# data[].attributes.body
REFLECTION DAY 2

The last day with a lasting impression.

The video and Robin Sharma book had shown the interesting concept of what CL roles are and the important on capture audience understanding and interpretation on scenario based teaching-learning situation.

The two articles had given an impact full understanding on curriculum building at AL level. The important of proactive action in regards to curriculum review. And the critical point on collaboration and consultation of difference stakeholders.

We have to be our own leader in our curriculum development.

# data[].attributes.body
The most impactful article for CL and AL. Which showcasing how we should be prepared for VUCA. We cannot be complacent and must have the iniative to sustain our curriculum with innovative thinking that sometime is difficult to adapt or adopt. Therefore, always thriving for the best.

# data[].attributes.body
The article was quite interesting in touching the essence of dual language in schools. The articles argued on the important of infrastructural and institutional needs in urban and rural settings. The teaching warriors were arguably overutilized with burdens and lack of supporting services from governance bodies. The Dual language requirements are considered important in preparing our population to be competitive nation to address Globalization (VUCA).

# data[].attributes.body
It was a very interesting workshop by Prof. Nura. It was insightful and I learned a lot in today's session. I learned the responsibilities of an academic who plays the role of curriculum leader and academic leader. The session taught me that, as academics, we are not only planning and implementing courses, but also we should contribute to the sustainability of the programme or course. Prof. Nura has also encouraged the participants to be involved actively in establishing and maintaining good networking in the context of curriculum design and implementation. I found that such workshops or training are vital for every academic, especially to strategise their teaching and learning. As an academic, it is imperative to learn and know curriculum design and implementation. Thanks, Prof.

# data[].attributes.body
REFLECTION DAY 2

The last day with a lasting impression.

The video and Robin Sharma book had shown the interesting concept of what CL roles are and the important on capture audience understanding and interpretation on scenario based teaching-learning situation.

The two articles had given an impact full understanding on curriculum building at AL level. The important of proactive action in regards to curriculum review. And the critical point on collaboration and consultation of difference stakeholders.

We have to be our own leader in our curriculum development.

# data[].attributes.body
Based on the review, I found that change is vital to ensure the sustainability of a programme. Academics should understand they are academic leaders who should be resilient and proactive to ensure the programme/course offered is consistent with the current needs of the market. For instance, in the situation of the article, it was found that the programme was to be terminated as the programme is not improved/changed consistently. It is also important to understand that sustainability in our Malaysian education system; however, the process has to be more systematic.

# data[].attributes.body
Summary: The article pointed out the imbalance between urban and rural areas in relation to the educational ecosystem. The article also discusses the need for teachers to adapt their teaching methods to the local ecosystem, taking into account factors such as language proficiency. It was found that pointed out the importance of English proficiency to advance in knowledge and technology.

Thought: I think that the implementation of DLP in Malaysia has to take into consideration the different ecosystems in Malaysia, specifically in terms of geography, social, etc. This is vital to ensuring the effectiveness of the implementation of the policy.

# data[].attributes.body
REFLECTION DAY 1

I genuinely enjoyed the activities in Day 1.

1.      Curriculum Inquiry – reflecting on this, I found that you have to be focused on researching the gap or issues pertaining to curriculum development. One of them is the process of curriculum reviewing a program. The reluctant of the course coordinator or subject expert to change has given some insights that there are possibilities some curriculum leaders require some awareness on curriculum development

2.      Curriculum Journal Searching- I found one journal that encourage multidisciplinary manuscript and the scope related to what I intended to publish which related to my curriculum inquiry.

3.      Presentation on Assignment Series 1 – many feedback from Prof Nura and Dr Matno and Dr Maran which I found constructive in regards to learning outcome and the content of the workshop should be aligned.

# data[].attributes.headline
Matno - Response from Prof Sandel's and Roles of lecturers' as curriculum leaders

# data[].attributes.subject
Matno - Response from Prof Sandel's and Roles of lecturers' as curriculum leaders

# data[].attributes.attachment_link.title
Roles of Lecturers as Curriculum Leaders

# data[].attributes.body
Good day, Prof.

Based on the first day of training, I learned about the different types of curriculum inquiries. As an instructor, it gives an idea of how curriculum can be designed and implemented in a more effective way. For instance, curriculum inquiries teach how curriculum can be improved and enhanced. In short, as an instructor, the first day of training allows me to understand my teaching and learning approaches better and strategise my teaching and learning to provide a better learning experience to my students.

