outcome based education 19/04/2011 fsg dec07/obejan2010...physics & education expert ( recipient...

Outcome Based Education 19/04/2011

Copyright DR JJ, ASERG, UiTM, Shah Alam 1

Copyright DrJJ, ASERG, FSG, UiTM. March 2011 1

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


The Telegraph; March 29th, 2011“Nasa warns solar flares from 'huge space storm' will cause devastation

Exclusive: Britain could face widespread power blackouts and be left without critical communication signals for long periods of time, after the earth is hit by a once-in-a-

generation “space storm”, Nasa has warned.

…Senior space agency scientists believe the Earth will be hit with unprecedented levels of magnetic energy from solar flares after the Sun wakes “from a deep

slumber” sometime around 2013, The Daily Telegraphcan disclose.In a new warning, Nasa said the super storm would hit like “a bolt of lightning” and could cause catastrophic consequences for the world’s health, emergency services

and national security unless precautions are taken..”



19/04/2011 Copyright DrJJ, ASERG, FSG, UiTM. March 2011 3

First person to measure EarthFirst person to measure Earth’’s circumference was a Greek by the name of s circumference was a Greek by the name of EratosthenesEratosthenes. He travelled between two Italian cities and measured t he angle of the sun in a well.

Earth's Circumference at the Equator: 24,901.55 miles (40,075.16Earth's Circumference at the Equator: 24,901.55 miles (40,075.16 km)km)Earth's Circumference Between the North and South Poles: 24,859.Earth's Circumference Between the North and South Poles: 24,859.82 miles (40,008 km)82 miles (40,008 km)Earth's Diameter at the Equator: 7,926.28 miles (12,756.1 km)Earth's Diameter at the Equator: 7,926.28 miles (12,756.1 km)Earth's Diameter at the Poles: 7,899.80 miles (12,713.5 km)Earth's Diameter at the Poles: 7,899.80 miles (12,713.5 km)

http://drjj.uitm.edu.my

Read more:Read more:http://wiki.answers.com/Q/What_is_the_radius_of_earth#ixzz1Hpo9Phttp://wiki.answers.com/Q/What_is_the_radius_of_earth#ixzz1Hpo9PCOACOA

Radius of Earth Radius of Earth (the distance from the surface to (the distance from the surface to the middle) the middle) = 6 378.1 kilometers or = 6 378.1 kilometers or aboutabout 3961.33961.3 miles.miles.


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

Howard Gardner




“What carries more weight appears to be soft skills rather than brainpower or technical skills.” “Hard skills” refer to academic and technical knowledge. “Soft skills” are generally categorised into three areas – character, interpersonal skills and critical character, interpersonal skills and critical and creative thinkingand creative thinking – all of which are required to survive and succeed in the workplace.These skills enable one to communicate effectively, manage relationships, lead a team, solve problems and so on.Source: The Star Online: Sunday September 23, 2007. http://thestar.com.my/news/story.asp?file=/2007/9/23/focus/18887876&sec=focus

“The MEF Salary Survey for Executives 2010 revealed that 68% of the companies surveyed named communication skills as the top quality required in job applicants, followed by working experience (67%), interpersonal skills (56.2%) and passion and commitment (55.7%).MEF executive director Shamsuddin Bardan said globalisation had changed the nature of jobs, making communication skills, specifically in English, a valuable asset for today's worker…” Source: THE STAR, April 15th, 2011


�� Communication skillsCommunication skills�� Scientific (problemScientific (problem --solving) skillssolving) skills�� decisiondecision --making skills which enable students to become leade rs making skills which enable students to become leade rs �� well developed analytical skills well developed analytical skills �� teamwork skillsteamwork skills�� wellwell --practiced leadership skills. practiced leadership skills. �� good interpersonal skillsgood interpersonal skills

One purpose of higher education is to graduate stud ents who willOne purpose of higher education is to graduate stud ents who will become become productive citizens. Skills employers consistently seek from uniproductive citizens. Skills employers consistently seek from uni versity versity graduates: graduates:

The objective of Malaysian Higher Education system is to The objective of Malaysian Higher Education system is to produce produce professionals as demanded by the nation for human r esourcesprofessionals as demanded by the nation for human r esourcesSource:HESource:HE Transformation Agenda 2007Transformation Agenda 2007--20102010




Howard Gardner


� Born & Raised in the state of Hang JEBATJEBAT …� 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 (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

