modul 1d: curriculum design future ready curriculum...

BASELINE COMPETENCIES FOR DIFFERENTIATED CAREER PATHWAY(BC4DCP) – GROUP 1

MODUL 1D: CURRICULUM DESIGN – FUTURE READY CURRICULUM (FRC)

Assoc. Prof. Dr. Naziha Ahmad AzliCurriculum Innovation and Development Unit

01

02

03

04

05

Semakan kurikulum yang

mengambilkira kemahiran abad ke

21

Holistic Student Development

Framework (HSDF) : Asas kurikulum

semua program akademik prasiswazah

Menumpukan pembangunan program

akademik baharu dengan disiplin non-

singular (multi/inter/trans)

Kursus umum wajib program akademik

prasiswazah: Extra-curricular

Experiential Learning – ExCEL

Membangunkan program akademik

baharu dengan kurikulum personalised(Program Sarjana Muda Pengajian Am)

TRANSFORMASI PROGRAM AKADEMIK UTM : DALAM KONTEKS IR 4.0

Proses, Program & ProdukBakat Infrastruktur

Menyediakanprasarana FuturisticLearning Spaces &

Technologies

Peneraju task forceTransformasi

Program AkademikUA 2017-2018 menghasilkan

Kerangka KurikulumTersedia Masa Hadapan

Program Future Ready Educators (FREE)

untuk melahirkan bakat yang menyokong pembangunan

kurikulum abad ke 21

3

CURRICULUM 4.0: FUTURE READY CURRICULUM

ALTERNATIVE ASSESSMENTS

* EXAMPLES

TRANSFORMATIVE LEARNING &

TEACHING DELIVERY

FLUID & ORGANIC CURRICULUM STRUCTURE

FLEXIBLE & NON-CONVENTIONAL

CONVERGENT, MULTI/INTER/TRANS

DISCIPLINES

ELEMENT

SUB-ELEMENT

FUTURISTIC LEARNING SPACES &

TECHNOLOGIES

21ST CENTURY PEDAGOGIES (HEUTOGOGY, PARAGOGY,

CYBERGOGY)

GLOBAL

INDUSTRY PARTNERSHIP

AUTHENTIC

PERFORMANCE-BASED

PERSONALISED

INTEGRATED

CONTEMPORARY

REAL-TIME

CHALLENGED-BASED

PROFILING

IMMERSIVE EXPERIENTIAL

LEARNING

UTM HOLISTIC STUDENT DEVELOPMENT FRAMEWORK (HSDF)

CIDU 2018

UTM-FREE (FUTURE READY EDUCATORS): STRATEGIC ROAD MAP

Extensive Information on

21st Century

L&T at UTM website

Create

mentoring

program on L&T

Formation of L&T

Groups based on

L&T strategies

UTM COURSE

OF ACTIONS

1

UTM Support Group on21st Century L&T

2 43

A platform to

discuss/solve issues

related to 21st Century

L&T

Similar structure as RG (e.g.

subject panels) - aimed for

lecturers to support each other

in implementing L&T strategies

Official appointments of

mentors with well

structured programs

Provides info on

21st Century L&T [aspect of

delivery and assessment

(include rubrics), as reference

for all lecturers]

CIDU 2018

ELEMENT 1: FLUID & ORGANIC CURRICULUM STRUCTURE

8

FUTURE READY CURRICULUM FRAMEWORK

• FRC is a framework that highlights three elements (curriculum structure, learning & teaching delivery and assessment) that are constructively aligned to prepare graduates in meeting the challenges of the 21st century.

• The curriculum structure needs to be fluid and organic, and not rigid and fixed.

• Transformative L & T delivery is promoted through redesigning of learning spaces, leveraging the latest 4th IR technologies and promoting immersive learning towards achievement of learning goals.

• Alternative methods of assessments promote a holistic assessment of the outcomes as well as the learning process, focusing on what the student can and are able to do, rather than merely focusing on mastery of knowledge.

RAA, 2018

9

OPERATIONAL DEFINITION

A curriculum with a flexible structure that grows naturally, not requiringsystematic and structured approaches. It can be restructured (updated andshaped as and when necessary in order to respond to changing needs ofindustry and students’ educational experience.

Promotes 21st century L&T delivery through futuristic learning spaces and use of 4th

industrial revolution technology that creates meaningful immersive experientiallearning.

Promotes a holistic assessment of the outcomes as well as learning process,emphasising on what students can and are able to do..

