e_portfolio

Teaching Portfolio 2018

Portfolio Pengajaran 2018

Dr. Siti Mastura Md Ishak

Department of Industrial Design,
Faculty of Design and Architecture, Universiti Putra Malaysia,

43400 UPM Serdang,
Selangor

[email protected]

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TABLE OF CONTENT 4
I. The profile

1.0 KNOWLEDGE OF THEORY AND PHILOSOPHY OF TEACHING EXPERIENCE 5

AND LEARNING REPERTOIRE

1.1 Teaching philosophy 5

1.2 Statement of Teaching Methodology, Strategies and Innovation 7

1.3 Course Taught in the First and Second semester 10

2.0 KNOWLEDGE OF THEORY AND PHILOSOPHY OF TEACHING EXPERIENCE 11

AND LEARNING REPERTOIRE

2.1 Statement of Innovation and Creativity used in Teaching and Learning 11

2.2 How Innovation and Creativity executed in Teaching and Learning 14

2.3 Stimulate and encourage Higher Order Thinking Skills 19

3.0 IMPACT OF TEACHING AND LEARNING QUALITY 22

3.1 Samples of Student Achievements 22

3.2 Course Evaluation Score 31

3.3 Sample of Students’ Work Testimonial/ Letter of Appreciation from 35

Student/ Colleague/ Community

4.0 INNOVATIONS AND CREATIVITY TEACHING AND LEARNING 38
ASSESSMENT
4.1 Teaching Plan and Continuous Assessment 38
4.2 Samples of Test Questions/ Assignment/ Quiz 51

5.0 IMPROVEMENT IN TEACHING AND LEARNING THROUGH REFLECTION 55

AND RESEARCH

6.0 KNOWLEDGE AND EXPERIENCE SHARING IN TEACHING AND LEARNING 64

7.0 GUIDANCE AND SUPERVISION 65

7.1 Statement of Innovation and Creativity used in Guidance and 65

Supervision

7.2 Evidence on How Innovation and Creativity are used in Guidance and 68

Supervision

8.0 OTHER TEACHING-RELATED ACTIVITIES 70
8.1 Curriculum Vitae 70
8.2 Recognition or Awards Related to Teaching and Learning 77
8.3 Other Appropriate Supporting Information 83

9.0 LIST OF PUBICATIONS 89

10.0 ADMINISTRATIVE WORKS 91

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THE PROFILE

‘..By influencing and evoking
a student’s mind through my

career experience and
knowledge, the student will
endure knowledge and carry

it out in the real world…’

- DR SITI MASTURA MD ISHAK -

Dr. Siti Mastura Md Ishak has been teaching industrial design for over 8 years. She is
currently enjoying her 10th year at Department of Industrial Design, Faculty of Design
and Architecture, Universiti Putra Malaysia. Previously, she was the senior designer at
Royal Selangor International from 2001 – 2007. She got her Bachelor of Art and Design
(Industrial Design) from Universiti Teknologi Mara, Shah Alam in 2001. Her Masters in
Malay Arts was obtained from the University of Malaya in 2011 under the MOHE
scholarship for 2 years. In the year 2012, she was awarded an academic scholarship also
from MOHE to obtain her PhD from the same university for 4 years. During her PhD in
Universiti Malaya, she was appointed as an affiliated fellow researcher at Johan
Wolfgang Goethe-Universität Frankfurt am Main, Germany in academic attachment
program. She is also a certified E.A.G.L.E trainer for Grounded Learning (M) Sdn Bhd,
consultant in Putra Design Nucleus to assist project collaboration and also a creative
advisor in several design companies as well as a book coordinator and graphic designer
by private writers and ITBN agency.

Her PhD research specializes on integrated design in behavioural culture aesthetic,
involving design-user experience, aesthetic in artefacts and Islamic design in Malay art.
She published 8 academic papers in local and international journals such design journals,
scientific journals and proceedings, also in other publications for chapter in books. She
received academic Excellence Award from Universiti Malaya (2011) for her master degree
(MA) and Excellence Award for Young Educator (2017) from Faculty of Design &
Architecture. With her team, she was awarded two intellectual properties (industrial
design) such as Silver Award “VOCIO (Child Rocker)” (2012), Bronze Award “CAMO
(Military Medical Pack)” (2011) in PRPI UPM. She actively involved in Malaysian design
and material competition that has received award for First Place, Second Place and
Fourth Place Award in National Competition of “Super Light Weight Bridge Structure:
Natural Fibre 2012” to Beijing.

Dr. Siti Mastura’s contribution does not stop at faculty level, she also member of PEREKA
Malaysia and Majlis Reka Bentuk Malaysia. She actively participates in various local and
international industrial networking. She is passionate about teaching Industrial design in
Universiti Putra Malaysia as she is able to carefully develop and research topics that are
significantly interesting for her, and will open new doors for her students.

