Getting 5 marks for e-content materials

It is a bit cliché to say that “Just do your best to create teaching materials for your class”. Well, everybody aims that but the real thing is, how far we are engaging students in learning process with the materials that we give or with the instruction that we give?

I never get full marks. That is the fact. But I never aim to get full marks when I create or craft my teaching materials for my students. It is just that when people ask me about “how to get 5 marks” for ELPPT bonus, I feel sad because I could not help them much in this thing.

But nevertheless, even though it is stated that the materials should be interactive yada yada yada, I do not know what it means. I am a bit slow in this but for this semester, one of the experiments that I do to improve my teaching is to use Padlet as a platform for students to showcase their presentation as well as discuss about the topic of presentation using asynchronous mode since some of them have to share devices and there are many of them have internet accessibility issues.

This is the example from one of my classes – CLICK. This is not considered as e-content.

Why does it not being considered as e-content?

ONE: Padlet is only used as a platform to collect and share students’ assignment. There is no interaction UNLESS we give an EXTRA instruction in which they have to give feedback on each assignment which is showcased in the Padlet. I did not do that. So, it is not considered as e-content.

TWO: The instruction given is too generic. You have to be more detail in giving the instruction. How to do this? First, think about “What is the thing that you want to accomplish – Is it students’ interaction? Is it just sharing information? Second, use simple, compact and concise wording. This is the most challenging part, for me personally. I am struggling with this. What I normally do is, I will brainstorm with another colleague how to rephrase the instruction. Sometimes, to have another person to brainstorm ideas is better than doing it alone. I am blessed to have such colleagues around me even though there are just a handful of them. Well, they are the best. It is most important. Quality. Not quantity.

E-content: Why is it confusing?

*sigh* There is amendment (betterment??) for the e-content.

Previously, I was told that Padlet which is interactive/active can get 3 marks. But, now, it is 2 marks. What the _________ (fill in the blank of your preferred word).

The rules of the game has changed this year (2021). To whom it will benefit? How does it use to assess me as an instructor? Does it mean that if I able to produce materials whatever that I use in my class, I am a good instructor? What if I am so fed-up with this game and decide that I just could not be bothered by it anymore and do not upload any materials even though I have it, in this case, am I no longer considered as a good instructor?

I will stop asking existential questions. I rest my case.

Sepandai-pandai tupai melompat, akhirnya ……

I purposely put the title in Malay using one of the famous idiom: “Sepandai-pandai tupai melompat akhirnya jatuh ke tanah juga”. No doubt academic status especially being a professor is a goal that some people set as academicians. There is nothing wrong in that but in the current practice of academia, sometimes to chase fame and glory, some people do not hesitate to cut corners and resort to unethical practice even. It is kind of shame such practice happens. One of the latest is by a renowned researcher (or known as one before he was caught), Dan Ariely. I first came across his name through TED Talk. Unlike some other well-known researchers in psychology like Phillip Zimbardo, Carol Dweck and such, he is not that famous when I was an undergraduate students.

Dan Ariely’s research was about honesty. It is really interesting to know what makes people to be honest or dishonest and can one’s honesty be “changed”? His research provides an insight about that but later on when other researchers tried to replicate his work, they found out otherwise. This is when some people start to dig deeper. Later on they found out that Dan Ariely concealed some data and thus, ironically when though his research is about being honest, yet he is dishonest about his own research. The evidence that researchers found about his work is compelling. Click HERE to know more.

So, I would rather be true and honest to myself and others than being famous or getting the highest position of academic accolade i.e. professorship. I create this post as a reminder that what is important that I should focus on and do not jump into the bandwagon of unscrupulous practice.

Kuliah bersiri – Siri 5: Synergy (Core value)

I have thought about this issue since few years back. When the faculty was reorganized and we become Faculty of Social Sciences and Humanities, I was at school undergoing professional training (latihan ikhtisas). I was not feel the “heat” as I was practically banned from coming to the faculty without any reason (Ayat sebenar dari seseorang yang telah lupa akan hal ini: “Jangan jejakkan kaki ke fakulti sepanjang waktu latihan ikhtisas“). I was gladly complied his demand as I thought it might be a good thing to give myself a break dealing with some people.

