Page1 Teaching Portfolio ASSOC PROF TS DR MOHAMAD FAIZAL IBRAHIM FACULTY OF BIOTECHNOLOGY AND BIOMOLECULAR SCIENCES Applied Science
Page1 “Always do the best to learn new things and become a better person” Mohamad Faizal Ibrahim
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Page1 Assoc Prof Ts Dr Mohamad Faizal Ibrahim is an academic staff at the Department of Bioprocess Technology, Faculty of Biotechnology and Biomolecular Sciences, Universiti Putra Malaysia (UPM). He obtained his first bachelor’s degree in Bachelor of Science (Biotechnology) from UPM in 2009. He continued his master’s study in 2009 also in UPM and converted to a PhD degree in Environmental Biotechnology and graduated in 2013. He was appointed a Senior Lecturer in Dec 2013 by UPM and promoted to Associate Professor in October 2019. He had a one-year post-doctorate attachment at Korea University in 2016-2017. He works mostly on the bioprocessing of wastes to value-added products, which includes fermentation, extraction, purification, carbonisation, activation, and enzyme technology to produce various valuable products such as biobutanol, biohydrogen, enzymes, antioxidants, fish feed, essential oil, activated carbon and many more. Since the beginning of his research activities, he managed to publish more than 43 cited papers mostly in Q1 and Q2, 7 book chapters, edited 2 books and 1 patent and 1 trademark have been filed. His current Scopus h-index is 16 with more than 900 citations. Dr Mohamad Faizal is also active in reviewing manuscripts. He is also a member of the editorial board for BMC Biotechnology (Q3) and Guest Editor for Processes (Q2) and Energies (Q3). He is involved in more than 19 research and consultation projects with the value of RM10,287,826 and RM3,372,000 as a project leader and lead collaborator. He had presented at more than 30 international conferences as a keynote, invited, oral and poster presentation. Dr Mohamad Faizal is also actively involved in biotechnology-related societies. He is a board member of the AFOB Bioenergy and Biorefinery Academic Division. He was also elected as Secretary for AFOB Malaysia Chapter. He is also registered as Professional Technologist in the Malaysian Board of Technologists (MBOT). He is also selected as a member of the Young Scientist Network under the Academy of Science Malaysia (YSN-ASM). He was the Secretary and Assistant Secretary for AFOBMCIS 2018, AFOBMCIS 2019, AFOBMCIS 2021, AFOB Regional Symposium 2014 and Asian Congress on Biotechnology 2015. Currently, he is chairing the organising committee of the AFOB Malaysia Chapter International Symposium 2022 (AFOBMCIS 2022) to be held in Langkawi, Malaysia. Biography ASSOC PROF TS DR MOHAMAD FAIZAL IBRAHIM
Page2 Table of Contents 1 Teaching philosophy........................................................................................................5 1.1 Statement of teaching philosophy 5 1.3 Model to support teaching philosophy 6 2 Strategies to conduct teaching, supervision, and assessment......................................11 2.1 Teaching strategies 12 2.1.1 Planning and preparation for teaching 12 2.1.2 Preparation of teaching plan 13 2.1.3 Teaching and Learning Session 18 2.1.4 List of courses 19 2.1.5 Synopsis of selected courses 20 2.2 Supervision strategy 25 2.3 Assessment strategy 26 3 Creativity and innovation and its impact towards teaching and learning.......................31 3.1 Teaching methods 31 3.1.1 Normal lecture 32 3.1.2 Practical 36 3.1.3 Blended learning 39 3.1.4 e-Learning 44 3.1.5 Student centred learning 54 3.1.6 Industrial visit 64 3.1.7 Community engagement / Service learning 66 3.2 Assessments 76 3.2.1 Written test and final examination 76 3.2.2 Class activities 77 3.2.3 Class presentation 77 3.2.4 Practical report 80 3.2.5 Peer assessment 84 3.2.6 Community and external evaluation 85 3.3 Student’s skills measured 86 3.4 Innovation and approach in supervision 87 88 4 Teaching testimonial......................................................................................................89 4.1 Teaching assessment 89 4.2 Feedbacks for teaching and supervision 91
