TEACHING EXCELLENCE SYSTEM...Service Learning, Community-Based Learning Internships Capstone Courses...

TEACHING EXCELLENCE SYSTEM

Teaching and Learning Unit

UTMLead

Teaching Excellent System (TES)

• Objektif TES:

– Memantau kualiti pengajaran

– Merai staf yang cemerlang dalam pengajaran

– Segala bukti yang dikumpulkan secara sistematik bagi tujuan pelaporan kepada UTM & KPT

– Maklumat yang dikumpul dapat digunakan bagi membantu kenaikan pangkat seseorang staf akademik yang memilih laluan kerjaya pengajaran (DCP).

Malaysia Education Blueprint 2015-2025

Shift #9 GLOBALISED ONLINE LEARNING

Key initiatives include:• Launching MOOCs in subjects of distinctiveness

• Making online learning an integral component

• Establishing the required cyber infrastructure

National e-learning Policy (Dasar e-Pembelajaran

Negara or DePAN)

• Framework for quality e-learning deployment at

Malaysian HLIs and is made up of five pillars.

• These pillars are infrastructure, structure of

organisation, curriculum and content, professional

development, and enculturation to enable HLIs to

implement their e-learning initiatives.

National policies

Malaysia Education Blueprint 2015 -2025 : Shift 9

First-Year Seminar and Experiences


Common Intellectual Experiences


Learning Communities


Writing-Intensive Courses


Collaborative Assignments and Projects


Diversity/Global LearningDiversity/Global Learning

Service Learning, Community-Based

Learning


Learning

InternshipsInternships Capstone Courses and

Projects

Capstone Courses and

Projects

H i g h - I m p a c t E d u c a t i o n a l P r a c t i c e s ( H I E P )

4

Excellence in T&L

New Academia Learning

Innovation

Harnessing Talent

SUMBER DATA

BAGI SISTEM DCP

TRACK TEACHING

5

DCP 4 Track Utama

1. Teaching (AIMS,TES,

ePPP, RADIS, REKOD 7P)

2. Research (RADIS, AIMS,

REKOD 7P)

3. Institutional Leadership

(ALTMS, REKOD 7P,JWTN

GILIRAN)

4. Professional Practice

(REKOD 7P,

RADIS,UTMFin)

5. Transition Track

eLPPT

REKOD 7P

TESAIMS

/GSMS

RADIS

TRACK

TEACHING

TRACK

TEACHING

UTMSMILEMAKLUMAT

PERIBADI

ISYTIHAR

HARTA

PENERANGAN SISTEM TES

Platform untuk mengumpul maklumat mengenai pensyarah yang membangunkan bahane-kandungan asli dan terbuka untuk kemudahan komuniti bagi tujuan pelaporan daninsentif untuk pembangunan kerjaya pembangun

eContent (Bonus)

Platform untuk melaporkan status Pembelajaran teradun di UTM berdasarkan data daripada https://caps.utm.my/CAPS/elearning/

Blended Learning

Platform untuk mengumpul maklumat mengenai pensyarah yang menggunakan pelbagaiteknologi (open educational resource, social media dll) dalam pengajaran danpembelajaran bagi tujuan pelaporan dan insentif untuk pembangunan kerjaya pensyarah

Technology Usage

Platform untuk mengumpul maklumat pensyarah yang mengamalkan New Academia Learning Innovation dan High Impact Educational Practices (HIEPs) dalam pengajaran danpembelajaran.

NALI&HIEPs

Platform untuk mengumpul maklumat mengenai kursus yang selesai menyediakan Course Assesment Report (CAR) dalam system OBE UTM bagi tujuan pelaporan kepada UTM danKPT.

Outcome Based Education (OBE)

https://caps.utm.my/CAPS/elearning/

PENERANGAN SISTEM TESPlatform untuk maklumat pencapaian serta keupayaan staf akademik untukmenguasai Kompetensi Asas (KA) dan Kompetensi Dibezakan (KD) dalam Pengajarandan Pembelajaran

Teaching Portfolio

Platform untuk memasukkan markah penilaian pengajaran daripada pakar dan rakansetugas bagi tujuan kenaikan pangkatTeaching Observation

New Academia Learning Innovation (NALI)


UTMLead

TES - Blended Learning

• A system in which course syllabi, lecture notes, extra learning materials,

quizzes, assignments, and discussion forums can be accessed online

• Each registered student is provided with access the course materials at

any time from anywhere

• Blended Learning approach – online materials to support traditional

teaching methods

• Blended learning is defined as the practice of combining both online

and face-to-face learning experiences (30% to 80 % of the course

content is delivered online) .

• Dasar e-Pembelajaran Negara (DePAN 2.0)

UTM e-LearningUTM e-Learning

Based on DePAN:

• 40% Blended Learning 2017• 70% by 2025

http://elearning.utm.my/


Each Public Universities need to ensure that the practice of blended

learning (e-Learning) meets predefined conditions.

These conditions are:

EL1 - Provides Courses Framework (L1)

EL2 - Provides learning materials (at least 50% of the total content or 7

units weekly lecture notes)

EL3 – Organize at least 3 online learning activities (during the semester)

EL4 – Using at least 2 online assessment (during the semester)

EL5 - Average access for each student to e-learning (known as Active

Index) greater than 28 times during the semester

UTM e-LearningUTM e-Learning

The practice of blended learning courses offered at UTM were evaluated and reported

as follows:

CL1: Fulfils condition EL1 only;

CL2: Fulfils condition EL1 & EL2 / EL1 & EL3 / EL1 & EL4 / EL1 & EL5 ;

CL3: Fulfils condition EL1, EL2 / EL3 / EL4 and EL5 only;

CL4: Fulfils condition EL1, EL2, (EL3 + EL4) > 5;

CL5: All 5 elements of blended learning fulfils;

Courses that belong to CL4 and CL5 level are considered as a blended learning courses.

Blended Learning Operational Definition @ UTMBlended Learning Operational Definition @ UTM

EL1 - Provides Courses

Framework (L1)

EL2 - Provides learning materials (at least 50% of the total content or 7 units weekly

lecture notes)

EL3 – Organize at least 3 online

learning activities (during the semester)


EL5 - Average access for each student to e-

learning (known as Active Index) greater than 28 times during the

semester

http://my.utm.my

https://caps.utm.my

http://my.utm.my/




UTMLead

TES – NALI & HIEPs











Diversity/Global LearningDiversity/Global Learning

Service Learning,

Community-Based

Learning

Service Learning,

Community-Based

Learning

InternshipsInternships Capstone Courses and

Projects

Capstone Courses and

Projects


15

Excellence in T&L


Innovation

Harnessing Talent

UTMACAD>NALI

NALI & HIEPs

Admin

NALI & HIEPs

Lecturer

Akses dari MyUTMProfil akademik>Quick Links>Teaching Excellence System



UTMLead

TES – Outcome Based

Education

http://my.utm.my

http://obe.utm.my

Data diterima secaraautomatik daripada sistemOBE UTM

http://my.utm.my/

http://obe.utm.my/



UTMLead

TES – e-Content

(e-Kandungan asli terbuka )

e-Kandungan asli terbuka

Bahan e-Kandungan asli terbuka berdasarkan Dasar e-Pembelajaran Negara (DePAN) merangkumi bahan berbentuk digital yang:

• Dibangunkan sendiri oleh pensyarah,

• Tidak melanggar sebarang hakcipta,

• Ditawarkan secara terbuka dalam talian bagi proses pengajaran dan pembelajaran.

• Penawarannya perlu secara terbuka di platform selain e-Learning UTM (bermakna, bahan boleh diakses secara terus oleh sesiapa sahaja).

• Kandungan mestilah lengkap dan membantu mencapai objektif pembelajaran

• Bagi penilaian tahun 2018, pensyarah perlu mengisi maklumat melalui MyUTMportal bagi tujuan semakan dan verifikasi oleh pihak UTMLead melalui JK e-Kandungan Asli. Markah Bonus akan dipaparkan secara automatik dalam e-LPPT bagi staf yang layak.

21


22

Akses dari MyUTMProfil akademik>Quick Links>Teaching

Excellence System

Prosedur Penilaian

Bahan e-

Kandungan di

muatnaik oleh

pensyarah

Maklumat

pensyarah yang

terlibat di

rekodkan CTL

(sistem dalaman)

Penilaian oleh JK

Penilaian Bahan e-

Kandungan CTL

(R1-K3)

Markah

direkodkan

(sistem

dalaman) &

diserahkan

kepada CICT

Markah Bonus

tertera dalam

eLPPT

1 2 3

45

Tahap bahan e-Kandungan

Asas Gabungan Tertutup

Gabungan Terbuka

KiraanBonus

eLPPT(5 Markah)

Reseptif

Pelajar hanyamenerimakandunganpengajaran.Aktiviti pelajardalam objektifpembelajaran(OP) terhadkepada satu ataudua dimensi asas

Kumpulan Receptive-basic Receptive-closed Receptive-open

Kelas R R1 (20%) tidak interaktif

tiada aktiviti

kumpulan

menggunakan

sekurang-

kurangnya satu

media (atau

media yang

mudah –

contohnya imej

jpg + teks)

Contoh: OP yang kandungannyadisampaikansecara linear

R2 (30%) tidak interaktif

tiada aktiviti

kumpulan

menggunakan

sekurang-

kurangnya dua

(2) media

dengan pautan

secara dalaman

(nota pensyarah / sumber dari UTM)

Contoh: OP dengan grafik + video/animasi + pautan.


tiada aktiviti

kumpulan

menggunakan

pelbagai media

dengan pautan

secara dalaman

dan luaran

Contoh: OP yang kandungannyasecara linear dengan pautansecara dalamandan luaran

R1 = 1 Markah

R2-R3 = 2 Markah



Gabungan Terbuka

KiraanBonus eLPPT(5 Markah)

Interaktif Dalaman

Terdapat interaksiyang aktif antarapelajar dankomputer. Bahandigunakan sebagaipanduan kepadapelajar untukmelaksana objektifpembelajaran (OP)

Kumpulan Interactive-basic Interactive-closed Interactive-open

Kelas I I1 (50%) interaktif

tiada aktiviti

kumpulan

menggunakan

sekurang-

kurangnya dua

(2) media

Contoh: OP berasaskanweb/CD interaktifyang mengandungiteks + 1 media lain.