When we talk about synergy, one of the things that comes across my mind is “Is it possible to be done?” On papers, it might look nice and clean but the practicality of synergizing might not be a bed of roses. Of course, in any collaboration, synergizing and whatsnot, we are not immune from challenges. The problem is how are we going to make things better through overcoming challenges. It requires efforts and sacrifices that many are not willing to make. With differences that exist among individuals and groups of people, to have a synergistically interaction of different individuals are not easy even though we are similar in terms of being humans. So, the synergy among humans are not like those who are halobionts.

“The whole is greater than sum of its part” – Aristotle.

If we consider ourselves like an alphabet, it serves its functions as an alphabet but combination of alphabets create words and combination of words create sentences. In short, as a unit, we might serve our own function but combination of functions from other individuals create greater functions.

Synergy involves teamwork, collaborative working and cooperative working. But it is kind of sad when synergy can be turned into parasitic in nature, rather than symbiotic relationship. In most cases, from my own experience, the former is common. Being in the bottom rank of hierarchy, of course I am not on the benefitting ones.

Essence of synergy like value and respect differences, build on strengths, and compensate for weaknesses are highly valued. No doubt about that. But when parasitic relationship exists, all effort go right to the drain. Sad but it is the truth that people often choose to ignore.

Where can I get the Blended Learning certificate ?

For those who got band 5 (the rating for blended learning), you can download the certificate which you can upload later on for your ELPPT – Bonus (Anugerah Pengajaran) here for 2022. You may find your old certificate for session 2020/21 onwards. So, if you want to find the older certificate for session 2019/2020 or 2018/2019, you might not find the certificate in the current system.

  1. Log in by using your email and staff number
  2. You will see the list of courses and blended learning level. Only level 5 will have the + button (blue color) activated where you can download your certificate.
  3. Click the + button to see the button where you can download your certificate

Just do your best to improve your teaching. Remember: “We teach not to attain glory but to educate future generations for the betterment of ummah” (it sounds cliche, right? But it is one of the things that I learned from great mentors of IIUM).

COVID-19: Mengenal pasti jenis teknologi yang sesuai untuk pentaksiran

Sesi ini diberikan oleh Cikgu Cheryl.

Dalam memilih teknologi yang sesuai, perlu melakukan analisis untuk memahami tahap penggunaan teknologi dalam kalangan murid. Soalan: Adakah murid anda mempunyai bandwidth yang cukup untuk high tech solutions (Google Meet dsb?”, Adakah murid mempunyai bandwidth yang cukup untuk low tech solutions (Whatsapp, Telegram?”. Selain itu, memilih satu atau dua aplikasi yang sesuai yang akan digunakan untuk beberapa minggu sebelum memperkenalkan aplikasi baru. Akhir sekali, pastikan ibu bapa juga sedar tentang penggunaan aplikasi di dalam kelas.

Aplikasi dan amalan yang disarankan menggunakan high and medium tech:

  • Pear Deck: Murid perlu log in untuk menggunakan aplikasi ini. Ianya percuma, boleh digunakan bersama Google Meet. Tidak memerlukan muat turun aplikasi. Kena guna Google slides (tidak boleh powerpoint biasa). Boleh digunakan oleh 30 orang murid sahaja dalam masa segerak (synhcronous).
  • Sediakan peraturan yang perlu diikuti oleh ibu bapa dan guru. Contoh: waktu berkomunikasi dengan guru (hadkan masa), penghantaran mesej dan sebagainya.
  • Sediakan pentaksiran setiap minggu dan hantar kepada ibu bapa/murid supaya mereka tahu apa yang akan dibuat setiap minggu.
  • Gunakan # untuk memudahkan pencarian tugasan yang telah dihantar.
  • Guna voice note untuk ibu bapa yang kurang literasi teknologi.
  • Pastikan ada perancangan untuk semua pentaksiran melalui Whatsapp/Telegram.

