Convincing Features
Assignment Type
Subject
Uploaded by Malaysia Assignment Help
Date
Jumlah patah perkataan : 2500-3000 patah perkataan tidak termasuk rujukan.
This assignment encourages leaners to critically reflect on the needs of digital education development and the skills required to thrive in the 21st century. It also aims to foster a comprehensive understanding of the learner’s role in the evolving digital and global education landscape, as well as to highlight the core competencies needed for both personal and professional development.
You are an Open and Distance Learning (ODL) student pursuing knowledge in the digital era while facing various global challenges. Prepare an essay based on the following:
In your discussion, explain how these roles can shape your ability to be a learner who is prepared to face future challenges.
Include examples of real learning situations and suggested strategies that can be applied in your daily life as a student.
(c) Elaborate on a proposed ideal learning environment that can meaningfully contribute to the Sustainable Development Goal (SDG) 4, Quality Education, with an emphasis on fostering 21st-century skills, environmental sustainability, and building an inclusive global learning community.
ATTACHMENT/ LAMPIRAN
RUBRIK PENILAIAN (50%)
LEARNING SKILLS FOR 21ST CENTURY
| *QN | CLO | Criteria Kriteria |
Weightage Pemberatan |
Excellent Cemerlang 4 |
Good Baik 3 |
Fair Sederhana 2 |
Poor Lemah 1 |
Unsatisfactory Kurang Memuaskan 0 |
Marks Markah |
|---|---|---|---|---|---|---|---|---|---|
| 2 | Introduction | 1.0 | The introduction is comprehensive, with clear assignment objectives. | The introduction and assignment objectives are clearly written. | The introduction and assignment objective are briefly written. | The introduction is irrelevant to the topic, or there is no objective. | No Introduction. | 4 | |
| Pengenalan | Pengenalan dan objektif tugasan yang jelas dan terperinci. | Pengenalan dan objektif tugasan yang jelas. | Pengenalan dan objektif tugasan yang ringkas. | Pengenalan dan objektif tugasan yang tidak relevan. | Tidak ada pengenalan. | ||||
| (a) | 3 | Identify roles in Mastering 21st-Century Skills | 1.5 | Roles identified with exceptional clarity and depth of critical analysis; all three skills (digital literacy, critical thinking, creative thinking) comprehensively covered with highly relevant examples from ODL and global contexts. | Roles identified and analysed clearly with all three skills addressed and relevant examples provided. | Roles identified but with limited analysis; coverage of skills incomplete or examples generic. | Roles vaguely mentioned with minimal or no analysis; weak or irrelevant examples. | No roles identified. | 6 |
| Kenal pasti peranan dalam menguasai Kemahiran Abad ke-21 | Peranan dikenal pasti dengan penjelasan dan analisis kritikal yang mendalam; ketiga-tiga kemahiran dihuraikan (digital, literasi, pemikiran kritikal) secara menyeluruh dengan contoh yang sangat relevan daripada konteks ODL dan global. | Peranan dikenal pasti dan dianalisis dengan jelas; ketiga-tiga kemahiran dihuraikan dengan contoh relevan. | Peranan dikenal pasti tetapi analisis terhad; liputan kemahiran tidak lengkap atau contoh yang diberikan umum. | Peranan dinyatakan secara umum tanpa analisis; contoh yang diberikan tidak relevan. | Tiada peranan dikenal pasti atau tidak relevan. | ||||
| An explanation of how these roles contribute to shaping a learner who is equipped to face future challenges. | 1.5 | Strong and critical analysis of how roles prepare for future challenges; shows deep understanding of ODL learner context; arguments are compelling and well-supported. | Clear explanation of how roles prepare for future challenges; analysis is present but less in-depth; mostly relevant to ODL learner context. | Limited connection between roles and future challenges; analysis is superficial. | Weak or unclear link between roles and challenges; minimal critical thinking. | No link provided or entirely irrelevant discussion. | 6 | ||
| Penjelasan bagaimana peranan tersebut dapat membentuk keupayaan pelajar menghadapi cabaran masa depan. | Analisis kritikal yang mendalam tentang bagaimana peranan mempersiapkan pelajar menghadapi cabaran masa depan; menunjukkan pemahaman yang jelas dan menyeluruh terhadap konteks pelajar ODL; hujah yang kukuh serta disokong dengan bukti dan contoh yang relevan | Penjelasan jelas bagaimana peranan mempersiapkan cabaran masa depan; analisis wujud tetapi kurang mendalam; kebanyakannya relevan kepada konteks pelajar ODL. | Hubungan terhad antara peranan dan cabaran masa depan; analisis yang dikemukakan cetek. | Hubungan lemah atau tidak jelas antara peranan dan cabaran; pemikiran kritikal minimum. | Tiada hubungan atau perbincangan tidak relevan. | ||||
