INNOCREATIVE DELIVERY

PrIDe:
Putra
InnoCreative
Delivery



PrIDe:
Putra InnoCreative Delivery

2019

PrIDe: Putra InnoCreative Delivery
ISBN 978-967-960-465-8

© Centre for Academic Development (CADe), Universiti Putra Malaysia
First Print 2019
All Rights Reserved.
No part of this publication may be reproduced in any form without permission in writing from the publisher.

Cover design and Layout:
Muhammad Faris Aqil bin Ideris
Mohd Idham bin Abdul Rashid

Centre for Academic Development (CADe)
4th Floor, Canselori Putra Building
Universiti Putra Malaysia
43400 UPM Serdang, Selangor.

03-9769 6175
[email protected]
https://cade.upm.edu.my

Table of Content

Part 1: Academic Transformation Through Innovative
Delivery
Part 2: PUTRA InnoCreative Educator (PreCEptor)

Learning Designer
Engaging Educator
Compassionate Educator
Scholarly Educator
Part 3: PUTRA InnoCreative Teaching Delivery (PrIDe)

More interactive reading on
PrIDe can be accessed by
scanning this QR code

PART 1

ACADEMIC
TRANSFORMATION
THROUGH
INNOCREATIVE
DELIVERY

With Knowledge Producing
We Serve Future-Proof PUTRA Graduates
through InnoCreative Delivery
Source: UPM
Continuous evolution is an ability to sustain and stay
competitive in the changing global trends. Universiti
Putra Malaysia recognises that adaptation and
innovation is the recipe to stay abreast with the
dramatic education reshape. Preparing PUTRA
graduates to be future-proof to thrive in this complex
and ever-changing future will require an equally
fundamental transformation of how we currently
operate.

Employers expect graduates to have good critical
thinking skills, communication skills and language
proficiency. At the same time, graduates need to be
prepared to change from job seekers to job creators
and have enterpreneurial mindset. In addition,
graduates should enter the world with an ability to
play the role of a good citizen and one who can be
civically engaged, critically thinking, digitally literate,
globally aware, dedicated collaborator and an
effective communicator.

Introduction 2

Putra Graduates need to future-proof themselves
with various skills so they could sustain the
challenges beyond tertiary education. Six (6) Future-
Proof PUTRA Graduate attributes promoted are
creative, critical thinking, communicative,
collaborative, character and citizenship.

Meaningful learning experiences is among the
means for them to acquire the skills whilst
undergoing formal education through their courses.
Establishing various activities for the students to
obtain creative and critical thinking skills could be
achieved through involving them to actively drive,
curate, direct and participate in collaborative and
cooperative learning environment; either through
physical or virtual learning activities.

Photo Credit: Muta Harah

These qualities are important for their survivability
in facing their future journey that is now disrupted
by rapid digital revolution. Future-proof graduates
should have the ability to solve challenges given to
them in a creative manner, the solution sought
through critical thinking, clear communication and
built by positive collaboration with the surrounding
people/ecosystem. Characters such as resilience and
adaptiveness, as well as spiritual capital including
ethical and spiritual values, transparency, integrity
need to be embodied for employability/work-
readiness, success in self-own enterprises and
success on a global stage.

Photo Credit: CADe UPM

Introduction 3

ATTRIBUTES OF FUTURE-PROOF PUTRA GRADUATES

Creative Critical Thinking
Solving problems by identifying the
Learners steer through trapping
challenges into alternative root cause, evaluating potential
solutions by solutions and making appropriate
self-determined actions
decisions

Collaboration Collaboration Patriotism Patriotism

Togetherness allows learning Sense of belonging allows learner to
progression that benefits from take charge of the learning,
reflect on the benefits and
the collective intelligence
contribute to the community and
surrounding stakeholders by
applying knowledge

Communication Character
Interaction with peers allows Combination of the internalized
knowledge according to discipline
learning to grow through and personal traits for success
exchange of hypothesis and
4
comparatively evaluating
perceived knowledge