Strategi no tech

Membuat pentaksiran melalui panggilan telefon

  • membuat jadual ringkas untuk pentaksiran melalui panggilan telefon untuk setiap kelas. Jadual harus dikongsikan dengan ibu bapa.
  • Panggilan telefon boleh dilakukan untuk: memberikan pentaksiran ringkas, membimbing murid membaca dsb.

NOTA: Yang paling penting, kita perlu ingat “teknologi hanyalah alat”. Laksanakan pentaksiran mengikut kemampuan kita dan juga murid kita.

COVID-19: Mengenal pasti jenis teknologi yang sesuai untuk pentaksiran

Siri Masterclass Premium PEMIMPIN GSL SLOT KE-2, tajaan Yayasan Sime Darby berlangsung pada hari Sabtu, 21 Ogos 2021 pada jam 2 hingga 5 petang. Pada mulanya aku rasa tak nak datang ke sesi ini tapi aku kuatkan semangat. Lepas makan panadol, minum air dan sambil baring aku cuba hadir ke sesi ini. Oleh kerana tulisan tangan aku semakin teruk, untuk mengambil nota, aku bercadang untuk menaip terus tips yang aku pelajari dari sesi ini di sini. Ramai yang hadir ke sesi ini. Melebihi 100 orang peserta. Aku dengan Dr Doria je dari UTM. Kami bercadang untuk menghadiri sesi ini untuk belajar sesuatu yang baru dari orang luar UTM. Kami kena sedar diri bahawa tak semestinya orang luar dari UTM tak pakar dalam hal pentaksiran PDPR.

Penceramah ialah Samuel Isaiah (Global Teacher Prize Top 10 Finalist 2020). Fulbright scholar. Guru di SK Runchang, Pahang. (if you don’t know him, can google him).

Ini adalah tips yang saya pelajari pada sesi ini

  1. Menerangkan etika sesi dalam talian
  2. Menyatakan “Words of Affirmation”. Cikgu Sam menggunakan akronim “S – Smart, A – Amazing, M – Marvellous”. Cuba jadikan ini sebagai amalan setiap kali sesi pengajaran dan pembelajaran.
  3. Memberikan agenda sesi (secara ringkas)

3 langkah merancang pentaksiran formatif (backwards planning, penetapan jangka masa, pemilihan strategi pentaksiran)

  1. Backwards Planning

Selalunya perancangan PdP/PdPR dimulai dengan mengenal pasti topik, merancang beberapa pengajaran untuk mengajar dan menentukan jenis bukti dan strategi pentaksiran.

Backward planning ditentukan dengan mengenal pasti hasil yang dikehendaki (end goal), mementukan jenis bukti dan strategi pentaksiran dan merancang pengajaran untuk menyedikan murid melengkapkan pentaksiran. (RPH dirancang akhir sekali. Tentukan dulu hasil yang dikehendaki – apa yang kita hendak murid belajar).

Proses berbalik ini dapat membantu guru dalam mencipta urutan (sequence) untuk sesi PdP/PdPR. Hasil yang ingin dicapai ditentukan terlebih dahulu.

Backwards planning dapat membantu guru dalam mencipta dan mereka proses perjalanan PdP yang berfokuskan kepada proses pembelajaran dan bukan pengajaran semata-mata dan menintegrasi standard pembelajaran dan standard prestasi.

Formula backwards planning: HER

H – Hasil yang dikehendaki (dalam DSKP – hasil pembelajaran). Apa yang saya mahu murid saya dapat atau faham?

E – Evidence. Bukti apa yang dikehendaki. Bagaimana saya akan tahu murid tahu? Apa yang saya mahu murid tahu? (pemilihan jangka masa, pemilihan strategi)

R – Rancangan pengajaran. Apa yang perlu saya buat dalam sesi pembelajaran untuk menyediakan murid untuk penilaian? Penyediaan RPH (lesson plan)

Bagaimana memaksimakan impak backwards planning?

  • Melibatkan murid-murid dalam perancangan dan membuat keputusan bersama.
  • Membina jaringan dan kerjasama dengan guru-guru lain (Practitioner Learning Community -PLC). Merancang bersama, mendapatkan maklum balas.
  • Merancang secara nyata dan membuat carta alir supaya mendapat melihat, merasa dan menjiwai rancangan anda (guna papan putih, jamboard, sticky note dsb). Visualisasi perancangan anda.

