by Professor Baharuddin Aris Director Centre for Teaching and Learning (CTL)

www.utm.my innovative ● entrepreneurial ● global 1

SPPT – MODULE 1 - 20 August, 2013

byProfessor Baharuddin Aris

DirectorCentre for Teaching and Learning (CTL)

Universiti Teknologi Malaysia (UTM)bba@utm.my

NEW ACADEMIA : Transforming Mindset and

Culture of Learning in Higher Education

THE REALITY

“Educate, Enlighten, Inspire ”

We are here to……

Our Roles

From UTM NC Monthly Briefing, 4th. April 2011

UTM GLOBAL PLAN 2012 – 2020

● Entrepreneurial research university● Stimulating, entrepreneurial and quality

learning environment● Dynamic intellectual ecosystem● Organizational development● Cheerful, healthy & sustainable campus

STRATEGY2012-2020

UTM Strategic Thrusts

Strategic thrusts 2011 to be continued until now.

UTM as a Global Brand2012-2020

QUALITY RECOGNITION UNIQUENESS PRICING

STRATEGY2012-2020

The way forward

Global UTM Plan 2012-2020

PHASE 1

2011-2014Alignment to

be GlobalUniversity

PHASE 2

2015-2017High impact

programs

PHASE 3

2018-2020Strategic

Transformation& Advanced

Research

STRATEGY2012-2020

Blue Ocean Strategy (BOS)

● Create uncontested market space● Make the competition irrelevant● Create and capture new demand● Break the value/cost trade off● Align the whole organization in

pursuit of differentiation and low cost

STRATEGY2012-2020

UTM Blue Ocean Strategy (BOS)

Top stars (eg Nobel laureates)High tuition fees PlagiarismNon-performers

Undergraduate enrolmentPeriod for PhD studiesLocal-centricNon-PhD staffRed-tapes and layers

Citation / publicationsResearch facilitiesInternet facilitiesInternationalization & UTMICWorld class campus experienceCo-brandingEfficiency and transparency

New academiaTropical experienceJob creation

ELIMINATE

REDUCE

CREATE

STRATEGY2012-2020

Blue ocean strategyimplementation

SUNRISE PROJECT

BOS RAISE

SYNERGY PROJECT

BOS RAISE

NEW ACADEMIA PROJECT

BOS NEW ACADEMIA

JOB CREATION PROJECT

BOS JOB CREATION

TROPICANA PROJECT

BOS TROPICAL CAMPUS

STRATEGY2012-2020

TRANSFORMATION UNIT

SECRETARIAT

Future Universitycritical success factors

1 UG & PG programestablishment

PG advancedstudies

University research focus

4Academia-

Industry partnership

5Entrepreneurialacademia

Stage Critical success factors

1 PhD staff

2 Well known professors

3 Research culture

4 Global networks

5 NEW ACADEMIA

New Academia

Faculty members

Learning materials

Philosophy

Funding

Students

Learning modes

Outcomes

New academia

Professors, inventors, entrepreneurs

Books, journals, experiences, Internet, internship

Integration

Grants, fees, VC, endowment, REITs

School leavers, mid-career, businessmen, early-career, life-long

Campus, Internet, incubators, brands

Lectures, tutorials, lab, studios, peer instruction, internship, incubators,

experiential learning, 5 minds

Degrees, expertise, business models, capital, networks, culture

Action

Adjunct staff, fellows

Internship, students’ business venture

New pedagogy, RA

Creative fund raising

Top UG; PG from corporations, research

Wifi, 4G, MTDC, Proton

NEW PEDAGOGY: learner-centric, Silicon V-culture, GOP, ethics

JOB CREATION; micro-credit, spin-off, projects

UTM NEW ACADEMIA LEARNING INNOVATION MODELUniversiti Teknologi Malaysia’s New Academia Learning Innovation Model is the brain child of former UTM Vice-Chancellor Dato’ Seri Ir Dr Zaini Ujang.