# data[].attributes.attachment_link.title
narrative inquiry for mobility programme

# data[].attributes.body
Curriculum Leadership

The curriculum leadership espoused the notion of accountability and stewardship in curriculum development.  Therefore, building a sustainability principles, supporting teachers, fostering community partnerships, and ensuring continuous evaluation and adaptation i.e VUCA. By doing so, leaders create programs that not only address the needs of today but are also equipped to evolve  with future challenges.

My Reflection on Today’s Video and Robin Sharma

Engaging students in large lecture sessions can be challenging, but with the right strategies, a lecturer can foster interaction, maintain attention, and promote active learning. From the video, the lecturer encourage participation through questions.

Ask open-ended questions to the class, and the diversity of audiences create interesting elements in understanding his questions. The lecturer really in-control in the engagement without showing any biases which I found admirable and quite inspirational.

I found Socrates method in internet that explained his method of inquiry to the audience which giving provocative  questions in order to allow organic responses.

The way he was closed-loop the scenario/ the engagement was exceptional....He brought the discussion in such heights and brought it down by interelated the learning outcomes of the course throughout the semester.

Robin Sharma

You don’t need a title to be a leader

“The most common way people give up their power is by thinking they dont have any”. One of the greatest freedoms we have is the freedom to choose how we view our roles in the world and the power we all have to make positive decisions in whatever conditions we happen to find ourselves. We must learn to hold ourselves to the highest standards. Expect only the best from yourself in everything.

Be BIW — Be the BEST IN THE WORLD.

I found the critical review on this book touched 4 fundamentals that focus on

1.You have the power to go to work each day and express the absolute best within you.

2.You have the power to inspire, influence and elevate each person you meet by the gift of being a great example.

3.You can passionately drive positive change in the face of negative conditions.

4.You can treat all stakeholders with respect, appreciation and kindness and in so doing raise the organization’s culture to the best of breed.

In summary, you dont have to be AL and CL to show your leadership roles in curriculum development but lead yourself first, and only then would you get a chance to lead others. Practice with you. Challenge yourself to live through life 1st class. Every single one of us alive today has greatness within. There are no extra people on the planet. And wherever you go, you take you with you. But we have buried our best underneath layers of insecurity, doubt and fear. You were born awesome. Your former habits of thinking and being must disintegrate before better ways of behaving can begin to integrate. In the end, the curriculum is in a better version and sustainable if you allow yourself to shine and accountable to the process. I hope that make sense.

# data[].attributes.body
Task 1: Based on the video of Prof Sandel, the list of attributes of a successful curricular and instructional leader are as follows:

1. A curriculum leader should be resilience. He or she should be able to demonstrate the ability to see the setbacks, impacts of the curriculum. He or she also must be to act with tenacity.

2. A curriculum leader should act based on the local culture/circumstances which involves moral judgement. He or she should take into consideration of the moral standard in planning, implementing and evaluating the curriculum.

3. A curriculum leader should be an effective communicator. He or she should be able to deliver the message to the learners effectively (with clarity).

Task 2: Discuss the roles of lecturers as curriculum leaders.

1. Design and implement curriculum. Curriculum leaders should design and implement curriculum that is align with the programme learning outcome, programme standards and the needs of the industry.

2. Engage in curriculum improvement. Curriculum leaders should consistently reflect and do research on their teaching and learning activities, do continual improvement to improve the content of the course and outcome of the learning.

3. Engage in monitoring and quality assurance. Curriculum leaders should take responsibility for maintaining high-quality teaching standards. They should continuously review student performance and feedback to ensure that the ensure the effectiveness of the curriculum implementation.

Thanks.

# data[].attributes.body
Reflecting on my participation in the training on Curriculum Development and Management Design (CDMD), I’ve come to realize how transformative this experience has been, especially as it has opened up new avenues of knowledge in curriculum inquiry. Stepping into the role of a coordinator, as opposed to my previous experience as a lecturer, has reshaped my understanding of curriculum dynamics and research.

As a lecturer, my focus was more centered around content delivery, student engagement, and ensuring academic success within the confines of the curriculum already in place. My role was largely shaped by responding to student needs and facilitating learning experiences based on a structured syllabus. However, this training has shifted my perspective significantly, particularly in understanding the broader strategic and administrative dimensions of curriculum design.

From the coordinator’s hat, curriculum inquiry is not just about the day-to-day engagement with students but involves a more holistic view. It’s about understanding the alignment of educational goals, the integration of interdisciplinary elements, and ensuring the curriculum’s relevance in an ever-changing educational landscape. I’ve come to appreciate the complexity of balancing different stakeholders’ needs, including students, faculty, and institutional priorities. The training emphasized how curriculum leaders must think beyond immediate instructional needs, working toward long-term developmental goals that affect entire cohorts of students, teaching teams, and even institutional identity.

