FINAL HIEPs VOL2 E BOOK

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Capstone Project

Intelligent Shopping • Trolleys are important equipment for a stress-free
Trolley weekend experience in the mall when you have a long
shopping list.
Lim Cheng Siong1*, Zulkarnain Ahmad Noorden1,
Suhana Mohamed Sultan1, Rashidah @ Siti Saedah Bte • Through the implementation of existing as well as up-
Arsat1, Fauzan Khairi Che Harun1 & Hayati Abdullah2 to-date technology, conventional trolleys can be
modified accordingly to cater for customer comfort.
1School of Electrical Engineering, Faculty of Engineering,
Universiti Teknologi Malaysia, Project Overview
81310 UTM Skudai, Johor
• SKEM3722 Capstone Project is offered to final year
2UTM Academic Leadership (UTMLead), students of the Bachelor of Engineering (Electrical -
Universiti Teknologi Malaysia, Mechatronics), Universiti Teknologi Malaysia, to fulfil
81310 UTM Skudai, Johor the Engineering Accreditation Council (EAC) Integrated
Design Project requirement.
*Corresponding author: [email protected]
• Students are required to solve a complex engineering
problem (industry or community based project) in this
2-credit course (80 hours SLT).

• Conceive-Design-Implement-Operate (CDIO) approach
is adapted in solving the project.

Website of Capstone
Project

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Mapping of LOs, Delivery and Assessment

Learning Outcomes Delivery Assessment SLT
Ability to independently recognize the needs of the end-user 80 hours
and apply latest and suitable technology to solve a complex Lecture, In-Lab Activities,
engineering problem. (SC) project Peer Review,
based Technical Report

Use appropriate techniques, skills, and modern engineering Individual Report,
tools, instrumentation, software and hardware necessary for In-Lab Activities,
solving a complex engineering problem with an understanding Technical Report,
of their limitations. (SCMT) Interview
Conduct a project within a specified budget and time frame
using available resources for a complex engineering problem. Minute, Technical
(ES) Report

Design solutions for complex systems, components, or processes Individual Report,
with appropriate consideration for public health and safety, In-Lab Activities,
legal and cultural issues, and environmental considerations. Conceptual
(THDS) Prototype, Final
Product, Technical
Function effectively as an individual, and as a member or leader Report, Interview
in diverse teams. (TW)
In-Lab Activities,
Minute, Individual
Report, Peer
Review

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CDIO Approach

3 weeksConceive D 9 weeks O
Design
C I
Implement
Operate

Understand Create Deliver Engineering Design
Empathize Ideate Prototype
Define Design Thinking
Test Framework

Conceive-Design-Implement-Operate (CDIO) Approach

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CDIO Approach

03

Implementation of the solution

Actual site visit and survey
during conceiving phase

Discussion at designing phase

01 0 4Operating the working prototype

02 91

Capstone Project Exhibition 2015

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Impact on Students and Academicians

Commercialized app developed with funding
awarded by the CREST R&D Grant

In 2018,
CREST R&D
Grant was offered
to projects
selected for
commercialiation

40 A A- B+
35 201617/1 201718/1 201819/1
30
25
20
15
10

5
0

A+

201516/1

Published book Improvement in student results National runner-up in The
James Dyson Award

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Conclusion

The capstone project strengthens the integrated learning experience, wherein
students can apply multidisciplinary knowledge and skills attained in their
earlier years of study.

Future Directions

• Enter more projects to university,
national and international-level
competitions, such as The James
Dyson Award and Innovate Malaysia.

• Adoption by industry,
commercialization and knowledge
transfer to community.

