NEW ACADEMIA LEARNING INNOVATION

Learning Innovation

Ir Hayati Abdullah, PhDhayatiabdullah@utm.my

Fauzan Khairi Che Harun, PhDfauzan@utm.my

Lim Cheng Siong, PhDlcsiong@utm.my

Faculty of EngineeringUTM Johor Bahru

forSijil Pengajaran Pengajian Tinggi

July - August 2018

DEFINITIONFramework comprising new philosophy

and new approaches towards achieving entrepreneurial academia

NEW ACADEMIA

Source: Prof. Rose Alinda Alias, SPPT 2016 Module 1 – New Academia

NEW ACADEMIA LEARNING INNOVATION MODEL(NALI)

DEFINITION

New Academia Learning Innovation Model isa framework comprising student-centred andblended learning philosophy, multiple learningmodes and materials towards achievingentrepreneurial academia.

Source: Prof. Rose Alinda Alias, SPPT 2016 Module 1 – New Academia

TRANSFORMING STUDENTS LEARNING

Ready or not …The World is Different…Kids are different … Learning is different …And Teaching Must Be Different, too (ISTE, 2000, pp. 1-2)

NEW ACADEMIA FRAMEWORK

2 elements under NALI:

o Learning Mode(Pedagogy/Andragogy)o Learning Materials (Digital Resources)

NEW ACADEMIA LEARNING INNOVATION MODEL(NALI)

NEW ACADEMIA LEARNING INNOVATION (NALI) GUIDEBOOK 1st EDITION

LAUNCHED 20th SEPTEMBER 2016

LEARNING MODE (PEDAGOGY/ANDRAGOGY)

Ø Case Study Teaching (CS) - Using either Harvard Business Case Study, Engineering Case Study or other case study related to the field of study in getting students engage actively in the learning process

Ø Project Oriented and Problem Based Learning – Using Problem to drive learning with prerequisites of Active Learning and Cooperative Learning

Ø Scenario Based Learning – Learning process that developed through discussion on certain scenario based on real world situations or events

Ø Peer Instruction – Utilising concept of Flip Classroom, Just in Time Teaching, Concept Tests, Assessment in class voting system (clickers)

Ø Service/Community Based Learning – Learning through engagement of students in addressing or solving selected community issues or problems related to field of study

Ø Conceive, Design, Implement, Operate (CDIO) – Delivering Engineering Programme using Concieve, Design, Implement and Operate approach based on the principle that product, process, and system lifecycle development and deployment are the context for engineering education

Ø Job Creation – Experiential Learning that intends to develop student entrepreneurial mindset and skills through actual experience of forming company, preparing and bidding proposal and project delivery and financial management

Ø HIEPs – High Impact Educational Practices (FYE, Global Learning, Capstone Project/Integrated Design Project, Empirical Research)

LEARNING MATERIALS (DIGITAL RESOURCES)Ø Blended Learning – Blending between Face to Face teaching in class with

active involvement online, web-based technology in teaching & learningØ Open Course Wares (OCW) – Utilising available resources (notes, slides,

videos, simulation, assignments) available on the internet for teaching purposes

Ø MOOCs – Massive online Open Courseware; utilising common materials online for large audiences

Ø Student to Student Edutainment – Learning experiences through involvement of student preparing education-entertainment concept video or Apps to be shared with other students

Ø Video of exemplary professionalsØ UTM e-LearningØ MIT BLOSSOMS (Blended Learning Open Source Science or Mathematics

Studies) – MIT based blended online teaching for teaching Sciences and Mathematics

Ø STEMazing Project

Learning Outcomes

• Compare and contrast various NALI teaching methods• Identify the key learning principles that underpin the

use of active and experiential learning methods • Plan a lesson using appropriate active learning methods

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ContentTime Agenda8.30 am – 8.45 am Introduction to NALI Model8.45 am – 9.30 am The Learning Process9.30 am – 11.00 am Active & Experiential Learning11.00 am – 11.30 am Break11.30 am – 12.00 pm Cooperative Learning12.00 pm – 1.00 pm Team-Based Activity1.00 pm – 2.00 pm Lunch Break2.00 pm – 3.30 pm Catapult Challenge3.30 pm – 4.30 pm CDIO & Integrated Design Project4.30 pm – 5.00 pm Thinking Tools

Activities

• Clickers

Question• Sin θ = ?