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1.0 KNOWLEDGE OF THEORY AND PHILOSOPHY OF

TEACHING EXPERIENCE AND LEARNING

1.1 TEACHING PHILOSOPHY

My goals in teaching are not just to promote learning of the subject matter. I try to help
students learn to think logically, functionally & practically, learn problem-solving
methods and techniques, and improve design skills (usage of technological tool and
design process concisely, explaining step-by-step processes, providing valid reasons for
logical arguments). In addition, I try to help students see the course material in a holistic
context by requiring them to synthesize the various concepts of the course by applying
them together.

Although involved in teaching line, passion as a good and practical designer is still my
orientation because I am completely captivated by the subject. For that reason, I want to
teach industrial design for several reasons. First, I want to convey the relevance and
excitement of the industrial design to others. Second, an industrial design literate society
will make better user, useful technological usage and practical decisions. Third, I thrive
on the intellectual challenges and interactions that teaching produces.

Teaching doesn't free me from the responsibility of doing the best job I can, but it allows
me to try new things without obsessing about getting it perfect the first time. What I
learned when I teach the industrial design CAID and CAD software, design studio and
advanced industrial model making is that if you tell students you are trying new things,
explain why, ask for their patience and input, and follow up on their concerns, the
response and outcome is tremendous. I encourage open discussions, interesting
questions, so students are more forgiving of miss-steps, their technique are improve
especially their designing quality to gets more work done.

I am aware the responsibility as a teacher is to demonstrate that industrial design and
interrelationship of culture are captivating, interesting and fun. Students learn the most
when they enjoy the subject. A few students come to this field out of a burning desire to

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learn about the art and environment; many come to fill a distribution requirement. If the
latter are to take anything away from my course, they need to experience a part of the
love of the industrial design that I possess. It would be difficult to accomplish any of my
other goals if I fail at this first objective.

It is crucial to show to younger design generation that industrial design is importantly
relevant to the lives of students and their future career. In many of the classes that I
teach I find that students perceive industrial design as composition of art, design and
technology by embedding the past and the history to establish sustainable knowledge
for very long time scales. If they see no relevance to the present, then the course
devolves into rote memorization of vocabulary and disconnected, uninteresting, and
often trivial facts. I strive to provide clear examples of how each topic impacts students.
For example, in a lecture on technical or engineering drawing, I motivate the responses
and two way communication by stimulating the student cognitive ability in the context of
the technical requirement and problem solving in world today and demonstrate how
different every designs will be created if different equilibrium is achieved.

I have a definite goal to provide

students with the concepts and

vocabulary that allow them to

interpret why design and user

consideration plays important role to

sustainable design, particularly to

issue that comes to them through

common, public sources. From

energy depletion to universal

application, artefact typology to ‘… in a lecture on technical or
behavioural ergonomic, we receive engineering drawing, I motivate the
massive data and reports from the
learning process. A clear responses and two way
understanding of the build useful communication by stimulating the
technological design and the student cognitive ability in the context
environment allows students to
of the technical requirement and

critically interpret these tangible problem solving in world today..’

output make better-informed

decisions that affect their tacit knowledge. Whenever possible, in introductory courses I

try to teach concepts and analogy that lead to practical and tangible understanding. I

hope that students leave my classes with a better ability to understand and interpret the

knowledge for longer period or long-life learning.

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1.2 STATEMENT OF TEACHING METHODOLOGY, STRATEGIES AND
INNOVATION

I was a senior designer in bespoke team back in 2000 in Royal Selangor International,
Kuala Lumpur, Malaysia. With hands on experience from years in the professional field, I
have developed a special interest in integrated cultural product design in industrial world.

‘. ..I have been dealing with design studios, manufacturing labs,
product fabrication and packaging design processes since 2000. I

learned abundance of new technologies while I was in the
product design industry, ways of work and lifestyle of other
culture that I believe the gained knowledge and experience
would benefit my teaching career in the university and the

benefit of Malaysian community..’

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Then, I start my career in the Department of Industrial Design, Universiti Putra Malaysia
since 2007 that involve me to various kind of teaching approach such as design labs,
design studio, workshop and product fabrication. I have strong statement during my
class that ‘I am sharing the knowledge beside of teaching only’. I approach the classes by
simply announce that ‘I am not teaching, but I am sharing; the knowledge and
experiences’.
Therefore, in teaching I believe by influencing and evoking a student’s mind through my
career experience and knowledge, the student will endure knowledge and carry it out in
the real world. When certain technical expertise and cultural knowledge is mastered,
design, innovation and technology will start to rise; I confident students are capable to
be in the competitive world in future. In order to make this dream come through, I
always try mentoring my students to be wise, independent, mature and aware in all
situations about the knowledge they had gain.

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‘..I am here not to teach, but to share the knowledge and
experiences.. and in SCL, I will correct if it goes wrong and I will

add if there is lacks..’

