Presentation on theme: "Transforming Mindset and Culture of Learning in Higher Education"— Presentation transcript:
1 Transforming Mindset and Culture of Learning in Higher Education SPPT – MODULE August, 2013NEW ACADEMIA :Transforming Mindset andCulture of Learning in Higher EducationbyProfessor Baharuddin ArisDirectorCentre for Teaching and Learning (CTL)Universiti Teknologi Malaysia (UTM)
5 Strategic thrusts 2011 to be continued until now. STRATEGYUTM Strategic ThrustsEntrepreneurial research universityStimulating, entrepreneurial and quality learning environmentDynamic intellectual ecosystemOrganizational developmentCheerful, healthy & sustainable campusStrategic thrusts 2011 to be continued until now.
6 UTM as a Global Brand 2012-2020 Theme QUALITY RECOGNITION UNIQUENESS STRATEGYThemeUTM as a Global BrandQUALITYRECOGNITIONUNIQUENESSPRICING
7 Global UTM Plan 2012-2020 The way forward PHASE 1 PHASE 2 PHASE 3 STRATEGYThe way forwardGlobal UTM PlanPHASE 1Alignment to be GlobalUniversityPHASE 2High impactprogramsPHASE 3StrategicTransformation& AdvancedResearch
8 Blue Ocean Strategy (BOS) Blue Ocean Strategy (BOS)Create uncontested market spaceMake the competition irrelevantCreate and capture new demandBreak the value/cost trade offAlign the whole organization in pursuit of differentiation and low cost
9 UTM Blue Ocean Strategy (BOS) UTM Blue Ocean Strategy (BOS)ELIMINATERAISECitation / publicationsResearch facilitiesInternet facilitiesInternationalization & UTMICWorld class campus experienceCo-brandingEfficiency and transparencyTop stars (eg Nobel laureates)High tuition feesPlagiarismNon-performersREDUCECREATEUndergraduate enrolmentPeriod for PhD studiesLocal-centricNon-PhD staffRed-tapes and layersNew academiaTropical experienceJob creation
10 Blue ocean strategy implementation TRANSFORMATION UNITSECRETARIATBlue ocean strategy implementationSUNRISE PROJECTBOS RAISETROPICANA PROJECTBOS TROPICAL CAMPUSSYNERGY PROJECTBOS RAISEJOB CREATION PROJECTBOS JOB CREATIONNEW ACADEMIA PROJECTBOS NEW ACADEMIA
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 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 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 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 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 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.
20 New Academia- Framework 13 April 2017New Academia- FrameworkBahagian Transformasi & Pengurusan Risiko, UTM 2012
21 NEW ACADEMIA - LEARNING MODES 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)
22 UTM Open Course Ware (OCW) NEW ACADEMIA - LEARNING MATERIALSUTM Open Course Ware (OCW)MIT BLOSSOMS (Blended Learning Open Source Science or Mathematics Studies)Video of exemplary professionalsStudent to Student Edutainment
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 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 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) andLearning Materials (Digital Resources).
27 UTM NEW ACADEMIA LEARNING INNOVATION MODEL Under Learning Mode (Pedagogy/Andragogy), there are:Harvard Business School Case StudiesProblem-Based LearningScenario Based LearningPeer InstructionService LearningJob CreationConceive, Design, Implement and Operate (CDIO)Under Learning Materials (Digital Resources), there are:UTM OpenCourseWareUTM-MIT BLOSSOMSVideo of Exemplary ProfessionalsStudent-to-Student EdutainmentOBE Analysis SystemUTM SCL Spaces
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 UTM NEW ACADEMIA LEARNING INNOVATION MODEL The process of materializing UTM New Academia Learning Innovation initiatives is as follows :TrainingImplementationResearch and Evaluation
30 UTM NEW ACADEMIA LEARNING INNOVATION MODEL Training :For example:Peer Instruction Online Training was conducted in October and November 2012.UTM-MIT BLOSSOMS training was held in January 2013.Implementation :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 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 LearningAustralasian Journal of Educational TechnologyInteractive Learning Environments
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 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 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 othersAttention-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 5 Minds for the FutureThe 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 5 Minds for the FutureThe 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 Transforming Students Learning Ready or not …The World is DifferentKids are different …Learning is different …And Teaching Must Be Different, too(ISTE, 2000, pp. 1-2)Transforming Learning using ICT (refer page 34)
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 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 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 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 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 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 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 SAMPLE VIDEOS 1. Professor Eric Mazur (Harvard University) From Questions to Concept Physics2. The Anatomy of Clickers
46 Interactive learning experience Under the interactive learning experience include: World Lecture Hall UTMotion, MIT OCW UTM OCW MIT BLOSSOMS.
47 WORLD LECTURE HALL THE UNIVERSITY OF TEXAS AT AUSTIN
59 in conducting research in evidence-based learning? 13 April 2017What benefit do I getin conducting researchin evidence-based learning?Bahagian Transformasi & Pengurusan Risiko, UTM 2012
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.1st and 2nd 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 Research in evidence-based learning In 2009, during the planning stage of the 3rd 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 3rd RCEE was named as RCEE & RHEd 2010.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 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 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 Concluding remarksIn 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 Concluding remarksBesides 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 Concluding remarksExamples 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)
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