2. Penetapan jangka masa

Kenal pasti jangka masa: jangka masa pendek, jangka masa sederhana dan jangka masa panjang.

Jangka masa pendek: sewaktu sesi pembelajaran, minit ke minit, hari ke hari. Strategi: Quick scan, questioning, discussions, self & peer assessment. Kelebihan: meningkatkan keterlibatan murid dan responsif/reaksi guru bertambah baik.

Jangka masa sederhana: di antara konsep penting di dalam satu unit/topik. 1 hingga 4 minggu. Strategi: projects, assignments, journals, practice test/quiz. Kelebihan: murid memahami bagaimana mereka dinilai dan pemahaman guru berkaitan dengan penilaian meningkat.

Jangka masa panjang: 4 minggu hingga setahun. Strategi: benchmarking test, end of year exam. Kelebihan: Penanda aras untuk kemajuan murid dan penambahbaikan terhadap kurikulum dibuat.

3. Pemilihan strategi pentaksiran

Teknik Quick scans: teknik membolehkan guru memeriksa kefahaman semua murid dengan cepat pada seluruh kelas. Jangka pendek dan sederhana. Cara: traffic light, thumbs up/down, sideways. whiteboard.

Teknik effective questioning: Menggunakan pelbagai jenis teknik penyoalan untuk mendapatkan respons dan menilai kefahaman murid. Jangka pendek dan sederhana. Cara: Hinge question, wait time, whiteboard, art, rhymes or actions, randomised or nominated question, socratic questions (soalan bersifat mencungkil yang memerlukan murid menggunakan KBAT. Contoh: the ignoramus: berpura-pura tidak tahu atau tidak peduli untuk mendorong penjelasan atau huraian daripada murid, the stingray: beri kejutan kepada cara berfikir tradisional murid-murid, the gadfly: melibatkan banyak bertanya soalan-soalan kecil, the midwife: mengemukakan soalan yang membantu untuk melahirkan idea),

Self and peer assessment: Jangka masa pendek dan sederhana. The entrance and exit ticket, star-triangle-circle, two stars and a wish , simple check, one-minute reflections

Communication regulators: High tech (low and no tech – cannot be done). Cara: Talking chips, timed turns, hot seat, think-pair-share.

2 perkara yang ingin saya pelajari dari sesi ini: a) pelaksanaan penilaian formatif dalam sesi PDPR, b) teknologi penilaian formatif dalam sesi PDPR

Untuk cikgu yang berminat , ini laman web – https://pemimpingsl.org/. Selain daripada itu, laman social media Pemimpin GSL
Instagram – https://www.instagram.com/pemimpingsl/
Facebook – https://www.facebook.com/pemimpingsl

Apa itu Penilaian formatif?

Penilaian: Mendapat kepastian atau rumusan mengenai apa yang murid tahu atau mampu lakukan. Rumusan (kepastian) ini berdasarkan bukti (evidence) pembelajaran yang dihasilkan oleh murid-murid.

Formatif: Sesuatu yang membantu, mereka atau membentuk (form or shape). Perkataan formatif itu sendiri merujuk kepada tujuan penilaian. Di mana ia dilaksanakan untuk membentuk dan memaklumkan pengajaran dan pembelajaran (to improve). Memperbaiki pengajaran kita, pembelajaran murid dan tindakan (intervensi) seterusnya.

Penilaian menjadi formatif apabila guru dan murid menggunakan bukti (evidence) mengenai pembelajaran murid, untuk membantu mereka: a) memahami perkembangan murid, dan b) menentukan langkah seterusnya dalam pengajaran dan pembelajaran. Keputusan yang dibuat berlandaskan aspek-aspek dan bukti adalah lebih berkesan berbanding keputusan yang tidak berasaskan bukti.

Cikgu Sam “Process of learning is meaningful and memorable than results” – Keputusan murid yang tidak memberangsangkan tidak membanggakan tetapi proses pembelajaran yang murid lalui itu membanggakan.

