From thesis to book

•

2 likes•496 views

Converting the entire PhD thesis into a book requires that your thesis covers a topic of interest to a large enough audience of scholars. Whereas a thesis starts with a question, a book begins with an answer and communicates its importance in the wider research landscape, tracing its evolution and impact. Meanwhile, using parts of a PhD thesis in a book requires that ongoing and/or collaborative research is being conducted. A book (perhaps co-authored) should be greater than the sum of its constituent parts.

Education

From Thesis To Book
Nurkhamimi Zainuddin
Universiti Sains Islam Malaysia
drkhamimi.com

Let’s see the World Trends
http://www.worldometers.info/

Kerja Awal Sebelum Pemindahan
• Perisian yang penting untuk penulisan

Kerja Awal Sebelum Pemindahan
• Keselarasan antara rujukan teks dan rujukan
akhir.

Pemetaan Isi Kandungan
Jasmi, Azmi Kamarul. 2016. Laporan Penilaian Manuskrip: Penataran Pendidikan Bahasa Arab di Peringkat Pengajian Tinggi. Kuala Terengganu: UniSZA.

Pemetaan Isi Kandungan
Abdullah, Zakaria. 2011. Pengajaran dan Pembelajaran Berasaskan Pendekatan Berpusatkan Pelajar dalam Pendidikan Islam di Sekolah Menengah Kebangsaan. (Doktor
Falsafah), Universiti Kebangsaan Malaysia, Bangi, Selangor.

Pemetaan Isi Kandungan
Jasmi, K. A. (2014). Penghasilan Buku Penyelidikan daripada Tesis Pengajian Islam dan pendidikan Islam in Bengkel Penulisan dan
Penerbitan Akademik, Universiti Teknologi Malaysia.

Membina Prakata
• Bahagian karangan yang paling akhir
sepatutnya dibina oleh seseorang penulis.
• Harapan yang diinginkan oleh penulis
daripada buku yang dihasilkan.
• Rasa terima kasih secara khusus kepada
semua pihak yang menyumbang kepada
penghasilan buku.

Blurb
• Keterangan ringkas penerbit tentang isi
sesebuah buku pada kulit belakang buku.
- ini pati kandungan buku
- keistimewaan buku
- biodata ringkas penulis

Panjang Bab
Keseimbangan
Bab
Jalinan Bab
Kupasan Bab

More from Nurkhamimi Zainuddin

Since 2016, Malaysia's transport system has been warmed to the presence of Uber service that serves as an intermediary between "Rider" and "Driver", to go to any destination. For riders, Uber is a convenient, inexpensive and safe taxi service. Hire a private driver to pick you up & take you to your destination with the tap of a button on any smartphone device. A nearby driver often arrives to pick you up within minutes. Not only is this an on-demand car service, but you can even watch as your driver is en-route to come pick you up. For drivers, Uber provides exceptional pay, allows you to be your own boss, and even receive tips. Take on fares whenever you wish (work as much or as little as you desire) while meeting new people in your city from all walks of life.

Uber University: Learning Paradigms in Flexible Learning

Nurkhamimi Zainuddin

eka bentuk sistem pengajaran adalah satu tata cara yang teratur untuk menganalisis, mereka bentuk, membina, melaksana dan menilai pengajaran. Ini adalah satu aturan yang tertib bagi seseorang guru untuk melaksanakan pengajaran dan pembelajaran di bilik darjah. Setiap insan bergelar guru atau pendidik perlu mengetahuinya. Berikut adalah perincian terhadap setiap langkah: Menganalisis Menganalisis adalah suatu proses untuk menentukan apa yang harus dipelajari. Isi kandungan (content) sesuatu mata pelajaran yang akan diajar perlu ditentukan oleh guru sebelum masuk ke dalam kelas. Perkara ini mudah dilakukan iaitu dengan merujuk kepada sukatan pelajaran atau huraian sukatan pelajaran. Setiap orang guru juga dikehendaki menyediakan Perancangan Tahunan bagi setiap tahun pengajaran.

Reka Bentuk Sistem Pembelajaran

Nurkhamimi Zainuddin

Innovations that do everything from create efficiencies for existing programs to cultivate new sources of revenue in new programs are in high demand. As innovation becomes a major part of colleges and universities’ strategies, creating processes to manage it is vital. university must mitigate the risks that can come with innovation while maximizing the upside for their specific institutional mission. Hence, i share a few secret on how i nurture the spirit of innovation in USIM, leaders in Aqli and Naqli integration.

