DRJJ-AKEPT-HE-Malaysia-25102013

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Higher Education Scenario in Malaysia. A lecture for the new lecturers' succession plan. An innovative and transformational leadership program initiated by AKEPT, MOHE.

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 1 10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 1 email: jjnita@salam.uitm.edu.my, jjnita@gmail.com , drjjlanita@hotmail.com;. Website: http://drjj.uitm.edu.my ; HP#:+60193551621 SCENARIO OF HIGHER EDUCATION IN MALAYSIA - Are Students Really Learning?? What is at Stake?? Dr JJ was conferred the coveted & prestigious (HE) 2010 Anugerah Akademik Negara, (Science Teaching) Award, Oct 10 th , 2011 AKEPT’s INNOVATIVE LEADERSHIP & NEW ACADEMIC FACULTY TRANSFORMATION PROGRAM Invited Lecture, Les Meridien Hotel, Kota Kinabalu Jaafar Jantan aka Dr JJ. Oct, 2013 Howard Gardner Edward DeBono Edward DeBono Koïchiro Matsuura Director General of UNESCO 1999-2009 This presentation is available on my website: DrJJ-AKEPT-HE-Malaysia-25102013 ((ppt-pdf) “Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.”Paulo Freire,  Pedagogy of the Oppressed

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 2 http://drjj.uitm.edu.my Targets for Your Graduates.. Where are we going?? “ Life presents us & the graduates as ill defined, complex, unreliable, and contradictory with difficult practical problems and moral, social, and personal choices . Richard J. Shavelson (2007). Assessing Student Learning Responsibly: From History to a Bodacious Proposal1. Stanford University. CHANGE magazine. http://www.changemag.org/Archives/Back%20Issues/January-February%202007/abstract-assessing-responsibly.html . Accessed July 3 rd , 2007. Langkawi 125 m curved pedestrian Sky-Bridge. 700 m above sea level Graduates need the capacity to identify and define problems , recognize reliable from unreliable information , analyze this information , and integrate it from diverse, often conflicting sources, making logical, concise arguments for or against specific positions ...” Rail Guard at the Japanese Garden, Bukit Tinggi Cliff

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 3 3 Your Assessment Task Individual Task http://drjj.uitm.edu.my Write a letter to a friend or anyone of your choice . Your letter will discuss the existing higher education scenario in Malaysia. In addition, provide your suggestions, as hypothetical educational leader, will address the issues. {Honesty is the best policy} Font : Arial ,size 11. Provide a cover page that will inform me who you are, your affiliation, your contact details & most beloved photo of yourself. Minimally 500 words. Email to jjnita@salam.uitm.edu.my & cc to jjnita@ gmail.com Viber-Whatsapp-HP:+60193551621

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 4 4 Your Assessment Task-Group Task You are in an academic leadership position at your organisation. http://drjj.uitm.edu.my Get acquainted. Helloooo Partner… Viber-Whatsapp-HP:+60193551621 Suggest & justify your strategic planning on how to employ transformative leadership strategies to address issues of higher education in your “organisation” based on the vision, mission, goals, outcomes, action plans and assessment plans that your “organisation” had created. Appoint a speaker or speakers Present your outcomes to the learning community. Be CREATIVE & INNOVATIVE in your proposal

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 5 Vision 2020; Advance the nation to High-Income, High Productivity & Developed nation status Learn, Unlearn & Relearn Uncover & Discover 9th Malaysia Plan National Mission Core Area 2/5: Raising the capacity for Knowledge and Innovation to NURTURE a FIRST-CLASS MENTALITY HUMAN CAPITALS Intellectual Capitals TRANSFORM Change Paradigm Shift  is a change from one way of thinking to another

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 6 Learn, Unlearn & Relearn Uncover & Discover TRANSFORM First Class Human Capitals who are Able, Knowledgeable, Skillful, With Ideal Personal & People Traits Transform Malaysia as An Excellent International HE Hub "Menambat Hati"-Enticing-Winning the Hearts

