DRJJ-USM-CDAE2013-SCL-31102013

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My keynote presentation at the USM Yearly seminar on Learning & Teaching organised by the Center of Development for Academic Excellence. (CDAE) Four keynote presenters: Prof Grace, the VC, Univ of Phillipines Open Univ, Prof Zalina, USM Kubang Kerian campus, [Prof Dr. Amin Embi, UKM, Dr Aishah, Engineering Faculty MU] (recipients of the National Academic Teaching Award for Teaching), the VC of USM and myself (recipient of the 2010 National Academic Award in Teaching - Pure Science). List of past recipients. http://www.mohe.gov.my/aan2011/pemenang.htm

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 1 1 Learning Tasks & Learning Materials Login to Blendspace Materials for this talk http://blnds.co/17mn01d Login to Padlet to comment http://padlet.com/wall/ctzg061qwx http://blnds.co/17mn01d Kinds of Learning Valued & The Role of Student- (Learner)-Centered Approach to Meaningful Learning Dr JJ, UiTM Shah Alam +60193551621 http://drjj.uitm.edu.my http://padlet.com/wall/ctzg061qwx Or Google “dr jj”. Click 2013

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 2 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 2 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 2 Kinds of Learning Valued & The Role of Student- (Learner)-Centered Approach to Meaningful Learning Dr JJ was conferred the coveted & prestigious (HE) 2010 Anugerah Akademik Negara, (Science Teaching) Award, Oct 10 th , 2011 Universiti Sains Malaysia Yearly Seminar on Learning & Teaching Theme: “A New Culture of Learning & Teaching” KEYNOTE ADDRESS, Cultural Hall, USM, Penang & Health Campus, Kelantan Jaafar Jantan aka Dr JJ . 31 st Oct/17 th Nov, 2013 Howard Gardner Edward DeBono Edward DeBono Koïchiro Matsuura Director General of UNESCO 1999-2009 This presentation is available on my website : Link 2013 DrJJ-USM-CDAE2013-SCL-25102013 ((ppt-pdf) “You have to learn the rules of the game , and then you have to play better than anyone else .” - Einstein “If we always do what we've always done, we will get what we've always got .” Adam Urbanski

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 3 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 3 Pre/Post Test Using the Oft-Cited FCI FCI - Force Concept Inventory, a research vaidated conceptual inventory assessment instrument published in1992 by Hestenes et. al. 30 items, 5 options MCQ. Choices were selected from participants’ responses during F2F interviews. The average normalized gain for a course is <g> < g> = [%< G> / %< G> max = [%< S f >-%< S i >] /[100 - %< S i >] < S f > = post class avg < S i > = pre class avg N=6542 N 14T =2084 Source: Hake, R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses . Am. J. Phys. 66 ~1!, January 1998 <g> 14T =0.23 N 48IE =4458 <g> 48IE =0.48

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 4 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 4 http://drjj.uitm.edu.my The Scope - Reflect on Existing L&T Practices The Problem-Posing Approach (The Learning Paradigm) ?? Which approach of education have you/we and will you/we embrace, practice and assess? Hope this talk will motivate you to reflect on your L&T approaches and methods to its alignment on the targeted take-away Philosophical Approach to L&T Do We Understand How Students Learn?? Do We Understand Why We Teach the Way We Do? Banking Approach (Instruction Paradigm) or Are We Contented with the Way We Teach??

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 5 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 5 http://drjj.uitm.edu.my Fact is.. WISDOM in Making Choices “ 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. 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... ”

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 6 6 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 7 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 7 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 8 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 8 Transform A Change of State Responsible Citizen Purpose of A University Education Meaningful Learning

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 9 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 9 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 10 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 10 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 11 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 11 http://drjj.uitm.edu.my What does USM Value?? Vision : " Transform (ation)   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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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 12 “ If you stand for nothing you will fall for anything ‘ ' Control your own destiny or someone else will '. “ Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity What KINDS of LEARNING & Knowledge do YOU VALUE?? OR it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world . ”  -   Paulo Freire ,  Pedagogy of the Oppressed AND Making Meaning of their experiences

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 13 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 http://drjj.uitm.edu.my Freire on Education The Instruction Paradigm..XX Paulo Freire (1993): Chapter 2, PEDAGOGY OF THE OPPRESSED. New York: Continuum Books, 1993. . http://www2.webster.edu/~corbetre/philosophy/education/freire/freire-2.html . Accessed Oct 28 th , 2013. The “banking concept ,” as termed by Freire, is essentially an act that hinders the intellectual  growth  of students by turning them into, figuratively speaking, comatose “receptors” and “collectors” of information that have no real connection to their lives . "Implicit in the banking concept is the assumption of a dichotomy between human beings and the world: a person is merely in the world, not with the world or with others; the individual is a spectator, not re-creator . … " Education thus becomes an act of depositing , in which the students are the depositories and the teacher is the depositor . Instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat ..”

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 14 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 http://drjj.uitm.edu.my Freire on Education Liberating the Human Mind Paulo Freire (1993): Chapter 2, PEDAGOGY OF THE OPPRESSED. New York: Continuum Books, 1993. . http://www2.webster.edu/~corbetre/philosophy/education/freire/freire-2.html . Accessed Oct 28 th , 2013. “ Knowledge emerges only through invention (learn, unlearn, construct, understand concepts and its application) , and re-invention (re-learn, re-configure, innovate, create) through the restless, impatient, continuing , hopeful inquiry human beings pursue in the world, with the world, and with each other .”

