Archive | March 2012



        For this first time ever in this Educational Technology course, we’re given lecture by a respectable instructor who’s doing his PhD in UKm. Our new sensei whose name Mr.Helmi is accompanied by his colleague Mr.Yusuf. Dr.Rosseni is there with us, but only to control the session as well as expedite our understanding and answer our countless questions. Mr.helmi is the one teaching us, while Mr.Yusuf functions as the photographer taking pictures of the class activities held on that day. Big welcome to both of our new teachers (^_^).

          There are so many things occurring this week. Mr.helmi starts the class by introducing himself and his friend to us first, and then continues to his lecture by briefing out the topic of the lecture and other several things related to it. This week’s lecture is mainly themed about the video production; which is in line with our group project that requires us creating a video. The content of the lecture is actually based on the video production module published  in Mr.Helmi’s mobile blog which encompasses everything regarding the processes of producing a video on our own. Before going any further on that video production part, I suppose it’s better for me explain a bit what “mobile blogging” is. What I understand from Mr.Helmi’s explanation, mobile blogging refers to the actions related to blogging be it narrating or writing on blogs, uploading pictures and videos, editing posts and any other blog-associated activities executed through mediums or machines that is mobile or in its easier word “moveable” and this includes gadgets like smartphones, iPads, iPhone, and other machines with internet access that may be moved; this justifies the term “mobile blogging” itself. The first time Mr.Helmi utter the term, it really sounds alien to me, not knowing that I’ve been “mobile-blogging” all this while. I mean, I’ve always been updating my blog through my portable notebook computer, isn’t it considered blogging via mobile equipment? People around the world have been mob-blogging since many years and it is no longer a new thing, it’s just the term that seems quite unfamiliar to users. I believe that due to this widely practiced mobile blogging also the communication gadgets manufacturers are currently producing more phones with ability to access the internet such as presently the most popular ones ; the androids. I also think that mobile blogging is an advantageous technology in the education sector especially as it allows educators or students interact online whenever they want through the mobile medium they have. It also lets the academicians update their works and writings on their blogs on the spot, without having to wait until they reach the computer. I happen to have these thoughts since i used to witness my sister sticking to an educational blog waiting for the teacher to update the latest popular topics each day when preparing for her exams.

          Other than mobile blogging, Mr.Helmi also touches on the mobile augmented reality and mobile tagging, another two odd things for us all. Nonetheless, from what I’ve understood from Mr.Helmi’s explanation, the mobile augmented reality is some sort of virtual technology which is combined with the real world, while the mobile tag is the 2D tag displayed via barcodes which contain the information that are able to connect the real world objects to the related information available on the internet; and it is usually used for commercial purposes.