Page3 4.2.1 Feedbacks from students 91 4.2.2 Feedbacks from colleagues 95 4.2.3 Feedbacks from faculty and department 96 4.2.4 Feedback from community / industry 98 5 Continual improvements in teaching, supervision and assessments as well as professional developments..................................................................................................101 5.1 Improvement of teaching and evaluation through reflective practices 101 5.2 Attending teaching and learning programs for continuous improvement 104 104 5.3 Sharing of knowledge and experience in teaching and learning 105 105 6 Scholars in teaching, supervision and assessments...................................................113 6.1 Publications 113 6.2 Speakers and presenters 116 6.3 Collaboration that benefits teaching and supervision 117 6.4 Panels, judges and committee related to teaching and supervision contribution118 6.4.1 Panels and judges 118 6.4.3 Committee members 119 6.5 Awards and recognitions 120 6.5.1 Awards 120 6.5.2 Recognitions 122 Acknowledgement ...............................................................................................................124
Page4 1.0 Teaching philosophy
Page5 1 Teaching philosophy 1.1 Statement of teaching philosophy My teaching philosophy is to ensure the learning process is properly adhere to my students. Thus, a quote of "learning has no end because knowledge is always expanding” is applied to ensure that we all keep moving forward to gain knowledge that is always expanding. A proper learning process is important to ensure that the acquired knowledge we learned every day is the correct knowledge, and the process of acquiring knowledge will continuously progress over time. Therefore, this philosophy will ensure us to do our best during the learning process. "Always do the best to learn new thing and become a good person” will be applied among students by showing that in order to be a successful and useful person, students must always put their best effort into everything they do, especially in the learning process. This spirit of always doing the best should be implemented in all the learning activities such as preparing the assignment given, presentation, class activity, group discussions, attire, and every aspect of fulfilling their responsibility to acquire knowledge. Do the best is also applied to me to ensure that everything I do is at my best, including my responsibility as an educator and teacher for the students, university, country, and society. “Always do the best to learn new things and become a better person”
Page6 1.2 Model to support teaching philosophy Learning process can be done through formal and non-formal platform. Doesn’t matter which platform to use, there are four main reasons why we need to learn namely: 1) To acquire new knowledge. Both students and teachers will learn to gain new knowledge. Every day we need to learn new things, thus we will acquire new knowledge. For example, if yesterday we did not know what an enzyme was and how enzymes react, we will acquire new knowledge about enzymes after learning in the Enzyme Technology class. The same goes for other knowledge we learn either formally in class or informally through reading, watching, listening or when we do something daily. Regardless of the source of the knowledge, it must always be ensured that the knowledge learned is accurate. 2) To improve skills. Besides acquiring knowledge, we also want to improve our skills. Skills are needed for us to do things in the correct way. For example, the learning process helps us to improve our skills in using biotechnology equipment such as bioreactors, centrifuges, gel electrophoresis, PCR and more. Learning also enhances communication skills, writing skills, presentation skills, interpersonal skills, management skills, skills in conducting experiments and many more. Knowledge gained every day is incomplete without good skills. Imagine a student who is very knowledgeable about bioreactors in theory but does not have the skill to use the bioreactor.
Page7 3) To improve one's attitude or character. Learning to acquire new knowledge and skills is also important to make a person better in terms of their attitude or character. When we learn to acquire new knowledge and skills, we should also strive to be better in terms of our character. This knowledge will make us more disciplined, respectful, trustworthy, responsible, and have higher integrity in our daily lives. It is important to produce students who not only have high knowledge and skills, but also have a commendable character. This can prevent someone from misusing their knowledge and skills in the wrong direction. 4) To increase one's taqwa (piety) towards Allah (for Muslims). High knowledge, great skills, and commendable character are not complete for a Muslim without their taqwa (piety) towards Allah. Our daily learning process, with the various knowledge and skills we learn, will make us better and increase our faith in Allah.