Introduction

MILLENNIAL'S LEARNING PREFERENCE

Learning Teaching
Preferences Strategies

Shorter attention span - Prefer Active, inquiry, experiential service and
interactive and engaging learning materials challenge-based learning could engage
attention span and his/her commitment
Aces at googling - Value information that is
relevant to their life Challenge students to be analytical and
creative besides allow them to apply their
Rationale - Flexibility and recognition of the knowledge to real-world situations
socio-emotional rationale behind new ideas
Service learning, problem-based learning and
Relaxed - A learning environment with minimum work-based learning demand rationale of
pressure and more freedom for personal contributed ideas and relevance of knowledge
expression and creativity
Micro-learning, gamification and
Rapport - Perform better at work and immersive learning create immersive
in the classroom when instructors connect yet relaxing learning environment
with them on a personal level
Instructors coach and mentor in their training
and learning progression

Introduction 5

PHILOSOPHY "InnoCreative teaching and
learning delivery is a
continuous effort towards
producing future-proof
graduates through
impactful learning
experiences designed to
meet the expected learning
outcome and personalized
to the learner needs".

Photo Credit: CADe UPM 6

Transformation of InnoCreative Delivery

TRANSFORMATION TOWARDS
INNOCREATIVE DELIVERY IN

TEACHING AND LEARNING

Adaptation through flexibility in delivery is required not simply because the
new generation learners prefer experiential learning process but also in
adhering to development of future-proof attributes. The rigidity and temporal
inelasticity of our current curriculum and its administration makes it even
more important for educators to incorporate learning activities that allow
learners to identify their capabilities, strengths and weaknesses, and even
passion to be successful in the future. Therefore, the aim of the teaching and
learning delivery transformation is to highlight the attributes and good
practices of InnoCreative delivery design, allowing educators to produce
holistic and future-proof graduates.

Transformation of InnoCreative Delivery 7

2019 Current Achievements

22 Blended Learning Achievement

PTG Pilot KPM Target 2015 2016 2017 2018
Courses From KPM Achievement 30% 30% 35% 40%
30% 31.6% 35.9% 54.9%
7 Faculties 69.7%
UPM Achievement 33% 43.4% 47.9%
2018-2019
Copyrighted Innovations in UPM (as of February 2019)
53

Educator 4.0

2015 - 2019 29 71 42

43 Immersive Learning Mobile Application Games/Gamification

PutraMOOC
Course

Transformation of InnoCreative Delivery 8

Statistics of activity approaches used across years of Current Achievements
service
Best Practices in Activity
Photo Credit: CADe UPM
TOP Group discussion
Transformation of InnoCreative Delivery 3 Class presentation
PBL/PoPBL

Modular Approach BOTTOM
Buzz groups 3

Portfolio development

(Source: CADe Survey)
SCL Approaches used by UPM Academic Staff in 2018

Rank SCL Approaches

1 Class Presentation
2 Case Study
3 Problem-based Learning
4 Group Discussion
5 Independent Project
6 Field Trips
7 Computer Assisted Learning
8 Team Based Learning
9 Role Play
10 Bed Side Teaching

(Source: HiStaf)

9

InnoCreative Delivery Framework

Future -Proof
PUTRA Graduates

Putra Learning Experiences

Effective Meaningful
Teaching Learning

Holistic Scholarly Case study Inquiry based Learning
Educator Experiential Learning
Modular Challenge based Learning
Humanising Compassionate Technology Problem based Learning
Executing Educator Enhanced Gamification/ Service based Learning
Game-based Community based Learning
Engaging Active Work based Learning
Educator Learning Learning Simulation based Learning
Inquiry based Learning
Executing Learning + Flipped
Facilitator Interactive Classroom
Learning
Materials Immersive
Learning
Planning Learning Cooperative
Designer Learning

PUTRA InnoCreative PUTRA InnoCreative
Educator (PreCEptor) Delivery (PrIDe)

The initiatives in the Innovative Teaching and Learning Delivery Transformation could be implemented by the PUTRA
InnoCreative Educator (PreCEptor) who enables PUTRA InnoCreative Delivery (PrIDe) for effective teaching and meaningful

learning towards producing Future-Proof PUTRA Graduates.