DrJJ, Zollman, Law, TS Zul





AIM: AIM: This 2This 2 --days workshop intend to provide you with the days workshop intend to provide you with the understanding and the skills of Outcomes Based Curr iculum Designunderstanding and the skills of Outcomes Based Curr iculum Designby Designing Backwardsby Designing Backwards

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. Describe the characteristics of 21st Century Learners, the philoDescribe the characteristics of 21st Century Learners, the philosophy of sophy of

OutcomesOutcomes--Based Education & the design of OutcomesBased Education & the design of Outcomes--Based Education Based Education

Curriculum in Malaysian Higher Education. Curriculum in Malaysian Higher Education.

2.2. Describe Program Educational Objectives (Describe Program Educational Objectives (PEOsPEOs), the Program Learning ), the Program Learning

Outcomes (PLOs) and its matrix.Outcomes (PLOs) and its matrix.

3.3. Describe the LOKI curriculum mapping process (curriculum and depDescribe the LOKI curriculum mapping process (curriculum and depth th

matrix) using Dr matrix) using Dr JJJJ’’ss curriculum mapping template.curriculum mapping template.

4.4. Explain the formulation of Course Learning Outcomes (CLOs)Explain the formulation of Course Learning Outcomes (CLOs)

5.5. Verbally criticize your products. Verbally criticize your products.

YOUR PLANS: New programs; Business & Law, Finance & law, Bsc. ApYOUR PLANS: New programs; Business & Law, Finance & law, Bsc. Ap plied Islamic Finance, plied Islamic Finance, Diploma Diploma in Applied Islamic Finance and Mathematics in Applied Islamic Finance and Mathematics


Learning OutcomesLearning Outcomes (what YOU will know and be able to do(what YOU will know and be able to do -- this is your this is your TAKETAKE --AWAY for today)AWAY for today)Upon successful completion of this workshop, you wi ll be able to:1.1. Explain the impact of Malaysian Qualification Frame work and the Explain the impact of Malaysian Qualification Frame work and the concept of concept of

Learning Outcomes on designing new curriculum. Learning Outcomes on designing new curriculum. (conceptual knowledge(conceptual knowledge --C2C2--LO1)LO1) . .

2.2. Critically review existing Program Educational Obje ctives (PEOs)Critically review existing Program Educational Obje ctives (PEOs) and and Program Learning Outcomes (PLOs). (FunctionalProgram Learning Outcomes (PLOs). (Functional --C4C4--LO3).LO3).

3.3. Construct a PLOConstruct a PLO --PEO and PLOPEO and PLO --LOKI matrix. (Functional (LOKI matrix. (Functional ( Procedural) Procedural) Knowledge C3Knowledge C3 --LO3).LO3).

4.4. Construct the Curriculum Matrix (CourseConstruct the Curriculum Matrix (Course --LOKI) LOKI) (Functional (Procedural) (Functional (Procedural) Knowledge C3Knowledge C3 --LO3,LO3, the Curriculum Depth (Competency) Matrix & the Soft the Curriculum Depth (Competency) Matrix & the Soft Skills (KI) Depth Matrix (Functional Skills (KI) Depth Matrix (Functional (Procedural) Knowledge C3(Procedural) Knowledge C3 --LO3)LO3) ..

5.5. Critically review and communicate your Course Learn ing Outcomes Critically review and communicate your Course Learn ing Outcomes ((Functional Knowledge C3Functional Knowledge C3 --LO3LO3 . .

AIM: AIM: This 2This 2 --days workshop intend to provide you with the unders tanding days workshop intend to provide you with the unders tanding and the skill to develop Outcomes Based Curriculum Design by and the skill to develop Outcomes Based Curriculum Design by Designing BackwardsDesigning Backwards



19/04/2011



If you are, you breath.If you breath, you talk.


If you understand, you know.If you understand, you know.If you know, you want to know moreIf 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 ..

If you talk, you ask.If you talk, you ask.If you ask,If you ask, you think.you think.If you think, you search.If you think, you search.If you search, you experience.If you search, you experience.If you experience, you learn.If you experience, you learn.

If you find, you doubt.If you find, you doubt.If you doubt, you question.If you doubt, you question.If you question, you understand.If you question, you understand.

If you learn, you grow.If you grow, you wish.If you wish, you find.

