drjj-uitm-muzik-obe-13012012 (ppt-pdf)

Outcome Based Education 13/01/2012

Copyright DR JJ, ASERG, UiTM, Shah Alam 1

Copyright DrJJ, ASERG, FSG, UiTM. March 2011 1


“To realise our national aspirations, a concerted effort is a concerted effort is neededneeded to increase our nation’s competitiveness, productivity and

innovativeness. Attributes such as desire for knowledge, desire for knowledge, innovative thinking, creativityinnovative thinking, creativity and and competitivenesscompetitivenessmust be imbued within our people. The inculcation o f must be imbued within our people. The inculcation o f moral moral valuesvalues , , progressivenessprogressiveness and and performanceperformance --based based culturescultures must also be instilled if we are to must also be instilled if we are to nurturenurture successful successful individuals of the highest qualityindividuals of the highest quality . This will determine our success as a knowledge-based economy…” Prime Minister’s Message

Source: NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010; Triggering Higher Education Transformation AUGUST 27, 2007




….“This transformation plan aims squarely on holistic human holistic human capital (modal capital (modal insaninsan ) development) development , to produce Malaysians , to produce Malaysians

who are who are intellectually active, creative and innovative, intellectually active, creative and innovative, ethically and morally upright, adaptable and capabl e ethically and morally upright, adaptable and capabl e of critical thinkingof critical thinking . The model human capital would also need to . The model human capital would also need to

be be wellwell --rounded individuals with an appreciation for rounded individuals with an appreciation for humanistic pursuits such as the arts, culture, spor ts humanistic pursuits such as the arts, culture, spor ts and volunteerismand volunteerism . This process will create the environment necessary for the development of an individual to find and fully achieve his or her personal potential….” Prime Minister’s Message







Interpersonal Attributes:

• Able communicator and effective presenter .

• Able to relate and be comfortable with people at all levels.

• Able to develop and leverage on personal and professional networks to achieve goals.

• Natural leader.• Team player .

Personal Attributes:• Goal-oriented: proactive,

self-starting, self-disciplined, confident, resilient, motivated, and fiercely competitive.

• Intellectually engaging: creative, innovative, and possessing critical thinking skills.

• Quick learner, adaptable, and flexible .

• Entrepreneurial.

• Ethically and morally upright.• Spiritually grounded.• Compassionate and caring

(through volunteerism and social services).

Knowledge Attributes:• Mastery of core subjects and ability to apply that knowledge

• Mastery of Bahasa Malaysia and English, and at least one other global language.

• A continuing passion for knowledge through lifelong learning .

• Excellent general knowledge and interest in current events.

• Appreciation of the arts, culture and sports.

• Sound analytical and problem-solving skills .

• Awareness of business and management principles, and technology.

MOHEMOHE’’ss Attributes of Human Capital with FirstAttributes of Human Capital with First --Class MentalityClass Mentality





email: [email protected], drjjlanita@hotmail .com; [email protected] . Website: http://drjj.uitm.edu.my ; HP#:+60193551621

Dr JJ was conferred the coveted & prestigious (HE) 2010 AAN Teaching Award, Oct 10th, 2011

OutcomesOutcomes --Based Curriculum Based Curriculum DesignDesignInvited Lecture & Invited Lecture & WorskhopWorskhop Music FacultyMusic Faculty

UiTMUiTM. . JaafarJaafar JantanJantan aka Dr JJ. Jan 13aka Dr JJ. Jan 13 thth -- 1515thth , 2011, 2011

Howard Gardner

EdwardDeBonoEdwardDeBono

Koïchiro MatsuuraDirector General of UNESCO 1999-2009

This presentation is available on my websiteOutcomes-Based T&L (OBTL) materials 2011


"He who rejects change is the architect of decay."He who rejects change is the architect of decay."He who rejects change is the architect of decay."He who rejects change is the architect of decay."He who rejects change is the architect of decay."He who rejects change is the architect of decay."He who rejects change is the architect of decay."He who rejects change is the architect of decay.

The only human institution which rejects The only human institution which rejects The only human institution which rejects The only human institution which rejects The only human institution which rejects The only human institution which rejects The only human institution which rejects The only human institution which rejects

progress is the cemetery."progress is the cemetery."progress is the cemetery."progress is the cemetery."progress is the cemetery."progress is the cemetery."progress is the cemetery."progress is the cemetery."Harold WIlson, Prime Minister. NYT, Jan 24th, 1967. p age 12

A wise man is not governed by A wise man is not governed by A wise man is not governed by A wise man is not governed by A wise man is not governed by A wise man is not governed by A wise man is not governed by A wise man is not governed by

others, nor does he try to govern others, nor does he try to govern others, nor does he try to govern others, nor does he try to govern others, nor does he try to govern others, nor does he try to govern others, nor does he try to govern others, nor does he try to govern

them;them;them;them;them;them;them;them;

he prefers that reason alone prevailhe prefers that reason alone prevailhe prefers that reason alone prevailhe prefers that reason alone prevailhe prefers that reason alone prevailhe prefers that reason alone prevailhe prefers that reason alone prevailhe prefers that reason alone prevail~La Bruyère, Characters, 1688