Page8 Programme Learning Outcomes for Biotechnology Graduates (Bachelor)
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Page10 2.0 Strategies to conduct teaching, supervision, and assessment
Page11 Produce graduates who are knowledgeable, skillful and able to integrate knowledge drawn from biological sciences and related technologies to design, develop and provide solutions in the development of products/ processes/ technologies/ services, taking into account the aspects of critical thinking, communication, entrepreneurship, ethics and social responsibility. 2 Strategies to conduct teaching, supervision, and assessment Strategies to conduct teaching, supervision and assessment for biotechnology’s students are designed to meet the standard for biotechnology program. The strategies include: 1) Teaching 2) Supervision 3) Assessments Biotechnology is the utilisation of living organisms or parts of organisms through the application of science and technology to produce or enhance products or services, contributing towards the improvement of mankind’s well-being and quality of life. Biotechnology can be viewed as a multi-sectoral and multi-disciplinary field involving the integration of knowledge and skills drawn from various disciplines in fundamental and applied aspects of life sciences, engineering, mathematics and technology.
Page12 2.1 Teaching strategies 2.1.1 Planning and preparation for teaching Planning and preparation for teaching were done before the semester begin of every academic calendar. Usually, the preparation was made a month before semester begin to ensure the schedule and preparation of teaching materials including for practical session can be prepared accordingly.
Page13 2.1.2 Preparation of teaching plan Teaching plan was prepared as a plan to teach a course from week 1 to week 14. It is important for lecturers to organize topics to be taught along with assignments, class activities and assessments. Group handouts, practical manuals, teaching plans, welcome notes and related information are included in PutraBlast. An original example of a lesson plan previously created for the course BTC4904: Service Learning in Biotechnology. Welcome notes uploaded in PutraBlast before the semester begin to let the students aware about the course
Page14 Provide information about the course, guidelines to conduct project, guidelines for proposal, final report, and community engagement, course evaluation and schedule to the students. This information is used to key in teaching plan in the SMP
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Page18 2.1.3 Teaching and Learning Session There are some preparations required before entering to the class which are reviewing the teaching plan and teaching requirements, teaching materials and activities to be conducted on that particular lecture day. Information regarding the course and teaching plan including assessment is communicated to students in the first week of the course. Teaching and learning sessions are carried out in an orderly manner as planned in the teaching plan and changes to the class schedule if necessary are made according to the suitability and current situation after discussing with the students. All students are given the opportunity to ask questions and express opinions through direct communication or through digital platforms such as email or WhatsApp groups. The results of assignments, tests, student reports and so on will be given specific or general feedback as appropriate to be improved. The class will begin with a review of the previous learning session and close with a summary of the topics that have been taught.
