copyright dr jj, aserg, uitm, shah alam 1drjj.uitm.edu.my/drjj/obe fsg...

Outcome Based Education 15/01/2012

Copyright DR JJ, ASERG, UiTM, Shah Alam 1

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

Howard Gardner

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

If you are, you breathe. If you breathe, you talk. If you are, you breathe. If you breathe, you talk. If you talk, you If you talk, you ASKASK. If you ask, you . If you ask, you THINKTHINK. .

If you think, you If you think, you SEARCHSEARCH. If you search, you . If you search, you EXPERIENCEEXPERIENCE. . If you experience, you If you experience, you LEARNLEARN. If you learn, you . If you learn, you GROWGROW. .

If you grow, you wish. If you wish, you If you grow, you wish. If you wish, you FINDFIND. . If you find, you If you find, you DOUBTDOUBT. If you doubt, you . If you doubt, you QUESTIONQUESTION. .

If you question, you If you question, you UNDERSTANDUNDERSTAND. If you understand, you . If you understand, you KNOWKNOW. . If you know, you want to know more. If you know, you want to know more.

And if you want to know more, And if you want to know more, YOU ARE ALIVEYOU ARE ALIVE-- National Geographic National Geographic --


1. Knowledge (K)2. Practical Skills (S)3. Thinking and scientific skills (K)4.4. Communication skillsCommunication skills (A/S)5. Social skills, teamworkteamwork and responsibility

(A/S)6. Values, ethics, moral and professionalism (A) 7. Information management and lifelong learning

skills (A/S)8. Managerial and entrepreneurial skills (A/S)9.9. LeadershipLeadership skills (A/S)

MQF LOs DomainsMQF LOs Domains MOHE LOs, 2009MOHE LOs, 2009--KSAKSA

i. Knowledge (K)ii. Practical skills (S)iii. Social skills and responsibilities (S)iv. Ethics, professionalism and

humanities (A)v.v. CommunicationCommunication, leadershipleadership and

team skills (A)team skills (A)vi. Scientific methods, critical thinking

and problem solving skills (K)vii. Lifelong learning and information

management (A)viii. Entrepreneurship and managerial

skills (A)

http://drjj.uitm.edu.my

24



1/15/2012 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 3







http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table








Source: Biggs & Tang (2007). Teaching for Quality Learning at University. Third Edition. McGraw Hill Companies.





Set

Origination

Adaptation

Complete Overt Response

Mechanism

Guided Response

Perception

SimpsonSimpsons Taxonomys Taxonomy--SkillsSkills

Higher order

Lower order

PSYCHOMOTOR DOMAIN INCLUDES PHYSICAL

MOVEMENT, COORDINATION & USE OF THE

MOTOR SKILL AREAS

LO2, LO2, LO3, LO4,LO7,LO8LO8

KrathwohlKrathwohls Taxonomys Taxonomy--AffectiveAffective

Internalizing

Organisation

Valuing

Responding

Receiving

Higher order

Lower order

AFFECTIVE DOMAIN INCLUDES MANNER WE DEAL

WITH THINGS EMOTIONALLY (e.g. FEELINGS,

INTERESTS, ATTITUDES, APPRECIATION,

ENTHUSIASMS, MOTIVATIONS) - THAT MIGHT RESULT

FROM INSTRUCTION): LO4,LO5,LO6,LO7, LO4,LO5,LO6,LO7, LO8,LO9,LO9

6




1. Explain in depth why a particular course topic is important to teaching. TLATLAs: Plenary sessions with pre-readings and notes used for learning information, clarification and elaboration. Application to teaching by partners and small groups

2. Explain how the component course topics interrelate. TLATLAs: As for (1)3. Reflect on your teaching in terms of a working theory you have gained from

the course. TLATLAs: Keep reflective diary; discuss with group/learning partner4. Evaluate a situation that has gone wrong and apply a solution. TLATLAs: Use

workplace resources, group/learning partner comparing perspectives on evaluating and applying.