� Born & Raised in the state of Hang JEBATJEBAT …� Early education at St. David’s, Science Malacca & SDAR (Seremban)� B.Sc. Physics (1983); M.Sc. Condensed Matter (1985) – Kansas St. Univ.� Teaching Certificate (1986) – MPTI, Johor Bahru� Served ITM – Jan 1987� PhD Physics Education (1991-1994) - Kansas St. Univ.� Physics & Education expert (Recipient of UiTM’s 2010 T&L Academic Award )

� Practiced OBE & Active Learning on my own since 1997. � OBE, OBTL workshop speaker, facilitator & consultant at national level� Vice-Chair Asian Physics Education Network (ASPEN), UNESCO� Chair for ASPEN, Malaysia. � Nominated for Innovative Teaching & Learning National & International� Active Member, Science Educ. Committee, Academy Science Malaysia since 2005.� Keynote, Plenary and Invited Speaker in Conferences Nationally & Internationally

DrJJ, Zollman, Law, TS Zul

http://drjj.uitm.edu.my






13/01/2012 Copyright DrJJ, ASERG, FSG, UiTM. March 2011 12






UNLESS UNLESS ABSOLUTELYABSOLUTELY NECESSARYNECESSARY





One of the most important goals of a university is to develop develop individuals who have advanced literacy skills in th eir individuals who have advanced literacy skills in th eir disciplinediscipline : people who can participate effectively by participate effectively by critiquing information and ideascritiquing information and ideas and by contributing with rigourrigour and creativity to new insights and knowledgeand creativity to new insights and knowledge , who are selfself --aware as learnersaware as learners , and who are rhetorically versatile, rhetorically versatile, confident communicators confident communicators able to adaptable to adapt and contributeand contribute to to the demands of employment and life the demands of employment and life in a changing in a changing society and wider worldsociety and wider world .


“A university is an institution that provides experi ences for intA university is an institution that provides experi ences for int ense ense interaction between students & teachersinteraction between students & teachers ” – Syed Naquib quoted by Deputy Minister of HE at the opening of EDUCATE conference, Nikko Hotel, Oct 7th, 2010

13/01/2012 Copyright DrJJ, ASERG, FSG, UiTM. March 2011 16Source: Grant Wiggins and Jay McTighe. Understanding by Design; Chap 4.

Can explainCan explain : provide thorough, supported, and justifiable accounts of phenomena, facts, and data.

Can interpretCan interpret : tell meaningful stories; offer apt translations; provide a revealing historical or personal dimension to ideas and events; make it personal or accessible through images, anecdotes, analogies, and models.

Can applyCan apply : effectively use and adapt what we know in diverse contexts.

Have perspectiveHave perspective : see and hear points of view through critical eyes and ears; see the big picture.





Sternberg, R. & Subotnik, R., eds. (2006). Optimizing Student Success with the Other Three Rs:Reasoning, Resilience, and Responsibility. Greenwich, CT: Information Age Publishing.

Sternberg suggests Curriculum must develop the other 3 R’s.

•• Reasoning (analyze, criticize, solve, propose, deve lop)Reasoning (analyze, criticize, solve, propose, deve lop)• which include analytical, critical thinking, and problem solving skills

•• Resilience (persistence)Resilience (persistence)• which encompasses life skills such as flexibility, adaptability, and

self-reliance•• ResponsibilityResponsibility

• wisdom, i.e.s “the application of intelligence, creativity, and knowledge for a common good.”




MQF-SciStd MQF

““ Life presents us & the graduatesLife presents us & the graduates as as ill defined, complex, ill defined, complex, unreliable, and contradictory with difficult practi cal problems unreliable, and contradictory with difficult practi cal problems and moral, and moral, social, and personal choicessocial, and personal choices . .

Graduates need Graduates need the the capacity to capacity to identifyidentify and and define define problemsproblems , , recognize reliable from unreliable informationrecognize reliable from unreliable information , , analyze this informationanalyze this information , and , and integrate it from diverse, integrate it from diverse, often conflicting sourcesoften conflicting sources making logical, concise making logical, concise arguments for or against specific positionsarguments for or against specific positions ......””

Richard J. Shavelson (2007). Assessing Student Lear ning Responsibly:From History to a Bodacious Proposal1. Stanford Uni versity. CHANGE magazine. http://www.changemag.org/Archives/Back%20Issues/Jan uary-February%202007/abstract-assessing-responsibly.html . Accessed July 3 rd, 2007.





Developing 3 Domains of Education-LearnCognitive

Knowing, the HeadHeadThe KNOWLEDGE (F,C,P)

Intellectual Skills (FC)Reasoning Skills-Evidences

(3+1)H?


AffectiveFeeling, The HeartHeartThe CARE, Emotions

The way to RESPONDRESPOND

PsychomotorDoing, The HandHand, Body

The SKILLS

PsychomotorDoing, The HandHand, Body

The SKILLS, PRECISEACCURATE




Learning isLearning is�� what students know what students know (factual, conceptual, procedural & (factual, conceptual, procedural & metacognitivemetacognitive

knowledge) knowledge) -- growth in the knowledge dimensions.growth in the knowledge dimensions.�� what they can do with what they know what they can do with what they know (functional knowledge) (functional knowledge) ––

cognitive dimension process.cognitive dimension process.�� AttitudesAttitudes –– making choices making choices –– how we respondhow we respond ..�� SkillsSkills --acting on choices with precision.acting on choices with precision.