I2 (60%) interaktif

tiada aktiviti

kumpulan

menggunakan

pelbagai media

dengan pautan

secara dalaman

Contoh: OP berasaskan web/CD interaktif yang mengandungi pelbagai media dengan pautan secara dalaman.

I3 (70%) interaktif

tiada aktiviti

kumpulan

menggunakan

pelbagai media

dengan pautan

dalaman dan

luaran

Contoh: OP berasaskanweb/CD interaktifyang mengandungipelbagai media dengan pautansecara dalamandan luaran.

I1 = 3 Markah

I2-I3 = 4 Markah



Gabungan Terbuka

KiraanBonus

eLPPT(5 Markah)

Koperatif

ada ciri sumbangsaran (brainstorming)dalam OP dan sesi

penyelesaianmasalah yang memerlukan usahasama/komunikasidalam kalanganpelajar secaradalam talian.

Kumpulan Cooperative-basic

Cooperative-closed

Cooperative-open

Kelas K K1 (80%) interaktif

mempunyai

aktiviti kumpulan

menggunakan

sekurang-

kurangnya dua

(2) media

Contoh: OP berasaskan web/CD interaktif dan kolaboratif yang menggunakan sekurang-kurangnya dua (2) media.

K2 (90%) interaktif

mempunyai

aktiviti kumpulan

menggunakan

pelbagai media

dengan pautan

secara dalaman

Contoh: OP berasaskan web/CD interaktif dan kolaboratif yang menggunakan pelbagai media dengan pautan dalaman.

K3 (100%) interaktif

mempunyai

aktiviti kumpulan

menggunakan

pelbagai media

dengan pautan

secara dalaman

dan luaran

Contoh: OP berasaskan web/CD interaktif dan kolaboratif yang menggunakan pelbagai media dengan pautan secara dalaman dan luaran.

K1-K3 = 5 Markah

27UTM MOOCs

VIDEO UTM MIT

BLOSSOMS

UTM

OPENCOURSEWARE

Paparan markah bonus

dalam e-LPPT



UTMLead

TES – DCP

(Teaching Portfolio)

Akses dari MyUTMUTMACAD > TESDCP

Teaching Excellence System for Competency

• Course File – Course File & CAR

• Self Assessment and Reflections

• Professional Activities

• Measures of Students Learning

Course File and CAR

• Course File:

– Course Information

– Final Examination with answer scheme

– Sample of Notes

– Sample of quiz/test/assignment

• CAR report from OBE system has to be uploaded to the system

Self Assessment and Reflections

Implementation of Non Conventional T&L

Feedback and Testimony (From Others)

Yearly Validation (ELPPT)

TEACHING EXCELLENCE SYSTEM


UTMLead

Teaching Excellent System (TES)

• Objektif TES:

– Memantau kualiti pengajaran

– Merai staf yang cemerlang dalam pengajaran

– Segala bukti yang dikumpulkan secara sistematik bagi tujuan pelaporan kepada UTM & KPT

– Maklumat yang dikumpul dapat digunakan bagi membantu kenaikan pangkat seseorang staf akademik yang memilih laluan kerjaya pengajaran (DCP).

Malaysia Education Blueprint 2015-2025

Shift #9 GLOBALISED ONLINE LEARNING

Key initiatives include:• Launching MOOCs in subjects of distinctiveness

• Making online learning an integral component

• Establishing the required cyber infrastructure

National e-learning Policy (Dasar e-Pembelajaran

Negara or DePAN)

• framework for quality e-learning deployment at

Malaysian HLIs and is made up of five pillars.

• These pillars are infrastructure, structure of

organisation, curriculum and content, professional

development, and enculturation to enable HLIs to

implement their e-learning initiatives.

National policies

Malaysia Education Blueprint 2015 -2025 : Shift 9






Diversity/Global Learning


Learning

Internships Capstone Courses and

Projects


4

Excellence in T&L


Innovation

Harnessing Talent

SUMBER DATA

BAGI SISTEM DCP

TRACK TEACHING

5

DCP 4 Track Utama

1. Teaching (AIMS,TES,

ePPP, RADIS, REKOD 7P)

2. Research (RADIS, AIMS,

REKOD 7P)

3. Institutional Leadership

(ALTMS, REKOD 7P,JWTN

GILIRAN)

4. Professional Practice

(REKOD 7P,

RADIS,UTMFin)

5. Transition Track

eLPPT

REKOD 7P

TESAIMS

/GSMS

RADIS

TRACK

TEACHING

UTMSMILEMAKLUMAT

PERIBADI

ISYTIHAR

HARTA

PENERANGAN SISTEM TES

Platform untuk mengumpul maklumat mengenai pensyarah yang membangunkan bahane-kandungan asli dan terbuka untuk kemudahan komuniti bagi tujuan pelaporan daninsentif untuk pembangunan kerjaya pembangun

eContent (Bonus)

Platform untuk melaporkan status Pembelajaran teradun di UTM berdasarkan data daripada https://caps.utm.my/CAPS/elearning/

Blended Learning

Platform untuk mengumpul maklumat mengenai pensyarah yang menggunakan pelbagaiteknologi (open educational resource, social media dll) dalam pengajaran danpembelajaran bagi tujuan pelaporan dan insentif untuk pembangunan kerjaya pensyarah

Technology Usage

Platform untuk mengumpul maklumat pensyarah yang mengamalkan New Academia Learning Innovation dan High Impact Educational Practices (HIEPs) dalam pengajaran danpembelajaran.

NALI&HIEPs

Platform untuk mengumpul maklumat mengenai kursus yang selesai menyediakan Course Assesment Report (CAR) dalam system OBE UTM bagi tujuan pelaporan kepada UTM danKPT.

Outcome Based Education (OBE)


PENERANGAN SISTEM TESPlatform untuk maklumat pencapaian serta keupayaan staf akademik untukmenguasai Kompetensi Asas (KA) dan Kompetensi Dibezakan (KD) dalam Pengajarandan Pembelajaran

Teaching Portfolio

Platform untuk memasukkan markah penilaian pengajaran daripada pakar dan rakansetugas bagi tujuan kenaikan pangkatTeaching Observation



UTMLead

TES - Blended Learning

• A system in which course syllabi, lecture notes, extra learning materials,

quizzes, assignments, and discussion forums can be accessed online

• Each registered student is provided with access the course materials at

any time from anywhere

• Blended Learning approach – online materials to support traditional

teaching methods

• Blended learning is defined as the practice of combining both online

and face-to-face learning experiences (30% to 80 % of the course

content is delivered online) .

• Dasar e-Pembelajaran Negara (DePAN 2.0)

UTM e-Learning

Based on DePAN:

• 40% Blended Learning 2017• 70% by 2025



Each Public Universities need to ensure that the practice of blended

learning (e-Learning) meets predefined conditions.

These conditions are:

EL1 - Provides Courses Framework (L1)

EL2 - Provides learning materials (at least 50% of the total content or 7

units weekly lecture notes)

EL3 – Organize at least 3 online learning activities (during the semester)


EL5 - Average access for each student to e-learning (known as Active

Index) greater than 28 times during the semester

UTM e-Learning

The practice of blended learning courses offered at UTM were evaluated and reported

as follows:

CL1: Fulfils condition EL1 only;

CL2: Fulfils condition EL1 & EL2 / EL1 & EL3 / EL1 & EL4 / EL1 & EL5 ;

CL3: Fulfils condition EL1, EL2 / EL3 / EL4 and EL5 only;

CL4: Fulfils condition EL1, EL2, (EL3 + EL4) > 5;

CL5: All 5 elements of blended learning fulfils;

Courses that belong to CL4 and CL5 level are considered as a blended learning courses.

