What Is Blended Learning? TeachThought provided a definition of blended learning in the past. Blended Learning is a mixture of learning methods that incorporate multiple teaching modals–most frequently eLearning and traditional face-to-face learning. Why Is Blended Learning Important? Blended learning is important because it breaks down the traditional walls of teaching, ones that don’t work for all students and now with access to present day technologies and resources we can tailor the learning experience for each student. Blended learning also offers flexible time frames that can be personalized to each person, offering them the ability to learn at their own pace. Advantages Of Blended Learning For Teachers Teaching is less expensive to deliver, more affordable and saves time. Blended learning offers flexibility in terms of availability – Anytime, anywhere. In other words, eLearning enables the student to access the materials from anywhere at any time. Access to global resources and materials that meet the students’ level of knowledge and interest. Self-pacing for slow or quick learners reduces stress, increases satisfaction and information retention. E-learning allows more effective interactions between the learners and their instructors through the use of emails, discussion boards and chat room. Students have the ability to track their progress. Students can also learn through a variety of activities that apply to many different learning styles. E-learning could improve the quality of teaching and learning as it supports the face-to-face teaching approaches. Blended learning also improves other factors for the teacher including: More engaged students Better information and feedback on work Team teaching Extended time with students More leadership roles Focus on deeper learning Motivate hard to reach kids New options to teach at home More earning power Individualized professional development plans Advantages Of Blended Learning For Students Increase student interest: when technology is integrated into school lessons, learners are more likely to be interested in, focused on, and excited about the subjects they are studying. Subjects that might be monotonous for some – like math and science, while also increasing information retention. Keep students focused for longer: The use of computers to look up information & data is a tremendous lifesaver, combined with access to resources such as the internet to conduct research. This engagement and interaction with the resources keeps students focused for longer periods then they would be with books or paper resources, this engagement also helps develop learning through exploration and research. Provides student autonomy: The use of eLearning materials increases a student’s ability to set appropriate learning goals and take charge of his or her own learning, which develops an ability that will be translatable across all subjects. Instill a disposition of self-advocacy: Students become self-driven and responsible, tracking their individual achievements, which helps develop the ability to find the resources or get the help they need, self-advocating so they can reach their goals. Promote student ownership: Blended learning instills a sense of ‘student ownership over learning’ which can be a powerful force propelling the learning, It’s this feeling of responsibility that helps the feeling of ownership. Allow instant diagnostic information and student feedback: The ability to rapidly analyze, review and give feedback to student work, gives the teacher the ability to tailor his teaching methods and feedback for each student while improving time efficiency. Enables students to learn at their own pace: Due to the flexibility of blended learning and the ability to access internet resources allows students to learn at their own pace, meaning a teacher can help speed up the learning process or give more advanced resources if necessary. Prepares students for the future: Blended learning offers a multitude of real-world skills, that directly translate into life skills, from: Research skills Self-learning Self-engagement Helps to develop a ‘self-driving force’ Better decision making Offers a larger sense of responsibility Computer literacy
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Gamifikasi atau ‘gamification’ - pendekatan yang menggunakan kaedah permainan dalam proses pengajaran dan pembelajaran (P&P), akan menjadikan proses P&P lebih menarik, interaktif serta mengasyikkan (engaging) .
