Fasa 2 Kelas Kawalan Proses dan Instrumentasi

Kelas Kawalan Proses dan Instrumentasi
Process Control and Instrumentation Class
2.00 – 4.00 petang.

Fasa 2 CPBL (rujuk Gambar 1 dan 2)

Aktiviti 1: Kumpulan Kluster Peer Teaching

Sebelum memulakan aktiviti ini, setiap pasukan dibahagikan kepada tiga kumpulan kluster yang besar. Aktiviti ini dimulakan dengan setiap pasukan duduk bersama selama 10 minit untuk memastikan Team Mind-Mapping Teaching Note yang mereka telah buat sebelum masuk ke kelas dikemaskini (rujuk Gambar 3 – 6). Setiap pasukan dikehendaki menghantar satu salinan Team Mind-Mapping Teaching Note melalui elearning semalam, manakala individual teaching note telah dihantar pada hari Jumaat lepas.

Setelah itu, setiap pasukan pergi kepada kumpulan kluster masing-masing, yang mana setiap pasukan akan menampal Team Mind-Mapping Teaching Note (di kertas mahjong) di dinding (rujuk Gambar 7 – 12). Dalam setiap kumpulan kluster, setiap pasukan akan membentangkan Teaching Note masing-masing secara bergilir. Perbincangkan akan berlaku selagi mana ada perkara yang masih lagi tidak dapat difahami oleh rakan sepasukan. Sekiranya ada pembetulan, ahli pasukan akan membuat pembetulan secara terus di kertas mahjong (rujuk Gambar 13 – 14).

Aktiviti 2: Kelas Peer Teaching.

Aktiviti ini berlangsung setelah setiap pasukan membuat pembetulan nota di kertas mahjong masing-masing. Satu kumpulan kluster dipilih untuk membentangkan nota mereka kepada kelas (rujuk Gambar 15 – 16). Perbincangkan akan berlaku selagi mana kelas ada persoalan tentang apa yang telah dibentangkan. Perbincangkan akan menjadi lebih lancar kerana setiap pelajar telah mempunyai ilmu terdahulu (prior knowledge) semasa perbincangan dalam pasukan dan kumpulan kluster.

Rabu ini pelajar-pelajar akan masuk ke Fasa 3 dalam CPBL model di mana akan ada pembentangan penyelesaian bagi Masalah 1 oleh beberapa pasukan, diikuti dengan reflection dan team peer rating. Nantikan laporannya.

#ActiveLearning
#CooperativeLearning
#ProblemBasedLearning
#UTMFutureReadyEducator

Gambar 1 Gambar 2 Gambar 3 Gambar 4 Gambar 5 Gambar 6 Gambar 7 Gambar 8 Gambar 9 Gambar 10 Gambar 11 Gambar 12 Gambar 13 Gambar 14 Gambar 15Gambar 16

Kelas Kawalan Proses dan Instrumentasi

Kelas Kawalan Proses dan Instrumentasi
Process Control and Instrumentation Class.
11.00 pagi – 1.00 petang.

Hari ini pertemuan kali ke dua selama dua jam selepas pertemuan kali pertama Isnin lepas (tiada update sebab hanya pertemuan biasa-biasa saja).

Kehadiran pelajar sangat cemerlang, semua hadir kecuali ada dua pelajar yang masih cuti sebab patah kaki dan mengerjakan umrah, selain dua orang pelajar yang cuba hendak masuk kelas saya. Minta maaf, kelas saya sudah penuh (lebih 40 orang), lagipun nama mereka tiada tersenarai dalam sistem walaupun mereka cakap sudah buat pendaftaran, tanpa makluman dan persetujuan dari saya.

Kelas dimulai dengan semua pelajar menghantar tugasan, siap tersusun di atas meja pensyarah. Cakap perjumpaan pertama hanya biasa-biasa. Sebenarnya semua arahan tugasan telah dibuat dalam di elearning.

Dalam kelas ini tiada syarahan langsung, tiada nota dalam bentuk powerpoint, hanya menggunakan konsep pembelajaran koperatif berasaskan masalah (Cooperative Problem Based Learning CPBL – rujuk gambar 2). Masalah pertama telah dimuat-naik di elearning sehari sebelum pertemuan pagi tadi. Pengenalan kepada masalah 1 direkabentuk dalam bentuk perbualan telegram (rujuk gambar 4).