          Regarding the video production part, we’re informed by Mr.Helmi that the processes contain of several stages comprising the pre-production, production, and post-production phases. The pre-production stage is the first phase one undergoes in making videos and it involves two important steps which is the script-writing and storyboard-production. Script-writing actually helps a lot especially in determining the objective and direction of the video, the message to be delivered, the target audience, and as well as the mood or genre of it. Also, the script-writing facilitates the video producer to plan and organizes the scenes which will be presented in the video according to the appropriate chronology and thus help avoid him from making errors during the incorporation of the materials into the video. Furthermore, this may aid evade any additional cost and mis-organization of scene sequence, as well as ease the resource management comprising the preparation of the required equipments and shooting site. I strongly feel that this pre-production part is the most essential part among all since in order to produce a good and quality item, we’ll definitely have to provide a plan, since further procedures will run smoothly according to the set plans compared to preceding any action in a sudden. Different from the scriptwriting, the storyboard construction is the visualization of the written script, meaning that we have to finish up the script or the whole ideas of the video content prior to this. Storyboard guides the video producer especially in the organization and association between scenes, ranging from the video shot composition to determining the chronology of the scenes. The production phase takes place when we start working on shooting pictures and videos as the items to be included in the video later. During this phase Mr.Helmi together with sensei Rosseni will teach and guide us in the aspects of the movement of the video camera which encompasses techniques like zoom, pan, tilt, dolly, and truck, the angles of video shot comprising three different ones (normal, high and low) , and finally the composition of video shot that consists of the close-up, middle and wide/long shots.What’s so good about this module is that we will also be given tips like the do’s and don’ts in order to produce good materials for the video.  This production phase will require us to get on the move lots since we’ll have to capture outdoors views(especially for my group project). Since in the materials are to be gathered during the production phase, the next phase which is the post-production is meant for combining the items and transform them into a video. These processes will definitely involve lots of editorial activities such as cropping pictures, adding in texts and captions, choosing appropriate transitions and colours, organizing scenes according to the produced storyboard and also selecting suitable audio. Regarding the visual items, I believe that skills of using image editor softwares such as the Picasa, Photoscape and Photoshop are highly needed. As for the selection of audio, creativity in choosing and mixing multiple tunes are crucial as audio crucially functions in generating the mood of the video as well as attracting the audience to watch it. Though most of the above mentioned knowledge and expertise are very unfamiliar to most of us and hence may cause a bit insecure and worried feelings yet I believe that with Mr.Helmi’s and Dr.Rosseni’s guidance we’ll be able to master all the techniques and finish this project being excellent photographer and video-makers at the same time. In the later session, we are separated into groups and assigned to create a company blog and come up with the company name, organizational members, company profile, and the rough ideas on the video to be produced. For this task we’re given iPads. Since there are not sufficient iPads to be distributed to each group, we have to share them. However this is not a problem since we may discuss about the other aspects while waiting for our turn to use the iPad. We managed to complete the given task and provide all of the items listed above on our company blog as you may observe in the “print screen” images below;





As you may see, in our “company” i function as the secretary and scriptwriter, a perfect job for me as i do love writing much more than anything else!!! We name our company blog “Our Million Steps” as the video we’ll be producing places from all over Malaysia, which requires us to do lots of travelling and visiting to gather the materials. Kindly click on the following links to check out our blog and take a closer look to its content.



          I like that Mr.Helmi has presented interesting new topics for us during the lecture; yet unfortunately I’m gonna have to admit that the delivery of the instruction this time is fairly unsatisfying.  This may be observed when all of us get apparently confused and unclear about the lesson for the first one hour. It’s not that we don’t understand whatever Mr.Helmi teaches; it’s just that we can’t really associate one thing to another and simplify into a cohesive conclusion since we can’t see the connection between one point and the others. For example, when Mr.helmi first talks on the mobile blogging, I can completely understand it, but when he jumps to that mobile augmented reality thing, I just can’t figure out what this latter thing has to do with the former one. Anyways, seeing our tense and obscurity, Dr.Rosseni comes forward rephrasing and re-explaining the gist of the lecture. She even uses the whiteboard to elaborate on each point. I feel relieved that I eventually got something from the lecture. I wonder why Dr.Rosseni may comprehend the lecture and even simplify it for our understanding, but we ourselves can’t although we are all in the same classroom. It amuses me sometimes thinking about this. It seems that it’s not Mr.Helmi’s instruction that is lacking, maybe I myself should start to learn and think like an adult in lessons, just like Dr.Rosseni did. However, I’m impressed by Mr.Helmi’s and Mr.Yusuf’s patience and professionalism in handling our fussy behaviours. I believe that our unstoppable frowns and repeated questions are quite disturbing yet they both still receive them calmly.

          Despite the lacking aspects, it is a very exciting class especially to see the class getting uproarious while exploring the iPad. It’s funny to see our excitement and awed faces everytime a sophisticated application is demonstrated by Mr.Helmi. We even take pictures of us holding the “sacred” iPad. 

