PSPTN Level 1-KIT2013-DRJJ-AKEPT-PSPTN-CAPs-07112013

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National Higher Education Strategic and Action Plan (PSPTN) and Critical Agenda Projects. Elevating higher education towards nurturing intellectual capitals needed for Malaysia's Vision 2020 and beyond. A lecture for the new lecturers' succession plan. An innovative and transformational leadership program initiated by AKEPT, MOHE.

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 1 Learning Tasks & Learning Materials Login to Blendspace Materials for this talk http://blnds.co/1hc02NI http://blnds.co/1hc02NI

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 2 11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 2 email: [email protected], [email protected] , [email protected];. Website: http://drjj.uitm.edu.my ; HP#:+60193551621 National Higher Education Strategic Plan & CAPs NHESP (PSPTN)-NHEAP 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, Jaafar Jantan aka Dr JJ. Oct-Nov, 2013 Howard Gardner Edward DeBono Edward DeBono Koïchiro Matsuura Director General of UNESCO 1999-2009 "Nothing in life is to be feared It is to be understood.." Marie Curie This presentation is available on my website: DrJJ-AKEPT-PSPTN-CAPs-25102013 ((ppt-pdf)

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 3 3 Objective & Learning Outcome http://drjj.uitm.edu.my Upon completion of this learning activity, you will be able to : ( YOUR TAKE AWAY) SUMMARIZE , by emphasizing on Quality Learning &Teaching , the impact of NHESP & NHEAP, on your role as transformational & innovative faculty members & future educational leaders of a public HEP, in steering Malaysia towards 2020 . TLA s: Interactive Engagement. Evidence/Performance Indicator : A letter to a friend discussing the direct impact of NHESP (PSPTN) & NHEAP (PTPTN) on your role as faculty members & future educational leaders of a public HEP. Objective (what I will do) : Engage you with the framework of NHESP & NHEAP along with the CAPs focusing on educational leadership regarding T&L and its challenges for you as future managers & leaders

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 4 4 Your Assessment Task Individual Task http://drjj.uitm.edu.my Write a letter to a friend or anyone of your choice . Your letter will provide brief description of the NHESP (PSPTN) transformation framework, the Action Plans and the CAPs. Following that, you will summarize the impact of NHESP in general , and t he Learning & Teaching action plans in particular , on your role as a transformational & innovative faculty member & future educational leader . {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 [email protected] & cc to [email protected] gmail.com Viber-Whatsapp-HP:+60193551621

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 5 5 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 enhance academic excellence and organisational management by providing LEADERSHIP through INFLUENCE RELATIONSHIP (winning the heart approach) so as to Initiate, Execute, Assess, Evaluate and Improve the T&L for new and existing faculty members in your program, faculty or institution. Every group members will take turn to speak during the presentation. Present your outcomes to the learning community. Be CREATIVE & INNOVATIVE in your proposal

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 6 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 7 1. Butterfly afterimage. Retrieved from http://www.optical-illusionist.com/ . June 7 th , 2012. 2. Erik Johannson . Mind-boggling Photo Manipulations. Retrieved from http://www.dailymail.co.uk/news/article-1209399/The-mind-Boggling-photo-manipulations-turn-everyday-snaps-stunning-works-art.html . June 7th, 2012

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 8 Assessment Task http://drjj.uitm.edu.my A discussion involves examining the various reasons for and against some claim, or a multi-faceted exploration of some topic/issue. The core meaning of ‘discussion’ is a conversation between two or more people, and so a discussion  here  should have at its heart the even-handed consideration of a topic, looking at it from various sides . This involves more than reciting facts or describing something .  It is closer to evaluation , only it neither requires nor expects you to come down on one side of the issue .  You need to make use of background information surrounding that claim or topic/issue. The verb Discuss :

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 9 Source: Project Report: Developing a Bartlett Strategy for Innovative Learning http://www.ucl.ac.uk/calt-extra/secondments/reports/%23BAR-2%2C%20Louie%20Sieh%20-%20final%20report3.pdf. Accessed Mar 28 th , 2012. Concept of Innovation ‘ Innovation ’ is defined in the Concise Oxford Dictionary as the bringing in of “new methods, ideas, etc”. To innovate simply means to “make changes ”. “ Innovative learning is a deliberate change in a positive direction that originates from those directly involved in the act of learning or teaching ”.

