MaKe-Up, SuRpRisE!

4/11/07 (Sunday)

Indeed the power of make-up is prevailing!

Though it is not the first time I went for the professional make-up session in conjunction with certain special occasions, but this is the first time I experience the real power of make-up!

Guess what? I got this free make-over by buying the product of CRES and it is absolutely marvelous! Spending less than half an hour, I was transformed into a brand new look, with the new hairdo and the gorgeous make-up. Looking through the mirror, even me myself couldn’t get my eyes away from the flawless image that forms in it. Well, sounds exaggerated? Perhaps, others my think that I’m boosting myself, in fact, I’m not. I consciously know that there are lots of beauties out there. But for me, who just has a normal look and with rare experience in make-up, this new look is really “breath-taking”! Ha!

A big thank to the professional make-up and CRES! It was really a remarkable experience walking around with the fantastic new look!

~* I shall bravo for that particular make-up *~

The non academic stuff -- SuRpRisE ~ A nEw DiScOvErY !

3/11/2007 (Saturday)

A sunny day.

Happily, I marched through my way to a nearby florist shop at about 12 noon, after stepping out from the chinese restaurant near the wet market, where I had satisfied my appetite after an hour, hungry journey from KL to Seremban.

To my surprise, I encountered a friendly, familiar face. Stunned, I stopped and cleared my vision to make sure that I'm correct... Oh yes, guess what? Haha, I met Ms. Chin in Seremban!

I did not think that she noticed me at first until I approached her and greeted her...A short chat burst between two of us and from that, I know that she is from Seremban. Hey, Jeremy, have you ever met Ms. Chin before since both of you are from the same hometown? Hehe...

Well, a short encouter yet a long happy day. It was really nice to meet you there, Ms. Chin...

~~ Just sometimes, expect the unexpected *p* ~~

aLL aBoUt tHe TEST !!!

26/9/2007 (Wednesday)

Filling up the attendance form for the test, I wonder if this is a test or an exam…
A sense of unknown fear rises and conquers me from nowhere. God, I have to face this again – TEST!!!

My hands shake and my head turns almost blank when I look into the questions. Will I be able to pass this paper? Will I be able to answer according to the requirements of the questions?

Tones and tones of the unanswerable questions flash through my mind when I crack my head to choose between the four, two questions to be answered. Gosh, what a HOTs’ paper with all the deep-thought-required answers. Herm…No wonder, throughout this course, critical and creative thinking skills are among the most important skills to be developed, as Prof and the facilitators constantly stress on these pertinent skills—either through their comments posted in blogs or through the daily communications during the class, as well as in the forum.

Now that the importance for mastering and polishing these skills have manifested themselves in this very test, I should be thankful to all the work done and comments from Prof, as well as Ms. Ng and Ms. Chin in pushing me towards developing my critical and creative thinking skills (especially about the comment asking me to reflect on my process regarding the completion of the IWB assignment based on the HOTs in Bloom Taxonomy by Ms. Ng. Also, luckily, I have given a reply to her comments in my blog before the test. This really helps. Hehe... Thanks again!).

Anyway, the two hours pass like nobody business; too rush, too fast, too without a sense of pity and mercy… I have struggled much to finish the two questions within the given time frame. Hands acne and fingers pain, I bear them and continue to the very last minute until our dear facilitator, Ms. Chin commanded us to stop for the time is finished.

Well, is all over now, with my shaking hands writing down about 9 pages of answers for the first and second question, I shall be thankful to be able to do so, though I’m really not sure if I’m meeting the requirements for the questions. No matter how, I wish I have done a good job and I pray for the markers’ mercy and kindness in allocating the marks when reading my paper. Do you hear my wish, dear Prof.? Do you hear my hope, dear Ms. Ng? And, do you hear my will, dear Ms. Chin? I do hope you all do (^p^).

Anyway, looking at the answer sheets being collected by Ms. Chin, I’m sort of putting down a burden now since the test is over and this course is almost at its end…

Just, Good Luck to all in the TEST as well as for the MARKS! *u*

~ tHe MoViE mAkEr fAcToRy~

16/9/2007 (Sunday)

Hey friends, here is the movie maker factory~~~

Well, through the IWB assignment, I’ve learnt a new skill in manipulating a new computer programme—Windows Movie Maker and I would like to share the process in producing a simple video/movie clip to all. Since this is also my baby steps in using the programme, I do wish those who are experienced in using it, would share their skills with me…

Undoubtedly, we can just download video clips from the internet and for sure, the visual aspect will be better than our self-made ones (as they would have such an expertise in producing those attractive flashes and video clips as compared to us, or I mean, me alone). Why do we need to take all the trouble to produce our own then? Well, through my experience in searching for a really suitable video clip that can be incorporated into our lesson through the use of Smartboard, I do find that it is not easy to do so. This is because the video clip that we are looking for should not only meet the lesson objectives; it should pitch at the pupils’ level and promote their learning at the same time. Hence, if you really want to enhance your lesson through video clip, but fail to look up for a suitable one in the net, I would suggest that you prepare your own. And this is the very reason for me to blog down the process in producing the video clip. I do hope with this little help, I would make your teaching life more interesting…

Here you go:

First and foremost, look up for all the images, pictures and even songs or music that can help in producing an interesting and suitable video clip. You can do so by surfing the net and download them into your picture gallery or you can scanned from other sources and save them in a folder in you computer/notebook.

Now, you are ready for the movie/video making process!

Firstly, open up your Windows Movie Maker programme and
import those images or pictures or songs/music
that you want to have in your video clip.
You may even capture images to the Windows Movie Maker.
You can find those icons for importing images/music on
the left hand side of the programme.

After you have imported those pictures/songs,

they will appear on the right blank column,

but you still cannot play the video clip yet.

~ Refer to Diagram 1 below ~

Diagram 1

Then for the second steps, drag the images into the column below.

It will automatically appear in the 'Video' column.

You may drag the images to fit the intended playing time you wish.