These cognitive and technical experiences helped to shape my teaching style and
philosophy. I believe a good teacher is capable of making the curriculum relevant,
enjoyable, and exciting to students; this is accomplished through hands -on experiences
and an enthusiastic teaching style. I much welcome new knowledge and new challenge
towards my field and keen to provoke my level of knowledge continuously.
I still look forward for ways to improve myself in future of teaching Industrial design field
in Universiti Putra Malaysia. Therefore, I always passionate and carefully develop and
research topics that are significantly interesting for me and the student, and will open
new doors for my students along with applicable technology and in-trend
communication methods. The topics are endless and can lead to lifelong studies and
interests.

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1.3 COURSE TAUGHT THROUGHOUT MY TEACHING REPERTOIRE IN
UPM (FROM 2007 TO PRESENT (2018)

The subjects that I have taught throughout my teaching repertoire in the Universiti Putra
Malaysia from 2007 until now are:

i. IND3000 TUTOR 4-HOUR CREDIT (2007)
ii. IND3003 DESIGN FUNDAMENTALS 3-HOUR CREDIT (2008)
INDUSTRIAL DESIGN
iii. IND3101 PRESENTATION TECHNIQUE 3- HOUR CREDIT (2008)
iv. IND3603 CREATIVE DESIGN STUDIO 1 3-HOUR CREDIT (2009)
INDUSTRIAL DESIGN MODEL
v. IND3201 MAKING TECHNIQUE 3-HOUR CREDIT (2011)
DESIGN AND REALIZATION
vi. IND3001 LABORATORY 3- HOUR CREDIT (2011)
INDUSTRIAL DESIGN
COMMUNICATION

vii. IND3400 SENIOR LECTURER 3-HOUR CREDIT (2016)
ix. IND3401 2D COMPUTER AIDED DESIGN 3-HOUR CREDIT (2016)
x. IND3901 3D COMPUTER AIDED DESIGN 2-HOUR CREDIT (2017)
xi. IND3102 INDUSTRIAL DESIGN DIALOG 3-HOUR CREDIT (2017)
xii. IND4901 INDUSTRIAL DESIGN STUDIO I 12-HOURCREDIT (2016 - 2018)
xiii. IND4202 INDUSTRIAL TRAINING 4-HOUR CREDIT (2016 - 2018)
INDUSTRIAL DESIGN PROJECT
xvi. IND3800 (FYP SUPERVISION) 3-HOUR CREDIT (2007 - 2018)
PLAN AND COMPLETION
TECHNOLOGY

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2.0 INNOVATION AND CREATIVITIES IN TEACHING
AND LEARNING

2.1 STATEMENT OF TEACHING METHODOLOGY, STRATEGIES AND
INNOVATION

I look forward to continue to teach advanced courses in technical/engineering drawing
(passive and active design), model making (conventional and advance technology),
technology design lab and design studio. I enjoy the challenge of finding new ways to
make these courses both interesting and exciting. I can also contribute vetting
departmental curriculum such as courses on environmental studies, building construction
and technologies. Therefore, every effort given on the course pays back when there is a
reward from any parties.

According to the type of course I teach, I use different a range of method for teaching. In
technical and hands on classes (technical/ engineering drawing) I have been using the
white board, LCD projector and computer with appropriate software for all aspects of
teaching (contents of tutorials and lectures, assignments and producing technical
outcome). Although I never had opportunity to teach in liberal subject, I would always
care to use one to one evaluation system through which student’s project and
assignment values improved. Therefore, I could address a particular problem in learning
process (cheating and plagiarism).

Plagiarism problems as a result were virtually eliminated. However, in order to increase
the quality of student work, I realized that the system must also need to consider the
flexibility through diplomatic judgement on error occurs so that can serve other
important purposes, in particular to treat borderline cases. Through the method I could
take into account a student's trend of achievement, e.g. individual improvement, and
identified potential cheating problems, (e.g. where the student had excellent final mark
and almost failed the design process part of the studio work). The results, statistically
examined have proved the method successful.

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I use several lecture delivery modes,
formal talks, informal tutorial or one to
one consultation session and
interactive materials. On top of that, I
found that the new technologies in
lecture theatres helped a great deal in
establishing closer relationship with all
type of class, simply through the
technology allowing designing and
technical execution in a much
improved way.
Also, as I am a unit coordinator of IND4901 Industrial Training course in Industrial
Department for 2 years, I closely monitor the students who compulsorily participate in
Industrial Training with the professional companies and always keep in touch with them
to give support and guide. Along 6 months internship, I always keep them update for any
latest information, to seek their wellness physically and mentally, to provide technical
support and to give a platform to communicate for any inquiries.

‘…always keep in touch with them to give support and guide..’

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Assess the goals, needs, ability and limitation of the students.
When I teach a design studio or technical course, much of my introductory lecture is

spent trying to find out what the
students want from the course. I may
pass out a short discussion that
attempts to determine just what it is
the students need to gained from the
course and to assess the background
of the students. I try to carefully
assess the precise needs and
limitations of the student, or to try to
clearly re-state their problem and
clarify their question(s) before going
on to solutions/answers.