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Capstone Project

Reach-out Project: Reach-out Project: Bridging Classroom and Society
Bridging Classroom (R’Project) is a capstone proje ct offered to the final year
and Society (R’Project) students of Bachelor of Design in Visual Communication
and New Media with Honours (BVC), PIS Malaysia,
Beh Cheng Siew1*, Mazlisa Mohd Isa2, undertaking research and final projects.
Umi Kalthom Ramin1, Hamidon Saniman1,
Khatijah Md. Saad1 & Prasana Kesavan3 R’Project is accomplished by integrating 5 academic
courses (3 to 5 Cred its per course; approximately 200
1Department of Design and Visual Communication, hours of SLT) and engaging with several stakeholders.
Politeknik Ibrahim Sultan, KM10 Jalan Kong Kong,

81700 Pasir Gudang, Johor

2Creative Design Centre (CDeC), Politeknik Ibrahim Sultan,
KM10 Jalan Kong Kong, 81700 Pasir Gudang, Johor

3Department of General Studies, Politeknik Ibrahim Sultan, Students are actively involved in dynamic real-life
KM10 Jalan Kong Kong, 81700 Pasir Gudang, Johor problem-solv ing by employing the Conceive-Design-
*Corresponding author: [email protected] Implement-Operate (CDIO) approach together with P21:
Learning and Innovation Skills, and societal-based
projects (Society 5.0 & P21: Life & Career Skills).

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Mapping of LOs, Delivery and Assessment

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Mapping of LOs, Delivery and Assessment

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Approach – R’Project Framework

CDeC JPA Dept. SMEs/Homemakers
PIS group
JRK Student Community COMMUNITY
V Expert s …Problems + Leader
Services… feedback AUTHORITY
Dept. JPH group

Project Manager Expert Team(Lecturers) Groups of Students (S1,S2,S3) Communities: SMEs / Homemakers Community Authority
Copyright©2018 by CSBeh
An adaptation of CDIO with compliance to 21th. Century Learning
Framework

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Teaching Delivery Transformation

Conventional 1-way Instruction in Classroom R’Project dynamic approach
– promote Active Learning in Societal Context
BVC5143 VISUAL RESEARCH METHODOLOGY
community
Lecture Research Project Grade VISUAL
RESEARCH
BVC5125 CULTURE, IDENTITY & COMMUNICATION
vs 1 Project (Integrated)

BRAND
Lecture Research Project Grade ENGLISH
CULTURE
5135 BRAND COMMUNICATION & STRATEGY

Lecture Research Project Grade

BUE 3023 & 3053 ENGLISH

Lecture Assignment Presentation Grade

BVC6156 DESIGN PROJECT

Design Product Pitching Grade
Development Making

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Student Involvement

R’Project Approach Reaching out... Coloring Therapy Book
• exploring
community • experiencing featuring Kg. Parit Bugis
VISUAL • identifying issues culture & lifestyles
RESEARCH • feedback

1 Project

(Integrated)

BRAND
ENGLISH
CULTURE

…about the R’Project PIS

Short Video Documentary

about Barongan Dance

SasmduocpcnleeesssbofyufllsyRtu’Pcdoreomnjetmsceta’rsncodiaulhtipzaeuvtdes

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Impact – Academic Achievement

Conventional R’Project dynamic
approach – Active
1-way Instruction Learning
in Classroom in Societal Context

• Students work in silo without collaboration • Students work collaboratively in a Project Management
and clients. Missing: integration, teamwork team comprising 4 lecturers from different disciplines and
communication and collaboration. real community-based clients.

• Problem-solving mainly through assumption • Problem-solving through real scenarios, engaging
and imagination, no real practice (neither communication and collaboration, activating critical- and
real-life project nor real-life experience). vs creative-thinking via active ideation and analysis, empathy and

gathering User Experience (UX), project is well-planned and

developed.

Cognitive Behavioral Affective Cognitive Behavioral Affective

⎷⎷ X ⎷ actively ⎷ actively ⎷ actively

• Outcomes are for grading purpose only. • Outcomes are ready for commercial use.