Transformation of InnoCreative Delivery 10

PUTRA INNOCREATIVE EDUCATOR (PreCEptor)

The meaning of preceptor is teacher or instructor. A PreCEptor is defined as a
PUTRA educator who aspired to be characterised by the ability to apply critical
thinking skills, creative in problem solving, has good communication and
collaborative ability, inherit good citizen attributes and has positive characters,
compassionate in educating students, competent in the trained discipline,
connected to updated knowledge and committed in delivering effective
teaching.

PUTRA INNOCREATIVE DELIVERY (PrIDe)

Effective teaching is delivered by PreCEptor to accomplish meaningful learning
by the future-proof graduates through a designed teaching delivery comprising
of an interactive lecture materials, mix of engaging activities and e-tivities that
encourage development of future-proof graduate attributes, and appropriate
assessments suited to the learning outcomes; supported by a compassionate
and scholarly future-proof educator. A variety of teaching techniques can be
curated such as problem-based learning, case study, inquiry-based learning,
experiential learning, service-based learning, challenged work-based learning,
passion-based learning and immersive learning.

Transformation of InnoCreative Delivery 11

PreCEptor Transformation

Scholarly Educators Future-proof PUTRA InnoCreative Educators
Conduct studies to improve the
Have all the qualities to innovatively
effectiveness or propose new transform teaching and learning delivery,
innovative teaching methods supporting the creation of unique
and tools, and share the results learning experiences in UPM

with the public Compassionate Educators
Engage and inspire the
Engaging Educators Scholarly Humanising learners beyond the
Deliver the course contents Executing classroom, creating a lasting
Planning personal learning impact
very well, with high and promoting life-long
engagement from the learning qualities in the
learners, according to the learners
pre-planned teaching and
Planning
learning activities
Learning Designers
Content Experts Produce a good planning of
teaching and learning activities
Have mastered the necessary that are suitable with the
knowledge in the areas of the contents to be delivered

course contents

Transformation of InnoCreative Delivery 12

PreCEptor Transformation Milestone Rubric

Standards Adequate Developing Skilful Excellent

Roles Comes up with innovative pedagogies and/or
resources that may be adaptable and/or replicable
Learning Able to identify learning Able to imitate available learning Able to imitate innovative learning

Designer needs, conduct design and customize it to the design, and personalize the course

minimum learning needs of his/her classroom. Able delivery through the creation of new to other areas. Able to integrate inclusiveness,

activities that suit the to craft learning activities and personalized learning materials and equitability and meaningful learning experience in

learning outcomes, and assessments that are more activities. Able to integrate active and the planning of the lesson and assessment.

usually has a rough plan structured and involve learners’ participative learning activities and Reflection and revision of learning design has

on how the lesson and participation. Reflects and revises assessment according to the needs of become habitual.

assessment will be the implementation of the his/her classroom. Planning strategies

conducted using learning design. to improve learning design through

available resources and reflection and revision, and implements

materials. the strategies reciprocally.

Learning Uses common learning Combines and integrates learning Scaffolding activities are evident in Exhibits natural attributes of an accommodating
Facilitator
materials and materials and techniques for course delivery that are customized to educator. Able to sustain harmonious scaffolding

techniques for course course delivery that can enhance the needs of his/her classroom. activities that are personalized to the needs of

delivery that can provide students’ learning experience. his/her classroom.

nudges for learners.

Engaging Able to involve learners Able to integrate teaching Creates an exciting learning Creates a mellifluous active learning classroom
Educator
in learning activities. resources/materials and atmosphere in the classroom through culture that is inclusive and can instil heutagogical

techniques in teaching and several nudges (in the form of skills and soft-skills that are beyond those listed in

learning activities that can trigger resources/materials and/or techniques) the course outcome.

learners to be participative and that can encourage learners to be

opinionative. participative and opinionative in

learning activities.

