Koichiro Matsura Previous Director General Edward DeBono ... FSG Dec07... · AIM: This 1 -day talk...

Copyright DrJJ, ASERG, FSG, UiTM. March 2010 1

email: [email protected], [email protected]; [email protected]: http://drjj.uitm.edu.my; HP#:+60193551621

Koichiro MatsuraPreviousDirector General of UNESCO

Howard Gardner

EdwardDeBono


� Born & Raised in the state of Hang Jebat…� Early education at St. David’s, Science Malacca & SDAR (Seremban)� 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

� Practiced OBE & Active Learning on his own since 1997. � OBE, OBTL workshop speaker, facilitator & consultant at national level� Vice-Chair Asian Physics Education Network (ASPEN), UNESCO� Chair for ASPEN, MOSTI-UNESCO 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

DrJJ, Zollman, Law, TS Zul

http://drjj.uitm.edu.my


AIM: AIM: This 1This 1--day talk & workshop intends to provide you with an overview day talk & workshop intends to provide you with an overview

on the 21on the 21stst Century Curriculum Design & Constructive AlignmentCentury Curriculum Design & Constructive Alignment

The The objectives objectives (what (what II plan to do)plan to do) of this 1of this 1--day workshop are:day workshop are:

1.1. To describe the characteristics of 21st Century Learners & the To describe the characteristics of 21st Century Learners & the

OutcomesOutcomes--Based Education in Malaysian Higher Education Based Education in Malaysian Higher Education

curriculum design.curriculum design.

2.2. To describe with examples, the Program Educational Objectives To describe with examples, the Program Educational Objectives

((PEOsPEOs) & the Program Learning Outcomes () & the Program Learning Outcomes (PLOsPLOs). ).

3.3. To describe with examples the LOKI curriculum mapping.To describe with examples the LOKI curriculum mapping.

Agenda


AIM: AIM: This 1This 1--day talk & workshop intends to provide you with an overview day talk & workshop intends to provide you with an overview

on the 21on the 21stst Century Curriculum Design & Constructive Alignment (CA)Century Curriculum Design & Constructive Alignment (CA)

Learning OutcomesLearning Outcomes (what (what YOUYOU will know and be able to do)will know and be able to do)

Upon successful completion of this workshop, you will be able to:

1.1. DiscussDiscuss the relevance of Outcomesthe relevance of Outcomes--Based Education curriculum design Based Education curriculum design

on Malaysian Higher Education 21st Century Learners (on Malaysian Higher Education 21st Century Learners (conceptual conceptual

knowledgeknowledge--C2C2--LO1LO1).).

2.2. Formulate & communicateFormulate & communicate the Program Educational Objectives (the Program Educational Objectives (PEOsPEOs) )

and the Program Learning Outcomes (and the Program Learning Outcomes (PLOsPLOs). (). (HOTSHOTS--Functional Functional

KnowledgeKnowledge--LO3LO3--CTPS2CTPS2).).

3.3. Formulate & communicateFormulate & communicate the Diploma LOKI curriculum mapping. (the Diploma LOKI curriculum mapping. (HOTSHOTS--

Functional KnowledgeFunctional Knowledge--LO3LO3--CTPS2CTPS2).).

Agenda



Reflect & communicateReflect & communicate on the following tasks:

� What do you hope to achieve in this workshop??. Why are you herehere--HONESTY PlsHONESTY Pls..

‼‼ Write downWrite down your goalyour goal and statestate at least 3 learning outcomesat least 3 learning outcomes you intend to achieve. (cognitive?? Process?? Product??)

� How do you propose to effectively & meaningfully achieve the outcomes??

‼‼ List outList out your own committment in achieving the outcomesyour own committment in achieving the outcomes.-This is YOUR This is YOUR

contract with me..contract with me..� How can I facilitate your achievement of the intended outcomes?

‼‼ List outList out at least 3 specific tasks and actions that you expect me to doyou expect me to do in

facilitating your achievement. This will be my contract to youThis will be my contract to you…

Guidelines to perform the tasks• Individually, spend 5 minutes doing this task.• Pick a name for your learning community & a spokesperson.. Spend 7

minutes to discussdiscuss and concludeconclude the learning group’s decision on each of the task above.