Show my enthusiasm for the subject by TCL.
I am an industrial designer and for only one real reason: I want to help user and makes
thing easy to use yet beautiful. If I do not communicate this to my students, I cannot
achieve one of my most important goals, to show that industrial design is fun, interesting,
and captivating. I have tried to cultivate a lecture style that is energetic and interesting,
but not theatrical. I frequently check with the class to make sure that I have

communicated a topic clearly. I ask
for questions regularly. I try to
engage the students with specific
illustrative examples, discussions to
gain responses and I ask them to
involve actively in it by my friendly
yet informative communication.

I want to communicate to my students that the

design knowledge is to help user and makes thing
beautiful, to show that industrial design is fun,
interesting, and captivating.

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2.2 HOW INNOVATION AND CREATIVITY ARE EXECUTED IN TEACHING AND
LEARNING

The particular challenge in technical teaching was to balance the theoretical and
implementation aspects in design. The result is a modular approach to the teaching with
two modules developed in preparation of flexible teaching, using extensive tools and
electronic-based material consisting of several slides, a large set of technical equipment
examples, on-site lab and site visit, and supporting web based material for student
guidance and assessment. This arrangement is suitable not only for flexible teaching but
also for students with some disabilities. Thus it could boost up the learning process
within the students with limitations.

APPLICATION OF E-LEARNING AND INTERACTIVE
POWERPOINT

‘..Active participation in E-Learning encourage the student to be more independent yet
guided in a way to have broader view of the topic given ...’
Below picture shows the use of interactive approach using ICT in one-to-one session to
access my teaching material.

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USAGE OF WHATSAPP APPLICATION

‘.. I always provide options to my student to choose in communicating with me other than
in the class. I use the accessibility of Whatsapp application for mentoring my student such
as commenting the work, discussing the topic in small Whatsapp group and of course
praising them for the good outcome they have made..’

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USAGE OF UPM WEB

‘..Innovative search engine that bridge the communication between me and my student has
been supported by UPM PUTRABLAST thus it make me easier to provide usable information for
them and also to obtain the student submissions ...’
Below picture shows the UPM PUTRABLAST application for 3 subject for 1st and 3rd year student
in 2nd semester 2018.

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USAGE OF APPLICATION ON HANDPHONE & WEB

‘.. I have given weekly assignments short brief and supporting
information to students as an effort to encourage them to remain
sustain in the topic..’
Below picture shows the PADLET application for IND3603 Industrial
Design Model Making Technique class for 1st year student during 2nd
semester 2018.

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USAGE OF APPLICATION ON HANDPHONE & WEB

‘to make the learning journey more fun, I used academic social
media that plays a role to excite student in every mission given..’
Below picture shows the PADLET application for IND3001 Industrial
Design Communication class for 1st year student during visit to
Royal Selangor International in 2nd semester 2018.

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2.3 STIMULATE AND ENCOURAGE HIGH ORDER THINKING SKILLS

Therefore, I believe if all these hard and soft approaches are taken seriously during my
teaching I able to stimulate and encourage my students’ High Orders Thinking Skills
(HOTS). However, I always need to aware that HOTS also need a humanities touch to
produce emphatic yet productive student.

Provide hands-on experiences, particularly in lectures.

Lectures can be a very passive activity and do not encourage active participation by

students. I believe that it is important to involve students in lectures in as many ways as

possible, including through hands on activities. As in a lecture on drafting technique, I

encourage the student to

experience physically with the

drafting tools, sample

drawings, unit of analysis and

ask students to examine them

to provide natural

consequences of taking an

action by touching the tool

while simultaneously

observing it visually.

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Provide adequate time for questions and discussion.
One of the ways students
learn best is through
participation and discussion.
It is critical that I allow time
after lectures to discuss
details and answer student's
questions; I want them to
understand, I don't want
them to go away unsatisfied. I
also feel that it is critical to
take the time during practical
training to answer a question thoroughly and to encourage further discussion when
questions arise.

Get the students into the field.
Industrial design is a field science and is best learned in the field. I try to provide many
real-world examples that illuminate the concepts that I try to convey. Better yet, I would
prefer to run a number of short field trips to localities that elucidate the industrial design
phenomenon, user issues and culture needs.

Remind the students of what is significant and what is not, dos and don’ts.
I like to provide students with a detailed outline of the material I will cover in each of my
class. I inform them well in advance that this outline effectively delineates the concepts
that I think are significant. I do this because I recognize that many students get caught up
in the minutiae of a lecture and fail to see the forest for the trees. These outlines also
allow students to listen and absorb the lecture material, adding notes only where they
help to clarify a point.

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Create a relaxed and comfortable learning situation.
During delivering information, I welcome interruptions for questions and comments and I
typically begin my courses with an introductory lecture that highlights aspects of my life
both within and outside of academia. My first goal is to make students as comfortable as
possible when I begin to work with them, whether in a formal classroom setting or in a
one-on-one situation. I offer them the opportunity to get close to me in professional and
rational relationship that I never insist on formal titles. Some snacks helps!

