Assoc Prof Dr Shahrul Mizan Ismail Portfolio - AAN2021

Interactive Role Playing

Embracing the same spirit of Strategy 1: Incorporate
Role Playing In Formative
teaching, I had adopted Assessment Exercise

interactive role-playing and Knowing that I was about to do
something utterly new and that it
contextual simulation in my may receive resistance from
fellow colleagues who are team-
other class i.e. Jurisprudence teaching the course with me, I
had chosen to start with
(legal philosophy). something less dramatic. In my
class, I had asked my students to
Conventionally, jurisprudence is create their own production
house and produce a
taught via lectures and tutorials documentary or a mockumentary
youtube video in which the
where students are expected to philosophical concepts were
discussed in relation to hot
memorize and understand issues in society. The additional
element of technology and the
abstract jurisprudential concepts internet was found to be
effective in generating
without any real connections to motivation in the students who
were obviously GEN-Y.
the real issues in the world. I felt

that this was ineffective.

One of the Learning Outcomes of

Jurisprudence is to test students'

ability to relate what they have

learned (the various legal

philosophies) in class to the

current issues. Normally,

students will be given a topic to

research and to later submit a

written assignment on that topic.

Instead, I asked them to produce

mockumentaries, requiring the

students to present their

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findings via sarcastic YouTube MOOC, and I was doing it alone.
video presentations. I leave the So, if I can do it, then the
style and format of the students who are more
presentation to the students' experience in this type of
own creativity. production, would be able to do
so. Plus, it is more interesting
Why Mockumentary / Documentary and challenging. In order to
encourage and challenge the
YouTube Video students, I develop a video,
explaining the tasks to the
Documentary or Mockumentary students. I chose Documentary
or Mockumentary, to give as
YouTube Video (DMYV) is actually much space for their creativity
and prowess. The most
a teaching method that I started important thing is that the
videos must show to us the
using in UKM. While I was in application of what they have
learned in class to the current
IIUM, I was never assigned this issues.

kind of task. While discussing

with my colleagues, the form of

assessment for the subject of

Jurisprudence, we were looking

at a form of assessment where

students could relate what they

have learned in class to the

current issues. Well,

jurisprudence is a philosophical

subject, with lots of theories on

law, such as justice, moral, right,

fairness, etc. The normal form of

assessment is to have the

students, produce a written

report, done in groups. At that

time, I was thinking of doing

something out-of-the-ordinary. I

was watching YouTube, and I

came across video interviews

produced by candidates who

want to enter UKM. Then, it

struck me, why not ask the

student to produce a DMYV. Not

long before, I had just developed

a number of videos for my

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Strategy 2: Elevate Their preparing and planning their
Roleplay Roles, Widen The strategy in order to push their
Scope of The Role Play agenda at the international level
and Incorporate Problem and win as many votes as
Based Learning possible during MUN. In order to
do that, the students need to
At the end of the semester, I had convince other delegates, using
also assigned them a task all the theories and principles
whereby they act as leaders of that they learned in class. This
various countries in the world could be seen from the formal
and were asked to resolve speech every delegate will give
problems of the world. I then during MUN.
converted the class into a Mock
United Nations (MUN) meeting The MUN was a huge success
where students came (in the with the students and it can be
national costumes of the seen that they've successfully
countries that they represent!) applied what they've learned in
and debated controversial and class.
critical issues such as Freedom
of Religion, Vaccination, Torture, "I then converted the
etc. In doing so, they were asked class into a Mock
to apply the philosophical
concepts that they have learned United Nations (MUN)
all throughout the semester. meeting where
While discussing with my
colleagues, we are looking for an students came (in the
assessment method to test national costumes of
students' understanding and to the countries that they
see whether they could correctly
apply what they have learned represent!) and
during MUN. debated controversial
and critical issues such
During MUN, the students were as Freedom of Religion,
assigned countries to represent, Vaccination, Torture
and they need to make research
on the stance of the countries etc."
they're representing. I will
disclose the theme of the MUN, a
week before the MUN, and the
students will start

