copyright drjj, aserg, fsg uitm, may 2008 1 email: [email protected], [email protected];...

Copyright DrJJ, ASERG, FSG UiTM, May 2008 1

email: [email protected], [email protected]; [email protected]: http://www2.uitm.edu.my/drjj/index.html

Jaafar Jantan a.k.a. DR. JJ

Curriculum Review for the FSG Program

Faculty of Applied Sciences, UiTM, Jan 29th-30th 2009

““The principle goal of education is to create men who The principle goal of education is to create men who are capable of doing new things, not simply of are capable of doing new things, not simply of

repeating what other generations have done -- men repeating what other generations have done -- men who are creative, inventive and discoverers. “ Jean who are creative, inventive and discoverers. “ Jean

Piaget Piaget ““The only person who is educated is the one who has The only person who is educated is the one who has

learned how to learn and change.” Carl Rogerslearned how to learn and change.” Carl Rogers

“The MOHE will thus introduce a holistic programme that willcut across all disciplines and focus on communication and

entrepreneurial skills. The programme, which is intended to build

a balanced perspective in all students, will expose them tosubjects beyond their area of specialisation. For example,

studentsreading for degrees in the sciences such as medicine,

engineeringand chemistry will be exposed to courses covering literature

andphilosophy. Likewise, students in the humanities will be

exposed tothe rudiments of science and technology, and certainly, ICT.”

Source: NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010

“We must produce confident students with a sense of balanceand proportion. While an individual may specialise in a certain

area, his or her perspective should be enriched by otherexperiences as well.”


1. Knowledge (K)2. Practical Skills (P)3. Social skills and responsibility

(A) 4. Values, attitudes and

professionalism (A) 5. Communication, leadership 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 skills4. Communication skills5. Social skills, teamwork and

responsibility6. Values, ethics, moral and

professionalism (A) 7. Information management and

lifelong learning skills(P/A)8. Managerial and entrepreneurial

skills (K/P/A) 9. Leadership skills

WASWAS ISIS


1. Critical thinking and problem solving skills (P)2. Communication skills (P)3. Ethics and professionalism (A)4. Group working skills (A)5. Lifelong learning and information management (A)6. Entrepreneurship skills (P)7. Leadership skills (A)


The 3 Domains of Educational Goals

Psychomotor

AffectiveCognitive

The Heart

The Hand

The Head

3H


Learning OutcomesAt the end of this session, participants will be able to:

OutcomesOutcomes Instructional MethodInstructional Method

1. Analyze and remedy the present PEOs and POs to align with the attributes of human capital with first-class mentality

Lecture-discussion

2. Identify the POs that address the PEOs through a matrix.

Lecture-discussion

3. Analyze and remedy the POs that address the MOHE LOs and soft skills.

Lecture-discussion

4. Identify the courses that address the MOHE LOs. Lecture-discussion

5. Determine the proportion of courses that address each of the MOHE LOs and decide its alignment to the proportion MPTN proportion.

Lecture-discussion


Learning OutcomesAt the end of this session, participants will be able to:


6. Identify the taxonomies in the 3 learning domains that are addressed by each of the courses.

Lecture-discussion

7. Generate a bar chart of number of courses versus taxonomy levels for each of the 3 learning domains.

Lecture-discussion

8. Identify and match the MOHE LOs to the soft skills. Lecture-discussion

9. Review and remedy the present course outcomes to align them with the POs.

Lecture-discussion

10. Generate lesson outcomes that will address the course outcomes.

Lecture-discussion


Learning OutcomesAt the end of the workshop, participants will be able to:


1. Produce a workable POs-PEOs matrix. Cooperative Discussion

2. Produce a workable POs-MOHE-Soft Skills matrix. Cooperative Discussion

3. Produce a workable Course-MOHE LOs. Cooperative Discussion

4. Produce a workable taxonomy level for the 3 learning domains and the associated bar charts that satisfy the MOHE requirements.

Cooperative Discussion

5. Produce a workable soft skills matrix that address the MOHE LOs.


6. Generate lesson outcomes for a minimum of 2 lessons to be used after the semester break.


I) A textile technologist with good understanding of fundamental scientific and technological knowledge required for applications in textile related industries, the society and environment.

II) A textile technologist with (positive) attitudes and ethics necessary in fulfilling his/her responsibilities towards the Creator, client and the society.

III) A textile technologist who is able to adapt him/herself to the working environment. (how will the PO & curriculum ensure this??)

IV) A textile technologist who are able to lead others A leader in textile and technological field and capable of sustaining competency in the working environment.

V) A textile technologist who is able to pursue higher education.

Achievement of PEOAchievement of PEO

Programme Outcomes (PO)Programme Outcomes (PO) ii iiii iiiiii iviv vv vivi

1.1. Able to (Able to (apply andapply and) acquire knowledge of textile technology () acquire knowledge of textile technology (and applied and applied sciencessciences) fundamentals fundamentals and applied sciences.and applied sciences. √√ √√

2.2. Able to plan (Able to plan (scientific) scientific) experiments and interpret experimental data.experiments and interpret experimental data. √√

3.3. Able to use the techniques, skills and textile equipments necessary for Able to use the techniques, skills and textile equipments necessary for textile technology.textile technology.