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Impact – Soft Skills

Conventional R’Project
dynamic approach
1-way Instruction – Active Learning in
in Classroom Societal Context

Student Feedback Student Feedback

• Feeling too shy to speak out • Able to speak out and share ideas
• Afraid of making mistakes • Feeling confident
• Worried about entering the workplace • Excited to enter workplace

Industry Feedback Industry Feedback

Cognitive Behavioral Affective vs Cognitive Behavioral Affective

• Students • Students work • Students’ confidence
demonstrate well in teams levels increase
Students lack problem-solving • Students • Students do a good job
critical Students lack Students lack abilities
thinking and teamwork and confidence and communicate well integrating ideas into
creativity communication passion • Students contribute • Students able to design development
valuable ideas
during project participate well • Students love what they
development in discussions are doing

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Impact – Cost, Time, Workload

COST per Semester Student-Learning-Time (SLT) Assignment Workload

53% 52.6%

12,000 RM3,420 350 25%
10,000 300
20
8,000 301
6,000 RM3,420 vs. 250 Hrs. 18 19
4,000
2,000 RM3,420 16

0 RM4,820 200 219 14
Hrs. 215
Hrs. 12 vs.
150 177 10
vs. Hrs. 9
8
100
6

50 4

2

0 0

BVC5143 VISUAL RESEARCH METHODOLOGY
BVC5125 CULTURE, IDENTITY & COMMUNICATION
BVC5135 BRAND COMMUNICATION & STRATEGY

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Conclusion

(InduPsAtrCiaKlAaGndINGGraPRpOhicJEDCeTsign)

IN(DInUdSuTsRtrIiAalL DPReOsigJEnC) T

JOHO(BRVCC)RAFT Future Directions

MELAK(ABVHCER) ITAGE • Scale to other projects/programmes
WKBD • Increase commercialization
• Knowledge transfer to community
Rebranding Project
(BVC)

R’Project:
KPB Rebranding Project

(BVC)

cSpotauamprdstrmieohcnjsiuieptognscalhtivwstceiiahrondotngisisoe,pualnbnlfande-scdytekoteerigndltrolofsipaood,rcdkeaotnitsbvhclwoeeesemell

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Capstone Project

Using Systematic Project Overview
Integrated Design to
Scaffold Capstone Project Emulating the systematic integrated design process used in
in Chemical Engineering the field of chemical engineering, students at UPM’s
Department of Chemical and Environmental Engineering
Dayang Radiah Awang Biak*1,2, Rozita Omar1, Nur Syakina work collaboratively over the course of four semesters
Jamali1, Mohamad Syazarudin Md Said1, Shafreeza Sobri1, to complete a group capstone project.

Zurina Zainal Abidin1, Wan Azlina Wan Abdul Karim Using chemical engineering design thinking and design
Ghani1, Mohd Halim Shah Ismail1, Hamdan Mohamed methods, students are required to provide possible solutions
to an ill-defined open-ended project. The capstone project
Yusoff1, Shamsul Izhar Siajam1, Mohd Razif Harun1, requires students to engage with and apply knowledge and
Mohammad Heikal Ismail1, Faizah Mohd Yasin1, information from various dsiciplines including mathematics
and science, chemical, mechanical and control engineering,
Salmiaton Ali1, Mohd Zahirasri Mohd Tohir1, Nordin Sabli1, safety, sustainability, economics and professional standards.
& Mohd Yusof Harun1
Assessments include interim outputs e.g. progress
1Department of Chemical and Environmental Engineering, presentations, technical reports and etc are submitted per
Faculty of Engineering, Universiti Putra Malaysia course basis. Some assessments are included as part of the
respective courses’ assessment.
2Engineering Education Interest Group,
Faculty of Engineering, Universiti Putra Malaysia The philosophy underpinning this capstone project is
collaborative teamwork in which students make use of, and
*Corresponding author: [email protected] make sense of, knowledge for the benefit of humanity. To
achieve these aims, students engage in purposeful activities
via a constructive, iterative and incremental approach to
knowledge.