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 10 The TWSIA committee defines an innovative course or educational experience as one that, by design, engages and challenges students , resulting in greater student interest, a deeper level of understanding and/or a lasting change in the students' perception of an issue or topic . The innovative method, practice or strategy used may not be new in the world, but its implementation may be out of the ordinary in your field of practice or new to you . It is more than simply using new technologies; rather it is an approach to teaching and learning that results in a much-enhanced, even transformative, educational experience for students . Concept of Innovation Source: SAKAI (vibrant community cretating tech that enhances teaching, learning & research) project. TWSIA (teaching With SAKAI Innovation Award) 2011 Definition of Innovation. https://confluence.sakaiproject.org/display/PED/TWSIA+2011+Definition+of+Innovation. Accessed March 28th, 2012

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 11 Setting the Stage [ends in mind] VISION 2020 9th Malaysian Plan National HE Philosophy MOHE: "Menerajui Kegemilangan Ilmu" "Leading the Knowledge Empowerment" Learn, Unlearn & Relearn Uncover & Discover Targets for Your Graduates.. Where are we going??

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 12 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 13 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 14 “.. Pendidikan di Malaysia adalah suatu usaha berterusan ke arah memperkembangkan potensi individu secara menyeluruh dan bersepadu untuk melahirkan insan yang seimbang dan harmonis dari segi intelek, rohani, emosi dan jasmani, berdasarkan kepercayaan dan kepatuhan kepada Tuhan . Usaha ini adalah bertujuan untuk melahirkan warganegara Malaysia yang berilmu pengetahuan, berakhlak mulia, bertanggungjawab dan berkeupayaan mencapai kesejahteraan diri serta mampu memberikan sumbangan terhadap keharmonian dan kemakmuran keluarga, masyarakat dan negara ”. Source: NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010; Triggering Higher Education Transformation AUGUST 27, 2007 NATIONAL HIGHER EDUCATION LONG-TERM STRATEGIC PLAN Education ACT 1996: For Higher Education

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 15 Source: World Bank (2007). Malaysia and the Knowledge Economy: Building a World-Class Higher Education System. Retrieved June 7 th , 2012 from http://siteresources.worldbank.org/INTMALAYSIA/Resources/Malaysia-Knowledge-Economy2007.pdf NATIONAL HIGHER EDUCATION LONG-TERM STRATEGIC PLAN World Bank Report on Malaysia HE: March 2007 “… The Malaysian Higher Education reforms will need to focus on : choosing more effective governance and financing models; improving the overall quality of the universities with a focus on academic programs, faculty management, and student learning ; equipping university graduates with the tools necessary for a knowledge-based economy; strengthening the national innovation system by creating stronger links between Malaysian firms and universities”

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 16 Source: Mentransformasikan Pengajian Tinggi melalui Pelan Strategik Pengajian Tinggi Negara (PSPTN). PEJABAT PENGURUSAN PROGRAM (PMO) MINISTRY OF HIGHER EDUCATION NATIONAL HIGHER EDUCATION LONG-TERM STRATEGIC PLAN PSPTN documents can be downloaded ftom http://www.mohe.gov.my/transformasi/ . Retrieved June 2012 OBJECTIVE of NHESP: Elevate our economy in an ever increasing chain of values. Elevate our country’s knowledge and innovative abilities along with nurturing FIRST CLASS MENTALITIES . Deal with the prolonged socioeconomic imbalance constructively and productively. Elevate the level of life quality and it preservation . Strengthening the institutional abilities and its implementation strategies.