~ As shown in Diagram 2 ~

Diagram 2


For the music or songs, do the same as the above as well.
It will appear in the 'Audio/music' column.
You may also, same as the graphics, drag the music length
to the intended playing time-frame you wish.

~ As shown in Diagram 3 ~

Diagram 3

Now you can play the images and songs. However, you can enhance your video clip by adding some effects to it. Just go to the second part on your left and you would find icons for adding video effects.
Click on it and you can play and choose any of the effects. Then
drag them into the pictures or images that you want.

~ As shown in Diagram 4 ~

Diagram 4

You can add different styles of video transitions too!
Just click on the icon for video transitions and choose one of your favourite styles.
Then drag and place the video transition style
in between two images or pictures.

~ As shown in Diagram 5 ~

Diagram 5

Also, you may add title to your video clip.
Just click on "Make titles or credits" on your left hand side and you will
be prompt to choose on where you would like to place the title.
Just click on the selected option and a blank column will appear.
Type in your intended text/wordings.
Then below the column, there are options for you to change
the title animation, as well as the text font and colour.
Just click on the option and choose your intended style.

~ Diagram 6 below shows a rough scence on the process I've described ~

Diagram 6

Now, you have done with your video clip!
Just go to the 3rd column under the option "Finish Movie" on your left
and choose a save mode for your product.
A save wizad will appear (as shown in Diagram 7 below)
and you will be prompt for a simple saving process.

Diagram 7

You can also try playing the movie by using the smaller version of Windows Media Player
that is situated on your right hand side.
You can have full screen view on it as well.

Still don't quite get it? No worries!
There is an option for movie making tips on your left.
Just click into the areas that you would like to learn more
and I'm sure there will be not a single problem in producing
your own video clip by using this programme!

~ Please refer to the Diagram 8 below ~

Diagram 8

Well, if you save your product in such a way as mentioned above,
you may still edit it.
However, if you have finalized your product,
then go the the option on "file", which is situated at
the uppermost left hand corner of the page and click on
"save project"/"save project as...". When this is done,
there is no room for any edition and the video clip is the
final piece of work that you may upload
to any other intended programme you wish
(e.g. into the Smartnotebook programme).

Well...the process of producing a simple vide clip by using the Windows Movie Maker is just as simple as this... The matter is, do we have the time and the urge to produce it? Trust me, try to produce one, the feeling of success worth more than everything you've spent in producing it. It may not be perfect, but at least, it caters to your pupils' needs since you are the one who have produced it, since you are the one who understand your pupils most.

Also, I would like to take this opportunity to thank Aizam for her brief tutorial in guiding me to complete my first virgin cideo clip... Thanks Aizam!!!

Happy Learning and exploring to all...

~ A Product by Sze Mei ~

ThE eXpEriEnCe, tHe PrOCesS ~ pReCioUs!

9/9/2007 (Sunday)

IWB assignment, IWB assignment, IWB assignment ~

For me, the IWB assignment is definitely not an easy assignment. It requires not only the skill in manipulating the Smartboard as well as using Smartnotebook to design the teaching-learning activities, moreover, the activities designed should suit the target learners, the learning outcomes and also, are suitable for the integration of Smartboard. Surely, there is no point in designing teaching-learning activities that even without the use of this interactive whiteboard, will be able to carry out through the conventional tools or with the old technological tools, such as the overhead projector (OPH). In addition, the teaching-learning activities designed should also help to promote active interactions among the pupils. Thus, bearing those criteria deep in my mind, if I would like to describe my process of completing the assignment to the level in Bloom’s Taxonomy, I would rather say it is of the higher level instead of the beginning level, such as knowledge and comprehension.

Of course, without mastering the basic level in Bloom’s Taxonomy, it sounds impossible for me to move through the higher level. Hence, I personally feel that I would have mastered and understand the content for the activities that I’ve designed for the Year 4 pupils regarding the “Earth and Universe” to certain extend. Moreover, besides the content understanding, I do have a basic knowledge and understanding in manipulating the Smartboard and the functions in Smartnotebook. However, it is not enough for me to design the teaching-learning activities for a targeted lesson without implicating what I’ve known into action. Hence, by transferring what I have known, be the content or the skills, into the design of a set of teaching-learning activities for the Year 4 Science classroom, I think this would be a very good indicator showing my progress into the application level in Bloom’s Taxonomy.

Furthermore, during the process of preparing the activities, the following questions keep resonance in my head:

• Are the animated, 3-dimensional images better than the static, 2-dimenstional images? Will the animated images distract the pupils’ attention.
• Are the activities interactive enough to engage the pupils in learning?
• Do the activities align with the Curriculum Specification?
• Do I need a video clip? But I fail to download one from the internet, what should I do? Even if I manage, but do they suit my designed activities? If I were to design the video clip, where should I look up for aid?

Well, now, here comes the higher level of thinking abilities that I think I’ve applied during my process of completing this assignment, where in the Bloom’s Taxonomy, they are being described as “analyses”, “synthesizing” and “evaluation”. Undoubtedly, since there are choices and I have to choose among the best, I have to analyze the available options and I need to synthesize between the options and the activities that I’ve planned, and eventually I need to visualize and evaluate the results of my choice before I could finalize my activities and all its components that are involved. Hence, through thorough thinking and choosing, besides evaluating, without me realizing, I’m actually moving upwards in the level of Bloom’s Taxonomy.

Below are some of the choices that I’ve eventually made and the reasons accompanied them:

• In the process, I’ve spent few days looking up for colourful and attractive images of planets and sun and eventually, I’d decided to use more of the 3-dimensional images for my activities. This is because I feel that the planets in the universe are too far beyond the reach of the Year 4 pupils. They would not have been exposed to all these during their daily lives as compared to the commonly seen animals and fruits. Hence, in my point of view, by providing the pupils with the 3-dimensional images, it can help to enhance their understanding and helps them to memorize those planets better. However, in order to avoid too many animated images which I’m afraid will distract the pupils’ attention; I’ve designed a slide that is without animation so to at least strike a little balance in between.


