UJI ICT???
Hello... Again we “meet” in my place..! There is something that might be interesting for you guys, in my opinion it is very interesting. This something is an online test, which I have done during my tutorial class. It is the UJI ICT test that served by the Academic Development Centre of UKM. From my experience, not all people can subscribe the test, only UKM’s staff and student can do it. Test taker must subscribe to “ujian- ujian kendiri” of ADC that can be found it UKM’s Learning Portal. Then, in 30 minutes, you have to answer all 30 questions. Test taker can choose to “k.i.v” the question if one is not sure with the answer by clicking the “unsure” button and answer another. At the end, click the “end quiz” button and a password of Learning Care login will be asked. Then, the score or marks will be shown at the monitor in the portal site.
This is mine which I have done on my own.
Online Quiz Results Summary
Your #Attempts : 1
Total Class #Attempts : 390
Your Quiz Score : 24/30
Your Highest Score Ever : 24
Note: This may not be your final marks. Due to some of the subjective and semi-objective questions (short essay and fill in the blank).
As the conclusion, looks like I am very satisfied with the test right? Sure, I am...
LANGUAGE AND ICT!
Language and ICT course is an interesting course and because of that I would like to rate this course 8/ 10. It is very useful if one wants to add more information on the use of ICT in language as concern in the lectures and tutorial classes.
FINAL EXAMS!
On 23 April this year is the final examination of this course. I Hope everything is fine! I am really hoping like that..
Thank you to all of the tutors especially Puan Zaini and my friends, see you next semester guys!
Wednesday, April 4, 2007
Sunday, April 1, 2007
Wednesday, March 28, 2007
Computer-assisted Language Testing
Hello.. now i would like to share something that i am studying now. What is CALT? It is Computer- assisted Language Testing which every tests are administered at computer terminals, or on personal computers. Receptive-response items-including multiple-choice, true-false, and matching items are adapted to the computer-assisted testing medium.
Educational Testing Service (1996) claims the following advantages for their new computer-based TOEFL,
Educational Testing Service (1996) claims the following advantages for their new computer-based TOEFL,
- Further enhancements to test design before 2000
- Greater flexibility in scheduling test administrations
- Greater standardization of test administration conditions
- Portions of test individualized to examinee ability level
- Inclusion of writing with every test administration
- Examinee choice of handwriting or typing essay
- Ability to record multiple aspects of examinee test-taking behavior
- Platform for future innovations in test design and services (p. 5).
There might be some problem occured in using CALT like cheating in exams or the computer might not working in order and the exposure of questions for the future students. But, there are some steps that can avoid the occurancy of the problem such as having a very large item bank with a wide variety of difficulty levels to meet all item specifications desired in the test,
having the computer select a number of items which might come next (rather than a single item) and then randomly select from among those possibilities (as in McBride & Martin, 1983),
having the computer selected the next item based on complex probabilistic models like those discussed in Stocking (1992), Stocking and Lewis (1995a; 1995b),
Use simulation studies to estimate the efficiency of different sized item banks in minimizing exposure, then stay within whatever size limits those studies suggest,
circulate item banks, or sub-banks, through different testing sites, constantly change the items in an item bank by adding new items and eliminating old ones (especially those most likely to have been exposed), and monitor the functioning of items within the item pool by keeping track of students' item performances, and identify items that appear to have been exposed. (http://llt.msu.edu/vol1num1/brown/)
UKM is providing higher education based on nationalistic endaveour and now is
adopting Malay Language as the medium of intstruction. It is promoting the national language of Malaysia as the academic language and it had draw its own successnow. This was managed through tranlation from English into Malay by the acdemicians.However, UKM still practicing English language in language and technology learning such as the Learning Care Portal, Test Online and so on.
Thursday, March 22, 2007
Elearning in language needs.
