KAEDAH PENGAJARAN DAN PEMBELAJARAN 1

KURSUS PENILAIAN TAHAP KECEKAPAN 3 SKIM PENSYARAH DS 45

by

Prof. Madya Dr Mohd Idrus Hj Mohd Masirin

Sesi Pertama: Pengenalan Kaedah P&P di IPT

Falsafah dan Matlamat Pengajian Tinggi  Atribut Graduan  Pendekatan Pengajaran & Pembelajaran
 

Philosophy and Goal of Higher Education in Malaysia

MINISTRY VISION To Turn Malaysia into a Center of Excellence for Higher Education. MINISTRY MISSION To develop and put in place a higher education environment that encourages the growth of premier knowledge centers and individuals who are competent, innovated with high moral values in order to meet national and international needs.

Education Philosophy of KUiTTHO

The education and training in this university is a continuous effort to lead in market oriented academic programmes which are student-focused through experiential learning to produce well trained human resource and professionals who are catalysts for a sustainable development.

Vision and Mission of KUiTTHO

VISION Aspires to lead in the application of science and technology for the benefit of mankind MISSION To produce and train technologist as well as professionals who are creative, innovative, competent and responsible and able to apply, explore and lead new technologies through the world class teaching and research, based on Tawheed for the benefit of mankind.

Relationship of Mission, Goals, and Outcomes KUiTTHO

Learning Objectives Mission Statement To produce and train technologist as well as professionals who are creative, innovative, competent and responsible and able to apply, explore and lead new technologies through the world class teaching and research, based on Tawheed for the benefit of mankind..
1. To provide academic programmes at the diploma, bachelor, master and PhD levels in the fields of engineering and education To produce trained and competent professionals and semiprofessionals in the fields of engineering and education as well as able to compete in line with the needs of the country. To ensure the quality of teaching, learning and examination is at the highest level. To organize and conduct seminars, short courses and conferences. To carry out researches and consultations. To provide public services. To assist industries towards the enhancement and development of human resource professionalism. To spread information via publications. To provide graduates with the technical competencies necessary to practice civil engineering and have an impact on the profession.

Student Learning Outcomes

Apart from being competent and talented in respective niche expertise, each graduate from KUiTTHO is also reputable with distinguish quality attributes such as Communication Skills Team working Problem Solving Adaptability Lifelong Learning Self-esteem Ethics

2.

Vision of KUITTHO Aspires to lead in the application of science and technology for the benefit of mankind

3.

4.

5. 6. 7.

8. 9.

Characteristic of Our Graduate



Goal


Methodology
  

Sustaining Industrial Development

Graduates as products
  

 

Student centered Market Driven Content Experiential Learning Learning by doing Problem based learning

Industry ready Frontier of knowledge Committed to lifelong learning

Research Project
 

Industrial-based Research Experimental & applied

What are Quality Graduate Attributes

 Quality

Graduate Attributes are the qualities, skills and understandings a university community agrees its students should develop during their time with the institution and, consequently, shape the contribution they are able to make to their profession and as citizen.

Quality Graduate Attribute ..contd



Graduate attributes cover the generic and technical aspect which are practical and important basis in design, development and curriculum implementation for a academic program. This curriculum attribute also used in the process of recognition and accreditation from the professional bodies and Quality assurance unit, Ministry of Higher Education.

What are Quality Graduate Attributes??

GRADUATE ATTRIBUTES

1. WORKABLE SKILLS (Functional Skills)

2.GENERIC SKILLS (Social Skills)

Why graduate attributes ? ? ?

Graduate attributes insure that students are being prepared for the future that is largely unknown (Bowden and Marton,1998) because graduates are increasingly likely to;

academic achievement cannot be solely relied upon to gauge the potential success of a candidate. Where possiblepractical testing[is] a very effective filter.
(David Clarke : business consultants.)

The solution?
aktive!

The classical solution?

Very active!

The modern solution?

Active!

No chance!
The problem can no longer be solved with classical methods such as drowning the delinquent with technical data and descriptions. descriptions. What is trained today will be obsolete tomorrow! tomorrow!

The solution !
active!

The optimal solution!

active! active! active! active!

active!

Key qualifications
Work on his or her own Taking over responsibility Methodical work

Problem solving Cooperation

CommuniCommunication

Seven

Quality Graduate Attributes of KUiTTHO

1. 2. 3. 4. 5. 6. 7.

Communication Skills Team working Problem Solving Adaptability Lifelong Learning Self-esteem Ethics

Quality Graduate Attributes

Communication Skills
Communication skills incorporate the ability to communicate effectively in Bahasa Melayu and English across a range of contact and audience.