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 7 NHEAP 2007-2010 Source: NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010; Triggering Higher Education Transformation AUGUST 27, 2007 1 st class Mentality Human Capitals: Thinkers, visionary leaders, intellectuals, committed, confident, risk-takers 3 rd class Mentality Human Capitals: Having Potential to change, Begin to think seriously, can accept challenges, begin to reflect on one’s abilities

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 8 Transform A Change of State Purpose of A University Education

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 9 Learning Tasks & Learning Materials Login to Blendspace Materials for this talk http://blnds.co/16xgbps http://blnds.co/16xgbps

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 10 A Change of State Uncover & Discover Learn, Unlearn & Relearn Autonomous Learners Lifelong Learners Metacognition Purpose of A University Education

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 11 One of the most important goals of a university is to develop individuals who have advanced literacy skills in their discipline : people who can participate effectively by critiquing information and ideas and by contributing with rigour and creativity to new insights and knowledge , who are self-aware as learners , and who are rhetorically versatile, confident communicators able to adapt and contribute to the demands of employment and life in a changing society and wider world . Goal of 21st Century University Education http://drjj.uitm.edu.my “ A university is an institution that provides experiences for intense interaction between students & teachers ” – Syed Naquib quoted by Deputy Minister of HE at the opening of EDUCATE conference, Nikko Hotel, Oct 7 th , 2010

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 12 Knowledge (K) Practical Skills (S) Thinking and scientific skills (K) Communication skills (A/S) Social skills, teamwork and responsibility (A/S) Values, ethics, moral and professionalism (A) Information management and lifelong learning skills (S/A) Managerial and entrepreneurial skills (S) Leadership skills (S/A) MQF Domains of LOs & MOHE LOs MQF LOs Domains MOHE LOs, 2009 Knowledge Practical skills Social skills and responsibilities Ethics, professionalism and humanities Communication , leadership and team skills Scientific methods, critical thinking and problem solving skills Lifelong learning and information management Entrepreneurship and managerial skills http://drjj.uitm.edu.my

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 13 Transforming HE 2007-2010 Teaching & Learning http://drjj.uitm.edu.my Transformation Framework Institutional Pillars Critical Agenda Source: National Higher Education Action Plan 2007-2010 Human Capital with First-class Mentality Governance Leadership Academia Teaching and Learning Research and Development Academic Performance Audit Apex Universities Lifelong Learning MyBrain15 Graduate Training Scheme Shaping the future of Malaysia & the Blue Planet Strategy 2: Improving quality of Teaching and Learning a.k.a. Outcomes-Based Teaching & Learning (OBTL)

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 14 14 Refelction on Issues of Higher Education in Malaysia http://drjj.uitm.edu.my P1 : HEIs policymakers are conscious but incompetent in drafting and implementing policies of L&T P2 : HEIs local L&T intellectuals and experts are minimally capitalized in desigining policies on L&T. P3 : HEIs local L&T intellectuals and experts are minimally capitalized in development of modules for curriculum planning, constructively aligned instructional approaches and aligned assessment approaches. P4 : HEIs faculty members are externally driven in implementing policies of L&T P5 : HEIs are unconcious and incompetent in delivering and assessing the planned curriculum

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 15 15 Refelction on Issues of Higher Education in Malaysia http://drjj.uitm.edu.my P6 : HEIs are not appropriately rewarding efforts by faculty members to become competent and to innovate L&T. P7 : HEIs are not capitalizing on local intellectuals and experts to dialogue on issues pertaining to L&T Conclusion: HEIs in this country are not doing justice to the workforce and society at large in developing talents necessary for Malaysia to become a high-income nation by 2020.