Pentaksiran tentang pembelajaran (assessment of learning) = pentaksiran sumatif

Pentaksiran untuk pembelajaran (assessment for learning) = pentaksiran formatif

Direka untuk individu yang tidak terlibat secara langsung dengan PdP harian = pentaksiran sumatif

Perlu melibatkan murid kerana murid adalah sasaran untuk peningkatan dalam pembelajaran.

Cabaran-cabaran melaksanakan pentaksiran sewaktu PdPR.

  1. Guru kekurangan kebolehan untuk merancang dan mengintegrasikan pentaksiran efektif dalam PdPR.
  2. Murid tidak terlibat sewaktu PdPR dan kekurangan komunikasi dua hala.
  3. Masalah infrastruktur.
  4. Guru kekurangan kemahiran dan pendedahan kepada strategi pentaksiran yang berbeza.

COVID-19: 1st dose of vaccine

On 24 July 2021, my eldest sister told me that there was a special quota vaccine registration at Kompleks Penghulu before 12pm. So I rushed with my other sister to register ourselves. While queuing up, there was an announcement that the registration was meant for those above 30s. There was a couple behind us that said they felt relieved they are in their 30s. Since we were wearing face mask, our faces were partially hidden and people might think that we are in our 20s. Nope. We told the couple that we are in our 40s. Long gone the days when we were in our 30s and 20s. As we went nearer to the registration counter, there was this PIC who suddenly asked one of the people who was queuing. Apparently, he is under 30s. So, even though he has been queuing for around an hour, he could not register. Well, it seems this vaccination drive was meant for certain age groups.

I got a call on Thursday asking me to come to the Dewan Raya Kg Sg Tiram at 11pm on 30 July 2021 (Friday) for vaccination. I went with my sister. Unlike others who said their vaccination process only took less than 45 minutes, mine took more than that. All in all, from the moment I arrived to the moment I got injected, it took more than 30 minutes. With the observation time (15 minutes), everything was done in an hour. There was a booth to take pictures and whatsnot but since there were more than 5 people were taking pictures (non-stop posing etc.), I told my sister that we should give it a pass. It is better to be safe than sorry since the place is a bit crowded and so many people were holding the placard and whatsnot.

What did I feel after that? I felt hungry, tired, and pain on my left arm. I also sweat profusely. I did not feel feverish but I took Panadol before I went to sleep. Just in case. On the second day, I could not raise my left arm above shoulder length. I felt tight on my left arm. I don’t force myself to stretch or anything like that. On the third day, Alhamdulillah I feel ok. I still feel a bit sore on left arm but now I can raise my left arm straight. So, I think I just got a mild side effects. Alhamdulillah.

COVID-19: Kualiti Kehidupan Dengan Bismillahirrahmanirrahim

SIRI MOTIVASI FSSH 6.jpeg

Meningkatkan kehidupan berkualiti memerlukan tiga aspek ini

  1. kecerdasan dan keseimbangan

Kecerdasan empat elemen iaitu fizikal, emosi, sosial dan rohani (spiritual) memerlukan keseimbangan. Kurangnya keseimbangan dari salah satu jenis kecerdasan akan menyebabkan kurangkan kualiti kehidupan. Kita perlu memenuhi keperluan kecerdasan empat elemen tersebut. Bukan mudah untuk memenuhi keperluan kecerdasan dan keseimbangan. Memerlukan pengetahuan, kemahiran, pengalaman dan masa untuk berubah. Proses perubahan memakan masa. Kita perlu memberi masa untuk kita memenuhi keperluan kecerdasan dan juga mencapai keseimbangan.

2. memenuhi tanggungjawab

Memenuhi tanggungjawab memerlukan seseorang itu mengetahui dan memahami tanggungjawab yang dipikul. Selain itu, kita juga perlu mengetahui cara memenuhi tanggungjawab. Paling utama, kita perlu mengetahui dan memenuhi tanggungjawab kita sebagai hamba Allah dan sebagai seorang Muslim. Itu adalah tanggungjawab yang paling utama.