Compassionate Acknowledges and Offers alternatives and/or options Recommends customized and Empathizes with students’ needs and challenges.

Educator responds to students’ to learners to address their personalized solutions that can address Exercises organic and flexibility in teaching and

learning needs and/or learning needs or overcome their several learning needs and challenges assessment, establishes good rapport with learners,

challenges. learning challenges. to learners. Encourages learners to seek and builds opportunities and platforms for learners

for opportunities to polish their to optimize their potential.

Scholarly Able to imitate best Comes up with an improvised potential. Continuously formulates innovative teaching and
Educator teaching practices, teaching practices and learning approaches. Consistently conduct
Able to readjust teaching philosophy
that aligns with students’ learning

conduct simple assessment that resonates his/her needs and challenges. Teaching, assessment and classroom research, publish

classroom research and own teaching philosophy, learning and assessment activities are findings in a multitude of ways. Able to assist

unofficially share them conducts classroom research, and original. Conducts comprehensive others to do the same, advocates scholarliness in

with other people. shares the findings on official classroom research and publishes the teaching and learning, and promotes for wider

platforms. findings in multi-platforms. implementation of scholarship of teaching and

learning.

Transformation of InnoCreative Delivery 13

10 Initiatives in InnoCreative Teaching and Learning Delivery Transformation
Suggestions and Recommendations

Blended learning pedagogy model Blended learning Diversity Flexibility in learning modes and
as a staple pedagogy, and supporting variations in course and program
virtual lessons Innovative delivery by utilizing active and
Learning Space authentic learning approaches such
Innovative and flexible use of Best practices as service learning, experiential
spaces, furniture and technology Micro-credential learning, work-based learning,
with greater collaboration and inquiry-based learning and challenge-
flexibility in relation to teaching Immersive based learning
and the curriculum
Global exchange Global collaborative virtual exchange
Celebrating InnoCreative teaching at course and program level as the
and learning inventions and best platform for international academic
practices (e.g., using High and expertise visibility
Educational Practices in the
Curriculum (HIEPS), mobile Personalized 21st Century Course and program
applications, gamification and Learning objects design that comprise of content,
artificial intelligence) activities and assessment that are
inclusive, engaging and personalized
Micro-credential programs to based on the Universal Design
showcase a learned or mastered Learning which can be delivered with
skill good quality face-to-face session and
virtual mode
Learning environment that is
interest-driven and students learn Inclusive learning objects that
how to balance between virtual encourages reusable and thus
and real worlds, and acknowledges flexible instruction
the potential of both methods in
helping them develop appropriate Online course (e.g., Massive Open
skills in the digital era Online Course) with academic, niche
and competency-based content for
Online learning UPM-registered students, public,
international and potentially new
students with credit transfer eligibility

Transformation of InnoCreative Delivery 14

Principles of

DELIVERY TRANSFORMATION

The millennials who are
filling up the lecture

benches demand different
attention and require us to
continuously innovate our
teaching. Essentials to be
influential lecturer to them

mean educators are
critically and digitally

proficient besides
communicative, creative,

connected and
compassionate in
designing the course and
program delivery yet
ensuring the learning
outcomes are met and
they possess future-proof

attributes.

Transformation of InnoCreative Delivery 15

1 3

Diversity Inclusivity

Transforming 4
Delivery for
Trans- Flexibility
discipline

2

Learning
Objects

Virtual Physical

Transformation of InnoCreative Delivery 16

Transforming Best practices
Engaging Adaptive
Learning approaches
Immersive
Transformation of InnoCreative Delivery learning

Inclusivity
Personalization
Globalisation

17

Transforming Learning
with Globalisation

Model 1 Model 2 Model 3

• Physical mobility • Take whole course • Take course as • Take course as
• Double degree with equivalent supporting self- learning
learning materials competency
• Credit transfer/ for certain
code sharing, e.g: subjects (no carry
elective carry marks)
marks