• In order to make the activities interactive, instead of asking the pupils to do it individually in front, I’ve designed those activities in such a way where the pupils have to engage in discussion before or after the activities. This will further promote interactive discussions in the class which according to Vygotsky, interactions is a very important element in scaffolding the pupils.


• In order to ensure that all my activities are inline with the Year 4 Science Curriculum Specification (CS), I’ve made double checked on it. Also, at the same time, I’ve been "stalking" in the MPH bookstore to flip through the related activities book so to ensure my activities are reliable and valid in relation to the targeted CS.


• I’ve browse through the net for the relevant video clips, however, I fail to download them. What is more, most of the video clips do not suit my activities as there is no integration of questions in the video clip that would stimulate the pupils and ‘tune’ them into the subsequent lesson.
  Just at the moment when I feel like abandoning the idea of using video clip, I’ve accidentally found out that one of my friends, Aizam knows how to use the Windows Movie Maker to produce video clip. Hence, (fated by God I guess) I’d asked for her help in giving me a brief yet comprehending tutorial on it. Again, went through the process of images choosing and evaluating, I’d eventually managed to produce my first virgin video clip that I think is very much relevant to my activities.

Opss… that’s not all for the level of Bloom’s Taxonomy that I’ve gone through, but there is still a final stage of it, which is introduced by Prof. Raja to us—the “Instructing others” level. Herm… in my humble view, I do think I’ve stepped into this stage, though it might be only merely stepping into it. However, at least I’ve managed to design the user’s guide for those who uses my slide to carry out the activities as well as the instructions for those activities. Though I’m not directly instructing, I think I’ve made myself clear on how to use those slides and carry out those activities since my group members have double checked on it an they've found it comprehensible (Note: Me and my group members have gone through the process in double checking each others' work so to reduce as many grammatical mistakes as possible and at the same time, provide suggestions for improvement, if any, to the others).

Still though I do think the process of producing this assignment has brought me through all the stages in the Bloom’s Taxonomy, there are still rooms for exploration and to polish on. I would still learn and work to strive to “upgrade” my mental/thinking ability. Indeed, learning is life long, is endless and is the vital tool to a better thinking skill… I shall bear that in mind…

Anyway, I personally feel that the process of completing this assignment that is accompanied by the burning of the midnight oil should really be documented down so to keep a memory for it… Also, it is a proof to my ability in moving through the levels in Bloom’s Taxonomy… Thanks alot for having this assignment... it is true that mentally, I've grown together with the process in completing this assignment...

To all~ happy documenting~ ^p^

(Note: Here, I would like to credit those who have assisted me along my completion on this assignment! Thanks to all that are involved!)

A ChEcK fOr ThE IWB aSsiGnMeNt

5/9/2007—8/9/2007 (Wednesday—Saturday)

With a head full thinking of the IWB assignment, I step into the lab of MK2 for our week 9 lesson, which is the last week before our presentation on the assignment. Today, since Prof. Raja is involved in a conference; she will be with us a bit late while Ms. Chin introduces us to the “Educational Web Portal” and the related websites for it:

• http://www.bmspm.cjb.net
• http://www.karyanet.com.my
• http://www.tutor.com.my/tutor
• http://eleaston.com/spelling.html
• http://www.usingenglish.com/quizzes/33.html
• http://portalbahasamelayu.fateback.com/index1.html

Guess what? I and my friend, Kia Hooi have found out that Ms. Chin is the author for the 'portalbahasamelayu' website! Wow, that’s really great, isn’t it? Erm… when only would I have the chance to do so? Will I? Well, anyway, a dream is a driving force for future achievement I think… Still, I distinctly know that a dream will only come true when there is a solid foundation for it, and this course really prepares me for that!

After which, Prof Raja enters the class. Some comments are given on our blogs. She mentions the content of our blogs in relation to the level of Bloom’s Taxonomy. She is really happy that some of us have reached the highest level of it, which is the stage of “Instructing Others”. (This is really a new information for me as before this, I only know about the other 6 levels in Bloom’s Taxonomy, but not this level—the highest level.) However, she does mention that some are still not really putting effort in producing a higher level of content for their blogs. I wonder in her point of view, which state I’m in. Am I able to instruct? Well, maybe if I’m not, I shall aim for that…

Also, Prof. has gone through some of our work for the assignment and I and my dear friend, Shin Chin are chosen to explain what are our mistakes done for, especially the “learning outcome”. Well, learning through mistakes is the very point here and I shall thank Prof. for giving me this opportunity to explain to my friends about the do’s and don’ts for the “learning outcome”. There is only one phrase that I would like to quote in relation to that opportunity given—“Sharing is caring”! (Though I know perhaps this is a frequently heard phrase, but indeed, it has its value for so).

Now, here are some of the points raised for the do’s and don’ts:

1. Get the learning outcome/lesson objective right, which means it must be specific, precise, measurable and direct to the point.
2. Do not use terms that are not measurable such as “understand”.
3. The activities developed should promote the higher thinking level in Bloom’s Taxonomy.
4. The Curriculum Specification stated must be closely connected to the lesson objective/learning outcome.
5. Do not overlook the interactive aspects in designing activities through the integration of the Smartboard.

Well, editing my assignments for the better, based on the suggestions and comments by Prof., is what I have done after that. Also I’ve discussed with some of my friends, Ervanti, Rahah and Nadia for a better way of constructing the learning outcome during the lesson. Furthermore my group members have helped me to figure out a better way in constructing the learning outcome as well.