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 16 Transformed Instructional Leaders Have relevant educational, employment-related, technical and other expertise in designing and creating learning options that meet the needs of learners . Clearly articulate learning outcomes for students . Demonstrate well-developed interpersonal skills in their mutually respectful relationships with learners. Create supportive, collaborative environments for learning. Guide, coach, and mentor learners throughout the learning process. Understand learning theories and use innovative practices when designing learning options, activities and methodologies . Maintain and continuously update the relevancy of their content/discipline expertise. Participate in continuous self-assessment based on feedback from students and colleagues . Transformed Post Secondary (Tertiary) Learning-Centered Teachers/Educational Leaders:

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 17 NHESP Thrust 2 Improve Teaching & Learning Learn, Unlearn & Relearn Transforming Teaching & Learning Practices From INSTRUCTION to LEARNING Transforming Assessment & Evaluation From Exam-Oriented Summative Assessment (OF Learning) to Outcomes-Assessment (For Learning) & Grading Uncover & Discover Transforming Curriculum From CONTENT-BASED to Transformational OUTCOMES-BASED

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 18 Curriculum Design - Outcomes-Based TLAs - Engage & Coach Learners Constructively Align Instruction with Learning Outcomes Employ Multiple Instructional Methods Employ Pedagogial-Content-Knowledge The Tranformation Towards Learning Paradigm

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 19 Time to REFLECT... "If a child can’t learn the way we teach, maybe we should teach the way they learn."  Ignacio ‘Nacho’ Estrada

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 20 If you are, you breath.  If you breath, you talk.  http://drjj.uitm.edu.my 21st Century University Education Live Curious: Life-long Learning If you understand, you know .  If you know, you want to know more…  And if you want to know more, you are alive . If you talk, you ask .  If you ask, you think .  If you think, you search .  If you search, you experience .  If you experience, you learn .   If you find, you doubt .  If you doubt, you question .  If you question, you understand .   If you learn, you grow .  If you grow, you wish.  If you wish, you find .  WIS-DOM Thank You..

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 21 APPENDIX A - ABOUT ME

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 22 Born & Raised in the state of Hang JEBAT … Early education at St. David’s, Science Malacca (MOZAC-’78) & SDAR (Seremban-’79) B.Sc. Physics (1983); M.Sc. Condensed Matter (1985) – Kansas St. Univ. Teaching Certificate (1986) – MPTI, Johor Bahru Served ITM – Jan 1987 PhD Physics Education (1991-1994) - Kansas St. Univ. Physics & Education expert ( Recipient of UiTM’s 2010 T&L Academic Award ) Practiced OBE & Active Learning on my own since 1997 . OBE, OBTL workshop speaker, facilitator & consultant at national level Vice-Chair Asian Physics Education Network (ASPEN), UNESCO Chair for ASPEN, Malaysia. Nominated for Innovative Teaching & Learning National & International Active Member, Science Educ. Committee, Academy Science Malaysia since 2005. Keynote, Plenary and Invited Speaker in Conferences Nationally & Internationally MQA Expert Panel on Assessment of Students (2011-present) DrJJ, Zollman, Law, TS Zul Who Am I?? Liason Officer UiTM-JPT Certified Coach, Transformational Heart of Coaching Facilitator, Developer, Assessor, Teacher, Student, Agent of Change & Person with A Heart http://drjj.uitm.edu.my

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 23 Where DO I Begin To Tell the Story How I Won the (2010) AAN ..... Uncover & Discover Learn, Unlearn & Relearn Engage, Explore, Explain, Elaborate. Evaluate

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 24 Where DO I Begin To Tell the Story How I Won the (2010) AAN ..... PeFaLeC, APPIE

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 25 “ When I really understand something, it is as if I had discovered it myself “ J ourney towards E nrichment and B alance utilizing A rts and Sciences of T eaching & Learning Richard Feynman, Physicist & Nobel laureate in 1965 (Quantum Electrodynamics) J ourney towards E nrichment & B alance utilizing A rts & sciences of T eaching & Learning Dr JJ’s Teaching Philosophy

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 26 APPENDIX B Concept of LEARNING & WHY WE MUST CHANGE

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 27 "Higher education teaching/lecturing is one of very few professions in which people can work with no requirement to have any qualification or licence to practice.." HE Teacher Requirement