UTM has developed UTM New Academia Learning Innovation Model in 2012.

UTM New Academia Learning Innovation Task Force was formed under Key Focus Area (Academic & Internationalization) to materialize this initiative.

UTM NEW ACADEMIA LEARNING INNOVATION MODELWhat is New Academia?

New Academia is a framework comprising new philosophy and new approaches towards achieving entrepreneurial academia.

For details, refer to the book “New Academia” written by Zaini Ujang 2012.

UTM NEW ACADEMIA LEARNING INNOVATION MODELWhat is New Academia Learning Innovation Model?

New Academia Learning Innovation Model is a framework comprising student-centred and blended learning philosophy, multiple learning modes and materials towards achieving entrepreneurial academia.

For details, refer to the book “Akademia Baru Inovasi Pembelajaran” written by several authors and edited by Zaini Ujang, Rose Alinda Alias and Baharuddin Aris. The book was published in 2013.

UTM NEW ACADEMIA LEARNING INNOVATION MODELBasis for this initiative :In 2010, the Academic Performance Audit (APA) Panel suggested in its report that UTM, "need to ensure that the focus on research will not reduce attention towards quality and comprehensive teaching".

Based on the Critical Agenda Projects (CAPs) Teaching and Learning, all university lecturers in Malaysia are required to use at least 1 Student Centered Learning (SCL) method, for example case study, by 2015.

UTM NEW ACADEMIA LEARNING INNOVATION MODELBasis for this initiative :Resolutions based on discussions among key industry players and academicians during International Conference on Teaching and Learning in Higher Education (CTLHE 2012) in conjunction with Regional Conference on Engineering Education and Research in Higher Education (RCEE & RHEd 2012) include:●Graduates, among other things, must acquire generic skills, must be able to create new jobs and create companies with new innovations.●Graduates find it hard to communicate, unable to interact with colleagues and people, fail to display team spirit and face difficulties in adapting to the job market.●Students are unable to relate and apply what they learn in the classroom into real world application. Initiatives should therefore reduce the gap between classroom and real working environment.

UTM NEW ACADEMIA LEARNING INNOVATION MODELMain objectives of this initiative:1. To align UTM teaching and learning models, activities, materials, environments and systems with Malaysian National Higher Education Strategic Plan , needs of employers and requirements of accreditation bodies.2. To emulate best teaching and learning practices from the World’s best universities.3. To develop UTM own identity related to teaching and learning models, activities, materials, environments and systems. 4. To create meaningful and interactive learning activities, materials, environments and systems appropriate to UTM Graduate Student Attributes.

New Academia- Framework

Harvard Business School Case Teaching

(HBSCS)

Problem Based Learning (PBL)

Scenario-based Learning (PBL & SBL)

Peer Instruction (PI)

Service Learning (SL)

Job Creation (JC)

Conceive, Design, Implement, Operate

(CDIO)

NEW ACADEMIA - LEARNING MODES

UTM Open Course Ware (OCW)

MIT BLOSSOMS (Blended Learning

Open Source Science or Mathematics

Studies)

Video of exemplary professionals

Student to Student Edutainment

NEW ACADEMIA - LEARNING MATERIALS

DELIVER

MONITOR

ASSESS

IMPROVE

CUSTOMIZE

CONCIEVE

APPROACH

UTM NEW ACADEMIA LEARNING INNOVATION MODELStudent Centred Learning and Blended Learning underpin UTM New Academia Learning Innovation Model.

Many view Student Centred Learning as the concept of students being active versus passive learners and Blended Learning integrates multiple learning modes and materials .

Universiti Teknologi Malaysia (UTM) initiatives to enrich Teaching and Learning (T&L) are based on well-known and best teaching and learning practices which have been proven to be effective. These best practices include Harvard Business Scholol Case Studies, Peer Instruction, MIT OpenCourseWare and MIT BLOSSOMS (Blended Learning Open Source Science or Maths Studies).

