If you are, you breathe. If you breathe, you talk. If you talk, you ASK.. If you ask, you THINK. If you think, you SEARCH.. If you search, you EXPERIENCE. If you experience, you LEARN.. If you learn, you GROW. If you grow, you wish. If you wish, you FIND. If you find, you DOUBT.. If you doubt, you QUESTION. If you question, you UNDERSTAND.. If you understand, you KNOW. If you know, you want to know more. And if you want to know more, YOU ARE ALIVE - National Geographic - email: jjnita@salam.uitm.edu.my, drjjlanita@hotmail.com; fsgobe@gmail.com Website: ; HP#:+60193551621 Howard Gardner Copyright DrJJ, ASERG, FSG, UiTM. March 2010 1 MQF LOs Domains MOHE LOs, 2009-KSA i. Knowledge (K) ii. Practical skills (S) iii. Social skills and responsibilities (S) iv. Ethics, professionalism and humanities (A) v. Communication, leadership and team skills (A) vi. Scientific methods, critical thinking and problem solving skills (K) vii. Lifelong learning and information management (A) viii. Entrepreneurship and managerial skills (A) 1. Knowledge (K) 2. Practical Skills (S) 3. Thinking and scientific skills (K) 4. Communication skills (A/S) 5. Social skills, teamwork and responsibility (A/S) 6. Values, ethics, moral and professionalism (A) 7. Information management and lifelong learning skills (A/S) 8. Managerial and entrepreneurial skills (A/S) 9. Leadership skills (A/S) 24 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 2 Copyright DR JJ, ASERG, UiTM, Shah Alam 1
Copyright DrJJ, ASERG, FSG, UiTM. March 2010 3 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 4 Copyright DR JJ, ASERG, UiTM, Shah Alam 2
http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table Copyright DrJJ, ASERG, FSG, UiTM. March 2010 5 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 6 Copyright DR JJ, ASERG, UiTM, Shah Alam 3
Copyright DrJJ, ASERG, FSG, UiTM. March 2010 7 Source: Biggs & Tang (2007). Teaching for Quality Learning at University. Third Edition. McGraw Hill Companies. 84 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 8 Copyright DR JJ, ASERG, UiTM, Shah Alam 4
Higher order Lower order Simpson s s Taxonomy-Skills Origination Adaptation Complete Overt Response Mechanism Guided Response Set Perception PSYCHOMOTOR DOMAIN INCLUDES PHYSICAL MOVEMENT, COORDINATION & USE OF THE MOTOR SKILL AREAS LO2, LO3, LO4,LO7,LO8LO8 6 Krathwohl s s Taxonomy-Affective Higher order Lower order Internalizing Organisation Valuing Responding Receiving AFFECTIVE DOMAIN INCLUDES MANNER WE DEAL WITH THINGS EMOTIONALLY (e.g. FEELINGS, INTERESTS, ATTITUDES, APPRECIATION, ENTHUSIASMS, MOTIVATIONS) - THAT MIGHT RESULT FROM INSTRUCTION): LO4,LO5,LO6,LO7, LO8,LO9 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 9 Intended learning outcomes (CLOs) for Biggs The Nature of Teaching and Learning Course and its aligned teaching/learning activities (TLAs) 1. Explain in depth why a particular course topic is important to teaching. TLAs: Plenary sessions with pre-readings and notes used for learning information, clarification and elaboration. Application to teaching by partners and small groups 2. 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 from the course. TLAs: Keep reflective diary; discuss with group/learning partner 4. Evaluate a situation that has gone wrong and apply a solution. TLAs: Use workplace resources, group/learning partner comparing perspectives on evaluating and applying. Source: Biggs & Tang (2007). Teaching for Quality Learning at University. Third Edition. McGraw Hill Companies. 15/01/2012 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 10 Copyright DR JJ, ASERG, UiTM, Shah Alam 5