““ Learning should be relevant to the variety of gradu ates Learning should be relevant to the variety of gradu ates ‘‘ roles included roles included in their working, civic and personal life.in their working, civic and personal life. ”” Transformational OBETransformational OBE

“ It is an emphasis on what students It is an emphasis on what students can do with knowledge, rather than can do with knowledge, rather than what units of knowledge they havewhat units of knowledge they have , that best describes the essence of , that best describes the essence of 21st century skills21st century skills .” – attaining learning outcomes

The 21The 21stst Century Century MUST HAVEMUST HAVE skills:skills:

Elena Silva in the Education Sector Report 2008





�� OutcomesOutcomes --BasedBased�� Curriculum InterdisciplinaryCurriculum Interdisciplinary�� ProjectProject --basedbased�� ResearchResearch --drivendriven�� Thematic & NOT textbookThematic & NOT textbook --driven driven

(textbook as a resource(textbook as a resource ))�� Connected to communityConnected to community�� IncorporatesIncorporates

�� BloomBloom ’’s HOTSs HOTS�� Multiple IntelligencesMultiple Intelligences�� Learning PreferencesLearning Preferences�� Technology & multimediaTechnology & multimedia�� Multiple literacyMultiple literacy�� Authentic Assessment (tasks)Authentic Assessment (tasks)

�� Students work independently & Students work independently & interdependentlyinterdependently


�� Knowledge is Knowledge is �� constructedconstructed through research through research

and application, and and application, and connected connected to previous knowledge, personal to previous knowledge, personal experienceexperience , interests, talents , interests, talents and passions and passions

�� is NOT memorization of factsis NOT memorization of facts�� Assessment isAssessment is

�� demonstration of understanding demonstration of understanding through application in a variety through application in a variety of contextsof contexts

�� NOT REGURGITATIONNOT REGURGITATION�� By self, peer & facilitatorsBy self, peer & facilitators�� By By multiplemultiple ATsATs to show to show

achievement of CLOsachievement of CLOs�� By using By using holistic rubricsholistic rubrics






QuizQuiz : RecognizeRecognize & MatchMatch the Music types shown in each graphic: Heavy Metal, Stevie Wonder, Gangsta Rap, House, Hip-hop

Techno (with Ecstacy)




If you are, you breath.If you breath, you talk.


If you understand, you If you understand, you knowknow ..If you know, you want to know moreIf you know, you want to know more ……And if you want to know more, And if you want to know more, you are aliveyou are alive ..

If you talk, you ask.If you talk, you ask.If you If you askask ,, you you thinkthink ..If you think, you If you think, you searchsearch ..If you search, you If you search, you experienceexperience ..If you experience, you If you experience, you learnlearn ..

If you If you findfind , you , you doubtdoubt ..If you doubt, you If you doubt, you questionquestion ..If you question, you If you question, you understandunderstand ..

If you learn, you growgrow .If you grow, you wish.If you wish, you findfind .

Video courtesy of National Geographic Channel





13/01/2012


• Point of reference & joint understanding of HE Qualifications in

Malaysia

• An instrument that

• develops and classifies qualifications based on a set of criteria

that are approved nationally and benchmarked against

international best practices,

• and which clarifies the earned academic levels, learning , learning

outcomes of study areas and credit system based on student outcomes of study areas and credit system based on student

academic load (Student Learning Time, SLT).academic load (Student Learning Time, SLT).

• These criteria are accepted and used for all qualifications awarded by

recognised higher education providers. Hence, MQF integrates with

and links all national qualifications.

MQF



"Learning outcomes represent

��culminating demonstrations of learning and culminating demonstrations of learning and culminating demonstrations of learning and culminating demonstrations of learning and culminating demonstrations of learning and culminating demonstrations of learning and culminating demonstrations of learning and culminating demonstrations of learning and

achievementachievementachievementachievementachievementachievementachievementachievement.

� They are not simply a listing ofnot simply a listing of discrete skills, nor broad statements of knowledge and comprehension.

��They describe performances that demonstrate They describe performances that demonstrate They describe performances that demonstrate They describe performances that demonstrate They describe performances that demonstrate They describe performances that demonstrate They describe performances that demonstrate They describe performances that demonstrate

that significant learning has been verified and that significant learning has been verified and that significant learning has been verified and that significant learning has been verified and that significant learning has been verified and that significant learning has been verified and that significant learning has been verified and that significant learning has been verified and

achieved by graduates of the programachieved by graduates of the programachieved by graduates of the programachieved by graduates of the programachieved by graduates of the programachieved by graduates of the programachieved by graduates of the programachieved by graduates of the program."

�A description of the Competency for the KSA A description of the Competency for the KSA A description of the Competency for the KSA A description of the Competency for the KSA

attainment appropriate of university graduatesattainment appropriate of university graduatesattainment appropriate of university graduatesattainment appropriate of university graduates.