UTM NEW ACADEMIA LEARNING INNOVATION MODELIn order to create memorable learning experiences among graduates, meaningful learning experiences and interactive learning experiences which is motivating and able to engage students in relatively higher levels of concentration throughout the lecture is required.

Therefore, systematic incorporation of active learning strategies and digital learning materials into lectures may minimize many of the weaknesses of traditional lectures. In addition, online systems and learning environments will also help support student centred learning.

UTM NEW ACADEMIA LEARNING INNOVATION MODELEntrepreneurial Academia is the outcome to be achieved by the New Academia Learning Innovation Model .

Under the New Academia Learning Innovation Model , there are 2 modes namely:●Learning Mode (Pedagogy/Andragogy) and ●Learning Materials (Digital Resources).

UTM NEW ACADEMIA LEARNING INNOVATION MODELUnder Learning Mode (Pedagogy/Andragogy), there are:●Harvard Business School Case Studies●Problem-Based Learning●Scenario Based Learning●Peer Instruction●Service Learning●Job Creation●Conceive, Design, Implement and Operate (CDIO)

Under Learning Materials (Digital Resources), there are:●UTM OpenCourseWare●UTM-MIT BLOSSOMS●Video of Exemplary Professionals●Student-to-Student Edutainment●OBE Analysis System●UTM SCL Spaces

UTM NEW ACADEMIA LEARNING INNOVATION MODELUnder Student Centred Learning Experiences, if UTM policy maintains 80% attendance for a student to be eligible to sit for the final exam, it is suggested that:

60% is allocated for Face-to-Face which include Interactive Lecture, Harvard Business School Case Studies, Peer Instruction, and Problem Based Learning.

20% is allocated for Flipped Classroom which include Internet-based materials and videos such as UTM-MIT BLOSSOMS, UTM OCW, and UTMotion.

The other 20% is allocated for Online Discussions which include Computer Supported Collaborative Learning.

UTM NEW ACADEMIA LEARNING INNOVATION MODELThe process of materializing UTM New Academia Learning Innovation initiatives is as follows :

Training

Implementation

Research and Evaluation

UTM NEW ACADEMIA LEARNING INNOVATION MODELTraining : For example:Peer Instruction Online Training was conducted in October and November 2012. UTM-MIT BLOSSOMS training was held in January 2013.

Implementation :For example:UTM Undergraduate students uses Harvard Business Case Studies as part of the learning methods.Peer Instruction has been implemented in the classroom among those who have undergone Peer Instruction Online Training.

UTM NEW ACADEMIA LEARNING INNOVATION MODELResearch and Evaluation :

In order to promote and enhance evidence-based learning, UTM provide instructional development grants and research training in conducting robust research in teaching and learning.

Research is currently being conducted on the effectiveness of learning and teaching using, for example, BLOSSOMS videos and Peer Instruction.

Results from these research can be documented and published in journals with Impact Factor such as:

●International Journal of Computer-Supported Collaborative Learning ●Australasian Journal of Educational Technology ●Interactive Learning Environments

Can SCL enhance students critical, creative, innovation and entrepreneurial thinking skills?

By year 2015, all university lecturers in Malaysia must be able to use at least one Student-Centred Learning (SCL) method.(Based on National Higher Education Strategic Plan, Malaysia)

How Do Our Students Learn Best?

Before selecting any SCL method, first and foremost we need to focus on who are our students, and how do they learn best.

How Generation Y Students Learn

Tech-Savvy: Generation Y grew up with technology and rely on it to perform their jobs better. This generation prefers to communicate through e-mail and text messaging rather than face-to-face contact and prefers webinars and online technology to traditional lecture-based presentations.Achievement-Oriented: Generation Y is confident, ambitious and achievement-oriented. They want meaningful work and a solid learning curve. Team-Oriented: . Generation Y is loyal, committed and wants to be included and involved. They value teamwork and seek the input and affirmation of othersAttention-Craving: Generation Y craves attention in the forms of feedback and guidance. Generation Y may benefit greatly from mentors who can help guide and develop them.

