SUMMARY PPT 1- SELESAI

Nurdiana Kusuma A.
0203522022
Rombel 1
Topic 1 = Projections of 21st Century and Currenct Phenomena of Education
The purpose of this study is to provide a summary of the evidence related to issues
associated with the definition, demand and delivery of 21st Century Skills, with a particular
focus on low- and middle-income countries (LMICs). In looking at definitions of ‘21st Century
Skills’, Section 2 of this study finds that there is a broad range of available literature discussing
21st Century Skills, including a number of key synthesis studies. Within the examined literature,
there is general agreement across the commentators on the need for new forms of learning to
tackle global challenges. However, despite this consensus, there is no unique and single
approach to the definition of ‘21st Century Skills’. Multiple sources identify a variety of
competencies and skills and a broad range of attempts to synthesise these according to analytical
frameworks. Key examples include the ‘4Cs’ promoted by the Partnership for 21st Century
Learning (P21) initiative, the ‘3Rs’ as variously defined by Stenberg and Subotnik (2006) and
Wagner et al. (2006), the ‘3Ps’ promoted by Prensky (2012), and ATC21S conceived by Griffin
and Care (2012) (all cited in Scott, 2015).
The literature also reveals that other terminologies associated with 21st Century Skills –
most particularly, ‘life skills’, but also including ‘soft skills’, ‘transversal skills, ‘critical skills’
and ‘digital skills’ – are often regarded as synonymous with 21st Century Skills, despite some
significant diversity across a range of personal, professional and practical attributes. Most
significantly, the definitions under ‘life skills’ as framed in a development context (WHO, 1997;
Kennedy et al., 2014) reference current and future challenges, but prioritise the anticipated
challenges faced by the majority of emerging populations operating in LMICs and in other
development settings. This contrasts significantly with the range of attributes cited under ‘21st
Century Skills’ in other frameworks, which indicate the prioritisation of skill sets for operating
within in a highly connected, highly resourced and globally diverse knowledge-based economy.
The existing literature also examines the extent to which specific technology-driven skills
are regarded as a core element of 21st Century Skills. Terms such as ‘digital skills’, ‘ICT skills’
or‘digital literacy’ have attracted the attention of many (Voogt & Roblin, 2010, 2012; Van Laar
et al., 2017; Lewin & McNicol, 2015). However, while the literature sees ICT skills regarded as
crucial by the majority of 21st Century Skills frameworks, it also sees them having varied
emphases or roles within those frameworks.
Despite this diversity in terminologies, the analysis of a number of key synthesis studies (Voogt
& Roblin, 2010, 2012; Scott, 2015; Chalkiadaki, 2018) demonstrates a relatively clear set of
skills, competencies and attributes that are referenced in some form by the majority of literature
commentating on 21st Century Skills. These can be consolidated into five key areas associated
with primarily professional attributes:
1. Communication skills, including language and presentation of ideas.

