ANUGERAH AKADEMIK NEGARA ANUGERAH PENGAJARAN SAINS GUNAAN TEACHING PORTFOLIO PREPARED BY: ASSOC. PROF. Ts. DR. NOREEN IZZA ARSHAD DEPARTMENT OF COMPUTER AND INFORMATION SCIENCE UNIVERSITI TEKNOLOGI PETRONAS PhD. (Information Systems), University of Melbourne, Australia MSc. (Information Management), University of Strathclyde at Glasgow, Scotland Bachelor (Hons.) (Information Technology), Universiti Teknologi PETRONAS, Malaysia JANUARY 2023
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P a g e 3 | 239 TABLE OF CONTENTS CONTENTS PAGE PREAMBLE...........................................................................................................................................5 DEDICATIONS .....................................................................................................................................6 SECTION 1: Teaching Philosophy.......................................................................................................7 1.1a STATEMENT OF TEACHING PHILOSOPHY...................................................................8 1.1b MY BELIEFS..........................................................................................................................11 1.2 STATEMENT OF TEACHING AND LEARNING THEORY: FLIPPED CLASSROM.13 SECTION 2: Strategy in Teaching/Supervision and Assessments ....................................................17 2.1a TEACHING STRATEGY: FLIPPED CLASSROOM (FC) FROM MY POINT OF VIEW ...............................................................................................................................................18 2.1b THE FLIPPED CLASSROOM STRATEGY ......................................................................20 2.1c HOW I STARTED MY FLIPPED CLASSROOM?............................................................21 2.1d THE WAY I CONDUCT THE FLIPPED CLASSROOM .................................................27 2.2 ASSESSMENTS OF STUDENTS PERFORMANCE...........................................................32 2.3 SUPERVISION .........................................................................................................................39 SECTION 3: Creativity and Innovation and Impact towards Teaching & Learning ......................46 3.1 INNOVATION STATEMENT................................................................................................47 3.2a INNOVATIONS: BEFORE FLIPPED CLASSROOM ......................................................53 3.2b INNOVATION FOR ASSESSMENTS: DASHBOARD .....................................................62 3.2c INNOVATION: AFTER FLIPPED OUTSIDE CLASSROOM ACTIVITIES – COMMUNITY REACH OUT AND MORE................................................................................65 3.2d INNOVATION: BRINGING THE INDUSTRY EXPERTS TO MY FLIPPED CLASSROOM.................................................................................................................................69 3.3 IN-CLASS FLIPPED CLASSROOM ACTIVITIES AND ASSESSMENTS THAT ENCOURAGE HIGHER ORDER THINKING SKILLS...........................................................71 3.4a FLIPPED CLASSROOM INNOVATION & ITS IMPROVEMENT ON STUDENTS’ PERFORMANCE...........................................................................................................................78 3.4b FLIPPED CLASSROOM IMPACT ON STUDENTS’ QUALITY OF WORK...............83 3.4c ANALYSES OF STUDENTS ONLINE BEHAVIOUR AND ITS IMPACT ON PERFORMANCE ACHIEVEMENTS .........................................................................................88 SECTION 4: Assessment and Testimonial in Teaching & Supervision............................................93 4.1a STUDENTS ASSESSMENTS AND REFLECTIONS ON FLIPPED CLASSROOM.....94 4.1b STUDENTS’ EVALUATION..............................................................................................113 4.2a TESTIMONIALS FROM STUDENTS & ALUMNI.........................................................120 4.2b TESTIMONIALS FROM COLLEAGUES........................................................................137
P a g e 4 | 239 4.2c TESTIMONIALS FROM THE UNIVERSITY MANAGEMENT ..................................142 4.2d TESTIMONIALS FROM THE COMMUNITY AND INDUSTRY ................................149 4.2e TESTIMONIALS & FEEDBACK AFTER FLIPPED CLASSROOM TRAININGS/WORKSHOPS/SEMINARS CONDUCTED WITH VARIOUS STAKEHOLDERS .......................................................................................................................154 SECTION 5: Improvement in Teaching & Learning and Professional Development ...................157 5.1a REFLECTIONS: IMPROVEMENT IN FLIPPED CLASSROOM TEACHING & LEARNING PRACTISE..............................................................................................................158 5.1b MY JOURNEY AND IMPROVEMENT AS FLIPPED CLASSROOM PRACTITIONER .........................................................................................................................159 5.1c ANALYSING MY OWN FLIPPED CLASSROOM STRATEGY: A LESSON LEARNT FOR IMPROVEMENTS..............................................................................................................163 5.1d ABRUPT IMPROVEMENT: TRANSFORMING FROM FLIPPED CLASSROOM TO E-FLIPPED CLASSROOM DURING COVID-19....................................................................165 5.1e ROOM FOR IMPROVEMENTS - THE E-FLIPPED CLASSROOM............................172 5.1f MY REFLECTIONS ON TEACHING AND LEARNING DURING COVID-19 PANDEMIC...................................................................................................................................175 5.2a PROFESSIONAL DEVELOPMENTS...............................................................................179 5.2b GRANTS IN TEACHING AND LEARNING ...................................................................185 5.2c MY MENTORS.....................................................................................................................189 SECTION 6: Scholarship in Teaching & Learning........................................................................191 6.1a SCHOLARSHIP IN TEACHING AND LEARNING .......................................................192 6.1b TRAINERS & ADVOCATES: AT UNIVERSITY LEVEL - UTP..................................195 6.1c COMMUNITY OF PRACTICES (COPS)..........................................................................201 6.1d PUBLICATIONS..................................................................................................................204 6.2a INVITATIONS AT NATIONAL LEVEL..........................................................................208 6.2b INVITATIONS FROM INTERNATIONAL INSTITUTIONS & INDUSTRY .............215 6.2b AWARDS & ACHIEVEMENTS ........................................................................................219 6.3a LEADERSHIP IN ACADEMIC RELATING TO T&L...................................................225 6.3b NETWORKING AND GROWING AT NATIONAL T&L SIGs....................................230 6.3c GOVERNMENT LINK UNIVERSITIES (GLU) Education PILLAR............................234 FINAL WORDS .................................................................................................................................238
P a g e 5 | 239 PREAMBLE Why do I teach? Where do I get my passion for teaching? My undergraduate students, Class of 2018 (Source NST: January 2019) When I was a student, I love listening to good teachers and lecturers who delivers well. A few of them did a good job in teaching and explains extremely well. While the rest read notes most of the time and deliver what could be read from textbooks. That frustrates me, as a student who enjoys listening to lectures and learns mostly through ‘listening’. It turns out to be, I perform well in subjects that are taught by good teachers/lecturers who delivers their courses well. That makes me realize the importance of teaching delivery. But what happen to those subjects that are taught by not so good teachers/lecturers? It shouldn’t be the reason for failing, just because the teacher/lecturer did not deliver well (although that could be the reason … haha) To survive, I teach myself those subjects, create good notes, create good diagrams, for myself to understand the subject well. It turns out to be, everyone in the class is having my notes!!!! And, people start coming to me, as if I am the lecturer of that subject. Apparently, to my surprise, I enjoyed it! I worked as an executive upon graduation in one of the big fortune companies, yet it does not excite me. Secretly, I applied for a job as an academician. I wanted to teach. My friends, family members and lecturers also believed in me, that this career would suit me well. So, that’s how the story began. If you ask me now, if I regret leaving the big pay, glamorous place, and nice blazers behind? The truth is, I am glad I made that decision at that juncture (when I was still young, once upon a time). I believe everyone has a story, and this is a story about my journey of becoming an educator and I am still on the road, I don’t think I want to stop as yet … Noreen Izza Arshad