Hello again...this time i want to share with you something about online jurnal. Yesterday I went to Tun Sri Lanang Library to search some material and information on E- learning. Unfortunately, I found it was not very interesting with the server always up and down like roller coaster and I did not have enough time to finish everything. I managed to get informations from 3 sources of online journal but i did it from only 2 sources which is the Emerald Fulltext and LexisNexis TM Fulltext article. I felt frustrated but never mind I have found another websites that gave me more on Elearning.
Electronic learning or E-learning is a general term used to refer to computer-enhanced learning. It is used differently in so many contexts that it is critical to be clear what one means when one speaks of "e-Learning".Many technologies can, and are, used in e-Learning such as screencasts, Palm pilots, MP3 Players, the use of web-based teaching materials, hypermedia in general multimedia, CD-ROMs, web sites, discussion boards, collaborative software, e-mail, blogs, wikis, text chat, computer aided assessment, educational animation, simulations, games
learning, management software, electronic voting systems ... and many more, and possibly a combination of different methods being used.(http://en.wikipedia.org/wiki/E-learning)
Elearning is one of the famoust type of learning or teaching in language.In the era of learning technology and Educational Technology, the electronic learning is used generally to refer to the use of technology in learning or some sense of computer-based training.It is also more than On-line Learning or Online Education which generally refer to purely web-based learning. In cases where mobile technologies are used, the term M-learning has become more common to the people in technology communities.
Online language learning and teaching is multifaceted and can take many shapes. Components can be categorized in three areas: 1) Computer mediated communication (CMC), 2) presentation of authentic materials and 3) online interactive exercises. CMC can be further broken down into asynchronous (e-mail, listserv, bulletin board) or synchronous communication (chat rooms, whiteboard, Internet video conferencing) between two or multiple users. Different kinds of authentic materials are available on the Internet. Students can search for particular topics using search engines or sites recommended by the instructor. In addition to text and images, many Internet sites also include video and audio files. By sending students out on their own, they have access to pages created in the target culture, not by the instructor; consequently they are usually more up-to-date and culturally genuine. However, the instructor can also create a learning website, incorporating selected material, which are still authentic, but are more controlled for appropriateness in language and content.
In creating Online exercises, drills including fill-in-the blank, multiple choice, and matching are easiest to achieve by language teachers. There are a lot of already existing sites that allow for this kind of practice, but instructors can also learn how to create their own course specific Internet exercises, if they use a course management system like WebCT. However, interactive activities and exercises can also go beyond those drills to include pair activities, problem solving, and critical thinking.
Computer Mediated Communication has received a lot of attention in the field of Computer Assisted Language Learning, since it fits in well with a communicative approach to language learning. For our research we were looking for more complete uses of all three components in integrated online learning environments. However, articles about online learning in general, and those pertaining to more specialized uses are nonetheless included for an overall review of the literature and practice. (http://www.coedu.usf.edu/slaitcohort99/online.htm#whatis)
There are some examples of web sites that offer descriptions of the online learning:
1.http://elc.polyu.edu.hk/LanguageLearningResources/default.htm
2. http://elc.polyu.edu.hk/LanguageLearningResources/default.htm
3. http://www.sloan-c.org/publications/jaln/index.asp
4. http://www.dutchgrammar.com/
There are some advantages of electronic learning:
The A4 of eLearning - Anytime, Any Place, Any Pace, Any Subject: elearning materials can be accessed at the most convenient time for the learning, if the course material is well constructed then learning can take place in short segments and can be customised to suit the learner's needs.
Empowerment: Students are in charge of their own learning.
Flexibility: elearning material can be accessed in a non-sequential way, enabling students to navigate content in different ways, or obtain a global view before tackling the details of individual units.
Cost Effective: large numbers of students can have access to the same materials but can be supported by peer-to-peer or student-to-tutor support services thus reducing the cost of delivery.
Up-to-date Content: Course content is located in one place so it can be easily updated and can provide direct links to supporting materials such as Internet and library resources.
Tailored Learning: the time needed to learn a particular topic or skill is reduced or "compressed" as learning can be modified to suit the users needs and requirements. Elearning can provide a variety of learning experiences including interactive elements.