2. Collaborative skills, including management of group activities and social interaction.

3. Individual learning approaches, including critical thinking, metacognition and new skills
acquisition.

4. Individual autonomy, including flexibility, adaptability and entrepreneurship.

5. ICT and digital literacy, including use of technology as tools for learning, communication
and collaboration.
Therefore , in 21st century, teachers have 8 character, such as ;
1. The adaptor = must be able to adapt the curriculum, software/hardware, dynamic teaching
experience, and must understand and apply different learning style.
2. The visionary = teacher can look at others ideas imagine how they would use these that in
their class. They can leverage other fields to reinforce their own teaching and the learning
of their students.
3. The collaborator= the teacher can enhance our students to be collaborator, sharing, and
contribute them.
4. Risk-taker = teacher must take a risk and sometimes surrender themselves to the student’s
knowledge. Trying our students because many things that we should learn.
5. The learner = teacher is “life long learner”must continue to explore experience and
knowledge. They must learn and adapt based on the transformation era.
6. The communicator = they are fluent in tools and technologies that enable communication
and collaboration.
 7. The model = the teacher will teach values, like tolerance, to become a good model for
students.
8. The leader = the 21st century educator is a leader.
Effective oval and written communication :
Someone who is able to deliver clear and brief or written messages/information/ideas to
others by listening actively. Initiative and entrepreneurialism and individual’s ability to turn ideas
into action. It involves creativity ,innovation and take a risk. Planning / manage some projects.
Curiosity and imagination = Keingin tahuan (a desire to know / learn everything in their brain /
environments. Using = prompt thinking - ask open-ended questions. Project-based learning.
Hope and optimism = the process of setting goals and following through on them. Self-regulation
= -goal setting, self-monitoring, self-instruction and self reinforcement. It is an ability to
understand/ control students learning environment. Vision = students will identify and regulate
their emotions and behaviours/set/achieve their goals. Empathy and global stewardship = seeing
the world from others’ perspectives and identifying the emotions of another. Resliance/
ketangguhan = the ability to move on from many problems the focused to bounce back adversity.
Guit = an ability to treat their goals like a marathon, not like a sprint. Students understand their
success. Their have a passion for long-term goals. They never give up. Agility – adaptability =
the ability and wilingnss to learn from experience and apply that learning to perform successfully
in new situations. Collaboration across networks = students need to learnin various group or
variety of areas. They work together by sharing knowledge, learning ,and building their
knowledge.
There is a broad range of available literature discussing 21st Century Skills, and within
this, there is evidence of general agreement across commentators on the need for new forms of
learning to tackle global challenges. However, despite this consensus, there is no unique and
single approach to the definition of ‘21st Century Skills’. Multiple sources identify a variety of
competencies and skills included under the banner of ‘21st Century Skills’, and while synthesis
studies such as Scott (2015), Voogt and Roblin (2010, 2012) and Chalkiadaki (2018) highlight
the similarities across key frameworks, their reviews demonstrate the extent to which a broad
range of different attributes, competencies and skills have been considered in defining both ‘21st
Century Skills’ and the range of parallel terminologies with which they are associated.
Topic 2 = Technology –Based Learning (TBL)
Problem-Based Learning

Problem based learning is a process of acquiring and understanding of knowledge, skills

in the context of an unfamiliar situation and applying that learning to the situation. Problem
based learning is the basic human learning process that allowed primitive man to survive in his
environment. (1980) Barrows and Tamblyn.

Example:

• Active Participation • Teamwork

• Active Listening

• Chairing a group

Student-Created Content

Many technology-based approaches increasingly offer opportunities for students to create

content that may be shared within the classroom, throughout schools, and on online learning
platforms. Luckily, the number of web-based tools that support the idea of self-creation and
learning from one another is steadily increasing. The best way to ensure that the content created
using online tech tools is understood by learners is to have the content reinforced by teachers as
well as have students recap what they learned by teaching to each other in group settings. Not
only will they recycle the acquired material, but the students may provide different view points
on what they learned, sharing different strategies and learned knowledge.

Example:

• Blogs

• Video and Photo Sharing

• Podcast

• Social Network

Collaborative Learning

Thanks to technology we can take learning everywhere. Now, online learning platforms
can be accessed anywhere and anytime and, thanks to innovations such as Skype and Face Time,
simple international communication is possible. Collaborative learning is enabled through these
technological communication systems, as well as through multi modal learning environments.
Learning approaches that are collaborative go beyond the classroom walls, which aids in catering
to different learner preferences and strengthening areas such as intercultural understanding. If
this is what’s possible now, just imagine what the near future can likely provide: the class itself
can be taken into virtual realities.

Example:

• Pair or group discussion

• Drama and role play

Active Learning

Active learning or hands-on learning means that students learn from experience as well
as each other by trying out different learning methods, supporting each other’s ideas and, most
importantly, allowing space to think and act for themselves. A teacher’s role is to be a guide
rather than an active player, to assist when needed, to support when required, and to be open for
adaptations and students’ input. Letting students suggest tech learning tools that support
learning, and are fun, is also an important part of the active learning process.

Example:

Role play — A group of students is split into smaller groups and given a specific task to
complete, like in small group work. However, in addition to working on a specific task, the
members of each group are asked to play a certain “role”. Peer teaching activities help boost
vital skills and behaviors including student interaction, accountability, group processing.