P a g e 6 | 239 DEDICATIONS This teaching portfolio is dedicated to: ❖ All my students and researchers I have taught, supervised, shared, met, and worked with since 2004 who have made my teaching and research journey a beautiful one - May our path cross again someday. I am a proud teacher, always. Thanks for being there, you guys will not believe how much I learn from all of you. ❖ To University Teknologi PETRONAS (UTP) top management, my bosses, colleagues, executives, support staff who have been instrumental in supporting my career as an educator in many ways possible. Thanks for the opportunities, learning curve and assistance given throughout the years in UTP, and still supporting me till today. ❖ To my husband who is also an educator, thanks for the endless sharing and constantly pushing me whenever I feel like quitting. ❖ To my beautiful children who have always known how much their mom loves teaching and learning since the day they were born - May you all grow to love knowledge and spread the best of ilmu your whole life. ❖ To my parents who first taught me, you guys are the best teacher who I never paid but continue to teach me. Thank you for endlessly teaching me till today. ❖ To my colleagues at UTP and other universities, you guys are the best of friends and amazing people I have ever known. May you all keep teaching and doing the amazing things in life. I wish you all the best always. May the knowledge we impart light us up after we depart. ❖ To my industry partners from various organizations, I learnt a lot from all of you about the real working world. It is a real business and not just research written on paper. Thanks for the experience and opportunities. ❖ To my teachers, lecturers, supervisors, and mentors since my childhood days, thank you for the knowledge and for making me the person I am today. May Allah grants you the best of here and hereafter.
P a g e 7 | 239 SECTION 1: Teaching Philosophy
P a g e 8 | 239 1.1a STATEMENT OF TEACHING PHILOSOPHY “Teaching in the new era …” I believe that teaching is an act of delivering and sharing information and knowledge to my students. I have my own philosophies explained as follows: ➢ I make my students understand the knowledge through the simplest way possible Whenever I prepare and deliver teaching material, I will try my very best to make the subject being discussed to be understood in the simplest way. I believe that as a lecturer, it is my responsibility to deliver knowledge in a way that students will remember. If it is being delivered in a complicated and confusing way, no one would understand, and it is going to be a waste of time spent in class. For example, if the theory to be taught to students is very subjective and difficult to understand, I will find examples that could help them understand the theory better. At the end of every class, I want my students to walk out of the door with new, well understood, and clear information. ➢ I facilitate and not dictate During class and lectures, I did not dictate my students. I don’t believe in being a dictator kind of lecturer. I believe in being a facilitator who led them in finding knowledge. For example, during the first week of the semester, my students could suggest the type of projects and assignments they feel interested to do. They also decide whether they prefer individual or group type of presentations and assignments. Nevertheless, they need to have a justification on the suggestions and selection that they made. Furthermore, to arrive to a solution of any activities, they need to think about the ways to achieve it themselves. They could use their own styles and materials which found related. I do not restrict them to only use certain approach or media to arrive at the solution. I let them explore any ways possible, with minimal supervision. With this kind of facilitation, students will usually present various possible ways to arrive at a solution. They also use their own creativity to present their final work. That makes class presentation very colorful and interesting! ➢ I treat my students as matured learners I treat all my students as matured learners. This means that I teach them to think and work as university students instead of school kids. For example, they have to think of a way to find solutions instead of waiting for the solution to be given by me. They also need to arrange any field trips, adjunct lectures, and presentation days and schedule themselves. Other than that, during lectures, I welcome open discussions. Students could ask questions at any point of time they feel needed. I will also open a discussion session if there is an argument about the topic being taught. Whenever students have different school of taught, I will give them time (usually at the end of the class), to present their thoughts and arguments. The session is usually open to all students in my
P a g e 9 | 239 class who are interested to join. I am open to arguments and believe in the existence of different school of thoughts and philosophies. Therefore, I will always open to and appreciate different ideas. With this kind of style, I believe that my students will be ready for the working world, which demand for mature thinking, variety of skills and creativity. We share knowledge with each other, my students and I from various parts of the world. ➢ I teach and learn from them I believe that I always learn a lot from my students. Most of the time, I learnt about the existences of new technologies from them. In this era, new technologies are difficult to catch up with. Therefore, I learnt about new things from them. Besides that, whenever my students feel that I might be wrong in some areas, they could tell me with respect and with justification. I sometimes do make mistakes (who don’t anyway), and it is good if they could pinpoint those errors. This shows that they are alert and understand the subject matter. As for me, it is good to learn from those mistakes and not to repeat them again in the future. I found that when I am creating this kind of environment, where both me and students learn together, it creates a more fruitful and meaningful session every single time. For example, they become more excited to tell and share knowledge they know. This makes the class livelier, instead of it is just me who share. At the end of each class, it is not only them who learn, but it is also about me who learn a few things if not many. ➢ Give the best experience you could I believe in giving my students the best experience whenever they register to my course. I want them to remember the course and enjoy it as much as I do when I teach them. I always tried my best to make the teaching and learning experience as interesting as possible. For example, we do have free food after each big milestone achieved. This includes after presentations, tests, and exams. They also hold some special sessions with industry people that they admired most. This motivates them in many ways when
P a g e 10 | 239 an industrial icon come to visit and give inspiring talks. Other than that, whenever I am in class, I always share good and interesting experience, stories, and news. It could be what I actually experienced or someone else’s. I also showed real evidence such as pictures and videos. I found that students get excited to know these real-life experiences and they would then try to relate to the topic being discussed. ➢ I believe in teaching good values The class time are usually limited. As much as I can, I will try my best to teach and instill good values. The good values could be as simple as be punctual and respect each other. I believe that good values should be instilled and reminded all the times to this age group of students. Nevertheless, I found that by preaching about good values, they would not learnt much. Therefore, I always show them good examples, being good role model and give them short motivational talks that could inspire them towards good values. It is surprising to see that these students change towards accepting good values, through simple things that you do as an icon to them. I taught them in 2019, this picture was taken during their convocation day in 2022.