Retainable: the smaller and more relevant the learning is the easier it is to capture and remember.
Socio-inclusive: students can learn in a relatively anonymous environment without the embarrassment of failure and/or socio-cultural bias from personal contact.
Consistent: all students get the same standardised set of materials from elearning.
Interactive: well constructed materials will have elements of interactivity through simulations etc. which will underpin and enforce the learning.
Collaborative: The use of groups and teams working together in collaborative learning and learner-learner interaction enforces employability skills.
Used To Track Student Performance: student usage of the materials can be monitored and early potential drop-out can be detected and given remedial support.
Used to Facilitate understanding: of concepts by offering alternative ways of visualising materials and alternative explanations to those given in a single delivery mode such as a lecture, seminar or tutorial (for example, multimedia and hypermedia).
Used to Give Instant feedback: from online self-assessment or formative assessment particularly through multiple choice question formats.
Used for Self Assessment: students can be offered automatically-marked self-assessment exercises to identify skill/knowledge levels and learning needs before engaging with course content.
Used to assist students with certain Disabilities: Access for students with hearing and some physical disabilities may be enhanced.
(http://www2.le.ac.uk/institution/merlin/AdvantagesOfELearning)
Electronic learning or E-learning is a general term used to refer to computer-enhanced learning. It is used differently in so many contexts that it is critical to be clear what one means when one speaks of "e-Learning".Many technologies can, and are, used in e-Learning such as screencasts, Palm pilots, MP3 Players, the use of web-based teaching materials, hypermedia in general multimedia, CD-ROMs, web sites, discussion boards, collaborative software, e-mail, blogs, wikis, text chat, computer aided assessment, educational animation, simulations, games
learning, management software, electronic voting systems ... and many more, and possibly a combination of different methods being used.(http://en.wikipedia.org/wiki/E-learning)
Elearning is one of the famoust type of learning or teaching in language.In the era of learning technology and Educational Technology, the electronic learning is used generally to refer to the use of technology in learning or some sense of computer-based training.It is also more than On-line Learning or Online Education which generally refer to purely web-based learning. In cases where mobile technologies are used, the term M-learning has become more common to the people in technology communities.
Online language learning and teaching is multifaceted and can take many shapes. Components can be categorized in three areas: 1) Computer mediated communication (CMC), 2) presentation of authentic materials and 3) online interactive exercises. CMC can be further broken down into asynchronous (e-mail, listserv, bulletin board) or synchronous communication (chat rooms, whiteboard, Internet video conferencing) between two or multiple users. Different kinds of authentic materials are available on the Internet. Students can search for particular topics using search engines or sites recommended by the instructor. In addition to text and images, many Internet sites also include video and audio files. By sending students out on their own, they have access to pages created in the target culture, not by the instructor; consequently they are usually more up-to-date and culturally genuine. However, the instructor can also create a learning website, incorporating selected material, which are still authentic, but are more controlled for appropriateness in language and content.
In creating Online exercises, drills including fill-in-the blank, multiple choice, and matching are easiest to achieve by language teachers. There are a lot of already existing sites that allow for this kind of practice, but instructors can also learn how to create their own course specific Internet exercises, if they use a course management system like WebCT. However, interactive activities and exercises can also go beyond those drills to include pair activities, problem solving, and critical thinking.
Computer Mediated Communication has received a lot of attention in the field of Computer Assisted Language Learning, since it fits in well with a communicative approach to language learning. For our research we were looking for more complete uses of all three components in integrated online learning environments. However, articles about online learning in general, and those pertaining to more specialized uses are nonetheless included for an overall review of the literature and practice. (http://www.coedu.usf.edu/slaitcohort99/online.htm#whatis)
There are some examples of web sites that offer descriptions of the online learning:
1.http://elc.polyu.edu.hk/LanguageLearningResources/default.htm
2. http://elc.polyu.edu.hk/LanguageLearningResources/default.htm
3. http://www.sloan-c.org/publications/jaln/index.asp
4. http://www.dutchgrammar.com/
There are some advantages of electronic learning:
The A4 of eLearning - Anytime, Any Place, Any Pace, Any Subject: elearning materials can be accessed at the most convenient time for the learning, if the course material is well constructed then learning can take place in short segments and can be customised to suit the learner's needs.