Page19 2.1.4 List of courses No. Subject Semester Credit hours 1) BTC3101: ENZYME TECHNOLOGY 1-2014/2015 1-2015/2016 2-2016/2017 2-2017/2018 2-2018/2019 2-2019/2020 2-2020/2021 2-2021/2022 (3+1) 2) BTC3002: COMMERCIALISATION AND CURRENT ISSUES IN BIOTECHNOLOGY 2-2013/2014 (2+0) 3) BTC3003: INSTRUMENTATION IN BIOTECHNOLOGY RESEARCH 1-2014/2015 1-2018/2019 1-2019/2020 1-2020/2021 1-2021/2022 1-2022/2023 (2+1) 4) BTC4403: BIOREMEDIATION 2-2014/2015 (3+1) 5) BTC4991: SEMINAR 2-2014/2015 2-2016/2017 2-2017/2018 1-2019/2020 (0+1) 6) BTC3201: FERMENTATION TECHNOLOGY 1-2017/2018 (3+1) 7) BTC4102: ADVANCED ENZYME TECHNOLOGY 1-2017/2018 1-2022/2023 (3+1) 8) BBS5901: RESEARCH METHODOLOGY 2-2017/2018 2-2021/2022 (3+0) 9) BTC4904: SERVICE LEARNING IN BIOTECHNOLOGY 1-2018/2019 1-2019/2020 1-2020/2021 1-2021/2022 1-2022/2023 (0+1) 10) BTC3402: WASTE MANAGEMENT AND UTILISATION 2-2018/2019 2-2021/2022 3(2+1) 11) BTC5005: BIOTECHNOLOGY RESEARCH METHODOLGY AND ANALYSIS Trimester 1-2022 3(2+1)
Page20 2.1.5 Synopsis of selected courses Following are the synopses of selected courses that mainly used in this teaching portfolio: 1) BTC3101: Enzyme Technology 2) BTC3003: Instrumentation in Biotechnology Research 3) BTC4904: Service Learning in Biotechnology 4) BTC3402 / BTC3401: Waste Management and Utilization 5) BTC5005: Biotechnology Research Methodology and Analysis / BBS5901: Research Methodology NAMA KURSUS : TEKNOLOGI ENZIM (Enzyme Technology) KOD KURSUS : BTC3101 KREDIT : 4(3+1) JUMLAH JAM PEMBELAJARAN PELAJAR : 160 PRASYARAT : BCH3004 atau BCH3108 HASIL PEMBELAJARAN : Pelajar dapat: 1. membeza fungsi dan aplikasi pelbagai jenis enzim. (C4) 2. mempamer teknik menghasil, mengekstrak dan menulen enzim. (P5) 3. menghurai perkembangan dan kemajuan terkini teknologi enzim. (A4, CS) SINOPSIS : Kursus ini merangkumi aspek penghasilan, pengekstrakan dan penulenan enzim intrasel dan ekstrasel. Penggunaan enzim dalam pelbagai bidang turut dibincangkan. (This course encompasses various aspects of production, extraction and purification of intracellular and extracellular enzymes. The use of enzyme in various fields is also discussed.)
Page21 NAMA KURSUS : INSTRUMENTASI DALAM PENYELIDIKAN BIOTEKNOLOGI (Instrumentation in Biotechnology Research) KOD KURSUS : BTC3003 KREDIT : 3(2+1) JUMLAH JAM PEMBELAJARAN PELAJAR : 120 PRASYARAT : Tiada HASIL PEMBELAJARAN : Pelajar dapat: 1. membeza pelbagai jenis instrumen saintifik dan aplikasinya dalam penyelidikan bioteknologi. (C4) 2. mempamer kebolehan menganalisis sampel menggunakan instrumen asas dalam penyelidikan bioteknologi. (P4) 3. menginterpretasi data yang terhasil daripada analisis instrumen saintifik. (A4, CS) SINOPSIS : Kursus ini merangkumi prinsip operasi dan cara penggunaan instrumen saintifik dalam penyelidikan bioteknologi. Kaedah interpretasi data penyelidikan yang terhasil dari kajian saintifik terpilih yang dijalankan juga dibincangkan. (This course encompasses the principles of scientific instrument operation in biotechnology research. Method for research data interpretation resulted from the selected scientific experiment is also discussed).
Page22 NAMA KURSUS : KHIDMAT PEMBELAJARAN DALAM BIOTEKNOLOGI (Service Learning in Biotechnology) KOD KURSUS : BTC4904 KREDIT : 1(0+1) JUMLAH JAM PEMBELAJARAN PELAJAR : 40 PRASYARAT : BTC3001 HASIL PEMBELAJARAN : Pelajar dapat: 1. mereka bentuk aktiviti berasaskan bioteknologi yang boleh diadaptasi di dalam aktiviti komuniti / industri. (C6, CS, CTPS) 2. menyusun aktiviti berkaitan bioteknologi bersama komuniti / industri. (P6, TS) 3. menghurai peranan dan sumbangan bidang bioteknologi kepada komuniti secara berkesan. (A4, EM) SINOPSIS : Kursus ini merangkumi penglibatan pelajar dalam aktiviti bersama komuniti / industri bagi meningkatkan kesedaran dan kefahaman orang awam berkenaan peranan bioteknologi dalam kehidupan seharian. Proses pembelajaran merangkumi perancangan aktiviti bersama komuniti, demonstrasi dan aktiviti ‘hands-on’ yang memenuhi keperluan komuniti. (This course encompasses involvement of students in community / industrial activities to promote awareness and understanding to the public on the role of biotechnology in their daily lives. The learning process involves activities planning with the community, demonstrations and hands-on activities to meet community needs.)