Blended Learning

We mostly refer to blended learning as a combination of online digital media and traditional
classroom methods. Teachers and students must be physically present, but the content and
student work is divided into parts to be completed digitally on computers, tablets, etc. This
multi-modal learning approach can also include learning at home using digital tools and
platforms, with assignments like watching a video or completing an online activity. When
combined, these learning experiences complement and supplement each other. Blended learning
is an educational strategy that combines conventional education with online learning. For
example, someone could take an online course to learn the basics of a topic but then attend an
in-person seminar to engage with experts and up their skills directly.

Flipped Learning

Flipped learning is a type of blended learning that reverses the traditional teaching approach. It
is about applying learning and increasing the student/teacher interaction in the classroom.

Example

A typical example of a flipped class is one in which the instructor pre-records the lectures, posts
the recordings to Canvas for students to watch before class, and then assists the students as they
work through assignments during class time.

Integrated Subjects

Having students create their own materials to use in their learning also moves learning away
from targeted and subject oriented approaches, and towards integrated, cross-curricular study
that better resembles the interconnected world we live in. he Impacts of Using Technology-
Based Learning (TBL)

Positive Points Negative Points

• Communication facilitated the teamwork skills

• Every member’s opinions were respected

• There is interactive communication and appropriate feedback

• Motivating students in a TBL can be difficult

• Lack of centralization makes learning difficult

• TBL had control and management problems

TOPIC 3 = E- Learning

1. The Definition of E-Learning

Electronic media used for various learning purposes ranging from conventional classroom add-
on functions to online substitution for face-to face meetings with online encounters (Guri-
Rosenbilt, 2005). Using information and communication technologies to for enabling access to
online teaching and learning resources (Arkorful and Abaidoo, 2015).

2. THE CONCEPT OF E-LEARNING

It is one of education medium through classroom or distance learning. E-learning is a unique

education form. Learning tools must reflect pedagogical purpose. Nichols (2003) outlined 10 E-
Learning concepts of teaching and learning process as follows:

1.It is one of education medium through classroom or distance learning.

2.E-learning is a unique education form.

3.Learning tools must reflect pedagogical purpose.

4. It will be success through education or pedagogical innovation

5. Can be applied in two ways: presenting and facilitating

6. Educational model

3.THE PURPOSE OF E-LEARNING

According to Bates (2010), there are 5 purposes of E-Learning:

1. To increase students' learning opportunity and flexibility

2. To develop skills and competencies
3. To meet various learning styles and needs
4. To improve learning cost effectiveness
5. To enhance general quality

ADVANTAGES OF E-LEARNING

Some studies give advantage of e-learning as its ability to focus on the needs of
individual learners. For example, Marc (2002) in his book review on e-learning strategies for
delivering knowledge in digital age noted that one of the advantages of e-learning in education is
its focus on the needs of individual learners as an important factor in the process of education
rather than on the instructors’, or educational institutions’ needs. Some of the advantages that the
adoption of elearning in education, obtained from review of literature includes the following:

1. It is flexible when issues of time and place are taken into consideration.
2. E-learning enhances the efficacy of knowledge and qualifications via ease of access to a
huge amount of information.
3. It is able to provide opportunities for relations between learners by the use of discussion
forums.
4. E-learning is cost effective in the sense that there is no need for the students or learners to
travel.
5. E-learning always takes into consideration the individual learners differences.
6. E-learning helps compensate for scarcities of academic staff, including instructors or
teachers as well as facilitators, lab technicians etc.
7. The use of e-Learning allows self-pacing. For instance the asynchronous way permits
each student to study at his or her own pace and speed whether slow or quick.