P a g e 11 | 239 1.1b MY BELIEFS When teaching my students, I do incorporate and adapt some existing learning theories. I found it helpful in such that it helps me to understand how students could learn in better way, as has been done in the past. Nevertheless, I find that these theories exist as a lens that help us lecturers to understand how student think and learn. It is me who needs to craft it in such that it could best fit the way I teach, the situation I am in (my class, labs etc.), the students I teach, and the subject I am teaching. Below are the explanations on how I incorporate teaching and learning theories to my teaching practices. ➢ Students’ learning is a process of active construction When I teach my students, I try to relate to the experience they already known in the past (probably through previous courses, their own experiences etc.). I know that each student will have their own interpretations and understanding due to the fact that they encounter different experiences and learning previously. To me, that’s definitely fine. As long as they learn and what they construct is a correct understanding, that’s the main objective of my delivery. At the same time, I want them to share these various understanding with everyone. I will ask them to share their understanding with examples. Usually, students will be given 3 – 5 minutes to share how they could relate certain topic to their previous work experiences, or some stories they may have seen. These activities are usually conducted in pairs. ➢ Students’ prior knowledge determines what they will learn in my class I take the position where my students attend my lectures not in a blank state of mind. They might already know the topic, something related to the topic or other things that may be related. Thus, I will ask questions, or ask them to write the experiences that relates to the topic being discussed. I will also let students relates the topic being discussed to real world cases and examples. With this way, I found that students learn better and remember the topic well. Furthermore, what I found good is that my students do not only memorize the key principles but understood how the concept being taught in great depth. ➢ Putting small concepts into a big picture, so students could see the whole picture When there are many principles or concepts that needs to be grabbed in a topic, I take the responsibility to put it into a whole big picture or a ‘helicopter view’. This is important as I am well verse with the topic and students don’t. I could see the whole picture and put them together in a big piece. Therefore, in most of my lectures, I will start the topic by bringing the big picture that contains small concepts. Then, I will
P a g e 12 | 239 describe the importance of learning this big concept including the way it could be applied. During next lessons, I will continue to break the teaching into pieces by explaining the small concepts. On many occasions, I give each small concept to small groups of students. Each group will get different concepts and they need to understand it well. At the end of the lesson, each group needs to share their understanding on the concept given. With this way, the whole class are able to learn small principles from peers. I will then, summarize the topic by gluing back each small concept into a bigger framework or model or theory. ➢ Students learning is a social phenomenon I learnt that students learn better through communication, conversation, discussion and sharing. These social activities make them more interested in learning and enjoy the process. Therefore, I will often add these social activities in class. If it is just a one-way communication where I teach in front of the class and conduct demonstration, students often find it mundane and dry. Social activities are inserted during certain times, they started to enjoy the process and willing to take part. Without them realizing it, they gained knowledge from peers and those activities that they took part. Through these activities, they also understand the subject being discuss very well and it sticks in their mind. During exams, those who take part could answer better with clearer explanation and examples. Picture taken during convocation dinner (left) and robing ceremony (right) with proud students of mine. Pictures taken during convocation in 2015.
P a g e 13 | 239 1.2 STATEMENT OF TEACHING AND LEARNING THEORY: FLIPPED CLASSROM I am a flipped classroom practitioner and has been practicing flipped teaching and learning since 2015. It has been my teaching strategy since then on and I always find ways to improve the flipped teaching and learning resources. About my flipped Classroom https://www.youtube.com/watch?v=r3bImuRLNwg ➢ Flipped learning requires preparation of learning materials Flipped teaching and learning requires the instructors to prepare learning resources for students to be well prepared before coming to class. It requires learning materials that are self-explanatory, easy to understand, aligned with the course learning outcomes and engaging. This is crucial as to build up students’ motivation to learn before coming to class and be able to participate actively in class. The theory of flipped classroom at a glance
P a g e 14 | 239 The bite-size video is explaining about the theory of knowledge codification. https://www.youtube.com/watch?v=T5DnXUeYia0 ➢ Before class learning materials The learning resources include bite-size videos, short movies, VR and AR small applications etc. that focus on fundamental theories that students must grab and understand well before coming to class. These often include some learning theories or fundamental equations or algorithms and so on. Examples are given so that students can easily grab the idea being taught. All materials and resources are available on the e-learning platform (Ulearn or UlearnX). Students could always access these materials and resources from time-to-time not only before class but after class, before exams, for assignments submissions and during revisions time. Short quizzes are sometimes added for students to answer before class. I could identify topics that is found difficult among students and therefore focus on this part during in-class flipped classroom. Some sample of my flipped video (pre-class learning): The bite-size video is explaining about the theory of building a process-based map https://www.youtube.com/watch?v=stTiGaEtgRI
P a g e 15 | 239 ➢ During class I realized that by giving the pre-activities and materials before class helped me to identify difficult topics that requires more guidance. The introductory and parts which are easy could be left to students to learn by themselves. This makes in-class flipped classroom session to be more focused towards problem solving, discussions and guiding students to understand parts which are often found confusing, difficult, and hard. Example of how materials before class is aligned to in-class activities are shown in figure below. Knowledge Inventory analysis resources (before class) aligned with Knowledge Inventory analysis activities (in-class) ➢ After class After class activities is often prepared to ensure that students get the fundamental theory right and to clear off any misconceptions. Therefore, activities such as assignments, post-quizzes, presentations are conducted as to know whether students get it right. This is extremely important in flipped learning strategy as students learn by themselves and it is our responsibility to check and review whether their After class discussions to check on understanding about the learning that occurs Knowledge Inventory analysis reading materials and videos, slides, simple short applications (before class) Constructive Alignment Knowledge Inventory analysis activities (in-class)
P a g e 16 | 239 understanding about the whole topic is aligned with the learning outcomes. Some of the after-class activities are shown in pictures that follows. What students love most during after class is the outside classroom activities. This include joining competitions, exhibition, and expositions. There are some semesters where students hold events such as debates and present in conferences. The idea is to apply the knowledge they have learnt in real life settings. Students enjoyed this outside classroom activities very much. They treasured the experience and getting certificates, medals and awards are always a bonus. Well done guys, I am a proud lecturer! Some students got the chance to participate in exhibitions and competitions applying their knowledge and skills learnt in class. I could see their effort going beyond the milestones. They work more than what was taught in class. They showed great teamwork, dedication, and discipline. They worked hard after class including over the weekends to be well prepared. These are the skills that I would like to impart to all my students if time permits. This is to prepare them to embrace and get ready to be part of the future workforce. Applying knowledge learnt in class to school kids at SK Sultan Yussuf Batu Gajah, Perak in 2017
P a g e 17 | 239 SECTION 2: Strategy in Teaching/Supervision and Assessments
P a g e 18 | 239 2.1a TEACHING STRATEGY: FLIPPED CLASSROOM (FC) FROM MY POINT OF VIEW I started conducting flipped classroom (FC) since 2015. I started small, where the flipped strategy begins with one chapter in each course that I taught. Then it continues to be a few selected chapters with flipped strategy imparted. Starting 2017, I have my flipped materials completed and managed to conduct full FC throughout the semester. Things get easier when you know the topic well and have all the preclass materials ready. You also know which topic is difficult, confusing, too complicated or an easy one. Thus, when things get very familiar, you know what matter most. That is when you could match the topic with activities in class that would help students to understand better, think more and create great output and findings. From previous years, I spotted my biggest gap. That is not having a good closure at the end of each topic. I also found that I gave the feedback way after (a few weeks sometimes), when they have totally forgotten about the topic. The effectiveness of sharing comments and feedback gets lesser and lesser when they are not connected to the topic anymore. As I become matures with FC, I gave immediate reviews and feedback at the end of each class, with clarity to clear misconceptions. This has to be well planned in such that answers have to be ready. This is important as to ensure students’ grasp the fundamental theory and concepts right. When students are still at that topic, and after doing quizzes or assignments they get curious to whether they get the answers right. You will be poked with so many questions as they are at the same page. This is the best time to clear any misunderstanding and misconception, and this is the peak time where students learn the most. But again, I have to be very well prepared with the materials and resources. I have to also creatively managed the inclass flipped classroom session when the group is big, time is short, and content is difficult. Starting 2018, it marked the year where I have done full flipped learning and collaborative learning (during in-class FC). I am getting used to it. I take the opportunity to understand, how do my students take it? Do they like it? Or is it just me that enjoy the most? Are they really learning? Getting students’ reflections/ feedback/ comments are not something that I will keep
P a g e 19 | 239 on doing. I do feel nervous to read negative reviews. Nevertheless, I realize that getting feedback from students is what matter most. This will reflect either I am doing well at flipping the classroom or the implementation is a failure, or something may not be right. So, I keep on requesting for students’ reflection about the courses I taught. I have shared those valuable feedbacks from students concerning FC implementations in my class in Section 4, do have a read!