• Pick a name for your learning group. Submit, in writingSubmit, in writing, & verbally communicate with the learning community the decision of the group. Include names, ranks, programs/course for each group member.

11/11/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 17



�� OutcomesOutcomes--BasedBased

�� InterdisciplinaryInterdisciplinary

�� ProjectProject--basedbased

�� ResearchResearch--drivendriven

�� Thematic & NOT textbookThematic & NOT textbook--driven driven

(textbook as a resource(textbook as a resource))

�� Connected to communityConnected to community

�� IncorporatesIncorporates

�� BloomBloom’’s HOTSs HOTS

�� Multiple IntelligencesMultiple Intelligences

�� Learning PreferencesLearning Preferences

�� Technology & multimediaTechnology & multimedia

�� Multiple Multiple literaciesliteracies

�� Authentic Assessment (tasks)Authentic Assessment (tasks)

�� Students work independently & Students work independently &

interdependentlyinterdependently


�� Knowledge is Knowledge is

�� constructedconstructed through research through research

and application, and and application, and connected connected

to previous knowledge, personal to previous knowledge, personal

experienceexperience, interests, talents , interests, talents

and passions and passions

�� is NOT memorization of factsis NOT memorization of facts

�� Assessment isAssessment is

�� demonstration of understanding demonstration of understanding

through application in a variety through application in a variety

of contextsof contexts

�� NOT REGURGITATIONNOT REGURGITATION

�� By self, peer & facilitatorsBy self, peer & facilitators

�� By By multiplemultiple ATsATs to show to show

achievement of achievement of CLOsCLOs

�� By using By using holistic rubricsholistic rubrics


1. Knowledge (K)

2. Practical Skills (P)

3. Social skills and responsibility (A)

4. Values, attitudes and professionalism (A)

5. Communication, leadershipleadership and team skills (P/A)

6. Problem solving and scientific skills (K/P)

7. Information management and lifelong learning skills(P/A)

8. Managerial and entrepreneurial skills (K/P/A)

1. Knowledge (K)

2. Practical Skills (P)

3. Thinking and scientific skills (P)

4. Communication skills (P)

5. Social skills, teamwork and responsibility (A)

6. Values, ethics, moral and professionalism (A)

7. Information management and lifelong learning skills(P)

8. Managerial and entrepreneurial skills (P)

9.9. LeadershipLeadership skills (A)

Prior to Dec2008Prior to Dec2008 ISIS


Te

ch

Te

ch

sk

illss

kills

Pro

fes

sio

na

lP

rofe

ss

ion

al

sk

illss

kills

Te

ch

Te

ch

sk

illss

kills

Pro

fes

sio

na

lP

rofe

ss

ion

al

sk

illss

kills


1. Critical thinking and problem solving skills (P)-LO32. Communication skills (P)-LO43. Group working skills (A)-LO54. Ethics and professionalism (A)-LO65. Lifelong learning and information management (A)-LO76. Entrepreneurship skills (P)-LO87. Leadership skills (A)-LO9


Pro

fes

sio

na

lP

rofe

ss

ion

al

sk

illss

kills


MQF Framework for Diploma levelMQF Framework for Diploma level--OutcomesOutcomes

MQF

MQF



MQF Framework for Diploma levelMQF Framework for Diploma level--OutcomesOutcomes

Knowledge & ComprehensionKnowledge & Comprehension• breadth, depth and complexity of knowledge for complex skills (degree of

emphasis on breadth as against depth of knowledge may vary between

qualifications granted at this level)

Intellectual SkillsIntellectual Skills• substantial degree of judgment for problem solving

Psychomotor SkillsPsychomotor Skills• perform a broad range of complex technical operations

Generic SkillsGeneric Skills• Communication & participation in teams • Exercise responsibility and substantial autonomy for own continuing

learning Some exercise of personal responsibility

• work related attitudes and ethics shown in exercise of responsibility and substantial autonomy for own output in work and responsibility for the work

of others

MQF




ALAM’s VISIONTo be a leader in maritime education and training

ALAM’s MISSIONTo facilitate value-added learning via conducive environment and providing

competent personnel to our clients in the maritime industry.