Intended learning outcomes (CLOs) for Biggs The Nature of Teaching and Learning Course and its aligned teaching/learning activities (TLAs)





1.1. Explain (in depth)Explain (in depth) the concepts, laws and theories in electrostatics, electricity and magnetism using either or a combination of the qualitative, visual and quantitative approach. (LO1-C2). TLATLAs: Pre-class activity: performing predictions and simulation tasks from predetermined softwares followed by face-to-face group and class discussion on outcomes of simulation.

2.2. Observe, predict, conduct and discussObserve, predict, conduct and discuss results of scientific investigations in areas of electrostatics and electricity. (LO2-P3). TLATLAs: Pre-class activity on tasks involving simulation, laboratory tasks in the lab and discussion of results during class discussion.

3.3. CollaborateCollaborate with team members in team-related assessment tasks. (LO5-TS3). TLATLAs: Group discussions and cooperation in labs & in class.

Intended learning outcomes (CLOs) for DrJJs Physics PHY407 class and its aligned teaching/learning activities (TLAs)

SYLLLLOs

LabExamRubrics

7



1.1. Explain (in depth)Explain (in depth) the concepts, laws and theories in electrostatics, electricity and magnetism using either or a combination of the qualitative, visual and quantitative approach. (LO1-C2). Outcome Element: Explain. Knowledge Dimensions: Factual, Conceptual & Procedural. Assessment Methods: Paper & Pencil Tests (2 Tests & A final Exam), Oral

Interviews (Middle & End of Semester Oral Interviews), Assignments (Concept Maps)

2.2. Observe, predict, conduct and discussObserve, predict, conduct and discuss results of scientific investigations in areas of electrostatics and electricity. (LO2-P3). TLATLAs: Pre-class activity on tasks involving simulation, laboratory tasks in the lab and discussion of results during class discussion. Outcome Elements: Observe, predict, conduct & discuss Knowledge Dimensions: Procedural Assessment Methods: Journal Entries, Laboratories

Intended learning outcomes (CLOs) for DrJJs Physics PHY407 class and its aligned outcomes indicators

SYLLLLOs

LabExamRubrics

7




Knowledge of terminologyKnowledge of terminology: technical vocabulary, musical symbolsKnowledge of specific details and elementsKnowledge of specific details and elements: Major natural resources, reliable sources of information

Factual (Declarative) KnowledgeFactual (Declarative) Knowledge: The basic elements students must know to be acquainted with a discipline or solve problems in it.


Knowledge of classifications and categoriesKnowledge of classifications and categories: periods of geologic time, areas of chemistry, types of energy

Knowledge of principles and generalizationsKnowledge of principles and generalizations: Energy Conservation, Pythagorean theorem, law of supply and demand, Newton Laws, Beers Laws, Faradays Law

Knowledge of theories, models and structuresKnowledge of theories, models and structures: theory of evolution, structure of congress, Atomic Models,

Conceptual KnowledgeConceptual Knowledge: The interrelationships among the basic elements within a larger structure that enable them to function together.




Knowledge of subjectKnowledge of subject--specific skills and algorithmsspecific skills and algorithms: painting with watercolors, whole-number divisionKnowledge of subjectKnowledge of subject--specific techniques and methodsspecific techniques and methods: interviewing techniques, scientific methodKnowledge of criteria for determining when to use appropriate Knowledge of criteria for determining when to use appropriate proceduresprocedures: when to apply Newton's second law, when to use a particular method of estimation

Procedural KnowledgeProcedural Knowledge : How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods


Strategic knowledgeStrategic knowledge: outlining as a means of capturing the structure of a unit of subject matter in a textbookCognitive tasksCognitive tasks: knowledge of the different types of tests, cognitive demands of different tasksSelfSelf--knowledgeknowledge: knowledge that critiquing essays is a personal strength, whereas writing essays is a personal weakness; awareness of one's own knowledge level

Meta-Cognitive Knowledge: Knowledge of cognition in general as well as awareness and knowledge of one's own cognition.




RecognizingRecognizing: Recognize the dates of important events in US history.RecallingRecalling: Recall the different musical symbols (the notes, rest, beam...)

RememberRemember: Retrieve relevant knowledge from long-term memory.

FC: Knowledge of terminologyFC: Knowledge of terminology: technical vocabulary, musical symbolsKnowledge of specific details and elementsKnowledge of specific details and elements: the dots added to notes...

