INNOVATION AND TECHNOLOGY IN TEACHING & LEARNING TITASMOOC & ETHNIC

RELATION MOOC IN PLATFORM OPENLEARNING

Writer
Hj Ahmad Nasir Mohd Yusoff (Dr) 1, Rozihan Mohammed (Dr) 2, Prof Madya Dr. Wan Zuhainis Saad 3

1.0 Introduction

The learning of TITAS and Ethnic Relations courses using openlearning and MOOC platforms as well as the
combination of innovation and technology has begun to be accepted by students and teaching staff. In the early
stages of MOOC TITAS and MOOC Ethnic Relations were moderately accepted as it roles on student activity,
evaluation and involvement which required active participation from students are still unclear. Many lecturers
also had a complain that the current burden of learning management system (LMS) practiced in their respective
universities is not capable of completing learning and assessment activities. Therefore, Massive Open Online
Course (MOOC) has been introduced in public and private universities since 2014. Now the majority lecturers
already understand the MOOC's function in the teaching and learning process that is extremely helpful, affective,
interactive, collaborative and lifelong learning. If observed in the Openlearning platform many activities are
available and need serious, committed, disciplined, high spirits, innovative, consistent in teaching TITAS MOOC
or MOOC Ethnic Relations among lecturers. Some of the first semesters are quite good in teaching practices using
the openlearning platform but when at the end of the semester begin to feel lazy, no commitment, do not know to
create group, create pages, student list, 'upload' note and 'assignment' students and rarely use openlearning as a
teaching platform. Based on the writer's experience, one of the reasons is lack of knowledge, experience and skills
in using external technology as well as MOOC Openlearning to attract and stimulate active learning using
collaborative openlearning platforms with other technology tools. The Openlearning platform in fact is not only
a medium of learning activities such as online lecture assignments, uploading teaching materials, conducting test
activities, quizzes, field assignments included in the openlearning platform but also how a lecturer is able to make
a tool or more innovative teaching technology to incorporate in openlearning activities. In this 21st century
learning era, lecturers should not only be proficient in using openlearning platforms, but need knowledge in
organizing openlearning activities such as ensuring that students conduct video commentary activities, responding
to various questions such as customizing the sentence statement, dostorming but lecturers should be more
proactive in mastering knowledge digital technology in openlearning practice to see variation in teaching methods,
disparity in teaching approaches so that students are always keen to master the acquired knowledge. Recognizing
instructional tools and tools that are tailored to teaching materials, student activities in lectures or online and
assessments will further stimulate the students' interest in learning, active, cheerful, competing to understand the
teaching and engage in any learning activities taught by lecturers. The fact is that the openlearning platform has
become a platform for enhancing ideas and activities that are assisted with the latest technology.

Keywords:

Innovation and Technology, Teaching & Learning, MOOCTITAS (Islamic Civilization And Asian Civilization)
And Ethnic Relations (He), Openlearning Platform

1
Pensyarah Kanan,Mantan Penyelaras MOOC TITAS,Pakar Bidang MOOCTITAS. Jabatan Pengajian Kenegaraan dan Ketamadunan,
Fakulti Ekologi Manusia, UPM, 43400, Serdang Selangor.
2
Pensyarah Kanan, Jabatan Akuakultur, Fakulti Pertanian, UPM, 43400, Serdang Selangor
3
Pensyarah Kanan, Fakulti Sains Dan Timbalan Pengarah Cade. UPM, Serdang, Selangor

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2.0 Teaching And Collaborative Technology With MOOC

Massive Open Online Courses (MOOCs) has become a new initiative in delivering recent teaching and learning
approach in UPM. The development of MOOCs is crucial as response towards a bordeless world education and
consistent to the recommendation of the Ministry of Higher Education of Malaysia in the 'Redesign Education
System towards 4th Industrial Revolution (4IR). In relations to teaching and learning technology, exceptional in
debating the concept of innovation and its role. The current concept of MOOC as a formal and informal education
and as well as it providing a flexible, interactive and engaging, collaborative learning and social interaction that
makes MOOC suitable for general subject learning such as TITAS and Ethnic Relations. MOOC is a free online
open-education using video, teaching modules, forums and equipped with quizzes and widgets activities to
enhance the understanding of the learning content.. With flexible time and space, the MOOC acts as a virtual
plaftform for lecturers and students from various public and private universities. It is the latest trend in distance
education that applies online learning. As the Islamic Civilization And Asian Civilization Course as well as Ethnic
Relations are the general subjects created in public and private universities is to ensure that future human capital
will be well- intellectuals and with high moral values, therefore, the collaborative teaching technology approach
in MOOC could certainly increase interest and activily carry out more activities in order to develop human capital
for the nation.