So… still editing…still modifying…still through a head-cracking process…

Anyway, since I’ve heard some grumblings on the difficulties in designing the suitable IWB activities from my friends, there are two interesting links that I would like to share with all of you…Please scroll your cursor up and pay a visit to

"The Smartboard Information Corner"

above for those 2 interesting websites. I really hope this will give some ideas and do a little help to those in need …

WeLL, fRiEnDs, GaNbAnDe ~

NoNe oThEr ThAn tHe IWB aSsiGnMeNt--sTiLL iN tHe ProCeSs

29/8/2007 (Wednesday) – 4/9/2007 (Tuesday)

Hooray~ they said the matching past is being canceled! Oh yes, no longer involve in the matching past, no longer being afraid that I will be sunburn, no longer afraid that the new sun block will again, cause me allergy… Anyway, we too, lose out the chance to stand for the Merdeka celebration for our faculty, as well as the chance to win

RM5000. A tragedy? Or a good news? Herm… both I guess. So here comes the usual hour to our technology lesson since we have withdrawn ourself from the Merdeka match past.

Well, lots of inquiries regarding the IWB assignment waited in me to be readily “fired” to whoever is carrying out the lesson. And it happens to be Ms. Chin who is the one… Well, some of the inquiries are as below:

1. Does each individual in a group need to prepare at least 5 activities for their own topic? Or does he or she need only to come out with few activities to make up the 5 screens?
2. How about the teaching part? Can we just merely incorporate it or must there be an activity accompanying it?
3. How about the scientific project and experiment? Can we include it as one of the activities for the Science subject?
   
   …

Skillfully, Ms. Chin manages to answer our questions by either showing the sample of IWB assignments done by our seniors or through the question-answer session. I shall summarize the requirements as below:

1. Each individual in a group needs to prepare a different topic for the assignment. Let say a group of five will then have 5 different topics and hence 5 different sets of activities relating to the particular topics chosen.
2. Each individual in a group then needs to prepare at least 5 screens/slides based on the individual topic chosen. The 5 slides including the activities as well as the Curriculum Specification which spells out the topic, the target audience, the pupils’ prior knowledge, the objectives, the guidelines as well as a rational to be included. Hence, the 5 screens/slides required are NOT indicating that 5 different types of activities are required.
3. There should be an introduction to the activities and here, some teaching parts can be incorporated.
4. Some scientific projects or experiments can be included as one of the activities as what our seniors have done.
5. Also, we need to present our group work on the 12th of September before the submission of our group assignments. Comments will be given during our presentation. We are to do the necessary corrections based on the comments and this will further help in improving our assignment before the submission.

Doubts are clear now. Well, it is true that without trying to complete and engaged oneself in doing the assignment, one would not know what are the problems faced and would not know what to ask or seek for clarification. It is unless when there is involvement and engagement, then here comes tons and tons of inquiries, just as what I have experienced. However again, doubts are clear now.

Here, I would like to take this opportunity to thank Ms. Chin for helping my and giving me guidance in completing my assignment during this particular lesson.

Since out of 5 in my group, me and Alison are to do the activities on Science topics, while Shin Chin and Kia Hooi, English activities and Yun Mun, Mathematics activities, I have chosen the topic on “Earth and Universe” for the Year 4 pupils.

Before entering this particular lesson, I had completed four activities and I tried to edit it during this lesson. During my head-cracking process of modifying my existing activities to better attract the pupils, Ms. Ng’s help reaches my hand. She actually complemented my activities and screens and she does give some suggestions of the way to provide immediate feedback. Also she has guided me to prepare an introductory activity which I eventually develop a short video session for it. Well, haha, it is true on what Maslow has mentioned—one needs to be motivated. Ms. Ng’s complement on my activities has given me a greater motivational force to complete this assignment.

Again, thanks to Ms. Ng.

Also, other than Ms. Ng, my group members have provided me with some useful information in order to help me to complete the activities, such as giving suggestions for my choice of activities. Thanks to them as well.

Another person whom I would like to show my appreciation to is Cheng Kwang, who has actually done me a favour by trying to complete the exercises developed. This really helps me a lot since it is only after he had tried out the activities that I notice, oh gosh! There are so many loopholes in them and this has given me a golden opportunity to further improve on my activities.

Though aids are being showered to me during my process in producing those activities, I do face some problems in completing them. Firstly, it is not easy for me to choose colours that are contradicting to each other as to bring out the answers and the immediate feedback provided. However, after trying few times by using different colours for the fonts and background, at least, I manage to come out with a clearer view as to bring out those wordings.

Secondly, for one of my activities developed, there is a lack of space for me to beautifully organize the planets in a straight line as to indicate the sequence of them in the solar system. Hence, out of choice, I have the put them packed together and to number them so to indicate their sequence.

Thirdly, it is not that easy to get real-like and attractive images. Since it is more attractive by having animated pictures, I’d spent lots of my time browsing through the net to search for animated planets. Luckily, my hard work is being paid off when I eventually manage to get all the nine, real-like animated planets successfully.

Lastly, in order to prepare an introductory activity as suggested by Ms. Ng, I’d tried to get video regarding the nine planets from the net. Though I managed to get them, but I fail to download them. I’d tried for few days and eventually, I give up looking for one and instead I try to produce one. This is my virgin product in producing a short video clip by using the Windows Movie Maker. Thanks to Aizam who taught me the basic skills needed in using the movie maker programme. Eventually, I manage to create one, though it is not really professional and attractive, but at least it will not be too lousy to be used in the Year 4 Science Classroom, I guess (and hopefully so…).

Well, finally I have completed all my activities for the chosen Science topic. Now is time for me to work on the written part on the guidelines, the Lesson Planning part as well as the rationale.

So, still, I’m working hard, thinking hard, browsing hard, typing hard, squeezing my heard hard and ‘theorizing’ hard to justify and give a really rational rationale to my piece of work. Well, well, well, “sharing is caring”. I shall then share, and help; also being shared and helped~

Have a nice day to all who are working hard to complete this assignment.

Jia You o!!!

A reply for e-Portfolio as requested by Ms. Ng

This particular blog is in regards to Yun Mun’s question on e-Portfolio in the space to interact, a.k.a forum in moodle (please click on the pharse "space to interact" to have a more thorough view on the discussion on e-Portfolio in moodle). Also this is particularly to fulfill Ms. Ng’s request in blogging down the answers in our own blog.