DISADVANTAGES OF E-LEARNING

The most noticeable condemnation of e-Learning is the complete absence of vital personal
interactions, not only between learners and instructors, but also among colleague learners
(Young, 1997; Burdman,1998). According to Almosa (2002), regardless of all the disadvantages
of e-learning, there are a lot of benefits which inspire its use and also encourage the search for
ways to reduce disadvantages. The disadvantages of e-learning that have been given by studies
include the following:

1. E-learning as a method of education makes the learners undergo contemplation,

remoteness, as well as lack of interaction or relation
2. With respect to clarifications, offer of explanations, as well as interpretations, the e-
learning method might be less effective that the traditional method of learning
3. When it comes to improvement in communication skills of learners, e-learning as a
method might have a negative effect.
4. Since tests for assessments in e-learning are possibly done with the use of proxy, it will
be difficult, if not impossible to control or regulate bad activities like cheating.
 5. E-learning may also probably be misled to piracy and plagiarism, predisposed by
inadequate selection skills, as well as the ease of copy and paste.
6. E-learning may also deteriorate institutions’ role socialization role and also the role of
instructors as the directors of the process of education.
7. Also not all fields or discipline can employ the e-learning technique in education. For
instance the purely scientific fields that include practical cannot be properly studies
through e-learning.
8. E-learning may also lead to congestion or heavy use of some websites.

TOPIC 4 =COMPUTER ASSISTED LANGUAGE LEARNING

Definition of CALL

Computer Assisted Language Learning (CALL) is the search for study of applications of
the computer in language teaching and learning (Levy, 1997). CALL is any process in which
learners use computers and, as a result, improve their language skills (Beatty, 2013).

The Development of CALL

1. Behavioristic CALL
2. Communicative CALL
3. Integrative CALL

Hagen (1993) concluded that the successful implementation of new technology into the
language classroom requires special precondition: support of senior management, a whole-school
approach, technology-literate teachers, technician support, a designated language learning
accommodation (for example sound proofing) and a budget for staff training, materials
development and the purchase of good-quality course material. Sharma & Barret (2007) also
listed some factors that affect the technology usage in language learning. The factors cover the
attitude of teachers and learners to technology, learners‘level affecting the appropriate use of
technology, teacher training related to novelty of the technology, teachers and learners
availability to access technology, and the cost factor to provide new technology.
 Behavioristic CALL

Behavioristic CALL was implemented in 1960s until 1970s. It was based on the behaviorist
theories of learning in which included drill and practice. Taylor (1980) describes the role of the
computer software in this era as “computer as a tutor”. One of the best known system of its type
is PLATO where this computer performed tasks such as vocabulary drill, grammar explanation
and drills, and translation tests (Ahmad, Corbett, and Sussex, 1985, as cited in Alniema, 2020).

Goals of CALL

Computer can be used to assist language learning for reading and writing. However, it does not
rule out the possibility to integrate computer in vocabulary development and verbal language
development. The consistency in using CALL in language teaching and learning can be the
supporting factors for students in developing language skills. CALL goals include: cognitive
goals, psychomotor goals and affective goals (Widiawati, et al, 2016). Media implemented
during the teaching and learning are based on learners’ characters and their needs. The goals of
using such medium is to facilitate the teaching and learning. Media is defined as a learning
material such as visual and printed or mixed. (Richards & Schmidt, 2002: 325). In the teaching
and learning processes, sources are used including technology, audio and video sources,
computer. Multi-media language laboratory, projector, film, and video. The use of those media
depends on the needs and situation of the target learners.

CALL APPLICATIONS

Podcasts

• It provides various topic that students can choose as the listening materials.

• It allows students to access the listening material at their most convenience time.

• It helps the students enhance their vocabulary mastery.

• It helps them to become familiar with the native speakers’ voice and start to improve their
fluency.

(Ahmed, 2016, Giordano, 2016)

Others application of Call are Google docs , social media , kahoot, prezi.
Advantages of CALL

1. It is learner-centered teaching approach.

2. Computer assisted language learning gives a sense of fun in learning.
3. Students have a greater chance to actively participate in classroom activity.
4. CALL increases students’ learning motivation.
5. Students are able to take responsibility and have control toward their own learning.
(Ratnaningsih, 2019)

Disadvantages of CALL

1. Lack of skills.
2. Hardware malfunction.
3. Unsupported device.
4. Insufficient internet connection.
(Mili, 2020)

TOPIC 5= BLENDED LEARNING

Definition a virtual teaching format that aims to take "the best of both worlds" by combining
technological resources with traditional teaching methods. (Mancuzo : 2021). Blended learning
is a pedagogical term that describes a learning model in which digital and analogue lessons are
mixed. The term blended learning is made up of two parts.

