FSG-PPT-060610 (pdf) - DrJJ - UiTM

Outcome Based Education 07/06/2010Koichiro MatsuraPreviousDirector Generalof UNESCOEdwardDeBonoHoward Gardneremail: jjnita@salam.uitm.edu.my, drjjlanita@hotmail.com; fsgobe@gmail.comWebsite: http://drjj.uitm.edu.my HP#:+601935516216/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 16/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 2Copyright DR JJ, ASERG, UiTM, Shah Alam 1

Outcome Based Education 07/06/2010Learning OutcomesAt the end of this session, my honorable participants will be able to:1. Discuss the goals of 21st Century University Learning and relate it tothe National Higher Education Transformation Plan.2. Suggest classroom action plans which are consistent with theNational Higher Education Plan of Action to produce knowledgeable,skillful and responsible graduates.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 3Developing 3 Domains of Education-LearnAffectiveHeartFeeling, The HeartThe CARE, EmotionsCognitiveHeadKnowing, the HeadThe KNOWLEDGE (D)Intellectual Skills (F)http://drjj.uitm.edu.myPsychomotorDoing, The Hand, BodyThe SKILLS(3+1)H?6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 4Copyright DR JJ, ASERG, UiTM, Shah Alam 2

Outcome Based Education 07/06/2010http://drjj.uitm.edu.my6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 5One of the most important goals of a university is to developindividuals who have advanced literacy skills intheir discipline: people who can participate effectively bycritiquing information and ideas and by contributing with rigourand creativity to new insights and knowledge, who areself-aware as learners, and who are rhetorically versatile,confident communicators able to adapt and contributeto the demands of employment and life in a changingsociety and wider world.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 6Copyright DR JJ, ASERG, UiTM, Shah Alam 3

Outcome Based Education 07/06/2010“The principle goal of education is to create men who arecapable of doing new things, not simply of repeating what othergenerations have done -- men who are creative, inventive anddiscoverers” Jean Piaget“The only person who is educated is the one who has learnedhow to learn and change.” Carl RogersJean Piaget“Learning is finding out what we already know. Doing isdemonstrating that you know it. Teaching is reminding others thatthey know just as well as you. You are all learners, doers and teacherteacher”RICHARD BACHCarl Rogers“Teachers are powerful people and keepers of the future. Helpyour students dream big!” Leslie Owen Wilson6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 7Sternberg suggests Curriculum must develop the other 3 R’s.• Reasoning• which include analytical, critical thinking, and problem solving skills• Resilience• which encompasses life skills such as flexibility, adaptability, andself-reliance• Responsibility• wisdom, which he defines as “the application of intelligence,creativity, and knowledge for a common good.”Sternberg, R. & Subotnik, R., eds. (2006). Optimizing Student Success with the Other Three Rs:Reasoning, Resilience, and Responsibility. Greenwich, CT: Information Age Publishing.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 8Copyright DR JJ, ASERG, UiTM, Shah Alam 4

Outcome Based Education 07/06/2010Can explain: provide thorough, supported, and justifiable accountsof phenomena, facts, and data.Can interpret: tell meaningful stories; offer apt translations; providea revealing historical or personal dimension to ideas and events;make it personal or accessible through images, anecdotes,analogies, and models.Can apply: effectively use and adapt what we know in diversecontexts.Have perspective: see and hear points of view through critical eyesand ears; see the big picture.Source: Grant Wiggins and Jay McTighe. Understanding by Design; Chap 4.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 9Can empathize: find value in what others might find odd, alien, orimplausible; perceive sensitively on the basis of prior directexperience.Have self-knowledgeknowledge: perceive the personal style, prejudices,projections, and habits of mind that both shape and impede our ownunderstanding; we are aware of what we do not understand and whyunderstanding is so hardSource: Grant Wiggins and Jay McTighe. Understanding by Design; Chap 4.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 10Copyright DR JJ, ASERG, UiTM, Shah Alam 5

Outcome Based Education 07/06/2010Professional skills1. Critical thinking and problem solving skills (K/P)-LO3)2. Communication skills (P/A)-LO43. Group working skills (P/A)-LO54. Ethics and professionalism (A)-LO65. Lifelong learning and information management (A/P)-LO76. Entrepreneurship skills (A)-LO87. Leadership skills (A/P)-LO96/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 156/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 16Copyright DR JJ, ASERG, UiTM, Shah Alam 8

Outcome Based Education 07/06/2010http://drjj.uitm.edu.myOBE is: driven by educators in response to demands for greateraccountability & how higher education institutions teach students.s. emphasizes change from ‘teaching’ to ‘learning’ thru student-centered approach by providing a framework for teaching andlearning that is student focused and relevant. stresses how students obtain the capabilities that they will need d inthe highly competitive real world (Chang, and Wang, 2005). NOT how much percentage of students pass the courses. cultivates the knowledge and skills students will need to succeedafter graduation. emphasizes the end products or outputs of an education processrather than its inputs.6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 21Micro level steps using Constructive Alignment (CA)1. State the learning outcomes for each course (COs) using learningverbs that can unequivocally be recognised in students’performances and that state a level of performance.2. Engage students in learning activities (OBTLAs(OBTLAs) ) that require them touse those verbs.3. Decide how well the outcomes have been learned by usingAssessment Tasks (ATs(ATs) ) that also embody those learning verbs.4. Determine students’ final grades on the basis of how well they haveattained those outcomes.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 22Copyright DR JJ, ASERG, UiTM, Shah Alam 11

Outcome Based Education 07/06/2010MQF Framework for Diploma level-Outcomes: C3,P3, A3http://drjj.uitm.edu.my6/7/2010MQFCopyright DrJJ, ASERG, FSG, UiTM. March 2010 23MQF – Bachelors degree (Hons(Hons.)– C4, P4, A3http://drjj.uitm.edu.my6/7/2010MQFCopyright DrJJ, ASERG, FSG, UiTM. March 2010 24Copyright DR JJ, ASERG, UiTM, Shah Alam 12

Outcome Based Education 07/06/2010MQF – Masters Degree: C5, P5, A4http://drjj.uitm.edu.my6/7/2010MQFCopyright DrJJ, ASERG, FSG, UiTM. March 2010 25MQF – Doctoral: C6, P7, A5http://drjj.uitm.edu.my6/7/2010MQFCopyright DrJJ, ASERG, FSG, UiTM. March 2010 26Copyright DR JJ, ASERG, UiTM, Shah Alam 13

Outcome Based Education 07/06/2010General Education Goal: To produce broadly educated sciencegraduates through the: Provision of knowledge and skills based on scientific principles. Nurturing attitudes, ethics, sense of professionalism and leadership skills asresponsible citizenry for societal advancement within the framework of thenational vision. Fostering of skills for appraising and solving problems and the ability tocritically evaluate and make creative decisions based on evidence andexperience. Development of the quest for knowledge and life long learning skills forcontinuous upgrading of knowledge that parallels the rapid growth in globalknowledge. Exposure to general and specific issues that are of institutional, national,regional and global relevance (for example ethics of science, bioterrorism,environmental degradation and abuse of technology)6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 27MQFSciScience Programs Learning OutcomesAt the end of a program in Science, graduates should be competentin the following:MQFSci Continuously upgrading themselves in seeking, sharing and using knowledge andskills in the field of science in a scientific, professional and ethical manner forglobal development. Use their intellectual imagination to analyse issues and problems in science and topropose alternative solutions and decisions creatively. Utilise and adapt scientific knowledge for the demands of employment, industryand society. Communicate effectively and demonstrate attitudes and moral behaviour of aresponsible citizen.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 28Copyright DR JJ, ASERG, UiTM, Shah Alam 14

Outcome Based Education 07/06/2010A graduate of a Bachelors degree in Science has strong understanding ofthe scientific fundamentals and theory, is able to refine principles andhas potential to discover new fundamentals and to develop applicationsationsin science through the use of research methodologyA graduate of a Bachelors degree in the Applied Sciences understandsscientific theory and has more emphasis and focus on the appliedaspects in various fields, for example: industrial chemistry, petroleumchemistry, material science, instrumentation, financial mathematics,computational mathematics, biomedical science, etc.MQFSci6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 29The differences between the two streams are:MQFSci The depth and breadth of the content in the fundamental areas. The program core content (major). Industrial training is a must for Applied Science programmes but is anoption only for Science. Science programme requires more laboratory work and advancedintegrative fundamentals.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 30Copyright DR JJ, ASERG, UiTM, Shah Alam 15

Outcome Based Education 07/06/2010MQFSciScience programmes must focus on presentations, discussionsand practical work that enable students to demonstrateunderstanding of theory, skills in analysis, ability to speak, write, wplan and manage as well as teamwork and leadership. . Industrialtraining is a must for Applied Science programmes.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 31Chemistry-Related Cognitive Knowledge (Declarative & Functional)6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 32Copyright DR JJ, ASERG, UiTM, Shah Alam 16

Outcome Based Education 07/06/2010Chemistry-Related Practical Skills (LO2)6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 33 a basic knowledge and understanding of physical laws and principles, and someapplication of these principles; an ability to identify relevant principles and laws when dealing with problems; the ability to execute and analyse the results of an experiment or investigation.Students should be able to evaluate the level of uncertainty in their results andcompare these results with expected outcomes, theoretical predictions or published data and hence assess their significance; competent use of appropriate IT packages/systems for the analysis of data and theretrieval of appropriate information; an ability in numerical manipulation and the ability to present and interpretinformation graphically; an ability to communicate scientific information, in particular through scientificreports; an ability to manage their own learning and to make use of appropriate texts andlearning materials; a familiarity with basic laboratory apparatus if on an experimental programme.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 34Copyright DR JJ, ASERG, UiTM, Shah Alam 17

Outcome Based Education 07/06/2010BIOLOGY: Knowledge and ConceptsStudents are expected to: acquire knowledge and develop understanding of biological principles, concepts,terms and facts; develop biological practical techniques and process skills; apply biological knowledge and concepts to familiar and unfamiliar situations; show understanding of the applications and uses of biological knowledge in dailylife; and develop an understanding of current issues and developments in biology.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 35BIOLOGY: Skills & Processes. Students are expected to: develop abilities to think scientifically and creatively; acquire an analytical mind to critically evaluate biology-related issues; identify the pros and cons of the applications of biological knowledge for informeddecision-making; realise the importance of evidence in supporting, modifying or refuting proposed scientific theories; make careful observations, ask relevant questions, identify problems and formulatehypotheses for investigation; plan and conduct scientific investigations individually or collaboratively withappropriate instruments and methods, collect quantitative and qualitativeinformation with accuracy, analyse data and draw conclusions for problem-solving; use information technology to process and present scientific information; and communicate ideas and views effectively with others, using the language ofscience.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 36Copyright DR JJ, ASERG, UiTM, Shah Alam 18