Empowerment: Students are in charge of their own learning.
Flexibility: elearning material can be accessed in a non-sequential way, enabling students to navigate content in different ways, or obtain a global view before tackling the details of individual units.
Cost Effective: large numbers of students can have access to the same materials but can be supported by peer-to-peer or student-to-tutor support services thus reducing the cost of delivery.
Up-to-date Content: Course content is located in one place so it can be easily updated and can provide direct links to supporting materials such as Internet and library resources.
Tailored Learning: the time needed to learn a particular topic or skill is reduced or "compressed" as learning can be modified to suit the users needs and requirements. Elearning can provide a variety of learning experiences including interactive elements.
Retainable: the smaller and more relevant the learning is the easier it is to capture and remember.
Socio-inclusive: students can learn in a relatively anonymous environment without the embarrassment of failure and/or socio-cultural bias from personal contact.
Consistent: all students get the same standardised set of materials from elearning.
Interactive: well constructed materials will have elements of interactivity through simulations etc. which will underpin and enforce the learning.
Collaborative: The use of groups and teams working together in collaborative learning and learner-learner interaction enforces employability skills.
Used To Track Student Performance: student usage of the materials can be monitored and early potential drop-out can be detected and given remedial support.
Used to Facilitate understanding: of concepts by offering alternative ways of visualising materials and alternative explanations to those given in a single delivery mode such as a lecture, seminar or tutorial (for example, multimedia and hypermedia).
Used to Give Instant feedback: from online self-assessment or formative assessment particularly through multiple choice question formats.
Used for Self Assessment: students can be offered automatically-marked self-assessment exercises to identify skill/knowledge levels and learning needs before engaging with course content.
Used to assist students with certain Disabilities: Access for students with hearing and some physical disabilities may be enhanced.
(http://www2.le.ac.uk/institution/merlin/AdvantagesOfELearning)
Tuesday, March 20, 2007
blogging is helpful..!!
Hello people, how about my blog? Is it nice? Well, i did not have enough time to decorate this blog but I do hope you will enjoy reading my blog and listen to what i have here.
For me, blog is one of the right way to share our opinion and comment other people's opinion. It is also helping us to gain more knowlegde about something that we really do not know for example about another interesting hobbies in the world and so on.
We surely will feel satisfy with our work, the media that we added in and the comments that we received from the viewers. All of this remain our confidence to express our opinion on anything without restricted. We can consider this as the advantages of blogging. Furthermore, blogging helps us to read our own article and recognize our grammar mistakes after we save the post in the draft that this will increase the tendendy to learn to write something with careful.
But, in some cases, blog also can be used to spread rumours among online members. If this happen, blogging will be one of the crime in this information techology era.
However, our communities believe that blogging is a good practise of writing skills. It is proved that blogging also has being one of the subject in such university like UKM as well.
From blogging, I was thrilled about what will my works look like. Is it nice, and readable? Or am i putting to much information to my viewers??. Instead of that, i believe that my blog is mine so, I can insert and write what ever that is allowed. From blogging, I started to test my computering skills and my common knowledge about information technology, multimedia ect.
At last, I am strongly advising those who never start blogging to start know and feel the thrills on your own!
For me, blog is one of the right way to share our opinion and comment other people's opinion. It is also helping us to gain more knowlegde about something that we really do not know for example about another interesting hobbies in the world and so on.
We surely will feel satisfy with our work, the media that we added in and the comments that we received from the viewers. All of this remain our confidence to express our opinion on anything without restricted. We can consider this as the advantages of blogging. Furthermore, blogging helps us to read our own article and recognize our grammar mistakes after we save the post in the draft that this will increase the tendendy to learn to write something with careful.