Though I know my answers come late, but it is always better to be late than never, right? (Haha, this is just an excuse for being late. Ms. Ng and Yun Mun, sorry for the late blogging on the answers ya).

Below, I will combine all the three questions by Yun Mun and spell out my answers generally:

1. Is it simply tasksheets completed using the computer and uploaded to your "website" where your e-portfolio is located?
2. Is it what we are doing every week- blog and blog and blog? The blogs that actually share your knowledge (doing an output session)? Blogs considered as content of e-portfolio?
3. Is the learners allow to write their personal experiences, encounters and feelings in their e-portfolio (like diary) which are not relevant to the teaching- learning process?

In my point of view, after browsing the net for some ideas on e-Portfolio, , it is a partially 'YES' answer to the above question. Actually it all depends on what types of e-portfolio that one intends to produce since according to Wikipedia, the free online encyclopedia (which is one of the Gladys’ favourite sites to “lepak” in), there are three types of e-Portfolio.

First, it is the developmental e-Portfolio which shows the progress on what the learners have done. Here, regarding Yun Mun’s first question, perhaps all the tasksheets, being those that are completed using the computer or those that are completed on the paper but then later being scanned in the computer are considered part of the content for the e-Portfolio. This is to me, more like a leaner’s e-Portfolio to show their progress and to tell the school stakeholders about their performance, besides sought out ways to help them in their study.

Second, it is the reflective e-Portfolio where the content of it is made up of the owner’s reflection on what the owner feels or has learnt. Here, there is no tasksheets. Anyway, Yun Mun’s second question comes into play where blogging can be the content for this type of e-Portfolio. You see, we blog down our reflection on the lesson that we have for Technology course. This is the very content for reflective e-Portfolio. While according to the e-Learning framework by George in the world wide web: http://www.elframework.org/projects/petal/whatiseportfolio/view, e-Portfolio is the evidence a person might make to themselves or to others about their life. Hence, if this is the case, then Yun Mun’s third question regarding personal experiences and encounters can be answered with a “YES”. No doubt, if we would like to share our feelings and experience with others, we can produce the reflective e-Portfolio on what we think and feel on the day-to-day events and occurrences so to share with others.

Lastly, it is the representational e-Portfolio where it is about to showcase the owner’s achievement in relation to certain objectives or works. Here, again, Yun Mun’s first question on tasksheets can be partially answered. However, not all tasksheets are taken for the content of this type of e-Portfolio. Only the good ones are taken as for the purpose in showcasing the pupils’ ability rather than their flaws. Moreover, besides in school, I personally feel that this type of e-Portfolio is important in promoting ourselves perhaps during the job interview session. It acts some sort like a recommendation letter where you could show your potential employer your ability. Just like the models, I bet they will keep a representational e-Portfolio on their photos for the purpose of showcasing.

Well, I guess that’s all for my answer for the above three questions and I hope I’ve somewhat provided an acceptable response to them.

On the other hand, regarding the below question, my opinion will be as follow:

"Basically, I am so eager to know how do we create e-portfolios and what are the expected content and responses from the learners to be kept in their e-portfolio."

Well, in my point of view, as what I’d mentioned earlier, it is all depending on what type of e-Portfolio that the owner wants to create or is asked to create. The content is very much depending on the purpose of creating the e-Portfolio—either to inform others about your progress, to tell them about your life or experience or to showcase your ability.

And for the last part of the question, I’m afraid I can’t give a definite “YES” or “NO” answer for it:

"Is e-portfolio being used in the Malaysian schools? I wonder......(never heard of it actually)"

Regarding the implementation of e-Portfolio in the Malaysian schools I’ve never heard of it and have never encounter it either. I’d tried to search on the net but it seems like the e-Portfolio are for the students from higher education such as the college students rather than the Primary school pupils. Perhaps, anyone out there has any idea regarding this? I would like to have a deeper view on it, so just feel free to enlighten me… Thanks ^P^.

I guess that’s all for this and the above are merely my personal opinions. They are truely subjected to comments.

Opss, ya, before I stop, there is one thing to share, there are lots and lots of information regarding e-Portfolio online, just browse for it...

Till then, have a nice day to all!

~wHeN aSsinGnMeNt MeEts IWB~

22/8/2007 (Wednesday)

It is until Prof. RM mentions that this is our 7th week that I realize wow, I’d been in UM for half a semester! Time flies! And it really flies like nobody business, whether you are aware of it or not!

Well, going back to the lesson of the day... Nothing fancy today as we are supposed to work on our IWB assignment. Work hard on it I mean. Anyway, there are some house keepings done by Prof. RM and she has also shown us some samples of teaching-learning activities through the use of IWB to aid in our assignment.

I wonder why today I’m extra participative in the lesson and with no intention at all, I’ve caught Prof. RM’s attention since the house keeping session. Ahha, I wonder is this a good sign or not. Anyway, I hope this will be a positive move in Prof. RM’s impression towards me.

Opss, again, straying way from blogging down my experience in the lesson… Ok, ok, here you are…During the house-keeping session, Prof. RM has kindly reminded us that this is the 7th week (as I mentioned above) and we are supposed to have at least 5 blogs posted for the assessment purposes. This is because we are to have at least 10 blogs posted by the end of the semester as to be evaluated. Moreover, only the academic blogs counts (here comes the attention from Prof. RM as I’ve mentioned the issue on academic blogging ^ ^).

In addition, Prof. RM also advises us to actively take part in the sapce to interact, a.k.a. forum in moodle. She praises us for our pro-active move in posting questions on the forum but she stresses on the active responses by all of us. In my opinion, it is very important for all of us to contribute to the discussion in the forum. Everyone has to contribute and “not stand by and let the world goes by” (quoted from Prof. RM, 11/8/2007). Only active participation and contribution will keeps the forum going. What is more, I always agree that sharing is caring, or at least, comments are also a way to share our different points of view and to build on our wider perspective. In addition, by contributing to the forum, doubts can be cleared. This is how my questions on e-Portfolio are being answered by Ms. Ng. Thanks a lot for spending your time and effort in replying those questions. I really appreciate them and that’s why you deserve this credit here.