Video courtesy of National Geographic Channel





19/04/2011


To promote confidence to the

public;public;stakeholders (any group which has an interest in, stakeholders (any group which has an interest in, involvement with, dependence on, contribution to, o r involvement with, dependence on, contribution to, o r is affected by, our graduatesis affected by, our graduates ););

that the quality of provision and standards of awards in higher education institutions (HEIs) are being safeguard and enhanced.



19/04/2011


• Point of reference & joint understanding of HE Qualifications in

Malaysia

• An instrument that

• develops and classifies qualifications based on a set of criteria

that are approved nationally and benchmarked against

international best practices,

• and which clarifies the earned academic levels, learning , learning

outcomes of study areas and credit system based on student outcomes of study areas and credit system based on student

academic load (Student Learning Time, SLT).academic load (Student Learning Time, SLT).

• These criteria are accepted and used for all qualifications awarded by

recognised higher education providers. Hence, MQF integrates with

and links all national qualifications.

MQF



19/04/2011


MQF Framework for Diploma levelMQF Framework for Diploma level--Outcomes: C3,P4, A3Outcomes: C3,P4, A3 http://drjj.uitm.edu.my

MQF

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MQF MQF –– Bachelors degree (Bachelors degree (HonsHons.) .) –– C4, P4, A3C4, P4, A3http://drjj.uitm.edu.my

MQF



19/04/2011


�To implement MQF as a reference point for Malaysian Qualifications

�To develop standards and criteria and all other relevant instruments as national references for the conferment of awards with the cooperation of stakeholders

�To assure quality of HEIs and programmes�To accredit courses that fullfill the set criteria and standards�To facilitate the recognition and articulation of qualifications�To maintain the Malaysian Qualification Register (MQR)

19/04/2011


MQACode ofPractice

MQA Code of PracticeGood Practices:

….the quality assurance process is built on the following attributes:

��encourages a variety of teaching and learning metho dsencourages a variety of teaching and learning metho ds�ensures the choice of credible student assessment

methods appropriate for the teaching and learning methods chosen;

�ensures there are adequate resources to deliver the curriculum;

��is concerned with good outcomes rather than detaile d is concerned with good outcomes rather than detaile d specifications of contentspecifications of content




MQACode ofPractice







Developing 3 Domains of Education-LearnCognitive

Knowing, the HeadHeadThe KNOWLEDGE (F,C,P)Intellectual Skills (FC)

(3+1)H?


AffectiveFeeling, The HeartHeartThe CARE, Emotions

PsychomotorDoing, The HandHand, Body

The SKILLS

PsychomotorDoing, The HandHand, Body

The SKILLS




Learning isLearning is�� what students know what students know (factual, conceptual, procedural & (factual, conceptual, procedural &

metacognitivemetacognitive knowledge).knowledge).�� what they can do with what they know what they can do with what they know (functional knowledge)(functional knowledge)�� Knowledge, Knowledge, skills, and attitudesskills, and attitudes . .


““ Learning should be relevant to the variety of gradu ates Learning should be relevant to the variety of gradu ates ‘‘ roles included in their working, civic and personal life.roles included in their working, civic and personal life. ””

“ It is an emphasis on what students It is an emphasis on what students can do with knowledge, can do with knowledge, rather than what units of knowledge they haverather than what units of knowledge they have , that best , that best describes the essence of 21st century skillsdescribes the essence of 21st century skills .”

The 21The 21stst Century Century MUST HAVEMUST HAVE skills:skills:

Elena Silva in the Education Sector Report 2008


One of the most important goals of a university is to develop develop individuals who have advanced literacy skills in th eir individuals who have advanced literacy skills in th eir disciplinediscipline : people who can participate effectively by participate effectively by critiquing information and ideascritiquing information and ideas and by contributing with rigourrigour and creativity to new insights and knowledgeand creativity to new insights and knowledge , who are selfself --aware as learnersaware as learners , and who are rhetorically versatile, rhetorically versatile, confident communicators confident communicators able to adaptable to adapt and contributeand contribute to to the demands of employment and life the demands of employment and life in a changing in a changing society and wider worldsociety and wider world .


“A university is an institution that provides experi ences for intA university is an institution that provides experi ences for int ense ense interaction between students & teachersinteraction between students & teachers ” – Syed Naquib quoted by Deputy Minister of HE at the opening of EDUCATE conference, Nikko Hotel, Oct 7th, 2010



19/04/2011 Copyright DrJJ, ASERG, FSG, UiTM. March 2011 27Source: Grant Wiggins and Jay McTighe. Understanding by Design; Chap 4.