My research focus is now broader, encompassing curriculum evaluation, policy implications, and how educational practices shape institutional strategies.

Overall, this training has not only broadened my knowledge but has also given me a deeper appreciation of the strategic and research-oriented responsibilities of a curriculum coordinator. It’s a shift from thinking solely about what happens in the classroom to envisioning the larger educational ecosystem and the impact of curriculum decisions on the institution’s future direction.

# data[].attributes.headline
Critics on "The Leader Who Had No Title" written by Robin Sharma.

# data[].attributes.subject
Critics on "The Leader Who Had No Title" written by Robin Sharma.

# data[].attributes.body
Robin Sharma's book "The Leader Who Had No Title" has received a range of critiques, from positive praise to more critical views. Here's a breakdown of both perspectives:

Positive Critiques:

1. Inspirational and Accessible: Many readers have praised Sharma for offering an inspiring message. The book promotes the idea that leadership is not confined to formal titles or positions, which resonates with people who want to make a difference regardless of their job status. The central message encourages individuals to take personal responsibility and to lead in their own way.

2. Practical Lessons: The book is filled with actionable advice that readers can implement in their daily lives. It covers themes like personal excellence, resilience, and focusing on constant improvement. For many readers, these principles are highly motivational and applicable across various life situations.

3. Engaging Storytelling: The use of a parable format to convey the lessons makes it an engaging read for many. Sharma presents his ideas through the journey of a protagonist who learns leadership principles from unconventional mentors. For readers who enjoy storytelling, this approach makes complex leadership concepts more relatable.

Critical Reviews:

1. Repetitive and Simplistic: Some critics have noted that the book’s concepts, while well-intentioned, are overly simplistic and repetitive. They argue that Sharma reiterates common self-help advice—such as the importance of hard work and positive thinking—without offering much new or groundbreaking insight.

2. Lacks Depth: Critics have also pointed out that Sharma's treatment of leadership can feel shallow. The focus on personal leadership without delving deeper into the systemic and structural aspects of leadership might leave some readers looking for a more thorough exploration of leadership dynamics in organizations.

3. Story Format Doesn't Appeal to Everyone: While some appreciate the parable format, others find it less effective. The storytelling approach can sometimes feel contrived or too "moralistic," with characters that lack complexity or real-world depth, leading to a lack of engagement for some readers.

4. Overly Idealistic: Another criticism is that the book’s message might come across as overly idealistic, especially in corporate settings where real-world challenges like hierarchy, office politics, and structural barriers to leadership can be more complicated than the book suggests.

Conclusion:

The Leader Who Had No Title has inspired many with its uplifting message about personal leadership, but some readers feel it lacks the depth and complexity required to address the nuanced nature of leadership in today's world. For those seeking a motivational and easy-to-read guide, it can be a valuable resource, but it may not satisfy readers looking for a more critical or in-depth analysis of leadership.

Thanks.

# data[].attributes.headline
Robin Sharma's Book - The Leader Who Had No Title

# data[].attributes.subject
Robin Sharma's Book - The Leader Who Had No Title

# data[].attributes.attachment_link.title
Sharma Robin. - The Leader Who Had No Title

# data[].attributes.headline
Academic Leadership Vs Curriculum Leadership

# data[].attributes.subject
Academic Leadership Vs Curriculum Leadership

# data[].attributes.body
The Journal of International Cooperation in Education (JICE) is a peer-reviewed, open access journal that engages with empirical, theoretical and methodological discussions on educational policies, systems and practices in the global South. Since its official launch in 1998, JICE has been an alternative venue for generating non-Western-centric knowledge in educational development. JICE aims to contribute to accumulating field-level knowledge, policy-making and development strategies in the global South while espousing an unconventional mode of international cooperation in education.

It has two issues per year with

# data[].attributes.attachment_link.title
Journal of International Cooperation in Education | Emerald Insight

# data[].attributes.attachment_link.description
Journal of International Cooperation in Education available volumes and issues

# data[].attributes.headline
Emy EAJCurriculum Inquiry and Journal Search

# data[].attributes.subject
Emy EAJCurriculum Inquiry and Journal Search

# data[].attributes.body
Curriculum Journal Searching

Benchmark and Journal Search

The curriculum journal

Edited By: Mark Priestley and Stavroula Philippou

JOURNAL METRICS >

Online ISSN:1469-3704

Print ISSN:0958-5176

© British Educational Research Association

Overview

Aims and Scope

The Curriculum Journal is an international peer-reviewed journal that publishes original contributions to the study of curriculum theory, as well as curriculum-making practices. It encompasses issues relating to governance and policy development, teacher professional learning, assessment and pedagogy, insofar as they pertain to curriculum. The Journal aims to contribute to the renewal of the field of curriculum studies, enrich curriculum conversations and enable practitioners and scholars to engage with curricular issues, thus placing consideration of curriculum firmly at the heart of educational discourse and practice.