1. Knowledge (K)2. Practical Skills (S)3. Thinking and scientific skills (K)4.4. Communication skillsCommunication skills (A/S)5. Social skills, teamworkteamwork and responsibility

(A/S)6. Values, ethics, moral and professionalism (A) 7. Information management and lifelong learning

skills (A/S)8. Managerial and entrepreneurial skills (A/S)9.9. LeadershipLeadership skills (A/S)

MQF LOs DomainsMQF LOs Domains MOHE LOs, 2009MOHE LOs, 2009 --KSAKSA

i. Knowledge (K)ii. Practical skills (S)iii. Social skills and responsibilities (S)iv. Ethics, professionalism and

humanities (A)v.v. CommunicationCommunication , leadershipleadership and

team skills (A)team skills (A)vi. Scientific methods, critical thinking

and problem solving skills (K)vii. Lifelong learning and information

management (A)viii. Entrepreneurship and managerial

skills (A)


13/01/2012


MQACode ofPractice

MQA Code of PracticeGood Practices:

….the quality assurance process is built on the following attributes:

��encourages a variety of teaching and learning metho dsencourages a variety of teaching and learning metho ds�ensures the choice of credible student assessment methods

appropriate for the teaching and learning methods chosen;�ensures there are adequate resources to deliver the curriculum;��is concerned with good outcomes rather than detaile d is concerned with good outcomes rather than detaile d

specifications of contentspecifications of content



13/01/2012


MQF Framework for Diploma levelMQF Framework for Diploma level--Outcomes: Median C3,P4, A3Outcomes: Median C3,P4, A3http://drjj.uitm.edu.my

MQF



13/01/2012


MQF MQF –– Bachelors degree (Bachelors degree (HonsHons.) .) –– Median C4, P4, A3Median C4, P4, A3http://drjj.uitm.edu.my

MQF








1. WHY OBE? What's wrong with the existing education philosophy?2. Is OBE an approach to education or a prescription to program structure?3. What are the 21st Century Learning characteristic s?4. How do these characteristics impact our existing classroom practices?5. What is the role of MQA in OBE? Explain.


1. Why are PEOs developed?2. What is the acceptable number for PEOs? Explain3. What are the attributes that must be embedded in PEOs?4. What are the PEOs communicating to the stakeholde rs? (academic staff,

students, parents, industry players)5. How should the PEOs be formulated?

Philosophy of OBE-OBTL

How DO Programs Support Vision & Mission of IHL??




1. What are PLOs?2. Why PLOs?3. How many and why?4. What is the difference between PLOs & PEOs?5. How are PLOs related to PEOs? Explain.6. What are the verbs most appropriate to be used in each PLO? What does

the verb tell you?7. Given a set of PEOs, PLOs, its matrix, a curricul um matrix, the taxonomy

matrix and the KI matrix, can you critically review them based on fundamental principles of OBE curriculum design?

8. What is the significance of Bloom's original taxo nomy, the revised taxonomy, Simpson's taxonomy and Krathwol taxonomy?

9. How would I know that my program has serve its pu rpose? What Purpose?10. How should I convince my stakeholders?


How to Design Curriculum to Support PEOs Attainment? ?


MQACode ofPractice




The OutcomesThe Outcomes --Based approach to course design is intended to Based approach to course design is intended to

make the expectations of the designer/educator make the expectations of the designer/educator more transparent to both the student and any more transparent to both the student and any regulatory or accrediting bodyregulatory or accrediting body (KPT, MQA, EAC)(KPT, MQA, EAC) . .


Unlike the traditional model of course design in hi gher Unlike the traditional model of course design in hi gher education (focus on coverage), where the lecturer w ould decide education (focus on coverage), where the lecturer w ould decide what to include on a syllabus, based on his or her own what to include on a syllabus, based on his or her own judgement of what was important for students to kno w; or on judgement of what was important for students to kno w; or on personal research or other interests; personal research or other interests;

the outcomesthe outcomes --based approachbased approach starts with a specification of what starts with a specification of what the student will be expected to achieve by the end of the the student will be expected to achieve by the end of the program/course/unitprogram/course/unit /lesson/lesson

Traditional/Transitional OBETraditional/Transitional OBE emphasisesemphasises student mastery of student mastery of traditional subjecttraditional subject--related academic outcomes (usually with a strong related academic outcomes (usually with a strong focus on subjectfocus on subject--specific content) and some crossspecific content) and some cross--discipline discipline outcomes (such as the ability to solve problems or to work cooutcomes (such as the ability to solve problems or to work co--operatively). operatively).