Furthermore, Prof. RM has brought out a pertinent issue in relation to the integration of ICT in the classrooms. She said as a teacher, we should be the catalyst that brings positive transformation to the classrooms through the integration of ICT, and not to complaint and grumble about it. Again, I do agree with this and in my humble view that is called commitment, a very ethical value to be possessed by all the teachers. The songs “Miracle” by Maria Claire suddenly flashes in my mind – “There will be miracle when you believe…” Yes, when we, the teachers believe that the integration of ICT will bring a positive transformation into the educational field, we can make this miracle comes true!

Next, Prof. RM encourages us to visit others’ blogs and give comments on them. Well, I do visit others' blogs and I’ve read most of them though I do not always give comments on it. This is due to the very fact that it happens once, where I need the approval from the owner to get the comments posted. Though I know this is a very way to protect ourself from the nasty comments, however, I do feel a little frustration since I’d spend my time in writing down the comments for good, but need to wait for the approval. What if my comments are not being approved? Anyway, the encouragement by Prof. RM will again motivate me to continue to post comments on my friends’ blog.

After that, we are formally brought through the requirements for our IWB assignments by Prof. RM. Below are the areas to be covered in our IWB assignment.

1. Minimum 5 screens/slides for each group’s members, including the instructions for use. This means that at least 5 activities are needed to be produced by each of the members from each group.
2. The assignment should include: (a) the topic, (b) the target group (only from the Level 2 pupils), (c) the pupils' prior knowledge, (d) the lesson objective (which must be measurable) and (e) guidelines for each activities to be carried out.
3. Rationale based on the teaching-learning theories must be included as well.

Note: There is one word of cautions by Prof.—does not write every single words in capital letters.

Below are some of the samples shown by Prof. RM on the requirements for our assignments that our seniors have done.

We are then being exposed to few samples of teaching-learning activities by Prof. RM, where some of them are the products from our seniors. Through the samples of activities shown, I realize that they are many ways in integrating IWB in our lesson so to enhance our teaching-learning experience. Below are some of the descriptions on the activities that can be done through the integration of IWB, as shown by Prof. RM.

1. Using stories to teach the content. For instance, by using the modified “Red riding Hood” story, it can aid in capturing pupils’ attention and motivate them into learning the Science content on parts of the plants.
   Being selected by Prof. to be the ‘teacher’ in conducting a simple, short lesson by using the prepared “Red Riding Hood” story, I notice that this experience speaks of the effectiveness in integrating IWB in our lesson. Though I’m totally, absolutely nervous upon being selected without any preparation, I notice that my classmates are actively participating in the ‘lesson’ (not a real lesson though). One of my friends, Aizam, even told me that she enjoys the ‘lesson’ a lot! I truly thank Prof. RM for giving me this golden opportunity to have such a great experience and I treasure it a lot. However, I know that perhaps there are mistakes done during my presentation, I’m here to say sorry if there is any and please feel free to give comments on it so that we can learn together, to better integrate IWB in the classrooms and to bring a better tomorrow to our pupils.
2. Using puzzles to teach vocabulary.
3. Grouping activities to enhance pupils’ skill in categorizing.
4. Fill in the blank activity.
5. Activities of procedure. Prof. RM tells us that even special children can be taught through the integration of IWB in the lesson on planting a tree. The children were enjoyed throughout the lesson and obviously, IWB manages to catch their attention!
6. Conducting the Science lesson by having prediction activity as well as exercises and to record the experiment results.

Some of the samples activities are shown below as a slide show.

Moreover, pupils can enjoy fantastic teaching-learning lesson through games and video clips. Through the samples shown by Prof. I’m really amaze with the flexibility and novelty in bringing some sort like computer games into the classroom, instead of the traditional board games and cards games! Even I’m attracted to the games and motivated towards the lesson, not to mention the little kids who will never say “NO” to games! Moreover, video clips can also be inserted in the IWB. Go to the attachment tool in the smartnotebook and insert the video clip file to your screen, and that’s all for a wonderful exploration through video watching in a lesson. Is not this a powerful invention to bring positive transformation to the educational field?
Well, this is the very reason I love ICT to be integrated in the classrooms though there may be problems, but is there anything in this world that is absolutely problem free?

Well, below is the slide show on the samples for video clips as well as games to be integrated in the classrooms as shown by Prof.

On top of that, it is another wonder to find out that IWB allows immediate feedbacks where answers can be checked instantly without a single moment of delay! Below are some of the ways where immediate feedbacks can be provided through the integration of IWB in lesson.

1. By dragging a box to the answer column and the answer will appear automatically. This is because the box which is of different colour as the font colour for the answers will bring out the answer. The answer is previously non-noticeable as it has the same colour as the background colour, but is now noticeable in the different colour of the box.
2. Drag the words across the columns for answer checking. When dragging the words across the column, the different colours will bring out the answer which is previously not noticeable.
3. Erase the skin of the box and the answers will appear.
4. Answer is put together with its choices of distractors. At first the answers are not noticeable since they have the same colour as the background. However, when the choices are drag into the column of different colours, the answers of whether ‘correct’ or ‘wrong’ will appear automatically.
5. Drag and appear. Drag the answers into a column. Only the correct choices will appear I the column, while the wrong choices will be moved “behind” the column and is therefore not noticeable.

Below is the slide show on some of the samples of immediate feedback shown by Prof. RM.

Well, after which, we are asked to join the online SMART group by Prof. RM to further developed our ‘smart’ skill in smartly integrating the smart ICT tools in our future smart school so to produce the smart pupils who can smartly contribute to a smarter nation. Here is the smart group link: http://www.airset.com/

Before the class dismissed, we are told that there will be no lesson for next week as most of us will be in the marching team for the Faculty Merdeka Celebration (and I’m one of them, what a lucky draw~~). A good news? Well, I guess yes for all…Hurray!