Transformation of InnoCreative Delivery 18

Supporting

Substitute

Visibility Credit
transfer
Open/Closed
enrollment MOOC

Transformation of InnoCreative Delivery 19

Credit Transfer MOOC

1 2 3

Micro Lifelong General/
credential Niche

Competency Hook potential Service for
students community

Transformation of InnoCreative Delivery 20

Innovative Learning Space

The characteristics of effective Simulative
learning space are as follow: industrial
experience
• Adjustable to meet the learning
activities Makerspace

• Allow for movement Experimental Green Immersive
behavior learning learning
• Allow for various groupings observation space space
space
• Allow for hands-on exploring,
making, and building Global Collaborative
learning learning
• Allow for curriculum integration, space
including the arts
Photo Credit: CADe UPM
• Support social interaction and
development

• Support cognitive skills and
development

• Support the integration of
technology

• Provide opportunities for
students to learn through
examples

More details about each learning space at glossary

Transformation of InnoCreative Delivery 21

PART 2

PUTRA
INNOCREATIVE
EDUCATOR
(PreCEptor)
Transformation

Subject-matter expert should be Educator is aspired to design the
the basic of teaching to ensure teaching strategies according to
accurate content delivery.
the learning needs.
Attributes of PUTRA
InnoCreative Access and dissemination of
updated relevant knowledge and
Educator (PreCEptor) interaction with learners through a

PreCEptor is the key enabler variety of connectivity means.
of PrIDe for the
23
transformation towards
producing future-proof

PUTRA Graduates.
InnoCreative Educator is a
term to model an educator
who has the ability to ensure
meaningful learning using

designed, engaging,
personalized and scholarly

teaching delivery. The
attributes of an InnoCreative
Educator is the extension of

the Future-Proof PUTRA
Graduates attributes which

are critical thinking,
collaborative, creative,
communicative, character

and citizenship.

This ensures that learners have
the soul to go beyond acquiring
the expected learning outcome.

PreCEptor Transformation

CREATIVITY

The creation of new ideas or techniques or
strategies in teaching and learning and
evaluation. Creativity is measured based on
the novelty of ideas and the use of the latest
elements (technology/ICT/current teaching
strategies) in teaching and learning and
evaluation (Anugerah Pengajaran, Anugerah
Akademik Negara, 2018)

INNOVATION

An effort to increase the value of teaching
and learning as well as evaluating the
courses taught. The success of innovation is
measured by its impact on improving the
motivation and quality of student learning.
(Anugerah Pengajaran, Anugerah Akademik
Negara, 2018)

TECHNOLOGY Photo Credit: CADe UPM
Defined as the use and knowledge of tools,
techniques, systems or methods to solve a 24
problem or serve some purpose and this
definition refers not only to tangible
materials such as, tools, hardware, or
software, but also to knowledge, processes,
or strategies and tactics (Twymann &
Heward 2018)

PreCEptor Transformation

INNOCREATIVE DELIVERY FOR 25
PUTRA LEARNING EXPERIENCE

InnoCreative Delivery is rooted from the words
Innovation and Creativity – by which “Innovation” is
defined as the effort to increase the value of teaching
and learning, as well as evaluating the courses taught;
and Creativity is defined as the creation of new ideas,
techniques and/or strategies in teaching, learning, and
evaluation. In Universiti Putra Malaysia, the spirit of
InnoCreative Delivery lies in the effort of an educator to
consistently increase his/her quality of teaching and
conduct of assessment through a multitude mode of
novelty pedagogies and leveraging relevant (digital and
non-digital) technologies at the same time, to promote
a meaningful and impactful learning experience to
his/her students

InnoCreative Delivery of an InnoCreative Mind can be
understood as the interplay of an educator’s knowledge
about a content, teaching methods (strategies and
techniques), learning theories, and (digital and non-
digital) technologies or tools that he/she uses in his/her
instruction – that is fresh, contemporary, and of a novelty
value, which can deliver impactful teaching and
meaningful learning experience to his/her students.
Having an InnoCreative mind enables an instructor to
visualize and structure his/her classroom to provide an
optimum teaching and learning experience while
incorporating digital or non-digital technologies.