Transformational OBETransformational OBE emphasisesemphasises longlong--term, crossterm, cross--curricular curricular outcomes that are related directly to studentsoutcomes that are related directly to students’’ future life roles (such future life roles (such as being a productive worker or a responsible citizen or a parenas being a productive worker or a responsible citizen or a parent). t). SpadySpady (1994)(1994)

Source: Killen, Roy (2005). Programming and assessm ent for quality teaching and learning. Chapter 2. Thomson Social Science Press




Howard Gardner



CREATIVE PRACTICECREATIVE PRACTICEEngages in the professional practice of music• Performs at a professional level• Demonstrates understanding of the theory and history of music

MUSIC COMPOSITIONMUSIC COMPOSITIONDemonstrates advanced techniques in the composition of contemporary music• Composes for soloists, small and large ensembles• Demonstrates understanding and proficiency in instrumentation and orchestration

MUSIC THEORYMUSIC THEORYDemonstrates understanding of the theoretical underpinnings of Malaysian music• Understands the structural principles, harmonic and contrapuntal practices of tonal and non-tonal music• Applies a range of analytical approaches to music from various time periods





MUSIC HISTORYMUSIC HISTORYDemonstrates understanding of the changing role of music in Western society throughhumanistic, cultural, historical and musical-analytical perspectives• Demonstrates understanding of the historical development of Western music fromantiquity to the present day• Understands current approaches and methodologies in musicology• Understands the role of music in culture

PERFORMANCEPERFORMANCEDemonstrates advanced techniques in performance• Performs as a soloist• Performs in both large and small ensembles



MUSIC EDUCATIONMUSIC EDUCATIONTeaches music in the public schools K-Form 6• Understands the foundations of music education• Understands the pedagogies of choral music, band music and jazz in music education• Conducts instrumental and vocal ensembles• Applies an understanding of the psychology of learning in music education• Understands the pedagogies of teaching music at the elementary, middle school andsecondary levels

COMPUTER MUSICCOMPUTER MUSICUses computer technology to explore new directions in music• Understands the interrelationship among music, science and computers• Utilizes sound recording and digital audio technology• Generates and manipulates sound by computer• Creates electroacoustic compositions




MOHEMQF

Institutional AttributesVision & Mission

Program level (Still general)

Course Level (Specific but not directly measurable)

Lesson Level (Very specific & MUST be measurable)Lesson Level (Very specific & MUST be measurable)

General (not directly measurable)

Very general (not measurable)

General (not directly measurable)










MOTTOMOTTO““Endeavour, Religious, DignifiedEndeavour, Religious, Dignified””

VisionVisionTo establish UiTM as a premier university of outstanding scholarship and academic excellence capable of providing leadership to Bumiputerasproviding leadership to Bumiputeras ’’s dynamic involvement in s dynamic involvement in all professional fields of worldall professional fields of world --class standardsclass standards in order to produce globally produce globally competitive graduates of sound ethical standingcompetitive graduates of sound ethical standing .

MissionMissionTo enhance the knowledge and expertise of Bumiputeras in all fields of study through professional programmes, research work and community service based on moral values moral values and professional ethicsand professional ethics

PHILOSOPHYPHILOSOPHYEvery individual has the ability to attain excellence through thEvery individual has the ability to attain excellence through the transfer of knowledge and e transfer of knowledge and assimilation of moral values so as to become professional graduaassimilation of moral values so as to become professional graduates capable of tes capable of developing knowledge, self, society and nationdeveloping knowledge, self, society and nation

EAC ABET WA





A programmeA programme ’’s stated aims, s stated aims, objectivesobjectives and and learning outcomeslearning outcomesreflect what it wants the learner to achieve. It is crucial for reflect what it wants the learner to achieve. It is crucial for these these aims, objectives and learning outcomes to be expres sed explicitlaims, objectives and learning outcomes to be expres sed explicitl y y and be made known to learners and other stakeholder s alike.and be made known to learners and other stakeholder s alike.

Benchmarked Standard (pp 25)Benchmarked Standard (pp 25)• The programme objectivesobjectives mustmust reflect the key elements of the outcomes of reflect the key elements of the outcomes of

higher education that are in line with national and global develhigher education that are in line with national and global devel opmentsopments .• The programme aims, objectives and learning outcomes mustmust be developed in

consultation with principal stakeholders which should include the academic staff.• The programme aims, objectives and learning outcomes mustmust be consistent with,

and supportive of, the HEP’s vision and mission.

Programme AimsProgramme AimsProgramme aims is an overarching statement on the purpose, philosophy and rationale in offering the programme.

EAC ABET WACOPPA



EAC ABET WACOPPA

The IT Baccalaureate programIT Baccalaureate program aims to support Malaysia’s aspirations of becoming an industrialized nation by producing globally recognized ITIT graduates with unwavering commitment and professionalism while critically and creatively provide solutions that are relevant to societal and Malaysia’s economic growth.





EAC ABET WACOPPA

Universiti Teknologi MARA’s DiplomaDiploma /Baccalaureate Music programBaccalaureate Music program aims to support Malaysia’s aspirations of becoming an industrialized nation by nurturing world-class bumiputra music professionals with unwavering integrity and commitment in critically and creatively providing ethical and responsible solutions that are relevant to 1Malaysia’s societal and economic growth.



ABETABET ’’s definition of PEOss definition of PEOs:The program must have publishedpublished Program Educational Objectives that are consistent with the mission of the institution, the needs of theconsistent with the mission of the institution, the needs of theprogramprogram ’’s various constituencies, and these criterias various constituencies, and these criteria .

There must be a documented and effective process, involving program documented and effective process, involving program constituencies, for the periodic review and revisio n of these prconstituencies, for the periodic review and revisio n of these pr ogram ogram educational objectiveseducational objectives .