Can explainCan explain : provide thorough, supported, and justifiable accounts of phenomena, facts, and data.

Can interpretCan interpret : tell meaningful stories; offer apt translations; provide a revealing historical or personal dimension to ideas and events; make it personal or accessible through images, anecdotes, analogies, and models.

Can applyCan apply : effectively use and adapt what we know in diverse contexts.

Have perspectiveHave perspective : see and hear points of view through critical eyes and ears; see the big picture.



Sternberg, R. & Subotnik, R., eds. (2006). Optimizing Student Success with the Other Three Rs:Reasoning, Resilience, and Responsibility. Greenwich, CT: Information Age Publishing.

Sternberg suggests Curriculum must develop the other 3 R’s.

•• ReasoningReasoning• which include analytical, critical thinking, and problem solving skills

•• ResilienceResilience• which encompasses life skills such as flexibility, adaptability, and

self-reliance•• ResponsibilityResponsibility

• wisdom, which he defines as “the application of intelligence, creativity, and knowledge for a common good.”







Transformation Framework

Institutional Pillars

Critical Agenda

Source: National Higher Education Action Plan 2007-2010

Human Capital with First-class Mentality

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ApexUniversities

LifelongLearningMyBrain15

Graduate TrainingScheme





�� 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 CLOsachievement of CLOs�� By using By using holistic rubricsholistic rubrics







Reflect & communicateReflect & communicate on the following tasks:� Rate yourself in terms of factual, conceptual, procedural & functional knowledge of

OBE-OBTL; 11--Novice, 2Novice, 2 --Advanced beginner, 3Advanced beginner, 3 --Competent, 4Competent, 4 --Proficient, 5Proficient, 5 --ExpertExpert� 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 spokespe rson.. Spend 7 minutes to

discussdiscuss and concludeconclude the learning group’s decision on each of the task a bove.• Pick a name for your learning group. Verbally communicate (powerpoint

presentation) with the learning community the decision of the group. Include names, ranks, programs/course for each group member .






The OutcomesThe Outcomes --Based approach to course design is intended to Based approach to course design is intended to

make the expectations of the designer/educator make the expectations of the designer/educator more transparent to both the student and any more transparent to both the student and any regulatory or accrediting bodyregulatory or accrediting body (KPT, MQA, EAC)(KPT, MQA, EAC) . .


Unlike the traditional model of course design in hi gher Unlike the traditional model of course design in hi gher education (focus on coverage), where the lecturer w ould decide education (focus on coverage), where the lecturer w ould decide what to include on a syllabus, based on his or her own what to include on a syllabus, based on his or her own judgement of what was important for students to kno w; or on judgement of what was important for students to kno w; or on personal research or other interests; personal research or other interests;

the outcomesthe outcomes --based approach starts with a specification of what based approach starts with a specification of what the student will be expected to achieve by the end of the the student will be expected to achieve by the end of the program/course/unitprogram/course/unit /lesson/lesson


1. Clarity of focus about outcomes��Always have the significant, culminating exit outco mes as the Always have the significant, culminating exit outco mes as the

focusfocus .�Let the students know what they are aiming for.

2. Designing backwards

��Design curriculum backward by using the major outco mes as Design curriculum backward by using the major outco mes as the focusthe focus and linking all planning, teaching and assessment decisions directly to these outcomes

CMAP-S CMAP-ACMAP-EDU CMAP-M




3. Consistent, high expectations of success

�Set the expectation that OBE is for ALL learnersOBE is for ALL learners .�Expect students to succeed by providing them encouragement to

engage deeply with the issues they are learning and to achieve the high challenging standard set (Spady, 1994b).

4. Expanded opportunity

��Develop curriculum to give scope to every learner t o learn in Develop curriculum to give scope to every learner t o learn in his/her own pace.his/her own pace.

��Cater for individual needs and differencesCater for individual needs and differences , for example, expansion of available time and resources so that all students succeed in reaching the exit outcomes.


�� Analytical intelligenceAnalytical intelligence , the ability to complete academic, problemproblem --solving taskssolving tasks , such as those used in traditional intelligence tests. These types of tasks usually present welltasks usually present well --defined problems that have only a defined problems that have only a single correct answersingle correct answer .

