Overview on 21st Century Curriculum - utmlead.utm.myutmlead.utm.my/download/course_materials/lt_2019/program_pemerkasaan... · Promotes 21stcentury L&T deliverythrough futuristic

PROGRAM PEMERKASAAN KURIKULUM ABAD KE 21 –UTMLead – T&L

Overview on 21st Century Curriculum

Assoc. Prof. Dr. Naziha Ahmad AzliCurriculum Innovation and Development Unit

2

CURRICULUM 4.0: FUTURE READY CURRICULUM

ALTERNATIVE ASSESSMENTS

* EXAMPLES

TRANSFORMATIVE LEARNING &

TEACHING DELIVERY

FLUID & ORGANIC CURRICULUM STRUCTURE

FLEXIBLE & NON-CONVENTIONAL

CONVERGENT, MULTI/INTER/TRANS

DISCIPLINES

ELEMENT

SUB-ELEMENT

FUTURISTIC LEARNING SPACES &

TECHNOLOGIES

21ST CENTURY PEDAGOGIES (HEUTOGOGY, PARAGOGY,

CYBERGOGY)

GLOBAL

INDUSTRY PARTNERSHIP

AUTHENTIC

PERFORMANCE-BASED

PERSONALISED

INTEGRATED

CONTEMPORARY

REAL-TIME

CHALLENGED-BASED

PROFILING

IMMERSIVE EXPERIENTIAL

LEARNING

ELEMENT 1: FLUID & ORGANIC CURRICULUM STRUCTURE

4

FUTURE READY CURRICULUM FRAMEWORK

• FRC is a framework that highlights three elements (curriculum structure, learning & teaching delivery and assessment) that are constructively aligned to prepare graduates in meeting the challenges of the 21st century.

• The curriculum structure needs to be fluid and organic, and not rigid and fixed.

• Transformative L & T delivery is promoted through redesigning of learning spaces, leveraging the latest 4th IR technologies and promoting immersive learning towards achievement of learning goals.

• Alternative methods of assessments promote a holistic assessment of the outcomes as well as the learning process, focusing on what the student can and are able to do, rather than merely focusing on mastery of knowledge.

RAA, 2018

5

OPERATIONAL DEFINITION

A curriculum with a flexible structure that grows naturally, not requiringsystematic and structured approaches. It can be restructured (updated andshaped as and when necessary in order to respond to changing needs ofindustry and students’ educational experience.

Promotes 21st century L&T delivery through futuristic learning spaces and use of 4th

industrial revolution technology that creates meaningful immersive experientiallearning.

Promotes a holistic assessment of the outcomes as well as learning process,emphasising on what students can and are able to do..

ELEMENT #1: ORGANIC & FLUID CURRICULUM STRUCTURE

ELEMENT #2: TRANSFORMATIVE LEARNING & TEACHING DELIVERY

ELEMENT #3: ALTERNATIVE ASSESSMENTS

RAA, 2018

6

Convergence ofDisciplines

Multi/Inter/Trans

ORGANIC & FLUIDCURRICULUMSTRUCTURE

Flexible &Non-Conventional

Industry Partnership

Global


6 Dec 2018 TAKLIMAT KURIKULUM TERSEDIA MASA HADAPAN UNIVERSITI AWAM, HOTEL BANGI PUTRAJAYA

SINGLE vs CONVERGENT DISCIPLINES

7

Bachelor of Accounting

Bachelor of Architecture

Multi/Inter/Trans

8

CURRICULUM CONTENT

Multidisciplinary

• Expansion of the main field by adding knowledge from a different field (stay within boundaries) - additive

Interdisciplinary

• Combination of knowledge from two or more different fields, without changing the knowledge within the fields (harmonizes links between disciplines into a coordinated and coherent whole) – interactive

Transdisciplinary

• Full interaction of two or more disciplines in the perspective of solution of real-world problems. It is a combination of field of knowledge across disciplines that eventually develops into a new knowledge field - holistic