Outcome Based Education 07/06/2010BIOLOGY: Values & Attitudes. Students are expected to: show an interest in the study of biology, appreciate the wonders and complexity ofNature, and show respect for all living things and the environment; be aware of the applications of biological knowledge in society and their social,ethical, economic and environmental implications; be aware of the dynamic nature of the body of biological knowledge, and appreciatethe role of science and technology in understanding the living world; recognise their responsibility for conserving, protecting and maintaining the qualityof the environment for future generations; and develop positive values and attitudes and a healthy lifestyle.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 37Food Tech: LEARNING OUTCOMES AND ASSESSMENT. Students are expected to: identify and access valid sources of technical information of foods. (Knowledge)*[Test questions; class discussions; lab reports]** define key terms related to food processing, chemistry, microbiology, engineeringand related areas (Knowledge) [Test questions] recognize the complexity of the food processing, packaging, and distribution system(Comprehension) [Test questions; class discussions; field trip and lab reports] describe key principles and basic concepts in all the subdisciplines of food science.Comprehension) [Test questions; class discussion] summarize the responsibilities and importance of the federal agencies that regulatefood products (Comprehension) [Test questions; class discussion] solve mathematical and hypothetical problems related to all areas of food science(Application) [Test questions; homework; class discussion; lab reports; team projectreports] apply basic scientific principles to the development of new products, processes andpackages (Application) [Class discussions; lab reports; team project reports]6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 38Copyright DR JJ, ASERG, UiTM, Shah Alam 19

Outcome Based Education 07/06/2010http://drjj.uitm.edu.myHigherorderLowerorderBloom’s s TaxonomyEvaluationSynthesisAnalysisApplicationComprehensionKnowledgeWebb’s s DOKRevised Bloom’s s TaxonomyCreateEvaluateAnalyzeApplyUnderstandRememberSource for the revisedBloom Taxonomy: ATaxonomy for Learning,Teaching and Assessing: ARevision of Bloom’sTaxonomy of EducationalObjectives, 2001.Biggs SOLO TaxonomyLevel 1: 1Recall orrecognition offact,information orconceptLevel2:Basic application ofskill/concept: Useinfo, conceptualknowledge, followproceduresLevel 3: 3Strategicthinking/reasoning:Develop plan to solve probs;require justification &decision-makingLevel 4: 4Extended ThinkingSolving authentic realworldproblem requiringtime & research,patience, perseverance..6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 43http://drjj.uitm.edu.myHigherorderLowerorderSimpson’s s Taxonomy-SkillsOriginationAdaptationComplete Overt ResponseMechanismGuided ResponseSetPerceptionPSYCHOMOTOR DOMAIN INCLUDES PHYSICALMOVEMENT, COORDINATION & USE OF THEMOTOR SKILL AREASLO2, LO4, LO5, LO7Krathwohl’s s Taxonomy-AffectiveHigher InternalizingorderOrganisationLowerorderValuingRespondingReceivingAFFECTIVE DOMAIN – INCLUDES MANNER WE DEALWITH THINGS EMOTIONALLY (e.g. FEELINGS,INTERESTS, ATTITUDES, APPRECIATION,ENTHUSIASMS, MOTIVATIONS) - THAT MIGHTRESULT FROM INSTRUCTION): LO4, LO5, LO6, LO7,LO8, LO96/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 44Copyright DR JJ, ASERG, UiTM, Shah Alam 22

Outcome Based Education 07/06/2010http://drjj.uitm.edu.myBloom’s s TaxonomyEvaluationSynthesisAnalysisApplicationComprehensionKnowledgeLevel 1: 1Recall orrecognition offact,information orconceptWebb’s s DOKLevel2:Basic application ofskill/concept: Useinfo, conceptualknowledge, followproceduresSimpson’s s TaxonomyOriginationAdaptationComplete Overt ResponseMechanismGuided ResponseSetPerceptionLevel 3: 3Strategicthinking/reasoning:Develop plan to solve probs;require justification &decision-makingKrathwol’s s TaxonomyInternalizingOrganisationValuingRespondingReceivingLevel 4: 4Extended ThinkingSolving authentic realworldproblem requiringtime & research,patience, perseverance..6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 45http://drjj.uitm.edu.my6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 46Copyright DR JJ, ASERG, UiTM, Shah Alam 23

Outcome Based Education 07/06/2010http://drjj.uitm.edu.mySource: Biggs &Tang (2007).“Teachingfor QualityLearning atUniversity”.ThirdEdition.McGraw HillCompanies.846/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 47http://drjj.uitm.edu.my6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 48Copyright DR JJ, ASERG, UiTM, Shah Alam 24

Outcome Based Education 07/06/2010http://drjj.uitm.edu.myFSG6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 49http://drjj.uitm.edu.my6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 50Copyright DR JJ, ASERG, UiTM, Shah Alam 25

Outcome Based Education 07/06/2010http://drjj.uitm.edu.myTASK 1: 1 (Program Heads & OBE Facilitators will be leading the discussion)Goal: Reflect on YOUR curriculum mappingReview the PEO, PO, the course –LO-KI-TAX mappingOutcome: Identify gaps in the mapping and propose and agree on improvement Discuss with group members how the mapping affects the course you areteaching Describe YOUR role & responsibility in providing support to achieve theProgram OutcomesOBTL Facilitators will assist Program Heads6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 51http://drjj.uitm.edu.my6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 52Copyright DR JJ, ASERG, UiTM, Shah Alam 26

Outcome Based Education 07/06/2010http://drjj.uitm.edu.myIf curriculum/syllabus is like a rectangle with a constant Area, thenArea = B*W = BW Area = 2B*W/2 = BW Area = 3B*W/3 = BWTake your pick.1. Breadth: wide coverage and surface learning giving disjointedmultistructural outcomes.2. Depth: fewer topics and deep learning giving relational and extendedabstract outcomes.3. Do you want a curriculum ‘a mile wide and half an inch deep’,4. Or do you want your students to really understand and be able to use whatyou have taught them?Actually, the area of the curriculum needn’t be entirely constant. Good teaching increasesthe area, maintaining depth. But there are limits, and there is little doubt that mostcourses in all universities contain more content than students can chandle at littlemore than the level of acquaintance – which, it is to be hoped, is not an intendedoutcome.Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 53http://drjj.uitm.edu.my“The greatest enemy of understanding is coverage – I can’t repeatthat often enough. If you’re determined to cover a lot of things, youare guaranteeing that most kids will not understand, , becausethey haven’t t had time enough to go into things in depth, to figureout what the requisite understanding is, and be able to performthat understanding in different situations.”(Gardner 1993: 24)Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 54Copyright DR JJ, ASERG, UiTM, Shah Alam 27

Outcome Based Education 07/06/2010http://drjj.uitm.edu.myIs it an introductory or an advanced course?In first year, higher order thinking may be too high even for the “A” student. The answeralso varies according to why students are enrolled in a common first year subject.PHY430, for example, might contain students enrolled in first-year physics andstudents enrolled in technology programs. The CLOs, , the required levels ofunderstanding and the assessment tasks should be different for each egroup.Next, it is necessary to ask why you are teaching this particular topic: to delineate boundaries, giving students a broad picture of what’s ‘there’ to inform on a current state of play, to bring students up to date on the state of thetopic or discipline to stockpile knowledge, of no perceived use for the present, but likely to be neededlater to inform decisions that need making in the near future, as in problem-basedlearning?Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 55http://drjj.uitm.edu.myIs it an introductory or an advanced course?Each of these purposes implies a different level and kind of understanding; each canbe nominated by identifying the appropriate outcome action verbs.One way of addressing the importance of a topic is to spend more or less time on it.A better way is that important topics should be understood at higher level thanless important topics. An important topic might be understood so thatstudents can use it or solve problems with it; a less important topic, just thatfor it to be recognized. We can signal importance by choosing a verb at theappropriate level of understanding for each topicSource: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 56Copyright DR JJ, ASERG, UiTM, Shah Alam 28

Outcome Based Education 07/06/2010http://drjj.uitm.edu.my6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 57Kinds of knowledge: Declarative & FunctionalKnowledge, as the object of understanding at whatever level, comes in twomain kinds. Declarative, , or propositional, knowledge refers to knowing aboutthings, or ‘knowing-what’:http://drjj.uitm.edu.myknowing what the terms of an equation refer toknowing what kinds of cloud formation can be distinguishedknowing what were the important events in Shakespeare’s life.Such content knowledge accrues from research, not from personal experience. It ispublic knowledge, subject to rules of evidence that make it verifiable, replicable andlogically consistent. It is what is in libraries and textbooks and is what teachers‘declare’ in lectures. Students’ understanding of it can be tested by getting them todeclare it back, in their own words and using their own examples. Such knowledgeis basic to applications andcreations, but is separate from them.Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 58Copyright DR JJ, ASERG, UiTM, Shah Alam 29

Outcome Based Education 07/06/2010Kinds of knowledge: Declarative & Functional (D+P)http://drjj.uitm.edu.myFunctioning knowledge is based on the idea of performances of variouskinds underpinned by understanding. . This knowledge is within the experienceof the learner, who can now put declarative knowledge to work by solvingproblems, designing buildings, planning teaching or performing surgerysurgery.Functioning knowledge requires a solid foundation of declarative knowledge.These distinctions tell us what our curricula might address. Curricula in manyuniversities are overwhelmingly declarative with teaching methodscorrespondingly expository. One study from the University of Texas found thatuniversity teachers spent 88% of their teaching time in lecturing students (cited byBok 2006), yet students are supposed to be educated so that they can interactthoughtfully with professional problems; to use functioning knowledge, in otherwords. Unfortunately, often it is only the foundation declarative knowledge that istaught, leaving it to the students when they graduate to put it to work.Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 59http://drjj.uitm.edu.myGuidelines to decide on what kind of knowledge is to be involved forthe course: - Declarative or Functional As general ‘cultural’ content, as in the liberal arts notion of an educated person; e.g.a business management student must take an arts subject for ‘broadening’.There is no functioning knowledge involved here. As content specifically related to the profession: e.g. the history of westernarchitecture in an architecture degree. This is important back ground forarchitects to have, but again there may be little direct bearing on functioningknowledge. As content that does bear on functioning knowledge, but is not a key priority.In this case, students might be taught the basic outlines and where to go formore details as and when the need arises. As content that definitely bears on everyday decision making. The CLOsshould be written specifically for seeking the functioning knowledgeconcernedSource: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 60Copyright DR JJ, ASERG, UiTM, Shah Alam 30

