Day 1 and 2 – Module 1 & 2 (A and B)**

Programme tentative

Aturcara SPPT PP Kump 2

Panduan Perlaksanaan SPPT Edisi 3 2014

6/8/2017:

MODULE 1 NEW ACADEMIA

Entrepreneurial Academia (Prof. Dr. Zainudin)

6/8/2017:

MODULE 2 CURRICULUM DESIGN

2A

Curriculum Design for Higher Education (Prof. Madya Dr. Ahmad Johari Sihes)

7/8/2017:

2B

2B-1: OBE – Overview (Prof. Madya Ir. Hayati Abdullah) (note from e-learning)

Overview:

  • Teach the student ‘how to read’.
  • Teaching little by little.
  • Basic ingredients:
    1. Clear learning outcome
    2. Motivation and attention
    3. Focus on key concepts
    4. Development of good thinking
    5. Active and experiential learning – get them involve
    6. Conducive environment
    7. Constructive alignment – prior knowledge, connect them with T&L activities and assessment

The outcomes:

  1. Explain correctly and convincingly the concept and importance of OBE system in IHL.
    • OBE has been interpreted in many ways (Killen, 2000).
    • Spady (1994) – OBE means starting with a clear picture of what it is important for students to be able to do; then organizing the curriculum, instruction and assessment to make sure that this learning ultimately happen.
      • The course map – students need to have a clear picture/expectations.
      • What is the most important LO for your course?
      • What is the most important thing you want the students to be able to do at the end of the course?
    • 4 principles of OBE (Spady):
      • Clarity of focus – clearly defined LOs.
      • Designing back – aligning T&L, assessment, infrastructure, quality system to the LOs.
      • High expectation – higher standard, deeply engaged in the learning process.
      • Expanded opportunity – all students should achieve high standard although at different time scale.
    • Traditional – lecture centred/content based vs. OBE – Student Centered Learning (SCL).
  2. Take the necessary steps to effectively implement OBE in the classroom.
    • Education philosophy – A wholesome human being
      • Cognitive
      • Psychomotor
      • Affective
    • Implement by constructive alignment
      • (Planning) LO – What I want my students be able to do?
      • (Implementation) instruction – What T&L do I adopt?
      • (Assessment) assessment – Can my student do what I want them to be able to do?
    • Designing OBE curricula (backward design) – start with outcome.
    • Assignment 1 (2B – OBE): DUE 22/8/2017
    • TO ASSIGNMENT 2B (OBE) PAGE

2B-2: OBE – Quality Assurance (Prof. Madya Dr. Sharifah Kamilah) (note)

Note:

  • SWAAKREDITASI (Self-accreditation)
  • Academic Quality Assurance
    • Systematic, structured & continuous attention to quality in terms of maintaining & improving quality.
    • Systematic management & assessment procedures to monitor the performance of IHL – plan, do, check, act > plan.
    • Quality Assurance divided into Internal QA & External QA.
    • MQF document ; Programme Standards ; Code of Practice (COPPAProgramme accreditation, COPIAInstitutional Audit & COP-ODL).
    • PEO (long term vision – after 5 years what we want our graduates to be) < PLO (relate to Graduate Attributes) < CLO
  • Academic Current Issues
    • iCGPA
    • Graduate Attributes
    • WBL – 2U2i
    • Credit transfer MOOCs
    • Credit transfer in APEL C
    • Programme under PUPW
  • Academic Risk Management
  • Assignment 2 (2B – QRIM): DUE 23/8/2017

2B-3: OBE – Quality Accreditation (Prof. Madya Dr. Sharifah Kamilah) (note)