Staff Personal Website Clinic

Staff Personal Website Clinic


Date: Aug 14th, 2018
Venue: Mathematics Computer Lab 2, C22-Level 3, Faculty of Science.
Tentative schedule:
9am -10 am : Review basic updating
10am-12pm : Consultation
Click here:




Dr. Haiza (Instructor), Dr. Shazirawati, Dr. Farhana, Pn. Wan Rukaida

Bengkel/Klinik iOBE Jabatan Sains Matematik

Bengkel membantu staf yang memerlukan utk mengisi borang iobe untuk tujuan rekod.

Merupakan salah satu aktiviti bg JK NALI

Course: Engaging & Gamifying with Stencyl (advance)

The session started at 9am by En Syed Azlan bin Syed Abd Halim from MagicX company. Its a JV company between IRDA and UTM.

The key of the course is to make learning and teaching more interesting. One of the method is to put some gamifying elements in teaching method.

Berbengkel lagi…

Bersambung lagi bengkel media social and blog. Kali ini penceramah Dr Noordayana shows us on how to use WordPress from our mobile phone.

The sharing session yang sangat bermanafaat and sangat membantu dalam teaching and learning masa kini.


Kursus Web 2.0 For T&L: SOCIAL MEDIA & BLOG

Tarikh: 15 May 2017

Time   : 9.00-4.30pm

Venue : Bilik Bengkel CTL

Web 2.0 technologies bring the web to a new phase, which allows users not only to use information but also to be directly involved in generating new information. Social Media as one of the Web 2.0 tools allow social interaction and easy creation of content by users. It can be an effective tool for teaching and learning in higher education. It can help connect students to information and help them generate a dialogue with their teacher and other students about a course. Blog is another Web 2.0 facilities which is easy to create and offers variety of interactive facilities. It could give positive impact towards student’s development. This course revealed to academic staff on how to utilize social media and learning and Blog for teaching and learning effectively.

Bengkel/Kursus: Constructive Alignment -day 2

“Constructive alignment is a design for teaching in which what it is intended students should learn and how they should express their learning is clearly stated before teaching takes place. Teaching is then designed to engage students in learning activities that optimise their chances of achieving  those outcomes, and assessment tasks are designed to enable clear judgments as to how well those outcomes have been attained” (Biggs, 2014, pp. 5-6).

The constructive alignment approach recognises “knowledge is constructed by the activities of the learner” (Biggs, 2014, p. 9) rather than being directly transferable from teacher to student. “Learning takes place through the active behavior of the student: it is what he does that he learns, not what the teacher does.” (Tyler, 1949)

Alignment occurs when the learning activities that we ask students to engage in help them to develop the knowledge, skills and understandings intended for the unit and measured by our assessment. A constructively aligned unit capitalises on the powerful effect of assessment on students’ learning experiences. If assessment drives students’ learning, then students are most likely to achieve our intended outcomes if the assessment is aligned with our intentions.

The framework of constructive alignment is represented in the University’s recommended approach to unit design:

  1. Identify the intended learning outcomes
  2. Design assessment tasks to measure attainment of the learning outcomes
  3. Plan learning activities to enable students to develop the skills, knowledge and understandings described in the intended learning outcomes and measured by assessment
  4. Choose the content (topics/examples/resources/materials) required to support the learning activities


Biggs, J. (2014). Constructive alignment in university teaching. HERDSA Review of Higher Education, 1, 5-22.

Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.


Young Talent Consultancy Camp 2016


The camp will be hold for 2 days. 1-2 November 2016.

We have Dr Zoe Kelson from Smith Institute, UK as invited speaker.