Erm... Here is some little part which is beyond the academic writing… My friend says today I “bermuka rezeki”, since for the whole day, I’m being selected for every single event or activities, starting from the Assessment course by Dr. Rashid (as to be selected to post a questions and it seems like ending up with a little debate/forum), followed by the Technology course by Prof. RM (to be the ‘teacher’) and ends with being selected for the Merdeka celebration marching team~ Wow… Lucky? Well, I guess so… ^P^. Just hope that I will not be sun-burnt after the marching since I'm allergic to sun-block. All the best to me~~

Also~

When assignment meets IWB = working hard on the IWB asignment

Friends, Ganbande!

wHaT's uP ~ IWB?

15/8/2007 (Wednesday)

Today, Prof. Maznah is away for a meeting in Melaka and cannot join us for this lesson. Anyway, we have another new face—Ms. Fenny, introduces by Ms. Ng, to conduct the lesson on Interactive Whiteboard (IWB), or you can just call it the SMART board. Well, just for your information, my first impression on Ms. Fenny is that she is really adorable with her chubby, rosy cheek and sweet, lovely smile. This friendly impression has really motivated me into the lesson, haha!

The lesson begins with an hour of introduction to the IWB as well as its 2 main functions. It later proceeds with samples of work done by the pupils using the SMART notebook software before we engage in group work to produce teaching-learning activity by using the IWB. The lesson ends with our presentation on our work and rounds up with the comments by Ms. Fenny as well as Ms. Chin’s and Ms. Ng’s.

This lesson is really an eye-opener for me. I am being exposed to lots of new discovery~ Yes! “Eureka!”. Opss, no, I’m not the one who is discovering, but the one to be informed of the discovery by Ms. Fenny, sorry, not the case of “Eureka” here… hehe~

Well, below are some of the ‘discovery’ on IWB as well as its usage:

The parts in IWB:

1. The function of IWB needs a computer, the board, LCD projector, the software, such as the Smart notebook software, as well as the connecting cable.
2. The IWB has 4 pens and 1 eraser.
3. The pens must be put back to its correct location as the colours of the pens depend on its sensors placed at the specific locations, and not from the pen itself.
4. The pen and eraser cannot be used at the same time. By not putting back the eraser to its original place at the IWB, the pens cannot functions.
5. It cannot have two pens writing at the same time. This will cause confusion to the IWB.
6. The height of the board is adjustable.

2 basic functions of the SMART board:

1. How to use the IWB.
2. How to use the notebook software to design teaching-learning activities so to enhance our teaching in the Primary classrooms through the integration of IWB.

How to use the IWB (please refer to the slide show 1 below for a better visual reference and understanding):

1. In order to start using the IWB, alignment is the very first thing to do.

2. IWB has the hand writing recognition function.

• Drag a column around the word and click for word recognition option.
• After that, the font of the wording can be changed.

3. It has the function for ‘cloning’ alphabets, words or graphic images:

• Drag a column around the intended cloning part and click on the option on “infinite corner”.

4. It has the function of grouping so to group or ungroup the wordings or graphics.
5. Words and graphic can be enlarged or minimized.
6. Words and graphics can be rotated by using the green dot appeared.
7. One has to move the words by touching on the line and not the blank space of it.
8. The use of picture gallery to extract pictures:

• Go to “Gallery” on the right hand column of the board.
• Choose and drag the picture out to the intended page (it can be maximized or minimized as mentioned above).

9. The function of “copy and paste”:

1. Go to the capture icon found on the top of the page.
2. Go to the keyboard function and type for the web link.
3. Go to the intended web site and drag a column around the intended images. If only a particular part is wanted, trace the outline of that particular part. Then click on capture.
4. The picture will automatically appear in the intended page.

10. Unless your computer has the notebook software, or the file needs to be transferred into the pdf. file for the printing purpose.

Some of the ways to integrate IWB in enhancing the teaching-learning activities (please refer to the slide show 1 below for a better visual reference and understanding):

1. Can be used for vocabulary building activities through the function of cloning.
   For example: ungroup the word and clone the alphabets in a word and ask the pupils to form new words out of those alphabets (elephant: plan, plant).
2. By using images, it can elicit responses from the pupils, besides providing visual reference to them.
   For instance: teaching adjectives through images on facial expressions.
3. To teach Geography by using the already available map in “Gallery” and to highlight the specific parts in the map. One can also use the images form "Google Earth” to teach this subject.
4. It can also be used to teach Science as well as Grammar as shown by Ms. Chin on the sample of works done by the Form 1 students.
5. Moreover, it can also be integrated in the Mathematics classroom (as shown by Ms. Fenny) in teaching the concept of money through the function of "cloning" and "grouping", as well as through "drag and paste".
   

   

   
   Slide show 1

(SLID)

After which, in order to prepare us for the group activity, few samples of work done by the students have been shown to us after the introduction to the 2 main functions of IWB by Ms. Fenny. It impresses me that the students can actually come out with such appealing teaching-learning activity through the integration of IWB. This realizes me that—hey, teachers, we are facing the techno-savvy pupils in the future. Let’s get on with their pace and conquer the world of technology! Can we? Can we not? It all boils down to our very own passion and urge, as well as our will to learn and to master it!

Below are some pictures on the samples of work that have been shown to us.

(SLID)

Moreover, in order for us to gain more ideas on the design of teaching-learning activities by using the IWB, a link is also being introduced: http://school.discovery.com/. This link contains the clip art gallery as well as information for lesson plan .

Later, we were given 5 minutes to present our work. I really enjoy this session. Lots of laughter burst in it since we are not use to operate the IWB. I just couldn’t help myself and immerse in laughter.

The slideshow below shows some of the groups' work.