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 28 Concept of LEARNING Liberating the MINDS I want to talk about  learning .  But  not  the lifeless, sterile, futile, quickly forgotten stuff that is crammed into the mind of the poor helpless individual tied into his seat by ironclad bonds  of conformity! I am talking about  LEARNING - the insatiable (its never enough) curiosity that drives the adolescent boy to absorb everything he can see or hear or read about gasoline engines in order to improve the efficiency and speed of his 'cruiser' . (my paraphrase: being a functional learner, professional, father, son, & citizens ) -cont

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 29 Concept of LEARNING-cont LIBERATING the MINDS I am talking about the student who says, "I am discovering, drawing in from the outside, and making that which is drawn in a real part of me." I am talking about any learning in which the experience of the learner progresses along this line: "No, no, that's not what I want"; "Wait! This is closer to what I am interested in, what I need"; "Ah, here it is! Now I'm grasping and comprehending what I  need  and what I want to know ! "  Carl Rogers 1983: 18-19

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 30 “...Many of our students are epistemological Dualists: They view the world in rigid categories of blackwhite, right-wrong, and good-bad, and their knowledge is passively received from “Authorities.” These students, and many others— the Multiplists—don’t understand that knowledge is constructed by a very active, personal making of meaning . They don’t understand the role played by evidence when they select from among competing hypotheses, opinions, and values. In other words, they do not understand critical thinking processes ...” Lion F. Gardiner. “ Why We Must Change: The Research Evidence”. THE NEA HIGHER EDUCATION JOURNAL. “Why We Must Change: The Research Evidence”

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 31 http://drjj.uitm.edu.my Instructional/Educational Leadership is.. The Capacity to Release & Engage Human Potential in the Pursuit of Common Cause

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 32 “...All three of these important dimensions of cognition— using abstract symbols, epistemology, and principled, ethical reasoning — as well as the ability to work cooperatively in teams with people different from oneself, require for their development that students be actively involved in learning . It is unlikely that lectures alone can bring about the profound cognitive reorganizations required, produce the interpersonal skills that must be developed, and foster the substantial changes in disposition toward learning and human diversity required for these important changes to occur ...” Lion F. Gardiner. “ Why We Must Change: The Research Evidence”. THE NEA HIGHER EDUCATION JOURNAL. “Why We Must Change: The Research Evidence”

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 33 APPENDIX C Joseph C. Rost Leadership is Influence Relationship

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 34 Joseph Rost of University of San Diego is one of the most popular writers in recognizing the shift from the industrial concept of leadership (leader-centered view) to a paradigm he calls the post-industrial concept of leadership. “ leadership is an influence relationship among leaders and followers who intend real changes that reflect their mutual purposes .” Leadership in the 21st Century Joseph C Rost-"influence relationship

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 35 Today, scholars discuss the basic nature of leadership in terms of the "interaction" among the people involved in the process: both leaders and followers. Thus, leadership is not the work of a single person , rather it can be explained and defined as a "collaborative endeavor" among group members. Therefore, the essence of leadership is not the leader, but the relationship (Rost, 1993). Leadership in the 21st Century Joseph C Rost-"influence relationship

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 36 The relationship is based on influence : multidirectional, top-down & bottom-up, not to be coercive. not based on authority, but persuasion . Leaders and followers are the people in this relationship: both leaders and followers are doing leadership; all are active players , not necessary equal in doing the influence; more than one follower and more than one leader. Leadership in the 21st Century Joseph C Rost-"influence relationship

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 37 Leaders and followers intend real changes : promote and purposefully seek changes. changes intended must be substantial . The changes the leaders and followers intend reflect their mutual purposes: desired changes must reflect the wishes of the leader and the desires of the followers (Rost, 1991) Leadership in the 21st Century Joseph C Rost-"influence relationship

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 38 APPENDIX D Leadership - Influence Learning Innovation Existing State & Targeted State But How to Transform??