Use techniques that encourage students to keep current in lectures and readings.
The most effective courses are those where the students have some basis for interaction;
they must be current in reading material in order to have this foundation. I have given
short, weekly assignments to students, in an effort to encourage them to remain sustain
in related issues. In addition, I treat technological approach and informatics systems such
as PUTRABLAST, PADLET, Whatsapp Web, email, social media (Facebook), online
design/journals search engine and etcetera as an interactive method to make it more
positive in use.

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3.0 IMPACT OF TEACHING AND LEARNING ON LEARNING
QUALITY

My education background and research (integrated design in cultural and heritage
product, design-user experience system, aesthetic in artefacts, eye-tracking technology
and product design) have determined my teaching strengths and helped me formulate a
portfolio that builds on my ongoing teaching activity. Therefore, I try to use my
experience as inspiring model to encourage students how to achieve a good quality of
designer.

3.1 Samples of Student Achievements

After I returned from my doctorate study, I repeatedly taught medium (30-40)
undergraduate classes, such as IND 3800 Plan and Completion Technology (year 1),
Industrial Design Model Making Technique (year 1), 2D Computer Aided Design (year 2),
3D Computer Aided Design (year 2), Industrial Design Studio I (year 3) and IND4999
Industrial Dialog (year 4). At the same time, I take seriously and intensive supervision in
my final year Industrial Design Project students.
In the previous semester I am assigned to teach the following subjects: -

SEMESTER 1 2017/2018 3-HOUR CREDIT (2007 - 2018)
i. IND3800 PLAN AND COMPLETION
2-HOUR CREDIT (2017)
TECHNOLOGY 3-HOUR CREDIT (2017)
ii. IND3901 INDUSTRIAL DESIGN DIALOG 4-HOUR CREDIT (2016 - 2018)
iii. IND3101 CREATIVE DESIGN STUDIO I
iv. IND4202 INDUSTRIAL DESIGN PROJECT

(FYP SUPERVISION)
v. 2 POSTGRADUATE STUDENTS

SEMESTER 2 2017/2018 3-HOUR CREDIT (2018)
vi. IND3603 INDUSTRIAL DESIGN MODEL
3- HOUR CREDIT (2018)
MAKING TECHNIQUE
vii. IND3001 INDUSTRIAL DESIGN 12-HOURCREDIT (2016 - 2018)
4-HOUR CREDIT (2017 - 2018)
COMMUNICATION
ix. IND4901 INDUSTRIAL TRAINING
x. IND4202 INDUSTRIAL DESIGN PROJECT

(FYP SUPERVISION)
xi. 2 POSTGRADUATE STUDENTS

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I challenged students by complex or creatively assignments, combined with critical
discussion and analytical observation made possible, to reward effort and give
satisfaction after hard work. Notes provided to these students proved popular and
according to past students are still used by students as reference material to appropriate
channel provided. In addition, electronic medium provided by UPM such as Putrablast
system and emails is also useful to compliment the conventional method.
The pictures below are some of my student achievement through the subject taught in the
class:

SAMPLE OF CHARTS OF RESULTS IS A REFLECTION OF MY TEACHING TO
SHOW STUDENTS ACCEPTANCE OF KNOWLEDGE MATERIAL

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PAPERCUTS OF MY PREVIOUS STUDENT ACHIEVEMENT/ AWARD WHO
RECEIVED THE BEST INNOVATIVE DESIGN

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PAPERCUTS OF MY FYP STUDENT PROJECT UNDER MY SUPERVISION THAT
WON SILVER AWARD IN PRPI 2012

25

AWARDED 1ST PLACE AND 3RD PLACE IN NATIONAL BAMBOO COMPETITION
(SAMPE 2012)

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ANNUAL DESIGN EXIBITION FOR FINAL YEAR PROJECTS OF MY 5 STUDENTS

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FLIGHT TEST EXIBITION OF REMOTE CONTROL FLIGHT PROJECTS FOR DESIGN
LAB CLASS

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COLLABORATION PROJECT WITH ROYAL SELANGOR INTERNATIONAL FOR
TECHNICAL DRAWING APPLICATION ON PEWTER PRODUCT

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PAPERCUTS OF COLLABORATION PROJECT WITH ROYAL SELANGOR
INTERNATIONAL FOR TECHNICAL DRAWING APPLICATION ON PEWTER

PRODUCT

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3.2 Course Evaluation Score of Teaching and Assessment

I often try to adjust my teaching methods and aims to class size and student background,
to allow for students' personal growth, to identify both low and high ach ievers and to
offer them the possibility of making the most of the subject taught.
In the lab and workshop subject, one of my teaching goals was to allow students to
experience the value of using good methodologies in design process and fabrication
through exposing students to problems of complex issues without previous
methodological experience, letting them experience the effects of unskilled design
process, evaluating on lectures what the problems were (now students could relate the
problems to own experience), subsequently teaching principles of good design solving,
setting a goal and finally evaluating the results in individual critic session (Problem Base
Learning Project).