Blended Learning Operational Definition @ UTM

EL1 - Provides Courses

Framework (L1)

EL2 - Provides learning materials (at least 50% of the total content or 7 units weekly

lecture notes)

EL3 – Organize at least 3 online

learning activities (during the semester)


EL5 - Average access for each student to e-

learning (known as Active Index) greater than 28 times during the

semester

http://my.utm.my

https://caps.utm.my

http://my.utm.my/




UTMLead

TES – NALI & HIEPs






Diversity/Global Learning

Service Learning,

Community-Based

Learning

Internships Capstone Courses and

Projects


15

Excellence in T&L


Innovation

Harnessing Talent

UTMACAD>NALI

NALI & HIEPs

Admin

NALI & HIEPs

Lecturer

Akses dari MyUTMProfil akademik>Quick Links>Teaching Excellence System



UTMLead

TES – Outcome Based

Education

http://my.utm.my

http://obe.utm.my

Data diterima secaraautomatik daripada sistemOBE UTM

http://my.utm.my/

http://obe.utm.my/



UTMLead

TES – e-Content

(e-Kandungan asli terbuka )


Bahan e-Kandungan asli terbuka berdasarkan Dasar e-Pembelajaran Negara (DePAN) merangkumi bahan berbentuk digital yang:

• Dibangunkan sendiri oleh pensyarah,

• Tidak melanggar sebarang hakcipta,

• Ditawarkan secara terbuka dalam talian bagi proses pengajaran dan pembelajaran.

• Penawarannya perlu secara terbuka di platform selain e-Learning UTM (bermakna, bahan boleh diakses secara terus oleh sesiapa sahaja).

• Kandungan mestilah lengkap dan membantu mencapai objektif pembelajaran

• Bagi penilaian tahun 2018, pensyarah perlu mengisi maklumat melalui MyUTMportal bagi tujuan semakan dan verifikasi oleh pihak UTMLead melalui JK e-Kandungan Asli. Markah Bonus akan dipaparkan secara automatik dalam e-LPPT bagi staf yang layak.

21


22

Akses dari MyUTMProfil akademik>Quick Links>Teaching

Excellence System

Prosedur Penilaian

Bahan e-

Kandungan di

muatnaik oleh

pensyarah

Maklumat

pensyarah yang

terlibat di

rekodkan CTL

(sistem dalaman)

Penilaian oleh JK

Penilaian Bahan e-

Kandungan CTL

(R1-K3)

Markah

direkodkan

(sistem

dalaman) &

diserahkan

kepada CICT

Markah Bonus

tertera dalam

eLPPT

1 2 3

45



Gabungan Terbuka

KiraanBonus

eLPPT(5 Markah)

Reseptif

Pelajar hanyamenerimakandunganpengajaran.Aktiviti pelajardalam objektifpembelajaran(OP) terhadkepada satu ataudua dimensi asas

Kumpulan Receptive-basic Receptive-closed Receptive-open

Kelas R R1 (20%) tidak interaktif

tiada aktiviti

kumpulan

menggunakan

sekurang-

kurangnya satu

media (atau

media yang

mudah –

contohnya imej

jpg + teks)

Contoh: OP yang kandungannyadisampaikansecara linear


tiada aktiviti

kumpulan

menggunakan

sekurang-

kurangnya dua

(2) media

dengan pautan

secara dalaman

(nota pensyarah / sumber dari UTM)

Contoh: OP dengan grafik + video/animasi + pautan.


tiada aktiviti

kumpulan

menggunakan

pelbagai media

dengan pautan

secara dalaman

dan luaran

Contoh: OP yang kandungannyasecara linear dengan pautansecara dalamandan luaran

R1 = 1 Markah

R2-R3 = 2 Markah



Gabungan Terbuka

KiraanBonus eLPPT(5 Markah)

Interaktif Dalaman

Terdapat interaksiyang aktif antarapelajar dankomputer. Bahandigunakan sebagaipanduan kepadapelajar untukmelaksana objektifpembelajaran (OP)

Kumpulan Interactive-basic Interactive-closed Interactive-open

Kelas I I1 (50%) interaktif

tiada aktiviti

kumpulan

menggunakan

sekurang-

kurangnya dua

(2) media

Contoh: OP berasaskanweb/CD interaktifyang mengandungiteks + 1 media lain.

I2 (60%) interaktif

tiada aktiviti

kumpulan

menggunakan

pelbagai media

dengan pautan

secara dalaman

Contoh: OP berasaskan web/CD interaktif yang mengandungi pelbagai media dengan pautan secara dalaman.

I3 (70%) interaktif

tiada aktiviti

kumpulan

menggunakan

pelbagai media

dengan pautan

dalaman dan

luaran

Contoh: OP berasaskanweb/CD interaktifyang mengandungipelbagai media dengan pautansecara dalamandan luaran.

I1 = 3 Markah

I2-I3 = 4 Markah



Gabungan Terbuka

KiraanBonus

eLPPT(5 Markah)

Koperatif

ada ciri sumbang

saran (brainstorming)dalam OP dan sesi

penyelesaianmasalah yang memerlukan usahasama/komunikasidalam kalanganpelajar secaradalam talian.

Kumpulan Cooperative-basic

Cooperative-closed

Cooperative-open

Kelas K K1 (80%) interaktif

mempunyai

aktiviti kumpulan

menggunakan

sekurang-

kurangnya dua

(2) media

Contoh: OP berasaskan web/CD interaktif dan kolaboratif yang menggunakan sekurang-kurangnya dua (2) media.

K2 (90%) interaktif

mempunyai

aktiviti kumpulan

menggunakan

pelbagai media

dengan pautan

secara dalaman

Contoh: OP berasaskan web/CD interaktif dan kolaboratif yang menggunakan pelbagai media dengan pautan dalaman.

K3 (100%) interaktif

mempunyai

aktiviti kumpulan

menggunakan

pelbagai media

dengan pautan

secara dalaman

dan luaran

Contoh: OP berasaskan web/CD interaktif dan kolaboratif yang menggunakan pelbagai media dengan pautan secara dalaman dan luaran.

K1-K3 = 5 Markah

27UTM MOOCs

VIDEO UTM MIT

BLOSSOMS

UTM

OPENCOURSEWARE

Paparan markah bonus

dalam e-LPPT



UTMLead

TES – DCP

(Teaching Portfolio)

Akses dari MyUTMUTMACAD > TESDCP

Teaching Excellence System for Competency

• Course File – Course File & CAR

• Self Assessment and Reflections

• Professional Activities

• Measures of Students Learning

Course File and CAR

• Course File:

– Course Information

– Final Examination with answer scheme

– Sample of Notes

– Sample of quiz/test/assignment

• CAR report from OBE system has to be uploaded to the system

Self Assessment and Reflections

Implementation of Non Conventional T&L

Feedback and Testimony (From Others)

Yearly Validation (ELPPT)

M U K A | 5

LAMPIRAN B – Basic Competency (KA)Components Deficient (0) Developing (1) Proficient (2) Accomplished

(3)Distinguished

(4)Minimum Source

A. Self-Assessment & ReflectionA1. Goals of student

learningNo or lowexpectations ofstudents’learning

Holds someexpectations ofstudents’learning

Communicatesand encourageshighexpectations ofstudents’learning

Encourages andvalues highexpectations ofstudents’ learning

Inspires andsupports highexpectations ofstudents’ learning

Proficient(2)

TES(TeachingPortfolio)

A2. Personal Philosophy Does notindicate his orher ownpersonalphilosophytowards studentlearning

Vaguelyindicate his/herown personalphilosophytowards studentlearning

Clearly indicatehis or her ownpersonalphilosophytowards studentlearning

Clearly indicatehis or her ownpersonalphilosophytowards studentlearning withstrategies forcontinuousimprovement

Clearly indicateand evaluate hisor her ownpersonalphilosophytowards studentlearning witheffort forcontinuousimprovement

Proficient(2)

TES(TeachingPortfolio)

A3. Belief and practicesof assessment andevaluation

No effort toconstructivelyalignassessmentmethods withthe intendedlearningoutcomes andthe T&Lactivities

Show someunderstandingon the need toconstructivelyalignassessmentmethods withthe intendedlearningoutcomes andthe T&Lactivities

Constructivelyalignassessmentmethods with theintended learningoutcomes andthe T&L activities

Constructivelyalign assessmentmethods, thatinclude bothformative andsummativeassessment, withthe intendedlearningoutcomes andthe T&L activities

Constructivelyalign assessmentmethods, thatinclude bothformative andsummativeassessment, withthe intendedlearningoutcomes and theT&L activities andprovide the toolsfor self and peerassessment oflearning

Proficient(2)

TES(TeachingPortfolio),Course File

M U K A | 6

Components Deficient (0) Developing (1) Proficient (2) Accomplished(3)

Distinguished(4)

Minimum Source

A4. Self-reflection ofteachingdevelopment overtime and how thisrelates to futuregoals (with relevantevidence)

Provides no self-reflection ofteachingdevelopment

Provides someself-reflection ofteachingdevelopmentbut fail to relateit to CQI ofteachingstrategies

Clearly providesself-reflection ofteachingdevelopment andrelates some of itto CQI ofteachingstrategies

Clearly providesself-reflection ofteachingdevelopment andrelates it to CQIof teachingstrategies

Clearly providesself-reflection ofteachingdevelopment andrelates it to CQIof teachingstrategies, to theextent of adaptinghis or her ownteachingphilosophy

Proficient(2)

TES(TeachingPortfolio),CAR

B. Professional ActivitiesB1. Number of credits

taughtTeachingPathway: 40Practice &ResearchPathways: 20

Proficient(2)