         Overall, the lecture is satisfying. I’m on the opinion that the confusion is not due to the instruction alone, yet also the way we learn or our thinking level itself. Since we (particularly me myself) are moderate learners, there are several ways that I believe may  be executed to facilitate our comprehension. The most important one is for the instructor to plan or organize the contents such as the main topic and its subtopics in an appropriate sequence so that we may relate one previous given point to another new point. Other than that instructor should also emphasize on the main parts, and simplify the gist of the content into mind maps, charts or any suitable visuals. Plus, just like since we’re in the kindergarten, the use of the whiteboard is always relevant. The writing of the main points, arrows used to connect between items and such to accelerate our learning processes.  The last crucial thing is for the instructor to ensure students’ understanding before proceeding with further topic in a lesson. These suggestions come out when I think about the teachers and kind of instructions that always manage to give me maximum input and compare it to this week’s lecture; and i come to realize that such lessons do possess the criteria mentioned above.

          As always, what I love the most about the lecture of this Educational Technology course as is that the lessons always occur in the relaxed manner, it’s neither too serious like the theoretical TESL courses nor too playful like the Literary Play for the Literature courses we have. The fun group discussions, the free question and answer between Dr.Rosseni, Mr.Helmi and us, the photoshooting by Mr.Yusuf and such stuff make the class alive and cheerful. Therefore, in spite of any flaw (if it has), I do enjoy this week’s lecture very much.





Ini laksam made especially for mohd nasir(as requested 😉 ) . Agak leceh jgk nak buat ni sbb mee nya kna bancuh sndri and steam sendiri..xde jual yg instant kat kedai yea tuan-puan ;p  . Tapi xpe,,dulu kat skolah ustaz ade cakap, lg susah nak buat lagi banyak pahala dapat..lebih2 lagi sediakan makanan untuk hubby. Anyways mmg worth it segala usaha masak laksam ni that day sebab 4 pinggan mee laksam yang terhasil tu kami berdua jea yg habiskan (mmg ada kawan yang cakap kami mmg compatible bersama because= both banyak makan =p   ahahhaha ). For those yg tak tahu, mee laksam ni sebelum jadi rupa spiral camni, they are initially flat round pieces which are rolled into a cylinder and then cut to form spirals. Kindly check the following pictures;

laksam is initially rolled into cylinder shape



Apart from the laksam noodles and the gravy, we usually prepare a number of side dishes/raw ingredients whenever serving laksam that include finely chopped veggies and cili;





          Though this is our second meeting, yet it is actually the first lecture for the educational Technology course for this semester; since the former was only a briefing. We don’t have Dr.Rosseni for this week; nevertheless she has assigned the sweet and soft-spoken Ms.Hazrati to give us the lecture on behalf of her. Before going further on what we’ve had this week, i would like to state that it’s been a really good and inviting lecture for the fact that it is fun, light and easy yet filled with informations and contents. I’m relieved that this lecture is not much about technical stuff, on the contrary it’s more of theories, guidelines and elaborations which do not require much of our “heavy-focus” and brainstorming, making it the best commencement lecture for the course ever.

          This week’s lecture which is entitled “Systematic Planning in the Use of Media and Evaluation” is solely about planning the usage of  media and evaluation systematically, specifically for instructional purposes. It covers various essential issues in creating an instruction such as being aware of the meaning of an instruction or instruction design itself, choosing appropriate media and materials and evaluating the overall instruction in order that any relevant improvement or adjustment may be performed. Before building a design for the teaching purpose, a teacher ought to understand what an “instruction” and “instructional design” are defined as. In its general meaning, an instruction is “an arrangement of a collection of data in order to produce effective learning(Heinch, Molenda, D.Russell, E.Smaldino)” , while an instructional design according to Smith and Ragan is the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation.” In simpler words, an instructional design is the method of constructing instructions that may generate effectual and efficient learning. An instruction is purely associated with the organization of the knowledge input(data) which we intend to impart to students in a way that facilitates their comprehension of the delivered information effectively. Different from that, an instructional design refers to the procedure/technique/process of constructing an appealing instructional sessions and activities so that they may result in meaningful learning and understanding of a classroom lesson.