Outcome Based Education 07/06/2010Guidelines to write your constructively aligned CLOsKind of Knowledge(Declarative [Factual],Conceptual, Proceduralor Functional)Topics to belearned /ContentLevel ofunderstanding /Performance(Outcome verb)MOHE LOs orPLOs (fromCurr Map)http://drjj.uitm.edu.mySource: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 61http://drjj.uitm.edu.myUnderstanding is the appreciation of "why”.It is an interpolative and probabilistic process. It is cognitive and analytical.It is the process by which I can take knowledge and synthesize new nknowledge from the previously held knowledge. The differencebetween understanding and knowledge is the difference between"learning" and "memorizing". People who have understanding canundertake useful actions because they can synthesize new knowledge, orin some cases, at least new information, from what is previously known(and understood). That is, understanding can build upon currently heldinformation, knowledge and understanding itself.Source: Data, Information, Knowledge, and Wisdom by Gene Bellinger, Durval Castro,Anthony Mills6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 62Copyright DR JJ, ASERG, UiTM, Shah Alam 31

Outcome Based Education 07/06/2010http://drjj.uitm.edu.my6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 63http://drjj.uitm.edu.myWhile a particular teaching/learning activities (TLAs) need to be aligned to thetarget verbs in the CLOs they are to facilitate, there are also general criteria allTLAs should meet, whatever verbs they address.All teaching/learning activities set for students should be seen as havingvalue and to be readily performable; students should be required tobuild on what they already know, , to be relevantly active, to receiveformative feedback and to be engaged in monitoring and reflecting g ontheir own learning.A potential teaching/learning activity should meet these general criteria beforeit is aligned to the particular CLOs it is to facilitate.Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 64Copyright DR JJ, ASERG, UiTM, Shah Alam 32

Outcome Based Education 07/06/2010http://drjj.uitm.edu.myThree changes needed in the way we usually think about teaching toimplement constructive alignmentFIRST: Stop thinking about the next lecture/tutorial we have to design. Theseare only situations for student learning. Clarify our intended learning outcomes then start thinking about theteaching/learning activities we might most appropriately use ,within ourresources. This will probably not mean giving lectures.Many academics start from the assumption that their major activity ty is to give a‘lecture’, which is after all what the timetable says they should be doing. Universityplanners and architects accordingly designate these rooms ‘lecture theatres’,equipping them with stage and spotlight, as if skilled performers are to providesome pleasant entertainment there. What goes on is only rarely carried out bypeople skilled in the performing arts and only sometimes is it entertainingeSource: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 65http://drjj.uitm.edu.myThree changes needed in the way we usually think about teaching toimplement constructive alignmentSecond: Shift the focus from what the teacher does to what the studentshould best be doing. Teaching is, if you like, a service activity, we teachso that students may learn and what they learn depends on how they goabout learning. That sounds obvious, but all too frequently the messagesfrom administration downwards are that teaching is only about what teachersdo. We actually have a two-sided ledger sheet: (a) what the teacher is doingand (b) what at the same time the students are doing. Attaining theintended outcomes depends rather more on (b), than on (a)Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 66Copyright DR JJ, ASERG, UiTM, Shah Alam 33

Outcome Based Education 07/06/2010http://drjj.uitm.edu.myThree changes needed in the way we usually think about teaching toimplement constructive alignmentThird: Stop assuming that learning is only taking place when it is locatedinside a teacher-directed classroom. If you want your students to be thelifelong learners that the mission statement of your institution almostcertainly requires, some learning should certainly be taking placeoutside a formal teacher-directed environment.Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 67http://drjj.uitm.edu.myIt is assumed that if you know your subject, and you do not haveany speech defects, you can deliver a passable lecture.Scenario: Dr Fox did a circuit of several US university medicalfaculties. He was hugely successful; the student ratings werehighly positive and he was praised as an inspirational teacher in itotal command of his subject matter. It turns out that Dr. Fox was aprofessional actor, whose only knowledge of the field was suppliedby a Reader’s s Digest article (Ware and Williams 1975).Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 68Copyright DR JJ, ASERG, UiTM, Shah Alam 34

Outcome Based Education 07/06/2010http://drjj.uitm.edu.myDr Fox’s escapade has been used to support several conflicting positions Good teaching isn’t a matter of how much you know but of how well you put itacross. (Wrong on both counts. ‘Putting it across’ is not what good teaching is.) It just goes to show how unreliable student ratings are: they only want to beentertained. (It doesn’t show this: these students were rating a one-off presentation,not a complete semester of teaching.) Lecturers should be trained in thespian skills or at least in public speaking. (Helpful,no doubt, but could the majority of academics perform centre stage, day afterday, inspiring students every time?) We should subcontract large class lecturing to professional actors. (Why not, if anacademic writes the script?) Lectures may motivate and inspire students – if they have the appropriate thespianskills. (Partly correct.) There must be better ways of teaching large classes than lecturingng. (Correct.)Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 69What teachers and students do in a lecture leading to an ILOcontaining ‘explain’Teacher activityIntroduceExplainElaborateShow some PPT slidesQuestions on slidesWind upStudent activityListenTake notesUnderstand (but correctly? deeplyenough?)Watch, note pointsWrite answers to questionsPossibly ask a question6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 70Copyright DR JJ, ASERG, UiTM, Shah Alam 35

Outcome Based Education 07/06/2010http://drjj.uitm.edu.myPsychological constraints on learningEffect of rest or change of activity onlearning: Source: After Bligh (1972)Effect of testing at end of lecture onretention Source: After Bligh (1972)Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 71http://drjj.uitm.edu.myTeacher-centered versus Learner-centered (from Huba & Freed (2000).Domain:Knowledge:Student participation:Role of professor:Role of Assessment:Emphasis:Assessment methodAcademic culture:Teacher-centeredTransmitted by instructorPassiveLeader/authorityFew tests—mainly for gradingLearning correct answersUnidimensional testingIndividualistic andcompetitiveLearner-centeredConstructed by studentsActiveFacilitator/learning partnerMany tests—for ongoing feedbackDeveloping deeper understandingMultidimensional productsCollaborative and supportiveSource: Tools and Techniques for course improvement: A handbook for course review and assessment of Student learningCompiled, adapted, and edited by Richard Frye Gary R. McKinney Joseph E. Trimble6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 72Copyright DR JJ, ASERG, UiTM, Shah Alam 36

Outcome Based Education 07/06/2010http://drjj.uitm.edu.myIntended learning outcomes (CLOs) for Biggs’ The Nature ofTeaching and Learning Course and its aligned teaching/learningactivities (TLAs)1. Explain in depth why a particular course topic is important to teaching.TLAs: Plenary sessions with pre-readings and notes used for learninginformation, clarification and elaboration. Application to teaching bypartners and small groups2. Explain how the component course topics interrelate. TLAs: As for (1)3. Reflect on your teaching in terms of a working theory you have gained fromthe course. TLAs: Keep reflective diary; discuss with group/learning partner4. Evaluate a situation that has gone wrong and apply a solution. TLAs: Useworkplace resources, group/learning partner comparing perspectives onevaluating and applying.Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 736/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 74Copyright DR JJ, ASERG, UiTM, Shah Alam 37

Outcome Based Education 07/06/2010“In the heyday of the psychometric and behaviorist eras, it wasgenerally believed that intelligence was a single entity that wasinherited; and that human beings - initially a blank slate - couldbe trained to learn anything, provided that it was presented inan appropriate way. Nowadays an increasing number ofresearchers believe precisely the opposite; that there exists amultitude of intelligences, quite independent of each other; thateach intelligence has its own strengths and constraints; that themind is far from unencumbered at birth; and that it is unexpectedlydifficult to teach things that go against early 'naive' theorieswhich challenge the natural lines of force within an intelligenceand its matching domains.”Source: Gardner 1993: xxiii. Frames of Mind. The theory of multiple intelligences by Howard Gardner6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 75•Linguistic intelligence•Logical-mathematical intelligence•Musical intelligence•Bodily-kinesthetic intelligence•Spatial intelligence•Interpersonal intelligence•Intrapersonal intelligencestudentsthink and learn in many different ways. It also provides“... the theory validates educators' everyday experience: studentseducators with a conceptual framework for organizing and reflectingon curriculum, assessment and pedagogical practices. In turn, thisreflection has led many educators to develop new approaches thatmight better meet the needs of the range of learners in theirclassrooms.”Source: Educators in support of the 7 MI proposed by Howard Gardner6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 76Copyright DR JJ, ASERG, UiTM, Shah Alam 38

Outcome Based Education 07/06/2010Skills:AnalyseLinesLanguageListLogicNumbersWordsCoding Devices:COLORSHAPEMAPSIMAGINATIONDAYDREAMRYTHM6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 77• Free associationRight Brain Inventory• Visual, focusing on images, patterns• Intuitive, led by feelings• Process ideas simultaneously• 'Mind photos' used to remember things,writing things down or illustrating themhelps you remember• Make lateral connections from information• See the whole first, then the details• Organization ends to be lacking• Like to know why you're doing something orwhy rules exist (reasons)• Process ideas sequentially, step by step• Words used to remember things,remember names rather than faces• Make logical deductions from info• Work up to the whole step by step,focusing on details, info organized• Highly organizedLeft Brain Inventory• Verbal, focusing on words, symbols,numbers• Analytical, led by logic• Like making lists and planning• Likely to follow rules withoutquestioning them6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 78Copyright DR JJ, ASERG, UiTM, Shah Alam 39

Outcome Based Education 07/06/2010• No sense of timeRight Brain Inventory• May have trouble with spelling and findingwords to express yourself• Enjoy touching and feeling actual objects(sensory input)• Trouble prioritizing, so often late,impulsive• Unlikely to read instruction manualbefore trying• Listen to how something is being said• Talk with your hands• Likely to think you're naturally creative, butneed to apply yourself to develop yourpotential• Spelling and mathematical formula easilymemorized• Enjoy observing• Plan aheadLeft Brain Inventory• Good at keeping track of time• Likely to read an instruction manual beforetrying• Listen to what is being said• Rarely use gestures when talking• Likely to believe you're not creative, need tobe willing to try and take risks to developyour potential6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 796/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 80Copyright DR JJ, ASERG, UiTM, Shah Alam 40

Outcome Based Education 07/06/2010KeyMemorySystems& HowtheyInteractBufferingRAMStorage Media6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 81KeyMemorySystems& HowtheyInteractACTIVITY: READ& REMEMBERTHE NUMBERShort term or Working Memory1-30 secs DurationLimited to 7+2 independent chunksLong Term MemoryMinutes to Lifetime RecallRote & Meaningful Learning Continuum2106612106611957196345620193849661261862164302616/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 82Copyright DR JJ, ASERG, UiTM, Shah Alam 41