5 Minds for the Future

The Disciplined Mind – applying diligently, improving steadily and continuing beyond formal education.

The Synthesizing Mind – selecting crucial information from the copious of information available and arraying that information so as to make sense to self and others.

5 Minds for the Future

The Creating Mind – going beyond existing knowledge and syntheses to pose new questions and offer new solutions.

The Respectful Mind – responding sympathetically to differences among individuals and groups, and extending beyond mere tolerance.

The Ethical Mind – striving toward good work and good citizenship.

Transforming Students Learning

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

Transforming Learning using ICT (refer page 34)

Student-Centred Learning (SCL)

Key Question:

Will providing a meaningful and interactive learning experience among students create a memorable learning experience for the students?

Student-Centred Learning (SCL)

Operational Definition for Meaningful, Interactive and Memorable:

Meaningful is essentially the opposite of meaningless, that is, 'having meaning‘. Also, 'important, significant, noteworthy.

Interactive is pertaining to a two-way system of electronic communications, obtaining updated information and getting immediate results.

Memorable refers to worth remembering or easily remembered.

Blackboard Work (first published in 1955)

I would like to share one of my memorable experiences. I paid 50p for this book when I bought it 15 years ago during the library book sale in the UK. Perhaps the book cost less than 50p in 1961. If it is true, this means that the library is actually making a profit.

Blackboard Work (first published in 1955)

Actually, that is not one of my memorable experiences. My memorable experience is buying a book in the UK that was published in Kuala Lumpur Malaysia .

Meaningful learning experiences

Include case studies, scenario-based learning, problem-based learning, project oriented problem-based learning, peer instruction, etc.

For example, under meaningful learning experience is peer instruction.

LINK TO PI CONCEPT

Meaningful learning experience - peer instruction (Eric Mazur)

One problem with conventional teaching lies in the presentation of the material. Frequently, it comes straight out of textbooks and/or lecture notes, giving students little incentive to attend class. That the traditional presentation is nearly always delivered as a monologue in front of a passive audience compounds the problem. Only exceptional lecturers are capable of holding students' attention for an entire lecture period. It is even more difficult to provide adequate opportunity for students to critically think through the arguments being developed. Consequently, lectures simply reinforce students' feelings that the most important step in mastering the material is memorizing a zoo of apparently unrelated examples.

Meaningful learning experience- peer instruction (Eric Mazur)

In order to address these misconceptions about learning, we developed a method, Peer Instruction, which involves students in their own learning during lecture and focuses their attention on underlying concepts. Lectures are interspersed with conceptual questions, called ConcepTests, designed to expose common difficulties in understanding the material. The students are given one to two minutes to think about the question and formulate their own answers; they then spend two to three minutes discussing their answers in groups of three to four, attempting to reach consensus on the correct answer. This process forces the students to think through the arguments being developed, and enables them (as well as the instructor) to assess their understanding of the concepts even before they leave the classroom.

SAMPLE VIDEOS

1. Professor Eric Mazur (Harvard University)From Questions to Concept Physics

2. The Anatomy of Clickers

Interactive learning experience

Under the interactive learning experience include:

World Lecture HallUTMotion, MIT OCWUTM OCW

MIT BLOSSOMS.