�� Creative or synthetic intelligence, the ability to successfully Creative or synthetic intelligence, the ability to successfully deal with deal with new and unusual situations by drawing on new and unusual situations by drawing on existingexisting knowledgeknowledge andand skillsskills . Individuals high in creative intelligence may give 'wrong' answers because they see things from a different perspective.

�� Practical intelligence, the ability to adapt to eve ryday life byPractical intelligence, the ability to adapt to eve ryday life by drawing drawing on existing knowledge and skills. Practical intelli gence enableson existing knowledge and skills. Practical intelli gence enables an an individual to understand what needs to be done in a specific setindividual to understand what needs to be done in a specific set ting ting and then do itand then do it

Robert Sternberg, Yale Psychology Professor & President of the American Psychological Association

Triarchic Theory of Intelligence (2003)Triarchic Theory of Intelligence (2003)




"Until a hundred years ago, if you wanted to have higher education, linguistic linguistic intelligenceintelligence was important. I teach at Harvard, and 150 years ago, the entrance exams were in Latin, Greek and Hebrew. If, for example, you were dyslexic, that would be very difficult because it would be hard for you to learn those languages, which are basically written languages.“

"While your IQ, which is sort of language logic, wi ll get you be"While your IQ, which is sort of language logic, wi ll get you be hind the hind the desk, if you dondesk, if you don ’’ t know how to deal with people, if you don't know h ow to t know how to deal with people, if you don't know h ow to read yourself, youread yourself, you ’’re going to end up just staying at that desk foreve r or re going to end up just staying at that desk foreve r or eventually being asked to make room for somebody wh o does have eventually being asked to make room for somebody wh o does have social or emotional intelligence."social or emotional intelligence."

Howard Gardner on his Multiple intelligences Theory

Intelligence is "the capacity to solve problems or to fashion prIntelligence is "the capacity to solve problems or to fashion pr oducts oducts that are valued in one or more cultural setting"that are valued in one or more cultural setting" (Gardner & Hatch, 1989)






"Learning outcomes represent

culminating demonstrations of learning and culminating demonstrations of learning and culminating demonstrations of learning and culminating demonstrations of learning and culminating demonstrations of learning and culminating demonstrations of learning and culminating demonstrations of learning and culminating demonstrations of learning and

achievementachievementachievementachievementachievementachievementachievementachievement.

They are not simply a listing of discrete skills, nor broad statements of knowledge and comprehension.

They describe performances that demonstrate They describe performances that demonstrate They describe performances that demonstrate They describe performances that demonstrate They describe performances that demonstrate They describe performances that demonstrate They describe performances that demonstrate They describe performances that demonstrate

that significant learning has been verified and that significant learning has been verified and that significant learning has been verified and that significant learning has been verified and that significant learning has been verified and that significant learning has been verified and that significant learning has been verified and that significant learning has been verified and

achieved by graduates of the programachieved by graduates of the programachieved by graduates of the programachieved by graduates of the programachieved by graduates of the programachieved by graduates of the programachieved by graduates of the programachieved by graduates of the program."

Traditional/Transitional OBETraditional/Transitional OBE emphasisesemphasises student mastery of student mastery of traditional subjecttraditional subject--related academic outcomes (usually with a strong related academic outcomes (usually with a strong focus on subjectfocus on subject--specific content) and some crossspecific content) and some cross--discipline discipline outcomes (such as the ability to solve problems or to work cooutcomes (such as the ability to solve problems or to work co--operatively). operatively).

Transformational OBETransformational OBE emphasisesemphasises longlong--term, crossterm, cross--curricular curricular outcomes that are related directly to studentsoutcomes that are related directly to students’’ future life roles (such future life roles (such as being a productive worker or a responsible citizen or a parenas being a productive worker or a responsible citizen or a parent). t). SpadySpady (1994)(1994)

Source: Killen, Roy (2005). Programming and assessm ent for quality teaching and learning. Chapter 2. Thomson Social Science Press




MOHE

Institutional Attributes

Program level (Still general)

Course Level (Specific but not directly measurable)

Lesson Level (Very specific & MUST be measurable)Lesson Level (Very specific & MUST be measurable)

General (not directly measurable)

Very general (not measurable)

General (not directly measurable)



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)






UiTM’s VISIONTo establish UiTM as a premier university of outstanding scholarship and academic excellence capable of providing leadership to Bumiputeras’ dynamic involvement in all professional fields of world-class standards in order to produce globally competitive graduates of sound ethical standing.