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Process Flow of Integrated Design Project Implementation

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Philosophy

Collaborative purposeful activities via a constructive, iterative and incremental
approach to knowledge for the benefit of humanity

Open ended, Ill Students who can Synthesis and Analysis
defined problems Analyze situations, make decisions, assess
Deliverables are
Floating facilitators, information segmented and delivered
coaching and at different rates and time,
empowering Students’ knowledge benefits integration of deliverables
humanity and iterative and
incremental
Constructivism Iterative and
Incremental

Team Purposeful Activity

Collaborative Learning Local or Global context scenario
Identified needs and requirements,
Long term team work with matching professional standard,
designed purposeful activities constraints and scenario
and willingness to invest time

and energy

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Constructive Alignment

DURATION AND STUDENT LEARNING TIME

The duration of each project per cohort is about four semesters which cover First and Second
Years. The distribution of the student learning time is as follows:

No. Course SLT
First Year
42
1 Material Balance 42
2 Energy Balance 4
3 Mathematics 4
4 Fluid Mechanics
60
Second Year 8
5 Chemical Engineering Drawing 6
6 Mass and Heat Transfer 44
7 Thermodynamics 210
8 Integrated Design Project
107
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Ta s k

 Each group member is given tasks as part of their responsibilities
 The tasks of the lecturers are as facilitators. Lecturers’/Facilitators’ guidance is tailored

to the specific needs of each group
 Open sessions for discussion, design query, technical guidance and software training are

conducted as part of SLT
 Most sessions are conducted in the classroom, except for technical visits

Learning Outcomes

The following learning outcomes are the consolidation of outcomes from the courses
with the highest SLT.

1. To solve material balance calculations for reactive and non-reactive processes (C4)
2. To explain calculation process using unit conversion techniques (A3, LL)
3. To solve energy balance calculations for non-reactive processes (C4)
4. To solve energy balance for reactive processes (C4, CTPS)
5. To prepare chemical engineering drawings using computer aided techniques (C3)
6. To identify and sketch important components in process, piping and instrumentations (C3)
7. To utilize computer software in producing process flow diagrams in a group (P4, TS)
8. To design chemical engineering unit operations for a specific system in a group (C6)
9. To analyse the material and energy balances of a specific system (C4, CTPS)
10. To manipulate process parameters using suitable tools and simulation software (P5)
11. To demonstrate skills to collect data and information of a process (P4, TS)
12. To present oral and/or written technical report (A3, LS)

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Design Instruction - Preliminary Implementation

Block diagram and process data sheet representing material balance 109

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First Iterative and Incremental
P ro ce ss (Ye ar 1)

Inclusion of energy
requirement

Addition of units
covering energy balance

and fluid mechanics

First Iterative and incremental process: Some sections of revised process flow diagram to include
energy requirements, auxiliaries and utilities

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Second and Third Iterative and Incremental
Process (Year 2)

Block diagram
of a unit

Stream data

Block diagram with process units drawn using Engineering Drawing Software

Transformation of block diagram to process flow diagram with provision of instrumentation and line ID 111

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Impact of Iterative and Incremental
Approach

Detail Process and Simple Process
Instrumentation Diagram Diagram

Heat exchanger unit that is Stream is labelled to
designed with provision for identify the inlet and
inherent safety with required outlet stream.
control and instrumentation unit. Provisions and full
A common drawing for a unit in utilities requirement
an engineering design practice. is also performed.

Simple Process Diagram Unit Block Diagram

Block diagram of heat exchanger A single unit with an
unit is transformed into a inlet and outlet block
of a heat exchanger
technically understood as heat to identify that there
exchanger unit. Utilities required to is a need for
temperature change
perform heating or cooling in the process.
processes are calculated.

Transformation of a single unit block diagram into a single unit diagram in the process and
instrumentation diagram with details as expected from a Professional Engineering drawing

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Capstone Activities

An example of a 2D and 3D detail drawing of a Library tour, data collection and brainstorming sessions
unit operation

Hands-on activity as part of Chemical Engineering Professional training as part of our enrichment programme
drawing assessment

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S tude nt Te stimo nials

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Outcomes

FREQUENCY40 Fundamental & Grades for test Data extraction & Master by knowledge
30 Theory analysis sharing
20 0%
10 Q1 Q2 Q3 Q4 25%
50%
0 Score 75%
100%
Cognitive Domain