   

Ability to present information and express ideas clearly, effectively and confidently through written and oral modes Ability to actively listen and respond to the ideas of other people Ability to negotiate and reach agreement Ability to make clear and confident presentation appropriate to audiences Ability to use technology presentation

Quality Graduate Attributes

Team working
Team working incorporates the ability to works with other people with different background to achieve common goal


   

Ability to establish good rapport, interact with other and work effectively with them to meet common objectives Ability to comprehend and assume the interchangeable role of leaders and followers Ability to recognize and respect the attitudes, actions and beliefs of others Ability to contribute to the planning and coordination of the groups endeavour Commitment to collective decision

Quality Graduate Attributes

Problem Solving
Problem solving incorporates the ability to think critically, logically, creatively and analytically


  

Ability to define and analyze problems in complex, overlapping, ill-defined domains and make well-supported judgment Ability to visualize and conceptualize Ability to look for alternative ideas and solutions Ability to think outside the box

Quality Graduate Attributes

Adaptability
A

positive attitude towards change  Recognition of respect for peoples diversity and individual differences  Ability to identify and suggest new ideas to get job done-creativity

Quality Graduate Attributes

Lifelong Learning
Lifelong learning covers the ability to continuing self-learning centered to achieve knowledge and new skills  Ability to search relevant information from multi-resources  Open-minded in giving new ideas and competent in self-learning centered


Quality Graduate Attributes

Self-esteem
 Positive

thinking  Creative thinking  Balance in spiritual and emotional  Perception of Quality  Highly motivated and having selfconfident  Outwards orientation in outlook

Quality Graduate Attributes

Ethics
Ethics incorporates the ability to apply high ethical standards in professional practice and social interacts Act ethically, with integrity and social responsibility Understand the economic, environmental and social-cultural impacts of professional practice Analyse and make decisions to solve problems involving ethical issue

 

How we can nurture QUALITY GRADUATES ATTRIBUTES through our Curriculum Process (KUiTTHO Perspective)


Outcome-based Learning (OBL):

     

Problem-Based Learning Experiential/ Practical-based Learning Competency-based Learning Occupational-centered Instruction Learner-centered Instruction Students Outcome-based Instruction

What we need to have:

   

Curriculum Mapping: eg. Programme outline Course Mapping: eg. Course Outline, Course Matrix Course Substance : eg. Course Modules Course Teaching Technology: eg. Media & Real Exposure.

Meeting the Quality Graduate Attributes Challenges:

Learning to Learn & Students Self-Development.



The emphasis in KUITTHO now on how to equip the learner with the strategies and range of learning styles that are appropriate not only for present learning but also are transferable to future learning situations. Learning must not be seen as static but must be viewed as a continuous process. In today's world we need to learn how to learn. Mumford defines the four major elements in learning how to learn as:

1. 2. 3. 4.

Helping learner to know the stages of the learning process and blockages to learning. Helping learner to understand their preferred approaches to learning. Assisting learner to make the nest use their preferences, to build additional strengths and overcoming blockages. Helping learner to transfer their understanding of learning from one situation to another.

So learners should be taught to take responsibility for their own learning and the lecturer need to help them in this process.

Meeting the Quality Graduate Attributes Challenges:

Experiential Learning
Experiential learning combines behavioural principles with cognitive theory and experience. Experiential learning is based around the work of David Kolb which was developed by Peter Honey. To be effective, learners need guidance to go through four stages.
Experiencing Planning/Testing Reviewing Concluding

Meeting the Quality Graduate Attributes Challenges:

Learning Objectives in KUiTTHO



KUiTTHO has identified the three learning objectives to pursue work-related experience programs learning programs across all academic pursuits; 1) Academic Objectives - relating theory to practice and strengthening and developing such cognitive skills as problem solving, decision making, critical thinking, application, analysis, and synthesis. 2) Career Objectives - determining and testing career options, developing job acquisition skills, developing career planning skills, and understanding the world of work. 3) Personal Growth Objectives - developing self-confidence, self-understanding, communications skills, personal and ethical values, social interaction skills, and a sense of professionalism.

Meeting the Quality Graduate Attributes Challenges:

Practical-work-based Learning


Work based learning is becoming more important in university education in Malaysia. Since 2005, KUiTTHO is going towards adopting the Dual System Curriculum across the academic programs with close collaboration from the employers. This means learning is going to be an organised mixture of inner and outer campus learning as well as a mixture of formal, non-formal and informal learning. The most important form of learning can take place both within the university campus and also in the workplace through organised traineeships, practical placements, apprenticeships, internships etc. In the campus, more teaching time is given to laboratoryworkshop workplace simulation learning to give the learner more opportunity for an experiential, hands-on and learning by-doing.

Meeting the Quality Graduate Attributes Challenges:

Learner-centered Teaching
           

Learner-centred teaching, whilst it includes formal instruction, where appropriate, is primarily focussed on individual students. Finding where their interests lie. Being able to apply what they have learnt to other situations. Identifying the ways in which they learn best. Showing understanding. Discovering what motivates them. Using their experiences effectively. Assessing their progress. Correcting their mistakes. Establishing quality standards for themselves. Gaining insights. The main purpose of learner-centered teaching is to involve students in the learning process and encourage them to take responsibility for their learning.