Programme Educational Objectives are specific goals consistent with the consistent with the mission and vision of the IHLmission and vision of the IHL , contains the 9 MOHE attributescontains the 9 MOHE attributes , responsive to the responsive to the expressed interest of programme stakeholders andexpressed interest of programme stakeholders and describing the expected describing the expected achievements or milestone of graduates in their car eer and profeachievements or milestone of graduates in their car eer and profe ssional life few ssional life few years after graduationyears after graduation . PEOs are employability attributes and selling poin ts of your program. The sentences begin with: Three to five years upon successful completion the program, our graduates will be….

EAC ABET WA

MissionMissionTo enhance the knowledge and expertise of Bumiputeras in all fields of study through professional programmes, research work and community service based on moral values and professional ethics.







ABETABET ’’s definition of PEOss definition of PEOs:The program must have publishedpublished Program Educational Objectives that are consistent with the mission of the institution, the needs of theconsistent with the mission of the institution, the needs of theprogramprogram ’’s various constituencies, and these criterias various constituencies, and these criteria .

There must be a documented and effective process, involving program documented and effective process, involving program constituencies, for the periodic review and revisio n of these prconstituencies, for the periodic review and revisio n of these pr ogram ogram educational objectiveseducational objectives .

EAC ABET WA

EACEAC’’ss definitiondefinitionProgramme Objectives are specific goals consistent with the mission specific goals consistent with the mission and vision of the IHL, that are responsive to the e xpressed inteand vision of the IHL, that are responsive to the e xpressed inte rest of rest of programme stakeholders, describing the expected ach ievements of programme stakeholders, describing the expected ach ievements of graduates in their career and professional life few years after graduates in their career and professional life few years after graduationgraduation .



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

Three to five years upon successfully completing th e 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 industr ies.

2. semiprofessionals in applied sciences who lead an d engage in teams in problem solving tasks across disciplines through effective communicative abilities

3. semiprofessionals in applied sciences who continu e to advance their knowledge and abilities by utilizing ICT to explore business oppo rtunities in the science-related industry

4. semiprofessionals in applied sciences who practic e ethical and professional values in providing services to the recipients and provider o f the science-related industry.

Task

TCM Health EAC ABET WAEng Tech MQA-Std-Business





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

Upon successful completion of the program, our bumi putra 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 mac hineries and laboratory equipments. (LO2)

3. conduct experiments, process, interpret and analy ze experimental data. (LO2)4. apply the scientific reasoning in solving authent ic problems. (LO3)5. verbally communicate scientific ideas with expert s and non-experts. (LO4)6. articulate scientific investigations in written f orm. (LO4)7. effectively engage in a multidisciplinary team. ( LO5)8. apply values, ethics, morality and professionalis m in their scientific pursuit. (LO6)9. manage information and engage in life-long learni ng. (LO7)10.apply managerial and entrepreneurial skills. (LO 8)11.demonstrate leadership skills. (LO9)




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

Three to five years upon successfully completing th e program, our bumiputragraduates will be:

1. scientists or science practitioners who synthesiz e and apply the knowledge, understanding and laboratory experiences to provide quality products and services to the government agencies and science-related industr ies locally and globally

2. scientists or science practitioners who lead and engage in teams in problem solving tasks across disciplines through effective communic ative abilities.

3. scientists or science practitioners who use ICT t o advance their knowledge and skills and to explore business opportunities in the scienc e-related industry locally and globally.

4. scientists or science practitioners who practice ethical and professional values in providing services to the recipients and provider o f the science-related industry locally and globally.

Task






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

Upon successfully completing the program, our bumip utra graduates will be able to:

1. Analyze problems by applying and acquiring knowle dge and understanding of laws, theories and principles of science and mathematics.

2. Safely prepare samples and operate a range of adv anced machineries and laboratory instruments.3. Identify problems, propose research questions and hypothesis, design science investigations and

defend the conclusion of investigations.4. Apply the scientific reasoning and critical think ing in providing solutions to authentic problems in

their field of study.5. Verbally argue and communicate scientific ideas w ith the learning communities and the public.6. Articulate scientific ideas and investigations in written form with the learning communities and the

public.7. Effectively engage in a multi-disciplinarity team locally.8. Practice empathy, responsibilities, integrity and professionalism in their scientific pursuit.9. Manage information and engage in life-long learni ng.10. Apply managerial and entrepreneurial skills.11. Demonstrate leadership skills.