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I had also actually used Mock After I joined IIUM, I've to use
United Nations (MUN) as a MUN in IIUM while teaching the
method of teaching for subject of International Human
postgraduate students for the Rights Law for postgraduate
subject of International Human students. It is an effective
Rights Law. I gave them real- teaching methodology for that
world issues relating to human subject, as it could be used to
rights law, and the students directly discuss human rights
debated at the international level issues, at the international level.
in order to convince other MUN could be used to test the
delegates to vote and support in students' understanding of the
their favour on their respective subject and its application to
human rights stance. current issues. I had also used
this method for my International
Why MUN Human Rights Law class in UKM,
Mock United Nations (MUN) is also for postgraduate students.
not something new to me. I've
personally experience MUN
during my postgraduate studies
at the University of Nottingham
for my International Human
Rights Law subject, back in 2004.

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Maslow Before Bloom
Strategies

To ensure that student's needs teaching videos. These built the
(as propounded by Maslow) are much-needed confidence in me
catered to before we could to record myself using apps like
embark on a more effective Viva Video and later skim and
learning experience, I have to trim their ‘rough edges’ via more
strategize and redesign my technical software such as
delivery methods. How do I Movavi, Filmora and Canva. From
deliver my content in ways that there onwards, I learnt more
are more conducive but effective about video compressing and
for the students? converting tools such as
Handbrake and Clipchamp.
Strategy 1: Adopt Visual
Learning, Embrace I love visual learning, because of
Asynchronous Learning its effect on the students. Firstly,
videos could be watched
I have been quite interested in anywhere, and at any time.
visual learning since I was in Secondly, videos are normally
AIKOL, IIUM. However, at that eye-catching, and the students
time, my definition of visual tend to remember them. Thirdly,
learning consists of the lecturer the students are more focused
recording his lecture, in front of on watching videos (even if they
a video cam, and later on, need to do so repeatedly)
uploads them into YouTube. But compared to sitting in the class
the thought of recording myself and listening to lecture. Finally,
made me utterly uncomfortable. videos can be distributed easily
However, after joining UKM, I was
introduced to simple animation Strategy 2: Flip My
software such as Plotagon, Classes and More
Videoscribe, Powtoon, Biteable Engaging Activities During
and many more. They allow me Classtimes
to create teaching videos without
showing myself. And that was the Once I have taken care of their
starting point of my developing basic needs by making my
delivery more flexible and easier
to access, my next strategy was

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to focus on their engagement. Strategy 4: Encourage
Based on my youtube videos Engagement By Building
(which I will give them at least Confidence
one month earlier before the
semester even starts), I’d usually One of the pre-requisites of a
start my class in the third week, GOOD law student is the ability
it will be filled fully with to understand and memorize
activities. Since they are coming court cases. Normally, students
to class with knowledge that they are instructed to do written case
have gained from the videos that reviews to be submitted in the
they watched earlier, it becomes form of a report as one of their
easier for them to focus and formative assessments. But I
participate meaningfully in the know that writing a case review
activities. could be intimidating, not to
mention tedious and boring. In
Strategy 3: Give Students order to make this assignment
Some Autonomy & Make more fun, and to make the
Them Co-Curator of The process of memorizing and
Learning Experience understanding the cases easier
and more effective, I use the
For certain parts of the course, I medium of graphic novels and
comics, instead of conventionally
would put the students in the written reports. The final
products submitted by students
driver’s seat and let them have were creative and interesting.

some control over their learning

experience. From simple

autonomy like making the videos

(regardless of topics) available

for them so that they can choose

which to watch first, to bigger-

scaled autonomy such as

allowing them to choose how

they should be assessed (based

on their talent), and building

their own assessment rubric

"You can't teach in a
vacuum. A good teacher
relates the material to

real life."

- FRANK MCCOURT -

"What good is an idea if
it remains an idea? Try.

Experiment. Iterate.
Fail. Try again. Change

the woeld."

- SIMON SINEK -

CREATIVITY
INNOVATION

Part 3

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(1) INTERACTIVE ROLE-PLAY &
SIMULATION IN TEACHING PHILOSOPHY

THE TRADITIONAL HOW I DO IT...
METHOD...
I use the Model United

The traditional method in Nations (MUN) - an

teaching philosophy has been educational simulation

conventional lecture, whereby students will

followed by tutorial. replicate a United Nations

procedure during a mock UN

Convention.