P a g e 20 | 239 2.1b THE FLIPPED CLASSROOM STRATEGY From the FC figure shown above, you could see there is a traffic light colors. That is how I viewed the implementation of FC. I viewed FC in three stages: ➢ Learning before Class (Yellow Light) at students’ personal learning environment and during self-learning time (SLT) at their own phase and time. ➢ Learning in Class (Green Light) is the in-class face-to-face flipped classroom session. It is not a lecture session but a facilitated collaborative and active learning in class with activities that include presentations, quizzes, problem solving, case studies and many more. ➢ Post-class activities (Red Light) are for students to experience and expose to the world and be able to connect what is learnt in books with reality in social learning environment. This include opening the opportunities for them to compete in competitions and apply the knowledge they have gained. Besides that, post-class activities also include post-discussions, revisions and hand holding those who could not cope with the subject matter. The flipped classroom (FC) pedagogy – at a glance
P a g e 21 | 239 2.1c HOW I STARTED MY FLIPPED CLASSROOM? I have started to embrace flipped classroom teaching and learning since 2014/15. It has been my teaching strategy and my supervision strategy since then on. Here are the flipped strategies that I have been following and improvements were made as the time goes by. This is important as to ensure that new assistive technologies are embraced together with new discoveries and innovation. • How flipped started in my teaching and learning? Initially it started when I received the Scholarship of Teaching and Learning (SoTL) grant in 2015. The grant allowed me to prepare visual learning materials for teaching and learning. That is when I started developing videos for my classes. Some videos are developed using tools such as Screencast-o-Matic, PowToon, OBS and a few more. These videos are carefully crafted so that it meets the subject/topic learning outcomes. • Plan & prepare the flipped materials and resources for the difficult topics Things could be overwhelming to start preparing for flipped materials. With the myriad of tools available online and content to be developed. I started with the tough topics. Why? Since I struggled to teach students with these topics, having secondary resources is important. Let them have extra guidance such as videos and other supplementary materials at hand. SoTL grant, RM20K with the title – Exploring the Use of Digital Visual Materials in Teaching and Learning.
P a g e 22 | 239 • Prepare materials and resources that are aligned with the course learning outcomes to engage students to learn At the beginning of flipped classroom, I realized that there are videos left unwatched. There are also materials left untouched. The lesson that I learnt from this is to prioritize and create learning resources that are aligned with the topic learning outcomes. Students get engrossed with topics being discussed if it is something related to what is being assessed (summative or formative assessments). That’s when I learnt the importance of creating materials that are constructively aligned with the assessment materials to achieve the learning outcomes! That is also when my before flipped class learning materials reach the highest number of hits! Following Brent and Felder (2003) and Fink (2003) in designing effective course materials for flipped learning that is constructively aligned with the assessment materials and learning objectives and goals – I created my materials and videos and assessment materials and ensuring that they are constructively aligned. The materials prepared are aligned with the activities designed and assessments to meet the learning goals/objectives. The topic that students struggled with, become my main point of flipped materials – videos, activities, diagrams, VR and AR small applications and in-class discussions (during class).
P a g e 23 | 239 • Transforming teaching in class. Who says Flipping Classroom means you NO longer have to teach? Many would think that flipped classroom eliminate teaching and some thought that they do not have to come to class at all. This idea is wrong! Flipped classroom (in-class teaching) is transforming teaching to focus on crucial topics and to conduct the class in collaborative or active learning styles that is more effective. This include having students to go through problem solving activities, presentations, and debate, to name a few. Students will be actively involved, and their mind are busy thinking on how to apply the fundamental theories and to solve the problems given creatively! • Plan for Extrinsic & Intrinsic Rewards All activities conducted are discussed in-class. This is important as students are hungry to know whether their answers are right or wrong and how could they perform better. Some of the activities in class are ‘assessments for learning’, while some are ‘assessments as learning’ and there are also ‘assessments of learning’. Most activities conducted in class will be discussed on the same day or in the same week. Procrastinating the discussion will only demotivate the students as they tend to forget the topics taught and their own answers are often forgotten. Therefore, discussion is often conducted right after the completion of activities to engage students’ participation and increase their retention too. Activities conducted are mapped to certain Course Learning Outcomes (CO) of the course In-class flipped teaching and learning
P a g e 24 | 239 It is important to map each activity conducted to the Course Learning Outcome (CLOs). The activities are based on materials given earlier that could be a video, and reading material, a Virtual Reality application and many more. Having different types of materials create excitements and fun in learning especially during students’ selflearning time (SLT). • Flipped classroom learning instill values among students The delivery of flipped classroom is no longer chalk-and-talk or a one-way lecture. It is not about teaching in front of the class to fellow students. It is about facilitating them. Students can have discussions, arguments and presenting their work. That makes the class very interesting when they come well prepared and know the subject matter well. They can ask questions and often will want to know the answers. This makes the learning active, participative, and never boring! Students learnt many values when we practiced flipped classroom style of teaching and learning. Some step up as leaders, know the importance of being punctual and learnt to be a good team player. These values are preparing them to be a resilient knowledge worker of the future workforce. Here I am sharing the list of courses I have taught throughout my tenure in UTP. I would like to share the journey of changes that did not occur immediately. It does takes time. From 1 topic of flipped classroom to a few topics, half a semester, full flipped classroom, e-flipped classroom when all of us have to abruptly moved to online teaching and learning during COVID-19 pandemic period and the journey still continues! Course Code Semester Year Level Teaching Delivery Style Health, Safety and Environment CAB1032 January 2007 UG Teacher-Centered Database Systems TAB1143 January 2007 UG Teacher-Centered Advanced Database Systems TAB3153 September 2007 UG Teacher-Centered Essential of Knowledge Management SBB4363 May 2013 UG Teacher-Centered Knowledge Management Application & SBB4373 / SCB3363 May 2013 UG Teacher-Centered