3. keupayaan kepimpinan

Kepimpinan bukan setakat kuasa tetapi bagaimana kita mempengaruhi orang lain sebagai suri teladan. Sekiranya kita menjadi suri teladan tentang kebaikan, kita berjaya mempimpin orang lain.

Lima ramuan kehidupan dengan Bismillah

  1. Permulaan setiap kebaikan: Bagi setiap satu perkara tidak dimulai dengan Bismillah akan terputus kebaikan oleh rahmat Allah. Akan hilang makna sesuatu perkara yang kita lakukan tanpa dimulai dengan Bismillah. Menurut Syed Naquib Al Attas, sesuatu ilmu adalah ketibaan sesuatu makna dengan kebenaran. Oleh yang demikian, sekiranya kita melakukan sesuatu tanpa sebarang makna, kehidupan kita akan kurang bermakna. Jangan remehkan perkara kecil dengan tidak memulakan perkara tersebut dengan membaca Bismillah. Ustazah berkongsi pengalaman berjumpa dengan seseorang yang membuka kepala paip dengan lafaz Bismillah untuk berwudhu. Selalunya perkara sekecil ini sering terlepas pandang untuk diamalkan.
  2. Syiar Islam
  3. Zikir makhluk langit bumi dengan bahasa sendiri: Meskipun sebagai manusia kita tidak menguasai bahasa makhluk lain seperti haiwan, akan tetapi haiwan tumbuhan dan makhluk lain semua berzikir dengan bahasa mereka sendiri.
  4. Sesuatu kekuatan yang sangat besar: Jaminan kekuatan Allah SWT kurniakan kepada hambaNya dalam menjalani kehidupan seharian. Oleh yang demikian, jangan terlepas pandang tentang bekalan yang kita akan bawa di akhirat nanti. Kita memerlukan kekuatan dalam menghadapi cabaran kehidupan kita.
  5. Keberkatan yang tidak pernah habis: Barakah tidak pernah putus yang datang dari hambaNya yang bertakwa. Barakah ini datang dari amalan yang dimulai dengan Bismillah. Berkat didikan guru, ibu bapa dan individu yang hadir dalam hidup kita menjadikan kita hebat dengan izin Allah SWT.

Lafaz Bismillah adalah sandaran kita kepada Allah SWT. Oleh yang demikian, sekiranya kita tidak memulakan apa jua urusan perkara yang kita lakukan dengan lafaz Bismillah, kita tidak bersandarkan usaha kita melaksanakan urusan atau perkara yang dilakukan kepada Allah SWT. Ini yang menyebabkan kurangnya keberkatan dalam kehidupan kita yang menjejaskan kualiti kehidupan kita secara langsung dan tidak langsung. Apa jua yang kita lakukan adalah bergantung kepada pertolongan dari Allah SWT. Oleh yang demikian, kita perlu berusaha untuk sentiasa bergantung dan mengharapkan Allah SWT bersama kita dalam melaksanakan apa jua urusan. Hanya dengan lafaz Bismillah sahaja usaha kita untuk mengharapkan bantuan Allah SWT. Ianya begitu mudah tetapi sering kali kita terlepas pandang.

Cubaan kehidupan silih berganti akan tetapi kita perlu bergantung kepada Allah SWT meskipun dalam sekecil-kecil perbuatan, perkara dan urusan yang kita lakukan. Sebagai contoh apabila kita menanam pokok, kita tidak berkuasa untuk menghidupkan benih pokok tersebut. Dengan kuasa Allah pokok yang kita tanam, benih yang kita semai akan hidup. Lafaz Bismillah ketika kita menyemai benih pokok meletak kebergantungan kita kepada Allah SWT. Ini menyebabkan proses kita menanam pokok itu lebih bermakna.

Dalam menilai kehidupan kita, jangan memandang apa yang Allah SWT kurniakan kepada orang lain. Kita patut beriltizam untuk menjadi lebih baik dari diri kita yang sebelum ini. Perbandingan diri kita adalah dengan diri kita sendiri. Jadilah diri kita lebih baik dari diri kita yang semalam. Perubahan perlu istiqamah. Jangan harapkan perubahan yang drastik, terburu-buru dan tanpa istiqamah. Meskipun sedikit tetapi istiqamah adalah perubahan yang lebih bermakna. Apa jua perubahan yang kita ingin lakukan, lakukan dengan lafaz Bismillah supaya Allah kurniakan keberkatan dalam usaha kita berubah kepada lebih baik.

