Colleagues at the School of Medicine at McMaster University, Canada.  Although PBL typically follows a particular systematic approach to problem solving, the steps involved, and sequence may vary depending on the subject domain and the focus of the learning. Nonetheless, PBL is inquiry-based and begins with an ill-structured or an open problem. PBL is not solely about problem solving; it seeks to increase knowledge and understanding through the process of problem solving. When formulating the problem, we must bear in mind that it must be aligned to the desired learning outcomes and can be accomplished within the time given. It must also stimulate students’ curiosity and engagement. PBL also requires considerable feedback and adequate scaffolding by the instructor. PBL can be instructor-led or peer-led, or a combination of both approaches. 28  CALCULATING SLT BASED ON ASSESSMENT How do we determine the student learning time (SLT) for content delivery and assessment devised to meet our course learning outcomes?  Table 4. Example of a Student Learning Time calculation 194  

ERTL teaching and learning guide

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ERTL teaching and learning guide

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