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
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
ELEMENT 1: FLUID & ORGANIC CURRICULUM STRUCTURE
6 Dec 2018 TAKLIMAT KURIKULUM TERSEDIA MASA HADAPAN UNIVERSITI AWAM, HOTEL BANGI PUTRAJAYA
SINGLE vs CONVERGENT DISCIPLINES
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Bachelor of Accounting
Bachelor of Architecture
Multi/Inter/Trans
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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)
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CONCEPT OF FLUID & ORGANIC CURRICULUM
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)
CONCEPT OF FLUID & ORGANIC CURRICULUM
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DIMENSIONS OF FLEXIBLE CURRICULUM
PROMOTES ACCESS TO EDUCATION AT ANY TIME AND ANY PLACE(MOOCS, ODL)
FLEXIBLE & NON-CONVENTIONAL
LEARNING MODEL, PERSONALISATION AND LEARNER ENGAGEMENT
ENTRY, TRANSITION, PROGRESSION AND EXIT(PRISMS, STACKABLE CREDENTIALS/APEL-C)
RELATIONS AND PARTNERSHIP WITH EXTERNAL PARTIES(JOINT PROGRAMS)
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FLEXIBLE & NON-CONVENTIONAL
POPBL (Aalborg Model)
Integrated EP (Univ. College
London)
Innovation & Design Centric Program iDCP
(NUS)
Interdisciplinary EP (Purdue University)
PBLCDIO (Singapore
Poly)
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POPBL (Aalborg Model)
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
POPBL (Aalborg Model)
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
POPBL (Aalborg Model)
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
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
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)
INTERDISCIPLINARY ENGINEERING PROGRAM
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)
INTERDISCIPLINARY ENGINEERING PROGRAM
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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
CDIO (CONCEIVE-DESIGN- IMPLEMENT-OPERATE)
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
39
CDIO (CONCEIVE-DESIGN- IMPLEMENT-OPERATE)
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: 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
•Feeling of learning
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
•Feeling of learning
atmosphere
•Feeling of learning
process
•Personal attributes
•Context
•Community
•Communication
Wang & Kang (2006)
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
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
TYPES OF ALTERNATIVE ASSESSMENT
Framing Malaysian HiEd 4.0 (MOE, 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
TYPES OF ALTERNATIVE ASSESSMENT
Framing Malaysian HiEd 4.0 (MOE, 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
TYPES OF ALTERNATIVE ASSESSMENT
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
TYPES OF ALTERNATIVE ASSESSMENT
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
TYPES OF ALTERNATIVE ASSESSMENT
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
Integration ongoing assessment among
courses
Integration ongoing assessment among
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
TYPES OF ALTERNATIVE ASSESSMENT
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
TYPES OF ALTERNATIVE ASSESSMENT
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
TYPES OF ALTERNATIVE ASSESSMENT
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
TYPES OF ALTERNATIVE ASSESSMENT
Framing Malaysian HiEd 4.0 (MOE, 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.
TYPES OF ALTERNATIVE ASSESSMENT
Framing Malaysian HiEd 4.0 (MOE, 2018)
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
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