AIMS

B2. Quality of courseassessment reports(CAR) produced inthree consecutiveyears

No orincomplete CARsubmitted

Complete CARwith someanalysis on thestudents’ resultsand outcomesachievementwhich are notconsidered inthe coursereflection andCQI

Complete CARwith detailedanalysis on thestudents’ resultsand outcomesachievementwhich areconsidered in thecourse reflectionbut nottranslated intothe CQI

Complete CARwith detailedanalysis on thestudents’ resultsand outcomesachievementwhich areconsidered in thecourse reflectionbut not welltranslated intothe CQI

Complete CARwith detailedanalysis on thestudents’ resultsand outcomesachievementwhich areconsidered in thecourse reflectionand welltranslated into theCQI

Proficient(2)

CAR,Course File

B3. Quality of coursefiles produced inthree consecutiveyears

Incompletecourse file

Complete butlack sample ofassessmentevidence

Complete Complete andaligned

Complete,aligned andexemplary

Proficient(2)

Course File

B4. Attendance in T&Ltraining

5 Proficient(2)

CTL

M U K A | 7

Components Deficient (0) Developing (1) Proficient (2) Accomplished(3)

Distinguished(4)

Minimum Source

B5. Implementation ofnon-conventionalT&L strategies

Noimplementationof any non-conventionalT&L strategy

Implement onenon-conventionalT&L strategy

Implement twonon-conventionalT&L strategies

Implement morethan two non-conventional T&Lstrategies andable to guideother staff in thefaculty (conductworkshop)

Implement morethan two non-conventional T&Lstrategies andable to guideother staff atuniversity level(conductworkshop)

Proficient(2)

Course File,e-PPP, TES

C. Measures of Student LearningC1. Average score in the

improved version ofe-PPP

Mean score overprevious 5 yearsis less than3.00

Mean scoreover previous 5years is above3:00 but lessthan 4.00

Mean score overprevious 5 yearsis equal to 4.00

Mean score overprevious 5 yearsis more than 4.00

Mean score overprevious 5 yearsis more than 4.3

Proficient(2)

e-PPP

C2. Unsolicited/solicitedfeedback / testimonyfromstudents/alumnirelated to theirlearning

Mostly negativeor no positivefeedback onstudents’learning

Some positiveand negativefeedback onstudents’learning

Mostly positivewith negligiblenegativefeedback onstudents’learning

Positive feedbackwith impact onlearningobtained fromstudents

Positive feedbackwith impact onlearningobtained fromstudents andalumni

Proficient(2)

e-PPP, TES(TeachingPortfolio)

D. Peer Review & RecognitionD1. Average score in

TeachingObservationfocusing oncommunicationskills and deliverystyle by colleagues

<60% 60% - 69% 70% - 79% 80% - 89% >90% Proficient(2)

TeachingObservation

D2. Average score inTeachingObservation(InstructionalPlanning & Delivery)by mentors/experts

<60% 60% - 69% 70% - 79% 80% - 89% >90% Proficient(2)

TeachingObservation

M U K A | 8

B1, B4, D1 and D2 assessed only for promotion

GlossariesItem Terms DetailsB3 Complete Consist of L1, Teaching material, Assessment tasks, Marking schemes, Sample of marked assessments, Analysis

Aligned Aligned between lesson plan (in L1) and implementation (sample of assessment evidence)

Exemplary Verified by the Faculty

B4 T&L training NALI’s Learning Mode (Pedagogy/Andragogy)

1. Case Study Teaching2. Problem-Based Learning3. Scenario Based Learning4. Peer Instruction5. Service Learning6. Job Creation7. Conceive, Design, Implement and Operate (CDIO)8. Outcome-Based Education9. High-Impact Educational Practices (HIEPs)

NALI’s Learning Materials (Digital Resources)

1. UTM Open Courseware (OCW)2. UTM-MIT BLOSSOMS3. UTM MOOC4. Video of Exemplary Professionals5. Student-to-Student Edutainment6. UTM e-Learning

B5. Non-conventionalT&Lstrategies

Student-centered learning (SCL) including blended learning, AL, CL and PBL, work-based/integrated learning, CDIO, flexiblelearning, etc

M U K A | 9

Item Terms DetailsC2. Negative Negative comments related to the lecturer’s attitude towards teaching, preparation, assessment, and engagement / relationship with

students. It does not relate to what the students dislike in general.

Positive Positive comments related to the lecturer’s attitude towards teaching, preparation, assessment, and engagement / relationship withstudents. It does not relate to popularity or what the students like in general.

Negligible Feedback that is related to what the students preferred, teacher-centered approach and personal issues.

Impact Feedback that shows deep learning, life-long learning, motivation to learn and learning skills that the students gained from thelecturers.

1

TEACHING EXCELLENT SYSTEM

(TES DCP)

MODUL PENSYARAH

2

i. Login Sistem UTMACAD

Web Portal https://my.utm.my

Tambahan Menu TES DCP bawah Menu Akademik

3

ii. Skrin Default menu Course File

Skrin ini memaparakan senarai rekod senarai subjek mengikut sesi semester

semasa.

iii. Skrin Tambah Rekod Course File

Skrin ini merupakan borang muat naik rekod Course File apabila pengguna

menekan butang “Add New”. Sekiranya fail yang dimuat naik berjaya, bahagian

Evidence akan bertukar kepada hijau. Manakala butang “Close” merujuk kepada

kembali ke halaman default menu Course File.

4

iv. Skrin Tambah Rekod Course Assessment Report

Skrin ini merupakan borang muat naik rekod Course Assessment Report apabila

pengguna menekan butang “Add New”. Sekiranya fail yang dimuat naik berjaya,

bahagian Evidence akan bertukar kepada hijau. Manakala butang “Close” merujuk

kepada kembali ke halaman default menu Course File.

5

v. Skrin Mengemaskini Rekod Course File

Skrin ini membenarkan pengguna mengemaskini rekod Course File yang sedia

ada. Setelah butang “Edit” ditekan, rekod baru akan disimpan.

vi. Skrin Mengemaskini Rekod Course Assessment Report

Skrin ini membenarkan pengguna mengemaskini rekod Course Assessment

Report yang sedia ada. Setelah butang “Edit” ditekan, rekod baru akan disimpan.

vii. Skrin Default Self-Assessment & Reflection

Skrin ini memaparkan senarai rekod Self-Assessment & Reflection berdasarkan

tahun. Butang berwarna hijau menunjukkan rekod sudah diisi.

6

viii. Skrin paparan (Screen View)

Apabila kolum “Year” di klik, skrin ini akan memaparkan rekod yang telah

disimpan dan hanya boleh dipaparkan tanpa boleh dikemaskini.

ix. Skrin Tambah Rekod Self-Assessment & Reflection

Skrin ini merupakan borang input rekod Self-Assessment & Reflection apabila

pengguna menekan butang “Add New”.

7

x. Skrin Mengemaskini Rekod Self-Assessment & Reflection

Skrin ini membenarkan pengguna mengemaskini rekod Self-Assessment &

Reflection yang sedia ada. Setelah butang “Edit” ditekan, rekod baru akan

disimpan.

8

xi. Skrin Rubrik Self-Assessment & Reflection

Skrin ini memaparkan rubrik bagi Self-Assessment & Reflection.

xii. Skrin Default Implementation of Non-Convectional T&L

Skrin ini memaparkan senarai rekod Implementation of Non-Convectional T&L

berdasarkan sesi semester dan kod subjek. Butang berwarna hijau menunjukkan

rekod sudah diisi manakala butang berwarna merah merujuk kepada rekod yang

masih belum diisi.

9

xiii. Skrin Paparan (Screen View)

Apabila kolum “No Sesisem” di klik, skrin ini akan memaparkan rekod yang telah

disimpan dan hanya boleh dipaparkan tanpa boleh dikemaskini.

xiv. Skrin Tambah Rekod Implementation of Non-Convectional T&L

Skrin ini merupakan borang input rekod Implementation of Non-Convectional

T&L apabila pengguna menekan butang “Add New”.

10

xv. Skrin Mengemaskini Rekod Implementation of Non-Convectional T&L

Skrin ini membenarkan pengguna mengemaskini rekod Implementation of Non-

Convectional T&L yang sedia ada. Setelah butang “Edit” ditekan, rekod baru akan

disimpan.

xvi. Skrin Rubrik Implementation of Non-Convectional T&L

Skrin ini memaparkan rubrik bagi Implementation of Non-Convectional T&L.

11

xvii. Skrin Default Average Score in ePPP

Skrin ini hanya memaparkan senarai purata markah berdasarkan 5 tahun terkini

berdasarkan subjek yang diajar.

xviii. Skrin Default Feedback and Testimony ePPP

Skrin ini memaparkan senarai maklum balas daripada pelajar terhadap pensyarah

mengikut subjek.

12

xix. Skrin Paparan Komen Feedback and Testimony ePPP

Apabila pengguna menekan ikon pada ePPP Commenet, paparan senarai komen

daripada pelajar akan dipaparkan.

xx. Skrin Default Feedback and Testimony (From Others)

Skrin ini memaparkan senarai rekod Feedback and Testimony ePPP berdasarkan

no sesisem. Butang berwarna hijau menunjukkan rekod sudah diisi.