Elemen peruntukan masa yang terhad (yang ditetapkan oleh guru semasa membina soalan kuiz)untuk murid menjawab soalan akan menjadikan mereka fokus untuk mencari jawapan.Semangat bersaing dalam kalangan murid disemarakkan lagi apabila pencapaian semasa mereka sentiasa terpampang pada paparan skrin utama di hadapan kelas. Jelas bahawa implementasi elemen gamifikasi dalam sesi PdP menjadikan proses pembelajaran lebih menarik dan interaktif, selain menjadikan aktiviti yang pada asalnya bukan permainan sebagai satu aktiviti bermain yang formal,bermanfaat dan serius. Tujuan utama gamifikasi ini adalah untuk memberi motivasi, merangsang minat, mewujudkan pengalaman menarik kepada murid yang bermain, menggalakkan mereka belajar menyelesaikan masalah serta membina kemahiran melalui setiap peringkat atau tahap permainan. Penerapan elemen gamifikasi oleh guru dalam proses PdP dapat membantu murid dalam tiga aspek utama berikut:
RUMUSAN Sesuai dengan ledakan teknologi maklumat dan komunikasi (TMK)dalam era digital di abad ke-21 kini,pelaksanaan konsep gamifikasi oleh guru terutamanya sebagai kaedah PdP untuk murid di sekolah amatlah digalakkan. Ini kerana Generasi Z ini lebih mudah menerima perubahan dari aspek inovasi. Gamifikasi sememangnya memberikan kesan yang positif dalam proses PdP dan sesuai dilaksanakan seiring dengan minat murid dan tuntutan perkembangan pendidikan pada hari ini. Gamifikasi boleh dijadikan satu pendekatan berkesan untuk mencetus perubahan positif dalam tingkah laku dan sikap murid terhadap pembelajaran. Apatah lagi elemen gamifikasi sangat mudah dan fleksibel untuk di integrasikan dalam proses pengajaran sebagai aktiviti untuk mencapai objektif pembelajaran yang tertentu. Gamifikasi kini menjadi topik yang hangat diperkatakan sebagai antara kaedah PdP terbaik dalam konsep Pendidikan Abad Ke-21(PAK21). Namun bagi memastikan penggunaan elemen gamifikasi dalam proses PdP berjaya,dilaksanakan dengan sempurna,memberi manfaat kepada murid dan mencapai objektif pembelajaran,guru perlu melakukan perancangan awal agar permainan atau aplikasi yang dipilih sesuai dengan kandungan pelajaran yang ingin disampaikan. Selain itu guru juga wajib membuat persediaan dengan memastikan semua peralatan,sumber dan bahan bantuan mengajar (BBM) yang berkaitan dilengkapkan, termasuklah kemahiran guru sendiri untuk mengendalikan aplikasi gamifikasi yang hendak digunakan. APA ITU GAMIFIKASI?
Istilah gamifikasi dipinjam dari bahasa Inggeris iaitu gamification.Menurut Deterding, Sebastian, et al(2011), gamifikasi ditakrifkan sebagai penggunaan permainan yang mempunyai unsur-unsur reka bentuk dalam konteks bukan permainan.Dalam konteks pendidikan,pendekatan gamifikasi merujuk kepada penggunaan elemen yang dapat merangsang dan memberikan motivasi kepada pengamalnya agar pengajaran dapat di integrasi dalam bentuk permainan (Hussain, Tan &Idris, 2014). Menurut Dewan Bahasa& Pustaka (2004), gamifikasi bermaksud proses menjadikan sesuatu aktiviti yang asalnya bukan permainan sebagai aktiviti bermain. Gamifikasi menyentuh kehendak dan keperluan asas naluri murid berkisarkan kepada status dan pencapaian, sama seperti permainan. Matlamatnya adalah untuk memaksimumkan keseronokan dan penglibatan dalam proses PdP dengan menarik minat murid dan memberi inspirasi kepada mereka untuk terus belajar. Gamifikasi dalam PdP secara umumnya boleh difahamkan sebagai proses mengadun isi pembelajaran dengan aktiviti berbentuk permainan.Gamifikasi yang baik mempunyai ciri-ciri berikut: JELAS. Objektif dan aktiviti permainan mendekatkan murid kepada pencapaian objektif pembelajaran. MEMPUNYAI UNSUR-UNSUR BERSAING SECARA SIHAT. Menggabungkan antara unsur mengawal pembolehubah dengan unsur nasib baik,iaitu pertama sebagai menguji kefahaman pembelajaran murid, dan kedua sebagai unsur kejutan serta seni permainan. MELIBATKAN BAHAN MAUJUD YANG MUDAH ATAU SEDERHANA SUKAR UNTUK DISEDIAKAN. Menggunakan bahan yang mudah dicari untuk replikasi dan boleh digunakan berulangkali. MENYELITKAN PEMBELAJARAN ISTILAH ATAU KONSEP SEWAKTU MURID BERMAIN. Dengan cara ini, murid tidak akan terlalu terbeban untuk mempelajari kehendak-kehendak prasyarat sesuatu topik sewaktu pembelajaran formal yang menyusul. GAMIFIKASI DALAM BILIK DARJAH. Terdapat pelbagai cara untuk menerapkan elemen gamifikasi dalam proses PdP dalam bilik darjah.Untuk artikel ini elemen gamifikasi yang dibincangkan adalah yang boleh diterapkan dalam bilik darjah melalui penggunaan aplikasi atas talian. Terdapat pelbagai jenis aplikasi gamifikasi pembelajaran di laman sesawang yang memenuhi cita rasa, minat,keperluan serta tahap cabaran dan hampir kesemuanya boleh digunakan secara percuma.Guru hanya perlu mendaftar untuk mewujudkan akaun bagi menggunakan aplikasi tersebut.Antara contoh aplikasi yang boleh digunakan bagi melaksanakan konsep gamifikasi dalam PdP malah makin popular pada hari ini adalah seperti Kahoot!, Quizizz, Socrative,Play Brighter, Cram dan banyak lagi. Masing-masing ada kelebihan tertentu dan tersendiri.Aplikasi-aplikasi web ini boleh beroperasi dengan kepelbagaian perkakasan atau peranti multimedia dan memiliki ciri interaksi mesra pengguna yang menarik serta mudah difahami. Susun atur antara muka serta persembahannya pula ringkas dan mampu menarik perhatian. 