As highly motivated and innovative lecturers, it is neccessary to identify some suitable tools to be used as a
teaching technology medium in the MOOC platform. All activities, teaching materials, assessments, quizzes could
be adopted as a tool, s such as Web 2.0 applications. Furthermore, MOOC can provide greater benefits to students
and faculty as well as potential growth of online knowledge resources.. Student engagement can be influenced by
some of the design features that determine the MOOC value including simple but consice explanations,
visualisation approach in each chapter, support by widgets technology and communication, and various
innovative, interactive, cooperative, collaborative as well as group assignments. The MOOC learning and teaching
methodology that collaboratively with teaching technology can definitely attract students to study these MPU
courses.

3.0 Innovation and Technology in Teaching & Learning MOOCTITAS (Islamic Civilization And Islamic
Civilization) And MOOC Ethnic Relations (HE) In The Openlearning Platform

3.1 Openlearning Platform MOOC TITAS and MOOC Ethnic Relations

Recently, MOOC TITAS and MOOC Ethnic Relations are in the second version (First Version of TITAS MOOC
started Term I 2014/2015 to Term 2 2016/2017, while Version 2 has begun during Term II 2017/2018 untill
present). Transformation has been done in the form of courseware (teaching materials), activities provided for
each topic as well as improvement of core widget tools that are tailored to the needs of teaching, learning and
assessment. Among the core tools widget (Core Widget) provided in the openlearning platform for filling of
teaching materials includes text, white space, video, files and play audio files. Meanwhile, post file, post text, post
image, share page and gallery were used for sharing and collaborative courseware. 'Misc' checklist and random
sector also been included. For assessment and evaluation, there are different versions of the assessment were
provided whether in the form of 'response' which consisting of category matching, crossword puzzle, fill in the
blank, match it, multiple choice and short answer. Widget 'button' is also available to facilitate users from various
universities and lecturers to share teaching materials and can be grouped into galleries and can be referred to any
other lecturers, students, higher education ministries and other interested stakeholders. For the 'content' column,
MOOC lecturers can upload the courseware in the form of text, video and files. In order to be more interactive,
the Openlearning platform also has been improved by providing a new and more interactive widgets including
twitter, upload HTML package, upload zip package, video conference, share anything, share page, code snippet,
embedded iframe, fill in the blanks and group space (Figure1).

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 Interactive
Widget-1

Interactive
Widget-2

3
 Interactive
Widget-3

(Figure 1)

3.2 Application of Technology and Innovative Approach in Teaching MOOC TITAS

Present discussion was mainly focuses on activities experienced by UPM writers while using various teaching
application technology, and with s collaborative tools such as Web 2.0, and digital education such as digital
classroom, online digital, cybergogy, 4th industrial revolutionary education and others. Why teaching and learning
technology is important in education innovation in the 21st century? Recently, innovation of technology in
teaching and learning is important and significant impact on providing more interactive and engaging learning
experience, manageable course content delivery, collaborative, communication skills, learning interest, diversity
of teaching and learning methods and facilitate both subjective and formative evaluations. This situation is in line
to the with National e-Learning Policy or eDePAN) which emphasizes, e-Learning for quality, flexible, and
collaborative learning to produce versatile and competitive graduates in the global arena.

Lecturer who has an Openlearning account and has signed up will only have to provide teaching materials and
activities using various readymade core widget’s templates. Course materials need to be developed based on
syllabus approved by the University Evaluation Committee (JPU), Faculty and Department. Application of
technology in teaching was initially started with collaborative tool Web 2.0, which lecturers started to upload their
teaching materials using their own creativity, supported by assessment widgets for each topic and carry out
learning process as well as affective lessons through builds in Group and Group Pages. The 'Menu' column has
been completed with the main teaching and learning. The writer's view, is that there are TWO (2) main elements
in this openlearning that need to be theoretically understood and practically managed namely ’Menu' which listed
the main topics of the TITAS course in the MOOC and the 'Groups' shown, as listed in below:

A. Main
1) Main Topics:
i) Introduction
ii) Civilization of Islam
iii) Malay Civilization
iv) India Civilization
v) Chinesse Civilization
vi) Current Issues and the Future of Civilizations.

B. Group
1) Create Group
• Important issues were includes lecturer skills for 'create group', 'joined', 'upload
picture', and to complete the activities provided by lecturers through 'group pages'.