But, in some cases, blog also can be used to spread rumours among online members. If this happen, blogging will be one of the crime in this information techology era.
However, our communities believe that blogging is a good practise of writing skills. It is proved that blogging also has being one of the subject in such university like UKM as well.
From blogging, I was thrilled about what will my works look like. Is it nice, and readable? Or am i putting to much information to my viewers??. Instead of that, i believe that my blog is mine so, I can insert and write what ever that is allowed. From blogging, I started to test my computering skills and my common knowledge about information technology, multimedia ect.
At last, I am strongly advising those who never start blogging to start know and feel the thrills on your own!
Friday, March 9, 2007
second posting: analysis on concordance; based on the lecture slide
Traditional grammar classifies words based on eight parts of speech: the verb, the noun, the pronoun, the adjective, the adverb, the preposition, the conjunction, and the interjection Based on this, my group has analysed the lecture slides on Concordance about the used of article 'a' and the prepostition word 'about'.
Article 'a' always occurs after preposition, verb, and noun words.
Examples:
1. with a darkness that might be felt (preposition) (shows what is the thing (an abstract noun;darkness) that has being the object of the sentence)
2. we found a paper of the directions after his death. (verb) (found expresses the action of the noun we)
3. Just at this moment a dog bark. (noun) (moment is an absract thing that follows a demonstrative pronoun this)
We can make a conclusion that the article 'a' that occurs after the preposition, verb, and noun is used to determine name of thing, person, or place that involved in the story/ phrase/ sentence.
Article 'a' normally occurs before noun, adjective and adverb.
Examples:
1. a minute before (noun) = its states the time (an abstract thing)
2. a good opinion of Gregory (adjective) (good is describing the attribution of the opinion)
3. a pretty quick pace (adverb) (pretty shows manner of the quick; it is a kind of adverbial)
Function of the 'a' when it occurs after a noun, adjective and adverb is it shows the plurality of the noun that occur after each of the form stated.
The coordinator 'about' always occurs after noun, verb, and adverb.
Examples:
1. to guide herself about the house (noun)
2. did not often think about him (verb)
3. but only about four by the fells (adverb)
In this context, 'about' is functioning as a connector of the extra information of the topic (normally a verb) with the main topic. In other word, it connect the main clause with the subordinate clause.
'about' always before preposition, determiner and a pronoun.
Examples: 1. about in wild alarm (preposition)
2. about him (pronoun)
3. about the farm (determiner)
The function is also to connect the clause to another clause; which can by either a main clause at the beginning and the subordinate clause at the end or the opposite. As a conclusion, from the examples given we can summarize that about is used before a noun phrase or clause only.
In someways, 'about' is used as a phrase with the 'partner'. For examples: 1. move about = moving but not far from the base
2. running about = running in a certain area only
My group also summarized the article on "BEYOND CONCORDANCE LINES: USING CONCORDANCE TO INVESTIGATE LANGUAGE DEVELOPMENT" that written by Arshad Abdul Samad, Universiti Putra Malaysia.
From the article, we know that the language corpus offers a useful resource in language pedagogy. The language corpus has commonly been used as the basis of dictionary and teaching materials (Woolard,2000). These software help in tedious task of analyzing language data and greatly extend the potential of a corpus language pedagogy. Corpora often help to inform how many words and grammatical constructions are used as teachers, researches and even language learners typically examine concordance line to discover them. Schmit (2000:34) also argues that among the benefit of using copus in language teaching and learningis that it may help student to enjoy the systematicity of a language. But in Malaysia, its use is limited and is buy-and-large unavailable.
Article 'a' always occurs after preposition, verb, and noun words.