Page23 NAMA KURSUS : PENGURUSAN DAN PENGGUNAAN SISA (Waste Management and Utilization) KOD KURSUS : BTC3401 KREDIT : 2(2+0) JUMLAH JAM PEMBELAJARAN PELAJAR : 80 PRASYARAT : Tiada HASIL PEMBELAJARAN : Pelajar dapat: 1. membeza pelbagai jenis sisa berdasarkan sumber. (C4) 2. menghurai pelbagai kaedah pengurusan dan penggunaan sisa industri dan domestic. (A4, CS) 3. menyelesai masalah pengurusan dan penggunaan sisa secara beretika. (CTPS, EM) SINOPSIS : Kursus ini merangkumi perincian sumber, jenis, ciri dan komposisi sisa, rawatan dan pengendalian sisa. Kajian kes termasuk perbandingan kaedah pengurusan sisa di Malaysia dan di negara lain dibincangkan. (This course encompasses details on the sources, types, characteristics and composition of wastes, waste handling and management. Case studies includes comparison of waste management methods in Malaysia and other countries are discussed.)
Page24 NAMA KURSUS : KAEDAH PENYELIDIKAN BIOTEKNOLOGI DAN ANALISIS (Biotechnology Research Methodology and Analysis) KOD KURSUS : BTC5005 KREDIT : 3(2+1) JUMLAH JAM PEMBELAJARAN PELAJAR : 120 PRASYARAT : Tiada HASIL PEMBELAJARAN : Pelajar dapat: 1. mereka bentuk projek penyelidikan berdasarkan kaedah analisis dan rujukan bertulis terkini dalam penyelidikan bioteknologi (C6, NS) 2. mengadaptasi penggunaan instrumen untuk menjalankan analisis berasaskan kaedah saintifik (P6) 3. memahami kaedah pengolahan data saintifik daripada penggunaan instrumen dalam kajian bioteknologi (A5, TS) SINOPSIS : Kursus ini merangkumi kaedah analisis dalam bioteknologi menggunakan pelbagai alatan konvensional dan terkini. Latihan untuk menyorot bahan rujukan, penulisan saintifik, rekabentuk projek penyelidikan dan memohon geran penyelidikan ditekankan. (This course encompasses analytical methods in biotechnology using various conventional and sophisticated equipments. Practices on reviewing literature, writing scientific papers, designing research project and applying research grants are emphasized.)
Page25 PhD Emphasizes the scope of PhD-level research that requires deeper research. Emphasis is on the scope of research suitable for PhD projects and publication to meet graduation requirements. Master with Research Provides teaching in the process of carrying out research projects from problem statement to reporting. Emphasis is on the scope suitable for Master's projects and publication to meet graduation requirements. Master with Coursework Supervises students in carrying out their dissertation projects. Emphasis is on project implementation, data collection and reporting for the dissertation. Bachelor's Degree Final Year Project Easier projects to provide exposure to students about research projects. However, bachelor's students require more attention on the methods for conducting experiments, the use of tools and preparing the thesis correctly. 2.2 Supervision strategy Student supervision is the process of monitoring students in carrying out research projects. There are four categories of students who need to be supervised, namely 1) Bachelor's degree final year project students, 2) Master's degree students with coursework, 3) Master's degree students with research, and 4) PhD students with research. All of these student categories require different supervision strategies as summarized below: To ensure that students receive adequate exposure to research, especially students in research mode, students are given the opportunity to present their research projects at an international level, attend certain courses to improve their skills, collaborate with experts from outside institutions, participate in outdoor activities such as being a committee member in organizing conferences and projects involving industries or communities. However, students are always reminded to focus on carrying out their research projects first.