Outcome Based Education 07/06/20106/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 836/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 84Copyright DR JJ, ASERG, UiTM, Shah Alam 42

Outcome Based Education 07/06/2010Traditional LearningLecture-LabLab-Tutorial“Learning is not a spectator sport.You do not learn much just sitting in classes listeningto teachers, memorizing prepackaged assignments,and spitting out answers. You must talk about whatyou are learning, write reflectively about it, relate it topast experiences, and apply it to your daily lives. Youmust make what you learn part of yourselves.”-Source:"Implementing the Seven Principles:Technology as Lever" by Arthur W. Chickeringand Stephen C. Ehrmann6/7/2010Copyright DrJJ, ASERG, FSG, UiTM.March 2010 85Instrument: CSEM – Q7CRI=2,3Bef:61%, Aft:37%Bef:9%, Aft:10%Bef:15%, Aft:23%Bef:9%, Aft:13%Bef:6%, Aft:17%6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 86Copyright DR JJ, ASERG, UiTM, Shah Alam 43

Outcome Based Education 07/06/2010Instrument: CSEM – Q8(a) 9%, After:7%(b) 18%, After:17%(c) 21%, After:17%CRI=1,3(d) 41%, After:37%(e) 12%, After:23%6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 87•Young Researchers CAS 2006, Selangor, 13 th -14 th June, 2006Example(Phase Change Question)• CCI Item #10Two ice cubes are floating in water:IceAfter the ice melts, will the water level be:(A) higher? (65%)(B) lower? (8%)(C) the same? (27%)WaterCommonsense belief is A: 65%. N=1235Scientific Belief is C: 27%. N=12356/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 88Copyright DR JJ, ASERG, UiTM, Shah Alam 44

Outcome Based Education 07/06/2010Example: CCI Item#11What is the reason for your answer to question 10?(a) The weight of water displaced is equal to the weight ofthe ice. (20%)(b) Water is more dense in its solid form (ice) (10%)(c) Water molecules displace more volume than icemolecules. (10%)(d) The water from the ice melting changes the water level.(46%)(e) When ice melts, its molecules expand. (14%)6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 89•Young Researchers CAS 2006, Selangor, 13 th -14 th June, 2006Example(Conservation Question)CCI Item #12Iodine solidA 1.0-gram sample of solid iodine is placed in a tube and the tube issealed after all of the air is removed. The tube and the solid iodinetogether weigh 27.0 grams.The tube is then heated until all of the iodine evaporates and the tube isfilled with iodine gas. Will the weight after heating be(A) less than 26.0 grams (B) 26.0 grams(C) 27.0 grams (D) 28.0 grams(E) more than 28.0 gramsCS; A: 44%. N=1238Sc; C: 32%. N=12386/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 90Copyright DR JJ, ASERG, UiTM, Shah Alam 45

Outcome Based Education 07/06/2010•Young Researchers CAS 2006, Selangor, 13 th -14 th June, 2006Example(Solutions Question)CCI Item #20Salt is added to water and the mixtureis stirred until no more salt dissolves.The salt that does not dissolve isallowed to settle out. What happens tothe concentration of salt in solution ifwater evaporates until the volume ofthe solution is half the original volume?(Assume temperature remainsconstant.)SolutionHalf ofthe waterevaporatesSolidSaltSolution(A) increases?(B) decreases?(C) stays the same?CS; A: 60%. N=1238Sc; C: 29%. N=12386/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 916/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 92Copyright DR JJ, ASERG, UiTM, Shah Alam 46

Outcome Based Education 07/06/2010Quote taken from Mike Lamberts’21 st Century Learners - and their approaches to learning“Very often … ignorance of the way to learn, morethan the effort of learning itself, breaks the spirit ofthose who are anxious to do so.”Alberti: 15th century painter and writer6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 93Transform “novice” attitudes and problem solvingapproaches into “expert”.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 94Copyright DR JJ, ASERG, UiTM, Shah Alam 47

Outcome Based Education 07/06/2010• Expert sees patterns and meaning not apparent tonovices• Experts have in-depth knowledge of their fields,structured so that it is most usefulFacts in experts’ memory are accessible,transferable, and applicable to a variety ofsituationsExperts can easily retrieve their knowledge andlearn new information in their fields with littleeffort.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 95Good practice in undergraduate education:1. Encourages contact between students and faculty2. Develops reciprocity and cooperation among students.3. Encourages active learning.4. Gives prompt feedback.5. Emphasizes time on task.6. Communicates high expectations.7. Respects diverse talents and ways of learning.Seven Principles For Good Practice in UndergraduateEducationby Arthur W. Chickering and Zelda F. Gamson6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 96Copyright DR JJ, ASERG, UiTM, Shah Alam 48

Outcome Based Education 07/06/2010For 3 minutes, write your definition of what teaching is and list out2 characteristics or traits of effective teaching.Then for the next 3 minutes, write your definition of what learning isand list out 2 traits of meaningful or deep approach learnersChoose a learning partner (person next to you perhaps). . Turn toyour learning partner & say HELLOOOO PARTNER. . Then shakehands before beginning the following activity.For 5 minutes each, convince your neighbor that your definition is thebest definition or synergize both of your definitions and you list6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 97TEACHING IS• An art of delivering info & processing of shared info• A process of transferring knowledge from teacher to students• Conveying knowledge in systematic way• Process of educating (an individual) another personn motivate to learn• Delivery of knowledge• "teaching is undertaking certain ethical tasks oractivities the intention of which is to inducelearning"6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 98Copyright DR JJ, ASERG, UiTM, Shah Alam 49

Outcome Based Education 07/06/2010TRAITS of EFFECTIVE TEACHING• ????6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 99LEARNING IS• ????6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 100Copyright DR JJ, ASERG, UiTM, Shah Alam 50

Outcome Based Education 07/06/2010TRAITS Of MEANINGFUL OR DEEP APPROACHLEARNERS• ????6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 101 Prime nurturer multiple intelligence Main provider of intellectual capital (intelligence) for the nation Majorly responsible for integrating the mind, body & spirit Primarily responsible for the development of physical structure & architectureof the developing mind Provider of the brain food diet Learning, love, solitude, oxygen, relaxation, oxygen, senses Guides students in the best methods of memory databanks Appropriate R&R Encourages natural brilliance in every student to radiate Has the prime opportunity to provide students with a role model Prime operative in launching students exploration of its multiple universes Provides themes worth daydreaming about6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 102Copyright DR JJ, ASERG, UiTM, Shah Alam 51

Outcome Based Education 07/06/2010change in knowledgechange in skillsa relatively permanent change in behavior thatresults from experience.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 103http://drjj.uitm.edu.myThree Levels of Thinking about Teaching:Model 1& 2. the BLAME Model:1. Blame the students2. Blame the teacher3. Model 3: (deep approach rather than surface approach) Integrates learning and teaching Seeing effective teaching as encouraging students to use the learning activities Most likely to achieve the outcomes intended. Requires some knowledge of how students learn. Students use high level activities appropriate to achieving the intended outcomes,resulting in a deep approach to learning. Good teaching supports those appropriatelearning activities and discourages inappropriate onesSource: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 104Copyright DR JJ, ASERG, UiTM, Shah Alam 52

Outcome Based Education 07/06/2010http://drjj.uitm.edu.myThinking about Teaching Level 1: Transmittalist: What the student is.. Focus on the differences between students, as most beginning teachers do: there are goodstudents, and poor students. See their responsibility as knowing the content well, and expounding it clearly.Thereafter, it’s up to the student to attend lectures, to listen carefully, to take notes, to readthe recommended readings, and to make sure it’s taken on board and unloaded on cue. Teaching is in effect held constant – it is transmitting information, usually by lecturing –so differences in learning are due to differences between students in ability, motivation,what sort of school they went to, SPM/STPM/Foundation level results, ethnicity and so on. Ability is usually seen as the most important factor, an interesting consequence of which isthat teaching becomes not so much an educative activity as a selective one, assessmentbeing the instrument for sorting the good students from the bad after teaching is over. The curriculum is a list of items of content that, once expounded d from the podium,have been ‘covered’. Teaching rooms and media are specifically designed for one-way delivery. A teacher is the knowledgeable expert, the sage on the stage, who o expounds theinformation while the students are to absorb and to report back accurately.Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 105http://drjj.uitm.edu.myThinking about Teaching Level 2: Transmittalist: What the teacher does..Still Trasmission, , but transmitting concepts and understandings, not just information(Prosser and Trigwell 1998). The responsibility for ‘getting it across’ now rests to asignificant extent on what the teacher does. Learning is seen as more a function ofwhat the teacher is doing, than of what sort of student one has to deal with.Plenty of variation in technique here, probably – almost certainly – a good studentresponse, but the focus of this description is entirely teacher-centredcentred. . It’s s about what Ithe teacher am doing, not on what they the students are learning.Traditional approaches to teaching development often work on what the teacher does, as do‘how to’ courses and books that provide prescriptive advice on getting it across moreeffectively:Establish clear procedural rules at the outset, such as signals for silence.Ensure clarity: project the voice, use clear visual aids.Eye contact with students while talking.Don’t interrupt a large lecture with handouts: chaos is likely.Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 106Copyright DR JJ, ASERG, UiTM, Shah Alam 53

Outcome Based Education 07/06/2010Thinking about Teaching Level 3: SCL-What the student does..http://drjj.uitm.edu.my What the student does and how that relates to teaching. Teaching supporting learning. Nolonger is it possible to say: ‘I taught them, but they didn’t learn.’ Expert teaching includesmastery over a variety of teaching techniques, but unless learning ng takes place, theyare irrelevant; the focus is on what the student does and on how well the intendedoutcomes are achieved. This implies a view of teaching that is not just about facts, concepts and principles to becovered and understood, but also to be clear about:1. What it means to ‘understand’ content in the way that is stipulated in the intendedlearning outcomes.2. What kind of teaching/learning activities are required to achieve those stipulated levels ofunderstanding. Then follow the key questions:1. How do you define those levels of understanding as outcome statements?2. What do students have to do to reach the level specified?3. What do you have to do to find out if the outcomes have been reached at theappropriate level or not?Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 107Thinking about Teaching Level 3: SCL-What the student does..http://drjj.uitm.edu.myLevel 3 theories of teaching are based on two main theories: phenomenographyand constructivism. Phenomenography in the student learning context refers to the idea thatthe learner’s perspective determines what is learned, not necessarily what the teacher intendsshould be learned. This is another reason why our intended learning outcomes should bestated as clearly as possible and their attainment monitored.Teaching is a matter of changing the learner’s s perspective, the way thelearner sees the world and on how learners represent knowledge (Prosserand Trigwell 1998).Constructivism has a long history in cognitive psychology going back at least to Piaget (1950).Today, it takes on several forms: individual, social, cognitive, postmodern (Steffe and Gale1995). All emphasise that the learners construct knowledge with their ownactivities, building on what they already know. Teaching is not a matterof transmitting but of engaging students in active learning, buildingtheir knowledge in terms of what they already understand.Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 108Copyright DR JJ, ASERG, UiTM, Shah Alam 54

