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Www.utm.my innovative ● entrepreneurial ● global 1 SPPT – MODULE 1 - 20 August, 2013 by Professor Baharuddin Aris Director Centre for Teaching and Learning.

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Presentation on theme: "Www.utm.my innovative ● entrepreneurial ● global 1 SPPT – MODULE 1 - 20 August, 2013 by Professor Baharuddin Aris Director Centre for Teaching and Learning."— Presentation transcript:

1 innovative ● entrepreneurial ● global 1 SPPT – MODULE August, 2013 by Professor Baharuddin Aris Director Centre for Teaching and Learning (CTL) Universiti Teknologi Malaysia (UTM) NEW ACADEMIA : Transforming Mindset and Culture of Learning in Higher Education

2 innovative ● entrepreneurial ● global 2 THE REALITY

3 innovative ● entrepreneurial ● global 3 “Educate, Enlighten, Inspire ” We are here to…… Our Roles From UTM NC Monthly Briefing, 4 th. April 2011

4 innovative ● entrepreneurial ● global 4 UTM GLOBAL PLAN 2012 – 2020

5 innovative ● entrepreneurial ● global 5 ● Entrepreneurial research university ● Stimulating, entrepreneurial and quality learning environment ● Dynamic intellectual ecosystem ● Organizational development ● Cheerful, healthy & sustainable campus STRATEGY UTM Strategic Thrusts Strategic thrusts 2011 to be continued until now.

6 innovative ● entrepreneurial ● global 6 Theme UTM as a Global Brand QUALITY RECOGNITIONUNIQUENESS PRICING STRATEGY

7 innovative ● entrepreneurial ● global 7 The way forward Global UTM Plan PHASE Alignment to be Global University PHASE High impact programs PHASE Strategic Transformation & Advanced Research STRATEGY

8 innovative ● entrepreneurial ● global 8 Blue Ocean Strategy (BOS) ● Create uncontested market space ● Make the competition irrelevant ● Create and capture new demand ● Break the value/cost trade off ● Align the whole organization in pursuit of differentiation and low cost STRATEGY

9 innovative ● entrepreneurial ● global 9 UTM Blue Ocean Strategy (BOS) Top stars (eg Nobel laureates) High tuition fees Plagiarism Non-performers Undergraduate enrolment Period for PhD studies Local-centric Non-PhD staff Red-tapes and layers Citation / publications Research facilities Internet facilities Internationalization & UTMIC World class campus experience Co-branding Efficiency and transparency New academia Tropical experience Job creation ELIMINATE REDUCE RAISE CREATE STRATEGY

10 innovative ● entrepreneurial ● global 10 Blue ocean strategy implementation SUNRISE PROJECT BOS RAISE SYNERGY PROJECT BOS RAISE NEW ACADEMIA PROJECT BOS NEW ACADEMIA JOB CREATION PROJECT BOS JOB CREATION TROPICANA PROJECT BOS TROPICAL CAMPUS STRATEGY TRANSFORMATION UNIT SECRETARIAT

11 innovative ● entrepreneurial ● global 11 Future University critical success factors 1 UG & PG program establishment 2 PG advanced studies 3 University research focus 4 Academia- Industry partnership 5 Entrepreneurial academia StageCritical success factors 1PhD staff 2Well known professors 3Research culture 4Global networks 5NEW ACADEMIA

12 innovative ● entrepreneurial ● global 12 New Academia Faculty members Learning materials Philosophy Funding Students Venue Learning modes Outcomes New academia Professors, inventors, entrepreneurs Books, journals, experiences, Internet, internship Integration Grants, fees, VC, endowment, REITs School leavers, mid-career, businessmen, early-career, life-long Campus, Internet, incubators, brands Lectures, tutorials, lab, studios, peer instruction, internship, incubators, experiential learning, 5 minds Degrees, expertise, business models, capital, networks, culture Action Adjunct staff, fellows Internship, students’ business venture New pedagogy, RA Creative fund raising Top UG; PG from corporations, research Wifi, 4G, MTDC, Proton NEW PEDAGOGY: learner-centric, Silicon V- culture, GOP, ethics JOB CREATION; micro- credit, spin-off, projects

13 innovative ● entrepreneurial ● global 13 UTM NEW ACADEMIA LEARNING INNOVATION MODEL Universiti Teknologi Malaysia’s New Academia Learning Innovation Model is the brain child of former UTM Vice- Chancellor Dato’ Seri Ir Dr Zaini Ujang. UTM has developed UTM New Academia Learning Innovation Model in UTM New Academia Learning Innovation Task Force was formed under Key Focus Area (Academic & Internationalization) to materialize this initiative.