Examples:
1. with a darkness that might be felt (preposition) (shows what is the thing (an abstract noun;darkness) that has being the object of the sentence)
2. we found a paper of the directions after his death. (verb) (found expresses the action of the noun we)
3. Just at this moment a dog bark. (noun) (moment is an absract thing that follows a demonstrative pronoun this)
We can make a conclusion that the article 'a' that occurs after the preposition, verb, and noun is used to determine name of thing, person, or place that involved in the story/ phrase/ sentence.
Article 'a' normally occurs before noun, adjective and adverb.
Examples:
1. a minute before (noun) = its states the time (an abstract thing)
2. a good opinion of Gregory (adjective) (good is describing the attribution of the opinion)
3. a pretty quick pace (adverb) (pretty shows manner of the quick; it is a kind of adverbial)
Function of the 'a' when it occurs after a noun, adjective and adverb is it shows the plurality of the noun that occur after each of the form stated.
The coordinator 'about' always occurs after noun, verb, and adverb.
Examples:
1. to guide herself about the house (noun)
2. did not often think about him (verb)
3. but only about four by the fells (adverb)
In this context, 'about' is functioning as a connector of the extra information of the topic (normally a verb) with the main topic. In other word, it connect the main clause with the subordinate clause.
'about' always before preposition, determiner and a pronoun.
Examples: 1. about in wild alarm (preposition)
2. about him (pronoun)
3. about the farm (determiner)
The function is also to connect the clause to another clause; which can by either a main clause at the beginning and the subordinate clause at the end or the opposite. As a conclusion, from the examples given we can summarize that about is used before a noun phrase or clause only.
In someways, 'about' is used as a phrase with the 'partner'. For examples: 1. move about = moving but not far from the base
2. running about = running in a certain area only
My group also summarized the article on "BEYOND CONCORDANCE LINES: USING CONCORDANCE TO INVESTIGATE LANGUAGE DEVELOPMENT" that written by Arshad Abdul Samad, Universiti Putra Malaysia.
From the article, we know that the language corpus offers a useful resource in language pedagogy. The language corpus has commonly been used as the basis of dictionary and teaching materials (Woolard,2000). These software help in tedious task of analyzing language data and greatly extend the potential of a corpus language pedagogy. Corpora often help to inform how many words and grammatical constructions are used as teachers, researches and even language learners typically examine concordance line to discover them. Schmit (2000:34) also argues that among the benefit of using copus in language teaching and learningis that it may help student to enjoy the systematicity of a language. But in Malaysia, its use is limited and is buy-and-large unavailable.
Wednesday, February 28, 2007
first posting: in the tutorial class 12- 2pm....
THE SIMILARITIES AND DIFFERENCES EMAIL, SMS AND CHAT LANGUAGES.
- There are some similarities between email, sms, and chat language. First of all, these three medium of communication are used to send message to other people who is far from the sender. The languages that used are being shorted to send a simple language and faster reading of the message. The sender will type the message in short forms to decrease the use of time. Furthermore, all of these three type of communications are using some unique items that make the message beautiful and meaningful to be viewed as examples, the used of smileys and emoticons. All these features can express feelings without writing more words. Beside that, email, sms and chat are sharing the same ways of salutation that we always use the same salutation like "hye" or "hello" in our real life.
- Next, let us discuss some differences between email, sms and chat languages. The important thing that one should know is short messaging system (sms) needs a hand phone to be run while both chat and email are needing a computer. In this context, the header of these three items are different. SMS has the header that show the name of the sender only. Other important details about the sender like time and is shown after the message. There are no subject that has to be insert.In contrast, the email's header are placed on the top of the email where we can see the name of the sender, time and date and also the subject of the mail. While in chat languages, the header of the chat are the nick name of the chatter and the status which show whether the person is online or not. Plus we do not need to write the subject of the chat.
- To send an email, one needs to have an email address as the sender and the receiver's address also. But, to send a sms, we need the receiver's phone number while to chat with our friend, we and friends must be online and have an id to be connected to each other.
- The last one is that the chat languages are shorter than others. People do not use a sentence actually to chat, but just only a verb with some nouns or adjective or other grammatical things. They never use a complete sentence.
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