Outcome Based Education 07/06/2010Projection…that Camera in our Head“We see the world, not as it is...http://drjj.uitm.edu.mybut as we are.”Stephen R. Covey“7 Habits of Highly Effective People”6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 83-109 109http://drjj.uitm.edu.my6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 110Copyright DR JJ, ASERG, UiTM, Shah Alam 55

Outcome Based Education 07/06/20106/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 111http://drjj.uitm.edu.myDoes your teaching encourage surface or deep approachesto learning? Good teaching encourages a deep approach, anddiscourages a surface approach, to learning.Reflect on your teaching so far, identify aspects of your teaching thathave (maybe unintentionally) encouraged a surface approach to learning: encouraged a deep approach to learning: What future actions would you take to encourage a deep approachto learning in your students?After the 3 minutes, turn to your learning partner, knee-toto-knee, toe-toto-toe and say HELLOOOO PARTNER & shake hands… Then for 3 minuteseach, share your reflections.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 112Copyright DR JJ, ASERG, UiTM, Shah Alam 56

Outcome Based Education 07/06/2010“When I really understand something,it is as if I had discovered it myself “Richard Feynman, Physicist &Nobel laureate in 1965 (QuantumElectrodynamics)JourneytowardsEnrichmentandBalanceutilizingArts and Sciences inTeaching & LearningCopyright DrJJ, ASERG, FSG, UiTM. March 2010 1136/7/2010 Copyright DrJJ, ASERG, FSG UiTM, June 2009 114Copyright DR JJ, ASERG, UiTM, Shah Alam 57

Outcome Based Education 07/06/2010KNOW your LEARNERSLearning PreferencesLearning Styles"...a biologically and developmentally imposed set ofpersonal characteristics that make the sameteaching method effective for some students andineffective for others,..." (Dunn, Beaudry, andKlavas, 1989)6/7/2010 Copyright DrJJ, ASERG, FSG UiTM, June 2009 115What makes meaningful learning difficult??-Learning PreferencesFelder’s s Model - 4 domains of informationhandling: to understand new knowledgeInputUnderstoodNewknowledgeProcessedPerceivedILS6/7/2010 Copyright DrJJ, ASERG, FSG UiTM, June 2009 116Copyright DR JJ, ASERG, UiTM, Shah Alam 58

Outcome Based Education 07/06/2010Student’ Learning Preferences:Information Handling Domains Felder’s)VisualVerbal*USA findings, ** DR. J.J’s s (N = 1122)Input*69, ** 87prefer charts, diagrams andpictures.*30, ** 13prefer the spoken or writtenword.Sensingprefer data and facts. like facts &solve well establish methods,resent being tested on materialsthat has not been explicitlycovered in classIntuitivePerception*57, ** 58*42, ** 42prefer theories & interpretations offactual information.ILSILS-A6/7/2010 Copyright DrJJ, ASERG, FSG UiTM, June 2009 117Student’ Learning Preferences:Information Handling Domains Felder’s)*USA findings, ** DR J.J.’s s (N = 1122)ProcessingUnderstandingActive*67, **60Sequential*71, ** 60learn best by doingsomething physicalwith the informationReflective*32, ** 40do the processing intheir headseasily make linear connections betweenindividual stepsGlobal*28, ** 40must get “big picture” before individualpieces fall into place6/7/2010 Copyright DrJJ, ASERG, FSG UiTM, June 2009 118Copyright DR JJ, ASERG, UiTM, Shah Alam 59

Outcome Based Education 07/06/2010Research on Learning PreferencesImplications:Percentage of Students' Preferences Addressed By theTraditional Passive Lecture Method% of students806040200Reflective Intuitive Verbal SequentialLearning PreferencesUSAThis work6/7/2010 Copyright DrJJ, ASERG, FSG UiTM, June 2009 119Research on Learning PreferencesImplications:CCI grade: A (>15), B (11-14), 14), C (8-10) and D (

Outcome Based Education 07/06/2010Research on Learning PreferencesImplications:CCI grade: A (>15), B (11-14), 14), C (8-10) and D (15), B (11-14), 14), C (8-10) and D (

Outcome Based Education 07/06/2010Instrument: LSRTS – Q3Gambar dalam Rajah 1 mewakili dua silinder yang mempunyai bentuk dan saizyang sama. Kedua-dua silinder tersebut mengandungi jumlah air yang samabanyaknya. Apabila sebiji guli kaca di jatuhkan dan di biarkan tenggelam didalam Silinder 1, paras air dalam silinder 1 meningkat hingga ke aras-6 silindertersebut.Sekiranya sebiji bebola besi yang sama saiz tetapi lebih berat dari bebola kacadijatuhkan ke dalam silinder 2, air dalam silinder tersebut akan naika. ke aras yang sama dengan Silinder 1.b. ke aras yang lebih tinggi daripada Silinder 1.c. ke aras yang lebih rendah daripada Silinder 1.Guli kaca6Guli besiYou chose:A: 24%B: 76%You chose:A: 19%B: 78%Silinder 1 Silinder 2Rajah 16/7/2010 Copyright DrJJ, ASERG, FSG UiTM, June 2009 123Instrument: LSRTS – Q4Jawapan di atas dipilih keranaa Guli besi akan tenggelam lebih cepat.b. Guli-guli tersebut diperbuat daripada bahan-bahan berlainan.c. Guli besi lebih berat daripada guli kaca.d. Guli kaca menghasilkan tekanan lebih rendah.e. Kedua-dua guli bersaiz sama.Guli kacaGuli besiYou chose:A: 3%B: 9%C: 57%D: 11%E: 20%You chose:A: 0%B: 9%C: 64%D: 7%E: 19%6Silinder 1 Silinder 2Rajah 16/7/2010 Copyright DrJJ, ASERG, FSG UiTM, June 2009 124Copyright DR JJ, ASERG, UiTM, Shah Alam 62

Outcome Based Education 07/06/2010Instrument: LSRTS – Q11Dua puluh ekor lalat buah-buahan (lalat-lalat kecil yang biasa menghurung buah-buahan)diletakkan ke dalam setiap tiub kaca yang ditunjukkan dalam Rajah 4. Kesemua tiub-tiubtersebut ditutup rapat supaya tiada lalat yang boleh keluar atau memasuki tiub-tiub. Tiub Idan Tiub II dibalut separuh dengan kertas berwarna hitam sementara Tiub III dan Tiub IVtidak dibalut. Tiub-tiub tersebut diletakkan dalam kedudukan sebagaimana yangditunjukkan dalam Rajah 4 dan kemudian didedahkan kepada sinaran berwarna merahselama lima minit. Bilangan lalat pada bahagian tiub yang tidak dibalut bagi setiap tiubadalah seperti yang ditunjukkan dalam Rajah 4.Eksperimen ini menunjukkan bahawa lalat bertindakbalas (bertindakbalas bermaknamenjauhi atau mendekati):a. kepada sinaran berwarna merah dan bukannya kepada graviti.b. kepada graviti dan bukannya kepada sinaran berwarna merah.c. kepada sinaran berwarna merah dan juga kepada graviti.d. bukan kepada sinaran berwarna merah dan tidak juga kepada graviti.You chose:A: 41% B: 14%C: 32% D: 14%You chose:A: 45% B: 18% C: 22% D: 15%6/7/2010 Copyright DrJJ, ASERG, FSG UiTM, June 2009 125Instrument: LSRTS – Q1212. Jawapan di atas dipilih keranaa.kebanyakan lalat berada pada bahagian atas Tiub III tetapi sama bilangannyapada kedua-dua bahagian dalam Tiub II.b kebanyakan lalat tidak pergi ke bahagian bawah dalam Tiub I dan dalam TiubIII.c.lalat perlu melihat cahaya dan mesti terbang melawan graviti.d.kebanyakan lalat berada pada bahagian atas dan pada bahagian tiub yangmenerima cahaya.e.sesetengah lalat berada pada kedua-dua bahagian setiap tiub.You chose:A: 7%B: 19%C: 18%D: 47%E: 9%You chose:A: 10%B: 21%C: 25%D: 33%E: 10%6/7/2010 Copyright DrJJ, ASERG, FSG UiTM, June 2009 126Copyright DR JJ, ASERG, UiTM, Shah Alam 63

Outcome Based Education 07/06/2010“Education, we see, is not merely gaining knowledge or skills helpfultoward productive work, though certainly that is a part of it. Rather it is areplenishment and an expansion of the natural thirst of the mind andsoul. Learning is a gradual process of growth, each step building uponthe other. It is a process whereby the learner organizes and integratesnot only facts but attitudes and values. The Lord has told us that wemust open our minds and our hearts to learn. There is a Chineseproverb: Wisdom is as the moon rises, perceptible not in progress but inresult. As our knowledge is converted to wisdom, the door toopportunity is unlocked. “ Barbara W. Winder“The one real goal of education is to leave a personasking questions.” Max Beerbohm6/7/2010 Copyright DrJJ, ASERG, FSG UiTM, June 2009 127JourneytowardsEnrichmentandBalanceutilizingArts and Sciences inTeaching & Learning6/7/2010 Copyright DrJJ, ASERG, FSG UiTM, June 2009 128Copyright DR JJ, ASERG, UiTM, Shah Alam 64

Outcome Based Education 07/06/2010Teacher-Centered• Focus is on instructor• Focus is on WHAT (what theinstructor knows about thecontent)• Instructor talks; students listen• Focus is on instructorLearner-Centered• Focus is on both students andinstructor• Focus is on HOW (how studentsknow and use the content)• Instructor models; studentsinteract with instructor and oneanother• Focus is on both students andinstructor6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 129Teacher-Centered• Instructor answers students’questions about the content• Instructor chooses topics• Instructor evaluates studentlearning• Classroom is quietLearner-Centered• Students answer each other’squestions, using instructor asan information resource• Students have some choice oftopics• Students evaluate their ownlearning; instructor alsoevaluates• Classroom is often noisy andbusy6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 130Copyright DR JJ, ASERG, UiTM, Shah Alam 65