9

CONVERGENT DISCIPLINES EXAMPLES

Bachelor of Psychology with Human Resource

Development

Master of Chemical Engineering with Entrepreneurship

Bachelor of Arts in Interdisciplinary

Studies

Bachelor of General Studies

Bachelor of Arts in Interdisciplinary Social Science

Bachelor of Mechatronics Engineering

Master of Bioinformatics

Bachelor of Computer Science (Bioinformatics)

10

Future Ready Graduate

Structure

Delivery

Assessment

CONCEPT OF FLUID & ORGANIC CURRICULUM

11


A curriculum designed with a flexible structure, updated and shaped as and when necessary in order to respond to the changing needs of the industry and students’ educational experiences

A curriculum that contains the component of contemporary (includes knowledge, skills or values) on the aspect of the content of a course or the course as a whole. The contemporary component is flexible in nature and in accordance to the current/latest development and needs of knowledge and skills.

12

Model A

1. Compulsory general courses - contemporary

2. Faculty courses

3. Core courses 4. Elective courses - contemporary

Model B

Certain percentage of the courses in a

curriculum is contemporary

Model C

Certain percentage of the content of

all/certain courses is contemporary

Model D

Certain percentage of the courses in a

curriculum is contemporary with

emphasis on the elective courses

*30% of the curriculum (for 120 credits, maximum of 36 credits)


13

BACHELOR OF GENERAL STUDIESPROGRAM SARJANA MUDA PENGAJIAN AM

13

1414


1515


1616


1717


1818


1919


2020


21

DIMENSIONS OF FLEXIBLE CURRICULUM

PROMOTES ACCESS TO EDUCATION AT ANY TIME AND ANY PLACE(MOOCS, ODL)


LEARNING MODEL, PERSONALISATION AND LEARNER ENGAGEMENT

ENTRY, TRANSITION, PROGRESSION AND EXIT(PRISMS, STACKABLE CREDENTIALS/APEL-C)

RELATIONS AND PARTNERSHIP WITH EXTERNAL PARTIES(JOINT PROGRAMS)

22

ODL INTERUNIVERSITYMOBILITY

APELRPEL

MOOC GAPYEAR


23


POPBL (Aalborg Model)

Integrated EP (Univ. College

London)

Innovation & Design Centric Program iDCP

(NUS)

Interdisciplinary EP (Purdue University)

PBLCDIO (Singapore

Poly)

24


Bachelor programmes Master programmes

10. Semester Master’s thesis

9. semester Specialisation

8. semester

Bachelor project 7. semester

Specialisation 6. semester Bachelor education

Bachelor education 5. semester

4. Semester

3. semester

Basic education 2. semester Basic education

1. semester

KMY, 2017

25


Project work – groups of 2 – 7 students– min. 50% (15 ECTS)

P-courses and project examined together

Project courses (P) –supporting project work – min. 25% (7-8 ECTS)

Study courses (S) –general knowledge –max. 25% (7-8 ECTS)

Separate exams

1 semester = 15 weeks + 5 weeks = 30 ECTS = 900 hours student work*ECTS: European Credit Transfer System

KMY, 2017

26


Mm. 1 S-course 1 S-course 2

Project work

Mm. 2

Mm. 3 P-course 3

Mm. 4 P-course 4

Mm. 5 P-course 2

Project work

Mm. 6

Mm. 7 P-course 1

Mm. 8Project work

Mm. 9

Mm. 10 Free study act. Free study act. Free study act.

5 weeks 5 weeks 5 weeks

10 M

m/w

eek –

1 M

m =

4 h

ours

= ½

day

KMY, 2017

27

INTEGRATED ENGR. PROGRAM (IEP)

A connected curriculum, punctuated with problem-based and research-based activities

Inter-disciplinary approach (7 undergraduate departments - >700 students)

Year 1 foundations, upper year projects and minor streams

Minors - topical and inter-disciplinary Review the balance of assessment & delivery

styles Review of discipline specific curriculum

Mitchell, J., 2016

28

INTEGRATED ENGR. PROGRAM (IEP)

Mitchell, J., 2016

29

INNOVATION & DESIGN CENTRICPROGRAM (iDCP)