EACEAC’’ss definitiondefinitionProgramme Objectives are specific goals consistent with the mission specific goals consistent with the mission and vision of the IHL, that are responsive to the e xpressed inteand vision of the IHL, that are responsive to the e xpressed inte rest of rest of programme stakeholders, programme stakeholders, describing the expected achievements of describing the expected achievements of graduates in their career and professional life few years after graduates in their career and professional life few years after graduationgraduation .

EAC ABET WACOPPA





EAC ABET WA

�� specific goals consistent with & supportive of the mission specific goals consistent with & supportive of the mission and vision of the IHLand vision of the IHL

�� reflect the key elements of higher education (reflect the key elements of higher education ( knowledge, knowledge, skills & responsesskills & responses ))

� in line with the national & global developments (contains contains the 9 MOHE LO domains or 8 MQF LO domains)the 9 MOHE LO domains or 8 MQF LO domains)

�� responsive to the expressed interest of programme responsive to the expressed interest of programme stakeholders and describing the expected achievemen ts or stakeholders and describing the expected achievemen ts or milestone of graduates in their career and professi onal life milestone of graduates in their career and professi onal life few years after graduationfew years after graduation

�� employability attributes and selling points of your programemployability attributes and selling points of your program . The sentences begin with: (Within) Three to five years upon successful completion the program, our graduates (a re) will be….

COPPA



Generic Program Educational Objectives (PEOs are employa bility attributes and selling points of your program) for FSG Diploma Programs . The sentences begin with

Within 5 years upon successfully completing the pro gram, our graduates (are) will be:1. semiprofessionals in applied sciences who analyze and apply the knowledge,

understanding and laboratory experiences to provide quality products and services to the government agencies and science-related industr ies.

2. semiprofessionals in applied sciences who lead an d engage in teams in problem solving tasks across disciplines through effective communicative abilities

3. semiprofessionals in applied sciences who continu e to advance their knowledge and abilities by utilizing ICT to explore business oppo rtunities in the science-related industry

4. semiprofessionals in applied sciences who demonst rate ethical and professional values in providing services to the recipients and provider of the science-related industry.

Task

TCM Health EAC ABET WAEng Tech MQA-Std-Business





Generic Program Educational Objectives (PEOs are employa bility attributes and selling points of your program) for FSG Degree Programs . The sentences begin with

Within 5 years upon successfully completing the pro gram, our (bumiputra) graduates (are) will be:

1. Scientists or science practitioners who synthesize and apply the knowledge, understanding and laboratory experiences to provide quality products and services to the government agencies and science-related industr ies locally and globally.

2. Scientists or science practitioners who lead and e ngage in teams in problem solving tasks across disciplines through effective communic ative abilities.

3. Scientists or science practitioners who use ICT to advance their knowledge and skills and to explore business opportunities in the scienc e-related industry locally and globally.

4. Scientists or science practitioners who are integr ate ethical and professional values in providing services to the recipients and provide r of the science-related industry locally and globally.

Task




Generic Engineering Program Educational Objectives (PEO s are employability attributes and selling points of your program) for SET Degree Pro grams . The sentences begin with

Within five years upon completing the program, our graduates (are) will be:

1. Engineers or engineering practitioners who synthes ize and apply the science, mathematics & engineering knowledge, understanding and laboratory experiences to provide quality products and services to the govern ment agencies and to the science-engineering-technology (SET) industries locally and globally.

2. Engineers or engineering practitioners who communi cate effectively in leading and engaging multidisciplinary teams in solving enginee ring problems locally and globally.

3. Engineers or engineering practitioners who utilize ICT to advance their engineering knowledge and skills and to explore business opport unities in the science-engineering-technology (SET) industries locally and globally.

4. Engineers or engineering practitioners who integra te ethical and professional values in providing services to the recipients and provide r of the science-engineering-technology (SET) industries locally and globally.

TCM Health EAC UMP ABET WA







Generic Program Learning OutcomesGeneric Program Learning Outcomes (PLOs are what graduates will know and be able to do to attain PEOs) for FSG Diploma ProgramsFSG Diploma Programs . The sentences begin withUpon successful completion of the program, our bumi putra graduates will be able to:

1. Apply knowledge and understanding of science and mathematics (& engineering).2. Safely prepare samples and operate a range of mach ineries and laboratory equipments.3. Plan, conduct and conclude scientific investigatio ns in their field of study.4. Apply the scientific reasoning in proposing solut ions for authentic problems in their

field of study.5. Verbally communicate scientific ideas with semipro fessionals and non-experts.6. Articulate scientific investigations in written f orm with semiprofessionals and non-

experts.7. Effectively engage in a multidisciplinary team.8. Demonstrate values, ethics, morality and professi onalism in their semiprofessional

pursuit.9. Manage information and engage in life-long learni ng.10.Apply managerial and entrepreneurial skills.11.Demonstrate leadership skills.