13

xxi. Skrin paparan (Screen View)

Apabila kolum “No Sesisem” di klik, skrin ini akan memaparkan

rekod yang telah disimpan dan hanya boleh dipaparkan tanpa

boleh dikemaskini.

xxii. Skrin Tambah Rekod Feedback and Testimony (From Others)

Skrin ini merupakan borang input rekod Feedback and Testimony (From Others)

apabila pengguna menekan butang “Add New”.

14

xxiii. Skrin Mengemaskini Feedback and Testimony (From Others)

Skrin ini membenarkan pengguna mengemaskini rekod Feedback and Testimony

(From Others) yang sedia ada. Setelah butang “Edit” ditekan, rekod baru akan

disimpan.

15

xxiv. Skrin Rubrik Feedback and Testimony (From Others)

Skrin ini memaparkan rubrik bagi Feedback and Testimony (From Others).

xxv. Skrin Menu Yearly Validation

Skrin ini menunjukkan setiap rubrik yang sudah lengkap diisi ataupun tidak.

Sekiranya butang berwarna hijau dipaparkan, ia merujuk kepada rekod telah diisi.

Jika butang berwarna merah dipaparkan, ia bermaksud rekod belum diisi.

Sekiranya, semua rubrik diisi, “Action” akan membenarkan pensyarah menghantar

dan tarikh menghantar akan dipaparkan mengikut tarikh semasa penghantaran

dilakukan.

TEACHING PORTFOLIO

Mohd Nihra Haruzuan Bin Mohamad Said

PhD (University of Waikato, New Zealand)

M. Sc. Virtual Environments (Salford, UK),

B. Sc. & Comp. with Education (Mathematics, UTM),

C14-332, Department of Educational Science, Mathematics and

Creative Multimedia,

Faculty of Education,

Universiti Teknologi Malaysia,

81310 Skudai, Johor Darul Ta’zim.

Telephone (Office): 07-5534434

Email: [email protected]

TABLE OF CONTENTS

1. Teaching Responsibilities

2. Teaching Philosophy

3. Teaching Methodology

4. Description of Course Materials

5. Assessment

6. Efforts to Improve Teaching

7. Evaluation of Teaching

8. Product of Teaching

9. Teaching Goals

10. Appendices

Appendix I – List of the courses (2001-2017)

Appendix II – Program coordinator appointment letters

Appendix III – List of PSM Students and Projects

Appendix IV – List of students for teaching practicum

Appendix V – A Sample of Course Handout

Appendix VI– A Sample of Course Assignment

Appendix VII - List of attended seminar, conferences, workshop and course

Appendix VIII - Some students’ comments and feedbacks

mailto:[email protected]

1. Teaching Responsibilities

I started my career with Universiti Teknologi Malaysia as a tutor in the Department of

Multimedia Education, Faculty of Education in 15th

January 2001. Since then, I have

conducted several classes. My teaching responsibilities are in the undergraduate

multimedia education courses. After completed my MSc. (Virtual Environments) in 2003

and PhD in 2013 I actively involved in teaching and administration.

During my years at Faculty of Education UTM I have taught Multimedia Education

courses at both the undergraduate and graduate levels. Among courses that I have taught

at undergraduate level include Telecommunication and Networking (SPM 1012),

Programming Language I (SPM 2102), Authoring Language (SPM 2322), Programming

Language II (SPM 3112), Multimedia Development Based on CDROM (SPM 4232) and

Science Computer Teaching Methods (SPM 4712). The complete list of the courses

(2001-2017) is provided in Appendix I.

Normally, I taught two different courses for nearly every semester. Each course had

around 60-100 students. Usually the courses that I taught involved more than one section

with different lecturers and I had been appointed to coordinate those courses for lesson

plan (L1 and L2), lecture notes and examination. On top of that, I was appointed by the

department as a program coordinator for undergraduate program (SPT-Bachelor of

Science and Computer with Education in Mathematics) from 2005/2006 to 2007/2008.

The appointment letters are provided in Appendix II.

Beginning of 2004/2005, second semester, I had been given the opportunity to experience

teaching at postgraduate level. The postgraduate courses are Technology and Media

Design (MPT 1203), Authoring System (MPT 1193), Teaching Material Production

(MPT 1183) and CDROM-based Multimedia Development (MPT 1293). After completed

my PhD in 2013, I had involved teaching new postgraduate courses such as Research

Methods in Education (MPPU1060), Digital Learning Object (MPPP1303), System

Development (MPPP1323), User Interaction in New Media (MPPP1403), Management

of Computer Networking (MPPP1353) and Telecommunication and Management of

Information System and Educational Materials (MPT1173). The postgraduate course is

normally taught by a team of normally two or three lecturers.

During the period 2003/2004 to 2016/2017 I was employed as lecturer at the School of

Professional and Continuing Education (SPACE) for part-time program. The courses are

Programming Language I (SPM 2102), Authoring Language (SPM 2322), Programming

Language II (SPM 3112), Multimedia Based on CDROM Development (SPM 4232) and

Science Computer Teaching Methods (SPM 4712). Besides that, I also have been

employed as lecturer for teaching Telecommunication and Networking (SPM 1012),

Authoring Language (SPM 2322) and Programming language II (SPM 3112) for non-

graduate teachers in a special graduate program called PKPG.

Apart from my teaching duties, I was given the responsibility to be academic advisor for

22 students of SPK (Bachelor of Science and Computer with Education in Chemistry)

program in 2004/2005. Being their academic advisor, I have to help them with their

academic related issues. I also need to supervise and advise them for their every semester

course load.

My other responsibility is the supervision of education students for their partial

fulfillment towards their degree. Since becoming a lecturer in 2004, I have supervised 30

undergraduate projects, 9 taught course master project, 2 mixed-mode dissertation and 8

PhD. Each taught course and mixed-mode master project takes two semesters to complete

while PhD approximately 6 semester. The complete list of final year students’ projects,

master project and PhD research is provided in Appendix III.

I also have to supervise students for their teaching practicum in school each year. The

average of the students is four to eight students. The supervision requires me to visit them

three times during their teaching practicum in school. For every visit, I stressed the

importance of good lesson plan and practice good teaching strategy. Appendix IV

provides a list of students for teaching practicum that I have supervised.

2. Teaching Philosophy

My teaching philosophy is aligned with national education philosophy that aims to

expand individual potential in the aspects of intellectual, emotional, spiritual, physical

fitness and attitude (or also known as JERIS). Through this philosophy I teach in the

awareness that the students need the opportunity to develop themselves in the aspect of

JERIS rather than being spoon-fed by the lecturer. I view my role as a facilitator for this

process. This is also means that I am doing my best to learn, refresh, review and update

my knowledge before presenting it in my class. I preferred to give my students a brief

summary of the course at the beginning of the semester. Students need to have a good

knowledge not only in learning theory but also in instructional technology and technical

skills to excel in the course.

I believe that teaching is not just about delivering the course contents but also to promote

meaningful learning and lifelong learning to the students. The rapport between student

and lecturer should be encouraged and improved constantly. With good rapport, the

students can have more comfortable discussion inside or outside of class. On top of that, I

feel very strongly that to be an effective lecturer, I need to treat individual students with

respect. I must attempt to learn each student's name, and his or her strengths and

weaknesses. I must try to accommodate questions at any time, not just during class and

office hours. I also believe that I can sacrifice the syllabus and schedule if students do not

understand what has already been covered. My job is not to show them what I know, but

to teach them what they need to know, and more importantly to facilitate their learning.

Finally, I hope to be able to instill in students a love of learning. I hope to teach my

students that school is more than just exams and grades. I hope that the real value in their

education is not found in their grade point average or their resume, but in the knowledge

that they take away.

3. Teaching Methodology

I have worked very hard to make Multimedia Educational courses interesting and useful

for students. I always try to use simple words to best explain it. The students are

encouraged to hands-on rather than learning the theory alone. If problems occur during

the learning process, I will assist the students or at least enlightened them to find the

appropriate solution.

When teaching matured students, I will try to apply andragogy in my teaching. I was

aware that matured students are more self-directed and they need to be treated differently

from normal undergraduate students. They only need to know what they are supposed to

know and their learning readiness, learning orientation and learning motivation are

completely different from undergraduate students. Therefore, my role to facilitate their

learning is important.

I have successfully adopted blended learning and active learning strategies in my

traditional face-to-face teaching. I used these techniques to ensure that I can involved

more students in the teaching and learning process. I love the students whose participate

actively in my class. Thus making learning more alive and enjoyable compared with

conventional four-walls teaching.

Class sessions – lecture and discussion

I begin each class with a greeting and brief summary of what the students going to learn.

I also recalled some important facts and concept in previous class. I welcome any

questions that students have from their reading or project before I start my lecture. My

lecture will only start after I have explained the problems that students encountered in

past lesson. I begin lecture on a new topic using power point presentation. Lessons are

prepared in points-form structure. I usually elaborate each point from the presentation

and spare 15-20 minutes for example using software. I encourage students to interrupt me

during lecture for questions. At the end of lecture, I will summarize lecture with some

exercise depending on the topic.