20 out of 160 Modular Credits, MCs (12.5%) are open for electives

100 students per intake – total 400 students in the whole program at a time

Real world problems & industry based problems

iDCP projects accepted as Capstone Design Project and Final Year Projects

KMY, 2017

30KMY, 2017

INNOVATION & DESIGN CENTRICPROGRAM (iDCP)

31

INTERDISCIPLINARY ENGINEERING PROGRAM

Designed for students who do not plan to practice as an engineer

Offers a customized, student-designed option

Interdisciplinary Engineering Studies (IDES)

Multidisciplinary Engineering (MDE)

Designed to prepare graduates to practice engineering

Offers a variety of plans of study at the cutting edge of new and emerging areas of engineering

Offers a customized, student-designed option

Flexible plan of study that can be tailored to include its own title and selection of courses

Develop own individual plan of study or select one of the established concentrations such Visual Design Engineering Studies, Pre-Medical Engineering Studies, Pre-Law Engineering Studies etc.

Limited enrolment (fewer than 100 total students), so the program remains counselling-intensive

Bachelor of Science in Engineering (BSE) or Bachelor of Science (BS) degree

Interdisciplinary Engineering Studies (IDES)


33

Flexible plan of study that can be tailored to include its own title and selection of courses

Develop own individual plan of study or select one of the established focused concentrations i.e. Acoustical Engineering, Engineering Management, General Engineering, Visual Design Engineering, Lighting Engineering, Nano-Engineering

Limited enrolment (fewer than 100 total students), so the program remains counselling-intensive

Bachelor of Science in Engineering (BSE) or Bachelor of Science (BS) degree

Multidisciplinary Engineering (MDE)


34

PROBLEM-BASED LEARNING

Conventional Curriculum-content as an organizational structure

Conway & Little, 1999 (U.New Castle)

35

PROBLEM-BASED LEARNING

PBL Curriculum-concepts as an organizational structure

Conway & Little, 1999 (U.New Castle)

36

CDIO (CONCEIVE-DESIGN- IMPLEMENT-OPERATE)

Singapore Poly CDIO

Conceiving-Designing-Implementing-Operating should be the context, but not the content, of engineering education

Closely aligned to engineering practice Communicates the rationale and relevance of what

students are learning Interconnects concepts and knowledge that builds on

each other Increase retention of new knowledge and skills

37


Adopted by 6 academic schools, 15 programs Architecture and the Built Environment Chemical and Life Sciences Electrical and Electronic Engineering Mechanical and Aeronautical Engineering Digital Media and Info-Comm Technology Singapore Maritime Academy

Singapore Poly CDIO

38


Can be customized*

Singapore Poly CDIO

39


Integration of CDIO Skills across 3 years of Study

Singapore Poly CDIO

40

NEW PROGRAM

Singapore Poly CDIO

Unique combined degree that encompasses high-level critical and creative thinking, invention, complexity, innovation, future scenario building and entrepreneurship; leading-edge capabilities that are highly valued in the globalised world.

Students are selected from 17 disciplines, from all faculties. Integrates a range of industry experiences, real-world

projects and self-initiated proposals – equipping students to address the complex challenges and untapped opportunities of our times.

Bachelor of Creative Intelligence and Innovation (BCII)

41

NEW PROGRAM

By focusing in teams on high-level conceptual thinking and problem-solving practices, students learn to work across and between disciplines, discovering rare skills and mind-sets.

During the process students becoming lifelong innovators, entrepreneurs, creative practitioners and change-makers.

Bachelor of Creative Intelligence and Innovation (BCII)

42

Industry involvement on the aspect of curriculum design, L&T implementation and assessment Students immersed in real workplace scenarioE.g. 2u2i programs, UTM INSPIRE

FEATURES

INDUSTRY INPUT

INDUSTRY COLLABORATION

3

2

1Beneficial for expanding knowledge & experience of future-proof talents

INDUSTRY PARTNERSHIP

To ensure students are equipped with future-proof skills & competencies

43

ADVOCATE GLOBAL COOPERATION WITH

INTERNATIONAL UNIVERSITIES

GLOBAL

TRANSNATIONAL EDUCATION (TNE)

(DOUBLE, DUAL, JOINT)

Promotes students’ adaptability skills

ELEMENT 2: TRANSFORMATIVE LEARNING AND TEACHING DELIVERY

Promotes 21st century L&T delivery through futuristic learning spaces and use of 4th industrial revolution technology that creates meaningful

immersive experiential learning.