14 innovative ● entrepreneurial ● global 14 UTM NEW ACADEMIA LEARNING INNOVATION MODEL What is New Academia? New Academia is a framework comprising new philosophy and new approaches towards achieving entrepreneurial academia. For details, refer to the book “New Academia” written by Zaini Ujang 2012.

15 innovative ● entrepreneurial ● global 15 UTM NEW ACADEMIA LEARNING INNOVATION MODEL What is New Academia Learning Innovation Model? New Academia Learning Innovation Model is a framework comprising student-centred and blended learning philosophy, multiple learning modes and materials towards achieving entrepreneurial academia. For details, refer to the book “Akademia Baru Inovasi Pembelajaran” written by several authors and edited by Zaini Ujang, Rose Alinda Alias and Baharuddin Aris. The book was published in 2013.

16 innovative ● entrepreneurial ● global 16 UTM NEW ACADEMIA LEARNING INNOVATION MODEL Basis for this initiative : In 2010, the Academic Performance Audit (APA) Panel suggested in its report that UTM, "need to ensure that the focus on research will not reduce attention towards quality and comprehensive teaching". Based on the Critical Agenda Projects (CAPs) Teaching and Learning, all university lecturers in Malaysia are required to use at least 1 Student Centered Learning (SCL) method, for example case study, by 2015.

17 innovative ● entrepreneurial ● global 17 UTM NEW ACADEMIA LEARNING INNOVATION MODEL Basis for this initiative : Resolutions based on discussions among key industry players and academicians during International Conference on Teaching and Learning in Higher Education (CTLHE 2012) in conjunction with Regional Conference on Engineering Education and Research in Higher Education (RCEE & RHEd 2012) include: ● Graduates, among other things, must acquire generic skills, must be able to create new jobs and create companies with new innovations. ● Graduates find it hard to communicate, unable to interact with colleagues and people, fail to display team spirit and face difficulties in adapting to the job market. ● Students are unable to relate and apply what they learn in the classroom into real world application. Initiatives should therefore reduce the gap between classroom and real working environment.

18 innovative ● entrepreneurial ● global 18 UTM NEW ACADEMIA LEARNING INNOVATION MODEL Main objectives of this initiative: 1. To align UTM teaching and learning models, activities, materials, environments and systems with Malaysian National Higher Education Strategic Plan, needs of employers and requirements of accreditation bodies. 2. To emulate best teaching and learning practices from the World’s best universities. 3. To develop UTM own identity related to teaching and learning models, activities, materials, environments and systems. 4. To create meaningful and interactive learning activities, materials, environments and systems appropriate to UTM Graduate Student Attributes.

19 innovative ● entrepreneurial ● global 19

20 innovative ● entrepreneurial ● global 20 New Academia- Framework

21 innovative ● entrepreneurial ● global 21 Harvard Business School Case Teaching (HBSCS) Problem Based Learning (PBL) Scenario-based Learning (PBL & SBL) Peer Instruction (PI) Service Learning (SL) Job Creation (JC) Conceive, Design, Implement, Operate (CDIO) NEW ACADEMIA - LEARNING MODES

22 innovative ● entrepreneurial ● global 22 UTM Open Course Ware (OCW) MIT BLOSSOMS (Blended Learning Open Source Science or Mathematics Studies) Video of exemplary professionals Student to Student Edutainment NEW ACADEMIA - LEARNING MATERIALS

23 innovative ● entrepreneurial ● global 23 TRAIN DELIVER MONITOR ASSESS IMPROVE CUSTOMIZE CONCIEVE APPROACH

24 innovative ● entrepreneurial ● global 24 UTM NEW ACADEMIA LEARNING INNOVATION MODEL Student Centred Learning and Blended Learning underpin UTM New Academia Learning Innovation Model. Many view Student Centred Learning as the concept of students being active versus passive learners and Blended Learning integrates multiple learning modes and materials. Universiti Teknologi Malaysia (UTM) initiatives to enrich Teaching and Learning (T&L) are based on well-known and best teaching and learning practices which have been proven to be effective. These best practices include Harvard Business Scholol Case Studies, Peer Instruction, MIT OpenCourseWare and MIT BLOSSOMS (Blended Learning Open Source Science or Maths Studies).

