Print-based multimodal texts: Using illustrated poems for generating ideas and writing narratives

The article provides insights on how print-based multimodal texts can be utilized to generate ideas and help students to write narrative texts. A qualitative approach in research design was employed with a pre-test and a writing assignment. NAPLAN’s (2010) Writing-Narrative Marking Guide was adapted to evaluate the respondents’ narrative essays. Moreover, diary notes were used as instruments to gather data. The respondents were five Year 10 students from a suburban secondary school in Selangor, Malaysia. The findings indicated that the illustrated poem ‘Pond’ enabled the respondents to generate ideas for their writing. The narratives also fulfilled the criteria of text structure, ideas, character and setting, and vocabulary as stated in the Analytical Rubric for Narrative Marking. Therefore, the respondents were able to write narratives. However, the utilisation of picture stimulus only helped to generate ideas to a certain extent. The quality of narrative writing was also further improved through feedback provided during the teaching and learning sessions. The findings also revealed that the respondents were able to achieve the ‘can do’ statement as stated in the CEFR Assessment Format. Furthermore, the use of print-based multimodal texts encouraged multimodal and visual literacy as the respondents exploited semiotic resources within the texts. This study suggested that print-based multimodal texts could be used as instructional materials in narrative writing; thus, teachers should consider them to promote effective learning.

Construction of a Framework for Selecting an Effective Learning Procedure in the School-Level Sector of Online Teaching Informatics

Currently, there is no way soon to stop the coronavirus epidemic that has spread over the globe. People are alarmed by its quick and widespread expansion. COVID-19's transmission chain was then broken by everyone. There was a gradual decrease in social and physical closeness. Distancing yourself from others is a way to prevent the transmission of disease. The purpose of this research is to investigate how online learning can be implemented in Tamil Nadu, India, during the COVID-19 epidemic. This research works focuses to find efficient learning procedure in eLearning protocols. The findings indicated that Google Classroom, WhatsApp, and Zoom Clouds Meeting were consecutively the most commonly utilized programs to help in remote learning. Despite this, most instructors continue to use the learning paradigm while teaching in virtual environments. Online learning and remote education are the most common methods of learning. The instructor claims that the learning model used is beneficial to their work in creating a virtual classroom since it adheres to the model's structured grammar. The experimental test has been conducted with 125 students who anonymously filled out a questionnaire and voted for more visual based eLearning. The findings show that students in distance education believed that there were more tasks than in face-to-face education. At the same time, students indicated that they spent more time studying at home than in school.

Implementation of Virtual Classroom and Zoom Networks in Continuing Student Learning

Almost all corners of the world have been affected or affected by this Covid-19 virus disease, even some countries have set a lockdown status and other anticipations for the spread of the Covid-19 virus. The alternative used in this bold learning activity system is to utilize the internet network, namely the Zoom Meeting and Classroom application. This study aims to determine students' perceptions of the use of internet networks such as zoom meetings and classrooms used and how effective learning is during the Covid-19 pandemic. The research conducted here uses descriptive qualitative research methods. And the results of this study indicate that the zoom application is an application that is very effective and preferred by students because it is easier to use and very efficient when the learning process is bold and shows that some students who give their perception of the application used during learning that are brave are the Zoom Meeting application, namely the application. Zoom Meeting. by 66.7%, followed by the Google Meet application at 22.2% and the Classrom application at 11.1%.

PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS ANDROID MENGGUNAKAN APPYPIE PADA MATERI PERSAMAAN TRIGONOMETRI

The Covid-19 phenomenon has increased the awareness of educators to be able to take advantage of learning media that uses communication information technology so that learning continues well. One of learning media that is easy to make is android-based learning media using appypie. By using appypie, teachers easily create their own learning applications/media that contain content according to the learning objectives to be achieved without having to have knowledge of coding or programming. The purpose of this research is to produce android-based learning media using appypie which can be used as an alternative valid and effective learning media for students. This type of study is research and development (R&D) using the ADDIE model. The ADDIE model consists of five stages, 1) Analysis; 2) Design; 3) Development; 4) Implementation and 5) Evaluation. The Research instruments is questionnaire, which are used to obtain data on the level of worthiness (validity). The results of the validation by media experts obtained an average of 80.40% which is included in the " feasible" category to be used as learning media. Meanwhile, material experts obtained an average of 86.40% in the "Very feasible" category, and from the student responses, an average of 95.56% was obtained which was also included in the "Very feasible" category to use. Based on the results of the study, the learning media was declared effective and feasible to be implemented in the learning process. ABSTRAKAdanya fenomena Covid-19 semakin meningkatkan kesadaran para pendidik untuk dapat memanfaatkan media pembelajaran berbasis teknologi informasi komunikasi agar pembelajaran tetap berjalan dengan baik. Salah satu alternatif media pembelajaran yang mudah dibuat ialah media pembelajaran berbasis android dengan mengunakan appypie. Dengan menggunakan appypie, guru dengan sangat mudah membuat aplikasi/media pembelajaran sendiri yang berisi konten-konten sesuai dengan tujuan pembelajaran yang ingin dicapai tanpa harus memiliki pengetahuan coding atau pemograman. Penelitian ini bertujuan untuk menghasilkan media pembelajaran berbasis android dengan menggunakan appypie yang valid dan efektif bagi peserta didik. Jenis penelitian ini adalah Penelitian dan Pengembangan (R&D) menggunakan model ADDIE yang terdiri dari lima tahap, 1) Analisis; 2) Perancangan; 3) Pengembangan; 4) Implementasi dan 5) Evaluasi. Instrumen penelitian berupa kuesioner yang digunakan untuk memperoleh data tingkat kelayakan (validitas). Hasil validasi oleh ahli media diperoleh rata-rata sebesar 80,40% yang termasuk dalam kategori “Layak” digunakan sebagai media pembelajaran. Sedangkan oleh ahli materi diperoleh rata-rata sebesar 86,40% dengan kategori “Sangat Layak”, dan dari respon peserta didik diperoleh rata-rata 95,56% juga termasuk kedalam kategori “Sangat Layak” digunakan. Berdasarkan hasil penelitian tersebut maka media pembelajaran ini dinyatakan efektif dan layak untuk diimplementasikan dalam proses pembelajaran.

Emergency remote teaching for interprofessional education during COVID-19: student experiences

This is the third in a series of articles exploring experiences of engaging with interprofessional education during the COVID-19 pandemic. This article focuses on experiences of emergency remote teaching from the student perspective, considering the enablers and barriers to effective learning and taking into account the logistical, technological and theoretical considerations for facilitating an authentic learning experience in line with professional standards. A global perspective of interprofessional education during lockdown is provided through case studies, providing an opportunity to benchmark against examples of best practice to ensure online interprofessional education is successful in preparing students to work within a multiprofessional, multi-agency team to provide high-quality care through effective team working.

Active blended learning management in music subject based on the hybrid learning framework for primary 4 students at Ban Nong Du School, Thawat Buri District, Roi Et Province

The objectives of this research were 1) to develop an active blended learning management plan in Music subject based on the hybrid learning framework to be effective according to 80/80 criteria, 2) to compare the students' academic achievement between pretest and posttest periods, and 3) to study the satisfaction of students towards the active blended learning management in music subject based on the hybrid learning framework. The target group of this research was the 14 primary 4 students of Ban Nong Du School. Thawat Buri District, Roi Et Province in semester 1, academic year 2021, which was selected from purposive sampling. The research instruments were: 1) the index of conformity (IOC) of the music learning management plan according to the hybrid learning framework was 0.87. This showed that experts are of the opinion that an effective learning management plan can be implemented. 2) The achievement test was a 30-item, four-choice test. The test had a difficulty and power value classified between 0.41-0.60, which was appropriate and could be tested. 3) A questionnaire on the satisfaction of students towards active blended learning management in music subject based on the hybrid learning framework consisted of 15 items.

Benefits and Challenges of Using Educational Games

In the 21st century, games can potentially be used as serious educational tools. Today's learners are distracted easily, and game-based learning is the silver bullet because it can potentially immerse the students in content and curricula. Not only does game-based learning with its power to engage and motivate users make the course come alive, but it can also provide a platform in critical thinking, creativity, instant feedback, and collaboration. One of the biggest challenges in education is the different learning styles of the students; game-based learning can easily overcome that. Games can be categorized into different genres such as action, adventure, fighting, puzzle, role-playing, simulation, sports, or strategy. Game designers can potentially select the appropriate genre best suited for effective learning. Even with all the advantages of game-based learning, some challenges, such as unwillingness of teachers to change or improper design of educational games, still exist. With students sometimes far ahead in the use of technology, some teachers who are left behind can be intimidated. The conceptual generation gap in this regard is quite wide, and designing, developing, and implementing games in curricula can be expensive. Though some games can be repurposed for education many cannot be repurposed to meet the expectations of the students.

Reimagining the Contextualization of a Rural Teacher Educator Preparation Program During COVID

Within the rural context of our nation, education has largely been overlooked or ignored within the research. The predominant educational research focuses more upon larger urban areas with a distinct context. Training quality teacher educators within the context of a worldwide pandemic dismisses many established and traditional methods. In order to prepare our teacher candidates within this new context, our EPP revaluated its current practices. Innovation in teacher preparation is clearly at hand and is well within our reach if we use the pandemic as a springboard to reimagine a teaching force equipped to face any challenge and problem-solve to create the most effective learning environment for the students they teach. It is possible and doable and can sustain our public education system in ways that we thought impossible prior to the pandemic. It pushes us out of the rut we find ourselves within. The chapter address strategies to support preservice teachers in rural settings.