Active Learning

I believe teaching and learning must involve active participation from students and

lecturer. Active learning can not occur in one way teaching, passive mode. It must occur

in two way teaching, active mode. Therefore the students need to be provided with some

activities that can engage them actively in the teaching.

I apply group learning periodically with topics that lend themselves to this format. I

divide the students into small group of three to four. Each group will get a different

working topic and present it through elearning. Presentation will be required to each

group in class. This to ensure that the students can practise their communication skills as

well as other attribute of generic skills.

Blended Learning

Some of students’ works will be requiring them to use elearning. For example, issues that

needs to be discussed in elearning forum. The students can give idea, comments or

suggestion related to the issue and the other students can read and response to the issue.

I used elearning as a complement to my traditional face-to-face teaching. I found

elearning is the best medium to encourage students speak for their ideas; construct their

critical comment and share idea with other students.

4. Description of Course Materials

At the first meeting with the students, I will conduct a brief presentation about the basic

information for the course through elearning. The presentation comprises my contact

details, course synopsis, course hand-out (in pdf format), weekly lesson, assessment,

notes (in pdf format) and references. The students need to download and complete the

course materials before the second meeting. Though the students are given the course

materials, the course materials are incomplete and still require the students to attend

lecture to obtain the missing part of the materials. The advantage of giving the students

the course materials before the lecture is the students can spend more time in

understanding my lecture. One example of the handout given to the students is provided

in Appendix V.

5. Assessment

Test and Examination

The students are continuously assessed throughout the semester. The test is usually given

at week 7. To ensure the questions have different level of difficulties, I will focus level 1

to 3 of Blooms taxonomy for test and higher level for the examination. The examination

is a comprehensive evaluation of course which covers all material from week 1 to week

14. Examination takes 40% of the total course marks.

Assignments

The assignments are divided into two categories; individual and group. If the number of

the students in my class is too high, I will give group assignment. The assignments are

usually involving the use of computer software. The students will be given about 5 to 7

weeks to complete their assignments. An example of the assignment is provided in

Appendix VI.

6. Efforts to Improve Teaching

I always try to improve my teaching in every academic semester by being organised and

creative in presenting the course materials to the students. I have to find ways in

explaining a specific topic in creative, clear and concise manner. This is achieved by

knowing the contents well and how best to present it.

I have worked very hard at being current both technologist and educationist at the same

time. Of course there are a lot of rooms for improvement. This can be accomplished by

a. Attends seminar, conferences, workshop or course that relate to teaching

and learning. I hope to enhance my knowledge and teaching performance.

b. Doing more research and reading education journal that helps to update

with current issues in technology and teaching and learning. Thus, generates

new ideas during classes.

c. Discussion or sharing experiences with peer or senior lecturer to improve

teaching especially for new course. I believe that learning and sharing

information with others are appropriate ways to increase and improve my

teaching.

A complete list of attended seminar, conferences, workshop and course is provided in

Appendix VII.

7. Evaluation of Teaching

Student Rating/Evaluation

I always felt anxious when it comes to students rating me at the end of the semester. I

have never remembered scoring less than 4.0 on students rating. I also found with time

that the students’ rating gets consistent over the years and I always strive to be better or at

least maintain the same ratings every semester. My students’ rating score are listed

below:

Overall instructor ratings for courses I have taught (highest rating 5).

Course Code Semester Overall Rating Justification

SPT 3602 2001/2002/I 4.02

These were the result of

students’ rating when I was

appointed as a tutor

SPT 4232 2001/2002/I 4.02

SPT 1002 2001/2002/I 4.20

SPT 4102 2002/2003/I 4.62

SPT 2002 2002/2003/I 4.31

SPT 3102 2003/2004/I 4.36 These were the result of

students’ rating when I was SPM 2102 2003/2004/II 4.51

SPT 3102 2003/2004/II 4.36 appointed as a new lecturer

SPM 2102-01 2004/2005/I 4.51

My second year of teaching SPM 2102-01 2004/2005/II 4.13

SPT 3112-01 2004/2005/II 4.43

SPM 2102-01 2005/2006/I 3.97

My rating went down after

implemented elearning

intensively

SPT 3112-01 2005/2006/I 4.34

SPT 3112-02 2005/2006/I 4.47

SPM 3112-01 2005/2006/II 4.29

SPM 1012-01 2006/2007/I 4.80

I tried to make the use of

elearning as feasible as

possible and encourage

students to download

teaching materials from the

website

SPM 2322-02 2006/2007/I 4.83

SPM 2322-02 2006/2007/I 4.62

SPM 2102-01 2006/2007/I 4.75

SPM 2102-01 2006/2007/II 4.57

SPM 3112-02 2006/2007/II 4.58

SPM 2322-01 2007/2008/I 4.37

SPM 2322-03 2007/2008/II 4.71

SPM 2322-04 2007/2008/II 4.74

SPM 3112-03 2007/2008/II 4.66

SPM 3112-04 2007/2008/II 4.71

MPT1193 2013/2014/II 4.91

After completed my PhD,

these were my teaching

evaluation results which

were all from postgraduate

courses.

MPPP1303 2015/2016/I 4.84

MPPP1353 2015/2016/II 5.00

MPPP1323 2015/2016/II 4.56

MPPP1223 2016/2017/I 4.95

MPPP1303 2016/2017/II 4.90

MPPP1223 2016/2017/II 4.45

MPPP1413 2016/2017/II 4.76

Some student’s comments and feedbacks that go with the ratings are provided in

Appendix VIII.

8. Product of Teaching

I took initiative to develop module for Programming Language II so that the students can

use it on their learning. For me, producing notes and module for the students, give me a

personal satisfaction.

9. Teaching Goals

My short term goals will be to update my learning module for programming Language II

(SPM 3112). I will also want to improve my rapport with my students. I believe a good

rapport help to produce good teaching. I plan to apply andragogy for final year students.

A long term goal would be to increase research activities in the area of teaching and

learning.

APPENDIX I

List of the courses (2001-2017)

Semester Sem Subject

Code

Subject Credit

Hour

Total

2016/2017 2 MPPP1413 User Interaction in New

Media

3 3

2016/2017 2 MPPP1223 Authoring System 3 6

2016/2017 1 MPU0020,

PPU0020,

MPPU1060,

MPPU1074

Research Methods in

Education

0 6

2016/2017 1 MPPP1303 Digital Learning Object 3 9

2016/2017 1 MPPP1223 Authoring System 3 12

2016/2017 1 MPU0020,

PPU0020,

MPPU1060,

MPPU1074

Research Methods in

Education

0 12

2015/2016 2 MPPP1323 System Development 3 15

2015/2016 2 MPPP1353 Management of Computer

Networking and

Telecommunication

3 18

2015/2016 1 MPU0020,

PPU0020,

MPPU1060,

MPPU1074

Research Methods in

Education

0 18

2015/2016 1 MPPP1303 Digital Learning Object 3 21

2013/2014 2 MPT1193 Authoring System 3 24

2013/2014 2 MPT1173 Management of Information

System and Educational

Materials

3 27

2013/2014 2 SPM1012-

01

Telecommunication and

Networking

2 29

2012/2013 2 SPM 4712-

05

Teaching Methods in

Computer Science

2 31

2012/2013 2 SPM 4712-

03

Teaching Methods in

Computer Science

2 33

2008/2009 1 MPT 1193 Authoring System 3 36

2008/2009 1 SPM 4342 Web-based Multimedia

Development

2 38

2008/2009 1 SPM 2322 Authoring Language 2 40

2007/2008 2 LPA 1002 Micro Teaching 2 42

2007/2008 2 LPM 1443 ICT in Education 3 45

2007/2008 2 SPM 3112 Programming Language II 2 57




2006/2007 2 MPT 1293

CDROM-based Multimedia

Development

3 57

2006/2007 2 SPM 2102 Programming Language I 2 59

2006/2007 2 SPM 3112-

02 Programming Language II

2 61

2006/2007 2 SPM 3112-

03 Programming Language II

2 63


2006/2007 1 SPM 1012-

01


Networking

2 68

2006/2007 1 SPM 1012-

02


Networking

2 69

2006/2007 1 SPM 2322-

02 Authoring Language

2 71

2006/2007 1 SPM 2322-

03 Authoring Language

2 73

2005/2006 2 MPT 1203

Media and Technology

Design

3 76

2005/2006 2 SPM 1012


Networking

2 78


2005/2006 2 SPM 3122 Programming Language III 2 82

2005/2006 1 MPT 1183

Teaching Materials

Production

3 85



2005/2006 1 SPT 4432

CDROM-based Multimedia

Development

2 91

2005/2006 1 SPM 1012


Networking (Lab 01)

1 92

2005/2006 1 SPM 1012


Networking (Lab 02)