4 Essential Rules Of 21st Century Learning The term “21st century” has become an integral part of educational thinking and planning for the future. Educators and administrators are actively searching for ways to prepare students for the future, and the educational system has been evolving faster than ever before. 1. Instruction should be student-centered The days of lecturing teachers has passed – though not entirely. While student-centered learning is strongly encouraged in the 21st century, this does not mean that the teacher can never give a lecture again. Instead, it means that the main source of knowledge in the classroom should not be the teacher. Education is no longer about listening to the teacher talk and absorbing the information. In order to contribute to society, students will need to be able to acquire new information as problems arise. Then, they will need to connect the new information with the knowledge they already have and apply it to solving the problem at hand. They will not be able to call upon a teacher for answers, so will need to have ‘learned how to learn’ on their own. In this classroom model, the teacher would act as a facilitator for the students. Instead of passively receiving information, the students would gather information on their own, under the guidance of their teacher. Different learning styles are encouraged, and students have an enhanced sense of motivation and responsibility. They engage in many different types of hands-on activities, as well as demonstrate learning in many different ways. Learning is about discovery, not the memorization of facts. 2. Education should be collaborative Students must learn how to collaborate with others. Society today has people collaborating across the globe. How can students be expected to work with people from other cultures, with different values from their own, if they are not able to work with the people they see each day in their classroom? Students should be encouraged to work together to discover information, piece it together, and construct meaning. Collaboration should also be dynamic. Students should learn how to recognize the different strengths and talents each person can bring to a project, and change roles depending on those attributes. Schools should also be collaborating with other educational institutions around the world to share information and learn about different practices or methods that have been developed. They should be willing to alter their instructional methods in light of new advancements. 3. Learning should have context Student-centered does not mean that the teacher gives up all control of the classroom. While students are encouraged to learn in different ways, the teacher still provides guidance as to the skills that need to be acquired. The teacher can make a point of helping students to understand how the skills they are building can be applied in their lives. Students will be much more motivated to learn something that they can see the value in. Since we are no longer preparing students for specific tasks and roles, we need to take a more general approach and teach them the skills that are useful in any situation. Lessons have little purpose if they do not have any impact in a student’s life outside of the school. 4. Schools should be integrated with society In order to prepare students to become responsible citizens, we need to model what a responsible citizen is. Schools will often work at accomplishing this by creating events for the school community, by encouraging students to join committees or take part in school projects, and by occasionally helping the community around them with activities such as food drives or neighborhood clean-ups. With the powers of technology and the internet, students of today can do even more. Our community is no longer just the area of space located around the school, but reaches out and envelopes the world. Education needs to help students take part in this global community and find ways of impacting more than just their neighborhood. This doesn’t mean that they do not need to learn the value of helping others around them and protecting their immediate environment, but that they should also be learning about how they can help and protect a world further away from them, but also closer all the time. |
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January 2020
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