(SLID)

During our presentation as well, some comments and suggestions are given by Ms. Fenny, Ms Ng and Ms. Chin:

1. The purpose of putting the graphics should match the topic for the activity. For instance, do not put a figure that depicts sports to teach body parts.
2. Take into the consideration of the target group in preparing the font size and the space between the alphabets.
3. The topics and ideas used should pitch at the pupils’ background knowledge and experience. For instance, do not bring out the idea of “spaghetti” for the rural area pupils.
4. "Lock" the graphic parts by parts as soon as the pupils have completed it. This is to reduce any technical problem in completing the task.
5. Pictures and graphics must be carefully chosen if they are to cut into puzzles for the pupils to re-arrange. Some graphics may not suitable to do so as it will bring negative emotional impact to the pupils. For instance, cutting a human face into pieces may frighten the pupils.
6. If colours are to be used in the task, make sure that the colours are clear and do not create confusion.
7. Try to set task that caters to the mix-ability learners. Since not all of the Malaysian schools stream pupils according to their ability, task that does not have varied difficulty level may not be practical for the pupils.
8. Provide answer-checking method in the task that uses IWB.
9. The activity set needs to have clear instructions.

All in all, based on the comments and suggestions given, it brings out the importance of knowing the principles of learning by Brennan. No doubt, we must cater to the pupils’ individual needs and their characteristics in order to devise an activity that is useful and fruitful. The same applies in the activities that are being designed through the use of IWB. This has reminded me to pay a close attention to the principles that we have learnt in Brennan and we shall not only learn it, but we should apply them in our teaching later.

With those comments and suggestions, the class dismisses in laughter. Well, before I put down my pen, opss, I mean before I stop typing, I will spell out my reflections regarding the questions below:

1. Do you understand the basic knowledge of using Note book function in SMART board? If yes which part that you understand most? If not why you did not understand?

Yes, I do understand since we have a good presenter, Ms. Fenny to introduce the functions to us. Basically, I have a complete and absolute grasp on what have been introduced to me—how to copy and paste, how to drag and copy, how to clone, how to group and ungroup and how to integrate IWB in our future teaching-learning activities, as well as the different components of the board as mentioned above.

However, there is one thing that I would like to draw attention to—though I understand; I’m not sure if I can perfectly apply it. Since there is a limitation in terms of time and the availability of SMART board for me to practice on the application, I wonder how much would I transfer my understanding into practice. Here comes the saying: practice makes perfect. In my opinion, mere understanding is not enough for me to go on with this technology; I would like to have more practice on using it. The problem is—do I have the chance? Hence, in my opinion, theory and understanding may not be the same as practical application. Trial and error build on a better understanding and well, I do hope I can have more opportunity to manipulate the IWB. What do you think?

2. Do you understand the basic knowledge to use gallery feature and attachment picture in SMART board incorporate for teaching English vocabulary for standard 4 students?

Yes. Through the demonstration by Ms. fenny, I do understand the basic knowledge to use gallery features and attachment picture in SMART board as to teach vocabulary, specifically here, the Year 4 pupils (or, I think I would not be able to describe the functions of SMART board as above :p). Moreover, at the same time, I also realize that the gallery features and attachment pictures are very useful in teaching vocabulary to the pupils. It is crystal clear that by having those features, it provides a more concrete visual aid in helping the teacher to elicit vocabulary from the pupils such as adjectives as well as nouns. Moreover, I do understand that through the words elicited from the pupils, a teacher can further guide them to build on more words through the technique of cloning and grouping. Hence, undoubtedly, the gallery features and attachment pictures is a very powerful tool to teach vocabulary in the Primary English classrooms.

3. Do you find that SMART board a useful tool to support in teaching and learning? If yes, why it is useful? If not, what is the problem?

Yes. I do agree that SMART board is a useful tool to support the teaching-learning in a classroom. Here are the reasons why I say so:

1. It has high flexibility.
- The use of SMART board allows the teacher to flexibly insert and change graphics in order to suit the teaching point.
- It is also flexible in allowing the management of font size as well as the size of images since they can be maximized or minimized.

2. There is a high availability of graphic and images from the art gallery to be used in teaching.

3. It saves time, both the teacher’s and the pupils’.
- A teacher can pre-prepared the teaching activity or a text without wasting time to copy on the black board during the lesson.
- The pupils will not waste their time copying as well.
- I still remember that back to my Form 2 Geography lesson, my teacher actually drew the whole world map on the black board. Yes, is true, the whole world map! And that’s how the whole lesson was wasted by his drawing.
- Now, with IWB, the teacher can just paste the world map on it, and even highlighting the specific part of the map clearly with just a minute of time.
- These will help the teacher to have sufficient time to finish the syllabus, instead of rushing through the teaching-learning activity at the end of the year in order to do so.

4. The use of SMART board is appealing to the pupils.
- Colourful images can be imported onto the board to stimulate pupils’ interest.
- The pupils will have a chance to experience the “drag and paste” activity which requires some hand-eye-coordination. This physical activity will stir the class as well.

5. Provide opportunity for self-checking.
- As the sample of work shown by Ms. Fenny, pupils can be made to devise activities for their friends and provide answers for it.
- This will allow the pupils to be aware of their own learning and take on responsibility for that.

However, though SMART board is undeniably a useful tool in teaching, it has some shortcoming as well:

1. It cannot recognize bad handwriting.
-Young learners may not have neat handwriting and it may be hard for them to write in a way that is recognizable by the board.
- The solution for this is perhaps to have activities that uses graphic which requires them to “drag and paste”, instead of asking them to write on the board.
- Moreover, in replacement on their handwriting, they can also use the keyboard tool to type the words.

2. The board is too high and the tools are located at the highest part of the board. This is not really user-friendly for those who are not that tall in height (just like me, sigh~). Moreover, the pupils might not be able to reach it. Though the board is adjustable, but the adjusted height may perhaps affect the quality of visibility for the pupils who sat at the back of the class.

Well, I guess I shall stop now before anyone fainted reading my blog. What a long~~~~~~~ blog…Haha…