Page26 2.3 Assessment strategy Assessments were conducted to evaluate student’s performance throughout and at the end of the course. Various assessment methods have been applied and explained in Section 3. The assessments were conducted to meet the program learning outcomes and course learning outcomes. Example of assessment plans as follows,
Page27 Example of teaching plan keyed in SMP. TEACHING WEEK TOPIC LESSON OUTCOME DELIVERY FACE TO FACE LEARNING HOURS STUDENT LEARNING TIME ASSESSMENT 1 INTRODUCTION TO ENZYMES IDENTIFY THE EFFECTS THAT AFFECTING ENZYME ACTION IDENTIFY THE ENZYME INHIBITORS EXPLAIN THE DEFINATION OF ENZYME, HOW ENZYME WORKS AND HYPOTHESIS RELATED WITH ENZYME LECTURES QUIZES 3 6- 6 TEST 1, FINAL EXAMINATION 2 INTRACELLULAR AND EXTRACELLULAR ENZYMES DIFFERENTIATE THE ADVANTAGES AND DISADVANTAGES OF INTRACELLULAR AND EXTRACELLULAR ENZYMES IDENTIFY THE SOURCES AND THE FUNCTION OF INTRACELLULAR AND EXTRACELLULAR ENZYMES BUZZ GROUPS LECTURES 3 6- 6 TEST 1, FINAL EXAMINATION 3 PRODUCTION, EXTRACTION AND PURIFICATION OF ENZYMES DESCRIBE THE TECHNIQUES FOR PRODUCTION, EXTRACTION AND PURIFICATION OF ENZYME IDENTIFY THE SUITABLE PROCESS TO PRODUCE, EXTRACT AND PURIFY THE ENZYME. LECTURES ROUNDS 3 8- 8 TEST 1, FINAL EXAMINATION 4 AMYLOLYTIC ENZYMES DEFINE AMYLOLYTIC ENZYMES EXPLAIN THE REACTION AMYLOLYTIC ENZYMES IDENTIFY THE SUBSTRATES AND SOURCES OF AMYLOLYTIC ENZYMES EXPLAIN THE APPLICATIONS OF AMYLOLYTIC ENZYMES CLASS PRESENTATION LECTURES 3 8- 8 TEST 1, FINAL EXAMINATION 5 TEST 1 AND REVISION CLASS PRESENTATION LECTURES 3 8- 8 TEST 2, FINAL EXAMINATION 6 CELLULOLYTIC ENZYMES EXPLAIN THE REACTION CELLULOLYTIC ENZYMES IDENTIFY THE SUBSTRATES AND SOURCES OF CELLULOLYTIC ENZYMES EXPLAIN THE APPLICATIONS OF CELLULOLYTIC ENZYMES DEFINE CELLULOLYTIC ENZYMES CLASS PRESENTATION LECTURES 3 8- 8 TEST 2, FINAL EXAMINATION
Page28 TEACHING WEEK TOPIC LESSON OUTCOME DELIVERY FACE TO FACE LEARNING HOURS STUDENT LEARNING TIME ASSESSMENT 7 LYPOLYTIC ENZYMES EXPLAIN THE REACTION LIPOLYTIC ENZYMES IDENTIFY THE SUBSTRATES AND SOURCES OF LIPOLYTIC ENZYMES EXPLAIN THE APPLICATIONS OF LIPOLYTIC ENZYMES DEFINE LIPOLYTIC ENZYMES CLASS PRESENTATION LECTURES 3 8- 8 TEST 2, FINAL EXAMINATION 8 PROTEOLYTIC ENZYMES DEFINE PROTEOLYTIC ENZYMES EXPLAIN THE REACTION PROTEOLYTIC ENZYMES IDENTIFY THE SUBSTRATES AND SOURCES OF PROTEOLYTIC ENZYMES EXPLAIN THE APPLICATIONS OF PROTEOLYTIC ENZYMES CLASS PRESENTATION LECTURES 3 8- 8 TEST 2, FINAL EXAMINATION 9 PECTOLYTIC ENZYMES DEFINE PECTOLYTIC ENZYMES EXPLAIN THE REACTION OF PECTOLYTIC ENZYMES IDENTIFY THE SUBSTRATES AND SOURCES OF PECTOLYTIC ENZYMES EXPLAIN THE APPLICATIONS OF PECTOLYTIC ENZYMES BUZZ GROUPS LECTURES 3 8- 8 TEST 2, FINAL EXAMINATION 10 TEST 2 AND REVISION BUZZ GROUPS LECTURES 3 9- 9 FINAL EXAMINATION 11 OTHER ENZYMES EXPLAIN MODE OF ACTION, PRODUCTION AND PURIFICATION OF THE OTHER ENZYMES IDENTIFY THE SOURCE OF THE ENZYMES AND ITS SUBSTRATES BUZZ GROUPS LECTURES 3 10- 10 FINAL EXAMINATION 12 APPLICATION OF ENZYMES IN VARIOUS FIELDS EVALUATE THE DEMAND AND APPLICATIONS OF ENZYMES IN VARIOUS FIELDS LECTURES QUIZES 3 10- 10 FINAL EXAMINATION 13 SCL (CASE STUDY) STUDENT WILL BE DIVIDED IN GROUP (MAXIMUM 5 STUDENT). EACH GROUP WILL BE ASSIGN CASE STUDY THAT RELATED TO DEVELOPMENT OF ENZYME INDUSTRY. STUDENT PRESENTATION WILL CASE STUDY 3 12- 12 SCL