PreCEptor Transformation

Characteristics of InnoCreative Delivery

InnoCreative delivery is characterized by Photo Credit: Muta Harah Zakaria
impactful learning experiences achieved
through meaningful learning by the students Meaningful learning implies deep
through the synergy with an effective teaching
by the educator(s) in a supportive learning understanding through the feeling that all the
atmosphere (physical and virtual) through a
designed course that comprises of well-curated pieces of idea, theory, concept and argument
content (using both digital and non-digital
technologies), engaging activities and e-tivities fits together. It is achievable through learning
(by mixing teaching methods and learning
theories in the instruction) and appropriate that is active, engaging, constructive, and
assessment (for learning and of learning) that
matches the Course Learning Outcomes. durable. The educator needs to help students

Photo Credit: Nurfadhlina Mohd Sharef activate what they already know to introduce

PreCEptor Transformation them to new knowledge. Students will feel that

the information is useful, not limited to only

memorizing it and involve linking and relating

new information to existing knowledge.

26

Photo Credit: CADe UPM EFFECTIVE TEACHING

PreCEptor Transformation There are various factors of an effective
educator including preparedness, clearly
set and fair expectations, positive
attitudes and invested with appropriately
customomisable delivery skills to
accomplish meaningful learning for the
students.

MEANINGFUL LEARNING

The learner could relate to newly acquired
knowledge with the existing one and able
to apply the learned knowledge given
appropriate contexts.

IMPACTFUL LEARNING
EXPERIENCES

An effective teaching could accomplish
meaningful learning for the students to
achieve an impactful learning
experiences. Impactful learning
experiences is among the factors of
nourished love of knowledge which
encourages lifelong learning and
returning alumni.

27

Photo Credit: CADe UPM

"The teacher’s task is to
initiate the learning process
and then get out of the way"

(John Warren)

LEARNING DESIGNER Teaching is a catalyst of learning.

PreCEptor Transformation At the lowest level of the

innovative teaching and learning

delivery framework, the educator

is expected to be able to

creatively and innovatively

design an effective teaching

process to ensure the attainment

of intended learning outcomes.

This is achieved by emphasizing

on student-centered learning

through well-planned lessons

delivery. To become a good

learning designer, the educator

should possess the necessary

skills to make effective use of

appropriate tools and resources

to enhance the teaching and

learning delivery process. The

learning design requires

appropriate instructional design

process such as ADDIE (Analysis,

Design, Develop, Implement,

Evaluate process) and

incorporating specific elements

of Technological Pedagogical

Knowledge (TPACK).

29

LEARNING DESIGNER

Attributes of Learning Designer

Every appointed educators are experts in Passion for Learning Attention to Details
their field of knowledge, which can expand
from time to time through self-exploration or Open Minded Strong Analytical Skills
self-learning. The educators should have Good Visualization
mastered all the necessary knowledge to Technology Savvy
effectively deliver the course contents Skill
assigned to them. Learner-Centric Effective
Communication Skills
Apart from having the knowledge to deliver Good Written Skill Imaginative, Creative
the course contents to the learners, effective
teaching and learning process also requires and Innovative
the educators to be able to design a good
course delivery plan. This entails the
educators to equip themselves with the
knowledge of available teaching and learning
methods and tools, and the skills to decide
what best suits the delivery of the course
contents.

PreCEptor Transformation 30

LEARNING DESIGNER

8. How to 1. What is 2. How will
motivate the learning the
engagement?
outcome? learning
be assessed?

7. How will 3. How long
the learner is the
get feedback?
learning
Steps to Design Learning time?

6. Which 5. Would the 4. How to
media/ activity be communicate
technology to carried out
be used? with
individually/ the learners?
collaborative/

both?

PreCEptor Transformation 31

Photo Credit: CADe UPM

“I NEVER TEACH MY PUPILS. I ONLY ATTEMPT TO PROVIDE
THE CONDITIONS IN WHICH THEY CAN LEARN.”