P a g e 25 | 239 Measurement / Knowledge Management System IT Project Management TCB 3073 September 2013 UG Teacher-Centered Essential of Knowledge Management / Fundamental of Knowledge Management SBB4363 / SCB 3373 September 2013 UG Teacher-Centered System Analysis and Design TAB1053 January 2014 UG Flipped Classroom - 1 topic Essential of Knowledge Management SCB3373 January 2014 UG Flipped Classroom - few topics Essential of Knowledge Management SCB3373 September 2014 UG Flipped Classroom - few topics Knowledge Management Systems SCB3363 September 2014 UG Flipped Classroom - few topics Fundamental of Knowledge Management SCB 3373 January 2015 UG Flipped Classroom - half semester Fundamental of Knowledge Management SCB 3373 September 2015 UG Flipped Classroom - half semester Knowledge Management Systems SCB3373 May 2016 UG Flipped Classroom - half semester Fundamental of Knowledge Management SCB 3373 May 2016 UG Flipped Classroom - half semester Fundamental of Knowledge Management SCB 3373 January 2017 UG Full flipped classroom KM Tools & Techniques SDB4423 January 2017 UG Full flipped classroom KM Tools & Techniques SDB4423 May 2017 UG Full flipped classroom Fundamental of Knowledge Management SCB 3373 May 2017 UG Full flipped classroom Knowledge Management Systems SDB4413Z January 2018 UG Full flipped classroom KM Tools & Techniques SDB4423 January 2018 UG Full flipped classroom
P a g e 26 | 239 KM Tools & Techniques SDB4423 May 2018 UG Full flipped classroom Knowledge Management Systems TEB1133 January 2019 UG Full flipped classroom Knowledge Management Systems TEB1133 May 2019 UG Full flipped classroom Knowledge Management Strategies SDB4413 January 2020 UG Full flipped classroom Knowledge Discovery TEB1213 January 2020 UG Full flipped classroom Knowledge Management Strategies SDB4413 May 2020 UG e-flipped classroom Digital Innovation and Transformation TAM5023 September 2020 PG e-flipped classroom Digital Innovation and Transformation TAM5023 January 2021 PG e-flipped classroom Digital Innovation and Transformation TAM5023 May 2021 PG e-flipped classroom Information System Strategic Planning TAM5073 May 2021 PG e-flipped classroom Digital and knowledge Economy TAM5043 September 2021 PG e-flipped classroom Digital Innovation and Transformation TAM5023 September 2021 PG e-flipped classroom Information System Strategic Planning TAM5073 January 2022 PG Full flipped classroom Digital Innovation and Transformation TAM5023 May 2022 PG Full flipped classroom Digital and knowledge Economy TAM5043 May 2022 PG Full flipped classroom Knowledge Discovery TEB1213 September 2022 UG Full flipped classroom
P a g e 27 | 239 2.1d THE WAY I CONDUCT THE FLIPPED CLASSROOM Here I am sharing how I often roll my flipped classroom teaching and learning throughout a course. The style may be adapted and adopted to be suitable according to the number of students, topics, students’ background, venues and more. I often change when needed to suit my audience, the course taught and unavoidable situations. 1. The flipped learning had weekly face-to-face in-class of 180 mins. At the beginning of the course, students will be informed that the course adopted a flipped classroom approach. Students are required to view online lectures, materials, and resources prior to the face-to-face class. This is crucial as to be able to fully participate in the in-class flipped classroom activities. Students are given introductory session about the course at the beginning of the semester that states the learning outcomes, topics, activities, and schedule for them to conduct self-learning at their own pace during self-learning time (SLT). 2. There are online quizzes prior to face-to-face classes. The online quiz marks are formative assessments to gauge students’ understanding regarding the topic. From the formative assessments’ answers, lecturer will be able to identify topics that need extra focus and support during face-to-face class. 3. Students are informed that there will be no traditional lectures delivered during face-toface in-class sessions. During every in-class flipped classroom session, there will be various active learning and collaborative learning activities conducted. Classes are conducted in a dedicated flipped learning classroom with movable chairs and tables as shown in the figure that follows. The classroom is equipped with Wi-Fi, allowing students to access the elearning platform, online resources, and materials at any time. During collaborative activities students are assigned to random groups of 3 to 4 members. Activities include individual quizzes, think-pair share and problem-solving tasks.
P a g e 28 | 239 Face-to-face classes conducted in dedicated flipped classrooms 4. The online learning materials, resources for pre-class and in-class activities given are aligned with the learning outcomes of topics. 5. During each face-to-face in-class flipped classroom, students are given activities to test whether they comprehend the topics and resources provided in the elearning platform. There are several types of problem-solving activities over the 12 academic weeks in a semester. The sample of problem-solving activities submitted and presented are shown in the figure that follows. Each task took approximately between 40 min to 60 min depending on the type, complexity, and structure of the activity. Each group member played an important role in taking initiative and effort to complete the tasks. Students are free to access any online resources available on LMS and through discussions. Sample of students’ activities and answers during in-class flipped classroom activities.
P a g e 29 | 239 6. The in-class flipped classroom is often conducted using method that include collaborative learning and active learning pedagogy. For example, students are often expected to conduct problem solving activities followed by discussions. It creates an environment that nurture deep learners. A snapshot of my in-class flipped classroom https://www.youtube.com/watch?v=E1wNtWOCcqk Students should come to class well prepared (flipped learning) as various active learning or collaborative learning activities are conducted in class. This usually tackles their skills to create, analyze, evaluate, and apply the higher levels of bloom taxonomy types of questions. In Class activities (active and collaborative learning styles)
P a g e 30 | 239 7. In-class flipped classroom should also be active and fun sometimes. There are times for fun-learning that is sometimes conducted to make students feels comfortable and free. This often happens during the first introductory class. The first introductory class is often embedded with fun activities for ice breaking among peers and to be prepared for collaborative learning. I tried to impart some elements of fun learning in class whenever possible – a snapshot https://www.youtube.com/watch?v=51kXTPlbQmk&t=4s 8. The elearning platform or the learning management system (LMS) at UTP is known as the Ulearn for the undergraduates and UlearnX for the postgraduate students. It is a Moodle-based system, as shown in the figure that follows. All students have access to the online materials and resources for the course on this platform. When students entered the online course, they will be able to view learning materials and resources, prerecorded videos, link to external applications, online quizzes, learning outcomes, announcements, sample answers and more. Students are expected to access these materials and resources related to the weekly topics prior to the face-to-face classes. Example of the UlearnX platform for the postgraduate students for Course TAM5043 9. Besides pre-class materials, students are equipped with other learning resources that include in-class activities assessment rubric, feedback on completed learning activities, revisions materials and students’/lecturers’ reflections.