The journal welcomes papers – original research and review articles – that:

address current and historical global debates and traditions from the complex landscape of curriculum studies

pose challenging curricular questions from different perspectives, including reflexive questions about whom curriculum research is for and its purposes, and wider historical, sociological and political questions about the curriculum

draw upon diverse theoretical and methodological approaches

focus on formal and informal educational settings within and beyond schooling (including early years, primary and secondary schools, further education, higher education and teacher education, vocational education and training, community education, professions and work-based education).

Continuing a long tradition of connecting scholarly research and school-based practice, the journal particularly welcomes contributions focussing on the ‘basics’ of curriculum structure, organisation, development, enactment and evaluation in practice settings.

Abstracting and Indexing Information

Academic Search (EBSCO Publishing)

Advanced Placement Source (EBSCO Publishing)

ArticleFirst (OCLC)

British Education Index (EBSCO Publishing)

Current Abstracts

Education Research Index (EBSCO Publishing)

Education Resources Information Center (ERIC)

Education Source (EBSCO Publishing)

Educational Research Abstracts online (ERA)

Electronic Collections Online (OCLC)

European Reference Index for the Humanities (ERIH Plus)

Emerging Sources Citation Index (Clarivate Analytics)

FRANCIS (INIST-CNRS)

Periodicals Index Online (PIO)

Professional Development Collection (EBSCO Publishing)

ProQuest (ProQuest)

Public Affairs Index (PAC)

SCOPUS (Elsevier)

# data[].attributes.headline
Publishing Research in Curriculum Studies 

# data[].attributes.subject
Publishing Research in Curriculum Studies 

# data[].attributes.body
Good day, Prof.

Identified journal: International Journal of Educational Management

https://www.emeraldgrouppublishing.com/journal/ijem?distinct_id=%24device%3A191fe5f44feb21-05a6bb925a85fd-26001151-e1000-191fe5f44feb21&_gl=1*1ezl6ba*_ga*MTI3MTkzNzA1LjE3MjM2OTI5OTk.*_ga_45RWY1YP1V*MTcyNjU0OTU0Mi4yLjAuMTcyNjU0OTU0Mi4wLjAuMA..&_ga=2.31721149.2043834711.1726549543-127193705.1723692999

I think the journal is relevant.

Aims and scope

As the whole structure and philosophy of education goes through a sea-change, and as budgets are cut, educational managers need to keep abreast of new developments in order to maximize their resources and determine the most appropriate management strategy for their institution.

The journal explores research in the following areas:

Innovation in educational management across the spectrum

The development of educational delivery mechanisms

Creation of an environment in which the management of resources provides the most efficient outputs

Sharing of new initiatives, with an international application

The International Journal of Educational Management (IJEM) addresses the increasingly complex role of the educational manager, offering international perspectives on common problems and providing a forum for the sharing of and providing a forum for the sharing of ideas, information and expertise.ideas, information and expertise. cproviding a forum for the sharing of ideas, information and expertise.

# data[].attributes.attachment_link.title
International Journal of Educational Management

# data[].attributes.attachment_link.description
The International Journal of Educational Management provides those interested in the effective management of the educational process with a broad overview of developments and best practice in the field, with particular reference to how new ideas can be applied worldwide.

# data[].attributes.body
Curriculum Inquiry

Problem Statement

The importance of curriculum reviews are considered critical in the uncertainty environment such as VUCA. Therefore; it is advised that the Higher Education Provider has to adopted continuous improvement in curriculum building.

I found a program that goes through reviewing process should take many considerations

1.      Societal needs and changes

2.      Cultural and religious factors

3.      Government policies and educational reforms

4.      Technological advancements

5.      Economics factors

6.      Learner Characteristics

7.      Teacher Expertise and availability

8.      Philosophical and Educational Theories

9.      Globalization

10.  Stakeholder Input

11.  Assessment and accountability

And for curriculum inquiry in this particular scope I choose

1.      Societal needs and changes

2.      Government policies and educational reforms

3.      Technological advancements

4.      Learner Characteristics

5.      Teacher Expertise and availability

These five factors in shaping (curriculum review)the curriculum building in a program. The research  questions can be posed

1.      What is the factors influencing the sustainable curriculum in a program?

2.      What is the teacher roles and challenges in VUCA?

# data[].attributes.body
Good day, Prof.

I would like to investigate the issue of a lack of understanding of the Continuous Quality Improvement (CQI) process among academic staff members at UUM, particularly in the context of curriculum implementation among academics at SMMTC.