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 17 Source: Mentransformasikan Pengajian Tinggi melalui Pelan Strategik Pengajian Tinggi Negara (PSPTN). PEJABAT PENGURUSAN PROGRAM (PMO) MINISTRY OF HIGHER EDUCATION NATIONAL HIGHER EDUCATION LONG-TERM STRATEGIC PLAN PSPTN documents can be downloaded ftom http://www.mohe.gov.my/transformasi/ . Retrieved June 2012 OBJECTIVE of NHESP: WHY K, I & First Class Mentality?? Face challenges in a knowledge & innovation based economic development Transform HE in the context of being an excellent international hub for HE Ensure human capital development is balanced by meeting the needs of the industry and the future challenges.

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 18 Source: NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010; Triggering Higher Education Transformation AUGUST 27, 2007 NATIONAL HIGHER EDUCATION LONG-TERM STRATEGIC PLAN PSPTN documents can be downloaded ftom http://www.mohe.gov.my/transformasi/ . Retrieved June 2012 OBJECTIVE of NHESP: Increase Malaysian’s knowledge & innovative abilities & to nurture first-class mentalities

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 19 Group Activity Human Capitals with First Class Mentality Your task: Brainstorm and discuss characteristics of: 3 rd class mentality human capital 2 nd class mentality human capital 1 st class mentality human capital Rule : Everyone in the group MUST contribute Ask the question, HOW will we KNOW the different classes when we observe or engage with an individual? Which class would you rate yourself/group??

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 20 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 21 http://drjj.uitm.edu.my NATIONAL HIGHER EDUCATION LONG-TERM STRATEGIC PLAN Transformation Framework Institutional Pillars 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

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 22 Widening Access and Enhancing Equity Improving the Quality of Teaching and Learning Enhancing Research and Innovation Strengthening Institutions of Higher Education Intensifying Internationalisation Enculturation of Lifelong Learning Reinforcing the Higher Education Ministry’s Delivery System Source: NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010; Triggering Higher Education Transformation AUGUST 27, 2007 NATIONAL HIGHER EDUCATION LONG-TERM STRATEGIC PLAN The National Higher Education Strategic Plan outlines the 7 key thrusts PSPTN documents can be downloaded ftom http://www.mohe.gov.my/transformasi/ . Retrieved June 2012

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 23 http://drjj.uitm.edu.my NATIONAL HIGHER EDUCATION LONG-TERM STRATEGIC PLAN Crtical FOCUS-In Realizing PSPTN CAPs at HEPs

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 24 Phase 1: Laying the Foundation (2007-2010) Phase 2: Strengthening and Enhancement (2011-2015) Phase 3: Excellence (2016-2020) Phase 4: Glory and Sustainability (beyond 2020) Source: NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010; Triggering Higher Education Transformation AUGUST 27, 2007 NATIONAL HIGHER EDUCATION LONG-TERM STRATEGIC PLAN The National Higher Education Strategic Plan outlines the key thrusts in four distinct phases: PSPTN documents can be downloaded ftom http://www.mohe.gov.my/transformasi/ . Retrieved June 2012 Phase 2: Transform Malaysia as An Excellent Global HE Hub (focal point) "Meneraju Kegemilangan Ilmu"

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 25 http://drjj.uitm.edu.my NATIONAL HIGHER EDUCATION LONG-TERM STRATEGIC PLAN CAP Implementation at IPTAs

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 26 Rejuvenate HE

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 27 Source: NHESP (PSPTN) (2007). Laying the Foundations Beyond 2020. MOHE PSPTN Phase 1 Competent Graduates Intellectual Capitals

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 28 Source: NHESP (PSPTN) (2007). Laying the Foundations Beyond 2020. MOHE Perseverance Resilience Outcomes-Based Teaching & Learning (OBTL) PSPTN Phase 1

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 29 Source: NHESP (PSPTN) (2007). Laying the Foundations Beyond 2020. MOHE PSPTN Phase 1

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 30 Source: Morshidi Sirat (2011). PSPTN 2 Jangkauan Global Malaysia:Dimensi Baharu. http://www.mohe.gov.my/portal/images/pdf/Seminar_JGM_20_sept_2011_PSPTN_2_JGM_(TKP_IPTA_JPT).pdf . Retrieved June 9 th , 2012 PSPTN Phase 2 Wooing/winning the Heart & Minds of National & International Stakeholders