ELEMENT #1: ORGANIC & FLUID CURRICULUM STRUCTURE

ELEMENT #2: TRANSFORMATIVE LEARNING & TEACHING DELIVERY

ELEMENT #3: ALTERNATIVE ASSESSMENTS

RAA, 2018

10

Convergence ofDisciplines

Multi/Inter/Trans

ORGANIC & FLUIDCURRICULUMSTRUCTURE

Flexible &Non-Conventional

Industry Partnership

Global


6 Dec 2018 TAKLIMAT KURIKULUM TERSEDIA MASA HADAPAN UNIVERSITI AWAM, HOTEL BANGI PUTRAJAYA

SINGLE vs

CONVERGENT DISCIPLINES

11

Bachelor of Accounting

Bachelor of Architecture

Multi/Inter/Trans

12

CURRICULUM CONTENT

Multidisciplinary

• Expansion of the main field by adding knowledge from a different field (stay within boundaries) - additive

Interdisciplinary

• Combination of knowledge from two or more different fields, without changing the knowledge within the fields (harmonizes links between disciplines into a coordinated and coherent whole) – interactive

Transdisciplinary

• Full interaction of two or more disciplines in the perspective of solution of real-world problems. It is a combination of field of knowledge across disciplines that eventually develops into a new knowledge field - holistic

13

CONVERGENT DISCIPLINES EXAMPLES

Bachelor of Psychology with Human Resource

Development

Master of Chemical Engineering with Entrepreneurship

Bachelor of Arts in Interdisciplinary

Studies

Bachelor of General Studies

Bachelor of Arts in Interdisciplinary Social Science

Bachelor of Mechatronics Engineering

Master of Bioinformatics

Bachelor of Computer Science (Bioinformatics)

14

FutureReadyGraduate

Structure

Delivery

Assessment

CONCEPT OF FLUID & ORGANIC CURRICULUM

15


A curriculum designed with a flexible structure, updated and shaped as and when necessary in order to respond to the changing needs of the industry and students’ educational experiences

A curriculum that contains the component of contemporary (includes knowledge, skills or values) on the aspect of the content of a course or the course as a whole. The contemporary component is flexible in nature and in accordance to the current/latest development and needs of knowledge and skills.

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Model A

1. Compulsory general courses - contemporary

2. Faculty courses

3. Core courses 4. Elective courses - contemporary

Model B

Certain percentage of the courses in a

curriculum is contemporary

Model C

Certain percentage of the content of

all/certain courses is contemporary

Model D

Certain percentage of the courses in a

curriculum is contemporary with

emphasis on the elective courses

*30% of the curriculum (for 120 credits, maximum of 36 credits)


17

DIMENSIONS OF FLEXIBLE CURRICULUM

PROMOTES ACCESS TO EDUCATION AT ANY TIME AND ANY PLACE(MOOCS, ODL)


LEARNING MODEL, PERSONALISATION AND LEARNER ENGAGEMENT (PERSONALISED, IMMERSIVE EXPERIENTIAL LEARNING)

ENTRY, TRANSITION, PROGRESSION AND EXIT(PRISMS, STACKABLE CREDENTIALS/APEL-C)

RELATIONS AND PARTNERSHIP WITH EXTERNAL PARTIES(JOINT PROGRAMS)

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ODL INTERUNIVERSITYMOBILITY

APELRPEL

MOOC GAPYEAR


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BACHELOR OF GENERAL STUDIESPROGRAM SARJANA MUDA PENGAJIAN AM

19

2020


2121


2222


2323


2424


2525


2626


27


POPBL (Aalborg Model)

Integrated EP (Univ. College

London)

Innovation & Design Centric Program iDCP

(NUS)

Interdisciplinary EP (Purdue University)

PBLCDIO (Singapore

Poly)

28


Bachelor programmes Master programmes

10. Semester Master’s thesis

9. semester Specialisation

8. semester

Bachelor project 7. semester

Specialisation 6. semester Bachelor education

Bachelor education 5. semester

4. Semester

3. semester

Basic education 2. semester Basic education

1. semester

KMY, 2017

29


Project work – groups of 2 – 7 students– min. 50% (15 ECTS)

P-courses and project examined together

Project courses (P) –supporting project work – min. 25% (7-8 ECTS)

Study courses (S) –general knowledge –max. 25% (7-8 ECTS)

Separate exams

1 semester = 15 weeks + 5 weeks = 30 ECTS = 900 hours student work

*ECTS: European Credit Transfer SystemKMY, 2017

30


Mm. 1 S-course 1 S-course 2

Project work

Mm. 2

Mm. 3 P-course 3

Mm. 4 P-course 4

Mm. 5 P-course 2

Project work

Mm. 6

Mm. 7 P-course 1

Mm. 8Project work

Mm. 9

Mm. 10 Free study act. Free study act. Free study act.

