Collection: Learning_Journey ED401

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Student Developer

Teaching Philosophy

As a professional teacher, it becomes my responsibility to ensure that all the students are involved in the teaching and learning process. I believe that these can be accomplished through adapting to the different techniques of teaching. This teaching philosophy will highlight my belief in inclusivity and a secure learning environment for all students.

Teaching Philosophy

Microteaching

My microteaching experience showed me a lot about working in front of a classroom. It was very interesting to see how my lesson plan changed as I began to teach. This task taught me how lessons do not always go as planned, how to adapt my approach and the importance of reflecting on my teaching experience.

Microteaching Resource

Reflection on curriculum mapping

Higher Education Innovations in Assessment RSS

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Re: GARDNERs response to Learning Task 9

Posted on 28 May 2022, 12:25 PM
Last updated Saturday, 28 May 2022, 12:43 PM
Re: GARDNERs response to Learning Task 9
by Rishneel Narayan - Saturday, 28 May 2022, 12:43 PM
Learning Task 9

 Good Afternoon Team
Thank you Farid for the summary.
A concept map is a graphic representation of a student's knowledge. Having students create these maps can help you gain a deeper understanding of how their knowledge is organized. It can also help you assess their knowledge of course material. Concept mapping is an important tool used in teaching and learning to help students understand the basic concepts and the relationships between them.
I have developed the following course map for my course:
Course code: ISF21
Course Name: Foundation Information System
Topic: Programming and Languages
Learning Outcome:
At the end of this lesson, students should be able to:
1. Define programming and describe the six steps of programming.
2. Compare design tools including top-down design, pseudocode, flowcharts, and logic structures.
3. Describe program testing and the tools for finding and removing errors.
4. Describe CASE tools and object-oriented software development.
5. Explain the five generations of programming languages.

The software that I used to design the concept map is called camp.https://cmap.ihmc.us/
The concept map above highlights the six phases of programming with relevant activities and five generations of languages. Concept maps are especially useful for students who are good at visual learning, but they are beneficial for all types of learners. It's a powerful learning strategy because it helps you get the big picture. Concept maps help you classify information based on meaningful connections by starting with high-level concepts. So, concept mapping is a very helpful tool.

Reference
Teaching Excellence & Educational Innovation (2022), Using Concept Maps - Eberly Center - Carnegie Mellon University. [online] Cmu.edu. Available at: [Accessed 28 May 2022].
Yong Jiang, Chuchu Zheng. (2021) New Methods to Support Effective Collaborative Reflection Among Kindergarten Teachers: An Action Research Approach. Early Childhood Education Journal 49:2, pages 247-258.

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Remote Assessments

Week 2 - Learning Outcomes

Learning and Teaching at a Tertiary Level

Review Paper

Assessment has always been an integral part of higher education, regardless of the context. The reflective paper would provide a comprehensive overview of the various advantages and challenges of online assessments. The COVID-19 outbreak had forced educational institutions to adopt and implement technology to help them survive. Higher Education institutions should also focus on developing the necessary skills and knowledge to make their students employable. Due to the nature of online courses, the interactions between the students and instructors are not always the same as those in a traditional classroom setting. This has caused many instructors to feel that they are not being given enough attention. Academic dishonesty has a serious issue that could affect the quality of a student's education. It can also lead to the perception that the hard work of the students is not being rewarded. One of the most critical factors that higher education institutes must consider when it comes to using online platforms is the reliability and validity of the assessments. Assessment strategies such as concept mapping, creating an application or case-based question, incorporating support materials and increasing the difficulty of question are some ways to overcome challenges in an online environment. The paper also aims to contribute to the development of policies that will encourage the use of online assessments in higher education in the South Pacific.

Individual Paper

Group Review Paper

COVID-19 and its impact on the education system hauled many Higher Education Institutes (HEIs) to re-strategize and revamp their teaching pedagogies and philosophy in order to ensure the continuation of education for the elite generation. As such, educational reforms were necessary following the challenges faced by traditional means of teaching and learning while comparing the interaction rate between a learner and an instructor. At the University of the South (USP), remote learning quickly picked up the momentum which was highly accepted by academics and students. The success of remote learning could be due to the rate at which technology was integrated as it is considered to be the most important parameter in transforming any education system and was the only key to survival for many HEIs in the South Pacific. While assessments are crucial in any education system, it demands more creativeness and eminence regardless of the context to ensure learners achieve all the graduate outcomes. While USP and HEIs in the South Pacific are bracing and preparing for any other unprecedented events like COVID-19 in the future, it is important to review each aspect of educational reforms which compromises teaching pedagogies, adopted assessments and the rate at which technology is incorporated in lessons. Hence in this review paper, three key areas of interest for HEIs in the South Pacific will be discussed which are the educational reforms from a learner’s perspective; the effects of integrating technology in learning procedures and a comprehensive overview of the various advantages and challenges of online assessments. This paper will also outline some of the recommendations that can be undertaken to polish up the existing educational system.  

