1. Copyright DrJJ, ASERG, FSG UiTM, May 2008 1 email: jjnita@salam.uitm.edu.my, drjjlanita@hotmail.com; fsgobe@gmail.com Website: http://www2.uitm.edu.my/drjj/index.html Jaafar Jantan a.k.a. DR. JJ Curriculum Review for the FSG Program Faculty of Applied Sciences, UiTM, Jan 29 th -30 th 2009 “The principle goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done -- men who are creative, inventive and discoverers. “ Jean Piaget “The only person who is educated is the one who has learned how to learn and change.” Carl Rogers

2. “The MOHE will thus introduce a holistic programme that will cut across all disciplines and focus on communication and entrepreneurial skills. The programme, which is intended to build a balanced perspective in all students, will expose them to subjects beyond their area of specialisation. For example, students reading for degrees in the sciences such as medicine, engineering and chemistry will be exposed to courses covering literature and philosophy. Likewise, students in the humanities will be exposed to the rudiments of science and technology, and certainly, ICT.” Source: NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010 “We must produce confident students with a sense of balance and proportion. While an individual may specialise in a certain area, his or her perspective should be enriched by other experiences as well.”

5. Copyright DrJJ, ASERG, FSG UiTM, May 2008 5 1.Knowledge (K) 2.Practical Skills (P) 3.Social skills and responsibility (A) 4.Values, attitudes and professionalism (A) 5.Communication, leadership and team skills (P/A) 6.Problem solving and scientific skills (K/P) 7.Information management and lifelong learning skills(P/A) 8.Managerial and entrepreneurial skills (K/P/A) 1.Knowledge (K) 2.Practical Skills (P) 3.Thinking and scientific skills 4.Communication skills 5.Social skills, teamwork and responsibility 6.Values, ethics, moral and professionalism (A) 7.Information management and lifelong learning skills(P/A) 8.Managerial and entrepreneurial skills (K/P/A) 9.Leadership skills WAS IS

6. Copyright DrJJ, ASERG, FSG UiTM, May 2008 6 1.Critical thinking and problem solving skills (P) 2.Communication skills (P) 3.Ethics and professionalism (A) 4.Group working skills (A) 5.Lifelong learning and information management (A) 6.Entrepreneurship skills (P) 7.Leadership skills (A)

8. Copyright DrJJ, ASERG, FSG UiTM, May 2008 8 The 3 Domains of Educational Goals Psychomotor Affective Cognitive The Heart The Hand The Head 3H

9. Copyright DrJJ, ASERG, FSG UiTM, May 2008 9 Learning Outcomes At the end of this session, participants will be able to: Outcomes Instructional Method 1.Analyze and remedy the present PEOs and POs to align with the attributes of human capital with first-class mentalityAnalyze and remedy Lecture-discussion 2.Identify the POs that address the PEOs through a matrix.Identify Lecture-discussion 3.Analyze and remedy the POs that address the MOHE LOs and soft skills.Analyze and remedy Lecture-discussion 4.Identify the courses that address the MOHE LOs.IdentifyLecture-discussion decide decide 5.Determine the proportion of courses that address each of the MOHE LOs and decide its alignment to the proportion MPTN proportion.DeterminedecideMPTN proportion Lecture-discussion

10. Copyright DrJJ, ASERG, FSG UiTM, May 2008 10 Learning Outcomes At the end of this session, participants will be able to: Outcomes Instructional Method 6.Identify the taxonomies in the 3 learning domains that are addressed by each of the courses.Identify Lecture-discussion 7.Generate a bar chart of number of courses versus taxonomy levels for each of the 3 learning domains.Generate Lecture-discussion 8.Identify and match the MOHE LOs to the soft skills.Identify and match Lecture-discussion 9.Review and remedy the present course outcomes to align them with the POs.Review and remedy Lecture-discussion 10.Generate lesson outcomes that will address the course outcomes.Generate Lecture-discussion