Meeting the Quality Graduate Attributes Challenges:

Examples of Experiential Learning Techniques applicable to Universities Teaching:

Adult Education Leisure Classes Inter-Session Adventure Education Jan-Plans Applied Study Life Skill Apprenticeship Living/Learning Term Classroom Media Mentoring Collaborative Program Summer Camp Contract Learning Mini-Internship Community Support Programs Outward Bound Co-operative Education Personal Enrichment Co-operative Learning Practicum Cross-Cultural Experience Prior Learning Cross-Cultural Study Problem Based Learning Awareness Project Based Learning Experience Based Training & Development Psychodrama Experiential Education Sandwich Plan Experimentation Service Learning Externship Simulation Field Study Special Needs Occupational Training Team Building Gaming Shadowing Group Interaction T-Groups Incidental Learning Therapeutic Experience Inmate Work Programs Volunteering Interactive Learning Workship
Environmental

Meeting the Quality Graduate Attributes Challenges:

Audio Visual Aids in Teaching

Why Use Visual Aids? The senses are used as avenues to reach our minds and it is important to know the effectiveness of the various senses in a learning situation.

We learn: 1% through TASTE 1.5% through TOUCH 3.5% through SMELL 11% through HEARING 83% through SIGHT We remember: 10% of what we READ 20% of what we HEAR 30% of what we SEE 50% of what we SEE and HEAR 80% of what we SAY 90% of what we SAY as we DO SOMETHING
The learner will actually retain more where one or more of the senses are combined in the learning process. We have all heard the term A picture is worth a thousand words and in teaching it is important for the teacher to combine visual aids with the spoken word to impart knowledge to the learner.

Meeting the Quality Graduate Attributes Challenges:

Audio Visual Aids in Teaching

All visual aids must conform to the following rules: They must be:  Visible to the audience  Simple to read and understand  Suitable for the training situation and environment  Informative in a concise fashion  The three Key Words to remember are: Readability Impact Simplicity

Meeting the Quality Graduate Attributes Challenges: Student Learning Outcomes

Assessment Methods
Direct Assessments
Standardized tests Licensure or professional exams Rubrics

Indirect Assessments
Surveys

Essays/Papers Exam questions Exhibits

Performances/Presentations

Student Alumni Employer

End-of-course memos Focus groups Exit interviews Course evaluations

Portfolios of student work Comprehensive exams

Meeting the Quality Graduate Attributes Challenges: Student Learning Outcomes

Opportunities for Measuring

Student Learning Outcomes

Course embedded assignments (Papers, exams, projects) Capstone courses Thesis/dissertation Internships/practicum Comprehensive exams Employer ratings of graduates skills As much as possible, use what you are already doing!

Steps in Student Learning Outcomes

Assessment
1. 2. 3. 4. 5.

Identify student learning outcomes. Develop methods to assess the outcomes. Collect the data. Make Analyze the findings. Program Changes Consider appropriate action.

Determine Student Learning Outcomes

Analyze Findings

Develop Assessment Methods

Collect Data

Quality Challenges in the delivery of Our Curriculum (KUiTTHO Perspective)



Main themes:
     

Contemporary Curriculum Content and Design. Relevant Material Development for University Education. Reliable Delivery Modes for University Education. Services in Learner Support System for University Education. Valid Assessment, Evaluation and Testing. Participation & Close Collaboration with Community. Associates : The Human Capital : `Learning & Professional Development Culture. Pedagogical Process: Competency-based, Outcome-based models. Research and Publication: Contemporary and state-of-the-art knowledge and skills. Community Participation: Close industrial rapport and participation. Course Teaching Technology: eg. Media & Real Exposure.

Critical Success Factors:

    

Issues and Challenges

to the Teaching Profession in KUiTTHO


Graduate Attributes Challenges: How to get from here (now) to thereto the goals. Quality in University Education:
  

Instruments Malaysia Quality Framework (MQF) International Rankings `World-Class University

Academia: How to get there together

Meeting the Quality Graduate Attributes Challenges: Student Learning Outcome

What is Curriculum Planning?

Curriculum Planning is the means by which the teaching staff ensure that all aspects of the university curriculum are taught to the learners providing continuity and progression in all subject areas.  It incorporates:


Long term planning: Yearly rolling programmes / overview of areas of learning & topics to be taught & timetables Mid term planning: Schemes of work for each subject area & termly / or each semester forecast Short term planning: Detailed planning of work to be taught this week ie weekly and daily lesson plan.