SYLL LLOs LabExam Rubrics Intended learning outcomes (CLOs) for DrJJ s Physics PHY407 class and its aligned teaching/learning activities (TLAs) 1. Explain (in depth) the concepts, laws and theories in electrostatics, electricity and magnetism using either or a combination of the qualitative, visual and quantitative approach. (LO1-C2). TLAs: Pre-class activity: performing predictions and simulation tasks from predetermined softwares followed by face-to-face group and class discussion on outcomes of simulation. 2. Observe, predict, conduct and discuss results of scientific investigations in areas of electrostatics and electricity. (LO2-P3). TLAs: Pre-class activity on tasks involving simulation, laboratory tasks in the lab and discussion of results during class discussion. 3. Collaborate with team members in team-related assessment tasks. (LO5-TS3). TLAs: Group discussions and cooperation in labs & in class. 7 15/01/2012 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 11 SYLL LLOs LabExam Rubrics Intended learning outcomes (CLOs) for DrJJ s Physics PHY407 class and its aligned outcomes indicators 1. Explain (in depth) the concepts, laws and theories in electrostatics, electricity and magnetism using either or a combination of the qualitative, visual and quantitative approach. (LO1-C2). Outcome Element: Explain. Knowledge Dimensions: Factual, Conceptual & Procedural. Assessment Methods: Paper & Pencil Tests (2 Tests & A final Exam), Oral Interviews (Middle & End of Semester Oral Interviews), Assignments (Concept Maps) 2. Observe, predict, conduct and discuss results of scientific investigations in areas of electrostatics and electricity. (LO2-P3). TLAs: Pre-class activity on tasks involving simulation, laboratory tasks in the lab and discussion of results during class discussion. Outcome Elements: Observe, predict, conduct & discuss Knowledge Dimensions: Procedural 7 Assessment Methods: Journal Entries, Laboratories 15/01/2012 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 12 Copyright DR JJ, ASERG, UiTM, Shah Alam 6
Factual (Declarative) Knowledge: The basic elements students must know to be acquainted with a discipline or solve problems in it. Knowledge of terminology: technical vocabulary, musical symbols Knowledge of specific details and elements: Major natural resources, reliable sources of information Copyright DrJJ, ASERG, FSG, UiTM. March 2010 13 Conceptual Knowledge Conceptual Knowledge: The interrelationships among the basic elements within a larger structure that enable them to function together. Knowledge of classifications and categories: periods of geologic time, areas of chemistry, types of energy Knowledge of principles and generalizations: Energy Conservation, Pythagorean theorem, law of supply and demand, Newton Laws, Beer s Laws, Faraday s Law Knowledge of theories, models and structures: theory of evolution, structure of congress, Atomic Models, Copyright DrJJ, ASERG, FSG, UiTM. March 2010 14 Copyright DR JJ, ASERG, UiTM, Shah Alam 7
Procedural Knowledge : How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods Knowledge of subject-specific specific skills and algorithms: painting with watercolors, whole-number division Knowledge of subject-specific specific techniques and methods: interviewing techniques, scientific method Knowledge of criteria for determining when to use appropriate procedures: when to apply Newton's second law, when to use a particular method of estimation Copyright DrJJ, ASERG, FSG, UiTM. March 2010 15 Meta-Cognitive Knowledge: Knowledge of cognition in general as well as awareness and knowledge of one's own cognition. Strategic knowledge: outlining as a means of capturing the structure of a unit of subject matter in a textbook Cognitive tasks: knowledge of the different types of tests, cognitive demands of different tasks Self-knowledge knowledge: knowledge that critiquing essays is a personal strength, whereas writing essays is a personal weakness; awareness of one's own knowledge level Copyright DrJJ, ASERG, FSG, UiTM. March 2010 16 Copyright DR JJ, ASERG, UiTM, Shah Alam 8