21ST CENTURY PEDAGOGY: HEUTAGOGY

• Also known as student-directed learning or self-determined learning

• Focuses on students’ independent learning experience.

• Students use their own experiences and internal processes such as reflection, environmental scanning and interaction with others to engage in meaningful and relevant learning activities driven by their interests (Hase & Kenyon, 2000).

• Learners are highly autonomous

• Emphasis is placed on development of learner capability

• Human learned when they become capable and competent.

• (Blaschke, 2012)

NAS, 2018

21ST CENTURY PEDAGOGY: HEUTAGOGY

Heutagogy Learning Environment

Learner-defined learning contracts

Flexible curriculum

Learner-directed questions

Flexible and negotiated assessment

Reflective practiceStudent design their own learning mapNegotiated learning

Student determine individual learning path

Guide learners to define self-directed questions

Learners define own assessment

Learners reflect upon course content, to support metacognitive skills

(Blaschke & Hase, 2015)

NAS, 2018

21ST CENTURY PEDAGOGY: PEERAGOGY

Peeragogy is also referred as paragogy.

It involves students’ interaction with their peers in accomplishing their educational goals.

They discover and share the learning contents among themselves through the co-creation of communities of learning.

The digital media is used to connect with each other, to co-construct knowledge and to co-learn.

The challenge of peer-producing a useful and supportive context for self-directed learning (Cornelli & Danoff, 2011)

NAS, 2018

21ST CENTURY PEDAGOGY: PEERAGOGY

Peer to Peer University Project

https://www.p2pu.org

NAS, 2018

21ST CENTURY PEDAGOGY: CYBERGOGY

Strategies for creating engaged learning online (Wang & Kang, 2006)

Engaged learning = cognitive, emotive and social intersect

Online Learning Environment

EngagedLearning

Cognitivefactors

Emotivefactors

Social

factors

•Prior knowledge/Experience

•Achievement goals

•Learning activity

•Cognitive/learning style

•Feeling of self

•Feeling of community

•Feeling of learning

atmosphere


process

•Personal attributes

•Context

•Community

•Communication

Online Learning Environment

EngagedLearning

Cognitivefactors

Emotivefactors

Social

factors

•Prior knowledge/Experience

•Achievement goals

•Learning activity

•Cognitive/learning style

•Feeling of self

•Feeling of community


atmosphere


process

•Personal attributes

•Context

•Community

•Communication

Wang & Kang (2006)

NAS, 2018


Global Entrepreneurship Course

NAS, 2018



NAS, 2018



NAS, 2018

FUTURISTIC LEARNING SPACES

Puts learners at the centre of learning, but, at the same time, conceives learning as a social process.

Source: https://adec.um.edu.my/learning-space

NAS, 2018

IMMERSIVE EXPERIENTIAL LEARNING

Process of learning with the usage of a simulated or artificial environment.

The environment enables the learners to completely get immersed in the learning and in a way that feels like

experiencing an actual learning environment.

Role-play, simulated learning environment, virtual reality learning environment

NAS, 2018

EXPERIENTIAL LEARNING

• Experiential learning is any learning that supports students in applying their knowledge and conceptual understanding to real-world problems or authentic situations where the instructor directs and facilitates learning.

• Activities related to experiential learning include reflection, critical analysis and synthesis, taking initiative and making decisions.

• Experiential learning provides opportunities for students to be engaged not only intellectually but also creatively, emotionally, socially, or physically.

• Experiential learning focuses on the individual and can be done through hands-on via technology-enabled learning approaches such as virtual reality for hospitality or augmented reality for medical students.