CK: Knowledge of principles and generalizationsCK: Knowledge of principles and generalizations: Pythagorean theorem, law of supply and demand, concept of rhythm syllables, melody, notes, timbre, quality, pitch,

CK: Knowledge of theories, models and structuresCK: Knowledge of theories, models and structures: theory of evolution, structure of congress, teories of sound and its propagation..


UnderstandUnderstand: Construct meaning from instructional messages, including oral, written,and graphic communication.

InterpretingInterpreting: Paraphrase important speeches and documentsExemplifyingExemplifying: Give examples of various artistic painting stylesClassifyingClassifying: Classify observed or described cases of mental disordersSummarizingSummarizing: Write a short summary of the events portrayed on videotapesInferringInferring: In learning a foreign language, infer grammatical principles from examplesComparing: Compare historical events to contemporary situationsExplainingExplaining: Explain the causes of important eighteenth-century events in France

CK: Knowledge of principles and generalizationsCK: Knowledge of principles and generalizations: Pythagorean theorem, law of supply and demand

CK: Knowledge of theories, models and structuresCK: Knowledge of theories, models and structures: theory of evolution, structure of congress




Apply: Carry out or use a procedure in a given situation

Executing: Divide one whole number by another whole number, both with multiple digits.Implementing: Determine in which situations Newton's second law is appropriate.

PK: Knowledge of subjectPK: Knowledge of subject--specific skills and algorithmsspecific skills and algorithms: painting with watercolors, whole-number divisionPK: Knowledge of subjectPK: Knowledge of subject--specific techniques and methodsspecific techniques and methods: interviewing techniques, scientific methodPK: Knowledge of criteria for determining when to use appropriatPK: Knowledge of criteria for determining when to use appropriate e proceduresprocedures: when to apply Newton's second law, when to use a particular method of estimation


AnalyzeAnalyze: Break material into constituent parts and determine how parts relate to one another and to an overall structure or purpose.

DifferentiatingDifferentiating: Distinguish between relevant and irrelevant numbers in a mathematical word problem)OrganizingOrganizing: Structure evidence in a historical description into evidence foror against a particular historical explanationAttributingAttributing: Determine the point of view of the author of an essay in terms of his or her political perspective







1. Address 3-H (Head-Hand-Heart) as specified in the curriculum mapping.2. Supports the achievement of PLOs (MOHE LOs) as specified in the Curriculum

Matrix (sheet 6 & sheet 8).3. Specifies the competency level consistent with the Taxonomy identified in

Curriculum Mapping (sheet 10 in the Excel template)4. Specifies the competency level for the Generic Student Attributes identified in

Curriculum Mapping (Sheet 9 in the Excel Template).5. Identifies the learning areas or themes and the competency level attainment for

each theme. Content & standards are developed to ensure attainment of the CLOs.6. Best to just have 3 CLOs, one each for KSA as specified in the Curr Mapping.7. Alternatively, you could have 5 CLOs: 3 CLOs (1 for each theme in the combined

cognitive domain (LOTS-LO1 and HOTS-LO3)) and the other 2 CLOs as specified in the curriculum mapping. Note that the 3 CLOs for each theme may not necessarily be addressing the same attainment level but the deepest attainment is as specified in the Taxonomy of your curriculum mapping (sheet 10).





1.1. ExplainExplain the conceptual knowledge involved in electrostatics, electricity & magnetism. (LO1-C2). TLATLAs: Pre-class activity: performing predictions and simulation tasks from predetermined softwares followed by face-to-face group and class discussion on outcomes of simulation.

2.2. Safely manipulateSafely manipulate equipments used in electricity and magnetism scientific inquiries (LO2-P3). TLATLAs: Pre-class activity on tasks involving simulation, laboratory tasks in the lab and discussion of results during class discussion.

3.3. DemonstrateDemonstrate scientific inquiries in electricity and magnetism. (LO3-CTPS3). Laboratory tasks in the lab and discussion of results during class collaborative activities.