11. Copyright DrJJ, ASERG, FSG UiTM, May 2008 11 Learning Outcomes At the end of the workshop, participants will be able to: Outcomes Instructional Method 1.Produce a workable POs-PEOs matrix.Produce a workable POs-PEOs Cooperative Discussion 2.Produce a workable POs-MOHE-Soft Skills matrix.ProduceCooperative Discussion 3.Produce a workable Course-MOHE LOs.ProduceCooperative Discussion 4.Produce a workable taxonomy level for the 3 learning domains and the associated bar charts that satisfy the MOHE requirements.Produce Cooperative Discussion 5.Produce a workable soft skills matrix that address the MOHE LOs.Produce Cooperative Discussion 6.Generate lesson outcomes for a minimum of 2 lessons to be used after the semester break.Generate Cooperative Discussion

12. I)A textile technologist with good understanding of fundamental scientific and technological knowledge required for applications in textile related industries, the society and environment. II)A textile technologist with (positive) attitudes and ethics necessary in fulfilling his/her responsibilities towards the Creator, client and the society. III) A textile technologist who is able to adapt him/herself to the working environment. (how will the PO & curriculum ensure this??) IV) A textile technologist who are able to lead others A leader in textile and technological field and capable of sustaining competency in the working environment. V) A textile technologist who is able to pursue higher education.

13. Achievement of PEO Programme Outcomes (PO) iiiiiiivvvi 1. Able to (apply and) acquire knowledge of textile technology ( and applied sciences fundamentals and applied sciences. Able to (apply and) acquire knowledge of textile technology ( and applied sciences) fundamentals and applied sciences.√√ 2. Able to plan (scientific) experiments and interpret experimental data. √ 3. Able to use the techniques, skills and textile equipments necessary for textile technology. √√ 4. Able to recognize and apply ethical standards of values, ethics and professionalism in their (job and career) professional work. √√ 5. Able to orally express and discuss scientific ideas effectively. √√ 6. Able to express and (write about and report on) discuss scientific ideas in written forms effectively. √ 7. Able to (efficiently engage and occasionally lead) work in a team project. √√ 8. Able to enroll (and diligently pursue) and succeed in a graduate (a degree in a textile-related) program. √√ 9. Able to acquire and apply entrepreneurial skills. √√

14. Programme Outcomes (PO)iiiiiiivvviviiviiiix 1. Able to acquire and apply knowledge of textile technology fundamentals and applied sciences.  2.Able to plan and conduct experiments and interpret data.  3. Able to use the techniques, skills and textile equipment necessary for textile technology.  4. Able to recognize and apply ethical standards of values, ethics and professionalism in their professional work.  5.Able to orally express and discuss scientific ideas effectively.  6. Able to express and articulate discuss ideas in written forms effectively.  AS202

15. Programme Outcomes (PO) iiiiiiivvviviiviiiix 7.Able to work in a team project.  8.Able to identify and propose textile related problems.  9. Able to disseminate textile technology and related information.  10.Able to enroll in a graduate program.  11.Able to acquire and apply entrepreneurial skills. 

16. Programme Outcomes (PO) vs Soft Skillsiiiiiiivvvivii 1. Able to acquire and apply knowledge of textile technology fundamentals and applied sciences. 2.Able to plan and conduct experiments and interpret data.  3. Able to use the techniques, skills and textile equipment necessary for textile technology. 4. Able to recognize and apply ethical standards of values, ethics and professionalism in their professional work.  5.Able to orally express and discuss scientific ideas effectively.  6.Able to express and articulate discuss ideas in written forms effectively.  7.Able to work in a team project.  8.Able to identify and propose textile related problems.  9.Able to disseminate textile technology and related information.  10.Able to enroll in a graduate program.  11.Able to acquire and apply entrepreneurial skills. 