5 weeks 5 weeks 5 weeks

10 M

m/w

eek –

1 M

m =

4 h

ours

= ½

day

KMY, 2017

31

INTEGRATED ENGR. PROGRAM (IEP)

▪ A connected curriculum, punctuated with

problem-based and research-based activities

▪ Inter-disciplinary approach (7 undergraduate

departments - >700 students)

▪ Year 1 foundations, upper year projects and

minor streams

▪ Minors - topical and inter-disciplinary

▪ Review the balance of assessment & delivery

styles

▪ Review of discipline specific curriculumMitchell, J., 2016

32

INTEGRATED ENGR. PROGRAM (IEP)

Mitchell, J., 2016

33

INNOVATION & DESIGN CENTRICPROGRAM (iDCP)

▪ 20 out of 160 Modular Credits, MCs (12.5%) are

open for electives

▪ 100 students per intake – total 400 students in

the whole program at a time

▪ Real world problems & industry based

problems

▪ iDCP projects accepted as Capstone Design

Project and Final Year Projects

KMY, 2017

34KMY, 2017

INNOVATION & DESIGN CENTRICPROGRAM (iDCP)

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INTERDISCIPLINARY ENGINEERING PROGRAM

▪ Designed for students

who do not plan to

practice as an engineer

▪ Offers a customized,

student-designed option

Interdisciplinary Engineering Studies (IDES)

Multidisciplinary Engineering

(MDE)

▪ Designed to prepare

graduates to practice

engineering

▪ Offers a variety of plans

of study at the cutting

edge of new and

emerging areas of

engineering

▪ Offers a customized,

student-designed option

▪ Flexible plan of study that can be tailored to include its

own title and selection of courses▪ Develop own individual plan of study or select one of the

established concentrations such Visual Design

Engineering Studies, Pre-Medical Engineering Studies,

Pre-Law Engineering Studies etc.

▪ Limited enrolment (fewer than 100 total students), so the

program remains counselling-intensive

▪ Bachelor of Science in Engineering (BSE) or Bachelor of

Science (BS) degree

Interdisciplinary Engineering Studies (IDES)


37

▪ Flexible plan of study that can be tailored to include its own

title and selection of courses▪ Develop own individual plan of study or select one of the

established focused concentrations i.e. Acoustical

Engineering, Engineering Management, General

Engineering, Visual Design Engineering, Lighting

Engineering, Nano-Engineering

▪ Limited enrolment (fewer than 100 total students), so the

program remains counselling-intensive

▪ Bachelor of Science in Engineering (BSE) or Bachelor of

Science (BS) degree

Multidisciplinary Engineering (MDE)


38

PROBLEM-BASED LEARNING

Conventional Curriculum-content as

an organizational structure

Conway & Little, 1999 (U .New Castle)

39

PROBLEM-BASED LEARNING

PBL Curriculum-concepts as an organizational structure

Conway & Little, 1999 (U .New Castle)

40

CDIO (CONCEIVE-DESIGN- IMPLEMENT-OPERATE)

Singapore Poly CDIO

▪ Conceiving-Designing-Implementing-Operating

should be the context, but not the content, of

engineering education➢ Closely aligned to engineering practice

➢ Communicates the rationale and relevance of what

students are learning

➢ Interconnects concepts and knowledge that builds on

each other

➢ Increase retention of new knowledge and skills

41


▪ Adopted by 6 academic schools, 15 programs✓ Architecture and the Built Environment

✓ Chemical and Life Sciences

✓ Electrical and Electronic Engineering

✓ Mechanical and Aeronautical Engineering

✓ Digital Media and Info-Comm Technology

✓ Singapore Maritime Academy

Singapore Poly CDIO

42


Can be customized*

Singapore Poly CDIO

43


Integration of CDIO Skills across 3 years of Study

Singapore Poly CDIO

44

NEW PROGRAM

Singapore Poly CDIO

▪ Unique combined degree that encompasses high-level

critical and creative thinking, invention, complexity,

innovation, future scenario building and entrepreneurship;

leading-edge capabilities that are highly valued in the

globalised world.

▪ Students are selected from 17 disciplines, from all faculties.