           During this week’s lecture we are introduced to a number of popular and most used instructional design models which can be referred to as guidelines when planning our own instruction including the ASSURE model, ADDIE model, and other instructional design models by Morrison, Ross and Kemp and Dick and Carey. Although all of the listed models are recognized and excellent for choice, we are recommended to use the ASSURE model by Heinch, Molenda, Russell, Smaldino by Dr. Hazrati. This is most possibly due to its practicability, popularity, effectiveness and multitudinous researches and studies done on its relevance for educational usage. Here, what i would extract/conclude from the long explanation by Mrs.Hazrati and even several discussions made among us regarding this ASSURE model in the lecture is the steps of creating an instruction involved in it. The name “ASSURE” is actually an acronym standing for 6 major procedures contained in the design model, which are:

AAnalyzing Learners

S Stating Objectives

S Selecting Method, Media or Materials

U Utilizing media or materials

RRequire students’ participation

EEvaluating and Revising

          The first step which is to analyse learners is highly important to help teachers get aware of the criteria that potentially influence their students’ learning and this includes their general characteristics, specific entry competencies or prior knowledge, learning styles, motivational factors and also psychological factors. Talking about the “specific entry competency” , i was initially confused and clueless about the term as literally it sounds as if it’s a kind competency that enters into someone through a specific method. Only after consulting the matter with Mrs.Hazrati i become certain of what the term actually means. According to her, the term simply refers to the related knowledge that students should have as a prerequisite to proceed to the further lesson. Based on this, i guess it’s not wrong for me to deduce that the “specific entry competency” in easier words is the “student’s previous knowledge regarding the lesson to be taught”. Back to the topic of analyzing learners, Mrs.Hazrati suggests that  teachers refer to the Kolb’s Learning Inventory to analyse and determine the sort of students they have in the classroom.

           In the second procedure, the ASSURE model suggests teachers to take into considerations elements like the audience(learners), behaviour, conditions and degree (ABCD) in constructing the objectives of a lesson/instruction. For this particular issue Ms.Hazrati has demonstrated a few examples of incorporating the mentioned elements into the instructional objectives and then given us the opportunity to directly practise doing it by creating one of our own.

Below is an example of mine ;

          Instructional media involved in the third and fourth steps are the materials or any physical means employed by teachers to implement their instruction and also to catalyze and expedite the accomplishment of the instructional goals(objectives) set earlier. These media encompass abundant channels/ways of teaching and are also of various types such as the real objects, printed texts, printed visuals, display boards, interactive whiteboards, audio, course ware, computer software, and even the internet.

          I am on the opinion that selecting the most appropriate instructional media plays a big role in determining the effectiveness of a lesson. This is because the media do function as the tools for attracting students’ attention and boosting their interests in learning. For instance, for this Educational Technology itself, Dr.Rosseni has decided to utilize the WordPress blogging page as one of the instructional media; which is a very good selection since students on current days interact mostly via online social networks and thus encourages more of their concerns and enthusiasm to the course.

          The fifth step in the ASSURE model portrays how important for teachers to keep their students actively taking part in the lesson. Participating the teaching and learning sessions does not necessarily requires students to engage in a specific activity, assignment or dicussions; yet teachers mcghay encourage their participation merely by asking questions, requesting them to guess, eliciting examples from them and any other acts that are able to keep them  actively THINKING. The evaluation and revising processes as in last procedure in the model are crucial in determining the effectiveness of the implemented instruction. To illustrate, the scores gained by students from a test or quiz denote how far they comprehend the learnt topics. This step also lets teachers be alert of any flaws and imperfections that might be the causes of the instruction failure so that they may figure out the proper enhancement or modification to be performed on their instruction plan and execution.