MUN PROCEDURE

01 R O L L C A L L

02 MODERATED
CAUCUS

03 UNMODERATED
CAUSUS

04 V O T I N G

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MODEL UN?

I use MUN to see whether

the students understand the

various philosophical

theories. Through MUN, the

students will debate and

persuade others by utilizing

jurisprudential philosophy.

This method is more

effective whereby the

students will think, research

and apply the theories that

have been learned during

MUN.

PHILOSOPHY
MADE FUN!

I entered this innovation
in KNovasi UKM 2017
and won gold medal.





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(2) TIME-BASED PRESSURE
ASSESSMENT AS A TOOL OF
TRANSFORMATIVE EDUCATION

THE TRADITIONAL HOW I DO IT...
METHOD...
Rather than using final
The traditional method of
assessment is time-based examination, I use time-based
written examination, i.e. final
examination. A set of pressure assessment,
questions is prepared and the
student will answer based on whereby, students are given
their knowledge of subject.
lawyer's work, such as

drafting court documents,

client consultation, court

hearing, etc to assess their

understanding of the subject

PRESSURE ASSESSMENT

The student will come to Bilik

01 Latihan Guaman (The Law Firm
Office) in office attire. The date

and time will be fixed.

The student will be given

02 individual tasks that they need

to complete in 4 hours.

The student needs to submit

03 their file at the end of the

assessment, and marks will be

given based the works

submitted

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PRESSURE?

The pressure in the legal

profession world is real! The

industry also expects that

law graduates have what it

takes to survive this

pressure. However, the

learning environment is

different. Thus, this

assessment also aims in

preparing students for what

they will face when they

enter the legal profession

world.

NO PRESSURE,
NO DIAMONDS

I entered this
innovation in TELIC
UMK 2020 and won
gold medal.





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(3) IMMERSIVE LEGAL PROFESSION
WORLD VIA VIRTUAL LAW FIRM
SIMULATION

THE TRADITIONAL HOW I DO IT...
METHOD...
With the Covid-19 pandemic,
Normally, the time-based the pressure assessment has
to be conducted online. Thus,
pressure assessment is I created a virtual law firm
simulation whereby the
conducted face-to-face. students will be given an
individual virtual office and do
Students will come to the their pressure assessment
there.
faculty, in office attire, be

ready to be assigned

individual tasks

VIRTUAL LAW FIRM

01 The student will be given a
link to the virtual office

They will be assigned an

02 individual office. The tasks

and instructions are all there

The student will try to

03 complete the assigned task

within time frame given - 4
hours. Access to the link will
be closed after times up.

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VIRTUAL OFFICE?

Covid-19 pushed the

university, lecturer and

students to embrace online

learning. Even exam has to

be conducted online. Thus,

in order to create an

immersive experience, I

develop a virtual law office

using wix.com.

NOW
EVERYTHING IS

ONLINE

I entered this
innovation in PICTL
UPM 2020 and won
gold medal.

Scan the QR code to visit the Virtual Law Office



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(4) DEVELOPING EDUCATIONAL
BOARD GAME TO TEACH
PROCEDURAL LAW

THE TRADITIONAL HOW I DO IT...
METHOD...
I design and develop an
The traditional method in educational board game to
teaching procedural law has teach students as well as the
been conventional lecture, general public the topic of
followed by tutorial. Appeal in the Malaysian
Court. The board game is
design to reflect the real
practice and procedure of
Appeal.

THE APPEAL MATTER:
EDUCATIONAL BOARD
GAME

01 2-8 Player; age 14 and above

Can be played by law

02 students as well as general

public

It covers the topic of Appeal

03 from Subordinate Courts to

High Court and from High
Court to Court of Appeal

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THE APPEAL MATTER

The board game is design to
reflect the exact procedure
of Appeal. Players will go
through the process, step-
by-step from the very
beginning until the end. The
game also re-creates the
legal profession world,
including challenges faced
by lawyers in executing the
client's instruction.

PLAY IS OUR
BRAIN'S

FAVOURITE WAY
OF LEARNING

I entered this
innovation in iVEDIIC
UiTM 2020 and won

The Special Jury
Award (RM 500) and

gold medal.