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 39 Transformed Educational Leaders have the Knowledge & Abilities to.. Critically Review & Design Curriculum Innovate Learning thru research-validated Science of Learning.. Collect Constructively Aligned Evidence of Quality Learning Outcomes Attainment & Design the Appropriate Remedial or Advancement Pathways

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 40 Cognitive Knowing, the Head The KNOWLEDGE from declarative to functioning Intellectual Skills (FC) Reasoning Skills-Evidences (3+1)H? LEARNING IS A PERMANENT CHANGE BY CREATING MEANING VIA INTERACTION & MAKING LEARNING PERSONAL http://drjj.uitm.edu.my Affective Feeling, The Heart The CARE, Emotions The way to RESPOND Psychomotor Doing, The Hand , Body The SKILLS Psychomotor Doing, The Hand , Body The SKILLS MetaCognition The KNOWLEDGE of self, the way We learn & think

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 41 Knowledge (C-LOTS) Practical Skills (P) Thinking and scientific skills (C-HOTS) Communication skills (A) Social skills, teamwork and responsibility (A) Values, ethics, moral and professionalism (A) Information management and lifelong learning skills(A) Managerial and entrepreneurial skills (A) Leadership skills (A) Ministry of Higher Education Learning Outcomes Technical skills Professional skills

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 42 Critical thinking and problem solving skills (C)-LO3) Communication skills (A)-LO4 Group working skills (A)-LO5 Ethics and professionalism (A)-LO6 Lifelong learning and information management (A)-LO7 Entrepreneurship skills (A)-LO8 Leadership skills (A)-LO9 7 MOHE Soft Skills (KI-GSA) Professional skills

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 43 One of the most important goals of a university is to develop individuals who have advanced literacy skills in their discipline : people who can participate effectively by critiquing information and ideas and by contributing with rigour and creativity to new insights and knowledge , who are self-aware as learners , and who are rhetorically versatile, confident communicators able to adapt and contribute to the demands of employment and life in a changing society and wider world . Demand of HE Education-Nurture Deep Learners http://drjj.uitm.edu.my “ A university is an institution that provides experiences for intense interaction between students & teachers ” – Syed Naquib quoted by Deputy Minister of HE at the opening of EDUCATE conference, Nikko Hotel, Oct 7 th , 2010

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 44 http://drjj.uitm.edu.my Outcomes-Based Education (OBE) is a philosophy , an approach to education based on products of learning experiences Integrates Constructively Aligned TLAs, Assessment & Grading to the Finished Product, the Learning Outcomes Involved Every stakeholders of higher education Prepares graduates as knowledgeable & responsible citizens Outcomes-Based Curriculum Design & its Aligned Assessment What is OBE??

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 45 Outcomes-Based

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 46 If students are to learn desired outcomes in a reasonably effective manner , then the teacher’s fundamental task is to get students to engage in learning activities that are likely to result in their achieving those outcomes ...It is helpful to remember that what the student does is actually more important in determining what is learned than what the teacher does. Thomas J. Shuell (1986) cited in Biggs and Tang (2007) Learning vs Instruction

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 47 Today we have the knowledge and tools to actualize a vision of human development on a scale never before possible. A rich array of research has accumulated on student development, learning, teaching, and academic organizations . There are practical, research- based methods that, together, constitute a new standard of good practice in our profession . Thomas J. Shuell (1986) cited in Biggs and Tang (2007) Learning vs Instruction

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 48 http://drjj.uitm.edu.my Instructional/Educational Leadership The Capacity to Release & Engage Human Potential in the Pursuit of Common Cause

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 49 Curriculum Design - Content-Based List of Topics & Subtopics SYLLABUS from Textbooks No Learning Outcomes Specified Only Objectives - What we will do The Existing State Instruction Paradigm Academic staff are transmitters TLAs-Transmittalist I lecture You Listen & Jot Down Drill & Practice

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 50 Knowledge merely Declarative & Procedural Knowledge can be "TRANSFERRED" via listening Assessment are ALL SUMMATIVE-EVALUATIVE Single Snapshots, Single Method, Written-Based The Existing State Instruction Paradigm Measurements are Rigid (Limited & Short Timing) Address Low Complexity-shallow understanding Quizzes, Tests Examinations Fragmented as per topics

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 51 “A paradigm shift is desirable in world-wide education. Under the traditional, dominant ‘Instruction Paradigm’ schools and colleges are institutions that exist to provide instruction . It is to be hoped that a ‘Learning Paradigm’ might eventually take hold, whereby educational institutions in all countries would exist to produce learning . This shift is both needed and wanted, and it would change everything .” Barr & Tagg (1995). “From Teaching to Learning: A New Paradigm for Undergraduate Education” . Paraphrase by Hake, R. “ Measuring Teaching and Learning Performance: Interconnected Issues”. So Why Bother Shifting??

