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FINALPRESENTATION

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Siti Norma Aisyah Malkan

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CLOs Presentation

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Putri Faizura

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by Asyraf

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Muhammad Asmui Abdul Rahim

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By: Nursyuhada Azzman.

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KAP 2018_Nuurrianti Jalli After Intervention

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KAP 2018_Nuurrianti Jalli After Intervention

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MQA, MEB 2015-2025 (HE) and  iCGPA Documents 

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MQA, MEB 2015-2025 (HE) and  iCGPA Documents 

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The Kursus Asas Pengajaran (KAP) or Higher Education Teaching and Learning (HETL) is a course aimed at developing passionate, productive and scholarly higher education teachers who will facilitate students’ learning in an effective, creative, responsible and scholarly way towards developing holistic, entrepreneurial and balanced graduates.

The What, Why  and How, the course will be conducted and assessed.

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Task 1: Verbal Presentation and Rubrics for Presentation (10 minutes presentation). Presentation shall be on Fri 25th Sept 2017.

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Task 1: Verbal Presentation and Rubrics for Presentation (10 minutes presentation). Presentation shall be on Fri 25th Sept 2017.

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Title: Redesigning My Course (name Your Course on the presentation slide) towards Developing Holistic, Balanced and Entrepreneurial Individuals

YOUR TASK:  Verbally, through a presentation, discuss (assess and propose change) the trustworthiness of the course learning outcomes, the assessment instruments/tasks used for evidence collection and the learning and teaching activities for the course you are designated to teach.  (Refer to the rubrics below on how your presentation will be scored on what constitutes trustworthiness)

CLO3 and CLO performance:

Assess the trustworthiness  (Validity and Reliability) of Existing Course Learning Outcomes (CLOs) and the Constructive Alignment Table (CAT) for the course you are currently or will be teaching.

Propose and justify the most appropriate CLOs, the most aligned assessment instruments to allow learners demonstrate how well they have achieved the CLOs.

Propose and justify the most constructively aligned 21st Century learning and teaching activities to ensure highly effective and efficient meaningful and deep learning of knowledge, functional know-how and the relevant and appropriate skills.

Scoring rubrics used to assess your report based on performance attainment of the 3 CLOs are as below:

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Task 2: Report Writing Composition and the Scoring Rubrics for KAP ILD 2017. Due Date is 25th October 2017.

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Task 2: Report Writing Composition and the Scoring Rubrics for KAP ILD 2017. Due Date is 25th October 2017.

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Sent to ?? WIll be updated soon

Title: Redesigning My Course (name Your Course on the presentation slide) towards Developing Holistic, Balanced and Entrepreneurial Individuals

YOUR TASK:  In a written report, discuss (assess and propose change) the trustworthiness of the course learning outcomes, the assessment instruments/tasks used for evidence collection and the learning and teaching activities for the course you are designated to teach.  (Refer to the rubrics below on how your report will be scored on what constitutes trustworthiness)

CLO3 and CLO1 performance:

Assess the trustworthiness  (Validity and Reliability) of Existing Course Learning Outcomes (CLOs) and the Constructive Alignment Table (CAT) for the course you are currently or will be teaching.

Propose and justify the most appropriate CLOs, the most aligned assessment instruments to allow learners demonstrate how well they have achieved the CLOs.

Propose and justify the most constructively aligned 21st Century learning and teaching activities to ensure highly effective and efficient meaningful and deep learning of knowledge, functional know-how and the relevant and appropriate skills

Format:

Arial Font size 11.

Include you personal particulars on the first page.

Provide a 200 word abstract.

Limit your report not to exceed 1000 words (approximately to within 20 words) as long as you have fulfilled the requirements.

You may include pictures and other relevant information to support your argument.

Include citations as necessary.

Additional Info:
You will need to further review and redesign your CLOs and CATs you proposed in the presentation since most of the proposed product require a lot more realignment. Use the examples I provided to guide you.

Scoring rubrics used to assess your report based on performance attainment of the 3 CLOs are as below:

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Link to assessment scoring forms

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See all the wonderful things ILD UiTM has made

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Use the following slides in preparing your presentation. Download it to your devices

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Link to examples of pre-iCGPA and Post-iCGPA CLOs

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Link to examples of pre-iCGPA and Post-iCGPA CLOs

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Good examples of pre-post iCGPA CLOs. Diploma level, English for Professional Communication Program. It took 2 days to work with lecturers in improving all the program courses CLOs in supporting the PLOs attainment.

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Notes from other sessions

Link to assessment scoring forms

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LODs 3-5, 7-8 attibutes and subattributes

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LODs 3-5, 7-8 attibutes and subattributes

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Use this to write CLOs for MQF LODs 3,4,5,7,8

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Institute of Leadership and Development (ILD) UiTM

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Institute of Leadership and Development (ILD) UiTM

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Link to ILD

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Institute of Leadership and Development (ILD) - Learning and Leading

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We are situated at the lush green area of Bandar Enstek, ILD. We conduct leadership and development programs for UiTM staffs. We also offer training facilities for interested parties UiTM or Non-UiTM at competitive rate.