Outcome Based Education 07/06/2010How Does MQF Affect Teaching-Learning?Teacher - centeredStudent - centeredCourseObjective istheLearningTargetNo mappingof learningoutcomesLearningOutcomes isthe LearningTargetMapping oflearningoutcomesnecessaryStudentIndependentLearningNot CalculatedContact hoursReflects CreditvalueStudentindependentLearning TimeCalculatedTotal SLT reflectsCredit valueMQF in Programmes.Roz.Roadshow6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 131Classroom managementMeeting assignment deadlinesChecking attendanceGiving invigilated examinationTrusting students to assess their ownworkAllowing students to take riskYour control of all teaching andassessment mattershttp://drjj.uitm.edu.myPut a cross on the continuum on a point that best represents what you currentlydo in your teaching regarding:Strict (Theory X)Negotiable (Theory Y)Is your classroom climate conducive to a deep approach to learning? If not, what actions wouldyou take to change the classroom climate that would help your students achieve the intendedlearning outcomes through adopting a deep learning approach?Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 132Copyright DR JJ, ASERG, UiTM, Shah Alam 66

Outcome Based Education 07/06/2010http://drjj.uitm.edu.myReflection on a critical teaching/assessment incident.Reflect on a critical incident in your teaching – a situation in which youthought that your teaching or assessment had not gone quite how youwould have liked it to have gone. Consider the following questions.1. What was the problem? What went wrong? What was the evidence for theproblem?2. What was (were) the cause(s) of the problem?3. How did you deal with the problem then?4. How did your solution to the problem relate to your theory of teaching andlearning?Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 133http://drjj.uitm.edu.mySource: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 134Copyright DR JJ, ASERG, UiTM, Shah Alam 67

Outcome Based Education 07/06/2010Examples of Active Learning Instructional Method Think-Pair-Share Collaborative learninggroups Student-led reviewsessions Games Analysis or reactionsto videos Student debates Student generatedexam questionsMini-research proposals or projects;a class research symposiumAnalyze case studiesKeeping journals or logsWrite and produce a newsletterConcept mapping6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 135• Active learning refers to students DOING something includingdiscovering, processing, and applying information• Active learning "derives from two basic assumptions: (1) thatlearning is by nature an active endeavor and (2) that differentpeople learn in different ways" (Meyers and Jones, 1993).• The elements of active learning are talking and listening, writing,reading, and reflecting (Meyers and Jones, 1993).6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 136Copyright DR JJ, ASERG, UiTM, Shah Alam 68

Outcome Based Education 07/06/2010Characteristics of Active Learning• Students are involved in more than listening.• Less emphasis is placed on transmitting information and more onextending students‘ skills and ideas.• Students are involved in higher-order thinking (analysis, synthesis,evaluation).• Students are engaged in activities (e.g., reading,• discussion, writing).• Greater emphasis is placed on students‘ exploration of their own attitudes,values, and prior experiences.Bonnell and Eison (1991). Active Learning. ASHE-ERIC.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 137Examples of research-based Instructional Strategies that works Learning cycle Overview CasePhysics Problem BasedLearning Contextuallearning Inquirydiscovery Outcome based Mastery learningMicrocomputer Based LaboratoryWorkshop PhysicsReal-time PhysicsInteractive Lecture DemonstrationsTutorialsTools for Scientific ThinkingJust In Time PhysicsPeer InstructionActivity Based PhysicsPhysics 2000Physics Educational Technology6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 138Copyright DR JJ, ASERG, UiTM, Shah Alam 69

Outcome Based Education 07/06/2010LAB6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 139Thermodynamics: METHODS (Dr JJ)Peer Facilitating Collaborative Learning CycleNewset ofFC’sFacilitators session with Dr. JJ, Fri/Satfor 2 hours. Remedial session &Concept IntroductionAll studentsWill Self AssessReinforcement + quiz: with allstudents Thurs for 2 hrsDiscussOutsideClassPost assessDue WedsPeer FCs discuss collaboratively withpeers (4 peers/FC) on Tue for 2 hours.Use Concept Maps.Picnic Day: Concept reinforcement& problem solving with FCs only.Sunday for 3 hrsMondayCMAP/ReadingAssign/SelfAssess is Due6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 140Copyright DR JJ, ASERG, UiTM, Shah Alam 70

Outcome Based Education 07/06/20106/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 1416/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 142Copyright DR JJ, ASERG, UiTM, Shah Alam 71

Outcome Based Education 07/06/20106/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 143Reflection“The goal of intellectual education is not how to repeat orretain ready-made truths… . It is in learning to masterthe truth by oneself at the risk of losing a lot of time andgoing thru all the roundabout ways that are inherent inreal activity.”(Jean Piaget, Swiss cognitive psychologist, 1896-1980)6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 144Copyright DR JJ, ASERG, UiTM, Shah Alam 72

Outcome Based Education 07/06/2010http://drjj.uitm.edu.myCMAP-SCMAP-EDUCMAP-ACMAP-M6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 145http://drjj.uitm.edu.myWhen the Programme LOs (PLOs) have been designed, we turn toCourse LO (CLOs). We need to: help students achieve the CLO by activating the verb(s) ) embeddedin that CLO with suitable Teaching/Learning Activities. There arebetter alternatives than lectures and tutorials, even in largeclasses. obtain evidence from assessment tasks that enable us to judgehow well an individual student has achieved each CLO. combine all this evidence to assign a final letter-grade, based onhow well the CLOs have been met.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 146Copyright DR JJ, ASERG, UiTM, Shah Alam 73

Outcome Based Education 07/06/2010http://drjj.uitm.edu.my Design a situation that requires them to enact the same VERB as inthe CLOs. The Teaching/Learning Activities (TLAs) (the teaching methodsyou use) embody these verbs. If the CLO says “develop and refine the PEOs…”, then the TLAmust require the “students to develop and to refine..” If the CLOs says “compare PEOs and POs …” the TLA shouldrequire the students to do the comparing, not the teacher to tellthem about the similarities and differences between PEOs andPLOsGolden Rule: Don’t you do it, let them do it.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 147Lecture, set textThink-loudQuestioningProjectConcept mappingTutorialLaboratoryExcursionSeminarVariousLearning partnersPeer teachingSpontaneous collaborationGeneric study skillsContent study skillsReflective learning skillsTeacher-controlledcontrolledReception of selected contentDemonstrate conceptual skillsClarifying, seeking errorResearch skills, creativityStructuring, overviewElaboration, clarificationProcedures, applicationExperiential knowledge, interestClarification, presentation skillsPeer-controlledSelf-controlledElaboration, problem solving, metacognitionResolve differences, applicationDepends whether teacher or taughtBreadth, insightBasic self-managementInformation handlingIndependence and self-monitoringhttp://drjj.uitm.edu.my6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 148Copyright DR JJ, ASERG, UiTM, Shah Alam 74

Outcome Based Education 07/06/2010http://drjj.uitm.edu.myTLALectureTutorialProjectPBLTEACHERtalk, explain, clarifyset/answer questions providefeedbackset brief, ongoing feedbackset problems, accessingdesired content, skillsSTUDENTSlisten, take notes, accept, query?discuss?pre-read, prepare questions, learn frompeers, critique, analyseapply, create, self-monitor,communicate, show teamwork setlearning goals, design, apply, integrate,solve problemsWhat are your CLOs?6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 149http://drjj.uitm.edu.myLO verbsAcquire contentExplainIntegrateApplySolve problemDesign, createHypothesiseReflectPossible TLAsset reading, lecture, field triptutorial, written essayproject, assignmentproject, case studyPBL, case studyproject, creative writingexperiment, projectreflective diary6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 150Copyright DR JJ, ASERG, UiTM, Shah Alam 75

Outcome Based Education 07/06/2010http://drjj.uitm.edu.myCMAP-SCMAP-EDUCMAP-ACMAP-M6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 151Micro level steps using Constructive Alignment (CA)1. State the learning outcomes for each course (COs) using learning verbsthat can unequivocally be recognised in students’ performances and thatstate a level of performance.2. Engage students in learning activities (OBTLAs(OBTLAs) ) that require them to usethose verbs.3. Decide how well the outcomes have been learned by using AssessmentTasks (ATs(ATs) ) that also embody those learning verbs.4. Determine students’ final grades on the basis of how well they haveattained those outcomes.6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 152Copyright DR JJ, ASERG, UiTM, Shah Alam 76

Outcome Based Education 07/06/2010http://drjj.uitm.edu.my6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 153http://drjj.uitm.edu.myDefined in this manner, assessment asks you to think about the followingquestions: What should students be learning and in what ways should they begrowing? What are students actually learning and in what ways are they actuallygrowing? What should you be doing to facilitate student learning and growth?6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 154Copyright DR JJ, ASERG, UiTM, Shah Alam 77

Outcome Based Education 07/06/2010http://drjj.uitm.edu.my6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 1556/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 156Copyright DR JJ, ASERG, UiTM, Shah Alam 78

Outcome Based Education 07/06/2010Course outcome #1:Explain the concepts, laws and theories in electrostatics, electricityand magnetism using either or a combination of the qualitative, visualand quantitative approach. (LO1-C2)Course outcome #1:Explain the concepts and principles involved in inducing current andvoltage in a conducting coil using a combination of the qualitative,visual and quantitative approaches. (LO1-C2)Lesson Outcome:Determine the voltage and the current on each resistor connected inseries, connected in parallel and connected in a series-parallelcombination.6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 157The next three slides will show examples of assessmentitems in an assessment task. Your task is to do the following:1. List down the LLOs addressed by the question.2. Identify the depth (level of understanding) of the question.3. Propose a teaching & learning activities which willconstructively align the item (question) with the outcomesyou want the students to achieve6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 158Copyright DR JJ, ASERG, UiTM, Shah Alam 79

Outcome Based Education 07/06/20101. A bulb and a battery are connected by connecting wires, aswitch and an ammeter as shown in the figure at right.Which of the following statement is true about the currentat various points A, B, C and D in the circuit.A) The current is largest at A.B) The current is largest at B.C) The current is largest at C.D) The current is largest at D.E) The current is the same everywhere.F) The current is the same between A and B and smaller thanbetween C and D.G) The current is the same between A and B and larger thanbetween C and D.H) The current is the same everywhere except in the bulb.I) The current is the same everywhere except in the battery.J) None of these is true.CDBBattery6 VS 1AmpA6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 159For the next TWO questions, a second identical bulb is addedto the circuit in Question 1, as shown in the figure at right.BCompare the current at point A now to the current at point Ain question 1 when there was only one bulb.CAmpA) The current at A is now twice as large as before.B) The current at A is now larger than before but nottwice as large.C) The current at A is the same as before.D) The current at A is now half as large as before.E) The current at A is now smaller than before but nothalf as large.J) None of these is correct.DBattery6 VS 1AExplain your answer6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 160Copyright DR JJ, ASERG, UiTM, Shah Alam 80