I chose phenomenological inquiry because I would like to investigate the experience and challenges faced by academic staff members at SMMTC in the implementation of CQI at the course level.

Purposes: To understand the experiences of individuals/academics in relation to the CQI process (curriculum implementation) at the course level.

Types of Research Questions: RQ1: What is the experience of academic staff members doing CQI implementation at the course level? RQ2: What are the challenges faced by academics doing CQI (curriculum implementation) at the course level?

Processes: in-depth interviews (involving the individual lecturers), reflection on personal experiences via OBE CQI reports of the academics.

Logic of Procedure: I will be using hermeneutic interpretation of experiences. The rationale for using this procedure is to understand the experience of the academics from their point of view on the implementation of CQI process. I will be inducing the data that is collected through in-depth interviews and narratives of the informants. The rationale of the procedure is to understand the impact and attainment of the course learning outcome and programme learning outcome.

Thanks.

S Maartandan@ Maran

# data[].attributes.body
I am Dr Abdul Manaf, from School of Business Management, UUM.

I believed that curriculum development is important for better planning in higher education, with determine the way forward of the University.

InsyaAllah, will explore about multi side of curriculum development.

Let's enjoy the mystery of curriculum development!

# data[].attributes.body
Reflecting on my experience as a curriculum leader, I’ve always felt a sense of responsibility to ensure that my work positively impacts the educational landscape at SoE. However, the thought of sharing my research on an international platform has long been a source of anxiety. The fear of not measuring up to global standards and the unfamiliarity of engaging with an audience beyond local borders often held me back.

During this workshop, everything began to change. Listening to Prof. Nura and other friends share their experiences of presenting on international platforms was incredibly eye-opening. They discussed how initial fears were quickly replaced by new opportunities for learning, collaboration, and growth. Prof. Nura, in particular, emphasized how stepping onto the global stage allowed her to refine her work through feedback and build connections that she would have never encountered otherwise.

What struck me the most was the idea of creating a network at the international level. Up until now, I’ve mainly built local connections, working with peers and colleagues within Malaysia. While these relationships are valuable, the thought of expanding my network globally had always seemed like a distant goal. I didn't know where to begin or how to amplify my connections beyond our borders.

The workshop gave me the confidence to change that mindset. I realized that presenting internationally isn’t just about sharing research—it’s about forming new relationships, exchanging ideas, and building collaborative opportunities that span countries and cultures. By connecting with scholars, educators, and practitioners from around the world, I can open doors to joint research projects, curriculum development initiatives, and more. This global network could be the key to enhancing not only my work at UUM but also contributing to the broader field of education.

While I’m still figuring out the best way to take those initial steps toward creating an international network, I now see the potential it holds. The next challenge lies in translating these opportunities into concrete collaborations. Thanks to the workshop and the inspiring stories I heard, I feel more confident in venturing into this new territory and am eager to see how these connections can enrich both my personal growth and my contributions to UUM.

# data[].attributes.attachment_link.title
CULTIVATING ENTREPRENEURIAL MINDSET  IN THE CURICULUM REVIEW 

# data[].attributes.body
1.What are the new things that you have learned?

2.How will this benefit you as a practitioner?

3.What difference does it make to your current practice?

# data[].attributes.body
1.What are the new things that you have learned?

2.How will this benefit you as a practitioner?

3.What difference does it make to your current practice?

# data[].attributes.headline
Publishing Research in Curriculum Studies

# data[].attributes.subject
Publishing Research in Curriculum Studies

# data[].attributes.body
I thought I had a pretty good handle on curriculum matters with my PhD in curriculum and instruction. But boy, was I in for a surprise at the CDMD (Curriculum Management and Development) Training Series! Day 2 turned out to be a real eye-opener, showing me that there's always more to learn, no matter how much you know.

Day 2 of the CDMD Training Series was like a wake-up call. I expected to hear things I already knew, but Prof Nura had this amazing way of showing me new facets of curriculum management. It was a bit humbling, to be honest, making me realize that there's always room to grow, even if you've already come a long way.