1 93


2004/2005 2 SPT 3112 Programming Language II 2 97

2004/2005 2 SPT 5712

Teaching Methods in

Computer Science

2 99

2004/2005 1 MPT 1203

Media and Technology

Design

3 102


2004/2005 1 SPT 3122 Programming Language III 2 106

2004/2005 1 SPM 3302

Graphics and Animation

Technology

2 108

2002/2003 1 SPT 3632 Multimedia Technology 2 111

2002/2003 1 SPT 4102 Multimedia in Education 2 113

2002/2003 1 SPT 4182

Teaching Methods in

Computer Science

2 115

2001/2002 2 SPT 1012

Information Technology in

Education

2 117

2001/2002 2 SPT 2222

Instructional Design &

Software Development

2 119

2001/2002 2 SPT 4182

Teaching Methods in

Computer Science

2 121

2001/2002 1 SPT 1002 Computer Literacy 2 123

2001/2002 1 SPT 3602

Authoring and Programming

Language

2 125

2001/2002 1 SPT 4232 Multimedia Development 2 127

APPENDIX II

Program coordinator appointment letter

APPENDIX III

List of PSM Students and Projects

No Name Project

1 Ajura Abd Rahman Pembinaan Perisian Pembelajaran Berbantukan

Komputer (PBK) Bagi Matapelajaran Matematik

Tingkatan Satu Bertajuk Nombor Perpuluhan

2 Siti Sarah Md Ramli Pembinaan Perisian Pembelajaran Berbantukan

Komputer (PBK) Bagi Tajuk Integer Matematik

Tingkatan Satu

3 Wan Ahmad Syawal Wan Sagar Pembinaan Perisian Pembelajaran Berbantukan

Komputer (PBK) Dalam Tajuk Pecahan Bagi Mata

Pelajaran Matematik KBSM Tingkatan Satu

4 Hong Wei-Han Pembangunan Perisian Multimedia Pembelajaran

Bahasa Pengaturcaraan I: Struktur Pengulangan

5 Theng Siew Ling Pembangunan Perisian Multimedia Pembelajaran

Bahasa Pengaturcaraan II: Struktur Kawalan Pilihan

6 Yeap Soo Yin Pembangunan Perisian Pembelajaran Berbantukan

Komputer (PBK) Bagi Tajuk Pengenalan Kepada

Pengaturcaraan Visual Basic

7 Kok See Mai Pembinaan Perisian Pembelajaran Berbantukan

Komputer (PBK) Bagi Tajuk Asas Bahasa C++

Lim Wee Sin

Pembangunan Pembelajaran Berbantukan Komputer

(PBK) Bagi Tajuk Penyelesaian Masalah Untuk mata

Pelajaran Pengaturcaraan C++

8 Nurul Hakimah Bt Embong Kajian Tinjauan Penerapan Kemahiran Generik

Melalui Penggunaan E-Pembelajaran Di Kalangan

Pelajar Tahun Akhir JMP, UTM

9 Phang Lee Choo Pembangunan Laman Web Bagi Konsep Asas

Pengaturcaraan Menggunakan Strategi PBL

10 Siti Nurwaheedah Bt Md Noor Pembangunan Perisian Multimedia Berbantukan

Komputer Bagi Topik Asas Kawalan Pengaturcaraan

Visual Berasaskan Penggunaan Animasi Flash

11 Janathirni A/P Krishnan Faktor-Faktor Yang Mempengaruhi Penggunaan E-

Pembelajaran: Satu Kajian Kes Di Kalangan Pelajar

Tahun Akhir

12 Nooreen Mohd Esam Tahap Kesediaan Kemahiran Generik Pelajar Tahun

Akhir Yang Mengambil Matapelajaran Fizik (SPF,

SPM, Spn dan SPP) Di FP, UTM

13 Marline Yusuf Mengkaji Hubungan Di Antara Kemahrian Generik

Dengan Pencapaian Akademik Pelajar Tahun Akhir

Yang Mengambil Matapelajaran Fizik (SPF, SPM,

Spn dan SPP) Di FP, UTM

14 Nurul Ain Mohd Din Pembangunan Perisian Multimedia Berbantukan

Komputer Bagi Eksperimen Kimia Tingkatan Lima:

Tindak Balas Penyesaran

15 Roslina Hassan Pembangunan Perisian Multimedia Berbantukan

Komputer Berasaskan Pendekatan Induktif Bagi

Tajuk Struktur Pengulangan Bahasa Pengaturcaraan

16 Hawari b. Hasmi Persepsi Pelajar Tahun Akhir SPH Terhadap Faktor

Penggunaan E-Pembelajaran Dalam Pembelajaran Di

FP, UTM

17 Mohd Yusri b. Yahya Ariff Kajian Penggunaan E-Pembelajaran Pelajar Tahun

Akhir SPH Di FP, UTM

18 Anili Fasha Mahadi Tahap Penggunaan Forum E-Pembelajaran Di

Kalangan Pelajar Tahun Akhir JMP, FP, UTM

19 Nurul Azilah Ibrahim Faktor-Faktor Yang Mempengaruhi Pencapaian

Matapelajaran Analisis Nyata Pelajar Tahun Akhir

SPT dan SPM FP, UTM

20 Elinashakila Mazlan Pembangunan Laman Web Pembelajaran

Pengaturcaraan Komputer Dalam Konteks C++

Menggunakan Strategi Penyelesaian Masalah

21 Intan Marlini Suhaimin Pembangunan Sistem Pengurusan Maklumat Pelajar

22 Siow Ching Yen Development Of A CD-ROM Based Learning

Courseware For Physics Form 4, Chapter 5 Light By

Using Tutorial Strategy

23 Noraini Mohd Zain Mengkaji Gaya Pembelajaran dan Hubungannya

Dengan Pencapaian Akademik Pelajar Tahun Empat,

Fakulti Pendidikan, UTM

24 Noor Azizah Abd Rahman Pembangunan Perisian Multimedia Berbantukan

Komputer Berasaskan Simulasi Bagi Eksperimen

Kimia Tingkatan Lima: Kadar Tindak Balas

25 Mohd Hazli Sani Pembangunan Laman Web Bagi Tajuk “The

Structure Of The Atom” Untuk Matapelajaran Kimia

Tingkatan Empat (KBSM) Dengan Menggunakan

Animasi Berkomputer

26 Mohd Muslim Abd Jalil Pembangunan Laman Web Bertajuk Garam Bagi

Subjek Kimia Tingkatan Empat Menggunakan Teori

Konstruktivisme

27 Chang Guek Ngo Kajian Pencapaian Matematik Pelajar Tahun akhir

(4SPM1, 4SPM2, 4SPT, 4SPt (PKPG)) Dan Gaya

Pembelajaran Bagi Modaliti Visual, Auditori Dan

Kinestetik Di FP, UTM

28 Chandrathevy A/P Kuppusamy Hubungan Sikap (Komitmen, Emosi, Berwawasan)

Dengan Pencapaian Akademik Pelajar PKPG

(SPT,SPN,SPH) Tahun Akhir FP

APPENDIX IV

List of students of teaching practicum

SESI 2006/2007 SESI 2005/2006

SEK. MEN. KEB PASIR GUDANG (1) SEK. MEN. KEB PASIR GUDANG (1)

1. Siti Fatimah Bt Mohd Ali 1. Siti Kamariyah Bt Kamaruddin

2. Hasriani Bt Asri Atjeng 2. Mohd Aiman Nazmi B Mohamed

SEK. MEN. KEB PASIR GUDANG (2) SEK. MEN. KEB PASIR GUDANG (2)

1. Che Mohd Norazizul B Che Nudin 1. Ling Ik Hie

2. Nornajidah A. Rahman 2. Siti Nur Bt Othman

SEK. MEN. KEB DATO PENGGAWA TIMUR SMK PASIR PUTIH

1. Komala A/P Kumarasamy 1. Mariam Bt Mohamed

2. Shamlah A/P Visfalingam 2. Norhayati Bt Mohamad Noor

SEK. MEN. KEB PERMAS JAYA

1. Ling Yin Yin

SESI 2004/2005 SESI 2002/2003

SEK. MEN. KEB ST JOSEPH SEK. MEN. KEB PERMAS JAYA

1. Siti Zubaidah 1. Wong Siew Ying

2. Alya Hanna Bt Mahmud Pathi

3. Siti Zuliana Bt Abdul Hamid

SEK. MEN. KEB MAJIDI BARU 4. Lee Chee Hong

1. Muhamad Hafiz B Ramli SEK. MEN. KEB DATO PENGGAWA TIMUR

2. Annie Suziana Bt Kamaruddin

1. Nor Fatimah bt Daud Deo

SEK. MEN. KEB SERI TEBRAU 2. Mohamad Amir B Samsudin

3. Deva Nanthini A/P Sinniah

1. Mohamad Zaki B Mohamad Zaid 4. Komathy A/P Veerasinghan

2. Suryani Bt Adam

SEK. MEN. KEB BANDAR SERI ALAM

1. Robia' Tul A Dawiyah Bt Zainuddin

2. Khu Shin Hui

APPENDIX V An example of course handout

Jabatan Multimedia Pendidikan Fakulti Pendidikan Universiti Teknologi Malaysia Skudai Johor Homepage Fakulti : http:\\www.fp.utm.my

Homepage elearning : http:\\elearning.utm.my

NAME OF SUBJECT : PROGRAMMING LANGUAGE II

CODE OF SUBJECT : SPM 3112 CREDIT : 02

SESSION : SEMESTER II 2006/2007

LECTURERS :

NAME : EN. MOHD NIHRA HARUZUAN MOHAMAD SAID

ROOM NO : C15-310

TEL : 07-5534378 EMAIL : [email protected] / [email protected]

NAME : PN. NORASYIKIN BTE MOHD ZAID

ROOM NO : C13- TEL : 07-5534592

EMAIL : [email protected] / [email protected]

NAME : EN. AHMAD MUHAIMIN MOHAMAD

(SPACE) ROOM NO : XC2-430

TEL : 019-9679043

EMAIL : [email protected]

SYNOPSIS:

This course introduces students to the aspect of visual programming. It will emphasize on

the event-driven programming paradigm starting with the exposure of procedural

paradigm, followed by object-oriented and event-driven paradigm. The design of interface development such as the usage of visual control tools and form are integrate in the

implementation of programming techniques (such as variable and basic operators, selection and looping, functions and array). At the end of the course, the students should be able to

apply the knowledge and skill of visual programming by developing a small application for teaching and learning purposes. This course is also a pre-requisite of CD-ROM based

multimedia development course.