▪ Integrates a range of industry experiences, real-world

projects and self-initiated proposals – equipping students to

address the complex challenges and untapped opportunities

of our times.

Bachelor of Creative Intelligence and

Innovation (BCII)

45

NEW PROGRAM

▪ By focusing in teams on high-level conceptual thinking and

problem-solving practices, students learn to work across

and between disciplines, discovering rare skills and mind-

sets.

▪ During the process students becoming lifelong innovators,

entrepreneurs, creative practitioners and change-makers.

Bachelor of Creative Intelligence and

Innovation (BCII)

46

Industry involvement on the aspect of curriculum design, L&T implementation and assessment Students immersed in real workplace scenarioE.g. 2u2i programs, UTM INSPIRE

FEATURES

INDUSTRY INPUT

INDUSTRY COLLABORATION

3

2

1Beneficial for expanding knowledge & experience of future-proof talents

INDUSTRY PARTNERSHIP

To ensure students are equipped with future-proof skills & competencies

47

ADVOCATE GLOBAL COOPERATION WITH

INTERNATIONAL UNIVERSITIES

GLOBAL

TRANSNATIONAL EDUCATION (TNE)

(DOUBLE, DUAL, JOINT)

Promotes students’ adaptability skills

ELEMENT 2: TRANSFORMATIVE LEARNING AND TEACHING DELIVERY

Promotes 21st century L&T delivery through futuristic learning spaces and use of 4th industrial revolution technology that creates meaningful

immersive experiential learning.

21ST CENTURY PEDAGOGY: HEUTAGOGY

• Also known as student-directed learning or self-determined learning

• Focuses on students’ independent learning experience.

• Students use their own experiences and internal processes such as reflection, environmental scanning and interaction with others to engage in meaningful and relevant learning activities driven by their interests (Hase & Kenyon, 2000).

• Learners are highly autonomous

• Emphasis is placed on development of learner capability

• Human learned when they become capable and competent.

• (Blaschke, 2012)

NAS, 2018

21ST CENTURY PEDAGOGY: HEUTAGOGY

Heutagogy Learning Environment

Learner-defined learning contracts

Flexible curriculum

Learner-directed questions

Flexible and negotiated assessment

Reflective practiceStudent design their own learning mapNegotiated learning

Student determine individual learning path

Guide learners to define self-directed questions

Learners define own assessment

Learners reflect upon course content, to support metacognitive skills

(Blaschke & Hase, 2015)

NAS, 2018

21ST CENTURY PEDAGOGY: PEERAGOGY

Peeragogy is also referred as paragogy.

It involves students’ interaction with their peers in accomplishing their educational goals.

They discover and share the learning contents among themselves through the co-creation of communities of learning.

The digital media is used to connect with each other, to co-construct knowledge and to co-learn.

The challenge of peer-producing a useful and supportive context for self-directed learning (Cornelli & Danoff, 2011)

NAS, 2018

21ST CENTURY PEDAGOGY: PEERAGOGY

Peer to Peer University Project

https://www.p2pu.org

NAS, 2018

21ST CENTURY PEDAGOGY: CYBERGOGY

Strategies for creating engaged learning online (Wang & Kang, 2006)

Engaged learning = cognitive, emotive and social intersect

Online Learning Environment

EngagedLearning

Cognitivefactors

Emotivefactors

Social

factors

•Prior knowledge/Experience

•Achievement goals

•Learning activity

•Cognitive/learning style

•Feeling of self

•Feeling of community

•Feeling of learning

atmosphere


process

•Personal attributes

•Context

•Community

•Communication

Online Learning Environment

EngagedLearning

Cognitivefactors

Emotivefactors

Social

factors

•Prior knowledge/Experience

•Achievement goals

•Learning activity

•Cognitive/learning style

•Feeling of self

•Feeling of community


atmosphere


process

•Personal attributes

•Context

•Community

•Communication

Wang & Kang (2006)

NAS, 2018

21ST CENTURY PEDAGOGY: CYBERGOGY

Global Entrepreneurship Course

NAS, 2018

FUTURISTIC LEARNING SPACES

Puts learners at the centre of learning, but, at the same time, conceives learning as a social process.

Source: https://adec.um.edu.my/learning-space

NAS, 2018

EXPERIENTIAL LEARNING

• Experiential learning is any learning that supports students in applying their knowledge and conceptual understanding to real-world problems or authentic situations where the instructor directs and facilitates learning.

• Activities related to experiential learning include reflection, critical analysis and synthesis, taking initiative and making decisions.