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 52 Most assessment efforts were implemented without a clear vision of what "higher" or "deeper" learning is and without an understanding of how assessment can promote such learning . Our piecemeal attempts stem partly from a mechanistic, additive model of assessment , which needs to be replaced by a transformative assessment-as-culture-change model if we’re to make real progress . So Why Bother Shifting?? Assessment Efforts Don't Improve Learning initiatives have been implemented without a deep understanding of what "collegiate learning" really means and which strategies are likely to promote it ; initiatives have, for the most part, been attempted piecemeal within and across institutions . Peter Ewell’s argument In his December 1997 AAHE  Bulletin  article "Organizing for Learning," that the two common flaws in our change strategies that caused assessment NOT leading to learning improvement are: Angelo, T. (1999). Doing Assessment As If Learning Matters Most. AAHE Bulletin. May 1999. Accessed Dec 2 nd , 2011. http://education.gsu.edu/ctl/outcomes/Doing%20Assessment%20As%20If%20Learning%20Matters%20Most.htm

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 53 " Although engineering students used memorized formulas successfully to solve physics problems , there were 'widespread misconceptions' when they were required to provide 'coherent verbal descriptions of abstract concepts‘ inherent in the problems . After watching their teachers work 1,000 problems in class and solving another 3,000 themselves outside class, 'after four years, engineering students showed negligible improvement in problem-solving skills.“ Gardiner, L.F. . “Why We Must Change: The Research Evidence ”, Thought and Action, 14(1), pp.71-88.  Available electronically at  http://www2.nea.org/he/heta98/s98pg71.pdf . So Why Bother Shifting?? Physics Education Research-Validated Learning evidences since the 1980’s leading to Valid & Reliable Measuring Instruments such as the revolutionary Force Concept Inventory (FCI) & the inclusion of Physics Education Research as a branch of physics & reported in Physical Review Special Topics—Physics Education Research

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 54 Ernest L. Boyer, in his influential book  Scholarship Reconsidered: Priorities of the Professoriate  (Carnegie Foundation, 1990), concluded that “the work of the professoriate might be thought of as having four separate, yet overlapping, functions. These are: the scholarship of  discovery ; the scholarship of  integration ; the scholarship of  application ; and the scholarship of  teaching .” This conceptualization of scholarship elevates the traditional role of teaching from “a routine function, tacked on” to an essential component of a professor’s scholarly life. Furthermore, Boyer argued that the academy should recognize and reward all four components of scholarship, including the scholarship of teaching . So Why Bother Shifting?? Ernest L. Boyer. (1990).  Scholarship Reconsidered: Priorities of the Professoriate  (Carnegie Foundation, 1990) . Boyer was then the president of the Carnegie Foundation for the Advancement of Teaching. http://cft.vanderbilt.edu/teaching-guides/reflecting/sotl/#what1

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 55 Group Activity 21st Century Educational Leadership Time 20 mins Your task: Discuss the relevant transformation of Educational Leadership focusing on Curriculum (planning, TLAs & Assessment) Rule : Everyone in the group MUST contribute Ask the questions: WHAT kinds of learning do you value most in transforming curriculum (planning, TLAs & Assessment) to align with the NHESP (PSPTN)? HOW will these values be translated in action plans at the classroom level, program level and institutional level?