Presence: The first part describes the classic transfer of knowledge in frontal teaching. There,
learners and their trainers meet face to face this classic form under the term face-to-face
teaching, in which a group learns together on site.

Digital: In contrast to this is the digitized form of learning, that of e-learning or online learning
E-learning includes all forms of learning that are supported by electronic or digital media.

The advancement of the internet and new technologies has brought several impacts on education
& The content will address to the following topic : (Pereira :2022)

Blended Learning Models

When you’re teaching a diverse group, it’s almost impossible to tailor the learning experience to
suit every learner—or is it? A blended learning model can help you personalize your subject
matter for time considerations, learning techniques and even personal preferences, but
implementing a blended learning model it requires big changes to how you think about training.

Take a look at some of these blended learning methods and see if they might work for you:

Face-to-Face: Traditional instructor-led learning sessions supplemented with technology to allow

learners to control their own learning pace. Benefits are role-play, mentoring, hands-on practice,
and feedback.

Rotation: Students go from one learning activity to another learning activity, either in a
structured learning session directed by a teacher, or online in a self-directed manner. Examples
include learning stations, labs, and the flipped classroom where learners practice the lesson
before attending the face-to-face training.

Advantage
This level of flexibility offered by blended learning enhances the student's ability to investigate,
search for information and delve into the topics covered, so that they are always active and not to
lose motivation for their studies. At the same time, this autonomous learning process means
that blended learning also contributes to the development of critical thinking and encourages
participation ,aspects of vital importance in our society. Hence, with the support of professionals
who provide the necessary resources at all times, either through face-to-face explanations or
indicating which are the best digital tools. (cgarcia:2020).

Topic 6 = HYBIRD LEARNING

Definition of hybrid learning is a learning method that combines two methods and
approaches in learning activity to achieve the objective of the learning (Herdiansah & Surjono,
2020). Hybrid Learning is a learning method of online learning and offline learning. This
learning method is doing by dividing students into two groups, that the first group learns online
by doing virtually at their home, and the second group joins the offline learning by face-to-face
interaction with their lecturers or teachers in the classroom (Bonderud, D. 2021).
 Goals of hybrid learning
Hybrid Learning provides innovation in the form of virtual meetings between educators and
students. Where they allow to be in a different world, but can give feedback and interact with
each other between students and educators (Herdiansah & Surjono, 2020). Hybrid Learning
becomes the solution of pandemic world in 2019, it means that this method give the opportunity
to the students who cannot join the offline teaching and learning activity in the classroom to join
virtually. So, they still can continue their learning from their house.
Characteristics of hybrid kearning=
1. Flexible Teaching and Learning
2. Use Assistive Technology
3. Classroom

The positive Impacts =

1. Create flexible learning time and place.
2. Reduce students’ laziness
3. Increase students’ sense of responsibility and self-awareness
4. Students can still socialize and interact with their friends and teachers.
The obstacles =
1. Condition of internet network.
2. Learning preparation and readiness
3. Technology challenges