• Experiential learning provides opportunities for students to be engaged not only intellectually but also creatively, emotionally, socially, or physically.

• Experiential learning focuses on the individual and can be done through hands-on via technology-enabled learning approaches such as virtual reality for hospitality or augmented reality for medical students.

NAS, 2018

IMMERSIVE EXPERIENTIAL LEARNING

Process of learning with the usage of a simulated or artificial environment.

The environment enables the learners to completely get immersed in the learning and in a way that feels like

experiencing an actual learning environment.

Role-play, simulated learning environment, virtual reality learning environment

NAS, 2018

EXPERIENTIAL LEARNING EXAMPLES

• Gap Year• Opportunities for students to experience 1 – 2 semesters for working,

exploring, or volunteering.

• 2u2i, UTM INSPIRED• Students spend two or three years learning the fundamentals at the university

and later spend two years or one year in the industry learning through reflection on doing activities

• Academic/Co-curricular Service Learning

NAS, 2018

TECHNOLOGY 4.0 FOR LEARNING

Should explore state-of-the-art

technologies

Provide opportunities to

engage students in a variety of ways

Promote fresh areas of practice and innovation in

L&T

Learning analyticsVirtual reality &

Augmented RealityArtificial

intelligence

Internet of Things

NAS, 2018

ELEMENT 3: ALTERNATIVE ASSESSMENT

01

02

03

04

Alternative assessment is a

holistic assessment of the

outcomes as well as the learning

processes.

It emphasises on what the

students can and are not able

to do, rather than merely focusing

on the mastery of knowledge.

Future Ready Curriculum

assessment is part of learning to

produce dynamic, balance and

holistic graduates in various

domains.

Assessment for/as learning

ALTERNATIVE ASSESSMENT

ZT, 2018

• Promote integration of various written & performance measures

• Relies on direct measures of target skills

• Encourages divergent thinking in generating possible answers

• To enhance meaningful skills

Alternative

Assessment

Traditional

Assessment

• Generally relies on forced-choice, written measures

• Relies on indirect measures of student learning to represent target skills

• Encourages memorization of correct answers

• To measure acquisition of knowledge

ZT, 2018

TYPES OF ALTERNATIVE ASSESSMENT

Framing Malaysian HiEd 4.0 (MOE, 2018)

AUTHENTIC ASSESSMENT

PERFORMANCE-BASEDASSESSMENT

INTEGRATED ASSESSMENT

PERSONALISED ASSESSMENT

CONTEMPORARY ASSESSMENT

REAL-TIME ASSESSMENT

PROFILING ASSESSMENT

CHALLENGED-BASEDASSESSMENT

0102

03 04

0506

07 08

ZT, 2018

ACTIVITY:

THINK PAIR SHARE


7/16/2019 66



construction of knowledge,

disciplined inquiry and the

value of achievement beyond

the classroom learning context

contextualised tasks, in which

requires students to exhibit

their competency in a more

authentic environment

portfolio-based assessment is

one example of authentic

assessment.

A working portfolio contains

documents related to students’

assignments, tests and

evaluations by teachers and

peers

Showcase/model portfolio

showcases students’ highest

level of achievements.

AUTHENTIC ASSESSMENT

01

ZT, 2018



PERFORMANCE-BASED ASSESSMENT02

Measures

students'

abilities to apply

the knowledge

and skills which

they have

learned.

Evaluates

students’ ability

to execute

certain tasks by

gathering

relevant

feedbacks from

others.

Application of

knowledge and skills

through meaningful

and engaging tasks

Applications of real

world scenarios in

eliciting and

strengthening

students’ critical-

thinking, problem-

solving, self-

evaluation and

HOTs ZT, 2018

TYPES OF ALTERNATIVE ASSESSMENTPERFORMANCE-BASED ACTIVITIES

03

0201

06

04

05

PORTFOLIOS

EXHIBITS & FAIRS

PROJECTS

PRESENTATIONS

DEBATES

DRAMATIC PERFORMANCES

ZT, 2018


03

Measures the students’ readiness

to be assessed - flexibly and

adaptively - assessment time and

questions structure

Students are more responsible in their

own learning processes

Students’ competencies will be measured

over time when they are ready to be

assessed

On-demand assessment - the assessment materials

to be prepared and aggregated in a unified online

repository as well as accessible by demand.