FREQUENCY40 Skills of doingCyclic & Team Design Data Personal Design Using tools
30 Iterative Portfolio Gathering
20 Logbook
10 Q2
Q3 Q4 Q5 Q6 0%
0 Score 25%
Q1 50%
75%
Psychomotor Domain 100%

30 Communication Valuing Team work Team dynamics Organizing
20
FREQUENCY10 Q2 0%
25%
0 Q3 Q4 Q5 50%
Q1 Score 75%
100%
Affective Domain
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Student Perspectives Faculty
Perspectives

“We have a bird’s eye view and More time can be spent on focused design or emerging
prior knowledge, thus we can issues which leads to critical and creative thinking
engage in new problems faster”
Student learning time spent on completing
“We are able to apply theoretical projects was consolidated since one project fits
knowledge directly (in situ) and all technical domains
this lead to deep learning”
“We are able to critically reflect and Synergistic approach among lecturers
rectify as the project progresses” reduced students’ workload and showed
“We can refine our professional connectivity and continuity within the
recording and documenting curriculum structure which emulate industrial
practices” practice

“We observed that working together on Better synergy across courses involving
similar projects and at times taking a People, Environment, Assets and Reputation
leading role had instilled team spirit and Consolidation and working together with other
commitment among us” programmes can create a better learning
“We are able to see how our work grows and environment that emulates the industrial
see improvements that we had done” environment which is our future direction
Lecturers provided minimal but more A more holistic graduate who is able to
focused instructions communicate in inter- and intradisciplinary
settings can be nurtured from such environments

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It is our vision that consolidation, integration and Conclusion
infusion of this approach will soon be integrated with
other programmes, starting with the Faculty of After using integrated design to scaffold the chemical
Engineering. Scaffolding a capstone project by engineering capstone project three times, we observed that
emulating existing processes in industry can contribute
to cross-disciplinary student engagement and learning, commitment from lecturers is the most important criteria to
e.g. mechanical students performing mechanical design ensure success of the capstone project. Extensive preparation
of the relevant equipment, civil engineering students
designing structures and foundations and electrical has to be done much earlier. Instructions and project
engineering students designing the controls. Financial requirements must be communicated clearly and early to
and economic aspects of the project can be looked students. Instructions can be refined to fit into a specific body
after by students from relevant faculties outside of the of knowledge or courses to ensure continuity and integration
field of engineering. In this way, capstone project and importance of the course in the curriculum. Impact from
findings can be communicated to much larger and the capstone project has been very positive on our student
varied audience. Students will be challenged on how and commended by future employers. Still, there is room
to communicate their ideas, thinking and technical for improvement and collaborating with other disciplines will
capabilities to others from different fields. This can
develop students into more adept, agile and be our next mission.
empathetic individuals.

Future Directions Third Future
Second Phase Fourth Directions
First Phase Phase Phase

2016 2017 2018 2019 2020
onwards

Scaffold System Scaffold System Scaffold System Scaffold System Scaffold System
Two Year 1 Course Three Year 1 Course Three Year 1 Course Five Year 1 Course Multidisciplinary
Two Year 2 Courses Four Year 2 Courses Five Year 2 Courses Six Year 2 Courses
Prototyping with 3D Integration
Prototyping
Professional Training printing, 117
Professional Training

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ePortfolio

Electronic Circuit Students are given a list of projects. Each group
Design will select one project as their group assignment.
The list of the projects are listed below:
Madihah Md Rasid*, Nurzal Effiyana Ghazali &
Amirjan Nawabjan • Traffic Light Control System
• Binary to Grey Code Converter with 7
School of Electrical Engineering, Faculty of Engineering,
Universiti Teknologi Malaysia, Segment Display
• Water Level Indicator
81310 UTM Skudai, Johor, Malaysia • 2-bit Adder with 7 Segment Display
• Security System with 4 Digit Entry Code
*Corresponding author: [email protected] • Elevator Controller

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01 INTRODUCTION

ePortfolio is implemented in SKEE1223
Digital Electronics course offered to
second year students at the School of
Electrical Engineering, Universiti Teknologi
Malaysia (UTM).