Outcome Based Education 07/06/2010For the next TWO questions, a second identical bulb is addedto the circuit in Question 1, as shown in the figure at right.BCompare the brightness of the bulb connected between Band C NOW to its brightness before when there was onlyone bulb in the circuit.CS 1AmpA) The bulb is brighter than it was before.B) The bulb is just as bright as before.C) The bulb is dimmer than it was before.DBattery 6 VAExplain your answer6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 161At the end of this activity students will be able tohttp://drjj.uitm.edu.my1. Observe the brightness of the bulb and measure the current that flows through a single bulb asshown in the circuit in situation 1.2. Observe the brightness of the bulb and measure the current that flows through a single bulb asshown in the circuit in situation 1 when battery’s voltage or bulb resistance is changedrespectively.3. Measure the current that flows in ammeters A, A 1& A 2in situation 2 when different combinationsof the switches S 1, S 2& S 3are thrown down.4. Observe the brightness of bulbs 1 and 2 when different combinations of the switches S 1, S 2&S 3are thrown down and as the battery’s voltage is varied.5. Compare the brightness of the bulb 1 between situation 1 & situation 2BS 1Battery6 Vsituation 1ABBattery1.5 VS 1ADS 2RFS 3RA 1A 2situation 2A6/7/2010AC ECopyright DrJJ, ASERG, FSG, UiTM. March 2010 162Copyright DR JJ, ASERG, UiTM, Shah Alam 81

Outcome Based Education 07/06/2010http://drjj.uitm.edu.myLaunch the Circuit Construction Kit (DC). Construct the circuit with only a single bulb connectedin the circuit. Set the bulb resistance to 5 ohms and the battery’s voltage to 6 V.Predict the current flowing at point B in the circuit. Then throw the switch down and make yourmeasurement. Compare your predictions to the measured current and try to explain anysimilarities or differences you obtained.Bsituation 1S 1AObserve the bulb intensity and the current measured at point Bas you increase (to 8 V) or decrease (to 4 V) the battery’svoltage while keeping the bulb’s resistance constant. Recordyour observation.Repeat the observation but this time keep the battery’s voltageat 6 V while the bulb’s resistance is increased or decreased.Battery6 VA6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 163Launch the Circuit Construction Kit (DC). Construct the circuit with an additional bulbadded to the the single bulb as shown in situation 2. Set the bulb resistances to 5 ohmsand the battery’s voltage to 6 V. Predict the current flowing at point B, C & E in the circuit.Then throw the switches S 1, S 2& S 3down and make your measurements. Compare yourpredictions to the measured current and try to explain any similarities or differences youobtained.Observe the bulb intensity and the current measured atBBattery1.5 VAS 1situation 2ADS 2CRFS 3A 1A 2ERhttp://drjj.uitm.edu.mypoints B & C when switch S 3is lifted up and throwndown repeatedly.Set the battery’s voltage at 4 V and observe the bulbintensity and the current measured at points B & Cwhen switch S 3is lifted up and thrown downrepeatedly.Compare the current at point B and the bulb’s intensitynow to the current and intensity when there was onlyone bulb in the circuit.What happens to the current reading and the bulb’sintensity when the bulb’s more bulbs are added as insituation 2? Increased? Decreased? No change?6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 164Copyright DR JJ, ASERG, UiTM, Shah Alam 82

Outcome Based Education 07/06/20101. A bulb and a battery are connected by connecting wires, aswitch and an ammeter as shown in the figure at right.Which of the following statement is true about the currentat various points A, B, C and D in the circuit.A) The current is largest at A.B) The current is largest at B.C) The current is largest at C.D) The current is largest at D.E) The current is the same everywhere.F) The current is the same between A and B and smaller thanbetween C and D.G) The current is the same between A and B and larger thanbetween C and D.H) The current is the same everywhere except in the bulb.I) The current is the same everywhere except in the battery.J) None of these is true.CDBBattery6 VS 1AmpA6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 165For the next TWO questions, a second identical bulb is addedto the circuit in Question 1, as shown in the figure at right.BCompare the current at point A now to the current at point Ain question 1 when there was only one bulb.CAmpA) The current at A is now twice as large as before.B) The current at A is now larger than before but nottwice as large.C) The current at A is the same as before.D) The current at A is now half as large as before.E) The current at A is now smaller than before but nothalf as large.J) None of these is correct.DBattery6 VS 1AExplain your answer6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 166Copyright DR JJ, ASERG, UiTM, Shah Alam 83

Outcome Based Education 07/06/2010For the next TWO questions, a second identical bulb is addedto the circuit in Question 1, as shown in the figure at right.BCompare the brightness of the bulb connected between Band C NOW to its brightness before when there was onlyone bulb in the circuit.CS 1AmpA) The bulb is brighter than it was before.B) The bulb is just as bright as before.C) The bulb is dimmer than it was before.DBattery6 VAExplain your answer6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 167http://drjj.uitm.edu.myAt the end of this activity students will be able to:1. Draw the electric force diagram representing a forceexerted by one point charge onto another and describethe motion of charges in the presence of other pointcharges.2. Describe the cause of motion between point charges.3. Describe and produce a model of the force in terms of thestrength and direction that are acting on and by a pointcharge and on and by many point charges.6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 168Copyright DR JJ, ASERG, UiTM, Shah Alam 84

Outcome Based Education 07/06/2010http://drjj.uitm.edu.myAt the end of this activity students will be able to:4. Describe and draw the electric field patterns created bypoint charges surrounding a point charge.5. Describe and draw the electric field patterns surroundingtwo like point charges and two unlike point charges.6. Measure the strength of an electric field produced by apoint charge at various localities and produce amathematical model of the strength.6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 169http://drjj.uitm.edu.myAt the end of this activity students will be able to:Draw the electric force exerted by one point charge ontoanother, describe the motion of charges in the presence ofother point charges and compare the differences betweenthe observed force diagrams (strength and direction) forcharged particles placed at a variety of position fromanother charged particle.6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 170Copyright DR JJ, ASERG, UiTM, Shah Alam 85

Outcome Based Education 07/06/2010http://drjj.uitm.edu.myThe figure below shows a picture of a negatively charged particle surrounded byanother negatively charged particle. The green colored charge (not drawn to scale) isthe charge that you are studying. Predict the forces (strength & direction) by drawing aline with an arrowhead exerted on it by each of the surrounding charges. Observe thedistance between the green charge and the surrounding charge when you decide todraw a force diagram.4312LAB6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 171Launch the Electric Field Hockey PHET simulation and choose the hockey putt to bethe negatively charged particle feeling the force. Move a negative charge (from thecage) near the “putt” to “see” the force exerted on the putt. Then draw the forcediagram based on your observation. Using a ruler, measure the length of each forceline. Now compare the force diagrams for each of the electron positioned as shownbelow to your predicted force diagram. How different are they? Explain the similarityand differences you observed in terms of the direction and length of the force line.4http://drjj.uitm.edu.my312LAB6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 172Copyright DR JJ, ASERG, UiTM, Shah Alam 86

Outcome Based Education 07/06/2010http://drjj.uitm.edu.my6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 173http://drjj.uitm.edu.my6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 174Copyright DR JJ, ASERG, UiTM, Shah Alam 87

Outcome Based Education 07/06/2010LO:What thestudents are ableto know & doTeaching:Getting thestudents be ableto know & doAssessment:How well hasthe studentsknow &have done6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 175http://drjj.uitm.edu.myMothers always practise Constructive Alignment. What is the intended outcome? That the child can tie her shoes. What is the TLA? Tying her shoes. What is the assessment? How well she ties her shoes. (Specifythe criteria ie rubrics)6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 176Copyright DR JJ, ASERG, UiTM, Shah Alam 88

Outcome Based Education 07/06/2010LOs &WeightageCLO1 (4):67% (91%)CLO2 (1):17% (6%)CLO3 (1):17% (3%)AT1Assignments(3x5 = 15 hr)5√AT2Quizzes(3x1=3 hr)1√AT3Tests(3x4=12 hr)4√AT4Finals(15 hr)5√AT4Labs(3 hr)1√AT5Engage(1 hr)0.5√Consider:6/7/2010Are all CLOs being addressed?Is there a balanced coverage of the CLOs?Is this what you want?Copyright DrJJ, ASERG, FSG, UiTM. March 2010 177LOs &WeightageCLO1 (4): 38%AT1Assignments√AT2Quizzes√AT3Tests√AT4Finals√AT4engageAT5LabsCLO2 (2): 25%√√CLO3 (1): 13%√CLO4 (1): 13%√CLO5 (1): 13%√Consider:6/7/2010Are all CLOs being addressed?Is there a balanced coverage of the CLOs?Is this what you want?Copyright DrJJ, ASERG, FSG, UiTM. March 2010 178Copyright DR JJ, ASERG, UiTM, Shah Alam 89

Outcome Based Education 07/06/2010http://www.tedi.uq.edu.au/teaching/assessment/downloads.html#assessment6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 179http://drjj.uitm.edu.myAssessment Methodsassessing declarativeknowledge:Essay examinationsMultiple choice questionsOpen-book examinationsClosed-bookexaminationsTests and quizzesAssignmentsOrdered outcome itemsLetter to a friendPresentationsassessing functioningknowledge:Projects (individual)Projects (group)PortfoliosPracticumsLaboratoriesReflective journalsCase studiesPresentationsAssignmentsRapid assessmentsmethods (for largeclasses):Concept mapsVenn diagramsThree-minute essaysGobbetsSource: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 180Copyright DR JJ, ASERG, UiTM, Shah Alam 90

Outcome Based Education 07/06/2010http://drjj.uitm.edu.my1. Explain the concepts of electrons, protons, charged objects, charged up,gaining charge, losing charge, charging by contact, charging by induction,grounding, charge quantization, charge conservation, conductors andinsulators.2. Describe the motion of point charges when placed near another chargedobject.3. Relate the motion of charges to a force and state Coulomb’s Law.4. Explain, qualitatively, how the direction and the strength of this forcechanges with magnitude of the charges and the distance between thecharges.5. Draw a force diagram to a system of point charges and obtain thedirection and magnitude of the resultant force acting on a point charge dueto the presence of other point charges.6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 181http://drjj.uitm.edu.my1. Draw the electric force diagram exerted by one point charge onto another anddescribe the motion of charges in the presence of another point charge.2. Describe how the strength of the force changes when the distance between thecharges is varied.3. Describe and produce a model for the electrical force in terms of the strength anddirection that are acting between point charges.4. Add and subtract forces vectorially and obtain the resultant force acting on acharged particle.5. Describe and draw the electric field patterns created by a point charge.6. Determine the strength of the electric field surrounding a point charge.7. Produce a model for the electric field produced by point charges.8. Describe and draw the electric field patterns surrounding two like point chargesand two unlike point charges.6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 182Copyright DR JJ, ASERG, UiTM, Shah Alam 91