A. a/bB. b/aC. a/hD. b/h

http://www.ucmas.ca/

Question 1• Memory is mostly affected by:

A. AgeB. Stress and depressionC. Overall brain health and geneticsD. Diet

Von Restorff Effect Test

Question 2• At least one correct answer: Duck, chicken

A. YesB. No

Question 3• At least one correct answer: Turkey, parrot

A. YesB. No

Question 4• At least one correct answer: Peacock, eagle

A. YesB. No

Question 5• At least one correct answer: Frog, rabbit

A. YesB. No

Question 6• At least one correct answer: Kangaroo, Ferrari

A. YesB. No

Question 7• At least one correct answer: Tiger, lion.

A. YesB. No

Question 8• At least one correct answer: Elephant, zebra

A. YesB. No

Question 9• At least one correct answer: Giraffe, monkey

A. YesB. No

Physiological Effect

Retention

What is Active Learning ?

Michael Prince explains, “Active learning is generally defined as any instructional method that engages students in the learning process. In short, active learning requires students to do meaningful learning activities and think about what they are doing” (Prince, 2004)

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Experiential Learning• “Learning is the process whereby knowledge is

created through the transformation of experience” (Kolb, 1984, p. 38)

• Kolb's experiential learning theory is represented by a four-stage continuous learning cycle

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• Experiential learning is a method of educating through ‘real world’ learning tasks such as:– Simulations – Problem solving through case studies – Project/Problem-based learning (PoPBL/PBL)

activities– Any activity that essentially models what would be

done in the real work scenario– may include internships, field work, field research,

community and service-learning projects

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Active Learning Planning

When planning and presenting active learning strategies to your students, make sure to consider four elements:

• the goal of the activity• the outcomes you expect of students• the procedure they should follow• and the time limit for the activity

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Active Learning Tips• Be creative! Invent new strategies and adapt existing ones to

your needs.• Start small and be brief.• Develop a plan for an active learning activity, try it out, collect

feedback, then modify and try it again.• Start early in the course and stick with it. Students will come

to expect active learning and perform better.• Be explicit with students about why you are doing this and

what you know about the learning process.

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5-Step Model for Active Learning To develop a culture of involvement by engaging students in thinking & learning

(Listen, Read, Write, Discuss and Solve problems)

IntroductionSTEP 1

Introduction

q Preview based onLearning OutcomesFAQ Session

STEP 2First

Delivery Involvement

STEP 3Active

Involvement

STEP 4SecondDelivery

STEP 5Closure

q Reflection/Conclusionq 2B Paper

q 2nd short lectureq 1st short lecture q Small groupactivity session

A Plan for 5-Step Model for Active Learning

Time Topic Lecturer’s Activities

Student’s Activities

Learning Outcome Addressed

Assessment

Week4

Topic 2

Give Short LecturesPrepare Active Learning Problem

Think-pair-sharePair with a partnerDiscuss ideas on strategies to solve problemUse problem solving technique to give response on the solution

Ability to identify the state of pure substances on property diagrams and analyze phase change process

Empty OutlinesAssignment 2

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Cooperative LearningTo develop

• teamwork skills• a culture of lifelong learning• oral & written communication skills• and inculcate creative & critical thinking skills

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Cooperative Learning (CL)

ØInformal CL

ØFormal CL

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Cooperative Learning (CL)Informal CL

• incorporates group learning with small groups throughout thelesson or by discussion at the end of a lesson

• typically involves groups of two (e.g. think-pair-share, conceptquestions and Three-Step Interview)

• These groups are often temporary and can change from lesson tolesson

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Informal CLThink-Pair-Share

• A strategy designed to encourage ahigh degree of pupil response and canhelp keep students on task

• Easy to use in large classes• Helps students develop conceptual

understanding of a topic, develop theability to filter information and drawconclusions, and develop the ability toconsider other points of view

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Informal CLUsing Think-Pair-Share

• With students seated in teams of 4, have them number them from 1 to 4• Announce a discussion topic or problem to solve• Give students a few minutes of ‘think time’ to THINK & WRITE their own

answer• Using student numbers, announce discussion partners. (Example: For this

discussion, Student #1 and #2 will be partners – Be sure to switch thediscussion partners frequently)

• Ask students to PAIR with their partner to discuss the topic or solution• Randomly call on a few students to SHARE their ideas with the class.