25 innovative ● entrepreneurial ● global 25 UTM NEW ACADEMIA LEARNING INNOVATION MODEL In order to create memorable learning experiences among graduates, meaningful learning experiences and interactive learning experiences which is motivating and able to engage students in relatively higher levels of concentration throughout the lecture is required. Therefore, systematic incorporation of active learning strategies and digital learning materials into lectures may minimize many of the weaknesses of traditional lectures. In addition, online systems and learning environments will also help support student centred learning.

26 innovative ● entrepreneurial ● global 26 UTM NEW ACADEMIA LEARNING INNOVATION MODEL Entrepreneurial Academia is the outcome to be achieved by the New Academia Learning Innovation Model. Under the New Academia Learning Innovation Model, there are 2 modes namely: ● Learning Mode (Pedagogy/Andragogy) and ● Learning Materials (Digital Resources).

27 innovative ● entrepreneurial ● global 27 UTM NEW ACADEMIA LEARNING INNOVATION MODEL Under Learning Mode (Pedagogy/Andragogy), there are: ● Harvard Business School Case Studies ● Problem-Based Learning ● Scenario Based Learning ● Peer Instruction ● Service Learning ● Job Creation ● Conceive, Design, Implement and Operate (CDIO) Under Learning Materials (Digital Resources), there are: ● UTM OpenCourseWare ● UTM-MIT BLOSSOMS ● Video of Exemplary Professionals ● Student-to-Student Edutainment ● OBE Analysis System ● UTM SCL Spaces

28 innovative ● entrepreneurial ● global 28 UTM NEW ACADEMIA LEARNING INNOVATION MODEL Under Student Centred Learning Experiences, if UTM policy maintains 80% attendance for a student to be eligible to sit for the final exam, it is suggested that: 60% is allocated for Face-to-Face which include Interactive Lecture, Harvard Business School Case Studies, Peer Instruction, and Problem Based Learning. 20% is allocated for Flipped Classroom which include Internet-based materials and videos such as UTM-MIT BLOSSOMS, UTM OCW, and UTMotion. The other 20% is allocated for Online Discussions which include Computer Supported Collaborative Learning.

29 innovative ● entrepreneurial ● global 29 UTM NEW ACADEMIA LEARNING INNOVATION MODEL The process of materializing UTM New Academia Learning Innovation initiatives is as follows : Training Implementation Research and Evaluation

30 innovative ● entrepreneurial ● global 30 UTM NEW ACADEMIA LEARNING INNOVATION MODEL Training : For example: Peer Instruction Online Training was conducted in October and November UTM-MIT BLOSSOMS training was held in January Implementation : For example: UTM Undergraduate students uses Harvard Business Case Studies as part of the learning methods. Peer Instruction has been implemented in the classroom among those who have undergone Peer Instruction Online Training.

31 innovative ● entrepreneurial ● global 31 UTM NEW ACADEMIA LEARNING INNOVATION MODEL Research and Evaluation : In order to promote and enhance evidence-based learning, UTM provide instructional development grants and research training in conducting robust research in teaching and learning. Research is currently being conducted on the effectiveness of learning and teaching using, for example, BLOSSOMS videos and Peer Instruction. Results from these research can be documented and published in journals with Impact Factor such as: ● International Journal of Computer-Supported Collaborative Learning ● Australasian Journal of Educational Technology ● Interactive Learning Environments

32 innovative ● entrepreneurial ● global 32 Can SCL enhance students critical, creative, innovation and entrepreneurial thinking skills? By year 2015, all university lecturers in Malaysia must be able to use at least one Student-Centred Learning (SCL) method. (Based on National Higher Education Strategic Plan, Malaysia)

33 innovative ● entrepreneurial ● global 33 How Do Our Students Learn Best? Before selecting any SCL method, first and foremost we need to focus on who are our students, and how do they learn best.

34 innovative ● entrepreneurial ● global 34 How Generation Y Students Learn Tech-Savvy: Generation Y grew up with technology and rely on it to perform their jobs better. This generation prefers to communicate through and text messaging rather than face-to-face contact and prefers webinars and online technology to traditional lecture-based presentations. Achievement-Oriented: Generation Y is confident, ambitious and achievement- oriented. They want meaningful work and a solid learning curve. Team-Oriented:. Generation Y is loyal, committed and wants to be included and involved. They value teamwork and seek the input and affirmation of others Attention-Craving: Generation Y craves attention in the forms of feedback and guidance. Generation Y may benefit greatly from mentors who can help guide and develop them.