MQF LOsDiploma





Generic Program Learning Outcomes (PLOs are what gra duates will know and be able to do to attain PEOs) for FSG Degree Programs . The sentences begin with

Upon successfully completing the program, our bumip utra graduates will be able to:

1. Demonstrate knowledge and understanding of scienc e (for example: mechanics, electromagnetism, modern physics, quantum mechanics , thermodynamics) and mathematics (for example: mathematical physics)

2. Apply knowledge and understanding of science and mathematics . 3. Safely prepare samples and operate a range of adv anced machineries and laboratory instruments.4. Identify problems, propose research questions and hypothesis, design science investigations and

defend the conclusion of investigations.5. Apply the scientific reasoning and critical think ing in providing solutions to authentic problems in

their field of study.6. Verbally argue and communicate scientific ideas w ith the learning communities and the public.7. Articulate scientific ideas and investigations in written form with the learning communities and the

public.8. Effectively engage in a multi-disciplinarity team locally.9. Practice empathy, responsibilities, integrity and professionalism in their scientific pursuit.10. Manage information and engage in life-long learn ing.11. Apply managerial and entrepreneurial skills.12. Demonstrate leadership skills.


MQF LOsDegree



PLOs are what graduates will know and be able to do (upon successfully completing the program) to support attainment of PEOs. It is the min imum, practical & attainable competency level. The sentences begin with

1. Demonstrate knowledge and understanding of music (for example: music performance, historical studies, cultural studies, musicianship and music theories) and …….

2. Apply knowledge and understanding of ….. (music p erformance, historical studies, cultural studies, musicianship and music theories).

3. Display music competency skills including the use of music notation in reading, performing, composing, analyzing, and hearing music .;

4. Critically analyze musical performance, musical c omposition and formulate solutions to music-related well-defined (vaguely-defined; bro adly-defined) problems;


Upon successfully completing the program, our bumip utra graduates will be able:

Example of the first 3/4 Music LOs. Standards will fo llow the MQF certification level (refer to the MQF generic Los for diploma or degree ). The rest can be adopted from other sources (generic attributes) or from MQF.





Bloom

LOKI Guide

Taxonomies ofLearning

Guideline:� Limit your PEOs to 4� Ensure it reflects the vision & mission of the HEPs� Ensure it contains the MQF/MOHE/Music Professional Bodies

attributes – in line with purpose of 21 st Century higher education� Use clear yet captivating phrases











skills (A)






EAC ABET WACOPPA

Universiti Teknologi MARA’s DiplomaDiploma /Baccalaureate Music programBaccalaureate Music program aims to support Malaysia’s aspirations of becoming an industrialized nation by nurturing world-class bumiputra music professionals with unwavering integrity and commitment in critically and creatively providing ethical and responsible solutions that are relevant to 1Malaysia’s societal and economic growth.



MQF-SciStd MQF





MQF-SciStd MQF

Malaysia’s AspirationsMQF/MOHE LO Domains

HEP’s Vision & Mission

Program Aims

PEO1 PEO2 PEO3 PEO4

LO5LO4 LO6 LO9LO7 LO8LO2LO1 LO3

CLO2CLO1 CLO3 CLO3CLO1 CLO2CLO2CLO1 CLO3 CLO3CLO1 CLO2

11--Knowledge & 2Knowledge & 2 --SkillsSkills 66--Ethics &Ethics &ProfessionalismProfessionalism

33--Reasoning, 4Reasoning, 4 --Communication,Communication,55--Teamwork, 9Teamwork, 9 --LeadershipLeadership

77--Lifelong Learning,Lifelong Learning,Management &Management &

88--EntrepreneushipEntrepreneuship






MQF-SciStd MQF



MQF-SciStd MQF3 MOHE LOs addressed by each course





MQF-SciStd MQF3 MOHE LOs addressed by each course



MQF-SciStd MQF

3 MOHE LOs addressed by each course





MQF-SciStd MQF



MQF-SciStd MQF













skills (A)




BloomLOKI GuideSimpson Psychomotor

DomainBloom Cognitive

Domain

MQF-SciStd MQF

FKM-TAX FKM-KI





BloomLOKI GuideSimpson Psychomotor

DomainBloom Cognitive

Domain

Guideline:Guideline:

� Sheet 8: Limit the # of MOHE LOs addressed by each course to only 3 excepLimit the # of MOHE LOs addressed by each course to only 3 excep t t for courses at the final year which can support att ainment of 5 for courses at the final year which can support att ainment of 5 MOHE LOsMOHE LOs.

� Plot 3: Ensure the % of courses addressing each MOHE LO is at least 5%Ensure the % of courses addressing each MOHE LO is at least 5% . Best to have 10%-15%.

� Ensure the program design exhibit its strength and uniqueness.� EMBED KIs (ie LO 3-9) in the Program Core Courses.� Sheet 10: Target progressing complexity from year 1 to year 3 for the

cognitive, psychomotor & affective domain on the co mpetency matrix but ensure the median to be at C4, P4, A3 for the degre e certificatiensure the median to be at C4, P4, A3 for the degre e certificati on level and C3, on level and C3, P4 & A3 for the Diploma levelP4 & A3 for the Diploma level . The The tickmarkstickmarks are NOT automatically generatedare NOT automatically generated .