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Informal CLThree-Step Interview

To engage students in conversation for the purpose of analyzingand synthesizing new informationHelps students personalize their learning and listen to andappreciate the ideas and thinking of othersActive listening and paraphrasing by the interviewer develops

understanding and empathy for the thinking of the interviewee

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Informal CLUsing the Three-Step Interview

Ø Students work in pairs. One is the interviewer, the other is theinterviewee

Ø The interviewer listens actively to the comments and thoughts ofthe interviewee, paraphrasing key points and significant details

Ø Student pairs reverse roles, repeating the interview processØ Each pair then joins another pair to form groups of four. Students

introduce their pair partner and discuss the different componentsof the given topic or problem

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Informal CLNumbered Heads Together

Promotes discussion and accountability (individual and group)Beneficial for reviewing & integrating subject matterStudents are placed in groups of 4 and each person is given a number (one to four)The lecturer poses a question and students "put their heads together" to figure out the answerThe lecturer calls a random number and the students with that number raise their hands, and when called on, the student give the respond for his/her team

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Informal CLConcept Questions

• A strategy designed to increase student understandingof fundamental concepts

• Easy to use in large classes

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Informal CLConcept QuestionMetals expand when heated. If a sheet of metal containing a circular hole is heated will the diameter of the hole:A. increaseB. decreaseC. remain the same

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Peer Instruction

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Peer Instruction

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Concept

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Cooperative Learning (CL)Formal CL

• is structured, facilitated, and monitored overtime and is used to achieve team goals

• T&L strategies includeo jigsaw techniqueso case studieso Problem Based Learningo Project Based Learning

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Formal CLUsing Jigsaw Technique

Each student receives a portion/part of the materials to be learnedStudents leave their “Base" groups and meet in “Specialist" groupsSpecialists groups discuss the material and brainstorm ways in which to present their understandings to the other members of their “Base” groupThe specialists return to their “Base” groups to teach their portion/part of the materials and to learn from the other members of their “Base” groupThe “Base” group uses their knowledge to solve the assigned problem/issues

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CASE STUDY*

*Slide courtesy from : Assoc. Prof. Dr. Yeo Kee Jiar

What is a case study?*qIs a creative preoccupation of creative mindsqDiscussion based, teacher as a facilitatorqStudents responsible for their own learningqNo “right answer”, no “appropriate solutions”

in a case study qPuts a premium on skill in discussion,

persuasion, willingness to experiment with ideas and solutions

*Slide courtesy from : Assoc. Prof. Dr. Yeo Kee Jiar

Case study session outline*• Prior to session :

• Student given case in advance for reading / preparation

• During session: • Small group discussions among students• Plenary session or actual case discussion,

facilitated by the teacher• Reaching conclusions or closure (in class or

in a written assignment)

*Slide courtesy from : Assoc. Prof. Dr. Yeo Kee Jiar

An instructional student-centered approachwhich uses carefully constructed problems as acontext for students to:

• define their learning needs• conduct self-directed enquiry• integrate theory and practice• apply knowledge and skills to develop a

solution to a defined problem.

PROBLEM-BASED Learning*

*Slide courtesy from : Assoc. Prof. Dr. Yeo Kee Jiar

PROBLEM SOLVING PROBLEM-BASED LEARNING

Educational strategy

Traditional discipline-based

Integrated systems-based

Main characteristicsThe focus is on preparatory learning prior to exposure to the problem.

The staff set the problems (case history problems in a primarily lecture- based format), and students attempt to resolve them using previously taught curricular content.

The problem comes first without advance readings, lectures, or preparation.

The problem serves as a stimulus for the need to know.

Based on their own prior knowledge and the identified gaps in that knowledge, students determine the learning issues within their own group. They then identify and use a variety of learning resources to study these issues and return to the group to discuss and share what they have learned.