(ALBERT EINSTEIN)

RESPONSIBILITIES of LEARNING FACILITATOR

Facilitating an effective and engaging delivery requires identification of several aspects. The choice of each
aspect is an interconnected decision to optimize the learning. Continuous improvement of the delivery plan
(comprising the learning outcome, delivery and assessment) should be in place to ensure that the targeted
outcome is achieved.

Learning outcomes 05 01 Student-centred

Clear intended outcomes or The content delivery is designed
objectives for the teaching and such that the learners become
learning process allows more active participants in the teaching
effective and efficient design and learning process, enabling the
planning of the instructional focus on the learners and their
materials, delivery activities and specific needs.
assessments.

Continuous Improvement 04 02 Holistic

A good learning design considers 03 A well-crafted learning design or
the knowledge or experiences lesson plan considers the “big
gained from the previous picture” view of the teaching and
execution, making it better with learning process’ goals, where every
every iteration of improvement. aspect and their interconnections
are carefully considered in the
design.

Well-defined Sequence

The teaching and learning delivery process
should be robust and systematic, having
logical sequence of activities that highly
support the attainment of the outcomes.

PreCEptor Transformation 33

LEARNING FACILITATOR

CONSTRUCTIVE ALIGNMENT

Constructive alignment is a principle used for devising teaching and learning activities, and
assessment tasks, that directly address the intended learning outcome (Biggs, 2003). Learning
designer should contribute to ensure coherence between assessment, teaching strategies and
intended learning outcomes in an educational programme.

The outcomes are Once an appropriate
formulated first. From these assessment regime has
the assessment criteria are been designed, activities are
developed. organised that will teach the
student how to meet the
assessment criteria (and,
hence, the outcomes).

What the teacher does and what the students do are 34
aimed at achieving the outcomes by meeting the
assessment criteria.

PreCEptor Transformation

LEARNING FACILITATOR

DESIGNED ACTIVITIES FOR
MEANINGFUL LEARNING DELIVERY

Provide students with Design appropriate
opportunities to develop assessment by mapping
themselves and achieve questions to learning
meaningful learning outcomes and prepare the
rubrics

Define pedagogical Monitor the
tools for course learning
outcomes delivery

A GOOD LEARNING DESIGNER IS ABLE TO CONDUCT SUITABLE ACTIVITIES
TO ASSIST MEANINGFUL LEARNING. A PROPERLY DESIGNED ACTIVITY
COULD FACILITATE THE STUDENTS TO ACQUIRE THE FUTURE-PROOF
GRADUATES ATTRIBUTES.

PreCEptor Transformation 35

LEARNING FACILITATOR

DESIGNED ACTIVITIES FOR EFFECTIVE TEACHING DELIVERY

PreCEptor Transformation 36

“THE BEAUTIFUL THING
ABOUT LEARNING IS THAT
NO ONE CAN TAKE IT AWAY
FROM YOU"

(B.B. KING)

Photo Credit: CADe UPM

ENGAGING EDUCATOR

InnoCreative Educator could ensure Teaching in the online environment is quite
engaging learning by utilizing various tools
(digital and non-digital) for an active different from teaching in a face-to-face
learning, conducted according to the
expected learning outcome. environment. Being an effective e-educator

One definition of student engagement is requires knowledge on online learning
“the amount, type, and intensity of
investment students make in their facilitation and engagement. The
educational experiences (Dahl, 2015).
Community of Inquiry (Garrison, Andersen
Engaging learning environment can be
obtained through interactivity by making and Archer, 2000) is one of the techniques
the learners feel welcomed and involved in
their own learning; setting the initial mood of enabling and promoting learning in an
or climate of the environment. A clear
learning outcome, schedule of various online environment. Various techniques can
activities and constructive feedback helps
to ensure learner-centered approach is be applied:
achieved. • communicate in multiple formats
• provide active learning opportunities
• make learning social
• gamify with badges and certificates
• provide timely and useful feedback
• add self-assessment opportunities
• make course inclusive