35 innovative ● entrepreneurial ● global 35 5 Minds for the Future The Disciplined Mind – applying diligently, improving steadily and continuing beyond formal education. The Synthesizing Mind – selecting crucial information from the copious of information available and arraying that information so as to make sense to self and others.

36 innovative ● entrepreneurial ● global 36 5 Minds for the Future The Creating Mind – going beyond existing knowledge and syntheses to pose new questions and offer new solutions. The Respectful Mind – responding sympathetically to differences among individuals and groups, and extending beyond mere tolerance. The Ethical Mind – striving toward good work and good citizenship.

37 innovative ● entrepreneurial ● global 37 Transforming Students Learning Ready or not … The World is Different Kids are different … Learning is different … And Teaching Must Be Different, too (ISTE, 2000, pp. 1-2) Transforming Learning using ICT (refer page 34)

38 innovative ● entrepreneurial ● global 38 Student-Centred Learning (SCL) Key Question: Will providing a meaningful and interactive learning experience among students create a memorable learning experience for the students?

39 innovative ● entrepreneurial ● global 39 Student-Centred Learning (SCL) Operational Definition for Meaningful, Interactive and Memorable: Meaningful is essentially the opposite of meaningless, that is, 'having meaning‘. Also, 'important, significant, noteworthy. Interactive is pertaining to a two-way system of electronic communications, obtaining updated information and getting immediate results. Memorable refers to worth remembering or easily remembered.

40 innovative ● entrepreneurial ● global 40 Blackboard Work (first published in 1955) I would like to share one of my memorable experiences. I paid 50p for this book when I bought it 15 years ago during the library book sale in the UK. Perhaps the book cost less than 50p in If it is true, this means that the library is actually making a profit.

41 innovative ● entrepreneurial ● global 41 Blackboard Work (first published in 1955) Actually, that is not one of my memorable experiences. My memorable experience is buying a book in the UK that was published in Kuala Lumpur Malaysia.

42 innovative ● entrepreneurial ● global 42 Meaningful learning experiences Include case studies, scenario-based learning, problem-based learning, project oriented problem-based learning, peer instruction, etc. For example, under meaningful learning experience is peer instruction. LINK TO PI CONCEPT

43 innovative ● entrepreneurial ● global 43 Meaningful learning experience - peer instruction (Eric Mazur) One problem with conventional teaching lies in the presentation of the material. Frequently, it comes straight out of textbooks and/or lecture notes, giving students little incentive to attend class. That the traditional presentation is nearly always delivered as a monologue in front of a passive audience compounds the problem. Only exceptional lecturers are capable of holding students' attention for an entire lecture period. It is even more difficult to provide adequate opportunity for students to critically think through the arguments being developed. Consequently, lectures simply reinforce students' feelings that the most important step in mastering the material is memorizing a zoo of apparently unrelated examples.

44 innovative ● entrepreneurial ● global 44 Meaningful learning experience - peer instruction (Eric Mazur) In order to address these misconceptions about learning, we developed a method, Peer Instruction, which involves students in their own learning during lecture and focuses their attention on underlying concepts. Lectures are interspersed with conceptual questions, called ConcepTests, designed to expose common difficulties in understanding the material. The students are given one to two minutes to think about the question and formulate their own answers; they then spend two to three minutes discussing their answers in groups of three to four, attempting to reach consensus on the correct answer. This process forces the students to think through the arguments being developed, and enables them (as well as the instructor) to assess their understanding of the concepts even before they leave the classroom.

45 innovative ● entrepreneurial ● global 45 SAMPLE VIDEOS 1. Professor Eric Mazur (Harvard University) From Questions to Concept Physics 2. The Anatomy of Clickers

46 innovative ● entrepreneurial ● global 46 Interactive learning experience Under the interactive learning experience include: World Lecture Hall UTMotion, MIT OCW UTM OCW MIT BLOSSOMS.