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Howard Gardner INNOVATE Deliberate Change in a POSITIVE direction The CRAFT - The ARTS J ourney towards E nrichment and B alance utilizing A rts and Sciences in T eaching & Learning Arts - How we teach Science - Why we teach, the way we do Journey-Pathway Enrichment-Developing Potential Balance-Holistic TSWZ, DIB, me

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 16 ' I imagine a school system that recognizes learning is natural , that a love of learning is normal , and that real learning is passionate learning . A school curriculum that values questions above answers … creativity above fact regurgitation … individuality above conformity .. and excellence above standardized performance ….. And we must reject all notions of 'reform' that serve up more of the same: more testing, more 'standards', more uniformity, more conformity, more bureaucracy . Tom Peters Author 'Re-imagine' www.tompeters.com I value Education as Meaningful Learning Liberating the Mind

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 17 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 18 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 19 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 19 TRANSFORM Change

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 20 http://drjj.uitm.edu.my The Initial State Content-Based Curriculum Providing Instruction Quiz-Test-Exam Report Grades

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 21 Curriculum Design - Content-Based List of Topics & Subtopics SYLLABUS from Textbooks No Learning Outcomes Specified Only Objectives - What we will do Not tied to other courses The Existing State Instruction Paradigm Academic staff are transmitters TLAs- Transmittalist I lecture You Listen & Jot Down Drill & Practice

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 22 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 aka “JSU”

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 23 11/16/2013 http://drjj.uitm.edu.my Definition of SCL Student-Centered Learning “We don't need no education We don't need no thought control No dark sarcasm in the classroom Teachers leave them kids alone Hey! teachers! leave the kids alone! All in all you're just another brick in the wall. All in all you're just another brick in the wall .” Pink Floyd: Another brick in the Wall (1979)

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 24 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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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 25 http://drjj.uitm.edu.my Source: Glickman, C. (1991). Pretending not to know what we know. Educational Leadership, 48(8), 4-10 " Effective teaching is not a set of generic practices , but instead is a set of context-driven decisions about teaching . Effective teachers do not use the same set of practices for every lesson (Pedagogical Content Knowledge - the art & craft of teaching). . . Foundations for Refining Instructional Practices Instead, what effective teachers do is constantly reflect about their work , observe whether students are learning or not, and, then adjust their practice accordingly ”

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 26 11/16/2013 http://drjj.uitm.edu.my Definition of SCL Student-Centered Learning “Student-Centred Learning represents both a mindset and a culture within a given higher education institution and is a learning approach which is broadly related to, and supported by, constructivist theories of learning . It is characterised by innovative methods of teaching which aim to promote learning in communication with teachers and other learners and which take students seriously as active participants in their own learning , fostering transferable skills such as problem-solving, critical thinking and reflective thinking . Source: Student-Centred Learning: Toolkit for students, staff and higher education institutions European International & The European Students Union. Brussels 2010. Accessed Jan 5 th , 2012. http://www.esu-online.org/resources/6068/Student-Centred-Learning-Toolkit/

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 27 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 28 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 28 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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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 29 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 29 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 30 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 30 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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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 31 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 31 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

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 32 INNOVATE - JUST GO BEYOND...... How do we find out who we are and what we are truly capable of.. JUST GO BEYOND...... How do we rise above challenges , announce “here I am” To see hope where others see none . To find our own way, to step into the unknown . To discover new wonders and new horizon. To never say i can’t . To be the one that makes a difference . The one who dares to dream How do we surpass our limits . To find the strength we never knew we had To keep learning and keep growing . With no fear of failure To reach out to others , no matter who they are To stand tall and stand firm for what we believe in To keep trying , to color the lives of others

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 33 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 33 APPENDIX A - ABOUT ME

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 34 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 34 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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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 35 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 35 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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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 36 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 36 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 37 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 37 “ 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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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 38 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 38 APPENDIX B Concept of LEARNING & WHY WE MUST CHANGE

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 39 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 39 "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 40 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 40 “...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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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 41 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 41 “...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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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 42 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 42 APPENDIX D Leadership - Influence Learning Innovation Existing State & Targeted State But How to Transform??

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 43 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 43 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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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 44 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 44 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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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 45 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 45 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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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 46 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 46 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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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 47 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 47 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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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 48 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 48 Outcomes-Based

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 49 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 49 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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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 50 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 50 “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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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 51 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 51 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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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 52 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 52 " 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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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 53 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 53 So HOW to Begin the TRANSFORMATION The Paradigm Shift-Metacognition

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54 “You do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers.”   -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 “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.

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 55 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 55 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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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 56 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 56 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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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 57 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 57 Dr. J.J. J ourney towards E nrichment and B alance utilizing A rts and Sciences in T eaching & Learning

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 58 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 58 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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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 59 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 59 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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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 60 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 60 60 Appendix E What Does A University Value Vision-Mission-Values http://drjj.uitm.edu.my

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 61 Universiti Utara Malaysia Vision and Mission http://drjj.uitm.edu.my Consistently be a pre-eminent centre of academic excellence in teaching and learning in the field of management Vision : Become an Eminent Management University Source: http://www.uum.org.my/en/vision-and-mission Note : The bullets were extracted by Dr JJ from UUM official mission statement Consistently be a pre-eminent centre of academic excellence in research, consultancy, and publication in the field of management, Mission Statement : Consistently bring forth highly competent human capital that is commited to serving in the development of the nation and all humanity .

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 62 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 62 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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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 63 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 63 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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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 64 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 64 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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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 65 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 65 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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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 66 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 66 APPENDIX F TLA's & ASSESSMENT A PREVIEW

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 67 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 67 “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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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 68 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 68 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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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 69 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 69 What is a Force?

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 70 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 70 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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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 71 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 71

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 72 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 72 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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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 73 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 73 http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 74 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 74 Use this list for Your CLO & LLO

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 75 11/16/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 75 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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