EVIDENCE & EVALUATION OF TEACHING EFFECTIVENESS

Students generally comment positively on my class presentation, organization, fairness,
and availability, especially, when I actively engaged with the student by applying two way
communications. I often give opportunities to the students to ask and question during
my teaching and presentation.
The positive feedback stated when the result of teaching survey have shown high marks
evaluation on the subject or course I conducted. Some of the negative comments are
that I go too fast in class, too many assignments and meticulous requirement of
assignment. I try my best to overcome the weakness in order to provide better teaching
skill and to ensure the knowledge is successfullydelivered.
(Refer pictures below for teaching assessment reports).

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TEACHING ASSESSMENT REPORT FOR IND3101 CREATIVE DESIGN STUDIO I
SEMESTER 1 2017/2018

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TEACHING ASSESSMENT REPORT FOR IND3800 PLAN & COMPLETION
TECHNOLOGY SEMESTER 1 2017/2018

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TEACHING ASSESSMENT REPORT FOR IND3901 INDUSTRIAL DESIGN
DIALOG SEMESTER 1 2017/2018

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3.3 Sample of Awards/ Students Work testimonials/ Letter of Appreciation
from student/ Colleague/ Community

AWARD OF BEST YOUNG ACADEMIC OFFICER/LECTURER 2017

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AWARDED AS CERTIFIED TRAINER FOR EAGLE NAVIGATOR BY GROUNDED
LEARNING SDN BHD

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SOME OF THE TESTIMONIAL /LETTER OF APPRECIATON FROM STUDENTS

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4.0 KEY TEACHING INNOVATIONS & CREATIVITY IN
LEARNING ASSESSMENT

4.1 TEACHING PLAN AND CONTINUOUS ASSESSMENT

The marking scheme of project/assignments rubric integral part of project/assignment
brief, so that students are aware of the way they are assessed. Assignments are both
electronically and manually submitted. I personally acknowledge all submissions by
signing up to all students. This requires a small amount of extra time but students
appreciate the personal involvement of lecturers with their work. I use my passion and
ability of teaching and sharing to commit with a creative and innovative learning
assessment.

Studio:

I spend a substantial amount

of class time discussing

homework problems. After

this discussion, I usually give a

topic to discuss on new

material. I begin the semi-

formal discussion with a brief

outline and a list of learning

objectives (LO), and I try to

always include examples in

explaining. I always

encourage questions,

response input and pause in

the lecture to answer them.

Lecture and discussion:
I make available course briefing, at the beginning of the semester, the subject outline all
tutorial problems and lecture plans. I try to begin each class with a brief summary of the
previous class session, and a reminder of where we are in the topic that we are currently
working on. At this point I usually ask if there are any questions from the reading,
homework, or previous class. For students with in lower ability of understanding, I
usuallyassign homework, reading and field observation every day
Workshop:

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‘...I share my passion of creating and building a tangible idea in my model
making workshop by application genuine skill I have gain throughout my
study and career for over 12 years of experience. After that, I observe the

student understanding after I deliver the knowledge to evaluate their
psychomotor ability. I also always encourage student to implement the

extra skill of creating as an added value to every each of them..’

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Demonstration & tutorial:
Whenever to explain for better
understanding, I use demonstration
approach thus the student could absorb
and digest the knowledge. Then, they
could churn it back as expected outcome.
The method is not meant as spoon-
feeding the student but as a suitable
approach in providing information when
involve skill training and tool application.

Other than TCL (Teacher-Centered Learning) I
also use SCL (Student-Centered Learning) and
SDL (Self-Directed Learning) to encourage
active communication ability within student,
me and the technical staff.

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Electronic tools and digital communication.
Below picture shows the application of Whatsapp , email, PADLET and video call for final
year student during semester 2 2018 to assist the idea generation and project progress.
Therefore, I could measure the weakness and the strength of the student for
improvement purposes towards the final project.

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TEACHING PLAN FOR IND3603 INDUSTRIAL DES
2 2017

WEEK
TOPIC
TOPIC
LEARNING
OUTCOME

Introduction of Model making Student will:

1 - Model making planning - learn the overview of
- Procedures - understand workshop procedure
- Type of materials - understand fabrication planning,
- Type of techniques - identify materials & techniques model

Mock-up (Corrugated Cardboard, making
Mounting Board)
Student will:

2 - Structure properties of corrugated - structuring properties of corrugated
board board

- Ability of the material - able to exploit the material based on

- Exploitation of structure properties structure properties to make a form

of CC and MB in forming 3D form

Mock-up (Foam Board) Student will:

3 - Cutting techniques - explore cutting techniques
- Density of FB material - experience density of material
- Advantages and disadvantages of - manipulate advantages and
the material performance
disadvantages of the material
Model (Hard Foam) performance

Student will:

4 - Structure properties of hard foam - explore the structure properties of hard
- Ability of the HF material foam
- Forming technique for 3D form
Model (Wood) - use the material using forming technique

5 - Mechanical properties of wood Student will:
- Gross feature of wood
- Handling wood material for model - explore the mechanical properties and
making gross feature of wood