*Slide courtesy from : Assoc. Prof. Dr. Yeo Kee Jiar

The PBL process is tightly structured andcontains a number of key steps

The PBL tutorial:• Typically consists of a small number of

students (ideally between 6-10)

• Is facilitated by one or more faculty tutorswho guide the process withoutcontributing directly to the solution of theproblem or being the primary source ofinformation

• Meeting two times a week for two or threehours per session

• Completing a case in two or threesessions

Key steps in the PBL tutorial process

1. Case presentation2. Identifying key

information3. Generating and

ranking hypotheses4. Generating an enquiry

strategy5. Defining learning

objectives6. Reporting back7. Integrating new

knowledge

THE PBL TUTORIAL PROCESS**Slide courtesy from : Assoc. Prof. Dr. Yeo Kee Jiar

*Slide courtesy from : Assoc. Prof. Dr. Yeo Kee Jiar

Aditomo, Goodyear, Bliuc and Ellis (2011): (1)Project-based starts with clear specification

of an end-product that is usually tangible; (2) In working to produce the desired product,

students encounter ‘mini-problems’ which need to be solved; and

(3) Emphasis is on the product of the activity, the main purpose is to practice applying knowledge.

PROJECT-BASED Learning*

*Slide courtesy from : Assoc. Prof. Dr. Yeo Kee Jiar

What is Problem-Based Learning?*

As distinguished from Project-Based Learning:

Problem-Based

Product emphasis

Process emphasis

Project-Based

*Slide courtesy from : Assoc. Prof. Dr. Yeo Kee Jiar

*Slide courtesy from : Assoc. Prof. Dr. Yeo Kee Jiar

Pencil Catapult Challenge

From the given materials, your team is required to build a catapult. You need to launch a table tennis ball to a given target.

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Peer Rating

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www.teamxplore.com/mypeerUsername: Staff IDPassword: Staff ID

Name(Y = 10%) Vote

1Vote

2Vote

3Vote

4Individual Average, Ai

TeamAverage, Ateam

Factor ,f = (Ai/Ateam)

Marks, M= f x Y

Ali 8 9 10 10 9.25 8.44 1.05 10.5

Low Lili 10 10 8 9 9.25 8.44 1.05 10.5

Siti 10 7 7 9 8.25 8.44 0.98 9.8

Jack 9 6 7 6 7 8.44 0.83 8.3

Example of Autorating

CDIO

• CDIO: Conceive — Design — Implement —Operate.

• It was conceived at the Massachusetts Institute of Technology in the late 1990s.

• MIT and three Swedish universities formally founded the CDIO Initiative => cdio.org

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CDIO

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http://cdio.org/

CDIO

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STANDARD DESCRIPTION1 CDIO as Context2 CDIO Syllabus Outcomes3 Integrated Curriculum4 Introduction to Engineering5 Design-Build Experiences6 CDIO Workspaces7 Integrated Learning Experiences8 Active Learning9 Enhancement of Faculty CDIO Skills

10 Enhancement of Faculty Teaching Skills

11 CDIO Skills Assessment12 CDIO Program Evaluation

CDIO

• CDIO is an educational framework for producing the next generation of engineers.

• Complementing to OBE • Example of implementation for SKEM:

– Performed CDIO analysis for SKEM program– Introduction for IO in Intro2EE for 1st year SKEM

students– Missing knowledge in C-D-I-O is covered before

the students can implement capstone project72

Design & Build

• Mini project in Introduction to Engineering (1st

year)• The basic design is provided and the students

are required to perform some upgrading or add-on.

• Example: Intro2EE for SKEM program, FKE

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Design & Build

• Sample video

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Design & Build

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Integrated Design Project

• Integrated design project (IDP) is also known as capstone project

• IDP is a final year engineering design project.• Can be introduced in 3rd or final year as 1- or

2-semester project• Required by Engineering

Accreditation Council (EAC) for engineering program.