Remember: Retrieve relevant knowledge from long-term memory. Recognizing: Recognize the dates of important events in US history. Recalling: Recall the different musical symbols (the notes, rest, beam...) FC: Knowledge of terminology: technical vocabulary, musical symbols Knowledge of specific details and elements: the dots added to notes... CK: Knowledge of principles and generalizations: Pythagorean theorem, law of supply and demand, concept of rhythm syllables, melody, notes, timbre, quality, pitch, CK: Knowledge of theories, models and structures: theory of evolution, structure of congress, teories of sound and its propagation.. Copyright DrJJ, ASERG, FSG, UiTM. March 2010 17 Understand: Construct meaning from instructional messages, including oral, written,and graphic communication. Interpreting: Paraphrase important speeches and documents Exemplifying: Give examples of various artistic painting styles Classifying: Classify observed or described cases of mental disorders Summarizing: Write a short summary of the events portrayed on videotapes Inferring: In learning a foreign language, infer grammatical principles from examples Comparing: Compare historical events to contemporary situations Explaining: Explain the causes of important eighteenth-century events in France CK: Knowledge of principles and generalizations: Pythagorean theorem, law of supply and demand CK: Knowledge of theories, models and structures CK: Knowledge of theories, models and structures: theory of evolution, structure of congress Copyright DrJJ, ASERG, FSG, UiTM. March 2010 18 Copyright DR JJ, ASERG, UiTM, Shah Alam 9
Apply: Carry out or use a procedure in a given situation Executing: Divide one whole number by another whole number, both with multiple digits. Implementing: Determine in which situations Newton's second law is appropriate. PK: Knowledge of subject-specific specific skills and algorithms: painting with watercolors, whole-number division PK: Knowledge of subject-specific specific techniques and methods: interviewing techniques, scientific method PK: Knowledge of criteria for determining when to use appropriate procedures: when to apply Newton's second law, when to use a particular method of estimation Copyright DrJJ, ASERG, FSG, UiTM. March 2010 19 Analyze: Break material into constituent parts and determine how parts relate to one another and to an overall structure or purpose. Differentiating: Distinguish between relevant and irrelevant numbers in a mathematical word problem) Organizing: Structure evidence in a historical description into evidence for or against a particular historical explanation Attributing: Determine the point of view of the author of an essay in terms of his or her political perspective Copyright DrJJ, ASERG, FSG, UiTM. March 2010 20 Copyright DR JJ, ASERG, UiTM, Shah Alam 10
Copyright DrJJ, ASERG, FSG, UiTM. March 2010 21 1. Address 3-H (Head-Hand-Heart) as specified in the curriculum mapping. 2. Supports the achievement of PLOs (MOHE LOs) as specified in the Curriculum Matrix (sheet 6 & sheet 8). 3. Specifies the competency level consistent with the Taxonomy identified in Curriculum Mapping (sheet 10 in the Excel template) 4. Specifies the competency level for the Generic Student Attributes identified in Curriculum Mapping (Sheet 9 in the Excel Template). 5. Identifies the learning areas or themes and the competency level attainment for each theme. Content & standards are developed to ensure attainment of the CLOs. 6. Best to just have 3 CLOs, one each for KSA as specified in the Curr Mapping. 7. Alternatively, you could have 5 CLOs: 3 CLOs (1 for each theme in the combined cognitive domain (LOTS-LO1 and HOTS-LO3)) and the other 2 CLOs as specified in the curriculum mapping. Note that the 3 CLOs for each theme may not necessarily be addressing the same attainment level but the deepest attainment is as specified in the Taxonomy of your curriculum mapping (sheet 10). Copyright DrJJ, ASERG, FSG, UiTM. March 2010 22 Copyright DR JJ, ASERG, UiTM, Shah Alam 11