Course learning outcomes (CLOs) for DrJJs Physics PHY412 class

SYLLLLOs

LabExamRubrics

7


Work with your learning CommunityWork with your learning Community

Select a course that you are currently teaching or you will be tSelect a course that you are currently teaching or you will be teachingeaching

Refer to the curriculum mapping to identify the PLOs your courseRefer to the curriculum mapping to identify the PLOs your course will will

support and the designated complexity for each of the LO domainssupport and the designated complexity for each of the LO domains & &

KIsKIs (soft skills)(soft skills)

Generate the Table of Knowledge Dimension & Cognitive Process Generate the Table of Knowledge Dimension & Cognitive Process

ComplexityComplexity

Write the proposed CLOsWrite the proposed CLOs

Propose the Learning Themes/Learning Areas and the content that Propose the Learning Themes/Learning Areas and the content that will will

support attainment of the CLOs. support attainment of the CLOs.

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


Be practical. You only have 14 weeksBe practical. You only have 14 weeks..





The greatest enemy of understanding is coverageThe greatest enemy of understanding is coverage I cant repeat that often enough. If youIf youre determined to cover a lot of things, you re determined to cover a lot of things, you

are guaranteeing that most kids will not understandare guaranteeing that most kids will not understand, , because because they haventhey havent had time enough to go into things in depth, to figure t had time enough to go into things in depth, to figure out what the requisite understanding is, and be able to perform out what the requisite understanding is, and be able to perform

that understanding in different situationsthat understanding in different situations.(Gardner 1993: 24)



http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table




Complexity increase going from left to right Complexity increase going from left to right deeper deeper understandingunderstanding

Course: Course: PHY407PHY407

MetaMeta--cognitioncognition

DrawProceduralProcedural

ExperimentExplainConceptualConceptual

ListFactualFactual

EvaluateEvaluateSynthesisSynthesisAnalyzeAnalyzeApplyApplyUnderUnder--standstand

ReRe--membermember

Knowledge Knowledge DimensionsDimensions


Functional Knowledge (what you do with what you know & understand)

Higher order thinking skills (HOTS)

Lower order thinking skills (LOTS)

Complexity increase going from left to right deeper understandingCourse: PHY407

Meta-cognition

Procedural

Conceptual

Factual

EvaluateSynthesisAnalyzeApplyUnderstandRememberKnowledge Dimensions







Guidelines to write your constructively aligned CLOs Guidelines to write your constructively aligned CLOs (Use EXCEL to (Use EXCEL to construct this table) construct this table) Refer to Refer to Outcomes Indicators sectionOutcomes Indicators section for the depth/complexityfor the depth/complexity

Level or complexity of understanding / Performance (Outcome verb-Bloom taxonomy)

MOHE LOs or PLOs (from Curr Map)

Learning Themes to support learning outcomes attainment

Kind of Knowledge (Declarative [Factual], Conceptual, Procedural or Metacognition)






LO1Explain, C2ElectrostaticsF, C, P

LO1Explain, C2ElectricityF, C

LO2Science Method: Predict, Design, Experiment, Conclude

ElectricityP

LO1Explain, C2MagnetismF, C

LO1Explain, C2Electro-magnetism

F, C

Level or complexity of understanding / Performance (Outcome verb-Bloom taxonomy)

MOHE LOs or PLOs (from Curr Map)

Learning Themes to support learning outcomes attainment

Kind of Knowledge (Declarative [Factual], Conceptual, Procedural or Metacognition)

Guidelines to write your constructively aligned CLOs Guidelines to write your constructively aligned CLOs (Use EXCEL to (Use EXCEL to construct this table) construct this table) Refer to Refer to Outcomes Indicators sectionOutcomes Indicators section for the depth/complexityfor the depth/complexity


Bloom Cognitive Action Verbs

Bloom





1. Note that LLOs are Direct measures of attainment.2. Courses are offered as evidence towards attainment of PLOs (MOHE LOs) and the

evidence is gathered through attainment of CLOs but direct measurement is made by attainment of LLOs.

3. Best to have not more than 5 LLOs (a practical, achievable & measurable number range between 3-5 LLOs, for each 1-hour Face-2-Face Lesson.