76Source: myemail.constantcontact.com

Integrated Design Project

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Integrated Design Project

• Design (integrated/capstone) project1. Industry, research or community based project2. Project management 3. Prototype4. Design thinking 5. Multidisciplinary

78Source: myemail.constantcontact.com

Capstone Project FKE

• IDEO design video• Capstone Project SKEM 2015 (Since 2013)• Capstone project FKE 2016 onward

– SKEM, SKEE, SKEL• Electrical Engineering Capstone Showcase

(EECS) 2017

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Capstone Project FKE

Intelligent Shopping Trolley

Assistive Devices for Physically

Challenge

Capstone Project: Conceive

Capstone Project: Conceive

Capstone Project: Design

Video 1

Video 2

Capstone Project: Implement

Capstone Project: Operate

Capstone Project

EECS 2017

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Design Thinking Framework

Conc

eive C De

sign

D

Impl

emen

t

I Oper

ate

O

Understand

Empathize

Define

Create

Ideate

Deliver

Prototype

Test

Engineering Design

Capstone Project FKE

Ahmad, M. N. Capstone Project Design for SKEM and SKEI. Presentation Slide. Universiti Teknologi Malaysia; 2015.

Design Thinking (C-D)

Build (D-I)

Conceptual Prototype

• Project management• Assembling• Programming

User’s Need

Working Prototype

Project Intent

Test & Documentation (I-O)

• Report writing• Oral presentation

• Testing• Fine tuning

4 weeks

4 weeks

4 weeks

Survey, interview, design statement, design concept, prototype

Hardware and software development

Capstone Project FKE

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Capstone Project FKE

Design Thinking

• Video: ABC Nightline - IDEO Shopping Cart• Design Thinking Bootcamp at Genovasi, 2-4

July, 2013.

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Design Thinking

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Design Thinking

“Design thinking is a human-centered approach to innovation that draws from the designer's toolkit to integrate the needs of

people, the possibilities of technology, and the requirements for business success.”

(Tim Brown, president and CEO, IDEO)

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Design Thinking

94Ahmad, M. N. Capstone Project Design for SKEM and SKEI. Presentation Slide. Universiti Teknologi Malaysia; 2015.

SCL Spaces

• Centre for Student Innovation (CSI)

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SCL Spaces

• FKE, P10

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SCL Spaces- FBME

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Thinking Techniques and Tools

Thinking Techniques and Tools

• Mind-mapping (A useful all round learning & thinking tool)• Thinking Hats (A thought management tool)• Plus-Minus-Interesting (A simple practical tool for identifying positives, negatives and unsure elements in a situation)• Five W’s & H (A questioning format to promote critical thinking)• Force-Field Analysis (A critical and creative thinking tool for managing change)• Forced Associations (A creative thinking technique to break out of traditional patterns of perception and thinking)• PO (A creative thinking technique)• SCAMPER (A creating thinking tool)• Morphological Matrix (A creative thinking tool for creating multiple combinations)

Mind Mappings

*Image from http://static.learningfundamentals.com.au/

De Bono Six Thinking Hats

Plus Minus Interesting (PMI)

PLUS

MINUS

INTERESTING

What if windows are made out of plastic rather than glass?

5W 1H

Force Field Analysis

Morphological Matrix

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1. Brainstorming2. Focused Listing3. Opening Question4. Introductory Focused

Discussion Pairs5. Cooperative Note Taking Pairs6. Reflection 7. In-Class Teams8. Think-Pair-Share9. Note Checking10. Guided Reciprocal Peer

Questioning11. TAPPS (Thinking Aloud Pair

Problem-Solving)12. Pair Composition

13. Pair Testing14. Individual & Pair Testing15. Question and Answer Pairs16. Read & Explain Pairs17. Turn to Neighbour Summaries18. One-Minute Paper19. One Final Question20. Closure Review Pairs21. Jigsaw Teamwork 22. Learning by Teaching (LdL)23. Scenario-Based Learning24. Problem-Based Learning25. Case Studies26. Role Play & Simulations

Glossary: AL Methods

Assignment

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Assignment

• Plan two lessons using at least one active / experiential / cooperative learning method for each lesson

• Assessment guideline– Planning (4 marks)

• Process and procedure– Suitability of the method (4 marks)

• Suitable in the context of constructive alignment

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Conclusion

Overview and discussion on New Academia

Psychological Effects