Innovate With The Innovators

Nurkhamimi Zainuddin

Pembentangan ini membincangkan amalan komunikasi dan interaksi Bahasa Arab yang berkesan dalam dan luar bilik darjah. Ini merangkumi tajuk-tajuk seperti konsep komunikasi, model-model komunikasi, kepentingan, gangguan dan halangan komunikasi serta cara-cara komunikasi yang berkesan dalam bilik darjah. Bab ini turut menghuraikan tajuk- tajuk seperti konsep interaksi, pola interaksi, kepentingan dan halangan dalam interaksi serta cara-cara mewujudkan interaksi yang berkesan dalam bilik darjah.

لغة الفصل: خواطر معلم اللغة العربية

Nurkhamimi Zainuddin

Foreign language (FL) lecturers often complain about the fact that they are expected to cover everything in the textbook, which severely limits the amount of time they can spend on communicative tasks. Furthermore some of their larger FL courses frequently had more than 200 students in the classroom. They wanted new teaching strategies that would help students to understand course material and remain engaged in class. I consider that pronounced changes are needed in FL, including a substantial reduction in the number of traditional lectures, so as it is unreasonable waste of class time. The main disadvantage of traditional lectures is their inability to promote active engagement of students. Due to this FL lectures can be boring and of low efficiency. Thus I propose a new name which is “FLOOC”.

FLOOC - Foreign Language Open Online Courses

Nurkhamimi Zainuddin

إن العناية بتعليم اللغة في القرن الحادي والعشرين لم تعد مقيدة بالأنظمة والقوانين والمحفوظات والتقاليد الروتينية، بل أصبحت تميل إلى الاستخدام الفعلي للغة ومحتواها الثقافي بوصفها وسيلة للتواصل والاتصال وتبادل المعلومات مع الآخرين حول العالم. ومع وجود التقنيات العلمية في وسط الحلبة فقد تـمّ إلغاء الحدود الجغرافية والحواجز الفزيائية، فأعضاء هيئة التدريس والطلبة قد تعلموا كيف يـمتدون ويصلون إلى العالم حولهم باستخدام اللغة التي أتقنوها وبرعوا فيها. وهذا السيناريو يحدث كذلك تماما لدى أنصار اللغة العربية وآدابها. إن استخدام اللغة للتواصل، يعني القدرة على استخدام الثروة اللغوية ومواردها، لتبادل المعلومات. والمعرفة بالثقافة تعد شيئًا أساسيًا لتكوين المقدرة على التواصل الناجح، وتأسيس أرضية موحدة للتفاهم، حيث إن المتحدث يستطيع من خلالها أن يطرح المعاني المشتركة، والمفاهيم المتبادلة، ورؤية العالم من زوايا مختلفة. إن تداعيات نشر اللغة العربية في البلدان العربية وغير العربية، تعكس منطلقات ووجهات نظر متباينة، فمنها تواصلية وثقافية ولغوية وبعضها معرفية وحضارية ودينية. إن إجادة اللغة تعزز كفاءة الدارسين في التواصل، وتوطيد العلاقات مع الآخرين، كما أن اللغة تتيح للدارسين فرصة الاندماج مع الآخرين، من ذوي المهاد الثقافي المتنوع، مع احترام الرأي الآخر وقبول الاختلاف. إن محور المعرفة باللغة تنمي الفهم عن كيفية تطبيق العناصر الهيكلية والوظيفية لخلق المعنى، واللغة كذلك توسّع من قدرة الشخص على التفكير، واستخدام المعرفة بطريقة تفاعلية أثناء التواصل مع الآخرين.

تعليم اللغة العربية في القرن الحادي والعشرين

Nurkhamimi Zainuddin

Educators 4.0 are currently attempting to integrate technology into the classroom, in order to humanise their use. The strategies that have been adopted, however, are primarily logistical and ignore the philosophy and values that underpins this technology. It is argued in this presentation that educational technology will not be humanized until it is understood to be sustained by a philosophy other than technological rationality, and thus is provided with a human base. In this presentation, Nurkhamimi describes how the education ecosystem has become ineffective by not adapting the students' preferences, learning styles, perspectives and background. He believes that the future education will be dominated by the values and cosmopolitan thought and everyone in every field, including education, is required to have 4C, namely Concept, Competence, Connection, and Confidence. Thus the Education 4.0 should not been tailored based on the mastery of advanced science and technology alone, but also the understanding and mastery of basic and solid moral values, which is called technohumanistic approach.

Education 4.0: Catalysing the technohumanistic approach

Nurkhamimi Zainuddin

The higher education ministry of Malaysia has set forth new initiatives as part of its effort to cultivate holistic, entrepreneurial and balanced graduates to be globally competitive and meet the needs of Industry 4.0. Minister Datuk Seri Idris Jusoh said that the ministry has introduced a range of initiatives such as the integrated cumulative grade point average (iCGPA), in addition to its existing academic-driven CGPA system, the 2u2i Programme and CEO@Faculty Programme, to address the challenges and critical needs of Industry 4.0.