4. Have LLOs for all the CLOs so that you can collect direct evidence for the CLOs attainment.

(Don(Don just focus on the cognitive attainment but attainment of just focus on the cognitive attainment but attainment of ALL the CLOsALL the CLOs))

SYLLLLOs

LabExamRubrics


Work with your learning CommunityWork with your learning Community

For each CLO, propose samples of the For each CLO, propose samples of the LLOsLLOs you will be you will be

directly measuring for at least 4 Facedirectly measuring for at least 4 Face--22--Face oneFace one--hour hour

lesson lesson



Be practical. You only have 14 weeksBe practical. You only have 14 weeks..

SYLLLLOs

LabExamRubrics





1.1. Explain (in depth)Explain (in depth) the concepts, laws and theories in electrostatics, electricity and magnetism using either or a combination of the qualitative, visual and quantitative approach. (LO1-C2). TLATLAs: Pre-class activity: performing predictions and simulation tasks from predetermined softwares followed by face-to-face group and class discussion on outcomes of simulation.

2.2. Observe, predict, conduct and discussObserve, predict, conduct and discuss results of scientific investigations in areas of electrostatics and electricity. (LO2-P3). TLATLAs: Pre-class activity on tasks involving simulation, laboratory tasks in the lab and discussion of results during class discussion.

3.3. CollaborateCollaborate with team members in team-related assessment tasks. (LO5-TS3). TLATLAs: Group discussions and cooperation in labs & in class.

Intended learning outcomes (CLOs) for DrJJs Physics PHY407 class and its aligned teaching/learning activities (TLAs)

SYLLLLOs

LabExamRubrics

7



1.1. Explain (in depth)Explain (in depth) the concepts, laws and theories in electrostatics, electricity and magnetism using either or a combination of the qualitative, visual and quantitative approach. (LO1-C2). Outcome Element: Explain. Knowledge Dimensions: Factual, Conceptual & Procedural. Assessment Methods: Paper & Pencil Tests (2 Tests & A final Exam), Oral

Interviews (Middle & End of Semester Oral Interviews), Assignments (Concept Maps)

2.2. Observe, predict, conduct and discussObserve, predict, conduct and discuss results of scientific investigations in areas of electrostatics and electricity. (LO2-P3). TLATLAs: Pre-class activity on tasks involving simulation, laboratory tasks in the lab and discussion of results during class discussion. Outcome Elements: Observe, predict, conduct & discuss Knowledge Dimensions: Procedural Assessment Methods: Journal Entries, Laboratories

Intended learning outcomes (CLOs) for DrJJs Physics PHY407 class and its aligned outcomes indicators

SYLLLLOs

LabExamRubrics

7





5


MQF.Roz.Roadshow

How Does MQF Affect TeachingHow Does MQF Affect TeachingHow Does MQF Affect TeachingHow Does MQF Affect Teaching----Learning?Learning?Learning?Learning?

Teacher - centered Student - centered

Contact hours Reflects Credit

value

Student Independent

LearningNot Calculated

Total SLT reflects

Credit value

Student

independent

Learning Time

Calculated

No mapping of learning outcomes

Course Objective is

the Learning

Target

Learning

Outcomes is

the Learning

Target

Mapping of

learning

outcomes

necessary

MQF in Programmes.Roz.Roadshow





MQF.Roz.Roadshow

LecturerLecturerLecturerLecturer----CentredCentredCentredCentred to Studentto Studentto Studentto Student----CentredCentredCentredCentred(incorporating SLT)

Academic Activity(some examples)

Face 2 Face

Student Self-Learning*

Total

1 Lecture 1 2 32 Tutorial 1 2 33 Laboratory/Practical 3 2 54 Assignment - 2000 words 0 20 20

5 Presentation 1 4 5Total 6 30 36

Unaccounted for in the present system

* Using the Proposed student independent learning in relation (Slide 17)




MQF.Roz.Roadshow

Credit =

Student Learning Time (SLT)

A credit is the agreed-upon value used to measure a student

workload in terms of learning time required to complete

course units, resulting in learning outcomes (UNESCO, 2004)

the measurement of students

academic load

the measurement of students

academic load

Total SLT 40 Credit

e.g. 4 800 notional SLT = 120 credits

Teaching/Learning + Assessment

Achievement of Learning Outcomes

Teaching Learning

Activities





MQF.Roz.Roadshow

Factors In Calculating CreditFactors In Calculating CreditFactors In Calculating CreditFactors In Calculating Credit