Group Paper Resources

Course audit and redesign

The course audit and redesign is an opportunity for you to review your current course’s curriculum with the intention to improve it further ensuring that the curriculum is constructively aligned.

ISF21-course audit and redesign

Personal Reflective Log

RUBRIC Reflective Learning: Self-Assessment Report of QoT ePortfolio evidence

Student Development Reflection

Higher Education Innovations in Assessment

Posted on 12 June 2022, 6:38 PM
Last updated 12 June 2022, 6:46 PM
Re: GARDNERs response to Learning Task 11
by Rishneel Narayan - Sunday, 12 June 2022, 6:46 PM

Response to learning task 11.


Course: ISF21 Foundation Information Systems

Course Learning Outcome

Demonstrate the use of the Internet and apply available web tools to create a webpage.

Topic: Web sign

Intended Learning outcome
   1. Insert lists, tables and images in an HTML document.
   2.  Copy code from W3schools.com and paste code and run from Notepad++
   3. Embed hyperlinks and media on a webpage.
   4. Insert basic tags in HTML.

Intended learning outcome Declarative/ Teaching Activity Student Activity Alignment of TLA/s with its ILO
   
Functional (Teacher)
Insert lists, tables and images in an HTML document. Declarative The Facilitator demonstrates how to insert list, tables and images in an html document with an example. Work in pairs to complete the task/ activity in exercise. The teaching and learning is aligned to Intended learning outcome.
Seek for assistance if any. Set of instruction are given to students to follow in order to complete the student activity.
Students to conduct internet research download images and explore through w3school for relevant coding. Students to seek assists if any.
Copy code from W3schools.com and paste code and run from Notepad++. Declarative The Facilitator demonstrate how to copy and paste in notepad++.  Moreover, basic steps to follow like how to save and execute as webpage. Students to follow the instructions laid by the facilitator as this will enable them to complete other tasks. The teaching and learning is aligned to Intended learning outcome.
Set of instruction are given to students to follow in order to complete the student activity.
Students to seek assists if any.
Embed hyperlinks and media on a webpage. Declarative The Facilitator demonstrates on how Embed hyperlinks and media on a webpage. Follow W3Schools.com examples. Work in pairs to complete the task/ activity in exercise. The teaching and learning is aligned to Intended learning outcome.
Set of instruction are given to students to follow in order to complete the student activity.
Students to seek assists if any.
Insert basic tags in HTML. Declarative The Facilitator demonstrates how to insert basic tags in HTML. Like heading and paragraph. Follow W3Schools.com examples.  The teaching and learning is aligned to the Intended learning outcome.
 Work in pairs to complete the task/ activity in exercise. A set of instructions are given to students to follow to complete the student activity.
  Students to seek assists if any.

Assessment 

Write your own HTML/CSS code in Notepad++ to create your Webpages.
Now using your skills learned in Practical 1- Web Design, create the following webpages by following the instructions below.
1. Open Notepad++ Editor. Notepad++ editor is available on Moodle under Assignment 1, which you need to download
and install on your computer.
2. Create your homepage and put the information here that describes who you are. You should create links to four
other webpages. So altogether, you must have five HTML documents/pages.
3. Use the following checklist to complete the design of these three webpages



Marking Rubric 

CONTENT

Poor and ambiguous content.

The webpages lacks purpose and theme. Information is inaccurate or contains significant gaps.

The purpose and the theme of the webpages are vague or unclear. Information is accurate but not always complete. Limited research scope.

The webpages has a clearly stated purpose and theme, but have one or two elements that do not seem to be related to it. Information offers a comprehensive and accurate picture of the topic. Adequate research scope.

The webpages are well stated with clear purpose and theme that is carried out across all pages. In-depth research calls on a wide variety of resources. Content is fresh, original and insightful.

0 point

2.5 points

5 points

8 points

10 points

LAYOUT

Poor Layout. The Webpage does follow any consistent layout and is completely random.

The Web pages are cluttered looking or confusing. It is often difficult to locate important elements. Layout does not reflect ideas and content, seems random.

The Web pages have a usable layout, but may appear busy or boring. It is easy to locate most of the important elements. Layout is unimaginative.

The Web pages have an attractive and usable layout. It is easy to locate all important elements. Layout is interesting and appropriate for content.

