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Tech­nol­ogy en­hances ed­u­ca­tion

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AT Monash Univer­sity Malaysia’s School of In­for­ma­tion Tech­nol­ogy, stu­dents can ex­pect more in­ter­ac­tive and en­gag­ing classes as more lec­tur­ers are us­ing mo­bile tech­nolo­gies in their teach­ing.

Se­nior lec­turer Dr Chew Esyin says aca­demics from the school are now en­cour­aged to in­cor­po­rate var­i­ous forms of tech­nolo­gies into their teach­ing to im­prove the learn­ing process.

“Stu­dents gen­er­ally feel that there is a lack of for­ma­tive feed­back from teach­ing staff on stu­dents’ work. There are cur­rently a lot of re­search and teach­ing ini­tia­tives to pro­vide richer as­sess­ment and feed­back. We need to move away from hav­ing a grade- dom­i­nant cul­ture to en­hance our stu­dents’ learn­ing ex­pe­ri­ence,” she says.

Dr Chew, who is a tech­nol­ogy- en­hanced learn­ing, teach­ing and as­sess­ment re­searcher, says one of the learn­ing tech­nolo­gies used at the school is the Per­sonal Re­sponse Sys­tem ( PRS).

“PRS al­lows us to con­duct real- time ques­tion- and- an­swer ses­sions in classes through the use of click­ers and Socra­tive. com.

“It al­lows us to pose ques­tions to our stu­dents and re­ceive im­me­di­ate re­sponses from the en­tire class. We are able to see how many stu­dents in a class have re­sponded to a ques­tion and from there, we can gauge their un­der­stand­ing and how well the class per­forms. PRS can be used for s reat un ts e

Both click­ers and Socra­tive col­lect feed­back from stu­dents and tab­u­late the re­sults of th­ese re­sponses im­me­di­ately, which the lec­turer can view and as­sess to pro­vide feed­back.

Dr Chew says stu­dents are of­ten asked mul­ti­ple- choice or open ques­tions that prompt crit­i­cal think­ing dur­ing th­ese ses­sions.

“There are no fixed an­swers to th­ese ques­tions and the re­sponses from the class can be var­ied, which al­ways leads to lively class dis­cus­sions that stim­u­late stu­dents’ think­ing,” she says.

“There has been a lot of pos­i­tive feed­back from stu­dents who have ex­pe­ri­enced such seam­less teach­ing meth­ods. Stu­dents find the learn­ing process more in­ter­ac­tive, stim­u­lat­ing, en­gag­ing and mean­ing­ful.”

Dr Chew says that the school also en­cour­ages stu­dents to use other tech­nol­ogy such as ScreenBeam to share their work and Tur­nitin to check the orig­i­nal­ity of their writ­ten work.

In her re­search on on­line as­sess­ment and feed­back ( Tur­nitin, Grade­mark and Peer­mark), Dr Chew found that Tur­nitin en­abled stu­dents to con­duct self- ser­vice and in­de­pen­dent learn­ing through the ped­a­gog­i­cal use of the orig­i­nal­ity re­port.

“Pre­vi­ously, tools such as Tur­nitin were mainly used by aca­demics as a polic­ing tool to check against pla­gia­rism, but th­ese days, we want our stu­dents to take the ini­tia­tive it so that they can im­prove their ments and other projects, in­clud­ing hesis,” she ys. hew says that even aca­demics could t from the use of such tech­nol­ogy. opes that in the near fu­ture, eermark, two other rnitin, will also be used aysia. r is an on­line mark­ing ca­demics while Peer­mark to read, re­view and pers sub­mit­ted by their m fo ws stu lu­ate ssma “With too such as Grade­mark, we an achieve an en­vi­ron­men­tally friendly mark­ing sys­tem, where aca­demics can pro­vide richer feed­back to stu­dents. he other hand, k will help stu­dents ub­ject from a fresh tive when they read peo­ple’s work and the ments on their pa­pers that en based on the same ment cri­te­ria,” she says.

more in­for­ma­tion about ro­grammes of­fered at the ol of In­for­ma­tion ol­ogy in Monash sia, visit www. in­fotech. sh. edu. my.

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