Face to Face / Guided Learning Time+

Student Self Learning Time +

Total Assessment Time




MQF.Roz.Roadshow

Student Categories &130 credit BachelorsStudent Categories &130 credit BachelorsStudent Categories &130 credit BachelorsStudent Categories &130 credit Bachelors






MQF.Roz.Roadshow

Proposed student independent learning timeProposed student independent learning timeProposed student independent learning timeProposed student independent learning time

Item Duration (hours) or requirements

Proposed Student Self Learning Time (hours)

Lecture 1 1-2Tutorial 1 1-2Tutorial (involving case studies) 1 3

Laboratory (including report writing) 3 2-3Undergraduate Final Year Project/ Dissertation

6 - 10 credits 200 - 400Studio Work 2 2Presentation 1 3-4Coursework/Assignment 2000 words 10 - 12Creative Writing (or a project that last a whole semester)

100 150 pages 8-10

Examination 3 10 20*Source: Bengkel Kebangsaan Pemantapan Sistem Kredit MQF, 31 Jan. 2 Feb. 2005 by Quality Assurance

Division, Ministry of Higher Education (Malaysia). * Proposed by MQA, depending on the field of study and the intensity of the examination.




MQF.Roz.Roadshow

Learning Outcomes and Student Learning Time Learning Outcomes and Student Learning Time Learning Outcomes and Student Learning Time Learning Outcomes and Student Learning Time (A subject with 6 learning outcomes and 1.5 credit hours)

Learning Outcomes Lecture Tute Self -learning

Total SLT

1 explain the types of contracts; 2 1 3 6

2 distinguish between offer, acceptance and an invitation to treat;

3 2 5 10

3 differentiate the types considerations; 2 1 3 6

4 describe the principles concerning termination and breach of contract;

4 2 4 10

5 Summarise principles of damages; 2 1 3 6

6 Examine, analyse, compile, apply and justify the principles of contract in given scenario.

0 3 6 9

- Assessment (1 coursework and one 3-hour examinations)

0 4 12 16

Total 63






MQF.Roz.Roadshow

Module Academic Load & Credits Module Academic Load & Credits Module Academic Load & Credits Module Academic Load & Credits

Learning Activities SLT(in hours)

1 Lectures (54)

a Attending Lectures 24

b Pre and Post preparation* 30

2 Tutorial (18)

a Attending tutorial 9

b Preparation for tutorial* 9

3 Laboratory (36)

a Practical 24

b Prepreparation and Report writing*

12

* See Proposed student independent learning in relation (Slide 17)

Learning Activities SLT (in hours)

4 Assessments (23)

a.

1 continuos assessement (1 hour + 3 hours preparation*)

4

b.

1 presentation (1 hour + 5 hours preparation*)

6

c.

1 Final Examination (3 hour + 10 hours preparation*)

13

Total 131

Subject Credit (131 40 = 3.27) 3




MQF.Roz.Roadshow

Credits per semesterCredits per semesterCredits per semesterCredits per semester


PHY407 FSG500







Work with your learning Community, Using the course you Work with your learning Community, Using the course you

selected earlierselected earlier

Identify the hours for F2FIdentify the hours for F2F

Identify the appropriate & constructively aligned Identify the appropriate & constructively aligned TLAsTLAs

Identify the F2F & non F2F Identify the F2F & non F2F TLAsTLAs

Identify the appropriate and constructively aligned Identify the appropriate and constructively aligned

assessment tasksassessment tasks

formulate the formulate the SLTsSLTs required to attain each CLO.required to attain each CLO.






ReflectionReflectionReflectionReflection

The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or

retain readyretain readyretain readyretain readyretain readyretain readyretain readyretain ready--------made truthsmade truthsmade truthsmade truthsmade truthsmade truthsmade truthsmade truths . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master

the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and

going thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout ways that are inherent in that are inherent in that are inherent in that are inherent in that are inherent in that are inherent in that are inherent in that are inherent in

real activity.real activity.real activity.real activity.real activity.real activity.real activity.real activity.

(Jean Piaget, Swiss cognitive psychologist, 1896-1980)

copyright dr jj, aserg, uitm, shah alam 1drjj.uitm.edu.my/drjj/obe fsg...

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