PreCEptor Transformation 38

HOW TO DELIVER AN ENGAGING EDUCATOR
ENGAGING LECTURE?
The key to meaningful
(Gagne, Briggs & Wager, 1992)
learning is ENGAGEMENT

Instructional design is one
of the essentials of

engaging delivery. The
instructional design
process consists of

determining the needs of
the learners, defining the
end goals and objectives of
instruction, designing and
planning assessment tasks,
and designing teaching
and learning activities to

ensure the quality of
instruction. The nine
events of cognitive process
should satisfy or provide
the necessary conditions
for learning and serve as
the basis for designing
instruction and selecting
appropriate media (Gagne,
Briggs & Wager, 1992)

PreCEptor Transformation 39

TEACHING AND
LEARNING ACTIVITIES

Various activities can be conducted to support teaching and learning, either physically and virtually. The activities function as a
scaffold to ensure that the learning outcome can be achieved.

PreCEptor Transformation 40

Photo Credit: Nurfadhlina
Mohd Sharef, Hizmawati

26

ENGAGING EDUCATOR

equipped to design
with +

InnoCreative Digital Literacy to deliver
Educator +
Self-paced Instruction
Content Knowledge +

Teaching synchronous &
asynchronous mode

Blended Learning

Teaching with technology can engage and deepen student learning by supporting instructional
objectives. Technology is the use and knowledge of tools, techniques, systems or methods to solve
a problem or serve some purpose and this definition refers not only to tangible items such as
materials, tools, hardware, or software, but also to knowledge, processes, or strategies and tactics
(Twymann and Heward 2018). Blended learning is one of the tools in teaching where lesson is
delivered through the combination of online and physical face-to-face session. The learners can
control the time, pace, and place of their learning. Online technology is no longer optional and is
the preferred learning mode by the millennial generation.

PreCEptor Transformation 42

ENGAGING EDUCATOR

DESIGNED ONLINE DELIVERY FOR MEANINGFUL LEARNING

InnoCreative Educator should be equipped with digital literacy to design the self-paced,
engaging and interactive instruction through synchronous (e.g., teleconferencing, webinar and
chat) and asynchronous mode (e.g., narrated slides, video lectures and animation). e-tivities can
be conducted using online games, forum, survey and assignment. Lecture materials can be
made interactive by embedding e-tivities and e-assessment modules using software such as
H5P, EdPuzzle and even PowerPoint. An engaging educator should also have the ability to
design the delivery of the course to encourage virtual knowledge exchange by facilitating
interactive discussion and engaging course participants using suitable learning milestones.

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BLOOM’S DIGITAL Do you know? Bloom's Digital Taxonomy
TAXONOMY PutraBLAST runs on (2008) was developed by
AND VERBS Andrew Churches as an
Moodle. Moodle is extension of the original Bloom's
an open source Taxonomy to account for the
course learning emerging behaviours, actions
management and learning opportunities.
system (LMS).

Creating Designing, constructing, planning, producing, inventing, devision
making, programming, filming, blogging, mixing, remixing,
creating or building mash-ups.

Analysing Checking, hypothesizing, critiquing, experimenting, judging, Evaluating
testing, detecting, monitoring, blog/vlog commenting, reviewing, Applying
posting, networking, reflecting, alpha & beta testing.

Comparing, organizing, deconstructing, attributing, outlining,
finding, structuring, integrating, mashing, linking, reverse-
engineering, cracking, mind-mapping, validating, tagging.

Implementing, carrying out, using, executing, running, loading,
playing, operating, hacking, uploading, sharing, editing.

Understanding Interpreting, summarizing, inferring, paraphrasing, classifying,
comparing, explaining, exemplifying, advanced searching, Boolean
searching, blog, twittering, categorizing & tagging, commenting,
annotating, subscribing.

Recognizing, listing, describing, identifying, retrieving, naming, Remembering
locating, finding, bullet-pointing, highlighting, bookmarking, social
networking, social bookmarking, favoriting/local bookmarking, 44
searching, Googling.

Source: TeachThought Staff

PreCEptor Transformation