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(5) INCORPORATING EXPERIENTIAL
LEARNING IN THE TEACHING OF
PROCEDURAL LAW

THE TRADITIONAL HOW I DO IT...
METHOD...
It is very practical, based on
The traditional method in real-life experience, fun and
teaching procedural law has challenging. The students are
been conventional lecture, assigned hypothetical legal
followed by tutorial. problems and clients, and
they will need to form a law
firm and handle the problems
and clients as how a real
lawyer would do.

EXPERIENTIAL LEARNING

Each law firm comprises of 5-6

01 students. They will work

together for the whole
semester
Each law firm will have an

02 office in Bilik Latihan Guaman

for them to do their work

In order to create an authentic
experience, the Moot Court,

03 Judge's Chamber, Court Registry,

Registrar Office, Court Counter
and BC Box are fully utilised.

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ANDRAGOGY & EL...

Benefits of Experiential
Learning (EL) are; (a)
Students are able to
understand the subject as a
whole; (b) Students did not
only acquire the substantive
knowledge, but also
experience of handling cases
like a real lawyer; (c)
Students are moulded into
becoming not just law
graduate, but already a
lawyer in-the-making.

THE BEST WAY
TO EXPLAIN IT, IS

TO DO IT

I entered this
innovation in
KNovasi UKM 2017
and become the
Overall Winner,
Winner for Teaching
Category and gold

medal.

Court Hearings &
Case Management

Firm's Meeting

Drafting Court
Documents

Filing Court
Documents

BC Box

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(6) USING GAME-BASED LEARNING
(GBL) TO TEACH PROCEDURAL LAW

THE TRADITIONAL HOW I DO IT...
METHOD...
I would design and develop
The traditional method in educational games that will
teaching procedural law has be used to teach Procedural
been conventional lecture, Law. I chose GBL because it is
followed by tutorial. entertaining, interactive and
would appeal more to the
young generation. The
educational game that I
developed could be face-to-
face, online or mixed.

MY EDUCATIONAL GAMES
ALREADY REGISTERED WITH
MYIPO

01 Escape Hunt

02 Sinful Desire

03 Zombie Attack

04 The Appeal Matter

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ESCAPE HUNT

This educational game is a
combination of Treasure
Hunt and Escape Room.
Students will try to solve
puzzles and problems based
on the subject of Civil
Procedure. There are 5
stages. Each stage has its
own tasks and riddles that
needs to be solved. This
educational game is 100%
physical or face-to-face.

I entered this
innovation in KNovasi

UKM 2017 and won
silver medal.



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SINFUL DESIRE

This is an educational game
based on the Murder Mystery
game. But, in this game, the
victim was raped during a
masquerade party. The
students must identify the
rapist by solving puzzles and
finding clues along with the
game. This game is a
combination of physical and
online tools, especially
Augmented Reality (AR).

I entered this
innovation in KNovasi

UKM 2017 and won
silver medal.



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ZOMBIE ATTACK

This is an educational game
that uses the setting of a
zombie pandemic attack,
based on a famous movie
'Resident Evil'. Students
must solve puzzles and find
clues in order to get the
antidote and also escape to
the 'Safe Haven'. This game
is a combination of physical
and online tools, especially
Augmented Reality (AR).

I entered this
innovation in KNovasi

UKM 2017 and won
silver medal.



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MISSION IMPOSSIBLE

This is an educational game

that uses the setting of a

famous movie 'Mission

Impossible: Ghost Protocol'.

Students must solve puzzles

and find clues in order to

discover the reason and

circumstances why a

notorious criminal always

escapes liability when sued

for negligence. This game is

a combination of physical

and online tools, especially

Augmented Reality (AR).

I entered this
innovation in KNovasi

UKM 2017 and won
silver medal.



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WARTA AVONTUR

This is an educational game
that covers the whole
process of civil litigation
from client consultation until
trial. Students must pick the
correct answer from the
choice given. If the answer is
correct, they will move to the
next question. If the answer
is incorrect, the student must
start all over again. This
game is 100% online
developed using Genially.

I entered this
innovation in KNovasi

UKM 2017 and won
silver medal.