SYLL LLOs LabExam Rubrics Course learning outcomes (CLOs) for DrJJ s Physics PHY412 class 1. Explain the conceptual knowledge involved in electrostatics, electricity & magnetism. (LO1-C2). TLAs: Pre-class activity: performing predictions and simulation tasks from predetermined softwares followed by face-to-face group and class discussion on outcomes of simulation. 2. Safely manipulate equipments used in electricity and magnetism scientific inquiries (LO2-P3). TLAs: Pre-class activity on tasks involving simulation, laboratory tasks in the lab and discussion of results during class discussion. 3. Demonstrate scientific inquiries in electricity and magnetism. (LO3-CTPS3). Laboratory tasks in the lab and discussion of results during class collaborative activities. 7 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 23 Work with your learning Community Select a course that you are currently teaching or you will be teachingt Refer to the curriculum mapping to identify the PLOs your course will support and the designated complexity for each of the LO domains& KIs (soft skills) Generate the Table of Knowledge Dimension & Cognitive Process Complexity Write the proposed CLOs Propose the Learning Themes/Learning Areas and the content that will support attainment of the CLOs. Present it to the facilitator. Be practical. You only have 14 weeks. Copyright DrJJ, ASERG, FSG, UiTM. March 2010 24 Copyright DR JJ, ASERG, UiTM, Shah Alam 12
The greatest enemy of understanding is coverage I can t repeat that often enough. If you re determined to cover a lot of things, you are guaranteeing that most kids will not understand, because they haven t t had time enough to go into things in depth, to figure out what the requisite understanding is, and be able to perform that understanding in different situations. (Gardner 1993: 24) Source: Biggs & Tang (2007). Teaching for Quality Learning at University. Third Edition. McGraw Hill Companies. Copyright DrJJ, ASERG, FSG, UiTM. March 2010 25 http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table Copyright DrJJ, ASERG, FSG, UiTM. March 2010 26 Copyright DR JJ, ASERG, UiTM, Shah Alam 13
Course: PHY407 Knowledge Dimensions Factual List Complexity increase going from left to right deeper understanding Apply Analyze Synthesis Evaluate Conceptual Explain Experiment Procedural Draw Meta- cognition Copyright DrJJ, ASERG, FSG, UiTM. March 2010 27 Course: PHY407 Knowledge Dimensions Factual Complexity increase going from left to right deeper understanding Lower order thinking skills (LOTS) Remember Understand Functional Knowledge (what you do with what you know & understand) Higher order thinking skills (HOTS) Apply Analyze Synthesis Evaluate Conceptual Procedural Under- stand Re- member Metacognition Copyright DrJJ, ASERG, FSG, UiTM. March 2010 28 Copyright DR JJ, ASERG, UiTM, Shah Alam 14
Copyright DrJJ, ASERG, FSG, UiTM. March 2010 29 Guidelines to write your constructively aligned CLOs (Use EXCEL to construct this table) Refer to Outcomes Indicators section for the depth/complexity Kind of Knowledge (Declarative [Factual], Conceptual, Procedural or Metacognition) Learning Themes to support learning outcomes attainment Level or complexity of understanding / Performance (Outcome verb- Bloom taxonomy) MOHE LOs or PLOs (from Curr Map) Source: Biggs & Tang (2007). Teaching for Quality Learning at University. Third Edition. McGraw Hill Companies. Copyright DrJJ, ASERG, FSG, UiTM. March 2010 30 Copyright DR JJ, ASERG, UiTM, Shah Alam 15
F, C, P F, C P Guidelines to write your constructively aligned CLOs (Use EXCEL to construct this table) Refer to Outcomes Indicators section for the depth/complexity Kind of Knowledge (Declarative [Factual], Conceptual, Procedural or Metacognition) F, C F, C Learning Themes to support learning outcomes attainment Electrostatics Electricity Electricity Magnetism Electromagnetism Level or complexity of understanding / Performance (Outcome verb-bloom taxonomy) Explain, C2 Explain, C2 Science Method: Predict, Design, Experiment, Conclude Explain, C2 Explain, C2 LO1 LO1 LO2 LO1 LO1 MOHE LOs or PLOs (from Curr Map) Source: Biggs & Tang (2007). Teaching for Quality Learning at University. Third Edition. McGraw Hill Companies. Copyright DrJJ, ASERG, FSG, UiTM. March 2010 31 Bloom Cognitive Action Verbs Bloom Copyright DrJJ, ASERG, FSG, UiTM. March 2010 32 Copyright DR JJ, ASERG, UiTM, Shah Alam 16
Copyright DrJJ, ASERG, FSG, UiTM. March 2010 33 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 34 Copyright DR JJ, ASERG, UiTM, Shah Alam 17