Programme Objectives are specific goals consistent with the mission consistent with the mission

and vision of the IHLand vision of the IHL, contains the 9 MOHE attributescontains the 9 MOHE attributes, responsive responsive

to the expressed interest of programme stakeholders andto the expressed interest of programme stakeholders and describing the describing the

expected achievements of graduates in their career and professioexpected achievements of graduates in their career and professional life few nal life few

years after graduationyears after graduation. PEOs are employability attributes and selling points of your program. The sentences begin with: Three to five years upon completing the program, our graduates will be



Generic Program Educational Objectives (PEOs are employability attributes and selling points of your program) for FSG Diploma Programs. The sentences begin with

Three to five years upon completing the program, our graduates will be:

1. semiprofessionals in applied sciences who analyze and apply the knowledge, understanding and laboratory experiences to provide quality products and services to

the government agencies and science-related industries.2. semiprofessionals in applied sciences who lead and engage in teams in problem

solving tasks across disciplines through effective communicative abilities

3. semiprofessionals in applied sciences who continue to advance their knowledge and abilities by utilizing ICT to explore business opportunities in the science-related industry

4. semiprofessionals in applied sciences who practice ethical and professional values in

providing services to the recipients and provider of the science-related industry.

TCM Health

Task

EAC UMP ABET WA



Generic Program Learning Outcomes (PLOs are what graduates will know and be able to do) for FSG Degree Programs. The sentences begin with

Upon completing the program, our bumiputra graduates will be able to:

1. apply and acquire knowledge and understanding of laws, theories and principles of science and mathematics. (LO1)

2. safely prepare samples and operate a range of machineries and laboratory equipments. (LO2)

3. conduct experiments, process, interpret and analyze experimental data. (LO2)4. apply the scientific reasoning in solving authentic problems. (LO3)5. verbally communicate scientific ideas with experts and non-experts. (LO4)

6. articulate scientific investigations in written form. (LO4)7. effectively engage in a multidisciplinary team. (LO5)8. apply values, ethics, morality and professionalism in their scientific pursuit. (LO6)

9. manage information and engage in life-long learning. (LO7)10.apply managerial and entrepreneurial skills. (LO8)11.demonstrate leadership skills. (LO9)

TCM Health EAC UMP ABET WA


Work with your learning CommunityWork with your learning Community

•• Formulate your Formulate your PEOsPEOs and and PLOsPLOs by using those of FSG (Dr by using those of FSG (Dr

JJJJ’’ss), EAC, and ABET and the 9 MOHE Los as a guide.), EAC, and ABET and the 9 MOHE Los as a guide.

•• Debate & suggest continuous improvement to the Debate & suggest continuous improvement to the PEOsPEOs & &

PLOsPLOs

•• Present it to the facilitator.Present it to the facilitator.




Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Level 1Level 1:

Recall or recognition of

fact, information or concept

Level2Level2:

Basic application of skill/concept: Use

info, conceptual knowledge, follow procedures

Level 3Level 3:

Strategic thinking/reasoning:

Develop plan to solve probs;

require justification & decision-making

Level 4Level 4:

Extended Thinking

Solving authentic real-world problem requiring

time & research, patience, perseverance..

WebbWebb’’s DOKs DOK

BloomBloom’’s Taxonomys Taxonomy

Set

Origination

Adaptation

Complete Overt Response

Mechanism

Guided Response

Perception

KrathwolKrathwol’’s Taxonomys TaxonomySimpsonSimpson’’s Taxonomys Taxonomy

Internalizing

Organisation

Valuing

Responding

Receiving


Work with your learning CommunityWork with your learning Community

•• Formulate the LOKI curriculum mapping.Formulate the LOKI curriculum mapping.

•• Suggest and communicate the continuous improvement to Suggest and communicate the continuous improvement to

the LOKI curriculum mapping the LOKI curriculum mapping

•• Present it to the facilitator.Present it to the facilitator.


Koichiro Matsura Previous Director General Edward DeBono ... FSG Dec07... · AIM: This 1 -day talk...

Documents

Transcript of Koichiro Matsura Previous Director General Edward DeBono ... FSG Dec07... · AIM: This 1 -day talk...