Aktiviti pertama ialah Team PR&PI (Problem Restatement and Problem Identification) yang terkandung dalam Fasa 1 CPBL model, rujuk gambar 2 dan 3. Sebelum memulakan aktiviti Team PR&PI, semua pelajar dikehendaki membuat PR&PI secara individu di luar masa kelas, sebelum masuk ke kelas. Semasa perbincangan dalam pasukan, setiap pasukan akan sama-sama menyiapkan PR&PI yang dipersetujui bersama berdasarkan PR&PI yang telah dibuat secara individu. Aktiviti-aktiviti ini berlangsung selama 45 minit (rujuk gambar 5 hingga 9).

Semasa aktiviti ini berlaku, semua ahli pasukan mempunyai tugasan masing-masing seperti sebagai Moderator, Recorder, Presenter dan Critics (plus time keeper). Setiap tugasan ini akan bertukar tangan setiap kali ada perbincangan dalam pasukan berlaku, sama ada dalam kelas ataupun di luar kelas.

Setelah itu, berlaku pula kelas PR&PI yang mana semua pasukan akan berbincang sehingga semua bersepakat untuk bersetuju kandungan dalam PR&PI. Apa yang penting dalam aktiviti ini ialah pelajar mampu sama-sama mengenalpasti isu-isu pembelajaran (Learning Issues) yang ingin diterapkan dalam masalah ini, iaitu pengenalpastian proses (process identification) berdasarkan P&ID (rujuk gambar 10). P&ID ini direkabentuk seolah-olah menyerupai P&ID yang digunapakai di industri (pening lalat menyiapkan lukisan P&ID ni).

Minggu depan pelajar-pelajar ini akan masuk ke Fasa 2 dalam CPBL model. Nantikan laporannya nanti.

#activelearning
#cooperativelearning
#problembasedlearning
#utmfuturereadyeducators

Gambar 1 Gambar 2 Gambar 3 Gambar 4 Gambar 5 Gambar 6 Gambar 7 Gambar 8 Gambar 9Gambar 10

The Three Primary Models of Blended Learning

Supplemental Model

The supplemental model of blended learning leverages online course components to help enrich the face-to-face classroom. In the supplemental model, there is typically no real reduction in classroom meeting time. However, the online course components are thoughtfully planned to compliment classroom activities and extend learning beyond the classroom.

Emporium Model

The emporium model of blended learning replaces all or some traditional face-to-face class meetings with collaborative, activity-based work done in a learning resource center or a shared student learning space where students access the online course materials. A space like this typically offers lots of connectivity-computers, wireless connections, easy access to all online course materials, flexible furniture, etc. – and fosters collaborative learning in its space design.

Replacement Model

The replacement model of blended learning substitutes online content and activities for portions of in-class class time and reduce face-to-face class time. The replacement model also changes the way that the face-to-face class time is structured: class time is dedicated more to interactive activities and peer-to-peer or student-to-instructor collaboration that cannot be conducted as easily online.

Source: https://wisc.pb.unizin.org/teachingwithtech/chapter/blended-learning-models-examples/

A4 – Self-reflection of teaching development over time and how this relates to future goals (with relevant evidence)

In general, my teaching and learning philosophy is evolved over time starting with teaching and learning philosophy based on behaviourism at the early stage of my career (2003 – 2005), followed by teaching and learning philosophy based on cognitivism before I pursued my PhD study (2005 – 2007) in which Universiti Teknologi Malaysia has implemented Outcome-Based Education (OBE) throughout the programme. During my PhD study in the field of chemical engineering in Technical University of Denmark (DTU) (2007 – 2011), I have been exposed to the concepts of learning by doing, learning by mistakes, higher level thinking, team-based learning and active learning which made my teaching and learning philosophy changed drastically from teacher centred learning to student centred learning after I successfully finished my PhD study (2011 – 2014). During this time, my teaching and learning philosophy was changed to constructivism. At the middle of 2014, my teaching and learning philosophy was changed again to social constructivism (2014 – 2018) after I am taking into consideration the effectiveness of the team-based learning, peer learning and cooperative learning. Starting 2018 until now, I am implementing the use of technology in teaching and learning activities.