47 innovative ● entrepreneurial ● global 47 WORLD LECTURE HALL THE UNIVERSITY OF TEXAS AT AUSTIN

48 innovative ● entrepreneurial ● global 48 UTMotion

49 innovative ● entrepreneurial ● global 49 UTMotion

50 innovative ● entrepreneurial ● global 50 MIT OCW

51 innovative ● entrepreneurial ● global 51 MIT OCW

52 innovative ● entrepreneurial ● global 52 MIT OCW

53 innovative ● entrepreneurial ● global 53 UTM OCW

54 innovative ● entrepreneurial ● global 54 MIT BLOSSOMS

55 innovative ● entrepreneurial ● global 55 MIT BLOSSOMS The video can be downloaded as follows:

56 innovative ● entrepreneurial ● global 56 SAMPLE VIDEOS ON JOB CREATION Professor Richard Larson (MIT) MIT BLOSSOMS Video on: Engineering, Innovation and Entrepreneurship

57 innovative ● entrepreneurial ● global 57

58 innovative ● entrepreneurial ● global 58 NETWORKING WITH MIT BLOSSOMS

59 innovative ● entrepreneurial ● global 59 What benefit do I get in conducting research in evidence-based learning?

60 innovative ● entrepreneurial ● global 60 Research in evidence-based learning ● UTM has several initiatives in transforming engineering education. ● As of 2012, UTM has produced 8 PhD graduates in the area of Engineering Education since the program was offered in The external examiners are from the United States of America and Europe. ● 1 st and 2 nd RCEE was organized with the purpose of encouraging engineering educators to conduct research related to teaching and learning of engineering courses offered at UTM.

61 innovative ● entrepreneurial ● global 61 Research in evidence-based learning ● In 2009, during the planning stage of the 3 rd RCEE, there was a need among engineering educators to conduct robust research in engineering education. ● A collaborate effort with educationist and social scientists who are experienced in teaching and learning higher education research is necessary. Therefore, the 3 rd RCEE was named as RCEE & RHEd ● ICTLHE 2012 in conjunction with RCEE & RHEd 2012 was held in April Participants come from 10 countries namely South Africa, Nigeria, United States of America, South Korea, Hong Kong, India, Pakistan, Iran, Thailand and Singapore.

62 innovative ● entrepreneurial ● global 62 Research in evidence-based learning ● The presentations and discussions related to Job Creation and New Pedagogy during ICTLHE 2012 in conjunction with RCEE & RHEd 2012 include: ● Key industry players suggested graduates, among other things, acquire generic or soft skills, must be able to create new jobs and create companies with new innovations.

63 innovative ● entrepreneurial ● global 63 Research in evidence-based learning ● The Institution of Engineers (IEM), Malaysia members are also willing to help teach classes and share their working experiences. ● In line with UTM initiatives to create jobs for its graduates, Chairman of Engineering Accreditation Council praised UTM initiatives in supporting learning of Generation Y students using digital resources such as UTMotion, UTM OpenCourseWare and MIT BLOSSOMS. ● The Chairman of EAC was also impressed with initiatives at UTM using pedagogy such as "Peer Instruction" by Eric Mazur".

64 innovative ● entrepreneurial ● global 64 Concluding remarks In enhancing research-informed teaching and learning, UTM has provided an Instructional development Grant (IDG) to its academic staff. APA Panel was impressed with this initiative. For the past few years, a sum of money totaling to RM300,000 was provided. Until 2010, about 40 projects under the IDG were granted, and each group was given a maximum of RM5,000 per project. In 2011, UTM has increased the amount to RM300,000 per year to further encourage academic staff to conduct research- informed teaching and learning. A minimum of RM10,000 and maximum of RM15,000 per project is provided so as to qualify for Principal Investigator and contribute to RU status.

65 innovative ● entrepreneurial ● global 65 Concluding remarks Besides allocations for its academic staff to conduct R&D in their area of expertise, UTM also allocated a substantial amount of money for its academic staff to conduct R&D in teaching and learning. In order to promote and enhance evidence-based learning, UTM provide instructional development grants (IDG) and research training in conducting robust research in teaching and learning.

66 innovative ● entrepreneurial ● global 66 Concluding remarks Examples of research area innovations in teaching and learning in higher education include pedagogy or andragogy for UTM students, developing devices and researching its effectiveness for interactive learning, etc. Results from these research can be documented and published in journals with Impact Factor such as: ● International Journal of Computer-Supported Collaborative Learning (ijCSCL) ● Australasian Journal of Educational Technology (AJET) ● Turkish Online Journal of Educational Technology (TOJET) ● Interactive Learning Environments (ILE)

67 innovative ● entrepreneurial ● global 67 THANK YOU FOR YOUR ATTENTION


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