02

D E L I V E R Y The students are required to reflect on the

planning and the progress of the circuit
design project in their own ePortfolio.

03

A rubric is provided to serve as a A S S E S S M E N T

guideline for students in writing their
reflections.

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Mapping of LOs, Delivery and Assessment

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Marks Distribution and Rubric

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e Po r t fo l i o
Approach

Each group is required to write
their reflections regarding the

group project.

List of student groups with different
projects in ePortfolio

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ePortfolio
Approach

Student’s reflection
on Traffic Light
Control System
Project

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Student Feedback

1I
1
I

Student

1 feedback
I

In general, ePortfolio serves as a great
platform for students to showcase,
reflect and improve their work.

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Impact on Students

Employability – ePortfolio 1 Marketable – ePortfolio as an
helps students to successfully easy and attractive replacement
Student’s ePortfolio for CV to help students apply for
secure placement for a job.
industrial training and dream
2
job.
Student using
3 ePortfolio to apply

Paperless – ePortfolio can save the for a job
environment by reducing the printed
report. All the reports and assignments Students using
ePortfolio to reflect
are submitted online through the and showcase
ePortfolio platform. project assignments

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• The ePortfolio is already being Conclusion
expanded to more courses
Writing the reflection helps
including Capstone courses and students to examine and
Final Year Projects. interpret their learnings, to
strengthen their
• Encourage students to use understanding, and
ePortfolio as a tool for more indirectly lead them to
better experiences and
interactive, creative and outcomes.
advanced way of presenting
their skills and qualifications to
potential employers instead of
conventional paper CV. This will
in turn increase students’ chances

of securing employment.

Future Directions

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ePortfolio

Nationhood Project The course exposes students to the reality of a unique
ePor tfolio multiracial, multicultural and multi-religious society in
Malaysia within its sociopolitical, socioeconomic and
Burhan Che Daud* sociocultural settings.

Centre for Language Studies and Generic Development, Students are required to embark upon selected
Universiti Malaysia Kelantan community engagement projects which they PLAN,
PREPARE, PERFORM, PONDER and PUBLISH in their
*Corresponding author: [email protected] ePortfolios.

The ultimate aim of the project is to enhance
leadership skills, autonomy and responsibility (PO8)
as well as to enliven the spirit of patriotism and
nationalism among the students.

Webinar
‘Using ePortfolio for Assessment’

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Mapping of CLO, PLO, Delivery and Assessment

COURSE MAPPING CLO PLO Delivery Assessment
Method

Demonstrate PO8 – Leadership, Group Project
characteristics of Autonomy and fieldwork ePortfolio
patriotism and nationalism Responsibility
towards inculcating the
spirit of nationality and
loyalty to the country.

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Step by Step Instruction

PROJECT GUIDELINE Assessment Guideline
In order to complete the task, students need to:

1. Form a group comprising of 7 to 8 members. Choose your group

leader, group secretary and a suitable name for your group.

2. Discuss and choose a workable project in order to achieve PO8

(Leadership, Autonomy and Responsibility).

Project ePortfolio 3. Create an ePortfolio to document all activities executed for the
project using Web 2.0 platform
(Group work)
(wix.com/blogspot.com/wordpress.com etc.).

4. Record management of the project from the beginning (planning

stage) until the end (execution stage) in the ePortfolio.

5. Prepare and complete the ePortfolio based on the format and

assessment rubric provided.

6. Submit the completed ePortfolio for evaluation.

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Assessment Rubric

Item/Marks 0-1 2-3 4 Marks
/4
a. Background of Student describes a very Student describes an Student put forward a
Project brief background of the adequate background of well-written and detailed /6
Item/Marks /6
project. the project. description of project
b. Management background.
of Project 0-2 3-4 5-6

c. Main Issues Student documented Student documented 60% Student documented a
30% of the project of the project complete documentation
management and
management and of the project
execution. execution. management and

Student analyses ONE Student analyses TWO execution.
relevant issue. relevant issues.
Student analyses THREE
relevant issues.

d. Set of Skills Student analyses ONE to Student analyses THREE to Student analyses FIVE to /6
Acquired
TWO skills acquired. FOUR skills acquired. SIX skills acquired.