√√ √√

4.4. Able to recognize and apply ethical standards of values, ethics and Able to recognize and apply ethical standards of values, ethics and professionalism in their (professionalism in their (job and career)job and career) professional workprofessional work..

√√ √√

5.5. Able to orally express and discuss scientific ideas effectively.Able to orally express and discuss scientific ideas effectively. √√ √√

6.6. Able to Able to expressexpress andand ( (write about and report on)write about and report on) discuss discuss scientific ideas scientific ideas in in written formswritten forms effectively. effectively. √√

7.7. Able to (Able to (efficientlyefficiently engage and occasionally lead)engage and occasionally lead) work work in a team project.in a team project. √√ √√

8.8. Able to enroll (Able to enroll (and diligently pursue)and diligently pursue) and succeed in aand succeed in a graduate (graduate (a degree in a degree in a textile-related)a textile-related) program.program. √√ √√

9.9. Able to acquire and apply entrepreneurial skills.Able to acquire and apply entrepreneurial skills. √√ √√

Programme Outcomes (PO) i ii iii iv v vi vii viii ix

1. Able to acquire and apply knowledge of textile technology fundamentals and applied sciences.

2. Able to plan and conduct experiments and interpret data.

3. Able to use the techniques, skills and textile equipment necessary for textile technology.

4. Able to recognize and apply ethical standards of values, ethics and professionalism in their professional work.

5. Able to orally express and discuss scientific ideas effectively.

6. Able to express and articulate discuss ideas in written forms effectively.

AS202

Programme Outcomes (PO) i ii iii iv v vi vii viii ix

7. Able to work in a team project.

8. Able to identify and propose textile related problems.

9. Able to disseminate textile technology and related information.

10. Able to enroll in a graduate program.

11. Able to acquire and apply entrepreneurial skills.

Programme Outcomes (PO) vs Soft Skills i ii iii iv v vi vii

1. Able to acquire and apply knowledge of textile technology fundamentals and applied sciences.

2. Able to plan and conduct experiments and interpret data.

3. Able to use the techniques, skills and textile equipment necessary for textile technology.

4. Able to recognize and apply ethical standards of values, ethics and professionalism in their professional work.

5. Able to orally express and discuss scientific ideas effectively.

6. Able to express and articulate discuss ideas in written forms effectively.

7. Able to work in a team project.

8. Able to identify and propose textile related problems.

9. Able to disseminate textile technology and related information.

10. Able to enroll in a graduate program.

11. Able to acquire and apply entrepreneurial skills.

Copyright DrJJ, ASERG, FSG UiTM, April 200817


Course Outcomes: Upon completion of this course, students will be able to:

1.1. State, write and explainState, write and explain the concepts, laws and theories in electrostatics, electricity, magnetism, introductory atomic physics and modern physics. (C-Knowledge) (PO1)(PO1)

2.2. Verbally, visually (pictures & graphs) and algebraically relate and Verbally, visually (pictures & graphs) and algebraically relate and discussdiscuss the concepts, laws and theories in electrostatics, electricity, magnetism, introductory atomic physics and modern physics. (C-Comprehension) (PO1, PO6)(PO1, PO6)

3.3. Verify, assess & employVerify, assess & employ the concepts, laws and theories in electrostatics, electricity, magnetism, light, introductory atomic physics and modern physics to solve qualitative & quantitative problems visually, algebraically and occasionally, numerically. (C-Application) (PO1)(PO1)

COURSE: PHY407COURSE: PHY407

MOE-Chem MOE-Bio MOE-Phys


4.4. Analyze, summarize and discussAnalyze, summarize and discuss solution to real world problems associated with electrostatics, electricity, magnetism, introductory atomic physics and modern physics. (for 3(for 3rdrd year course only) (PO1, 6, 8) year course only) (PO1, 6, 8)

5.5. Observe, formulate, plan, conduct, and reportObserve, formulate, plan, conduct, and report scientific investigations in areas of electrostatics and electricity. (PO2, 3, 6)(PO2, 3, 6)

6.6. Verbally justify and convince peersVerbally justify and convince peers and the facilitatorfacilitator, their rationale for the choice of methods, their ability to use and manipulate equipments, the need to transform raw scores into tabular and graphical forms and their ability to explain and interpret results of their investigation in areas of electrostatics and electricity. (PO2, 3, 7)(PO2, 3, 7)

7.7. Collaborate, motivate and truthfulCollaborate, motivate and truthful with team members and with facilitators in both the labs and in the classroom. (PO5, 8)(PO5, 8)