GENERAL EDUCATIONAL GOALTo produce holistic Business and Commerce graduates who could function

effectively and ethically in any business enterpris e and environment.

TCM Health EAC ABET WAEng Tech

1. Apply the principles of management in business ac tivities.2. Identify and take advantage of business opportuni ties locally and globally.3. Apply and use ICT in business environments.4. Apply the tools and techniques in major functiona l areas of business.5. Demonstrate conduct that is consistent with busin ess ethics and local

culture

LEARNING OUTCOMES At the end of the program, the graduates should be able to:

MQA-Std-Business






Depth (according to year of study in Depth (according to year of study in BScBSc program)program)Refers to the levels in the cognitive domain, practical skills & scientific skills.

AnalysisAnalysis

ApplicationApplication

ComprehensionComprehension

KnowledgeKnowledge

Year 2

Yea

r 1

Year 3

CognitiveCognitive

Taxonomy




Depth (according to year of study in Depth (according to year of study in BScBSc program)program)Refers to the levels in the cognitive domain, practical skills & scientific skills.

EExperimentxperiment

ProceduresProcedures

HypothesizeHypothesize

PProblemroblem

Year 2

Year 3

Pra

ctic

al &

sci

ence

ski

llsP

ract

ical

& s

cien

ce s

kills

Yea

r 1

MManipulateanipulate

OObservebserve

DDataata IInterpretnterpret

RReporteport

General General ChemChem

InorganicInorganic

OrganicOrganic

PhysicalPhysical

Sample PrepSample Prep

TechniquesTechniques

Taxonomy


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)






Taxonomy



Bloom LOKI Guide

Taxonomy

From “Revised Bloom’s Taxonomy” retrieved 20 May, 2005 from http://rite.ed.qut.edu.au/oz-teachernet/index.php?module=ContentExpress&func=display&ceid=29 and Using Learning Outcomes to Design a Course and Assess Learning Outcomes. http://www.hlst.heacademy.ac.uk/guide/current_practice/Learning.html and Moon, J. Linking Levels, Learning Outcomes and Assessment Criteria. Retrieved 30 May, 2007, from http://www.see-educoop.net/education_in/pdf/edinburgh-moon-oth-enl-t02.pdf

Assessment resource developed by Dr Clair Hughes (TEDI/The University of Queensland)

Elaboration of the six levels of thinking in Bloom’s taxonomy

1 Remembering

Can the student

RECALL

information?

2 Understanding

Can the student EXPLAIN ideas or concepts?

3 Applying

Can the student USE

the new knowledge in

another familiar

situation?

4 Analysing

Can the student

DIFFERENTIATE

between and RELATE

constituent parts?

5 Evaluating

Can the student

JUSTIFY an opinion,

decision or course of

action?

6 Creating

Can the student

GENERATE new

products, ideas or ways

of viewing things? Recognising Locating knowledge in memory that is consistent with presented material. Synonyms

Identifying

Finding

Selecting

Indicating Recalling Retrieving relevant knowledge from long-term memory. Synonyms

Retrieving

Naming

Reproducing

Recounting

Interpreting Changing from one form of representation to another Synonyms:

Paraphrasing

Translating

Representing

Clarifying

Converting

Rewriting

Restating

Expressing Exemplifying Finding a specific example or illustration of a concept or principle Synonyms

Instantiating

Illustrating...

Representing

Giving examples of

Showing Classifying Determining that something belongs to a category (e.g., concept or principle). Synonyms

Categorising

Subsuming

Organising

Summarising Drawing a logical conclusion from presented information. Synonyms

Abstracting

Generalising

Outlining

Précising Inferring Abstracting a general theme or major point Synonyms

Extrapolating

Interpolating

Predicting

Concluding

Extending

Generalising Comparing Detecting correspondences between two ideas, objects, etc Synonyms

Contrasting

Matching

Mapping Explaining Constructing a cause-and-effect model of a system. Synonyms

Elucidating

Constructing models

Executing Applying knowledge (often procedural) to a routine task. Synonyms

Carrying out

Measuring

Constructing

Demonstrating

Computing

Calculating

Manipulating

Operating

Preparing

Producing

Drawing up

Practising Implementing Applying knowledge (often procedural) to a non-routine task. Synonyms