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18. Copyright DrJJ, ASERG, FSG UiTM, April 2008 18 Course Outcomes: Upon completion of this course, students will be able to: 1.State, write and explain (PO1) 1.State, write and explain the concepts, laws and theories in electrostatics, electricity, magnetism, introductory atomic physics and modern physics. (C-Knowledge) (PO1) 2.Verbally, visually (pictures & graphs) and algebraically relate and discuss (PO1, PO6) 2.Verbally, visually (pictures & graphs) and algebraically relate and discuss the concepts, laws and theories in electrostatics, electricity, magnetism, introductory atomic physics and modern physics. (C- Comprehension) (PO1, PO6) 3.Verify, assess & employ (PO1) 3.Verify, assess & employ the concepts, laws and theories in electrostatics, electricity, magnetism, light, introductory atomic physics and modern physics to solve qualitative & quantitative problems visually, algebraically and occasionally, numerically. (C-Application) (PO1) COURSE: PHY407 COURSE: PHY407 MOE-Chem MOE-Bio MOE-Phys

19. Copyright DrJJ, ASERG, FSG UiTM, April 2008 19 4.Analyze, summarize and discuss (for 3 rd year course only) (PO1, 6, 8) 4.Analyze, summarize and discuss solution to real world problems associated with electrostatics, electricity, magnetism, introductory atomic physics and modern physics. (for 3 rd year course only) (PO1, 6, 8) 5.Observe, formulate, plan, conduct, and report (PO2, 3, 6) 5.Observe, formulate, plan, conduct, and report scientific investigations in areas of electrostatics and electricity. (PO2, 3, 6) 6.Verbally justify and convince peersfacilitator (PO2, 3, 7) 6.Verbally justify and convince peers and the facilitator, their rationale for the choice of methods, their ability to use and manipulate equipments, the need to transform raw scores into tabular and graphical forms and their ability to explain and interpret results of their investigation in areas of electrostatics and electricity. (PO2, 3, 7) 7.Collaborate, motivate and truthful (PO5, 8) 7.Collaborate, motivate and truthful with team members and with facilitators in both the labs and in the classroom. (PO5, 8) COURSE: PHY407 COURSE: PHY407 COURSE: PHY407 COURSE: PHY407 ; Course Outcomes: cont…

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21. Copyright DR JJ, ASERG, UiTM, Shah Alam 21 The 3 Domains of Educational Goals Psychomotor Affective Cognitive The Heart The Hand The Head 3H

22. Copyright DR JJ, ASERG, UiTM, Shah Alam 22 Course outcomes Cognitive Affective Psychomotor / skills DOMAINS Evaluation Synthesis Analysis Application Comprehension Knowledge Exhibit,display, demonstrate organisation Valuing Responding Receiving Naturalisation Articulation Precision Manipulation Imitation Higher order lower order

23. Copyright DR JJ, ASERG, UiTM, Shah Alam 23 Higher order lower order INVOLVES KNOWLEDGE AND THE DEVELOPMENT OF INTELLECTUAL SKILLS

24. Copyright DR JJ, ASERG, UiTM, Shah Alam 24 Categories in the Cognitive Domain (Taxonomy of Educational Objectives, Bloom, 1956) Level 1 – Knowledge The remembering of previously learned material. This may involve the recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information. Knowledge represents the lowest level of learning outcomes in the cognitive domain. Defines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, states. Eg.  List the six levels in the cognitive domain of Bloom’s taxonomy.  Define…  State the main principles of Theory X. Level 2 – Comprehension The ability to grasp the meaning of material. This may be shown by translating material from one form to another, by interpreting material (explaining or summarising), and by estimating future trends (predicting consequences or effects). These learning outcomes go one step beyond the simple remembering of material, and represent the lowest level of understanding. Converts, defends, distinguishes, estimates, explains, extends, generalises, gives examples, infers, paraphrases, predicts, rewrites, summarises. Eg.  Describe three main features of …  Explain the 3 main components of a learning outcome.  Summarise the main causes of the American war in Iraq. Bloom’s Taxonomy

