Teaching & Courses

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Philosophy

I believe that students learn effectively when they are engaged in an interactive classroom environment. Therefore, my ultimate goal is to help my students to actively participate, using a variety of strategies and techniques. I do my best to help my students become wise learners who think independently, critically and collaboratively. This is particularly important for students in the field of information and communication technology, who will work as teachers or trainers in a fast‐paced field where the flux of changes is the norm rather than the exception. With this goal in mind, I design and moderate a learning environment where students are motivated to learn themselves and construct their own meanings. I encourage my students to see the relevance of the information to their interests; where they learn by interacting with the learning resources and their classmates; and where they are guided toward meta‐cognition of their learning and learn how to transfer and apply what they learned to different real world situations.

In my teaching, I use a combination of lecture, classroom student-student interactions, applications of concepts to real world situations, and visual and tactile components. I motivate students’ interests to learn by being engaging and by illustrating the value and importance of the content presented. This is accomplished by discussing concepts and arguments using study groups on social networks, like Facebook, and by demonstrating the relevance of course topics to students’ work experiences via online blog posts. Even when I use conventional teaching methods and materials, like lectures and handouts, I make the classroom environment as stimulating, collaborative, efficient, and interactive as possible. For example, I use the flipped classroom model to help students first study the topic by themselves, typically using online video lessons prepared by myself. In the classroom, students apply the knowledge by solving problems and doing more practical work. Examples of courses I taught:

  • Introduction to Educational Technology
    TECH3008, 3 credit hours
    This course is designed for English specialization students and focuses on the educational uses of information & communication technology (ICT) and its roles in the educational environment. This practical course balances fact, theory and application as it examines the ICT role in education as a tool of the mind. It presents theories and models relating to ICT-assisted instruction and discusses strategies for using computers in teaching and learning English language.
  • Instructional Computer
    TECH2111, 3 credit hours
    This course focuses on the educational uses of the computer and its roles in the educational environment. This practical course balances fact, theory and application as it examines the computer’s role in education as a tool of the mind. It presents theories and models relating to computer-assisted instruction and discusses strategies for using computers in education settings, demonstrates practical applications and closes with a discussion of management and administrative concerns.
  • Optical & Digital Photography in Education
    TECH2113, 3 credit hours
    This course focuses on the educational uses of optical & digital photography in the education. This practical course balances fact, theory and application as it examines the advantages of photography in education as a visual medium. It presents theories and models relating to photography and discusses strategies for using photos in education settings, demonstrates practical applications and closes with a discussion of the value of digital imaging in education.
  • Graduation Project
    TECH4999, 3 credit hours
    This course aims to integrate the students skills gained throughout the program, where each student is supervised independently; and is required to plan and produce a complete technology enhanced instructional package. Through completing the Graduation Project, students will be engaged and grow in their learning as they apply and synthesize cross-curricular skills, employ appropriate and available technology and demonstrate their readiness for Instructional and learning technologies. Students choose the particular project with approval of appropriate faculty.
  • Evaluation in Educational Technology
    TECH4102, 3 credit hours
    This course focuses on the evaluation of educational technology programs, systems and technologies. This practical course balances fact, theory and application as it examines the strategies and techniques of evaluation in educational technology. It presents theories and models relating to evaluation and discusses strategies for using it, demonstrates practical applications and closes with a discussion of the value of evaluation in educational technology.
  • Distance Education and the Internet
    TECH4101, 3 credit hours
    This course focuses on the design, development, management and evaluation of distance education programs. This practical course balances fact, theory and application as it examines the advantages of telecommunications (e-mail, WWW, etc.) in distance education. It presents theories and models relating to distance education and discusses strategies for using it, demonstrates practical applications and closes with a discussion of the value of web-based distance education.

Projects in Independent and Group-Based Learning

I developed many innovative projects and methods to improve and manage teaching and learning processes that resonated among students and colleagues locally and globally. Of these projects:

  • Designed, developed and managed the first educational project in the Arab world to record and share video presentations and make them available online to students in all courses since January 2013. The project offers a software for recording presentations and a platform for uploading and sharing videos with students in an innovative way. The project helped the instructor to produce video presentations that meet the needs of individual students and allowed them to review lectures anytime and overcome many learning problems inside and outside the classroom. Currently, the project is used by thousands of teachers and students at Sultan Qaboos University and around the world. Today, tens of articles are already written and published about PresentationTube.
  • Developed RealGrade, a full-featured spreadsheet-like grading application, to help me and faculty members at the College of Education score, grade, manage and report students’ academic activates quickly and efficiently based on the university grading scale. RealGrade 5.0 gave instructors the ability to spend more time planning instruction and less time having to do the time-consuming and traditional accounting work required when figuring scores and grades. Today, the software is used by hundreds of faculty members at Sultan Qaboos University.
  • Applied the flipped classroom approach in two courses to engage students and improve their satisfaction with the courses. This required preparing and sharing hundreds of video lectures with students and developing tens of interactive and engaging learning activities for the lecture time.
  • Expanded the use of Google applications for education like Google Drive, Google Classroom and Blogger on all courses, which made it possible to easily complete tasks and activities cooperatively among students, and helped in submitting students’ portfolios, conducting quizzes, and make course materials available for students before, during, and after the class time.
  • Created four large and widely used Facebook study groups in educational technology named; distance education and the Internet, evaluation in educational technology, photography in education, and computer in education groups. These groups are used to help the instructor and students share information and resources, ask questions and receive feedback, present assignments, and communicate with specialists the field.