Topic 7= Digital Technologies for TEFL

Digital technologies are electronic tools, systems, devices and resources that generate, store or
process data. Teachers nowadays are facing challenges on how to teach their millennial students
who are accustomed to using digital technology such as smartphones,
computers, smartwatches, and many other digital applications (Habibi, et. al., 2019).
Various Digital Technologies :
Google,Wikipedia ,Facebook&Flickr ,Twitter, Whatsapp, Samsung Galaxy & Prezi Blog,
MySpACE & 3g Mobile Phones, Youtube&Wikispaces, Netbook, Instagram & IPAD
The Principle of using Digital Technology for TEFL
 Know your student
 Choosing Materials
 Students Working with Technology
 Language Use
 Challenges of Technology Use in Classrooms
The Purpose of Using Digital Technologies for TEFL
To encourage students to feel comfortable in expressing their opinions without worrying
of making mistakes (Durriyah&Zuhdi,2018), To facilitate the students’ doing more
practices. To trigger EFL learners’ learning autonomy.
THE CHALLENGES OF USING DIGITAL TECHNOLOGIES FOR TEFL
There are often some sources limitations, such as poor internet connection and
compatibility issues both for teachers’ and students’ devices (Nugroho &
Mutiaraningrum, 2020). There are difficulties in finding appropriate teaching materials
and inconvenience of the use of computer (Park & Son, 2015) There is an inadequacy of
technical support. limitations of inside classroom learning such as time restriction,
limited teaching materials, Lack of English teachers' proficiency, and a test driven
curriculum make learning activities restricted for EFL learners (Lau, 2017).
Topic 8 =Learning Management System (LMS) Moodle
"LMS is software that helps you create, manage, organise, and deliver online learning materials
to learners" (Fry, 2022).
Learning Management Systems (LMSs) are defined as online learning technologies for the
creation, management and delivery of course material (Sabharwal et al. 2018; Turnbull et al.,
2019).
In today’s ubiquitous digital environment, LMSs not only enable the delivery of instructions and
electronic resources to improve and augment student learning in a collaborative environment, but
also allow instructors to focus on designing meaningful pedagogical activities (Kattoua, Al-Lozi,
and Alrowwad 2016).
Learners can be school students, vocational training students, college students, university
students or employees within any type of organisation. That is, anyone interested in lifelong
learning and accessing learning materials on a device, predominantly across the internet.
It is one of the top learning management systems that provides a toolbox to build customised
learning platforms.
Moodle is It is an open source, secure, feature-rich software platform that runs on any computer
server and all common devices to create a web-based virtual learning space containing “courses”,
where teachers, educators or trainers create and arrange a wide array of resources and activities
into a rich learning experience; where enrolled students and learners interact and work with each
other to achieve the learning goals of the course.
The Relevant User of Moodle
Moodle is a learning platform designed to provide educators, administrators and learners with a
single robust, secure and integrated system to create personalised learning environments
(Moodle, 2014).
Topic 9 = INTERACTIVE TOOLS (MENTI)
Mentimeter is a web-based Clicker, Audience Response System (ARS) or Student
Response System (SRS) which allows students to answer digital questions using a mobile device.
It has the potential to transform the classroom environment into a more interactive, engaging and
inclusive one. In this paper, a brief literature review has been provided which addresses the
benefits of using ARS including Mentimeter in a large class. Also, the mechanics behind how the
workings of the Mentimeter, its features and applications have been evaluated, in order, to offer
the instructors with the insights about using Mentimeter for their own practice. Finally, a case
study has been explained where Mentimeter was used for the formative assessment. In the
present study, a Mentimeter formative assessment model has been developed which can be
implemented as a good practice in Higher Education (HE). A survey on perception of students
about using Mentimeter has been assessed; from the results, it is evident that using Mentimeter
has a positive impact on students’ attitude and performance, learning environment and technical
aspects. These results will be further discussed by linking pedagogical theories and its benefits.
In education, what influences students the most is not the teaching but the assessment
(Gibbs and Simpson, 2004). Both the summative and formative assessment are popular to
monitor learning of students in HE. Formative assessment can be taken as a good practice in
pedagogy because it generates a feedback information that can be used not only by students to
enhance their learning and achievement, but also by teachers to re-align their teaching in
response to need of the learners (Nicol and Macfariane-Dick, 2006). As a result, formative
assessment improves the quality of the teaching activities, and the related learning outcomes for
students. To implement a formative assessment effectively, teachers need not only substantial
knowledge but also the useful classroom materials that can help them make that the inferences
about what students know with respect to key domain competencies, and about what next to
target for instruction (Bennett, 2011). Mentimeter can be adapted as one of these useful
classroom materials for a formative assessment process as it is easy and quick to prepare, present
and answer questions through.
In the present study, in order to implement formative assessment, Mentimeter was used to
generate different types of questions including multiple choice and open-ended questions based
on the lecture content. For example:
❖ Multiple choices (control questions), e.g., “Which of the following cannot be described as a
mechanical property?”
❖ Word cloud (open-ended questions), e.g., “What are the applications of semiconductor?”
Features of Mentimeter:
Build a good-looking interactive presentation builder .Collect data, polls, and opinions from