          Other than the ASSURE design model, Ms.Hazrati has also emphasized on the principles of multimedia usage in instructions. These principles need to be applied especially by teachers as they will help ascertain the effectiveness of the teaching aids utilized in their teaching, comprising the modality principle, redundancy principle, spatial contiguity principle, temporal contiguity principle, coherence principle and individual differences principle. Among all, the one that attracts me the most is the redundancy principle which states that excessive materials in the presented instructional media may cause split attention and therefore will lead in poor learning of the particular lesson. The kind of redundancy that is meant here is the redundancy(excessiveness) in materials of the same modality that are presented simultaneously in one presentation. To demonstrate, teachers are not recommended to insert a picture together with a text in a presentation for both of these items are of the visual modality; instead teachers may substitute the text with a “voice out” narration which is of the audio modality. In this  situation the split attention occurs when students needs to use their eyes for observing the picture and also reading the text at the same time, causing their focus to be split into two and thus resulting in poor and less effective understanding. Conversely, using the verbal narration as the replacement of the text allows the students to focus on two things undividedly since they may analyse the picture with their sight and listen to the “voice out” with their hearing. I really find this principle interesting and impressive as all this while i always have the belief that the more items we put in a presentation, the more informative and compact it will be and therefore the more effective will also the instruction be. Nonetheless starting from this week’s lecture onwards, i’ve learnt that it’s not a problem if teachers wish to incorporate various information in her instruction at once, provided that they make certain of the coherence and relevance of the organization of the data they are about to deliver.

          Gagne’s Nine Events of Instruction is the last subtopic discussed in the lecture. These nine steps may also be considered as the conditions of learning or the chronological actions involving internal mental processes which teachers should do in order to produce excellent learning output; or in other words to help students achieve meaningful learning by assisting their understanding. The following diagram shows the widely used Gagne’s Nine Events of Instruction:

         On the whole, i really do enjoy this first Educational Technology lecture and it is most probably because of the content which manages to attract my attention and interest and the new things we’re exposed to. Though most of us possess the technological knowledge, yet i believe the majority(especially me myself) are not fully aware of the most effective and proper ways to utilize it for instruction purposes. This is evident when i’m surprised to know that there’s such thing like “redundancy principle” in the instructional presentation. Anyhow, i feel blesses that this lecture has enlighten me with quite a number of “fresh” stuff. Furthermore, the issues presented which evolves around teaching tips perfectly suit our needs as the future teachers. Plus, i also feel adequately comfortable and convenient having this Educational Technology class in a computer lab since whenever the instructor are teaching using materials from the internet, we may directly and instantly access the item from the computer supplied on the table for each of us. This actually indirectly aids our learning process much better than in the situation when we’ll have to wait until reaching home to look for the meant online materials. Other than that, having us search for the online materials during the class is also one of the ways of getting our participation in the lesson. Also, another thing i enjoy in this lecture is the fact that some of the substantial points are simplified into acronyms, facilitating our memorization of certain theories, such as the “ASSURE” model acronym and “abcd” acronyms which represents the four elements in stating instruction objectives. Moreover, Ms.Hazrati also employs attractive presentation of her instructional materials including several charts and diagrams to gain our interests in her teaching and i find that it actually works. (^_^)  To conclude, it is indeed a fine and good lecture; it’s just that i think it could have been more interactive and exciting if we have interval pair/group works/activities instead of the individual ones so that we may engage in more face-to-face discussions and share/exchange our personal thoughts and opinions.

NaSi LeMaK GaNu KitEw (^_^)

In terengganu we normally have sambal ikan tongkol instead of sambal ikan bilis as the side dish for nasi lemak. This one is made especially for MOHD NASIR who’s been craving for it since the previous month =p . So last weekend mmg waktu melunaskan segala janji2 untuk masak his fav meals. Lain kalaw ada masa akan selalu masak lagi ! (^_^)

NaSi KeRAbU BaBy BLUe =)

Last weekend hubby sarah nk makan nasi kerabu and a few other dishes (will be uploaded in other posts) . So all weekend tak buat kerja lain..mainly masak, tgk tv and keluar jea.. For those yg x biasa, nasi kerabu yg ori xde la warna baby blue yg se-prominent ini..kat kampung org msk nasi kerabu pakai bunga telang(purplish-blue coloured) , yet kat kl ni ssh nak dapat so sarah just substitute dgn Bluekey food colouring(smart x ideaku? =p) . Saje jew nak share dgn kwn2 menu yg sarah dh berjaya masak. Pantun selingan :


di luar pagar ade pokok cempedak,

suruh hubby tolong panjatkan,

saya memang in progress belajar memasak,

kalaw x brape jadi kira exception la kan..? (^_^)



these are the side dishes that are usually prepared along whenever we're serving nasi kerabu