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ENHANCING TEACHING-LEARNING ENVIRONMENTS IN UNDERGRADUATE COURSES IN ELECTRONIC ENGINEERING:
AN INTRODUCTION TO THE ETL PROJECT

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Constructive Aligned Teaching

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As a whole, the OBE is to have a shift from level 1(teacher centered) to level 3(student centered). This shift requires adoption of deep learning approach compared to the surface learning approach. This shift also requires an educator to cover the entire cognitive level of learning activities(low to high). However, the main challenge in high level teaching is to implement related activities to support the high level cognitive learning

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Activity 1.3

Level of teaching and learning can be divided into three levels. Level 1 is a basic necessities for teacher and student. Level 2 is conventional, one way teacher centric. Level 3 is the new OBE student centric. Two approaches of learning are surface and deep. Surface cover low cognitive level activities that sometimes memorization become the surface approach. Deep approach is a cognitive activity where student explore and develop their interest in learning.Commonly, we have deep and surface teaching approaches in accordance to the requirement. However, there are teaching challenges where we have to differentiate the approaches by implementing the appropriate verbs.

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The level of teaching approach highly impact the student learning approach. In surface learning, student will do the task with minimum efforts and trouble such as , listing points, quoting reference and memorizing to replace understanding. This level of teaching is considered as teacher centered. On the other hand, deep approach to learning require prior knowledge to handle the task and activities. The outcome of deep learning approach depends on what the student does and can achieve through proper assessment. That is considered as student centered approach. Both deep and surface level are required for teaching methods. However, there are challenges where insufficiency of high cognitive level of activities has been identified in surface level.

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There are 3 learning approaches that tie up with OBE. Level 3 clearly illustrate the OBE-TL methodology , which focuses on students and outcomes intended in each course. There are two types of learning approach; i-Surface learning; a-To get the task involve.b-Low cognitive level activities.c- Rote learning vs verbatim learning. d-Memorization.
2. Deep learning;a- High cognitive level;b- Need to understand the details;c- Understand the big pictures;d- Focus;e- Deep knowledge.
To achieve most intended learning outcome, high & low cognitive level needs to be activated. The difference between two learning methods causing a learning gap which higher level cognitive ability. Therefore, more activities to support this higher level cognitive activities must be supplied.

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There are 3 levels of teaching and learning
Level 1: separation of teacher and student's function in learning. teachers getting the right information and it is up to the students to learn, etc.
Level 2: teacher-centered rather than student-centered
Level 3: student-centered approach. student know what they are actually learn.

Surface approach is to complete a task in minimum cognitive levels of activities such as memorizing instead of understandings. Deep approach is a learning approach that emphasizes on action learning and application. It focuses on study with task engagement and positive feelings. Approach of the learning needs to deliver from high to low cognitive levels. When using a surface approach, there is a short fall. The short fall can be prevented by using the teaching challenge such as cognitive level of learning activities.

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There are 3 level of learning approaches. the first is a separation between teacher's function and students function. Teachers teaches and students learn according to their phase. Second, focus more on teacher ability to make student understand and third more focus on the ability of student to learn by themselves with teachers guide. Teaching and learning approaches should identify what is missing in common learning outcome and supply specific activities to cover all level of cognitive skills from memorizing up to reflecting.

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Q1.
Postgraduate
- do a consultation
-Business networking

-Video competition

-Business idea competition

- based on project event.
-Generation gap
- peer evaluation

Undergraduate
-Give a role to each team based on problem saving, (real time problem)
- exercise and assignment during class.

-new student, no clue, best is give to the industry trip and then they will get the new experience.

- site visit ( exposure to the industry).

- watch youtube.

- industry become a speaker, so they could became an academia.
- peer evaluation

Q2. contribute to the 5 cluster

Q3.
Educator
| Financial constraint
| Limited experience
| Capability
| Resources material
| Mindset to change
| Technologies
| Networkingk
|generation gap

Student
-Readiness (undergraduate and postgraduate)

-Size of class
-Generation gap
- Edutainment

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advantages/impact
1)clear outcome should be able to help students understand what to be expected at the end of the course
2)stakeholder oriented outcome
3)clear understanding of assessment criteria
4)promotion of specific skills and competencies

Challenges
1)time is required for implementation
2)holistic understanding of OBE
3)changes in the paradigm shift  in teaching & learning method
4)defining the assessment criteria
5)outcome alignment for current&future trends

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1.1a Implementation

Our group has decided to use Problem-Based Learning (PBL) as one of the approach to implement OTBL in our courses.

PBL is an educational approach whereby the problem is the starting point of the learning process (generic and embedded).

The `Seven Step' method was developed to help students analyse the problem:

1. clarify the concepts;

2. define the problem;

3. analyse the problem;

4. find the explanation;

5. formulate the learning objective;

6. search for further information; and

7. report and test new information.

1.1b Advantages:

a) Able to deliver a curriculum which enable students to apply what they have learnt.

b) Able to design the intended outcomes to be achieved at the end of the program.

c) Able to explore current technologies to be used in teaching and learning.

d) Able to produce quality graduates in terms of personality, value, knowledge and attitudes.

1.1c Challenges

- Difficulty in assigning relevant and appropriate case study to the students
- Sleeping partner among the group members
- Difficult to assess individually
- Time consuming

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Implementation of OBTL
1. Giving a case study based on the real world problem so the students will discuss in a group to solve the problem.
2. Introduce new technology through hands-on activities.

Advantages and Impact of OBTL
1. Enhance soft skill.
2. Increase employability rate of the graduates.
3. Build students self confidence.

Challenges of OBTL
1. Small size of students.
2. New technology costly.
3. Lack of competence of the new technology.
4. Conventional teaching mindset.
5. Lack of industry exposure.

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Activity 1.1 – The changing scene at your own faculty

b)
-service learning- engagement with community
- Fast learning process
- encourage creative thinking among students
- Good management skills

c) -Time consuming
- Cost
- Distracted
- Difficult to handle the whole class
- Difficult to align assessment method with OBE

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a) Implementation
1) Group Project
2) Case Study
3) Service Learning

b) Advantages and impact
1) Group Project - Enhance communication skills, teamworking (soft skills)
2) Case Study - To solve real case incidents, able to propose new methods/procedures , able to choose appropriate tools to implement the procedure
3) Service Learning - engagement with community, solving real world problems.

c) challenges
1) Group Project - Less effective for huge group members
2) Case Study- lack of competence in using new tools
3) Service Learning- Time consuming, costly,

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try