Item/Marks 12 3 /3
e. Conclusion Student put forward / 25
Student put forward Student put forward TWO
ONE relevant conclusion. relevant conclusion. THREE relevant
conclusion.
Total marks

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Impact of the Project

Experiential Leadership,
Learning Autonomy and
Responsibility
Students gain first-hand
experience through Students plan and execute
engagement and the project with minimal
exposure. supervision towards
enhancing social skills and
Service/ responsibility.
Community-based
Learning Volunteerism

Students serve the Students develop spirit of
community through PBL volunteerism and
approach based on real awareness to contribute
situation. effectively to the
community.

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List of Projects

Group Project Title E-Portfolio Platform QR Code

1 End The Poverty https://taufiq710.wixsite.com/endthepoverty

2 Projek Haiwan Jalanan http://groupkenegaraan6.blogspot.my

3 Projek Kelestarian Alam Sekitar https://letsdogreen.blogspot.my/

4 Kebajikan Haiwan https://aravinrez7.wixsite.com/kebajikanhaiwan

5 Trap, Neuter and Release Project https://angelynmsw.wixsite.com/tnrproject

6 Trouvaille https://fatehmie.wixsite.com/mysite

7 Rintangan Antibiotik https://kirthekkad18a0012.wixsite.com/mysite

8 Selamatkan Pantai Senok https://projekkenegaraan.wixsite.com/dvm2-
201819
9 Vet Prihatin
http://veterinarprihatin.blogspot.com/
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Sample 1

Trap, Neuter and
Release Project

Sample 2

Projek Haiwan
Jalanan

Sample 3

Projek Kelestarian
Alam Sekitar

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Plant-for-the-Planet: Planting 1
trees for a better world at
Sekolah Kebangsaan
1 Kemumin, Kota Bharu,
Kelantan

2

3 2 Human-animal relationship awareness: Pupils of SK Kemumin
4 looking at python, gecko, hamster and hedgehog

134 5 3 'Feeding the needy' at Pasar Siti Khadijah, Kota Bharu
4 'Strays lives matter'

5 'Let's have some milk and Friskies®'

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Conclusion

Students acquire a set of skills at the end of the course
related to leadership, autonomy and responsibility linked
to the students’ field of study.

Students have opportunity to showcase their work to
their peers, lecturer and the public.

The community benefits abundantly from active
engagement and exposure through project based
learning initiatives.

Lecturers able to easily provide immediate and real
time feedback to the students’ work-in-progress as
their milestone progress.

Enhancing student-academia-community active
participation and dynamic networking.

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Future Directions

Preparing a dynamic Establishing personalised
database of ePortfolio individual and group
(individual or group) ePortfolio linked to
that can be easily
accessed by the public. industries and agencies’
databases.
Screening potential
projects that could bring Engagement with related
about high impact values industries and agencies to
to the students, academia
and community. providing students with
practical insights of
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community development
processes.

Linking nationhood project
ePortfolio to other HIEPs so as
to optimize materials produced
by students in different ways

such as Intensive Academic
Writing.

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Technology for Learning:
Teaching Strategies and Tools

Blends of Augmented A. Augmented/Virtual Reality
Reality and Infographics in
Overview
VET Laboratory Practical
Experience Classical way of conducting a practical session by
distributing a manual with lengthy description on
Tan Li Peng1*, Ruhil Hayati Hamdan1 & Tan Tse Guan2 the procedures often lead to disengagement of
the students on following the correct protocol in
1Faculty of Veterinary Medicine, performing a specific laboratory test.
Universiti Malaysia Kelantan The blend of augmented reality and infographic
is expected to become a motivational method in
2Faculty of Creative Technology & Heritage, enhancing students’ attention in going through the
Universiti Malaysia Kelantan manual.

*Corresponding author: [email protected]

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