Meeting the Quality Graduate Attributes Challenges: Student Learning Outcomes

Curriculum Issues in KUiTTHO

 What

to teach?  Why do we teach?  How to deliver effectively?  What is the role of the university teacher in the process?

Meeting the Quality Graduate Attributes Challenges: Student Learning Outcome

Curriculum planners should consider

Major components of a Curriculum

 subject  content  instructional

matter

methods  learner experiences or activities

Curriculum Design should provide a basic framework of reference for planning or for developing the curriculum.

Meeting the Quality Graduate Attributes Challenges: Student Learning Outcome s

Curriculum Design


Curriculum design is the process by which an educational institution decides what is to be taught (the content) and how it will be taught (teaching and assessment methods). Refers to the way we conceptualize the curriculum and arrange its major components to provide direction and guidance as we developed the curriculum.
Ornstein Allan C. (1996;18)

Meeting the Quality Graduate Attributes Challenges: Student Learning Outcome

Models of Curriculum Design

    

Subject matter/ disciplines subject matter & knowledge. competences/ technology - sequential, analytical & behaviorist. human traits/ processes human & group behaviour. social functions. Activities social living & social needs. individual needs and interests student- oriented or child centered.
Reference: Saylor et. al. (1996) Curriculum planning for better teaching and learning. Allyn & Bacon; Boston.

6 types of Curriculum Designs.

     

Conservative liberal arts design. educational technology design. humanistic design. vocational design. social reconstruction design. deschooling design.

CURRICULUM TIPS: STEPS IN CURRICULUM PLANNING

The following questions are based on three stages of curriculum planning: development, implementation, and evaluation. The questions presented are essential in the process leading to a new or revised curriculum. They are starting points or guides to help clarify curriculum planning in any subject area or grade level. 1. When the school system is developing a new curriculum:
   

Who determine priorities? Who develops the time line Who assigns members to curriculum committees? Who devises the curriculum development process?

CURRICULUM TIPS: STEPS IN CURRICULUM PLANNINGcontd

2. After the curriculum has been approved and it is time to put it into place:
  

Who decides on materials and activities? Who determines how much money will be needed? Who decides what staff development will be offered to prepare teachers to use it?

3. Finally, to determine if the curriculum is meeting expectation:

  

Who decides how curriculum will be evaluated? Who is responsible for carrying out the evaluation? Who is responsible for reporting the results of the evaluation to teachers, administrators, school board members and public?

Source: Michael Campbell, Judy Carr and Douglas Harris, Board Members Neednt Be Experts to Play a Vital Role in Curriculum, American School Board Journal (April 1989) p. 30

CONSIDERATION FOR INSTRUCTIONAL PLANNING

Why planning is important???  improve confidence  avoid misalignment  optimamize teaching time  identify scope and content  to meet faculty and university requirement

Meeting the Quality Graduate Attributes Challenges: Student Learning Outcomes

Element of planning
1. 2. 3. 4. 5. 6. 7.

The learners Content Process Time University criteria Lecturers Resources

Meeting the Quality Graduate Attributes Challenges: Student Learning Outcomes

Procedures and Types of planning



Procedures In Planning
1.

Types of planning

1. 2. 3. 4.

concept mapping goals of leaning curriculum mapping domain of learning

Long term planning (programme outline, university calendar, semester lesson plan, curriculum matrix) 2. Short term planning (instructional lesson plan)

Meeting the Quality Graduate Attributes Challenges: Student Learning Outcome

PRINCIPLES AN EFFECTIVE INSTRUCTION

Three principles for an effective instruction:
1.Learners

centered and learners focused 2.Learners participation an active learning 3.Promotes development an arrangement of potentials

Meeting the Quality Graduate Attributes Challenges: Student Learning Outcomes

Affective Methods To Enhance Learning

Progressive philosophy and humanistic education increase the students self-understanding and self-awareness, allow students to personalize and individualize learning, and match (at least consider) their personal needs and interest with academic experience. The classroom characterized but activity, not passivity; cooperation, not competition; and many learning opportunities other than textbooks and teacher-dominated situations.

Meeting the Quality Graduate Attributes Challenges: Student Learning Outcome s

Affective Methods To Enhance Learningcontd

Teaching strategies
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

Demonstrates real interest and concern for each students Challenge students to become personally and actively involved in their own learning; encourage them to grow toward self-direction and self-control over learning. Help students define personal goals, recognize their efforts in pursuit of chosen goal. Structure learning activities. Relate content to students personal goals, needs and interest Match task requirement to students age, development and abilities Offer constructive and corrective feedback, but put the emphasize on being constructive. Test students if necessary but delay grading their performance. Use local resources to obtain information and solve problems Provide alternative way for learning, minimize memory, rote and drill activities Help student to achieve their own competence and mastery Recognize students improvement and achievement Encourage students to share materials and resources and work in groups Encourage students to contribute their ideas and feelings, to accept and support each others.