01

02

03

04Framing Malaysian HiEd 4.0 (MOE, 2018)

PERSONALISED ASSESSMENT

ZT, 2018


INTEGRATED ASSESSMENT04an interdisciplinary

approach to

assessment.

provides an engaging and

creative learning platform that

connects students with real-

life situations.

e.g. Capstone projects, and

portfolio-based assessments.

integrates the summative &

formative evaluations through

the provision of meaningful data

on student learning prior to the

design of appropriate L&T

interventions.

real problems are applied - Industry

involvement is critical - great

workplace experience. ZT, 2018


Course A Course B Course C

Ongoing Assessment Ongoing Assessment Ongoing Assessment

Final Exam Final Exam Final Exam

Integrated Assessment

Integration ongoing assessment among

courses


courses


courses

One Final Exam(the exam questions required knowledge from 3 courses)

INTEGRATED ASSESSMENT EXAMPLE

ZT, 2018

TYPES OF ALTERNATIVE ASSESSMENTCONTEMPORARY ASSESSMENT

05

Differs significantly from

traditional assessments.

Focus on multiple aspects –

students’ mastery of knowledge,

skills & values that will enable them

to function in the gig economy.

To the digital natives - more meaningful –

prefer more contemporary assessment -

apprenticeship model, presentation,

project-based, case-based, take-home

and oral examination.

Framing Malaysian HiEd 4.0 (MOE, 2018)ZT, 2018


REAL-TIME ASSESSMENT

3

4

1

2

Surveys can also be

carried out to assess

students’ competencies

and deficiencies – to

provide immediate

feedback to both

e.g. observation, thinking

aloud and diagnosing

students’ strengths and

weaknesses.

to adjust the teaching

approaches appropriate to the

students’ level of understanding.

to analyse students’

mastery of contents

and skills during the

learning process.

06ZT, 2018


A Concept Quiz

with

Clicker/Kahoot

3

Reflection

through WA

group

Student-

generated test

questions

In-class

discussions

through Chat

tool

Chain Notes One-minute

paper

REAL-TIME ASSESSMENT EXAMPLE

ZT, 2018


CHALLENGED-BASED ASSESSMENT07

Emphasis on

collaboration,

cooperation and

group competition.

01 02 03 04

e.g ‘Hackathon’ can

be a model for a

competitive and

challenge-based

assessment to

encourage students

to collaborate with

each other and

solve a common

problem.

Developed

primarily in the

Computer Science

field, with the

‘hackathons’ held

for programming

and coding

competition.

Educators can

imitate this type of

event and adapt it

into their own

assessment to

encourage

competitiveness

among students.

Framing Malaysian HiEd 4.0 (MOE, 2018) ZT, 2018



PROFILING ASSESSMENT08

01

02

03

04

Analyses students’ values, interests,

preferences, basic English proficiency test as

well as basic computing test.

It adopts the 21st century skills and abilities

in assessing the students’ competencies and

state of mind.

The outcome - is the students’ holistic profile

including their academic motivations.

Assists the students in appreciating and

interpreting their competencies as well as

helping them to uplift their employability

skills.



PROFILING ASSESSMENT EXAMPLE

• Prepare a profile of the level of understanding on the following skills and knowledge in Adobe Dreamweaver

Skills/Knowledge Low (1-2) Moderate (3) High (4-5)

1. Creating Form

2. Working with Radio Group Button

3. Working with RecordSet

4. Creating MySQL connection

ZT, 2018

ASSIGNMENT(Participants to complete this assignment in a team of 2 or 3)

Assume that you are a Program Director at your School/Faculty. Youhave been given the task to design an academic program curriculum foryour School/Faculty that fulfills the requirements of a Future ReadyCurriculum in terms of structure, delivery and assessment in the spiritof UTM Synergy 4.0.

Prepare a maximum of 3 pages proposal (font 12) on the academicprogram curriculum designed by using the provided form as guidance.You will be assessed based on the following:

• Ability to fulfill the criteria of the academic program as given above

• Analysis on the viability of the proposed program

7/16/2019 79

http://www.utm.my/office-dvcai/files/2019/01/KK1-Program-Akademik-Baharu_-MSA.docx


6 Dec 2018 TAKLIMAT KURIKULUM TERSEDIA MASA HADAPAN UNIVERSITI AWAM, HOTEL BANGI PUTRAJAYA

THANK YOU

80

Special Acknowledgements to:Prof. Dr. Rose Alinda AliasProf. Dr. Khairiyah Mohd YusofProf. Dr. Zaidatun TasirDr. Nurbiha A. Shukor

modul 1d: curriculum design future ready curriculum...

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