One big lesson from today was how curriculum management is always changing. We talked about new teaching methods, using technology in classrooms, and focusing on students' needs. It hit me that the education world moves quickly, and to keep up, I need to keep learning about the latest trends. It made me think that being an expert doesn't mean you stop; it means you keep evolving with the subjects you're passionate about.

The way Prof Nura used fancy words and phrases caught my attention. I understood that using the right terms isn't just about sounding smart – it's about getting into the heart of new ideas. As they talked about things I hadn't heard before like Pedagogical tourism, Pedagogical colonialism and Linguistic imperialism  , I realized I needed to expand my vocabulary about curriculum studies. Learning these new words is like unlocking doors to exciting discussions.

Meeting and talking with others at the training was another big deal. Being around people who are just as curious about learning made me feel like I was part of a team. We did activities together and shared our thoughts. Seeing how eager everyone was to keep growing in curriculum studies fired me up to do the same.

So, what did I really take away from Day 2 of the CDMD Training Series? Well, it gave me a fresh perspective on curriculum matters. It reminded me that learning never stops, no matter how much you know already. And it made me excited to use these new ideas in my own research and teaching. The training series opened my eyes to the idea that embracing change, learning together, and staying curious are all part of the journey, no matter where you are in your educational adventure.

# data[].attributes.body
The session with Prof Nura Yusoff is interactive, and it would be beneficial for everyone to attend it. Activity 5 for Curriculum Management was the focus of the second day of Reflection.
In addition, familiarize yourself with activity 6, which is the planning for the training that will be used to spread the information that we gain in this workshop (CDMD IAP Series 1).

Thank you, Prof. Nura and UTLC

# data[].attributes.headline
Reflection Day-1 CDMD IAP Series 1 (Ferdous)

# data[].attributes.subject
Reflection Day-1 CDMD IAP Series 1 (Ferdous)

# data[].attributes.body
My initial day of exploration yielded fresh perspectives on the intricate process of curriculum development and design. I've now grasped a vital distinction between the terms "curriculum" and "syllabus," which are frequently used interchangeably but carry distinct meanings. Delving deeper, I've realized that the elements of scope, sequence, integration, and the delicate equilibrium between theoretical concepts and practical application are of paramount importance in the realms of curriculum design, administration, and development. These facets collectively ensure that the curriculum aligns seamlessly with the expectations of both students and society at large.

This foundational knowledge, acquired within the course's inaugural day, holds immense promise for transforming my teaching and learning methodologies. By integrating these insights, my pedagogical approach will undoubtedly be enriched, fostering more engaging and effective educational experiences. As I journey forward, I recognize that the curriculum serves as the guiding blueprint, and the syllabus acts as its complementary counterpart, working in tandem to depict a holistic panorama of the intended program outcomes.

# data[].attributes.attachment_link.title
Aligning Curriculum with Educational Goals

# data[].attributes.body
Prof. Nura's session is engaging and worthwhile to attend. The most exciting aspect of today's meeting was that I had to lead a workshop to share what I gained today with my colleagues. It's been a challenge, but I'm persistent and determined to finish it.

# data[].attributes.body
On day 2, we are more towards discussion and provide our own insight based on the topic. These approach provided us with the opportunity to express our own though on the specific topic discussed. It is really engaging. In order to change our UUM culture towards improving the teaching and learning, we need to provide UTLC the support and it should come from the whole academia and not just a few.

For me curriculum is the most important aspect in teaching and learning. Without a good plan, the curriculum implementation will deem to fail and it will affect our student, not just in the university but towards their life. An academia should put a lot of effort on designing the curriculum and should be responsible if the graduated student fail to achieve the PEO or targeted outcome. The student is like a white cloth, we as academia who design the curriculum is the artist whose job to paint the cloth as we intended. Be cautious and meticulous on the curriculum design. Thank you.

# data[].attributes.body
Build my confidence level in giving opinions and justifications in developing new curriculum design

# data[].attributes.body
This session was really helpful and boost up the understanding in curriculum design .
Even the issue is really serious matter but I try my best to nurture the passion for this training.

# data[].attributes.body
Today, I gained valuable insights into the preparations required for organizing a CDMD workshop. Through our class discussions, I also became aware of the challenges that can arise during the workshop's planning phase, particularly related to procedural matters. Nevertheless, Prof. Nura's unwavering determination and enthusiasm to impart the appropriate curriculum content to our academic peers were truly inspiring. Additionally, I learned about the essential elements to incorporate when designing a poster for promoting and conducting the workshop. This comprehensive experience has provided me with a deeper understanding of the intricate details involved in orchestrating a successful CDMD workshop.