A3 – Belief and practices of assessment and evaluation

Collaborative learning methods require learners to develop teamwork skills and to see individual learning as essentially related to the success of group learning. The optimal size for group learning is three to four people. Since the average section size is 30 to 40 people, collaborative learning methods often require teacher to break students into smaller groups, although discussion sections are essentially collaborative learning environments. For instance, in group investigations students may be split into groups that are then required to choose and research a topic from a limited area. They are then held responsible for researching the topic and presenting their findings to the class. More generally, collaborative learning should be seen as a process of peer interaction that is mediated and structured by the teacher. Discussion can be promoted by the presentation of specific concepts, problems, or scenarios; it is guided by means of effectively directed questions, the introduction and clarification of concepts and information, and references to previously learned material.

Course content is constructively aligned by taking into consideration cognitive, psychomotor and affective domains with teaching methods and assessments. Constructivists believe that assessment should be used as a tool to enhance both the student’s learning and the teacher’s understanding of student’s progress. It should not be used as an accountability tool that serves to stress or demoralise students. Types of assessment aligned to this epistemological position include reflective journals/portfolios, case studies, group-based projects, presentations (verbal or poster), debates, and role playing, which are formative assessments together with summative assessments such as quizzes, tests, assignments and final examination. In addition, to assess the team-based activities, self and peer rating are used at the end of every single problem, project, or assignment.

A2 – Personal Philosophy

My personal teaching philosophy is based on the social constructivism with technology. The central idea of social constructivism is that human learning is constructed and knowledge is constructed through social interaction and is a shared rather than an individual experience. Social constructivism suggests that learners learn concepts or construct meaning about ideas through their interaction with others, with their world, and through interpretations of that world by actively constructing meaning. Learners construct knowledge or understanding as a result of active learning, thinking and doing in social contexts. Assigns a leading role to individuals’ activity in the learning process, unlike previous educational theories mostly based on the passive and receptive role of the learner. It also recognizes the great importance of the symbol systems, such as language, logic, and mathematical systems, which are inherited by the learner as a member of a particular culture. Learning and teaching is a collective process in which we are both teachers and learners at the same time and are thus better able to understand the information we have constructed by ourselves.

Since 2018, we have emphasized the use of technology in teaching and learning activities. It should be noted that, technology is not fully used in teaching and learning methods, rather than helping the effectiveness of the pedagogy. Now, we implemented combination of blended learning with cooperative learning/cooperative problem-based learning in our teaching and learning activities.

A1 – Goals of Student Learning

My goals of student learning are more on achieving 21st century learning goals, which are:

  • Students choose to effectively demonstrate work as a member and a leader in a team during Active Learning / Cooperative Learning / Problem-Based Learning process activities.
  • Students able to communicate with confidence in oral and written modes to convey ideas to experts and peers through presentations and e-learning platform.
  • Students able to explain topics learned independently and with peers, yielding insight and information indicating interest in the subject.
  • Students able to analyse sustainability related problem and recommend engineering based solutions to overcome the problem based on the three pillars of sustainability development using Cooperative Problem-Based Learning.
  • Students able to think creatively and critically in solving complex chemical engineering problems independently and in team.

The experience I offer my students is intended to nurture the confidence, curiosity and humility to be challenged intellectually, to fulfil personal and professional aspirations, and to interact respectfully with those from a variety of backgrounds. I hold to the conviction that the best learning includes both synthesizing existing knowledge and producing new knowledge. I lay the foundation for students to understand the joys, inspirations, boundaries and goals of ethical and humane scholarship, engaging with the past and participating with others in the creation of an inclusive future.

Introduction to Engineering: Stage 3 Phase 1 CPBL.

Introduction to Engineering: Stage 3 Phase 1 CPBL.

Team and Class Problem Restatement and Problem Identification (PR&PI).

All students need to prepare their individual PR&PI before coming to class.

In class, all students were asked to prepare team PR&PI for about 20 minutes.

Then, one representative from every team (recorder) was asked to write their team KNL Table using Padlet apps.

Instructor together with all students were then checked and discussed all inputs for KNL Table. All team made corrections of their KNL Table before submitting it at the end of the class time.

#ActiveLearning
#CooperativeLearning
#ProblemBasedLearning
#UTMFutureReadyEducators