P a g e 31 | 239 10. Having a dashboard to monitor updated students’ performance weekly is crucial. It is to identify low performing students and pushing others to be better. Dashboards allow us to monitor students’ performance wellbeing and find room for improvements. Dashboards to monitor students’ performance and wellbeing throughout the course Some sample of my flipped video (pre-class learning) resources https://www.youtube.com/watch?v=T5DnXUeYia0 https://www.youtube.com/watch?v=stTiGaEtgRI
P a g e 32 | 239 2.2 ASSESSMENTS OF STUDENTS PERFORMANCE Some of the evidence collected are shared below. Some parts of this results have been presented and published in the 6th Regional Conference on Engineering Education (RCEE2016) Conference Proceedings. To cite: Nur Syafiqah Mohamad Sani, Noreen Izza Arshad, A Izudin Zainal Abidin. “Evaluating Knowledge Transfer Success in Personal Learning Environments: Higher Learning Institution Perspective” in 6th Regional Conference on Engineering Education (RCEE2016) Conference Proceedings. During the first few semesters when I introduced flipped classroom, I really feel the need to know whether students could accept it or should I just stick to giving lectures. Therefore, there are few rounds of data collection conducted with students of mine for a few semesters. The data shared here is collected during the second year (2016) I introduced the flipped classroom. For this particular case, I have divided the group into two: (i) students who go through flipped classroom and (ii) students who go through traditional lecture. Traditional lecture vs Flipped Classroom students’ test score The figure above is showing the performance score between traditional lecture students (red color bars) and flipped classroom students (green color bars). These data shows that more than 60% of flipped classroom students scored full marks in their test, while about 48% of students scored full marks in the traditional lecture group. Students test score is out of 10 points.
P a g e 33 | 239 Students’ score based on a test conducted between flipped classroom vs traditional lecture group. Referring to the score marks shown in the Table above, it shows that there are no flipped classroom students who score below 7 points. The number of students scoring full marks is more in the flipped classroom group. I concluded that these results indicate the positive impact of flipped classroom to my students. Flipped classroom and traditional lecture group of students’ individual project score. Referring to the figure above, I have given two project work to all students. The students are divided into two groups. The first group of students completed their projects in my traditional lecture setting class. The second group of students completed their work in my flipped classroom. The students were then switched in the second project. The group that has undergone traditional lecture is then switched to the flipped classroom setting and vice versa. GROUP SCORE (/10) FREQUENCY PERCENTAGE Traditional lecture 10 7 46.67 9 2 13.33 8 4 26.67 7 1 6.67 6 1 6.67 <5 0 0.00 Flipped Classroom 10 9 60.00 9 0 0.00 8 5 33.33 7 1 6.67 6 0 0 <5 0 0
P a g e 34 | 239 Students project 1 and project 2 marks were then collected. Both projects’ scores are shown in the above figure. The figure (bar chart) is showing each students’ projects marks that were completed in traditional setting and flipped classroom. The bar chart indicates that there are 14 students who scored the same marks in both of their projects (i.e., traditional lecture and flipped classroom). On the other hand, 6 students scored better in their traditional lecture projects as compared to the flipped classroom projects. I also found that more students which is 12 scored better in their flipped classroom projects as compared to their traditional lecture projects. Data are summarized in the table that follows. Analysis of students’ project score SCORE FREQUENCY PERCENTAGE Traditional lecture project > Flipped Classroom project 6 18.75 Traditional lecture project = Flipped Classroom project 14 43.75 Flipped Classroom project > Traditional lecture project 12 37.50 Referring to the table above, it indicates that 14 students scored the same marks in both of their projects (i.e., flipped classroom and traditional lecture). On the other hand, 6 students scored better in their traditional lecture projects as compared to the flipped classroom project. It is indicated that more students which is 12 of them scored better in their flipped classroom projects. In terms of percentage, majority of the students (i.e., 43.75%) scored the same marks in both of their flipped classroom and traditional lecture projects. This indicates that working in different environment (i.e., flipped classroom or traditional lecture) does not affect these group of students. Another group of students which is about 37.50% seems to work better in delivering their projects when in flipped classroom setting. Only a small number of students (i.e., 18.75%) works better when in traditional lecture setting as compared when they are in flipped classroom. Besides test and projects, I also conducted a quiz on a given topic to know how students perform during flipped classroom vs traditional lecture. The topic was given earlier, and a group of students were selected to be attending lectures and tutorial covering that topic in a traditional lecture setting. Another group of students were given flipped classroom materials and attended the flipped classroom. A quiz was then conducted to test their knowledge and understanding. These two different groups of students were then switched. Another topic was then given on the following week. The quiz results were collected as shown in the next figure that follows.
P a g e 35 | 239 Students’ quiz results in traditional lecture vs flipped classroom. Based on the bar chart shown above, we could summarize that majority of the students (i.e., 17 of them) scored better when given the opportunity to learn in flipped classroom. Seven of them scored better when learning in traditional lecture settings as compared to when they are in flipped classroom. 6 of the students scored the same marks for quizzes taken in traditional lecture and flipped classroom. In terms of percentage, it could be seen in the table that follows where majority of the students (i.e., approximately 57%) scored better in their quiz when flipped classroom takes place. Only approximately 23% of the students scored better when learning in traditional lecture setting. Students Quiz Results SCORE FREQUENCY PERCENTAGE Traditional lecture project > Flipped Classroom project 7 23.33 Traditional lecture project = Flipped Classroom project 6 20.00 Flipped Classroom project > Traditional lecture project 17 56.67 Based on the data collected above, it shows interesting findings on how students perform when traditional lecture and flipped classroom delivery were imparted. I find that it is something that I should reflect on. I could not make a conclusion that flipped classroom is always better than traditional lecture and vice versa. Therefore, after conducting flipped classroom and traditional lecture in my teaching delivery to few groups of students in different semesters and many courses throughout 2015 - 2016; I realized that there is a need to conduct flipped classroom with element of small lecture when found needed. For example, weak students may need guidance as compared to the good ones. We should not neglect the weak ones as they may need clear explanations on certain topics that