NAS, 2018

EXPERIENTIAL LEARNING

• Experiential learning is any learning that supports students in applying their knowledge and conceptual understanding to real-world problems or authentic situations where the instructor directs and facilitates learning.

• Activities related to experiential learning include reflection, critical analysis and synthesis, taking initiative and making decisions.

• Experiential learning provides opportunities for students to be engaged not only intellectually but also creatively, emotionally, socially, or physically.

• Experiential learning focuses on the individual and can be done through hands-on via technology-enabled learning approaches such as virtual reality for hospitality or augmented reality for medical students.

NAS, 2018

EXPERIENTIAL LEARNING EXAMPLES

• Gap Year• Opportunities for students to experience 1 – 2 semesters for working,

exploring, or volunteering.

• 2u2i• Students spend two or three years learning the fundamentals at the university

and later spend two years or one year in the industry learning through reflection on doing activities

• Academic/Co-curricular Service Learning

NAS, 2018

TECHNOLOGY 4.0 FOR LEARNING

Should explore state-of-the-art

technologies

Provide opportunities to

engage students in a variety of ways

Promote fresh areas of practice and innovation in

L&T

Learning analyticsVirtual reality &

Augmented RealityArtificial

intelligence

Internet of Things

NAS, 2018

ELEMENT 3: ALTERNATIVE ASSESSMENT

01

02

03

04

Alternative assessment is a holistic assessment of the outcomes as well as the learning processes.

It emphasises on what the students can and are not able to do, rather than merely focusing on the mastery of knowledge.

Future Ready Curriculum assessment is part of learning to produce dynamic, balance and holistic graduates in various domains.

Assessment for/as learning

ALTERNATIVE ASSESSMENT

ZT, 2018

• Promote integration of various written & performance measures

• Relies on direct measures of target skills

• Encourages divergent thinking in generating possible answers

• To enhance meaningful skills

Alternative Assessment

Traditional Assessment

• Generally relies on forced-choice, written measures

• Relies on indirect measures of student learning to represent target skills

• Encourages memorization of correct answers

• To measure acquisition of knowledge

ZT, 2018

TYPES OF ALTERNATIVE ASSESSMENT

Framing Malaysian HiEd 4.0 (MOE, 2018)

AUTHENTIC ASSESSMENT

PERFORMANCE-BASEDASSESSMENT

INTEGRATED ASSESSMENT

PERSONALISED ASSESSMENT

CONTEMPORARY ASSESSMENT

REAL-TIME ASSESSMENT

PROFILING ASSESSMENT

CHALLENGED-BASEDASSESSMENT

0102

03 04

0506

07 0808

ZT, 2018



construction of knowledge, disciplined inquiry and the

value of achievement beyond the classroom learning context

contextualised tasks, in which requires students to exhibit their competency in a more

authentic environment

portfolio-based assessment is one example of authentic

assessment.

A working portfolio contains documents related to students’ assignments, tests and evaluations by teachers and peers

Showcase/model portfolio showcases students’ highest level of achievements.

AUTHENTIC ASSESSMENT

01

ZT, 2018



PERFORMANCE-BASED ASSESSMENT02

Measures students' abilities to apply the knowledge and skills which they have learned.

Evaluates students’ ability to execute certain tasks by gathering relevant feedbacks from others.

Application of knowledge and skills through meaningful and engaging tasks

Applications of real world scenarios in eliciting and strengthening students’ critical-thinking, problem-solving, self-evaluation and HOTs ZT, 2018

TYPES OF ALTERNATIVE ASSESSMENTPERFORMANCE-BASED ACTIVITIES

03

0201

06

04

05

PORTFOLIOS

EXHIBITS & FAIRS

PROJECTS

PRESENTATIONS

DEBATES

DRAMATIC PERFORMANCES

ZT, 2018


03

Measures the students’ readinessto be assessed - flexibly andadaptively - assessment time andquestions structure

Students are more responsible in their own learning processes

Students’ competencies will be measuredover time when they are ready to beassessed

On-demand assessment - the assessment materials to be prepared and aggregated in a unified online repository as well as accessible by demand.