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 31 PSPTN Phase 2 Source: Morshidi Sirat (2011). PSPTN 2 Jangkauan Global Malaysia:Dimensi Baharu. http://www.mohe.gov.my/portal/images/pdf/Seminar_JGM_20_sept_2011_PSPTN_2_JGM_(TKP_IPTA_JPT).pdf . Retrieved June 9 th , 2012

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 32 Knowledge Attributes: Mastery of core subjects and ability to apply that knowledge Mastery of Bahasa Malaysia and English, and at least one other global language. A continuing passion for knowledge through lifelong learning . Excellent general knowledge and interest in current events. Appreciation of the arts, culture and sports. Sound analytical and problem-solving skills . Awareness of business and management principles, and technology. Personal Attributes: Goal-oriented: proactive, self-starting, self- disciplined, confident, resilient, motivated, and fiercely competitive. Intellectually engaging: creative, innovative, and possessing critical thinking skills. Quick learner, adaptable, and flexible . Entrepreneurial. Ethically and morally upright. Spiritually grounded. Compassionate and caring (through volunteerism and social services). Interpersonal Attributes: Able communicator and effective presenter . Able to relate and be comfortable with people at all levels. Able to develop and leverage on personal and professional networks to achieve goals. Natural leader. Team player . MOHE’s Attributes of Human Capital with First-Class Mentality Rejuvenate HE

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 33 http://drjj.uitm.edu.my Transformation Framework Institutional Pillars 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 Transformation Framework LEADERSHIP Identifying and defining the required leadership roles at HEIs Institutionalising the right processes in the areas of selection, development, evaluation, and renewal Developing a pipeline of talents (grooming and succession planning) In conceptualising the leadership pillar, the MOHE considers the following as crucial: Leadership roles entrusted to VC’s / Rectors as Outstanding Educational Leaders

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 34 Learn, Unlearn & Relearn Uncover & Discover Translating NHESP & CAPs Focusing on Leadership in Learning & Teaching

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 35 National HE Action Plan 2007-2010 Laying the Foundation Thrust 2 Improve Teaching & Learning Learn, Unlearn & Relearn Uncover & Discover 3rd strategic objective of NHESPs Critical Agenda Project (CAP) on Leadership Enhancing Innovative Teaching & Learning leadership

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 36 http://drjj.uitm.edu.my Transformation Framework Institutional Pillars 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 Ensure attainment of Generic Student Attributes (Transferable skills) Improve Quality of: Curriculum HE Teachers (Professional) Supporting Staff Learning Environment 5 T&L CAP Strategic Objectives Transformation Framework Teaching & Learning

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 37 Uncover & Discover

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 38 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 39 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 40 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 41 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 42 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 43 APPENDIX A - ABOUT ME

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 44 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 45 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 46 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 47 “ 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 48 APPENDIX B Concept of LEARNING & WHY WE MUST CHANGE

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 49 "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 50 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 51 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 52 “...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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 53 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 54 “...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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 55 APPENDIX C Joseph C. Rost Leadership is Influence Relationship

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 56 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 57 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 58 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 59 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 60 APPENDIX D Leadership - Influence Learning Innovation Existing State & Targeted State But How to Transform??

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 61 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 62 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 63 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 64 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 65 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 66 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 67 Outcomes-Based

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 68 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 69 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 70 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 71 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 72 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 73 “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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 74 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 75 " 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 76 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 77 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 78 So HOW to Begin the TRANSFORMATION The Paradigm Shift-Metacognition

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 79 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 80 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 81 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 82 Dr. J.J. J ourney towards E nrichment and B alance utilizing A rts and Sciences in T eaching & Learning

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 83 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 84 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 85 APPENDIX E TLA's & ASSESSMENT A PREVIEW

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 86 “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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 87 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 88 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 89 What is a Force?

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 90 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 91

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 92 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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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 93 http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 94 Use this list for Your CLO & LLO

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11/6/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 95 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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