25. Copyright DR JJ, ASERG, UiTM, Shah Alam 25 Level 3 – Application The ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws and theories. Learning outcomes in this area require a higher level of understanding than those under ‘Comprehension’. Changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. E.g.:  Construct measurable learning outcomes that include lower and higher order cognitive skills for a one-semester course. Level 4 – Analysis The ability to break down material into its component parts so that its organisational structure may be understood. This may include the identification of the parts, analysis of the relationships between parts, and recognition of the organisational principles involved. Learning outcomes here represent a higher intellectual level than ‘Comprehension’ and ‘Application’ because they require an understanding of both the content and the structural form of the material. Breaks down, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, points out, relates, selects, separates, subdivides e.g.:  Analyse authentic data from various sources and prepare… Bloom’s Taxonomy

26. Copyright DR JJ, ASERG, UiTM, Shah Alam 26 Level 5 – Synthesis The ability to put parts together to form a new whole. This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information). Learning outcomes in this area stress creative behaviours, with major emphasis on the formulation of new patterns or structures. Categorises, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organises, plans, rearranges, revises, rewrites, summarises, tells, writes. e.g.:  Analyse authentic data from various sources and prepare a recommendation report for a specified audience. Level 6 – Evaluation The ability to judge the value of material. The judgements are to be based on definite criteria. These may be internal criteria (organisational) or external criteria (relevance to the purpose) and the student may determine the criteria or be given them. Learning outcomes in this area are highest in the cognitive hierarchy because they contain elements of all the other categories, plus conscious value judgements based on clearly defined criteria. Appraises, compares, concludes, contrasts, criticises, describes, discriminates, explains, justifies, interprets, relates, summarises, supports. e.g  Evaluate the strengths and weaknesses of the cognitive domain of Bloom’s taxonomy in relation to the National Educational Philosophy. Bloom’s Taxonomy

27. Copyright DR JJ, ASERG, UiTM, Shah Alam 27 Higher order lower order PSYCHOMOTOR DOMAIN INCLUDES PHYSICAL MOVEMENT, COORDINATION & USE OF THE MOTOR SKILL AREAS

28. Copyright DR JJ, ASERG, UiTM, Shah Alam 28 Higher order lower order AFFECTIVE DOMAIN – INCLUDES MANNER WE DEAL WITH THINGS EMOTIONALLY (e.g. FEELINGS, INTERESTS, ATTITUDES, APPRECIATION, ENTHUSIASMS, MOTIVATIONS) - THAT MIGHT RESULT FROM INSTRUCTION)

29. Copyright DrJJ, ASERG, FSG UiTM, April 2008 29 A sample lesson from Thermodynamics Course outcome(address PO1) Course outcome for Thermodynamics: (address PO1)  Write energy balance representing the first law of thermodynamics and use it in both closed and open systems. Lesson outcomes: Upon completion of this unit, students will be able to: 1.Statename all 1.State the conservation of energy principle and name all the forms of energy entering & leaving a system and energy changes within the system. 2.Discusswrite energy balance 2.Discuss the energy exchange process and write mathematical expressions representing the energy balance in units of kJ, for a general system undergoing any process. 3.Rewriteunit-mass basisunit-time basis (or rate-form basis) 3.Rewrite the energy balance in the unit-mass basis and unit-time basis (or rate-form basis) for a general system undergoing any process.

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32. Copyright DrJJ, ASERG, FSG UiTM, April 2008 32 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. Winder The great aim of education is not knowledge, but action. Herbert Spencer The one real goal of education is to leave a person asking questions. Max Beerbohm

33. Copyright DrJJ, ASERG, FSG UiTM, April 2008 33 DiplomaDegree Cognitive20%-30%40%-60% Skills45%-60%15%-45% Affective15%-25% Source: MPTN