The Webpages has an exceptionally attractive and usable layout. It is easy to locate all important elements. Layout is creative and attractive and Layout effects and extends the ideas and content.

0 point

2.5 points

5 points

8 points

10 points

GRAPHICS (background, text color, lists, tables white space, images & videos)

Poor or no Graphics.

Graphics seem randomly chosen, are of low quality, OR distract the reader. Poor quality of graphic elements. No sense of purpose for the inclusion of graphic elements. Little or no evidence of design principles. Only 1 or no image used.

Graphics are related to the theme/purpose of the site, and are of good quality. Inconsistent quality of graphic elements. Graphics are used as âadd - onâsâ rather than as an element of meaning. Some awareness of graphic design principles is evident. At least 1 image used.

Graphics are related to the theme/purpose of the site, are of good quality and enhance reader interest or understanding. Graphic elements are good quality. Graphic elements contribute to meaning. Graphic design principles are followed. At least 1 image used.

Graphics are related to the theme/purpose of the site, are thoughtfully cropped, are of high quality and enhance reader interest or understanding. Creative design causes backgrounds and other formatting elements to work exceptionally well together. Graphic elements are used in imaginative and effective way. Minimum of 2 images used.

0 point

1 point

3 points

5 points

8 points

FONTS

Very poor selection of fonts styles and sizes.

A wide variety of fonts, styles and point sizes was used.

The fonts are consistent but point size varies inappropriately for headings and text for different pages.

The fonts are consistent, easy to read and point size varies appropriately for headings and text for most pages.

The fonts are consistent, easy to read and point size varies appropriately for headings and text for all pages. Use of font styles is used consistently and improves readability.

0 point

1 point

2 points

3.5 points

5 points

GOOGLE APPS (Maps)

No Map embedded.

Google Map image is used instead and aligned to some extent.

Google Map is inserted and aligned to some extent.

Google Map embedded with very good professional outlook. The map is easy to follow and aligned nicely.

Google Map embedded with best professional outlook in the correct page. The map is very easy to follow and aligned professionally.

0 point

1 point

2 points

3 points

4 points

VIDEOS

The site does not contain any videos.

At least two videos embedded. Videos are somewhat aligned with content and layout of the webpage. The videos are somewhat relevant to the topic on that page.

At least three videos embedded. Videos are aligned nicely with content and layout of the webpage. The videos are relevant and specific to the topic on that page.

Videos are aligned nicely with content and layout of the webpage. The videos are relevant and specific to the topic on that page. At least 5 videos are embedded in the entire website.

All videos are aligned perfectly with content and layout of the webpage. The videos are relevant and specific to the topic on that page. At least 7 videos are embedded in the entire website.

0 point

1 point

2 points

3.5 points

5 points

HTML/CSS CODE

Used some other web editing tool. No Evidence of coding.

Codes on all pages are messy and very difficult to follow. No comments used and broken styles.

Codes on all pages are clear but not so easy to follow. Indented to some extent. Appropriate use of HTML elements & used mostly inline style.

Codes on all pages are clear and easy to follow. Well indented with comments. Appropriate use of HTML/CSS elements & used mostly internal style (CSS) or inline style.

Codes on all pages are clear and easy to follow. Perfectly indented with clear comments. Perfect use of HTML/CSS elements & either used external or internal style (CSS) correctly.

0 point

2.5 points

5 points

7.5 points

10 points

SPELLING AND GRAMMAR

The readings do not make any sense.

There are more than 5 errors in spelling, punctuation or grammar.

There are 4 - 5 errors in spelling, punctuation or grammar.

There are 1 - 3 errors in spelling, punctuation or grammar.

There are no errors in spelling, punctuation or grammar.

0 point

1 point

2 points

3 points

4 points

SOURCES OF INFORMATION, IMAGES AND VIDEOS

Content sources cannot be comprehended.

Information presented are randomly selected from external sources with no or broken links. Data cannot be comprehended

All information presented are from external sources and embedded directly from source sites. Data is incomplete.

A good blend of original and external sources. Elements used from external sources are extracted and embedded directly from source sites.

All images/audio/video/data are balanced between original and external sources. Elements used from external sources are extracted and embedded directly from source sites.

0 point

1 point

2 points

4 points

5 points

CRITERIA

None of the instructions were followed.

Very few instructions were followed.

Some instructions were followed.

Most of the instructions were followed consistently.

All instructions have been followed thoroughly and consistently.

0 point

1 point

2 points

3 points

4 points

DELIVERY

After seven days

Within seven days.

Within four days.

Within two days.

On or before time.