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 • On the 'Group Dashboard' will display 'instructor', 'group name such as UPM-
011718-SKP2203-G01 (refer to institution name, term, academic session, course
code and student group)

2) Group Pages
• This component is among the most crucial part where this is a starting point for
lecturer to create activity and apply the Web 2.0technology systematically, and in
accordance with teaching syllybus .

3) Share something with the group

• There are special widgets available related to interactive teaching and learning
processes involving applications of educational technology that can be uploaded,
downloaded and online learning (online classroom)
• Widgets provided in this space include 'thought', 'image', 'video', 'link' and 'files'
• Lecturers can 'upload' courseware, activities, quizzes in available widgets.

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3.3. Application of Technology in Openlearning Platform based on Bloom Digital Taxonomy and Problem
Based Learning Activity.

a) Bloom digital taxanomy consist of six main component as ilustrated in figure 2.0.

Figure 2: Bloom Digital Taxonomy

Source: CADe UPM 2018

b) Problem Based Learning Activity

Meanwhile in Problem Based Learning Activity involved four main components as ilustrated in Figure 3.

Figure 3: Problem Based Learning Activity

Source: CADe UPM 2018

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3.4 Suitable Technology Hardware for Activity In TITAS MOOC Using Openlearning Platform

Writers use web 2.0 tools when practicing activities and assessments on openlearning platforms especially in
Group Pages by defining activity names, appropriate hardware and which chapters are selected for collaborative
educational technology applications with the MOOC TITAS platform. For example, activities that require students
to create, evaluate, analyze, applying, understanding and remembering are shown in Table 1 as below:

• Creative: storytelling, video editing, video casting, podcasting

• Evaluating: google moderating, conferencing, networking, collaborating
• Analyzing: organizing, mashing, surveying
• Applying: simulating, demostrating, presenting, editing
• understanding: tweeting, blogging, explaining
• remembering: bookmarking, mindmapping, word processing, listing

3.5 Methods to improve Teaching Process through Web 2.0 Technology Applications For TITAS MOOC
Courses in Openlearning Platform.

There are certain guides to ensure the teaching and learning process of TITAS MOOC in the openlearning
platform is more interactive, besides using education technology and web 2.0 tools. Based on the author's
experience, in teaching TITAS MOOC in the openlearning platform, there are some tips to share on how the
learning activities were carried out and engage students actively and collaboratively as listed below;

 Highlight and focus on pedagogy and curriculum rather than technology.

 Given a priority for face-to-face meetings prior technology based meeting.
 Educational technology is used as a medium to facilitate the way of thinking out of box”
 Make sure that students are producing ideas and thoughts. Lecturers are just as counselors or
facilitators
 Determine some accessible and available technology tools technology tools for students to achieve
the objectives of learning activities
 Select some approaches and learning methods that can stimulate studentinterest
 Choose the appropriate web 2.0 hardware for carrying out activities, delivering teaching materials and
assessments
 Continue with face-to-face discussions between lecturers with students, students with lecturers and
between students and student
 Finally, use technology as a medium to combine teaching and student activities in the classroom

4.0 Conclusion

The development of education in 21 century and the industrial revolution 4.0 requires a more active and effective
teaching and learning in education technology. Advances in educational technology, such as online education,
for instance MOOC has changed the paradigm of the delivery of teaching materials in classroom. Nowadays,
lecturers, have to empower their knowledge and skills in the current technologies in order to neutralize the skills
of Y generation up to Z Alfa who is already exposed to the technology. Innovation applied in teaching and learning
of the MOOC TITAS Course and Ethnic Relationships using Openlearning platform with collaborative web tools
2.O have given a positive impact on the learning process. Hence, innovation toward education technology and its
application in the openlearning platform has brought an successful intergrated approach in teaching and learning.
Learning based technology attempts to stimulate the interest of learners because it provide engaging learning
experience for a student using Web 2.0 applications such as Virtual Reality which could increase the memory of
students. In addition, applications and teaching practices using technology could translate the power of innovation,
creativity, critical thinking and capability of lecturer in delivering a knowlegde in 21 centuryt. Furthermore, It
also showsand allow lecturers to optimise the available resource and teaching infrastucture, cost and time
effective with maximum level of knowledge delivery as well as helping students to achieve high achievement in
the TITAS course MOOC and MOOC Ethnic Relationships by increasing the interest of students to learn and to
understand important topics in courses using technology based approach.

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