Che Ku Nuraini Che Ku Mohd

Alcomputerized of Assessment Technique in Problem-Based Learning (PBL) for Teaching Human Computer Interaction (HCI): Case Study on User Interface Design

Problem-Based Learning (PBL) is a pedagogical strategy for posing significant, contextualized, real world situations, and providing resources, guidance, and instruction to learners as they develop content knowledge and problem solving skills. PBL has been used since the 1950’ s. Students take responsibility for their own learning as PBL encourages students to identify their learning needs and determine the resources they will need to use to accomplish their tasks. While it originated in universities, it is now also employed in businesses and classrooms. PBL also encourages collaborative and cooperative learning among students and their peers; students play the key role in encouraging learning in this collaborative setting. The objective is to conduct a research which is the best assessment technique for HCI subject either; 1)self assessment, 2)peer assessment or 3)group assessment in PBL application to assist UTeM students in answering PBL questions. This study is also to adopt an assessment technique as a testing tool for PBL application where lecturers are involved in evaluation before the final prototype is developed. Sample of students are second year of Faculty of Information and Communication Technology students in Interactive Media course pursuing Bachelor in Computer Science at Universiti Teknikal Malaysia Melaka (UTeM). The course is held in the second semester of the second year of the Computer Science programme. The topic chosen is User Interface Design. Three types of assessment techniques are highlighted in PBL. There are self, peer and group assessment. Methods conducted are questionnaire, interview and observation. Problem-based Learning, curriculum design, the role of the tutor and various other aspects, much less attention has been given to the purposes and principles of assessment in PBL . A pre and post test questionnaire will be distributed to the students before and after the exposure respectively. The final product will be released in the form of PBL web based.

Personalized Learning Environment (PLE) Experience in the Twenty-First Century: Review of the Literature

In the fast-changing world of the early twenty-first century, education is also changing. The use of ICT in education lends itself to more student-centered learning settings. Given this changing landscape of teacher education, the purpose of this chapter is to explore new educational approaches to enhance teachers’ ICT capabilities in the twenty-first-century learning environment. The literature indicates a brief explanation of twenty-first-century education about the roles of (i) student, (ii) teacher, (iii) curriculum, (iv) classroom, and (v) information and communication of technology (ICT). The new approach in education nowadays is introduced, which is personalized learning environment (PLE). PLE enables learners to organize their learning, provides the freedom to choose content, and allows communication and collaboration with others easily. In conclusion, the chapter concludes with recommendations for continued improvements in twenty-first-century education in order to ensure the opportunities of higher education remain open to as many students as possible.

Learning Approach for Personalized Learning Environment (PLE): Preliminary Analysis

This paper reports the preliminary analysis findings that aimed to investigate student‟s learning styles that suitable for learning Form 2 Science subject using Personalized Learning Environment (PLE). An additional problem is that even learners from a similar learning context are not identical: they may be at different points of the learning process, or may have different learning styles. It will focus on the student perspective because they are so often ignored when it comes to the introduction of new technologies.With learners coming into schools, colleges and universities with increasingly smart technologies and schools and ministries of education, colleges and universities around the world beginning to add computer to the mix of technologies in schools. Learners expressed a desire for the integration of Science resources with their existing textbooks and online learning materials. It considers how they are using them and how this might differ from the suggested practice described in the literature and then considers what might be the implications for technology use in classrooms.

Evaluating the Effectiveness of Self and Peer Assessment using PBL on Student Performance and Preference: Malaysian’s Experience

This paper reports on the effectiveness of students’ performances between self and peer assessment based on student’s preferences. A total of 56 respondents from the second year of study at UTeM who enrolled for the Human Computer Interaction course took part in this study. Three research instruments were developed for the purpose of evaluating students’ performance and preferences which include a set of questionnaires, interview questions and prototype development. A t-test was conducted to analyze independent variables by self and peer assessment while student’s preferences and performances are dependent variables. Findings of this study revealed that students prefer peer assessment rather than self assessment. The use of courseware namely PBLAssess can increase student’s understanding towards the topic that has been taught. Results showed that assessment in PBL is significantly related to student’s performances and preferences.