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 56 So HOW to Begin the TRANSFORMATION The Paradigm Shift-Metacognition

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 57 You do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers. You must talk about what you are learning, write reflectively about it, relate it to past experiences, and apply it to your daily lives. You must make what you learn part of yourselves.”   -Source:"Implementing the Seven Principles: Technology as Lever" by Arthur W. Chickering and Stephen C. Ehrmann “Learning is not a spectator sport . So HOW to Begin?? Recognize

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 58 Transform - Towards Learning Paradigm Assessment-Culture of Evidence Multiple Assessment Tasks for Learners to PROVIDE & VALIDATE EVIDENCES Indirect Evidence of Learning (Survey - Perceptions of Learning Experiences) Assessment - OBA - FOR LEARNING FORMATIVE - DIAGNOSE-FEEDBACK-CONTINUOUS SUMMATIVE - OF LEARNING Multiple Complexity (HOTS-Problem-Based Task)

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 59 Deep Understanding-Reasoning-Skills-Responses Align with Learning Outcomes Attainment FAIR-VALID-RELIABLE GRADING - OBG PRE-DETERMINED, SHARED & AGREED UPON PERFORMANCE STANDARDS Transform - Towards Learning Paradigm Assessment-Culture of Evidence

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 60 Dr. J.J. J ourney towards E nrichment and B alance utilizing A rts and Sciences in T eaching & Learning

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 61 http://drjj.uitm.edu.my Level 2 Level 3 Level 1 Blame Students Level 2 Blame Teachers Pictures from the Video Understand Understanding & Teach Teaching

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 62 Constructive Alignment Source: Felder.,R.M., Brent, Rebeca (2003). Designing and Teaching Courses to Satisfy the ABET Engineering Criteria. Journal of Engineering Education , 92 (1), 7-25 Students CONSTRUCT MEANING from what they learn Curriculum is designed so that the learning activities and assessment tasks are aligned with the learning outcomes that are intended in the course .

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 63 63 Appendix E What Does A University Value Vision-Mission-Values http://drjj.uitm.edu.my

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 64 http://drjj.uitm.edu.my What does USM Value Vision-Mission-Value Vision     "Transform  Higher Education  for Sustainable Tomorrow“ Mission     …………… empowers future talents and  enables  the bottom billions to transform their socio-economic well-being. Value     Value, Equality, Availability, Accessibility, Affordability, Appropriateness      Thrust      The Future, Uniqueness, Sustainability, Humanity, Universality,  Change ,

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 65 http://drjj.uitm.edu.my What does MU Value Vision-Mission-Value Vision     To be an internationally renowned institution of  higher learning  in research, innovation, publication and teaching. Mission     To advance knowledge and  learning  through quality  research and education  for the nation and for humanity. Value  Integrity, Professionalism, Respect, Mertocracy, Academic Freedom, Teamwork, Open-mindedness, Creativity, Accountabily, Social Responsibility  

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 66 http://drjj.uitm.edu.my What does UMS Value Vision-Mission-Value Vision     To become an exemplary  university  of internationally acknowledged stature and a scholarly institution of choice for both students and academics through the pursuit of excellence in teaching, research and scholarship Mission    To generate, disseminate and apply knowledge strategically and innovatively to enhance the quality of the nation's culture  and prosperity of its people.

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 67 http://drjj.uitm.edu.my What does UMS Value Vision-Mission-Value Vision     To become an exemplary  university  of internationally acknowledged stature and a scholarly institution of choice for both students and academics through the pursuit of excellence in teaching, research and scholarship Mission    To generate, disseminate and apply knowledge strategically and innovatively to enhance the quality of the nation's culture  and prosperity of its people.

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 68 http://drjj.uitm.edu.my What does UPM Value Vision-Mission-Value Vision     To become a university of international repute Mission    To make  meaningful  contributions towards wealth creation, nation building and universal human advancement through the exploration and dissemination of knowledge. 

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 69 http://drjj.uitm.edu.my What does UiTM Value Vision-Mission-Value Vision     To establish UiTM as a premier university of outstanding scholarship and academic excellence capable of providing leadership to Bumiputeras’s dynamic involvement in all professional fields of world-class standards in order to produce globally competitive graduates of sound ethical standing. Mission    To enhance the knowledge and expertise of Bumiputeras in all fields of study through professional programmes, research work and community service based on moral values and professional ethics.