Page29 TEACHING WEEK TOPIC LESSON OUTCOME DELIVERY FACE TO FACE LEARNING HOURS STUDENT LEARNING TIME ASSESSMENT INVOLVE THE SOLUTION TO THE ASSIGN CASE STUDY. 14 SCL (CASE STUDY) STUDENT WILL BE DIVIDED IN GROUP (MAXIMUM 5 STUDENT). EACH GROUP WILL BE ASSIGN CASE STUDY THAT RELATED TO DEVELOPMENT OF ENZYME INDUSTRY. STUDENT PRESENTATION WILL INVOLVE THE SOLUTION TO THE ASSIGN CASE STUDY. CASE STUDY 3 12- 12 SCL
Page30 3.0 Creativity and innovation and its impact towards teaching and learning
Page31 3 Creativity and innovation and its impact towards teaching and learning 3.1 Teaching methods There are several creativity and innovation applied in the teaching and learning process with the students. This is to enhance the learning experience by the students, thus making the learning process more meaningful and applicable to their life. In this process, I try as much as possible to relate those theories taught in the class with the application in the real world. The approaches include: 1) Normal lecture 2) Blended learning 3) E-learning 4) Student-cantered learning 5) Industrial visit 6) Project-based learning 7) Community engagement / Service-learning
Page32 3.1.1 Normal lecture Although various teaching methods applied in my teaching and learning process, the normal lecture is still being implemented. The normal lecture is used to deliver knowledge to the students through PowerPoint presentations. This approach helps the student to capture the scope of knowledge that they are going to learn. Although it is a normal lecture, some creativities need to be applied in order to attract the student’s attention through the process. These creativities include: 1) Preparing attractive slides presentation. The slides must follow the standard guidelines in preparing the slides. Suitable font, font size, diagram, colour, arrangement, content and etc in the slides should be properly prepared to ensure the quality of the slides. 2) Attractive delivery methods of the lecture. This includes voice intonation, body language, eye interaction, dynamics and etc will be applied to ensure the student’s attention throughout the lecture session. 3) Conduct some class activity between the sub-topic to avoid brain saturation among the students. Usually, the students are capable to receive the lecture within 30-45 min and after that, they may need other activities in between to refresh their attention. 4) Another approach applied during this session is the recall back of the lecture has been thought to ensure the students are aware with what are the contents that have been delivered to them. This approach is usually conducted at the beginning of the lecture to recall the previous lecture content and/or activities, in between the sub-topic and/or at the end of the lecture session. The normal lecture can be delivered through a face-to-face or online approach, and both will be implemented the same teaching concept.
Page33 Some of the lecture notes from BTC3101: Enzyme technology
Page34 Some of the lecture notes from BTC5005: Biotechnology Research Methodology and Analysis
Page35 Example of class activities conducted between topics
Page36 3.1.2 Practical Laboratory practical is conducted as part of course’s requirement to train students on their psychomotor domain. One of the PO for biotechnology program is the students must be able to conduct experiment. For example, PO for bachelor degree practical skill under Biotechnology Standard Programme is the student should be able to perform experiments based on guided manuals and conduct basic guided research to generate reliable data for scientific report, individually or in a group.