Scan the QR code to visit the Warta Avontur



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POIROT

This is an educational game

based on the famous

detective by Agatha Christie,

Hercule Poirot. This game

covers the topic of the

Malaysian Court. The

question will test the

students on the hierarchy,

jurisdiction and power of the

court. Students must answer

correctly while collecting

clues based on the famous

detective. This game is 100%

online developed using

Google Slides and Google

Forms.

I entered this
innovation in KNovasi
UKM 2017 and won
silver medal.

Scan the QR code to experience the Poirot Game



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(7) POSTGRADUATE VIRTUAL
WORK LAB

THE TRADITIONAL HOW I DO IT...
METHOD...
I design and develop a virtual
The traditional method of work lab for all my
supervision for postgraduate postgraduate students and
students has always been give them an individual
through a face-to-face workspace in the virtual lab.
consultation. Supervision is All their research and drafts
done individually. will be stored there and I can
supervise them from time to
time through the virtual lab.

THE VIRTUAL WORK LAB

For all PhD and Master

01 by Research students

All drafts chapters and

02 articles are centrally

stored here

Each postgraduate
03 student will have his/her

own virtual workspace

here

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VIRTUAL WORK LAB

This Virtual Work Lab is
developed using Genially. All
chapters and articles will be
stored in Google Drive linked
directly with the workspace.
All drafts are stored in the
cloud to avoid getting lost
due to reasons such as
laptop / PC broken, stolen,
etc.

Scan the QR code to visit the Postgraduate Virtual
Work Lab

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(8) TALENT-BASED ASSESSMENT

THE TRADITIONAL HOW I DO IT...
METHOD...
The ultimate aim is to gauge
The traditional method of students' understanding of
assessment is a time-based the subject or topic. I give
written examination, i.e. mid- students freedom for them to
term or final examination. A choose, in what form do I
set of questions is prepared assess them. They can use
and the student will answer their talent to the fullest and
based on their knowledge of present them in the most
subject. creative ways to be shared by
the whole class

TALENT-BASED
ASSESSMENT

Not restricted. It could be

01 any talent from poetry to

singing to acting etc

Students need to submit
their plan of execution

02 and discussion will be

made from time-to-time
to guide the students

03 Marks will also be given
for creativity and

innovation



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(9) MOCKUMENTARY /
DOCUMENTARY YOUTUBE VIDEO IN
TEACHING PHILOSOPHY

THE TRADITIONAL HOW I DO IT...
METHOD...
In order to assess the
The traditional method of students' understanding of
assessment is a time-based the subject or topic, they are
written examination, i.e. mid- assigned with specific current
term or final examination. A issues. The students need to
set of questions is prepared discuss the issue in-depth, by
and the student will answer referring to the philosophical
based on their knowledge of theories that they've learned.
the subject. The presentation must be
made in a form of a video.

MOCKUMENTARY /
DOCUMENTARY

Students are divided into

01 groups and will be given

specific issue

Students need to submit
their storyboard and

02 discussion will be made

from time-to-time to
guide the students

The video must be uploaded

03 in YouTube and can be

shared with the class

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MOCKUMENTARY /
DOCUMENTARY YOUTUBE
VIDEO

In order to encourage the
students, I've also made a
YouTube video explaining
the instruction of the
assessment. The main aim of
this assessment is to see
how the students would
apply the theories and
principles to the current
issues and how would they
perform and prove their
research in the video. Mark is
also given on the creativity
and innovation by the
students.

Scan the QR code to visit the Mockumentary /
Documentary YouTube Video: Instruction



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(10) STORY TELLING METHOD VIA
INTERACTIVE GRAPHIC NOVELS &
COMICS

THE TRADITIONAL HOW I DO IT...
METHOD...
Case Review is all about
The traditional method of explaining what had happened
case review assignment is a in the case; what are the
written report. The lecturer disputes between the parties;
will assign cases to the what is the decision of the
students. Students will review court and how the court arrive
the case report and the at that decision. I asked the
court's judgment in a written students to write the report in a
report. form of story-telling and to
make it interesting, in a form of
comics.

GRAPHIC NOVEL & COMICS

Students will be assigned a

01 case report to review

Students are free to use
whatever method they like,

02 either drawing or using any

app available

Students can consult the

lecturer from time-to-time
03 and
present their

storyboard