# data[].attributes.body
Page 2

# data[].attributes.body
Page 1

# data[].attributes.body
So far so good!

The session with Prof. Nura is interactive and worth attending. The most intriguing part of today's meeting is that the knowledge I gained must be shared with colleagues by facilitating a workshop. Quite challenging but I am determined.

Salam

# data[].attributes.body
First, the contemporary issues touched me because of many aspects I need to know more about to be ready for the VUCA world.
Secondly, how to prep for the training program that is very hands-on and informative.
Thirdly, the second part really helps me in preparing as a trainer and InsyaAllah hopefully many can benefit by this workshop and the assignment given will be beneficial as well.

# data[].attributes.body
1. Lack of the sense of self belonging in virtual class. Playing Avatar to attract more attention.
2. Lecturer Presentation training: for example, mic issue is a key bringing to seizing attention issue.
3. eSulam is KPI driven
4. Online assessment given for the students can be answered using ChatGPT (proctoring system is required)

# data[].attributes.headline
My discovery from this CDMD Training-Nor Intan

# data[].attributes.subject
My discovery from this CDMD Training-Nor Intan

# data[].attributes.body
I discover that design curiculum is not easy task and need a lot of consequences to consider and the five dimension are really give me big picture for this task- curiculum design

Since I've been involve with the curiculum review few times  and also being part of committee in deisgn new syllabus for new programee in my school, this session again refresh the philosophy in design the curiculum.
Thank you.

# data[].attributes.body
The new things I learned mostly involved academics' perceptions of CDMD. The key points that mattered to me were the fundamentals of building the curriculum.

The NUS article was a game changer for me as HEIs are more dynamic and responsive in the VUCA environment.

I am more confident in assisting my department in CDMD and being opinionated on CDMD than before.

The things that we are currently doing is more guerilla technique and a lack of constructive actions in CR.

# data[].attributes.body
I have learned the process on how to conduct a Curriculum Design from planning to evaluation. Prof Nurra has provided us with splendid information and explanation regarding the overall process, but I still unsure whether I have the comprehensive understanding on how to conduct it step by step. Prof Nurra has explain it generally on what aspect we need to focus for each of the stage but I need to conduct further investigation on how should each stages be conducted (The details process and requirement). Overall, I have gain more knowledge and insight on how the Curriculum Design should be  plan, implemented, evaluated and managed. Thank you.

# data[].attributes.body
I have gained a comprehensive understanding of the intricacies involved in crafting effective educational programs. From designing learning objectives that align with student needs to efficiently managing resources and continuously improving curriculum.
Also, I got clarity on the difference between syllabus and curriculum, and made me realize that curriculum is not just a set of subjects it is a reflection of society's value narrative and evolving needs.

# data[].attributes.body
The first day of the CDMD workshop opened my eyes to the dangers of working alone when creating curricula. It was like uncovering a hidden truth – curriculum design isn't just about one person's ideas. It's a team effort that involves many minds coming together.

Learning about collegiality struck a chord with me. The idea that collaborating with colleagues brings out the best in a curriculum was clear. I realized that sharing insights and working together can create something far more meaningful than what I could achieve on my own.

But what really hit me was the concept of an "ecosystem" in curriculum implementation. It's like thinking of a curriculum as a living thing that needs support from different people. Teachers, administrators, and students all play crucial roles. This idea changed how I see my work – it's not just about my design, but about how it fits into the bigger picture.

The “saber tooth curriculum” concept, on the other hand, took us back to history, showing how even a well-intentioned curriculum can become outdated and irrelevant over time. This prompted us to ponder the adaptability of our educational content in a fast-changing world.

The discussion that followed was vibrant. It was fascinating to see how different perspectives emerged. Some related the concepts to their personal experiences, while others debated the relevance of these ideas in today’s education landscape.

Looking back, this experience underlined how diverse viewpoints shape our understanding of curriculum. It made me realize that curriculum isn’t just a set of subjects; it’s a reflection of society’s values, narratives, and evolving needs. Sharing these concepts ignited a fire of curiosity in me – I want to continue exploring how people view curriculum and how it can be shaped to best serve our learners.

Looking back at that first day, I'm excited to bring these ideas into my work. It's like finding the missing piece of a puzzle. I want to collaborate more, involve others, and create curricula that thrive in this interconnected educational world.