P a g e 36 | 239 requires traditional lecture. Flipped classroom through collaborative and active learning activities pushes the mediocre group of students to perform better. While the high performing group of students often excel no matter where they are. Flipped classroom allow them to be deep learners and analytical thinkers that are often lacked in one-way lecture settings. Here I am sharing more of students’ performance results and to compare the results when the flipped classroom strategy is executed vs when other teaching is imparted. SDB4423 Course – Students’ performance results Details about the SDB4423 course conducted in May 2017 and January 2018 are presented in the following table: Students’ Performance and attainment for SDB4423 Course (Knowledge Management Tools and Techniques) Semester Course Lecturer Student Centered Learning Pedagogy Used Average Students’ Grade May 2017 SDB 4423 – Knowledge Management Tools and Techniques Noreen Izza Flipped Classroom AJan 2018 SDB 4423 – Knowledge Management Tools and Techniques Anonymous Active Learning B Referring to the results for SDB4423 course shown in the figure and table above, the graph and table presents students’ performance for two different semesters. This course was taught in May 2017 by me and in January 2018 by another lecturer. The course syllabus and course learning outcome are similar for these two semesters. Nevertheless, the approach used for 0% 10% 20% 30% 40% A A- B+ B C+ C D+ D F PERCENTAGE GRADE SDB4423 : Knowlegde Management Tools and Techniques MAY 2017 JANUARY 2018
P a g e 37 | 239 teaching in-class differs between the 2 different lecturers. I would like to highlight that the flipped classroom strategy imparted during May 2017 presents better students’ performance results as compared to the January 2018 semester. The average students’ grade during the May 2017 semester is ‘A-’ as compared to January 2018 which is a ‘B’. The lecturer (name is kept anonymous) teaching in January 2018 semester only imparted active learning approach inclass. This is evidence showing that students performed better when flipped classroom strategy is introduced with pre-class, in-class and after flipped classroom delivery. SDB4413 Course – Students’ performance results Students’ Performance and attainment for SDB4413 Course Semester Course Lecturer Student Centered Learning Pedagogy Used Average Grade Jan 2017 SDB 4413 – Knowledge Management Strategies Noreen Izza Flipped Classroom A Sept 2017 SDB 4413 – Knowledge Management Strategies Anonymous Active Learning B Jan 2018 SDB 4413 – Knowledge Noreen Izza Flipped Classroom A0% 5% 10% 15% 20% 25% 30% 35% 40% 45% A A- B+ B C+ C D+ D F PERCENTAGE GRADE SDB4413 : Knowledge Management Strategies JANUARY 2017 SEPTEMBER 2017 JANUARY 2018
P a g e 38 | 239 Management Strategies The table and graph above present students’ performance results for SDB4413 Knowledge Management Strategies course. The course was offered in three different semesters January 2017, September 2017, and January 2018. This course was taught by me during January 2017 and January 2018. The same course was taught by a different lecturer during September 2017 semester. The course syllabus and course learning outcomes are the same for each semester following the MQA document. Nevertheless, the strategy of teaching delivery was different between the two lecturers. In January 2017 and January 2018 semester, students were imparted with flipped classroom strategy while in September 2017 students were imparted with the active learning strategy. The table above presents that the average grade for January 2017 is A; September 2017 is B; and January 2018 is A-. These results demonstrated that flipped classroom strategy is found effective and impactful towards students’ achievement and attainment.
P a g e 39 | 239 2.3 SUPERVISION I must admit that I enjoyed supervising students at all levels. This starts from supervising the Undergraduate final year project students, the MSC Degree students and PhD candidates. They taught me new knowledge every single day. I always treasure the learning I had and still I am supervising new ones. Seeing them growing is a proud moment for me as a supervisor. The award I received is something bonus because of their hard work. Being a supervisor for the Undergraduates I supervise many students at the Undergraduate levels for different types of projects. This includes final year projects, Technopreneurship team projects and the advisor/mentor for many internal and external competitions. I am also the mentor for the underperforming students who needs helps and guidance. Below are some of the certificates that I received being a supervisor, mentor, and advisor. I learnt a lot from my undergraduates’ students, thanks to you all for the great learning in materializing various types of projects. Some of the certificates of appreciation received are shared as below:
P a g e 40 | 239 Daniel Mustaffa, Class of 2022. Giving a speech as the GOLD Chancellor Award recipient at UTP Convocation. I was her proud fyp supervisor. Various recognitions as supervisor, mentor, and advisor for undergraduate and postgraduate students
P a g e 41 | 239 International Student – Attachment I find the opportunities to supervise undergraduate students from overseas. Some students will sign-up to conduct attachment and projects for about 3 months at UTP. There are also students coming to UTP for dual degree programs. I played a role as supervisor and mentors. The students that I have supervised are from France, India, and Indonesia to name a few. Houda Jamil, ENSIAME Universite de Valenciennes, France, 2019 Danush Kumar from the M Kumarasamy College of Engineering India, in 2018 Pierre Buhot from the University Bourgogne Dijon, France in 2022
P a g e 42 | 239 Institut Teknologi Sepuluh Nopember, Indonesia (ITS) Cohort January 2023. Nadhif, Alif and Hilmy. Institut Teknologi Sepuluh Nopember, Indonesia (ITS) Cohort September 2022. Tristanto and Zidan with an industry expert. Romain Guillot from the Universite Grenoble Alpes, France in 2019 Clement Prunot from the University Bourgogne Dijon, France in 2022
P a g e 43 | 239 PhD and master’s degree Supervision Supervising the matured researchers doing PhD and master’s is a different experience. I have seen the ups and downs throughout the years of my students struggling to complete their PhD and/or master’s degree. Their commitment, stories and challenges are something worth to treasure. At the end of the day, the knowledge created and contributed is what matter most. Most of my students have successfully get their degrees and pursuing their careers in different avenues. Nevertheless, there are a few who have left their studies incomplete due to challenges and struggles that they have tried their level best to overcome. But at the end of the day, there are greater plans made for them. To me, it’s never a failure. It is part of life and we learnt from it and do better. Thus, I am sharing all of my PhD and MSc students’ names here, for their contribution to the body of knowledge and practice. I may have mistakenly left a few names, hopefully not. Postgraduate and Undergraduate supervision Student Name Year Level of Qualification Main SV / Co - SV Ahmad Mukhlason 2007 MSc degree Co - SV Hamzeh Boul 2012 PhD Co - SV Noor Hafizah Bt Hasan 2013 PhD Main SV Mifrah Ahmad 2013 MSc degree Co - SV Fadhli Zahari 2013 FYP Main SV Hani Yasmin Ahmad Zaki 2013 FYP Main SV Nur Syafiqah M Sani 2013 FYP Main SV Fatin Amirah Faridza 2014 FYP Main SV Nur Syafiqah M Sani 2014 MSc degree Main SV Nuur Asram Kamar Noordin 2014 MSc degree Main SV Fazwa Fadzilah 2015 MSc degree Main SV Nur Aisyah Abd Hadi 2015 MSc degree Co - SV Carrine Chooi Shi Teoh 2015 PhD Co - SV Fijri Rahmawan 2016 FYP Main SV Fotikh Yakubov 2016 FYP Main SV Janice Sim Aiung 2016 FYP Main SV Shahir Bin nor Bahgia 2016 FYP Main SV Nurul Nadira Kamarolzaman 2016 FYP Main SV Tisha Loh Syu En 2016 FYP Main SV
P a g e 44 | 239 Mohamed Faris Salehuddin 2016 FYP Main SV Goh Yu Chen 2016 FYP Main SV Nur Afiqah Marzuki 2016 MSc degree Main SV Teoh Chooi Shi 2017 PhD Co - SV Nurshafeeqa Binti Rafiey 2017 FYP Main SV Fauzan Mohd Faidzal 2017 FYP Main SV Nur Sabrina Binti Harith Fadzilah 2017 FYP Main SV Mohamad Muzakhir Hakim Bin Rosli 2017 FYP Main SV Mohammad Afnan Bin Mohd Daud 2017 FYP Main SV Nur Atiqah Binti Mohamed Toufid 2017 FYP Main SV Fatin Nur Ain Binti Shamsul Hisham 2018 FYP Main SV Noradila Bt Mohktar 2018 FYP Main SV Mohamad Amirul Assraf Bin Ismail 2018 FYP Main SV Maya Najwa Mardhati Bt Khusnizam 2018 FYP Main SV Jeevan Ramesh 2018 MSc degree Main SV Muhammad Zul Aiman Zulkifli 2018 MSc degree Co - SV Shabila Shoib 2019 FYP Main SV Arif Azamuddin 2019 FYP Main SV Azam Ismail 2019 FYP Main SV Siti Nor Hannan Johari 2019 MSc degree Main SV Sadaf Hafeez 2019 PhD Main SV Zuraini Hanim Zaini 2019 PhD Main SV Azman Ismail 2020 FYP Main SV Quah Min Qi 2020 FYP Main SV Sarah Lisa 2020 FYP Main SV Nik Azaim 2020 FYP Main SV Maryam Ahmad 2020 MSc degree Main SV Nur Aisyah Abd Hadi 2020 PhD Main SV Sarah Lisa 2021 FYP Main SV Nik Azaim 2021 FYP Main SV Nurul Miza Hishamuddin 2021 FYP Main SV Ain Farhanim Solha binti Salem 2021 FYP Co - SV
