Outcome-Based Education (OBE)
Outcome-based Education (OBE) is a method of teaching that emphasised what students can actually do after they are taught and trained. Decisions on teaching and learning are made based on how best to facilitate the desired outcomes, which in turn leads to a planning process that is different from traditional education planning. In OBE, the desired outcome is first identified before the curriculum is created to support the intended outcome. Malaysian Qualification Agency (MQA) through Malaysia Qualification Framework (MQF) highlights the necessity for adopting outcome based-education (OBE) in the learning process. Such an effort requires Institutions of Higher Learning to establish a team or a group of persons that has the working knowledge on the subject matter as well as the requirements by MQA. Therefore this designed workshop is most timely.
Flipped Classroom: Strategies & Tools for 21st Century Teaching Approach
Many teachers are now exploring Flipped Learning as an alternative teaching approach to enhance meaningful learning. Nonetheless, many are still stuck with the old paradigm of spoon-feeding learning content to learners (although now given as homework instead of direct instruction). Many are still now not aware and experimenting a more dynamic form of flipped the classroom or Flipped Learning 3.0.
This workshop is designed to facilitate participants to discover strategies and tools suitable for the implementation of Flipped Learning 3.0. During the workshop, participants will first explore the difference between Flipped Learning 1.0, 2.0 and 3.0. In addition, participants will be guided to explore appropriate strategies and tools suitable for making Flipped Learning 3.0 a realty and success.
Effective Teaching Delivery
The role of the instructor remains critical for teaching practice. In an age of the Web, smart-phones, all conduits of ‘infinite distraction’ (Pettman, 2015), it is all the pertinent for educators to master basic public speaking skills or techniques to ensure a strong presence in the classroom. The use of stories, eye-contact, the personal ‘bubble’ and many other methods of didactic teaching remain as important as ever (if not more so). Likewise, the classroom lecturer must also be cognizant of the methods available to encourage participant-centered learning, if only to ensure that students retain a substantial ownership of the material they are expected to cover. Learner-centered teaching is about learning via ‘immersion’, raising student motivation, encouraging multi-directional flows of learning, expanding the scope of learning, etc.
Principles of Assessment
This workshop examines the dynamic relationship between teaching, learning and assessment in higher education contexts. It considers strengths and limitations of new and traditional assessment approaches. This workshop will also provide practical hands-on training to explore learning outcomes for continuous improvement and accreditation initiatives.
Reflective Practice for Educators
Content of this course has connections with action research and critical/higher order thinking courses. Topics in this course include the introduction of the reflective practice theories and concepts; values and principles of reflective practice; the relationship between reflection, critical reflection and action research; and creativity and practitioner-researcher. Learners will be guided on how to apply reflective practice methodology into the teaching and learning processes of various levels.