0 point

1 point

2 points

3 points

5 points

 

Rubrics help students, parents and teacher identify what quality work is. Students can judge their own work and accept more responsibility of the final product. Rubrics help the teaching staff to easily explain to the student why they got the grade that they received. When students are given the rubrics prior to the task, the studentsâ success is not left purely to chance. Since expectations and requirements are clearly identified on rubrics, students can understand where they need to work to improve their results. A well-designed rubric allows teachers to compare a studentâs performance or product to what it should be rather than to another studentâs performance.


Reference 

Andrade, H., & Ying, D. (2005). Student perspectives on rubric-referenced assessment. Practical Assessment, Research & Evaluation, 10(3), 1-11.

 Arter, J. & McTighe, J. (2001). Scoring Rubrics in the Classroom. Thousand Oaks, CA: Corwin Press.

Brookhart, S. M., and Chen, F. (2015). The quality and effectiveness of descriptive rubrics. Educ. Rev. 67, 343â368. doi: 10.1080/00131911.2014.929565


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Constructive Alignment in action

Posted on 17 June 2022, 10:41 PM
Last updated 17 June 2022, 10:44 PM
GARDNERs response to Learning Task 12
by Rishneel Narayan - Friday, 17 June 2022, 10:44 PM

Good Evening Team

This week, I'd like to take the lead in our group discussion. Please feel free to make any comments on my summary.

Constructive Alignment

A constructive alignment design is a framework that aims to make sure that students are learning what they are supposed to learn. It involves clearly stating the expectations of the students and engaging them in activities that will help them reach their goals. Assessment tasks are also designed to enable clear and objective judgments about the effectiveness of the teaching.

Constructive alignment occurs when we involve the students in activities that are designed to help them develop their skills and knowledge. It can also occur when the assessment is aligned with our goals and the expectations of the students. If the assessment is conducted in a manner that is aligned with our intentions, then students are more likely to achieve their goals.

In the higher educational institute's recommended method for unit design, the framework of constructive alignment is represented:



Source: https://snazlan.wordpress.com/2017/04/13/using-biggs-model-of-constructive-alignment-in-curriculum-design/

âImbalance in the system will lead to poor teaching and surface learning. Non-alignment is signified by inconsistencies, unmet expectations, and practices that contradict what we preachâ (Biggs 2003: 26)

The increasing emphasis on the importance of assessment practice has led to a shift in the way university teaching is conducted. Instead of focusing on the individual teacher, it has been shifted to a more systematic approach that involves the institution. One of the concerning factors in higher education that affects the constructivist approach is benchmarking and defining outcomes, such as in LTAS and the statements of graduate attributes, which provides an outcomes-based framework into which outcomes-based models of teaching and assessment readily fit. All of these concerning institutional issues can be overcome through curriculum review and adjusting the internal operations for the benefit of our students.

 

Learning task 12

Course: ISF21 â Foundation Information Systems

Mode: Blended

Session type: Tutorial

Course learning outcome: Describe all phases of Systems Analysis and Design.

 

Intended learning outcome

Assessment Tasks

Teaching and Learning Activities

Define programming and describe the two steps of programming

Formative assessment

Multiple-choice

 

Oral questioning

 

Brainstorming

 

Summative assessment

Assignment 3

The facilitator leads with prior knowledge and creates a link to the current topic by giving examples.  

Briefly discuss the lecture notes since there is new knowledge (PowerPoint Presentation).

Students answer the leading question by relating to a real-life scenario.

Students work in small groups to answer the questions in the tutorial.

 

Students â seek assistance if any  

 

Compare design tools including top-down design, pseudocode, flowcharts, and logic structures.

Formative assessment

Concept map

Create a flowchart using different logic structures in the given scenario.

Summative assessment

Assignment 3

 

 

Group Presentation in the session.

Peer assessment- using the rubric.

 

Students â seek assistance if any  

 

 

The constructivist approach is very helpful in the teaching and learning process as it enables students to develop critical thinking and develop an understanding of content. The students were able to relate the content to a real-life scenario instead of writing the textbook definitions. Lastly, peer assessment was one of the best learning tools that I have learnt in this course. Peer assessment in my tutorial session was effective as it encouraged students to critically reflect on each others' work and identify gaps in their knowledge.

References

Biggs. J. (2003) Teaching for Quality Learning at University â What the Student Does 2nd Edition SRHE / Open University Press, Buckingham.  Available at http://udprism01.ucd.ie/TalisPrism/doOpenURLSearch.do?sid=Talis:prod_talis&pid=Key%3A1400700%3BArtifactType%3AMarc21Slim%3BsearchLocation%3Atalislms

Biggs, J. (2014). Constructive alignment in university teaching. HERDSA Review of Higher Education, 1, 5-22.

Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.


Thank you
Rishneel


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