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A must read article

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Pelan Pembangunan Pendidikan Malaysia

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Orange Book

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Malaysia Education Blueprint

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Academics

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Statement of Ethical Principles

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Role of Lecturers

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Shift 1 of HEB 2015-2025 - 1 slide per page

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KAP May2017. My pptx (pdf) on CLOs and CATs: 

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KAP May2017. My pptx (pdf) on CLOs and CATs: 

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SMART CLOs and Constructive Alignment - 1 slide per page

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KAP May2017. Link to Scoring Forms for presentation

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KAP May2017. Link to Scoring Forms for presentation

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Institute of Leadership and Development (ILD)

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Overview

The Kursus Asas Pengajaran (KAP) or Foundations in University Teaching (FUT) is a course aimed at developing passionate, productive and scholarly higher education teachers who will facilitate students' learning in an effective, creative, responsible and scholarly way towards developing holistic, entrepreneurial and balanced graduates. The KAP course targets to help beginning higher education (HE) teachers in enhancing their understanding and develop skills and confidence in their instructional practices, drawing from their own reflections, experience of their peers and the educational literature (science of learning and arts of teaching)

Objective

(i) Describe UiTM support structures and policies in providing a creative, effective, responsible and scholarly learning and teaching ecosystem;

(ii) Explain the impact of Malaysian Education Blueprint 2015-2025 (Higher Education) student outcomes and the 21st Century Learning on designing a course, delivering the design and assessing student performance;

(iii) Provide guidance in assessing the worthiness of course learning outcomes and the constructively aligned instructional delivery and its aligned assessment methods.

Training Approach

i. Interactive Engagement;

ii. Collaborative Team Engagement.

Download Area

1. Schedule (updated 29 April 2017)

Presentation form

Link to the evaluation form

Kumpulan 1: http://bit.ly/2oZrAD2

Kumpulan 2: http://bit.ly/2qGxbub

Kumpulan 3: http://bit.ly/2pGUS6v

Kumpulan 4: http://bit.ly/2pGXwJk

Kumpulan 5: http://bit.ly/2paGJNG

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Overview The Kursus Asas Pengajaran (KAP) or Foundations in University Teaching (FUT) is a course aimed at developing passionate, productive and scholarly higher education teachers who will facilitate students' learning in an effective, creative, responsible and scholarly way towards developing holistic, entrepreneurial and balanced graduates.

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Reading Task: What and Why of OBE. Killen (2000). Obtained from http://drjj.uitm.edu.my

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Reading Task: What and Why of OBE. Killen (2000). Obtained from http://drjj.uitm.edu.my

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Read and summarize before our session

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Intro to OBE - Reading Task: Measure Quality of Student Learning in OBE. Killen (2000). Obtained from http://drjj.uitm.edu.my

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Intro to OBE - Reading Task: Measure Quality of Student Learning in OBE. Killen (2000). Obtained from http://drjj.uitm.edu.my

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Read and summarize before our session

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Reading Task: Constructive Alignment by Biggs

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Reading Task: Constructive Alignment by Biggs

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Professor of the 21st Century

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What is the Professor of the 21st Century?The Professor of the 21st Century document describes the various skills and responsibilities of faculty in the role of educator. It articulates the wide

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Bloom (1956 and revised 2002) Cognitive Learning Taxonomy, Simpson Psychomotor and Krathwohl Affective Domain Taxonomy

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Bloom (1956 and revised 2002) Cognitive Learning Taxonomy, Simpson Psychomotor and Krathwohl Affective Domain Taxonomy

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Verbs at each complexity level and examples along with the deeper explanation of its use for all the three learning taxonomies

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Why Change??

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How Should We Teach?

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Prof Dr Azni Zain Ahmed

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Students' Attributes to be developed during the learning journey

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Students' Attributes to be developed during the learning journey

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The attributes were extracted from the 8 MQF and EAC LODs. You can craft a learning competency statement (PLOs statement) for each of the attributes or you can choose to combine a few attributes development in a particular competency (PLO) statement.

Content is credited to discussion between Prof SHahrir, Prof. Dato Wan Hamidon and DrJJ. Graphics below is credited to Prof. Ir. Dr. Shahrir, Director, Quality Assurance Center of UKM

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GGP:AS - MQA Guide to Good Practices: Assessment (English)

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GGP:AS - MQA Guide to Good Practices: Assessment (English)

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TYPES OF QUALITY ASSURANCE DOCUMENTS

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Attributes from MQF LODs and subattributes in iCGPA Rubrics guidebook

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Attributes from MQF LODs and subattributes in iCGPA Rubrics guidebook

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Samples of Good CLOs and Constructive Alignment Table (pdf file) courtesy @DrJJ

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Samples of Good CLOs and Constructive Alignment Table (pdf file) courtesy @DrJJ

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Prof Klaus Schwab Founder and CEO of WEF

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Prof Klaus Schwab Founder and CEO of WEF

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“The First Industrial Revolution used steam power to mechanize production. The Second used electric power to create mass production. The Third used electronics and information technology to automate production. Now a Fourth Industrial Revolution is building on the Third. It is characterized by a fusion of technologies that is blurring the lines between the physical, digital, and biological spheres” – Professor Klaus Schwab

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The Fourth Industrial Revolution  | Full Version (Subtitled)

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Traditional education has contributed greatly to the current levels of industrial evolution and technological advancement.
However, how will higher education institutes be affected by the Fourth Industrial Revolution and how will the delivery of education will be transformed?