WORLD LECTURE HALL THE UNIVERSITY OF TEXAS AT AUSTIN

http://www.utexas.edu/world/

UTMotion http://utmotion.utm.my/utmotion/

UTMotion http://utmotion.utm.my/utmotion/search.php?keyword=Dr.Baharuddin&type=videos

MIT OCW http://ocw.mit.edu/index.htm

MIT OCWhttp://www.ocwconsortium.org/en/members

MIT OCWhttp://www.ocwconsortium.org/en/members/memberprofile/4717

UTM OCW http://ocw.utm.my/

MIT BLOSSOMS

http://blossoms.mit.edu/videos/lessons/engineering_innovation_and_entrepreneurship

MIT BLOSSOMS

http://blossoms.mit.edu/videos/lessons/engineering_innovation_and_entrepreneurship

The video can be downloaded as follows:

SAMPLE VIDEOS ON JOB CREATION

Professor Richard Larson (MIT)MIT BLOSSOMS Video on:Engineering, Innovation and Entrepreneurship

http://kampus.my/index.php?option=com_content&view=article&id=156:program-blossoms-utm-mit-&catid=3:newsflash

NETWORKING WITH MIT BLOSSOMS

What benefit do I get in conducting research

in evidence-based learning?

Research in evidence-based learning

● UTM has several initiatives in transforming engineering education.

● As of 2012, UTM has produced 8 PhD graduates in the area of Engineering Education since the program was offered in 2008. The external examiners are from the United States of America and Europe.

● 1st and 2nd RCEE was organized with the purpose of encouraging engineering educators to conduct research related to teaching and learning of engineering courses offered at UTM.

● In 2009, during the planning stage of the 3rd RCEE, there was a need among engineering educators to conduct robust research in engineering education.

● A collaborate effort with educationist and social scientists who are experienced in teaching and learning higher education research is necessary. Therefore, the 3rd RCEE was named as RCEE & RHEd 2010.

● ICTLHE 2012 in conjunction with RCEE & RHEd 2012 was held in April 2012. Participants come from 10 countries namely South Africa, Nigeria, United States of America, South Korea, Hong Kong, India, Pakistan, Iran, Thailand and Singapore.

● The presentations and discussions related to Job Creation and New Pedagogy during ICTLHE 2012 in conjunction with RCEE & RHEd 2012 include:

● Key industry players suggested graduates, among other things, acquire generic or soft skills, must be able to create new jobs and create companies with new innovations.

● The Institution of Engineers (IEM), Malaysia members are also willing to help teach classes and share their working experiences .

● In line with UTM initiatives to create jobs for its graduates, Chairman of Engineering Accreditation Council praised UTM initiatives in supporting learning of Generation Y students using digital resources such as UTMotion, UTM OpenCourseWare and MIT BLOSSOMS.

● The Chairman of EAC was also impressed with initiatives at UTM using pedagogy such as "Peer Instruction" by Eric Mazur".

Concluding remarks

In enhancing research-informed teaching and learning, UTM has provided an Instructional development Grant (IDG) to its academic staff. APA Panel was impressed with this initiative.

For the past few years, a sum of money totaling to RM300,000 was provided. Until 2010, about 40 projects under the IDG were granted, and each group was given a maximum of RM5,000 per project.

In 2011, UTM has increased the amount to RM300,000 per year to further encourage academic staff to conduct research-informed teaching and learning. A minimum of RM10,000 and maximum of RM15,000 per project is provided so as to qualify for Principal Investigator and contribute to RU status .

Concluding remarks

Besides allocations for its academic staff to conduct R&D in their area of expertise, UTM also allocated a substantial amount of money for its academic staff to conduct R&D in teaching and learning.

In order to promote and enhance evidence-based learning, UTM provide instructional development grants (IDG) and research training in conducting robust research in teaching and learning.

Concluding remarks

Examples of research area innovations in teaching and learning in higher education include pedagogy or andragogy for UTM students, developing devices and researching its effectiveness for interactive learning, etc.

Results from these research can be documented and published in journals with Impact Factor such as:

●International Journal of Computer-Supported Collaborative Learning (ijCSCL)●Australasian Journal of Educational Technology (AJET)●Turkish Online Journal of Educational Technology (TOJET)●Interactive Learning Environments (ILE)

THANK YOU FOR YOUR ATTENTION

by Professor Baharuddin Aris Director Centre for Teaching and Learning (CTL)

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