- handle wood to make model making

SIGN MODEL MAKING TECHNIQUE SEMESTER
7/2018

BLOOM’S
TAXANOMY
(COGNITIVE,
PSYCHOMOTOR
, AFFECTIVE) &
SOFT SKILLS

DELIVERY
CONTACT HOURS
(FACE-TO-FACE)

TOTAL
LEARNING

HOURS
ASSESSMENT

P4, CTPS Studio/ 4 4H Activity
COGNITIVE: C1 workshop 1H - Demonstration participant
PSYCHOMOTOR: P3 demonstration 1H - Self-Directed
AFFECTIVE: A1 & tutorial (week 1-7
Learning Assessment)
2H - Practical Lab

P4, CTPS Studio/ 4H Assignment 01

COGNITIVE: C2 workshop 4 0.5H - Demonstration (week 1-7
PSYCHOMOTOR: P4 tutorial & SCL 0.5H – SCL activity Assessment)
3H - Practical Lab
AFFECTIVE: A2

P4, CTPS Studio/ 4H Assignment 02

COGNITIVE: C3 workshop 4 0.5H - Demonstration (week 1-7
PSYCHOMOTOR: P4 tutorial & SCL 0.5H – SCL activity Assessment)
3H - Practical Lab
AFFECTIVE: A3

P4, CTPS Studio/ 4H Assignment 03

COGNITIVE: C3 workshop 4 0.5H - Demonstration (week 1-7
PSYCHOMOTOR: P4 tutorial & SCL 0.5H – SCL activity Assessment)
3H - Practical Lab
AFFECTIVE: A3

P4, CTPS Field work 4 4H Assignment 04
COGNITIVE: C3 demonstration 0.5H - Demonstration
PSYCHOMOTOR: P4 (week 1-7
AFFECTIVE: A3 0.5H – SCL activity Assessment)
3H - Practical Lab

42

WEEK
TOPIC
TOPIC
LEARNING
OUTCOME

Model (Surface Finishing) Student will:
- make a shaping & profiling using

6 - Template, shaping & profiling template on model
- Coating & finishing - explore coating & finishing
- Painting & masking - explore painting & masking
- explore spraying techniques

Model (Gypsum board & model foam) Student will:

- Density, flexibility and mechanical - learn about density, flexibility and
compound of gypsum and foam mechanical compound of gypsum and
foam
7 - Forming technique onto the foam
block using template. - explore the forming technique using
template to do surface finishing
- Surface finishing of foam model
- Application of chemical compound - apply chemical compound for surface
finishing on model.
for surface finishing

Model (Casting) Student will:
- design mold & prepare for casting
8 - Casting Material - do casting process using prepared mold
- Mold design & casting preparation - learn about mold curing time
- Cure time in molding & casting

Model (Vacumm) Student will:
9 - Vacuum Material & machine - do Vacuum forming using acrylic
- prepare master mold & setting heat
- Master mold preparation
- Heat temperature setting temperature at vacuum machine

Model (RP finishing)

- RP parts & components Student will:

- Component assembling. - Assemble RP parts & components with
10 - Parts and component jointing system.

- Functional component (electrical or - explore the functional component

mechanical parts) (electrical or mechanical parts)

- Ribs & jointing system.

Model (Industrial Clay) Student will:
- Modelling using industrial clay - explore industrial clay to shaping &
11 material
- Template, shaping & profiling profiling form good surface using
- Coating & finishing template
- produce model with good coating &
finishing

BLOOM’S
TAXANOMY
(COGNITIVE,
PSYCHOMOTOR
, AFFECTIVE) &
SOFT SKILLS

DELIVERY
CONTACT HOURS
(FACE-TO-FACE)

TOTAL
LEARNING

HOURS
ASSESSMENT

A3, EM Studio/ 4 4H Assignment 05
COGNITIVE: C3 workshop 1H - Demonstration
PSYCHOMOTOR: P4 (week 8-12
AFFECTIVE: A3 tutorial & SCL 1H – SCL activity Assessment)
2H - Practical Lab

P4, CTPS Studio/ 4H Assignment 06

COGNITIVE: C3 workshop 4 0.5H - Demonstration (week 1-7
PSYCHOMOTOR: P4 tutorial & SCL 0.5H – SCL activity Assessment)
3H - Practical Lab
AFFECTIVE: A3

P4, CTPS Studio/ Assignment 07

COGNITIVE: C3 workshop 4 4H (week 8-12
PSYCHOMOTOR: P4 tutorial 4H - Practical Lab Assessment)

AFFECTIVE: A3

A3, EM Studio/ 4H Assignment 08

COGNITIVE: C3 workshop 4 0.5H - Demonstration (week 8-12
PSYCHOMOTOR: P4 tutorial & SCL 0.5H – SCL activity Assessment)
3H - Practical Lab
AFFECTIVE: A3

A3, EM Studio/ 4H Assignment 09

COGNITIVE: C3 workshop 4 0.5H - Demonstration (week 8-12
PSYCHOMOTOR: P4 tutorial & SCL 0.5H – SCL activity Assessment)
3H - Practical Lab
AFFECTIVE: A3