COURSE: PHY407; Course Outcomes: cont…

Copyright DR JJ, ASERG, UiTM, Shah Alam 21

The 3 Domains of Educational GoalsThe 3 Domains of Educational Goals

Psychomotor

AffectiveCognitive

The Heart

The Hand

The Head

3H


Course outcomes

Cognitive Affective Psychomotor / skillsDOMAINS

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Exhibit,display, demonstrate

organisation

Valuing

Responding

Receiving

Naturalisation

Articulation

Precision

Manipulation

Imitation

Higher order

lower order


Higher order

lower order

INVOLVES KNOWLEDGE AND THE DEVELOPMENT OF INTELLECTUAL SKILLS


Categories in the Cognitive Domain(Taxonomy of Educational Objectives, Bloom, 1956)

Level 1 – Knowledge

The remembering of previously learned material. This may involve the recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information. Knowledge represents the lowest level of learning outcomes in the cognitive domain.

Defines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, states.

Eg. List the six levels in the cognitive domain of Bloom’s

taxonomy. Define… State the main principles of Theory X.

Level 2 – Comprehension

The ability to grasp the meaning of material. This may be shown by translating material from one form to another, by interpreting material (explaining or summarising), and by estimating future trends (predicting consequences or effects). These learning outcomes go one step beyond the simple remembering of material, and represent the lowest level of understanding.

Converts, defends, distinguishes, estimates, explains, extends, generalises, gives examples, infers, paraphrases, predicts, rewrites, summarises.

Eg. Describe three main features of … Explain the 3 main components of a learning outcome. Summarise the main causes of the American war in Iraq.

Bloom’s TaxonomyBloom’s Taxonomy


Level 3 – Application

The ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws and theories. Learning outcomes in this area require a higher level of understanding than those under ‘Comprehension’.

Changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.

E.g.:Construct measurable learning outcomes that include lower and higher order cognitive skills for a one-semester course.

Level 4 – Analysis

The ability to break down material into its component parts so that its organisational structure may be understood. This may include the identification of the parts, analysis of the relationships between parts, and recognition of the organisational principles involved. Learning outcomes here represent a higher intellectual level than ‘Comprehension’ and ‘Application’ because they require an understanding of both the content and the structural form of the material.

Breaks down, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, points out, relates, selects, separates, subdivides

e.g.:Analyse authentic data from various sources and prepare…



Level 5 – Synthesis

The ability to put parts together to form a new whole. This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifyinginformation). Learning outcomes in this area stress creative behaviours, with major emphasis on the formulation of new patterns or structures.

Categorises, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organises, plans, rearranges, revises, rewrites, summarises, tells, writes.

e.g.:Analyse authentic data from various sources and prepare a recommendation report for a specified audience.

Level 6 – Evaluation

The ability to judge the value of material. The judgements are to be based on definite criteria. These may be internal criteria (organisational) or external criteria (relevance to the purpose) and the student may determine the criteria or be given them. Learning outcomes in this area are highest in the cognitive hierarchy because they contain elements of all the other categories, plus conscious value judgements based on clearly defined criteria.

Appraises, compares, concludes, contrasts, criticises, describes, discriminates, explains, justifies, interprets, relates, summarises, supports.

e.gEvaluate the strengths and weaknesses of the cognitive domain of Bloom’s taxonomy in relation to the National Educational Philosophy.



Higher order

lower order

PSYCHOMOTOR DOMAIN INCLUDES PHYSICAL MOVEMENT, COORDINATION & USE OF THE

MOTOR SKILL AREAS


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)


A sample lesson from Thermodynamics

Course outcomeCourse outcome for Thermodynamics: (address PO1)(address PO1)Write energy balance representing the first law of thermodynamics and

use it in both closed and open systems.

Lesson outcomes: Upon completion of this unit, students will Lesson outcomes: Upon completion of this unit, students will be able to:be able to:

1.1. StateState the conservation of energy principle and name allname all the forms of energy entering & leaving a system and energy changes within the system.

2.2. DiscussDiscuss the energy exchange process and writewrite mathematical expressions representing the energy balanceenergy balance in units of kJ, for a general system undergoing any process.

3.3. RewriteRewrite the energy balance in the unit-mass basisunit-mass basis and unit-time basis unit-time basis (or rate-form basis)(or rate-form basis) for a general system undergoing any process.


Education, we see, is not merely gaining knowledge or skills helpful toward productive 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 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 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 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 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 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 not in progress but in result. As our knowledge is converted to wisdom, the door to opportunity is unlocked. opportunity is unlocked. Barbara W. WinderBarbara W. Winder

The great aim of education is not knowledge, but action. The great aim of education is not knowledge, but action. Herbert Spencer Herbert Spencer

The one real goal of education is to leave a person asking questions. The one real goal of education is to leave a person asking questions. Max Beerbohm Max Beerbohm


Diploma Degree

Cognitive 20%-30% 40%-60%

Skills 45%-60% 15%-45%

Affective 15%-25% 15%-25%

Source: MPTN

copyright drjj, aserg, fsg uitm, may 2008 1 email: [email protected], [email protected];...

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