| (b) | 4 | An explanation of how proposed roles contribute to academic excellence by enhancing cognitive (such as analysis, synthesis, and problem-solving) and emotional skills (such as stress management, self-motivation, and empathy) with relevant examples and strategies for applying proposed roles in daily student life. | 2.0 | Comprehensive discussion of cognitive and emotional skills, with strong connection to proposed roles and excellent application through real-life examples and strategies. | Good discussion of cognitive and emotional skills, with strong connection to proposed roles and excellent application through real-life examples and strategies. | Limited discussion of cognitive and emotional skills, connection to roles is weak; examples are basic. | Minimal mention of cognitive and emotional skills; examples poorly developed. | No mention of emotional skills or connection to roles; no examples or strategies. | 8 |
| Penjelasan tentang bagaimana peranan yang dicadangkan menyumbang kepada kecemerlangan akademik melalui pengukuhan kemahiran kognitif (seperti analisis, sintesis, dan penyelesaian masalah) dan kemahiran emosi (seperti pengurusan tekanan, motivasi kendiri, dan empati) dengan contoh dan strategi yang relevan untuk menerapkan peranan tersebut dalam kehidupan harian sebagai pelajar. | Perbincangan komprehensif mengenai kemahiran kognitif dan emosi, dengan hubungan yang jelas dan kukuh kepada peranan yang dicadangkan serta penerapan yang berkesan berdasarkan contoh situasi sebenar dan strategi yang relevan. | Perbincangan yang mantap tentang kemahiran kognitif dan emosi, dengan hubungan yang jelas kepada peranan yang dicadangkan serta penerapan yang berkesan melalui contoh situasi sebenar dan strategi yang relevan. | Perbincangan yang terbatas mengenai kemahiran kognitif dan emosi, dengan hubungan yang lemah kepada peranan yang dicadangkan; contoh yang dikemukakan bersifat asas dan kurang mendalam. | Perbincangan yang sangat minimum mengenai kemahiran kognitif dan emosi, dengan contoh yang kurang jelas dan tidak dijelaskan dengan baik. | Tiada perbicangan tentang kemahiran kognitif dan emosi atau hubungan dengan peranan; tiada contoh atau strategi yang dinyatakan. | ||||
| (c) | 4 | Proposed Ideal Learning Environment for SDG 4 with an emphasis on fostering 21st-century skills | 2.0 | Highly innovative, feasible, and comprehensive proposal integrating 21st-century skills, environmental sustainability, and inclusivity, with strong justification linked to SDG 4. | Relevant proposal integrating most key elements, with reasonable justification and some link to SDG 4. | Basic proposal with limited integration or weak justification; minimal reference to SDG 4. | Vague proposal with minimal relevance to skills, sustainability, or inclusivity. | No proposal provided. | 8 |
| Cadangan Persekitaran Pembelajaran Ideal selaras dengan SDG 4, dengan penekanan kepada pengukuhan kemahiran abad ke-21. | Cadangan sangat inovatif, praktikal, dan menyeluruh yang mengintegrasikan kemahiran abad ke-21, kelestarian alam sekitar, dan pembelajaran inklusif, dengan justifikasi kukuh berkaitan SDG 4. | Cadangan relevan yang mengintegrasikan sebahagian besar elemen utama kemahiran abad ke-21, kelestarian alam sekitar, dan pembelajaran inklusif, dengan justifikasi munasabah dan berkaitan dengan SDG 4. | Cadangan asas dengan integrasi terhad kemahiran abad ke-21, kelestarian alam sekitar, dan pembelajaran inklusif atau justifikasi lemah; dan hanya sedikit berkaitan dengan SDG 4. | Cadangan umum dengan kaitan integrasi kemahiran abad ke-21, kelestarian alam sekitar, dan pembelajaran inklusif, tiada justifiaksi berkaitan SDG4 yang dinyatakan. | Tiada cadangan yang diberikan. | ||||
| 2 | Conclusion | 1.0 | A highly effective, relevant, and clear conclusion. | An effective, relevant, and clear conclusion. | A less effective, less relevant, and less clear conclusion. | An ineffective, irrelevant, and unclear conclusion. | No conclusion provided. | 4 | |
| Kesimpulan | Kesimpulan yang sangat berkesan, relevan dan jelas. | Kesimpulan yang berkesan, relevan dan jelas. | Kesimpulan yang kurang berkesan, kurang relevan, dan kurang jelas. | Kesimpulan yang tidak berkesan, tidak relevan dan tidak jelas. | Tiada kesimpulan disediakan. | ||||
| 2 | References | 1.0 | References are consistently and correctly formatted (e.g., APA) with no errors. | With a few minor errors, the format (APA) of the references is mostly correct. | There are frequent formatting errors (APA), but they are still somewhat consistent. | Numerous and inconsistent formatting errors. | There was no references and formatting at all or it wasn’t used at all. | 4 | |
| Rujukan | Rujukan ditulis secara konsisten dan tepat dengan format/ gaya APA tanpa sebarang kesilapan. | Rujukan ditulis terdapat kesilapan kecil, tetapi format/ gaya APA adalah betul. | Rujukan ditulis dalam format/ gaya APA terdapat kesilapan yang ketara, | Rujukan ditulis dalam format/ gaya APA terdapat banyak kesilapan dan tidak konsisten. | Tiada format digunakan sama sekali atau tidak digunakan langsung. | ||||
| Total Marks | 10 | 40 |
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