Using

Estimating

Predicting

Solving

Changing

Discovering

Explaining how

Verifying

Finding

Differentiating Distinguishing relevant from irrelevant parts or important from unimportant parts of presented material. Synonyms

Discriminating

Selecting

Focusing

Distinguishing between

Separating

(Sub)dividing

Examining

Relating Organising Determining how elements fit or function within a structure. Synonyms

Outlining

Structuring

Integrating

(Re)arranging

Categorising

Ordering

Deriving Attributing Determining the point of view, bias, values, or intent underlying presented material. Synonyms

Deconstructing

Comparing

Contrast ing

Diagnosing

Checking Detecting inconsistencies or fallacies within a process or product. Determining whether a process or product has internal consistency. Synonyms

Testing

Detecting

Monitoring

Concluding

Assessing

Appraising

Discriminating

Determining Critiquing Detecting the appropriateness of a procedure for a given task or problem. Synonyms

Judging

Questioning

Justifying

Defending

Discussing

Criticising

Arguing

Including

Rating

Ranking

Valuing

Generating Coming up with alternatives or hypotheses based on criteria Synonyms

Hypothesizing

Proposing

Developing

Engendering

Synthesising

Providing options Planning Devising a procedure for accomplishing some task. Synonyms

Designing

Formulating

Combining

Compiling

Devising

Revising

Putting together

Suggesting Producing Inventing a product Synonyms

(Re)constructing

Composing

Modifying

Altering

Building

Enlarging





Bloom LOKI Guide

Taxonomy


Bloom Cognitive Action Verbs

Bloom LOKI Guide

Taxonomy



19/04/2011 Copyright DrJJ, ASERG, FSG, UiTM. March 2011 71Bloom LOKI Guide

Taxonomy






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 3

2 Tutorial 1 2 3

3 Laboratory/Practical 3 2 5

4 Assignment - 2000 words 0 20 20

5 Presentation 1 4 5

Total 6 30 36Unaccounted 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



““ The principle goal of education is to create men wh o are The principle goal of education is to create men wh o are capable of doing new things, not simply of repeatin g what other capable of doing new things, not simply of repeatin g what other generations have done generations have done ---- men who are creative, inventive and men who are creative, inventive and discoverersdiscoverers ”” Jean Piaget Jean Piaget

““ Teachers are powerful people and keepers of the fut ure. Help Teachers are powerful people and keepers of the fut ure. Help your students dream big!your students dream big! ”” Leslie Owen WilsonLeslie Owen Wilson




“Education, we see, is not merely gaining knowledge or skills helpful toward productive work, though certainly that is a part of it. Rather it is a replenishment and an expansion of the natural thirst of the mind and soul. Learning is a gradual process of growth, each step building upon the other. It is a process whereby the learner organizes and integrates not only facts but attitudes and values. The Lord has told us that we must open our minds and our hearts to learn. There is a Chinese proverb: Wisdom is as the moon rises, perceptible not in progress but in result. As our knowledge is converted to wisdom, the door to opportunity is unlocked.” Barbara W. Barbara W. Barbara W. Barbara W. Barbara W. Barbara W. Barbara W. Barbara W.

WinderWinderWinderWinderWinderWinderWinderWinder

““““““““The great aim of education is not knowledge, but The great aim of education is not knowledge, but The great aim of education is not knowledge, but The great aim of education is not knowledge, but The great aim of education is not knowledge, but The great aim of education is not knowledge, but The great aim of education is not knowledge, but The great aim of education is not knowledge, but

action.action.action.action.action.action.action.action.”””””””” Herbert Spencer Herbert Spencer Herbert Spencer Herbert Spencer Herbert Spencer Herbert Spencer Herbert Spencer Herbert Spencer

““““““““The one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questions.ions.ions.ions.ions.ions.ions.ions.””””””””

Max Beerbohm Max Beerbohm Max Beerbohm Max Beerbohm Max Beerbohm Max Beerbohm Max Beerbohm Max Beerbohm

Dr JJ: +60193551621; http://drjj.uitm.edu.my


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 wha tever 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 an d knowing something.—Richard Feynman


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outcome based education 19/04/2011 fsg dec07/obejan2010...physics & education expert ( recipient...

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