A3, EM Studio/ 4 4H Assignment 10
COGNITIVE: C3 1H - Demonstration
PSYCHOMOTOR: P4 workshop (week 8-12
AFFECTIVE: A3 tutorial & SCL 1H – SCL activity Assessment)
2H - Practical Lab

43

WEEK
TOPIC
TOPIC
LEARNING
OUTCOME

Model Project (Theme) Con. Student will:
- Design execution - learn the structured planning flow

12 - Structured planning flow process process of model making in design
of model execution.
- Fabrication process - Plan the fabrication process for model
parts with jointing according to project
theme
- Cut the model part for fabrication

Student will:

13 Model Project (Theme) Con. - Assemble the model parts in with fixing
- Assembly process and fitting processes.
- Process of fixing and fitting separate
- Fabricate separate parts using adhesive
parts compound into complete model.
- Jointing fabrication with
- Apply techniques of sanding, touch-up
and preparation in producing high

quality of model output

14 Model Project (Theme) Con. Student will:
- Challenges of transporting & - prepare packaging system for finished

handling finished model. model (premade hard shell boxes & solid
- Risk & damage management. foam)
- Packing methods: premade hard - handle finished model,
- learn to manage the risk & damage in
shell boxes. packing with industrial crate and
- Solid foam inserts protective shell carriers.
- Industrial crate and protective shell

carrier

BLOOM’S
TAXANOMY
(COGNITIVE,
PSYCHOMOTOR
, AFFECTIVE) &
SOFT SKILLS

DELIVERY
CONTACT HOURS
(FACE-TO-FACE)

TOTAL
LEARNING

HOURS
ASSESSMENT

Activity

A3, EM Studio/ participant
4H

COGNITIVE: C3 workshop 4 0.5H - Demonstration Final Project

PSYCHOMOTOR: P4 tutorial & SCL 0.5H – SCL activity
AFFECTIVE: A3 3H - Practical Lab
(Continuous

Assessment)

Activity

C3, LL Studio/ 4H participant

COGNITIVE: C3 workshop 4 0.5H - Demonstration

PSYCHOMOTOR: P4 tutorial & SCL 0.5H – SCL activity Final Project

AFFECTIVE: A3 3H - Practical Lab

(Continuous

Assessment)

C3, LL Studio/ 4 4H Activity
COGNITIVE: C3 workshop 4H - Practical Lab participant
PSYCHOMOTOR: P4 tutorial & SCL
AFFECTIVE: A3 Final Project

(Continuous
Assessment)

44

ASSESSME

TYPE OF LEARNING O

ACTIVITY ASSESSMENT WEEK PER
(FORMATIVE/
Assignment 01
Assignment 02 SUMMATIVE) PO1 PO2 PO3 PO4
Assignment 03
Assignment 04 FORMATIVE W2 10
Assignment 05
Assignment 06 FORMATIVE W3 5
Assignment 07
Assignment 08 FORMATIVE W4 5
Assignment 09
FINAL PROJECT FORMATIVE W5 5
GRAND TOTAL
FORMATIVE W6 5

FORMATIVE W7

FORMATIVE W8

FORMATIVE W9

FORMATIVE W10
SUMMATIVE
W12,
W13,
W14

30

ENT PLAN

OUTCOME ADDRESSED

RCENTAGE (%) TOTAL (%) REMARKS

4 PO5 PO6 PO7 PO8 PO9 ASSESSMENT
W1-W7
10
ASSESSMENT
5 W1-W7

5 ASSESSMENT
W1-W7
5
ASSESSMENT
5 W1-W7

55 ASSESSMENT
W1-W7
55
ASSESSMENT
55 W8-W12

55 ASSESSMENT
W8-W12
50 50
ASSESSMENT
W8-W12

ASSESSMENT
W8-W12

CONTINOUS
ASSESSMENT

20 50 100%

45

I generally have high expectations of my students. When grading midterm exams, I try
to strike a balance: be fairly strict while at the same time avoid discouraging the
students. First of all, this gives a signal to students who are not doing the work, or for
whom the course material is too difficult, so that they can either drop the course or
make the decision to devote more time and effort to the course.

During the first week I

announce my office

hours (with my more

detailed schedule). I

prefer not give out a list

of all homework

assignments for the

semester as some

instructors do. However,

I will inform the student

to do some research

and reading about the

topic which they have to

present either

individually or in group. Also, I prefer the flexibility of changing the problems and due

dates during the semester as I get to know the strengths and weaknesses of the

students. Simultaneously, I let the student to discuss among them to generate the job

delegation to encourage the concept of SCL in my subject. I also told the student to

explore different reliable source of knowledge to provide them the experience of

processing the appropriate knowledge related to the subject.

Grading:
I view the purpose of grading as both rational and motivational. By requiring stud ents
to demonstrate knowledge of course material, this motivates them to do the
necessary work required to learn the subject. Different from studio course, I do grade
students’ work on a strict curve as that is important to discipline the student on the
technical and engineering requirement.

46