P a g e 45 | 239 Daniel Yusoff Bin Mustaffa 2022 FYP Main SV Ummu Sulaim Binti Mohd Emran 2022 FYP Main SV Abdul Raziq Bin Abdul Rashid Tang 2022 FYP Main SV Amirul Akmal bin Amiruddin 2022 FYP Main SV Proud moments for the Album Seeing my students with their robes standing tall on stage is always an emotional moment for me. I will try to be present at all convocations if possible. It’s a satisfaction that could never be paid after all the hard work. Graduates of 2019 PhD – Datin Dr Carrine Chooi Shi Teoh Graduates’ of 2020 Master’s in Applied Computing of different cohorts
P a g e 46 | 239 SECTION 3: Creativity and Innovation and Impact towards Teaching & Learning
P a g e 47 | 239 3.1 INNOVATION STATEMENT Why do I transform from teacher-centered to student-centered T&L with flipped classroom strategy? What motivates me to transform my teaching and learning? https://www.youtube.com/watch?v=__RmRyNkBKE&feature=youtu.be How creative do I conduct my class from students’ point of view? https://www.youtube.com/watch?v=0oDm7SDt_4w&feature=youtu.be Creating the space for flipped classroom that is divided into three: • Before Flipped Classroom (SLT) • In-class Flipped Classroom • After Flipped The flipped classroom (FC) pedagogy – at a glance During my teaching and my students learning, I introduce the three-learning environment to my students which are: before, during and after flipped classroom. This is what I have created
P a g e 48 | 239 in each of my class for my teaching and students learning. These three environments that I created in class and outside classrooms are explained below. Before Flipped Classroom Students are expected to come to my lecture prepared. This could be done at any time they prefer or popularly known as the self-learning time (SLT). Some students prefer to conduct personal learning while other choose to do it in small groups or a mix of both. Honestly, I don’t mind whether it is conducted in small groups or individually or a mix of both. Each student will have their own way of learning and knows what works best for them. To me, what matter most is that they learn and gain knowledge. Before class, students are given materials to access and refer to. These are mostly guided materials that they could follow. The explanations about each step are clearly given. However, the explanations are usually quite lengthy. This is because students need to understand the fundamental concepts of the topic. Therefore, I have prepared engaging materials that include videos, virtual reality application, augmented reality simulations and animated slides to excite students. If they have questions, I will answer the questions during flipped classes. This is to ensure that everyone get the same idea of the concept being discussed. Materials being given before flipped classroom are available or can be downloaded from the e-learning platform. This includes slides, related articles, links to other resources (e.g., VR and AR applications), animated slides and videos. Some of these materials will be discussed during lectures if found critical. Therefore, it is important for everyone to access them before coming to class. In-class Flipped Classroom I still believe in lecturers and students meeting face-to-face in class. Therefore, every week, I still hold face-to-face in-class flipped classroom and meet my students. If I cannot make it due to attending conferences or meeting outside campus, I still hold replacement classes either physically or online. Nevertheless, I have changed the way I delivered lectures. I did not deliver normal lectures where lecturers explain every single detail of a concept. I will just summarize the main points or give the brief explanation. In many cases, I explain about the bigger picture of the topic. I expect students to already understand the remaining sub-concepts. During in-class flipped classroom students will be tested to whether what they understood about the sub-concepts are true. I will conduct active learning and collaborative activities to
P a g e 49 | 239 test their understanding. These include quizzes, problem solving tasks, presentations, discussions, negotiations, and debates. Students are expected to work individually, in pairs and sometimes in small groups. They are expected to share the output of these activities with their colleagues. There will be marks given either by myself, instructors, or their peers. Students were engaged in the collaborative activities during in-class flipped classroom - Class of 2017 https://www.youtube.com/watch?v=E1wNtWOCcqk&feature=youtu.be Students were engaged in the collaborative activities during in-class flipped classroom - Class of 2018 I learnt that if my students did not come to my class prepared, they will not be able to understand the topic well and unable to contribute during collaborative work. Whether they like it or not, my students have to come to class prepared. Students find it difficult at first. However, they are forced to be prepared before coming to class to be able to complete the activities given in class. They will not be able to fully participate in most of the activities if come to flipped class unprepared. Therefore, this has forced the students to willingly learn and be prepared before coming to flipped class during their SLT. During SLT, students will often refer to the materials I have prepared that include videos, websites, applications, animations and many more. They will also refer to other resources such as journal papers. This is what I wanted to cultivate among Malaysian students, which is to find knowledge from all available resources around us. When they come to flipped classroom,
P a g e 50 | 239 they are able to connect their knowledge from cases and stories published somewhere else by various researchers. They are also given opportunities to share any new knowledge if time permits. Nevertheless, on many occasions, there will be some contradicting points found through their own reading during SLT. They might be confused when the article published have different school of thoughts and contradicting results. I find it interesting to discuss about this issue in class. This is where my final year students need to think beyond what is delivered in lectures. The contradicting issues will be debated in class. I will moderate the debate session and come up with the final remarks. I always encourage students to think and discuss about their thoughts. With these exercises in-class, students are trained to develop deep and critical thinking. This is how we build deep learners among students. After Flipped After flipped is where my teaching and learning happens outside of the classroom. This includes educational visits, entering competitions and participating in conferences. I choose to expose my students to what is happening outside the classroom, so that they would learn more than what is published in books, papers, and articles. I also want them to see and observe how things such as processes are managed, problems are solved and what is happening in industry. After flipped activities include students getting the chance to present their work at conferences. This is how I choose to expose my students to research and development. Not only they would be able to share their work findings but could also learn about other people’s work and latest breakthroughs. Usually, students who participated in conferences are those who keen to pursue their masters and PhD studies. I find that by encouraging students to publish their work in conference proceedings, it stimulates their thinking and improve their technical writing skills. Students demonstrating their LEGO EV3 robots.