� Sheet 9: The KI competency is automatically generat ed once LOs 3 thru 9 are ticked for the course in Sheet 6 & sheet 8. You wil l need to manually tick the higher level KI performance for final year courses.

� Choose electives to represent courses in the humani ties.MQF-SciStd MQF

FKM-TAX FKM-KI


Bloom Cognitive Action Verbs

Bloom LOKI Guide

Taxonomy

Use This list for Your PLO




You can know the name of a bird (or element) in all the languages of the world, but when you're finished, you'll know absolutely nothing wha tever about the bird (or element)... So let's look at the bird to see what it's doing—that' s what counts. I've learned very early the

difference between knowing the name of something an d knowing something.—Richard Feynman


TASK-CA






“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 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 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 not in progress but in result. As our knowledge is converted to wisdom, the door to opportunity is unlocked.” Barbara W. Barbara W. Barbara W. Barbara W. Barbara W. Barbara W. Barbara W. Barbara W.

WinderWinderWinderWinderWinderWinderWinderWinder

““““““““The great aim of education is not knowledge, but The great aim of education is not knowledge, but The great aim of education is not knowledge, but The great aim of education is not knowledge, but The great aim of education is not knowledge, but The great aim of education is not knowledge, but The great aim of education is not knowledge, but The great aim of education is not knowledge, but

action.action.action.action.action.action.action.action.”””””””” Herbert Spencer Herbert Spencer Herbert Spencer Herbert Spencer Herbert Spencer Herbert Spencer Herbert Spencer Herbert Spencer

““““““““The one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questions.ions.ions.ions.ions.ions.ions.ions.””””””””

Max Beerbohm Max Beerbohm Max Beerbohm Max Beerbohm Max Beerbohm Max Beerbohm Max Beerbohm Max Beerbohm

Dr JJ: +60193551621; http://drjj.uitm.edu.my



EAC ABET WA

SKILLSSKILLS

For teacher or a performing artist , for example, it is the skill to communicate & the knowledge (factual, conceptual, procedural & functional) of the discipline .

For a craftsman or an artist, it is the creativity and sk ill in the chosen craft

For entrepreneurshipentrepreneurship , you need to have a knack for spotting knack for spotting business opportunitiesbusiness opportunities and and creativity and innovation in creativity and innovation in developing and delivering a product or servicedeveloping and delivering a product or service





EAC ABET WA

Entrepreneurial CompetenciesEntrepreneurial Competencies1.1. IntegrityIntegrity – clear values & values governing their decisions2. Conceptual Thinking – use fresh & crazy ideas resulting in radical change; take

time to listen but don’t prejudge new ideas3. Risk taking – willing to try new things; assess choices responsibly4. Networking - key business activity which can provide access to information,

expertise, collaboration and sales5. Strategic Thinking – plan & think thru complex implications on business6. Commercial Aptitude – seeks best practice, updated & seize chances7. Decisiveness - responds flexibly to deal with changing priorities 8. Optimism – persistent; operates from hope of success rather than from fear of

failure9. Customer Sensitivity – builds trust with customers; regularly exceeds customer

expectation 10.People Focus - walks the talk; sees and values the best in others; always considers

the principles of inclusiveness in planning and dealing with others





Copyright DrJJ, ASERG, FSG, UiTM. March 2011 89MQF-SciStd MQF


Use this list for Your CLO & LLO




http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table

13/01/2012 Copyright DrJJ, ASERG, FSG, UiTM. March 2011 92Bloom LOKI Guide

Taxonomy




Depth (according to year of study in Depth (according to year of study in BScBSc program)program)Refers to the levels in the cognitive domain, practical skills & scientific skills.

AnalysisAnalysis

ApplicationApplication

ComprehensionComprehension

KnowledgeKnowledge

Year 2

Yea

r 1

Year 3

CognitiveCognitive

Simpson PsychomotorDomain

Bloom CognitiveDomain

EvaluateEvaluate


Depth (according to year of study in Depth (according to year of study in BScBSc program)program)Refers to the levels in the cognitive domain, practical skills & scientific skills.

EExperimentxperiment

ProceduresProcedures

HypothesizeHypothesize

PProblemroblem

Year 2

Year 3

Pra

ctic

al &

sci

ence

ski

llsP

ract

ical

& s

cien

ce s

kills

Yea

r 1

MManipulateanipulate

OObservebserve

DDataata IInterpretnterpret

RReporteport

General General ChemChem

InorganicInorganic

OrganicOrganic

PhysicalPhysical

Sample PrepSample Prep

TechniquesTechniques

Simpson PsychomotorDomain

Bloom CognitiveDomain




““ The principle goal of education is to create men wh o are The principle goal of education is to create men wh o are capable of doing new things, not simply of repeatin g what other capable of doing new things, not simply of repeatin g what other generations have done generations have done ---- men who are creative, inventive and men who are creative, inventive and discoverersdiscoverers ”” Jean Piaget Jean Piaget

““ Teachers are powerful people and keepers of the fut ure. Help Teachers are powerful people and keepers of the fut ure. Help your students dream big!your students dream big! ”” Leslie Owen WilsonLeslie Owen Wilson

drjj-uitm-muzik-obe-13012012 (ppt-pdf)

Documents