Education 4.0: Digital Educators

Nurkhamimi Zainuddin

FLOOC - Lecture Halls Without Lectures

Nurkhamimi Zainuddin

Uber University: New Learning Paradigms In Open & Flexible Learning

Nurkhamimi Zainuddin

Themed “Higher Education 4.0: Knowledge, Industry and Humanity”, the 2018 mandate from Higher Education Minister Datuk Seri Idris Jusoh is centred on embracing the Fourth Industrial Revolution (Industry 4.0) as part of the call to revamp the Malaysian higher education system. Idris stressed to realise this, first, the process of teaching and learning has to be changed. Under Learning and Teaching 4.0, there are four aspects which should be put into paramount. The learning spaces should be redesigned. (eg : lecturer halls with multi-tiered collaborative tables and the use of smart board). Too, different kinds of pedagogies are needed, which are heutagogy (self-determined learning), paragogy (peer-oriented learning) and cybergogy (virtual-based learning).

Heutagogy, peeragogy & cybergogy

Nurkhamimi Zainuddin

This study examined the use of WhatsApp mobile application as a tutorial platform for Arabic language lifelong learning (A3L) at the Universiti Sains Islam Malaysia (USIM). An exploratory research design was adopted and the purposive sampling technique was used in selecting participants for the study. Specifically, the study comprises 40 USIM A3L learners. The WhatsApp mobile application was used as a tutorial delivery tool for the learners. Two research questions were raised and analyzed qualitatively. The result of the analysis indicated that WhatsApp mobile application could be used as tutorial delivery tool for A3L following the prescribed steps and procedures. Twelve Arabic lessons were learned which include contents for learners, quizzes, feedbacks and learner supports. Based on the findings, it was recommended that researchers need to extensively respond to the growing need of a body of research in this area, especially building models and strategies that work for the use of social media for the improvement of A3L delivery. Additionally, the A3L facilitators should be equipped with the skills of using mobile technologies, particularly the social media for A3L enhancement.

Development of Tutorial Platform for Arabic Language Lifelong Learning Using ...

Nurkhamimi Zainuddin

As technology becomes pervasive, the teaching and learning landscape is now capable of presenting an interoperable and seamless learning architecture to connect, integrate, and share three major dimensions of learning resources: learning facilitators, learning contents, and educational technology. Although we have a plethora of learning resources, searching for specific content is not easy and takes time to view and identify the content being searched. As such a tagging metadata mechanism is envisaged that will facilitate for content search. The tagging of these learning objects will lead to an intelligent virtual content selection environment. Further the concept of technogogy is applied in the tagging process; defined as the interplay of the learners, content, pedagogy and technology that depicts the convergence on a joint coordinate system of the design of a learning transaction.

Malaysia MOOCs: Moving With Tagging

Nurkhamimi Zainuddin

21st Century Foreign Language Blended Learning

Nurkhamimi Zainuddin

Fliparabic - Lecture Halls Without Lectures

Nurkhamimi Zainuddin

Active learning requires students to develop their understanding of content through the active construction of a product, the solving of a problem, or both. It evokes pedagogical scholars such as Dewey, Lindeman, Papert, and Lave and Wenger, and embodies a long human tradition of learning through doing. And there is evidence to suggest that active learning is a highly effective approach to teaching at the university level.

Technology Enhanced Active Learning

Nurkhamimi Zainuddin

Several higher education institutions in Malaysia have joined the OER movement. However, there is not yet widespread understanding about OER and open licences due to the lack of specific guidelines. In Malaysia, the National eLearning Policy (DePAN 2.0) focuses on open courseware, and it is important to develop specific guidelines for the same. With the support of the Commonwealth of Learning, the Universiti Sains Islam Malaysia revivify the OER ecosystem in Malaysia by organising a national consultation to develop draft guidelines that may be adopted by the appropriate education ministries in Malaysia.

Revivifying The Malaysian OER Ecosystem

Nurkhamimi Zainuddin

Pemanfaatan Teknologi Dalam Pembelajaran Bahasa Arab

Nurkhamimi Zainuddin

Massive open online courses (MOOCs) are often touted as a watershed in higher education, with some describing MOOCs as ‘the most important education technology in 200 years. The idea of offering MOOCs to thousands of students has become the latest and feasible way to deliver courses in higher education. The MOOCs movement in the public universities in Malaysia is a very recent development. Approached with high hopes and conviction, Malaysia is the first country in the world to implement a nationwide strategy that integrates MOOCs with on-campus university classes. The Education Ministry also announced in September 2014 that OpenLearning.com will be the official MOOC platform for the endeavour. Under the plan, Malaysian universities will develop MOOCs on core modules and students from the twenty public universities will participate in those courses through OpenLearning’s social learning platform.