Page37 Students of bachelor’s degree conducting experiments to extract bromelain from pineapple and analyse the enzyme activity
Page38 Passive Immobilization of Extracted Bromelain Students conducting the passive immobilization technique Passive Immobilization of Extracted Bromelain Demonstrating on how to droplet the bromelain mixed with sodium alginate for passive immobilization technique
Page39 3.1.3 Blended learning Blended learning combines traditional classroom learning with online learning. In a blended learning environment, students have the opportunity to learn through a combination of face-to-face instruction, digital resources, and technology-based activities. This approach is designed to leverage the strengths of each learning method and create a personalized learning experience for each student. The goal of blended learning is to provide students with greater flexibility and control over their learning, while still providing the structure and support of a traditional classroom. Some online approaches have been applied in my teaching such as: 1) PutraBlast to provide notes, online communication, forum, quizzes, feedback, progress monitoring, assignments, report submission, recording attendance, uploading MC and related documentation, etc. 2) Padlet to compile ideas and opinions from students. 3) Google Forms to conduct quizzes, feedback from students, evaluation, and peer assessments. 4) Online meeting platforms such as Zoom, Webex and Google Meet to conduct the online class or prepare the recording videos. Example of PutraBlast used to provide notes, communication, and attendance.
Page40 Example of PutraBlast used to conduct online test during pandemic, quiz and online lecture PutraBlast used to submit practical report and other assignments
Page41 Padlet used for students to give opinions. Example of Padlet used to receive the first input from students about “What is Enzyme” before introducing the first topic about enzyme in BTC3101: Enzyme Technology
Page42 Example of using online meeting platform to conduct online class and/or uploaded the recorded videos in PutraBlast. Note: Most of the recording videos were deleted due to high space required.
Page43 Video show was also used to make the class more attractive. For example, video showing the enzymes involved in human digestive system has been used to allow the students to imagine the mechanism involved in our body. Human Digestive Enzymes Video show session to the students about enzymes in human digestive system
Page44 3.1.4 e-Learning e-Learning involves utilizing digital technologies to facilitate the educational process, making it more accessible, flexible, and convenient. This includes delivery of educational content via the internet, intranet/extranet, audio or video, simulations, and mobile devices. E-learning that have been implemented so far such as Massive Open Online Courses and e-service learning. 3.1.4.1 Massive Open Online Courses This Massive Open Online Corses (MOOC) was done under PutraMOOC entitled “Exploring Biotechnology Fields”. This course encompasses various biotechnology fields, recent advances and issues in biotechnology.
Page45 Become course developer for this PutraMOOC course. Example of assessment used in this PutraMOOC, by using Quizlet. and Example of lecture using video made using Powtoon
Page46 3.1.4.2 e-Service Learning Service-learning is an educational approach that allows students to apply their knowledge in the field by involving students in a project with the community or industry. This service-learning course (SULAM) has been implemented for BTC4904: Service Learning in Biotechnology, which was conducted fully online since the pandemic in 2020. To investigate the feasibility of conducting e-learning for service learning, a project entitled “Evaluation of Digital Platforms and Feasibility of Conducting eService Learning” was conducted under Geran Insentif Pembelajaran dan Pengajaran (GIPP). Objectives of this project are: 1) To evaluate digital platforms including PutraBlast that can be used for e-service learning. i. To determine the digital platforms including PutraBlast that can be used for e-service learning. ii. To evaluate the suitability based on pros and cons of these platforms in conducting e-service learning. 2) To determine the feasibility of conducting e-service learning with the community partners i. To determine the approaches used for conducting e-service learning meets the course learning outcomes. ii. To determine the generic skills (such as communication, teamwork, critical thinking, and problem solving, innovation and creativity, and time and financial management) developed among students through eservice learning. iii. To evaluate the communication effectiveness between students and community partners through e-service learning