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 70 APPENDIX F TLA's & ASSESSMENT A PREVIEW

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 71 “Deliberate and focused instructional design requires us as teachers and curriculum writers to make an important shift in our thinking about the nature of our job. The shift involves thinking a great deal, first, about the specific learning sought, and the evidence of such learning, before thinking about what we, as the teacher, will do or provide in teaching and learning activities . Though considerations about what to teach and how to teach it may dominate our thinking as a matter of habit, the challenge is to focus first on the desired learning from which appropriate teaching will logically follow” Outcome-Based Curriculum Design Designing Backwards http://drjj.uitm.edu.my Source: Understanding by Design by Grant Wiggins and Jay McTighe

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 72 Thinking about Teaching Level 3: SCL-What the student does.. Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies. http://drjj.uitm.edu.my What the student does and how that relates to teaching. Teaching supporting learning. No longer is it possible to say: ‘I taught them, but they didn’t learn.’ Expert teaching includes mastery over a variety of teaching techniques, but unless learning takes place, they are irrelevant; the focus is on what the student does and on how well the intended outcomes are achieved . This implies a view of teaching that is not just about facts, concepts and principles to be covered and understood, but also to be clear about: What it means to ‘understand’ content in the way that is stipulated in the intended learning outcomes . What kind of teaching/learning activities are required to achieve those stipulated levels of understanding . Then follow the key questions: How do you define those levels of understanding as outcome statements? What do students have to do to reach the level specified? What do you have to do to find out if the outcomes have been reached at the appropriate level or not? Thinking about Teaching

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 73 http://drjj.uitm.edu.my Assessing declarative knowledge: Essay examinations Multiple choice questions Open-book examinations Closed-book examinations Tests and quizzes Assignments Ordered outcome items Letter to a friend Presentations Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies. Assessing functioning knowledge: Projects (individual) Projects (group) Portfolios Practicums Laboratories Reflective journals Case studies Presentations Assignments Rapid assessments methods (for large classes): Concept maps Venn diagrams Three-minute essays Gobbets Outcomes-Based Assessment Methods of Assessment

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 74 What is a Force?

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 75 Explain, in depth what is a Force? An “A” student’s response : As like a “C” student plus Newton’s laws of motion best describes how these changes occur. In fact, he asserts that forces cause an object’s position and hence its speed to change. Prolong and constant exertion of the force will cause a constant change of its speed or direction or both. But in the world of atoms and subatomic particles, Newton’s laws begin to breakdown especially at speeds close to the speed of light… In addition to visible forces, invisible forces also exist. …. & more A “C” student’s response could be: Forces are agents of change. Physically, a force can be visually observed as changing the position of a stationary object or changing either the speed or the direction or both if the object was initially in motion. SYLL Test Lab SYLL Test Lab

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 76

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 77 OBA-Task-Write letter to a friend As he was talking about MQF, he put up these words that were circled and connected these words with other words.. He claimed the linking between these words, a term he coined proposition is a very strong visual representation of what is in our mind. He indicated the similarity and difference between this so called knowledge representation with the mind map. I wasn’t’ quite sure what it all meant and then it struck me like a lightning bolt how these very familiar terms I had always argued with you. Amazingly, they were linked up smoothly in this visual representation called Concept Map….. Linking 2 terms or concepts together by using linkwords not only clarify the connection between them but also appeared to be a scientific claim of some sort.. My dear EF, it has been a while since we last wrote to each other. So, I decide to enlighten you with an interesting character I met today.. He puts on a contagious smile and his outlook is quite dashing I must say.. But what I really wanted to share with you today is the new and interesting learning experience I had while with him… Oh, did I mention that he knows CK??... Will write to you about that in another letter..

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 78 http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 79 Use this list for Your CLO & LLO

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10/25/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 80 You can know the name of a bird (or element) in all the languages of the world, but when you're finished, you'll know absolutely nothing whatever about the bird (or element)... So let's look at the bird to see what it's doing—that's what counts.  I've learned very early the difference between knowing the name of something and knowing something. —Richard Feynman http://drjj.uitm.edu.my Reflections

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