SYLL LLOs LabExam Rubrics 1. Note that LLOs are Direct measures of attainment. 2. Courses are offered as evidence towards attainment of PLOs (MOHE LOs) and the evidence is gathered through attainment of CLOs but direct measurement is made by attainment of LLOs. 3. Best to have not more than 5 LLOs (a practical, achievable & measurable number range between 3-5 LLOs, for each 1-hour Face-2-Face Lesson. 4. Have LLOs for all the CLOs so that you can collect direct evidence for the CLOs attainment. (Don just focus on the cognitive attainment but attainment of ALL the CLOs ) Copyright DrJJ, ASERG, FSG, UiTM. March 2010 35 SYLL LLOs LabExam Rubrics Work with your learning Community For each CLO, propose samples of the LLOs you will be directly measuring for at least 4 Face-2-Face one-hour lesson Present it to the facilitator. Be practical. You only have 14 weeks. Copyright DrJJ, ASERG, FSG, UiTM. March 2010 36 Copyright DR JJ, ASERG, UiTM, Shah Alam 18
SYLL LLOs LabExam Rubrics Intended learning outcomes (CLOs) for DrJJ s Physics PHY407 class and its aligned teaching/learning activities (TLAs) 1. Explain (in depth) the concepts, laws and theories in electrostatics, electricity and magnetism using either or a combination of the qualitative, visual and quantitative approach. (LO1-C2). TLAs: Pre-class activity: performing predictions and simulation tasks from predetermined softwares followed by face-to-face group and class discussion on outcomes of simulation. 2. Observe, predict, conduct and discuss results of scientific investigations in areas of electrostatics and electricity. (LO2-P3). TLAs: Pre-class activity on tasks involving simulation, laboratory tasks in the lab and discussion of results during class discussion. 3. Collaborate with team members in team-related assessment tasks. (LO5-TS3). TLAs: Group discussions and cooperation in labs & in class. 7 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 37 SYLL LLOs LabExam Rubrics Intended learning outcomes (CLOs) for DrJJ s Physics PHY407 class and its aligned outcomes indicators 1. Explain (in depth) the concepts, laws and theories in electrostatics, electricity and magnetism using either or a combination of the qualitative, visual and quantitative approach. (LO1-C2). Outcome Element: Explain. Knowledge Dimensions: Factual, Conceptual & Procedural. Assessment Methods: Paper & Pencil Tests (2 Tests & A final Exam), Oral Interviews (Middle & End of Semester Oral Interviews), Assignments (Concept Maps) 2. Observe, predict, conduct and discuss results of scientific investigations in areas of electrostatics and electricity. (LO2-P3). TLAs: Pre-class activity on tasks involving simulation, laboratory tasks in the lab and discussion of results during class discussion. Outcome Elements: Observe, predict, conduct & discuss Knowledge Dimensions: Procedural 7 Assessment Methods: Journal Entries, Laboratories Copyright DrJJ, ASERG, FSG, UiTM. March 2010 38 Copyright DR JJ, ASERG, UiTM, Shah Alam 19
5 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 39 How Does MQF Affect Teaching-Learning? Teacher - centered Student - centered Course Objective is the Learning Target No mapping of learning outcomes Learning Outcomes is the Learning Target Mapping of learning outcomes necessary Student Independent Learning Not Calculated Contact hours Reflects Credit value Student independent Learning Time Calculated Total SLT reflects Credit value MQF in Programmes.Roz.Roadshow MQF.Roz.Roadshow Copyright DrJJ, ASERG, FSG, UiTM. March 2010 40 Copyright DR JJ, ASERG, UiTM, Shah Alam 20
Lecturer-Centred to Student-Centred (incorporating SLT) Academic Activity (some examples) Face 2 Face Student Self- Learning* Total 1 Lecture 1 2 3 2 Tutorial 1 2 3 3 Laboratory/Practical 3 2 5 4 Assignment - 2000 words 0 20 20 5 Presentation 1 4 5 Total 6 30 36 Unaccounted for in the present system * Using the Proposed student independent learning in relation (Slide MQF.Roz.Roadshow 17) MQF in Programmes.Roz.Roadshow Copyright DrJJ, ASERG, FSG, UiTM. March 2010 41 A credit is the agreed-upon value used to measure a student workload in terms of learning time required to complete course units, resulting in learning outcomes (UNESCO, 2004) Achievement of Learning Outcomes Credit = the measurement of students academic load Teaching Learning Activities Teaching/Learning + Assessment e.g. 4 800 notional SLT = 120 credits Total SLT 40 Credit Student Learning Time (SLT) MQF in Programmes.Roz.Roadshow MQF.Roz.Roadshow Copyright DrJJ, ASERG, FSG, UiTM. March 2010 42 Copyright DR JJ, ASERG, UiTM, Shah Alam 21