participants using devices like laptops, tablets or smartphones .Get analysis on participants with
trends and data export. Create impressive word clouds in real-time Export presentation data and
take action. Control presentations with your smart devices.
Conclusion of Mentimeter
Overall, Mentimeter is easy to access, a powerful and flexible tool which has the solution to
improve learning and teaching in the large class. It can play a key role in changing the dynamics
of the large classroom by promoting active learning, student participation, and enjoyment.
Formative assessment can be more interactive and fun using Mentimeter. The formative
assessment data can also be stored and analysed further to design and manage the course.
Students also appreciate that the technology integrated learning through Mentimeter has the
pedagogical benefits. Teachers, on the other hand, can benefit from using Mentimeter to assess
students’ understanding and improve their own teaching style.
How to create a poll using Mentimeter?
To create a poll in Mentimeter, log in to your account and click on New Presentation from within
your dashboard. Type in a name for your presentation. Next choose a slide type from the right
hand panel. Notice that the right hand panel contains three main tabs: Type, Content, and
Customize. The Type tab is where you get to choose the types of slides to add to your
presentation.
Each slide offers different options and results layout. Go through the slide types and pick the one
that works best for you. Next, click on the Content tab and add your questions. Again, depending
on which question type you select you will have different options to choose from.
For instance, multiple choice requires various answer options while open ended questions do not.
However, all of the slide types support the addition of images and Gifs. You can upload an
image of yours or select one from Unsplash or Giphy libraries.
In the Customize tab, you get to work on the settings of your slides. For instance, you can choose
whether you want to show images, close voting, hide instructions bar, hide results, etc. You can
also choose the layout of your choice, select text color, background color, and more.
Topic 10 = COLLABORATIVE TOOLS SLACK
Slack is an instant messaging program designed by Slack Technologies and owned by
Salesforce. Although Slack was developed for professional and organizational communications,
it has also been adopted as a community platform.[12] Users can communicate with voice calls,
video calls, text messaging, media, and files in private chats or as part of communities called
"workspaces." Slack also uses IRC-style features such as persistent chat rooms (channels)
organized by topic, private groups, and direct messaging. In addition to these online
communication features, Slack can integrate with other software.[13] Slack runs on Web,
Windows, Linux, MacOS, Android, Windows Phone and iOS.
Features
Slack offers many IRC-style features, including persistent chat rooms (channels) organized by
topic, private groups, and direct messaging.[33] Content, including files, conversations, and
people, is all searchable within Slack. Users can add emoji buttons to their messages, which
other users can then click to express their reactions to messages.[34][35] Slack's free plan limits
users to viewing and searching only the most recent 10,000 messages.[36] In March 2020, Slack
redesigned its platform in an attempt to further simplify the user experience. The free version of
Slack allows you to search through the most recent 10,000 messages and add a limited number of
people to your workspace. Paid versions of Slack, which are billed based on how many members
your workspace has, give you unlimited search, and the ability to add more apps and members
than the free plan. The Standard paid plan costs $6.67 a month per active user, while the Plus
version goes for $12.50 a month per active user. You'll need to contact Slack directly to get a
quote for the ultimate "Enterprise Grid" payment plan. There are discounts available for
nonprofits and educators.
TOPIC 11 = VISUAL TOOLS (MINDMAP.NET)
Visual Learning is there are a wide range of visual tools that can be used within a structured
approach to support learning and teaching. Visual tools include mind maps, concept maps and
various other diagrams that can each be used in a variety of ways to aid, develop and represent
learning.
Visual Tools is According to Philominraj et.al in 2017, using visual learning exposes learners to
the natural arrangement of their surroundings and media, which are important factors in gaining
interest, maintaining attention, and supporting the learner in comprehending the gist of the
language.
There are many kinds of brainstorming and note-taking. One such method is called a mind
map, which are more visual and organic. What is a mind map? It is a way to organize ideas
organically to make them easier to understand and to recall. Mind maps can incorporate
text boxes, lines, images, and colors to visually represent data in a way that makes sense for
the individual. There are also several websites and different software that allow mind maps
to be made digitally. “Miro is one of the fastest growing software tools due to the major
shift to remote work catalyzed by the COVID pandemic. It really can make your meetings or
workshops more visual, collaborative, and engaging. Try it out for yourself in your next Zoom
workshop. We recommend this article to learn more about doing design thinking virtually with
remote teams. For more innovation and design thinking resources, continue to our blog. Do
you need help creating or designing your own innovation project or program? Reach out to us
today for customized support. We can even design and facilitate a workshop or retreat with Miro
or help you to become a realtime collaborative whiteboard facilitator.”
TOPIC 12 = ASSESSMENT TOOLS QUIZZES
The Quiz is a very powerful activity that can be used in a variety of situations, either to provide
opportunity for reflection, feedback for improving knowledge, or for assessment. The importance
of feedback for learning has been highlighted by a number of authors. It contributes to student
development and retention. In distance learning, immediate feedback given to students while
they learn is of utmost importance.