An example of course handout

http://www.fp.utm.my/

http://www.fp.utm.my/

LEARNING OUTCOMES:

At the end of the course, students should be able to

Describe the basics concept of programming paradigm (procedural, object-

oriented, event-driven and visual programming).

Identify the programming paradigm based on program.

Apply the fundamental of Visual Basic programming (such as variable and basic

operators, selection and looping, functions and array) in building Visual Basic program.

Produce a small application of visual basic programming for teaching and learning

purposes.

WEEKLY SCHEDULE:

Meeting

Topics Responsibility

1

Introduction: Course and syllabus explanation

Mode of Teaching & Learning

Lecturer’s & student’s responsibilities

Assignments & Elearning

Group formation

Preparation for next week activity

Lecturer

2

Introduction to programming paradigm:

Procedural programming

Object-oriented programming

Event-driven programming

Visual programming

Class Activity:

Co-Operative Presentation

Moderator: Lecturer

Presenter:

Students

3

Introduction to Visual Basic: Visual Basic components

Basic VB program

Assignment 1 (10%)

Lecturer

4

Visual Basic Objects-Part 1:

buttons, label, textbox, picturebox & image,

frame, option button and Checkbox

Lecturer

5

Visual Basic Objects-Part 2: combobox, listbox, message box, input box and

menus

Lecturer

6

Visual Basic Programming-Part 1:

Variables and constants

VB operators

Preparation for next week activity

Lecturer


Quiz 1 (5%)

7

Visual Basic Programming-Part 2:

Selection (If-Then, If-else-then & Select case)

Looping (While, do-while & for)

Class Activity:

Co-Operative Presentation

Moderator:

Lecturer

Presenter:

Students

Semester Break

9

Procedures and Functions-Part 1: General Procedure

Event Procedure

Submit Assignment 1 Test (15%)

Lecturer

10

Procedures and Functions-Part 2: Functions

Built-in Functions

Assignment 2 (15%)

Lecturer

11

Event-driven in Visual Basic: click

mouse states

drag & drop

key press

Lecturer

12

Assignment 1 Presentation (5%)

Moderator: Lecturer

Presenter:

Students

13

Array - Part 1:

Array in VB

Array declaration

LBound & UBound

Option Base

Quiz 2 (5%)

Lecturer

14

Array - Part 2: Control Array

Two-dimensional Array

Submit Assignment 2

Lecturer


15

Assigment 2 Presentation (5%)

Moderator: Lecturer

Presenter: Students

ASSESSMENT:

Students will be assessed based on the following criterion:

Type Status Percentage (%)

Class Activity (co-operative &

elearning)

Individual 5%

Quiz 1 & 2 Individual 10%

Test Individual 15%

Assignment I Group (4 students) 10%

Assignment II Group (4 students) 15%

Presentation Group (4 students) 5%

Final Exam Individual 40%

Total 100%

Lecturer has the right to make any immediate amendment in order to fulfill course requirements.

ACTIVITIES & ASSIGMENTS:

Activities and assignments will be announced later in the class.

REFERENCES:

Harold J. R. (2001). Logic and Structured Design for Computer Programmers. 3rd edition. USA:

Cole Publishers

Boutquin, P., Poremsky, D. and Slovak, K. (2000). Beginning Visual Basic 6 Application Development. US: Wrox Press Ltd Deitel, H.M., Deitel, P. J. & Nieto, T. R. (1999). Visual basic 6: how to program, New Jersey. :

Prentice Hall

Halvorson, M. (1998). Microsoft Visual Basic 6.0 Professional: Step-by-Step. USA: Microsoft Press Kerman, Mitchell C. & Brown, Ronald L. (2000) Computer programming fundamentals with applications in Visual Basic (R) 6.0. USA: Addison-Wesley

P.Sellappan (2001) , Visual Basic 6 & Internet , Malaysia : Sejana Publishing


APPENDIX VI An example of course assignment

COURSEWORK

PROGRAMMING LANGUAGE II

SPM 3112

1. Individual (10%)

Produce one feasibility report based on the following list:

Converter

Group 1 Currency

Group 2 Length

Group 3 Weight

Group 4 Volume

Group 5 Area

Group 6 Temperature

Group 7 Pressure

Group 8 Force

Group 9 Density

Group 10 Power

Group 11 Scientific calculator

Group 12 Drawing program

Group 13 Glossary (index)

Group 14 World Clock

Group 15 Simulation

Your report must include:

A. Two sample programs

B. Two sample outputs C. Details explanation of program information in terms of

i. Input ii. Process

iii. Output

D. Your recommendation or suggestion (you may produce new program based on the sample programs)

Submission:

Not more than 10 pages (not including sample and output)

Hard copy and soft copy

Soft copy via elearning

Due date week 10

An example of course assignment

2. Team (15%)

Produce one small application for teaching and learning based on the list given. The team must

demonstrate knowledge and skill in Visual Basic programming in developing the application.

The application must include:

A. The use of control structures i. Selection

ii. Looping B. Procedures

i. Events

ii. Function C. Arrays

Submission:

Final report (code and reference) (hard copy)

Program (soft copy)

Soft copy via elearning

Due date week 14

An example of course assignment

APPENDIX VII List of attended seminar, conferences and workshop

1. Kursus Pendekatan dan Kaedah Pengajaran Berkesan, 29-30 Mac 2001, UTM.

2. Kursus Kaedah Penyelidikan UTM, 23 April hingga 4 Mei 2001, UTM.

3. Kursus Pembinaan dan Penilaian Item Ujian/Soalan Peperiksaan, 30 Mei 2001, UTM.

4. Kursus Pengurusan dan Penasihatan Akademik, 21-22 Jun 2001, Skudai.

5. Kursus Induksi, 15 Oktober – 2 November 2001, UTM.

6. Kursus Programming C++, 8-9 Mei 2002, UTM

7. Bengkel Teaching Portfolio, 1-2 Jun 2004, UTM.

8. Seminar Peningkatan Kemahran Pengajaran Untuk Pelajar Program SPACE, 20 Mei

2005, UTM.

9. Enhancing English Proficiency In Teaching Of Science And Technology Program –

Part 1, 14-15 Jun 2005, Fakulti Pendidikan, UTM Skudai.

10. Enhancing English Proficiency In Teaching Of Science And Technology Program –

Part 2, 7-9 Mac 2006, Fakulti Pendidikan, UTM Skudai.

11. Kursus “English Proficiency Program”-Part 3, 20-22 Disember 2006, Fakulti

Pendidikan, UTM Skudai.

12. Bengkel “Mobile Communication dan Virtual Reality for learning”, 24 April 2006,

UTM

13. Malaysian Science and Technology Congress 2005, 18-20 April 2005, KL.

14. The International Symposium on E-Learning, 25-26 July 20005, Sabah.

15. Konvensyen Teknologi Pendidikan, 8-11 September 2006, Langkawi.

APPENDIX VIII

Some positive comments reported by the students:

En Nihra makes use understand the content very well. During classes, he

encourages discussion, critical thinking, and he has imparted sufficient info.

Excellent way of teaching. He fully utilizes the power of questioning in order to

encourage students to learn visual basic. chayo2!

A good, considerate, helpful and fun lecturer. He knows the content extremely

well and tries to make the course easy, fun and enjoyable.

Very good student-teacher interaction. Lessons are interesting. Thorough

explanation and examples is given for each topic.

Pengajaran yang mantap..contoh banyak..kelas xmengantok..bnyak aktiviti libatkn

plajar..kreatif n menarik..keep up d good work..yeay

Pengajaran en.nihra memang berkesan bagi saya kerana beliau menerapkan unsur-

unsur inkuiri pada pelajar.

Seorang pensyarah yang mengambil berat kebajikan pelajar-pelajarnya,komitment

terhadap tugas dan sentiasa kemas dalam penampilan

Pensyarah sangat pakar dalam bab komputer..Kalau boleh pensyarah yang

mengajar dalam makmal juga mempunyai kepakaran yang sama.

Some negative comments reported by the students:

Penerangan encik kadang2 sangat cepat dan saya tidak sempat untuk menguasai.

Kaedah pengajaran yang menarik..banyak input yang diberi..but, bnyak bertanya

kadang kala buat saya stress. :)

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