Factors In Calculating Credit Face to Face / Guided Learning Time + Student Self Learning Time + Total Assessment Time MQF in Programmes.Roz.Roadshow MQF.Roz.Roadshow Copyright DrJJ, ASERG, FSG, UiTM. March 2010 43 Student Categories &130 credit Bachelors MQF in Programmes.Roz.Roadshow MQF.Roz.Roadshow Copyright DrJJ, ASERG, FSG, UiTM. March 2010 44 Copyright DR JJ, ASERG, UiTM, Shah Alam 22
Proposed student independent learning time Item Duration (hours) or requirements Proposed Student Self Learning Time (hours) Lecture 1 1-2 Tutorial 1 1-2 Tutorial (involving case studies) 1 3 Laboratory (including report writing) 3 2-3 Undergraduate Final Year Project/ 6-10 credits 200-400 Dissertation Studio Work 2 2 Presentation 1 3-4 Coursework/Assignment 2000 words 10-12 Creative Writing (or a project that last a whole semester) 100 150 pages 8-10 Examination 3 10 20* Source: Bengkel Kebangsaan Pemantapan Sistem Kredit MQF, 31 Jan. 2 Feb. 2005 by Quality Assurance Division, Ministry of Higher Education (Malaysia). * Proposed by MQA, depending on the field of study and the intensity of the examination. MQF in Programmes.Roz.Roadshow MQF.Roz.Roadshow Copyright DrJJ, ASERG, FSG, UiTM. March 2010 45 Learning Outcomes and Student Learning Time (A subject with 6 learning outcomes and 1.5 credit hours) Learning Outcomes Lecture Tute Self - learning 1 explain the types of contracts; 2 1 3 6 2 distinguish between offer, acceptance and an invitation to treat; Total SLT 3 2 5 10 3 differentiate the types considerations; 2 1 3 6 4 describe the principles concerning termination and breach of contract; 4 2 4 10 5 Summarise principles of damages; 2 1 3 6 6 Examine, analyse, compile, apply and justify the principles of contract in given scenario. - Assessment (1 coursework and one 3-hour examinations) 0 3 6 9 0 4 12 16 Total 63 MQF in Programmes.Roz.Roadshow MQF.Roz.Roadshow Copyright DrJJ, ASERG, FSG, UiTM. March 2010 46 Copyright DR JJ, ASERG, UiTM, Shah Alam 23
Module Academic Load & Credits Learning Activities SLT (in hours) 1 Lectures (54) a Attending Lectures 24 b Pre and Post preparation* 30 2 Tutorial (18) a Attending tutorial 9 b Preparation for tutorial* 9 3 Laboratory (36) a Practical 24 b Prepreparation and Report writing* 12 Learning Activities SLT (in hours) 4 Assessments (23) a. b. c. 1 continuos assessement (1 hour + 3 hours preparation*) 1 presentation (1 hour + 5 hours preparation*) 1 Final Examination (3 hour + 10 hours preparation*) 4 6 13 Total 131 Subject Credit (131 40 = 3.27) 3 * See Proposed student independent learning in relation (Slide 17) MQF in Programmes.Roz.Roadshow MQF.Roz.Roadshow Copyright DrJJ, ASERG, FSG, UiTM. March 2010 47 Credits per semester MQF in Programmes.Roz.Roadshow PHY407 FSG500 MQF.Roz.Roadshow Copyright DrJJ, ASERG, FSG, UiTM. March 2010 48 Copyright DR JJ, ASERG, UiTM, Shah Alam 24
Copyright DrJJ, ASERG, FSG, UiTM. March 2010 49 Work with your learning Community, Using the course you selected earlier Identify the hours for F2F Identify the appropriate & constructively aligned TLAs Identify the F2F & non F2F TLAs Identify the appropriate and constructively aligned assessment tasks formulate the SLTs required to attain each CLO. Present it to the facilitator. Copyright DrJJ, ASERG, FSG, UiTM. March 2010 50 Copyright DR JJ, ASERG, UiTM, Shah Alam 25
Reflection The goal of intellectual education is not how to repeat or retain ready-made truths.. It is in learning to master the truth by oneself at the risk of losing a lot of time and going thru all the roundabout waysthat are inherent in real activity. (Jean Piaget, Swiss cognitive psychologist, 1896-1980) Copyright DrJJ, ASERG, FSG, UiTM. March 2010 51 Copyright DR JJ, ASERG, UiTM, Shah Alam 26