Malaysia MOOCs: Tales and Trends

Nurkhamimi Zainuddin

In 1996, Lund University, one of Sweden’s oldest, largest and most comprehensive universities, initiated an intensive, target-oriented project involving both distance education and continuing education. It also established The Office of Continuing and Distance Education (OCDE), which has played a central role in the development of the online distance courses the University has provided. In the last few years, Lund University has gone from holding only a few traditional distance courses to offering more than 150 online courses.

Delivery Mechanism In Digital Education Leadership

Nurkhamimi Zainuddin

More from Nurkhamimi Zainuddin (20)

Uber University: Learning Paradigms in Flexible Learning

Reka Bentuk Sistem Pembelajaran

Innovate With The Innovators

لغة الفصل: خواطر معلم اللغة العربية

FLOOC - Foreign Language Open Online Courses

تعليم اللغة العربية في القرن الحادي والعشرين

Education 4.0: Catalysing the technohumanistic approach

Education 4.0: Digital Educators

FLOOC - Lecture Halls Without Lectures

Uber University: New Learning Paradigms In Open & Flexible Learning

Heutagogy, peeragogy & cybergogy

Development of Tutorial Platform for Arabic Language Lifelong Learning Using ...

Malaysia MOOCs: Moving With Tagging

21st Century Foreign Language Blended Learning

Fliparabic - Lecture Halls Without Lectures

Technology Enhanced Active Learning

Revivifying The Malaysian OER Ecosystem

Pemanfaatan Teknologi Dalam Pembelajaran Bahasa Arab

Malaysia MOOCs: Tales and Trends

Delivery Mechanism In Digital Education Leadership

From thesis to book

1. From Thesis To Book Nurkhamimi Zainuddin Universiti Sains Islam Malaysia drkhamimi.com

3. Let’s see the World Trends http://www.worldometers.info/

5. Kerja Awal Sebelum Pemindahan • Perisian yang penting untuk penulisan

6. Kerja Awal Sebelum Pemindahan • Keselarasan antara rujukan teks dan rujukan akhir.

7. Pemetaan Isi Kandungan Jasmi, Azmi Kamarul. 2016. Laporan Penilaian Manuskrip: Penataran Pendidikan Bahasa Arab di Peringkat Pengajian Tinggi. Kuala Terengganu: UniSZA.

8. Pemetaan Isi Kandungan Abdullah, Zakaria. 2011. Pengajaran dan Pembelajaran Berasaskan Pendekatan Berpusatkan Pelajar dalam Pendidikan Islam di Sekolah Menengah Kebangsaan. (Doktor Falsafah), Universiti Kebangsaan Malaysia, Bangi, Selangor.

9. Pemetaan Isi Kandungan Jasmi, K. A. (2014). Penghasilan Buku Penyelidikan daripada Tesis Pengajian Islam dan pendidikan Islam in Bengkel Penulisan dan Penerbitan Akademik, Universiti Teknologi Malaysia.

10. Pemetaan Isi Kandungan Jasmi,K.A.(2014).PenghasilanBukuPenyelidikandaripadaTesisPengajianIslamdanpendidikanIslaminBengkel PenulisandanPenerbitanAkademik,UniversitiTeknologiMalaysia.

11. Pemetaan Isi Kandungan Jasmi,K.A.(2014).PenghasilanBukuPenyelidikandaripadaTesisPengajianIslamdanpendidikanIslaminBengkel PenulisandanPenerbitanAkademik,UniversitiTeknologiMalaysia.

12. Membina Prakata • Bahagian karangan yang paling akhir sepatutnya dibina oleh seseorang penulis. • Harapan yang diinginkan oleh penulis daripada buku yang dihasilkan. • Rasa terima kasih secara khusus kepada semua pihak yang menyumbang kepada penghasilan buku.

13. Blurb • Keterangan ringkas penerbit tentang isi sesebuah buku pada kulit belakang buku. - ini pati kandungan buku - keistimewaan buku - biodata ringkas penulis

14. Panjang Bab Keseimbangan Bab Jalinan Bab Kupasan Bab

From thesis to book

Recommended

Recommended

More Related Content

More from Nurkhamimi Zainuddin

More from Nurkhamimi Zainuddin (20)

From thesis to book