# data[].attributes.body
Dengan niat hendak mendapatkan ilmu dari bengkel ini, jadi saya mempelajari perkara berikut:
1) Refresh semula Behaviorisme, Cognitivisme and Constructivisme learning philosophy  berserta contoh. Harapnya, saya akan ingat kalau terjumpa Prof di mana-mana selepas ini.
2) 5 Domain yang Prof bincang dan kami bincang dalam kumpulan membantu saya menambahbaik program baharu yang sedang dibuat ini.
3) Perbincangan dalam kumpulan dengan menggunakan 5 domain itu dalam memberi hujah bagi mengukuhkan justifikasi program baharu saya. Terima kasih Kak Emy dan Dr. Ferdous.
4) Soalan saya pada Prof, bagaimana untuk beri justifikasi keperluan kepada "Job Creator". Prof. beri cadangan dua iaitu, need survey dan interview CEOs yang mention graduan mesti mempunyai mission nak menjadi "Job Creator". Saya ambil ini sebagai justifikasi untuk program baharu saya.
5) Perbincangan dalam kumpulan juga memberi beberapa point untuk saya bersedia justifikasi untuk program baharu saya. Antaranya: taklimat atau bengkel kepada lecturers yang bidang linguistic dan multimedia bagi memastikan mereka fahamam design hibrid dalam program ini, mesti dimasukkan memenuhi SDG dalam justifikasi kelestarian program baharu ini. Semua ini adalah inovasi dalam kurikulum yang baharu dibina. Thanks kak Emy
6) Untuk penilaian kurikulum, saya diperkenalkan oleh Prof, CIPP, dan yang biasa kita guna, e-portfolio, AQI dan ecevas. Semua ini mengarahkan kita membuat CR untuk program kita.

Akhirnya: setakat ini, saya faham the process in develop, implement, evaluation dalam satu-satu program.

# data[].attributes.body
1.What are the new things that you have learned?

2.How will this benefit you as a practitioner?

3.What difference does it make to your current practice?

# data[].attributes.body
Today, the biggest takeaway from the workshop was understanding the difference between curriculum design and course design. I learned from Prof Nura that curriculum design encompasses five dimensions, i.e. scope, sequence, continuity, integration and balance. These dimensions collectively define the comprehensive nature of curriculum design. However, it appears that certain dimensions are lacking in current curriculum design practices at the school level. Besides, Prof Nura shared with us a few articles which reflect the blind spots of curriculum design, particularly the one-size-fits-all approach is seemed to create issues in student learning. While addressing these issues, it is crucial to consider factors like cost-effectiveness. One potential solution discussed was the creation of a summer semester to accommodate various elective courses, thereby catering to a wide range of student interests. Ultimately, I learned that curriculum design must work in a team that includes various stakeholders. Periodic curriculum reviews are important to ensure alignment with the evolving demands of the job market. I have come to understand that effective curriculum design is an ongoing process that requires a multi-faceted team effort and adaptability to current needs.

# data[].attributes.body
Survey with the alumni on their career path after graduating from the university.
If majority of the graduates (70%) work in the field of their study, contributing to the industries, specializing in their field of study, it could be considered as effective.
CR must be conducted to review the learning outcomes again that fit to the job market needs. Input from the industry players are important and be part of the CR

# data[].attributes.body
Please reflect on your teaching and learning sessions or a curriculum that you have developed and implemented.

Is it an effective one? How do you know? What is needed in order to know what to improve? What is to be done in a curriculum review?

# data[].attributes.body
Collect data through survey from alumni, industry experts, academicians and the other stakeholders.

To align the collected data with the standard (MQA)

Data could be biased from the survey, we need the standard to be a guide.

The change must be the reflection of the graduates who might face difficulty in the workplace due to incompetence.

# data[].attributes.headline
additional info (Group Hadi, Ooi, Intan)

# data[].attributes.subject
additional info (Group Hadi, Ooi, Intan)

# data[].attributes.body
Dr. Ooi, Dr. Intan and Hadi

# data[].attributes.body
Dr. Ooi, Dr. Intan and Hadi

# data[].attributes.body
Assalamu Alaikum and Greetings to everyone,

Hello, my name is Dr. Ferdous from the SBM,  UUM. This training session (CDMD IAP Series 1 workshop) on the design and development of the curriculum will be beneficial to me because I will be responsible for producing the curriculum in the near future. During this session, I would like to acquire additional knowledge regarding the procedures that are involved.

# data[].attributes.body
Kurikulum terkait dengan pembinaan kurikulum mengarahkan kepada PEO yang betul dan PLO dan seiring dengan hasrat Universiti. Saya juga sedang membuat satu program baharu untuk SLCP.

# data[].attributes.body
I'm Nor Intan Saniah Sulaiman and curiculum definition is the important holistic guidelines for teaching courses for academician