The Virtual Learning Environment for SMPAPHM has been initiated to realistic structuring. So far, the thematic concept has been produced, which include logos and banners. Below are a few samples of the LMS.

Currently working on a poster for Brunei Student Union. I have been producing a few drafts but this one might be the one they opt for.

Link: http://www.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

This specific heading caught my eye in an e-mail which I received and I immediately thought about the no significant difference phenomenon.

The abstract of the report:

A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis. The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction. The difference between student outcomes for online and face-to-face classes—measured as the difference between treatment and control means, divided by the pooled standard deviation—was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se. An unexpected finding was the small number of rigorous published studies contrasting online and face-to-face learning conditions for K–12 students. In light of this small corpus, caution is required in generalizing to the K–12 population because the results are derived for the most part from studies in other settings (e.g., medical training, higher education). View report

This article will of course be anaylised against the background of the no significant difference debate. Google the no significant difference debate for more information or visit the web site about the topic. One article (and there are many on the topic) "The Myth about No Significant Difference “Using Technology Produces No Significant Difference.” By Diana Oblinger and Brian L Hawkins" is interesting reading material about the topic.

In a month's time I will be publishing my first book. It will first be internationally available from Amazon and Barnes & Nobles and will eventually end up being sold (and perhaps collect dust) in your nearest book stores.

This is my first in authoring a full-fledged book. The title is 'The Swan Scripts' and it is a poetry book. It is paperback, travel-sized and around 80 pages. It is also the first volume of a three volume set. The other two, 'The War Book' and 'The Soul Scrolls' will be out in annual successions.

The Swan Scripts should be available by September.

Two major tasks that were done in a week. Well, several more actually. But two comes to mind. One is the first attempt of administering the Oral Exams for Year8 in adherence to SPN21 requirements. That went quite well even though it was a first for everyone. I had a stint in being both an examiner and a chief examiner, as did my other lower secondary colleagues. If this is how the system would be then by all means this would be the easiest way of administering it.

The other big task is directing a play for a stage drama that was recorded live to be aired on RTB on the 7th day of Ramadhan. There. String that around the tongue. Dubbed the Ihya Ramadhan competition, schools are meant to do a play based on a script given at random, with said script having religious connotations and teachings. This had been by far one of the most challenging task I had myself involved in, ever more so as the role I sat for was director of play. Not wanting to take all the credit, I believe it was a super collective effort from the executive committee. Teamwork was the success factor, from the soundman to the props to those who lent extra hand in being directors themselves. Everyone had a part to play and the absence of one would make the play crumble. Great praises should also go for the actors who took professionalism into a new level for teenage adolescents. Overall, it was a team effort that to a highest degree is an epitome of pride.

For those who are interested in watching the end product, the drama will be aired on the 7th day of Ramadhan, half an hour before the scheduled breaking of the fast or 'berbuka puasa' as it is known here. The full script of the play will be available for viewing in my 'Portfolio' section. This was my first ever involvement in directing a play and it is something that I am now keen to do a lot more in the future, provided I have the same hardworking and creative team to support the role.

Labels: drama, exams, oral

Virtual teaching: Ak Shaiffadillah Pg Hj Omarali talks about the use of Virtual Learning Environments (VLEs). Picture: BT/ Al-Haadi Abu Bakar


Using technology to enhance learning process


BRUNEI-MUARA
Sunday, May 31, 2009


UTILISING the use of Virtual Learning Environments (VLEs) enhances student interaction providing organised spaces, said Ak Shaiffadillah Pg Hj Omarali, a teacher from Pengiran Anak Puteri Hjh Masna Secondary School (Pap Hjh Masna).

In his lecture entitled "Current Trends and Tempos on Using Internet-Based Virtual Environment for Education", he explores the many forms of VLEs used in education, from elaborate systems such as blackboard, Microsoft Edu and GoogleApps being used by universities to those used on a classroom scale such as Ning and Wiki.

In an interview with The Brunei Times, Ak Shaiffadillah spoke of whether the impact of the use of VLEs in the teaching environment made a difference and if technology usage was an advantage.

He said that utilising VLEs was not about making a difference in the course of learning and teaching, but rather making the classroom experience interesting for the students. "It's about keeping it familiar with the students using a traditional processs so that the learning methods that has been ingrained for the past few decades, such as discovery and inquiry-based learning still have the capacity to be performed in virtual worlds," he said.

He also said that humans are only humans; they have been learning for many years, but VLEs enhance the experience with technology.

"However, VLEs do entice educators in creating new methodologies," he said. The importance is on education and not technology in classrooms, he added.

"I used to be a naive teacher and brought technology into the classroom. I realised that it does not make a lot of difference to the teachers, but instead is a burden to teachers in creating this technology," he said. He said that designing a VLE would take a lot of time, a lot of effort to fix and there is a need to make sure that the VLE is better or on par with traditional classroom methods used.

"I spend a lot of time creating technology that was unnecessary, because you have the same procedure in class, whereby instead of using computers, you use pen and pencils because that is part of technology too ," he said.

He said that it was all "just a matter of enriching the experience of the students".

As for the level of students who can utilise the VLEs, he said that it relates more to the learning styles they want to use for their education.

"Nowadays, you have people who are learning at 40 to 50 years old. It's all about the preference they need during learning. If they prefer using motor skills, motions would be recommended, such as learning from videos," he said. He also said that technology can both complement as well as enhance the learning and teaching experience. Although technology was enhancing to a certain extent, he said that he does not see technology replacing classroom education.

"If the technology is there, it might hinder the learning, then it really defeats the purpose of learning itself," he said.

He added, "I would say any learning system would benefit the technology, provided the technology does not overtake the learning system". The lecture was given during the 14th International Conference on Education held at Universiti Brunei Darussalam which ended on May 24. (SHR1)The Brunei Times.

Labels: bruneitimes, conference, VLE