Providing feedback in a quiz helps focus the learning. The Quiz activity is one of several Moodle
activities that provides this functionality. Using quizzes can help students practice while they
learn. They can also reveal cohort misunderstanding to teachers. Of course, quizzes are also a
tool for assessing your students knowledge and skills. As a consequence, the Quiz activity has a
lot of possible settings to meet teachers needs. Nevertheless, once you understand how they
work, they are not a difficult Activity to deal with. The video below will show you some features
of the Quiz activity. You can also read the introduction to Using quiz provided on the
MoodleDocs site, to have a quick idea on how it works and how it looks from the student's side.
— Feedback about performance and self-assessment are important parts of a learning
environment. Feedback can be given at all stages of the quiz (using the review options in the
Quiz settings) and can be very detailed. Quizzes are useful for both summative and formative
assessment. Apart from the Essay question type (which must be graded manually) all other
question types are automatically graded by Moodle.
— A wide variety of Quiz Reports (in addition to Grades) are available for use by the teacher.
Quiz reports not only can focus on a single student's attempt to answer each question, but also
can perform a robust item analysis of a question's validity based upon aggregated student
responses.
— A quiz can automatically select random and/or specific questions from different categories of
questions.
— There are different options for scoring (marks/grades) individual questions in a specific quiz,
grading attempts for a quiz and each question type.
— Display settings: The quiz settings allow different display methods. They can randomize the
questions for each student and or randomize the answers for each student. The teacher can
determine the number of questions on each page of questions the student sees. The teacher can
change the position of any question in the quiz. It is possible to put a label with information any
place between questions.
— Question behaviour: The teacher can choose how questions behave during the quiz. It can be
like a classic test, where the student gets no feedback while attempting the test, only after
submitting it. Alternatively, Moodle can reveal the grades and/or feedback to the student during
the quiz, and perhaps even give them another chance to answer the question (for fewer marks)
having read the feedback.
— Single or multiple Attempts: Quizzes can be configured to allow multiple attempts. Each
attempt at a question is automatically marked, and the teacher can choose whether to give
feedback and/or show the correct answers.
Topic 13 = Animated presentation (Animaker)
Animaker is an application for making animated videos in which you can make innovative and
interesting videos, animakers are used to make explanatory videos, presentations and more, in
animaker itself there are tools that can be used to beautify videos (Firdaus, et. al., 2021).
WHAT IS ANIMAKER?
Animaker is an application for making or creating movement effects by adding sound and
switching from one movement effect to another with learning material so that it is more
interesting (Munawar, et. al., 2020).

Animaker is a cloud-based video and animation software first launched in an open beta version
in 2014. In February 2015, the software was officially launched based on a freemium model that
allowed users a free account option.[8] The software provides online tools to create and edit video
animation. The software was developed by Animaker Inc., a video based SaaS company founded
by RS Raghavan. Animaker is built on HTML5 and helps users create animated videos that can
be exported to Facebook, YouTube or downloaded as an MP4 file.

The Purposes of
ANIMAKER
Animaker is created to ease the users to make animated videos by adding sound and switching
from one movement effect into another effect.
Animaker is used in the education field.Animaker was developed to improve students’ skill
because the media attracted students’ interest.
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