COVID-19: 7th Global Higher Education Forum 2021 (GHEF 2021) “Disruptive Era: Higher Education at the Crossroads

It is a two day forum. I might be able to join today’s session. I have another event tomorrow. To capture some important points that I might use later on for my class, I create this post. YouTube link: https://www.youtube.com/watch?v=JAP3vNO-p4w

Key note address 1: The COVID-19 aftermath: What the future holds for higher education and the sustainable development goals in a disruptive epoch.

By: Emeritus Prof Geoffrey Scott, Western Sydney University, Australia

  1. SDGs is not independent of each other. Each is interdependent of each other.
  2. Changes only happen when people find the values of changing current practice/situation. The drive to change depends on value on engagement and implementation for change and progress. But the real question is, does change bring about progress or does vice versa?
  3. Work ready graduates not only for today but for uncertain future – work ready plus graduates. Uncertain future is so unpredictable to certain extent, we might overlook and unable to foresee what the future holds.
  4. COVID-19 is a disruptive problem which brings about ethical dilemma. Decision making is value-laden. Graduates need to have values to guide their decision making. It is not enough to have technical knowledge if graduates are lack of values: honesty, authenticity, willingness to persevere, humility, compassion, kindness to others, learn from errors , inventive etc. Such value are grounded in religion and societal values.
  5. University needs to focus not only on competency (knowledge and skills) but also capabilities (self awareness, decisiveness, commitment, influencing, empathizing, strategize, flexibility, responsiveness). Individuals should have clear position on the tacit assumptions that drive the 21st century challenges.
  6. Good ideas with no ideas on how to implement them are wasted ideas (I LIKE THIS!!!)
  7. Change does not just happen but must be led and deftly. This is the responsibility of administrators to lead. Leaders need to be able to listen, link, leverage and then lead – always in that order.
  8. Moral purpose should be clear and use as a guideline. It is not enough to focus on STEM by neglecting moral purpose. So, the focus should shifted in STEAM. Arts are needed to inject the humanizing aspects of technical things which deal by STEM.
  9. Emerging myth? Teaching is learning? Information is learning? Leaning is not profoundly social experience. ICT is always the answer. Higher education is a cost, not an investment and is a business not a public service. Change is achieved through brute logic?
  10. Some things that I need to think. a) Wicked problems challenge us as human beings b) Ranking could lead to perverse consequences

Key note address 2: Higher education in the age of disruption: What are matters of Society 5.0?

By: Dr Yuko Harayama

  1. COVID-19 brings out and imposes new rules due to constraints on mobility, person-to-person relations, social issues such as social divide, digital inequality, surveillance for contact tracing, solidarity, preparedness, responsible actions for future generations etc.
  2. The question of what are the rules or ruling principles of delivering services (including education system)
  3. In Japan, Science and Technology Basic Law was proposed in 1995 and has been used as a guideline to deliver the values of openness, sustainability and inclusiveness which shifted Japanese society from technology-based society to humanity-based society. It is no longer about information society 4.0 but in the current situation of uncertainty, it necessitates Japanese society to move forwards and address not only economic growth but also well-being. Human-centered is needed more than before rather than focusing on advancement of science, technology and innovation (STI). Society is based by STI but human being will always be the center of everything. For example, the question of how to add a human touch of online teaching becomes more pertinent.
  4. Do not afraid to create space for experimentation even though we might make mistake (but we need to learn from the mistake that we do).

P/S: To be honest, there are back to back events organized by my faculty but I am starting to feel overwhelmed by it so, I need a breather. This forum gives me fresh invigorating ideas especially some of the ideas are coming from people outside my own faculty. There is nothing wrong with people in my faculty but after a while, I start to notice the similarity of ideas coming from them so I need different perspectives with regards to education system in general. There is also someone that I highly admired in this forum (tongue in cheek!)