Outcome Based Education 07/06/2010http://drjj.uitm.edu.my6/7/2010 183http://drjj.uitm.edu.myProvide a brief conceptual description for the following:a) Charge quantizationb) Coulomb force.c) Electric potential.d) Charging by contact.6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 184Copyright DR JJ, ASERG, UiTM, Shah Alam 92

Outcome Based Education 07/06/2010http://drjj.uitm.edu.my6/7/2010 185http://drjj.uitm.edu.myFigure 1 shows a system of three identical metal spheres with the charges as shown.Each charge (+) or (-) represents the charge of an electron, e = 1.67x10 -19 C.a) State the amount of charge, in terms of e, for eachmetal sphere and determine the total amount of chargefor the system of 3 metal spheres.b) Obtain the amount of charge for each sphere whensphere A and sphere B are touched. Then determinethe total amount of charge for the system of 3 metalspheres. Provide a qualitative explanation for youranswer.c) After the process in part (ii) above, obtain the amountof charge for each sphere when sphere B is nowbrought close to sphere C without touching it. Thendetermine the total amount of charge for the system of3 metal spheres. Provide a qualitative explanation foryour answer.A B CFigure 16/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 186Copyright DR JJ, ASERG, UiTM, Shah Alam 93

Outcome Based Education 07/06/2010http://drjj.uitm.edu.myq 3Figure 2 shows a configuration of charged particles q1=+q, q2= +q, andq3= -q. The charges are separated by the distances shown. Point B is ata distance d below charge q1 and point A is halfway between chargesq1 and q2.a) Draw and label the electric force diagram, F 12, F 13exerted on chargeq 1by charge q 2and by charge q 3respectively.b) Draw and label the electric field lines E 1(created by charge q 1), E 2(created by charge q 2) and E 3(created by charge q 3) at point A andpoint B respectively,c) Write down the magnitudes (strength) of the Coulomb’s forces, F 12,and F 13in terms of the electric constant k, the charge q and theseparation d. (remember to use subscripts to label the charges)dddAdBFigure 2q 2q 16/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 1871. In OBTL, assessment is about making a judgement and providing agrade to how well the CLOs have been achieved – Outcomes-basedbased.2. Designed to align with the CLOs to be assessed – ConstructiveAlignment.3. Assessment tasks are selected to provide the means for students topresent evidence of their learning and achievement of the CLOs.4. Student performance is judged on evidence of achievement of theCLOs (criteria) presented in the assessment task - criterion-referencedreferenced.6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 188Copyright DR JJ, ASERG, UiTM, Shah Alam 94

Outcome Based Education 07/06/20101. Grading should be outcomes based (OBG(OBG). Grades are awarded toreflect the level of understanding /performance achieved in relation tothe ILOs to be assessed.2. It is important to remember that it is the students' achievement of theLLOs (CLOs)) that is to be assessed and graded not their performanceon the assessment tasks themselves.3. Feedback should be specific to the LLOs (CLOs) to enhance learning.6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 189http://drjj.uitm.edu.myGrading for Biggs’ The Nature of Teaching and Learning CourseEach letter grade represents a qualitatively different level of thinking, asfollows:A Able to reflect, self-evaluate realistically, able to formulate and apply theory toproblematic classroom situations, clear mastery of course contents.B Can apply theory to practice, a holistic understanding of course andcomponents, barely failed A.C Can explain the more important theories, can describe other topicsacceptably, barely failed B.D Can only explain some theories, barely failed C.F Less than D; plagiarism.Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 190Copyright DR JJ, ASERG, UiTM, Shah Alam 95

Outcome Based Education 07/06/2010MarginalDAdequateC- C C+GoodB- B B+ExcellentA- A A+LO1:(Explain)Wt 3 = 38%LO2: Wt 2Able to identifyand briefly writeabout limitedpoints. Very littleevidence of usingthese points toprovide reasoningto why they areinterrelated.sameAble to identify anumber of relevantpoints with somedetails. Use thesepoints to provide afair reasoning orcausality Noevidence of acomprehensiveoverview ofreasoning orcausality.sameAble to identify a fullrange of relevant pointswith details supportedby relevant literature.Points are organized toprovide acomprehensive andcohesive reasoning ofcausalitysameAs in “Good” butprovides views onPossible alternativecauses and/or resultsdepending on change ofconditions. Able to linkcurrent reasoning tosituations in real lifeprofessional contextssameLO3: Wt 1LO4: Wt 1Final grade = sum of individual ILO grade-point/ ∑weightingsGrade=∑LO∑ =L 0 =41GPAWeightageLO6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 191Reflectionhttp://drjj.uitm.edu.my“The goal of intellectual education is not how to repeat orretain ready-made truths… . It is in learning to masterthe truth by oneself at the risk of losing a lot of time andgoing thru all the roundabout ways that are inherent inreal activity.”(Jean Piaget, Swiss cognitive psychologist, 1896-1980)6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 192Copyright DR JJ, ASERG, UiTM, Shah Alam 96

Outcome Based Education 07/06/2010Bloom’s s TaxonomyCategories in the Cognitive Domain(Taxonomy of Educational Objectives, Bloom, 1956)Level 1 – KnowledgeThe remembering of previously learned material. This mayinvolve the recall of a wide range of material, from specificfacts to complete theories, but all that is required is thebringing to mind of the appropriate information. Knowledgerepresents the lowest level of learning outcomes in thecognitive domain.Define, describe, identify, label, list, match, name, outline,reproduce, select, state.Eg.List the six levels in the cognitive domain of Bloom’staxonomy.Define… State the main principles of Theory X.Level 2 – ComprehensionThe ability to grasp the meaning of material. This may beshown by translating material from one form to another, byinterpreting material (explaining or summarising), and byestimating future trends (predicting consequences oreffects). These learning outcomes go one step beyond thesimple remembering of material, and represent the lowestlevel 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.Copyright DrJJ, ASERG, FSG, UiTM. March 2010 193Bloom’s s TaxonomyLevel 3 – ApplicationThe ability to use learned material in new and concretesituations. This may include the application of such things asrules, methods, concepts, principles, laws and theories.Learning outcomes in this area require a higher level ofunderstanding than those under ‘Comprehension’.Change, compute, demonstrate, discover, manipulate,modify, operate, predict, prepare, produce, relate, show,solve, use.E.g.:Construct measurable learning outcomes that includelower and higher order cognitive skills for a one-semestercourse.Level 4 – AnalysisThe ability to break down material into its component parts sothat its organisational structure may be understood. This mayinclude the identification of the parts, analysis of therelationships between parts, and recognition of theorganisational principles involved. Learning outcomes hererepresent a higher intellectual level than ‘Comprehension’ and‘Application’ because they require an understanding of boththe content and the structural form of the material.Break down, differentiate, discriminate, distinguish, identify,illustrate, infer, outline, point out, relate, select, separate,subdividee.g.:Analyse authentic data from various sources andprepare…Copyright DrJJ, ASERG, FSG, UiTM. March 2010 194Copyright DR JJ, ASERG, UiTM, Shah Alam 97

Outcome Based Education 07/06/2010Bloom’s s TaxonomyLevel 5 – SynthesisThe ability to put parts together to form a new whole. This mayinvolve the production of a unique communication (theme orspeech), a plan of operations (research proposal), or a set ofabstract relations (scheme for classifyinginformation). Learning outcomes in this area stress creativebehaviours, with major emphasis on the formulation of newpatterns or structures.Level 6 – EvaluationThe ability to judge the value of material. The judgements areto 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 cognitivehierarchy because they contain elements of all the othercategories, plus conscious value judgements based on clearlydefined criteria.Categorise, combine, compile, compose, create, devise,design, explain, generate, modify, organise, plan, rearrange,revises, rewrite, summarise, tell, write.e.g.:Analyse authentic data from various sources and preparea recommendation report for a specified audience.Appraise, compare, conclude, contrast, criticise, describe,discriminate, explain, justify, interpret, relate, summarise,support.e.gEvaluate the strengths and weaknesses of the cognitivedomain of Bloom’s taxonomy in relation to the NationalEducational Philosophy.Copyright DR JJ, ASERG, UiTM, Shah Alam Copyright DrJJ, ASERG, FSG, UiTM. March 2010 195INVOLVES KNOWLEDGE ANDTHE DEVELOPMENT OFINTELLECTUAL SKILLSlower orderHigher orderCopyright DR JJ, ASERG, UiTM, Shah Alam Copyright DrJJ, ASERG, FSG, UiTM. March 2010 196Copyright DR JJ, ASERG, UiTM, Shah Alam 98

Outcome Based Education 07/06/2010PSYCHOMOTOR DOMAIN INCLUDES PHYSICALMOVEMENT, COORDINATION & USE OF THEMOTOR SKILL AREASlower orderHigher orderCopyright DR JJ, ASERG, UiTM, Shah Alam Copyright DrJJ, ASERG, FSG, UiTM. March 2010 197AFFECTIVE DOMAIN – INCLUDES MANNER WE DEAL WITHTHINGS EMOTIONALLY (e.g. FEELING, INTEREST, ATTITUDE,APPRECIATION, ENTHUSIASM, MOTIVATION) - THAT MIGHTRESULT FROM INSTRUCTION)Higher orderlower orderCopyright DR JJ, ASERG, UiTM, Shah Alam Copyright DrJJ, ASERG, FSG, UiTM. March 2010 198Copyright DR JJ, ASERG, UiTM, Shah Alam 99

Outcome Based Education 07/06/2010http://drjj.uitm.edu.myEducation, we see, is not merely gaining knowledge or skills helpful toward productive work, thoughcertainly that is a part of it. Rather it is a replenishment and an expansion of the natural thirst ofthe mind and soul. Learning is a gradual process of growth, each step building upon the other. It is aprocess whereby the learner organizes and integrates not only facts but attitudes and values. TheLord has told us that we must open our minds and our hearts to learn. lThere is a Chinese proverb:Wisdom is as the moon rises, perceptible not in progress but in result. As our knowledge is convertedto wisdom, the door to opportunity is unlocked.Barbara W. WinderThe great aim of education is not knowledge, but action.Herbert SpencerThe one real goal of education is to leave a person asking questions.Max Beerbohm6/7/2010Copyright DrJJ, ASERG, FSG, UiTM. March 2010 199Copyright DR JJ, ASERG, UiTM, Shah Alam 100