01

02

03

04Framing Malaysian HiEd 4.0 (MOE, 2018)

PERSONALISED ASSESSMENT

ZT, 2018


INTEGRATED ASSESSMENT04an interdisciplinary

approach to assessment.

provides an engaging and creative learning platform that connects students with real-life situations.

e.g. Capstone projects, and portfolio-based assessments.

integrates the summative & formative evaluations through

the provision of meaningful data on student learning prior to the

design of appropriate L&T interventions.

real problems are applied - Industry involvement is critical - great

workplace experience. ZT, 2018


Course A Course B Course C

Ongoing Assessment Ongoing Assessment Ongoing Assessment

Final Exam Final Exam Final Exam

Integrated Assessment

Integration ongoing assessment among

courses


courses


courses

One Final Exam(the exam questions required knowledge from 3 courses)

INTEGRATED ASSESSMENT EXAMPLE

ZT, 2018

TYPES OF ALTERNATIVE ASSESSMENTCONTEMPORARY ASSESSMENT

05

Differs significantly from traditional assessments.

Focus on multiple aspects –students’ mastery of knowledge, skills & values that will enable them to function in the gig economy.

To the digital natives - more meaningful –prefer more contemporary assessment -apprenticeship model, presentation, project-based, case-based, take-home and oral examination.

Framing Malaysian HiEd 4.0 (MOE, 2018)ZT, 2018


REAL-TIME ASSESSMENT

3

4

1

2

Surveys can also be carried out to assess

students’ competencies and deficiencies – to

provide immediate feedback to both

e.g. observation, thinking aloud and diagnosing students’ strengths and weaknesses.

to adjust the teaching approaches appropriate to the students’ level of understanding.

to analyse students’ mastery of contents and skills during the

learning process.

06ZT, 2018


A Concept Quiz with

Clicker/Kahoot

3

Reflection through WA

group

Student-generated test

questions

In-class discussions

through Chat tool

Chain Notes One-minute paper

REAL-TIME ASSESSMENT EXAMPLE

ZT, 2018


CHALLENGED-BASED ASSESSMENT07

Emphasis on collaboration,

cooperation and group competition.

01 02 03 04

e.g ‘Hackathon’ can be a model for a competitive and challenge-based assessment to

encourage students to collaborate with

each other and solve a common

problem.

Developed primarily in the

Computer Science field, with the

‘hackathons’ held for programming

and coding competition.

Educators can imitate this type of event and adapt it

into their own assessment to

encourage competitiveness among students.

Framing Malaysian HiEd 4.0 (MOE, 2018) ZT, 2018



PROFILING ASSESSMENT0808

01

02

03

04

Analyses students’ values, interests,preferences, basic English proficiency test aswell as basic computing test.

It adopts the 21st century skills and abilitiesin assessing the students’ competencies andstate of mind.

The outcome - is the students’ holistic profileincluding their academic motivations.

Assists the students in appreciating andinterpreting their competencies as well ashelping them to uplift their employabilityskills.



PROFILING ASSESSMENT EXAMPLE

• Prepare a profile of the level of understanding on the following skills and knowledge in Adobe Dreamweaver

Skills/Knowledge Low (1-2) Moderate (3) High (4-5)

1. Creating Form

2. Working with Radio Group Button

3. Working with RecordSet

4. Creating MySQL connection

ZT, 2018


6 Dec 2018 TAKLIMAT KURIKULUM TERSEDIA MASA HADAPAN UNIVERSITI AWAM, HOTEL BANGI PUTRAJAYA

THANK YOU

75

Special Acknowledgements to:Prof. Dr. Rose Alinda AliasProf. Dr. Khairiyah Mohd YusofProf. Dr. Zaidatun TasirDr. Nurbiha A. Shukor

Documents

Overview on 21st Century Curriculum - utmlead.utm.myutmlead.utm.my/download/course_materials/lt_2019/program_pemerkasaan... · Promotes 21stcentury L&T deliverythrough futuristic