Time-lapse - An interactive viewer combining over three decades of satellite data into aseamless, cloud-free, image through space and time. This method were used to show howthe changes and the development of major cities in Malaysia and others country.198419942004 2020Site visit - Sometimes, site visits before the design phase of a project is crucial in helpingus understand the local culture of a place. When a project is located in a place unfamiliarto us, a site visit not only allows us to conduct site analysis, but also exposes us to thelocal way of life and the unique culture of the place.Voyager - Google Earth's Voyager is a showcase of interactive guided tours, quizzes, andlayers that aim to help educate everyone about the world, locations near and far.Market study - A market analysis studies the attractiveness and the dynamics of a specialmarket within a special industry using Google Earth. It is part of the industry analysis andthus in turn of the global environmental analysis. Through all of these analyses, thestrengths, weaknesses, opportunities and threats of a company can be identified.ACADEMIC PORTFOLIO – TEACHING METHODS, GOOGLE EARTHTM212014
ACADEMIC PORTFOLIO – TEACHING METHODS, MENTORSHIPmentorshipThe COVID-19 has resulted in education institutions shut all across theworld. As a result, education has changed dramatically, with thedistinctive rise of e-learning, whereby teaching is undertaken remotelyand on digital platforms. Some students without reliable internetaccess and/or technology struggle to participate in digital learning. Asteachers, it is important to understand students situations dealing withonline learning. One of the best approaches to understand and providequality knowledge transfer to the students is one-to-one mentorship.One-to-one mentorship in university or college has the power toimpact the course of students’ academic and personal life trajectories.Human connection built on trust is the glue that binds students’academic and personal lives and helps them make sense of theirfutures. In addition, it’s also the reason that most teachers entereducation in the first place. One-to-one mentorship allows all studentsa chance to meet with a lecturer each week as part of their academicand personal development.TM22
ACADEMIC PORTFOLIO – TEACHING METHODS, MENTORSHIPOBJECTIVEVALUE ADDED• Individualized Goal Setting: Meeting students where they are asdeveloping individuals is where personalized learning begins. Each week,students meet with mentors to assess their academic progress and to setindividual short- and long-term goals, develop an action plan, and learntime management and planning strategies;• Relationships Built on Trust: The reliable routine of mentorship allowsstudents to build a relationship with their teachers built on honesty andtrust over time;• Developing Self-Awareness and Passions: An essential component ofone-to-one mentoring sessions are weekly self reflection;• Reaching All Students: Mentorship offers a structured, consistent timeand space for teachers to get to know the whole student;• A More Rewarding Teaching Experience: A significant part ofmentorship is helping students develop habits of success, the dispositions,mind sets, and behaviours that students need to make a successfultransition.To understand students situations and help develop key talent througheducation and learning, and boosting engagement.Mentors serve as a thought partner for students on their academic journey andhelp empower students to become autonomous learners and agents of theirown change. They express understanding of students’ aspirations andfears, and support their success by acting as an advocate for students’ bestinterests.USEFULNESSTM23
Disabled people also have a self-identity that can be ignored by a larger group identity of “disability”. Thismodule was designed to simulate experiences and stimulate discussion about the concepts and ideas thatshape the perceptions and attitudes about persons with disabilities. Some common myths and stereotypesabout people with disabilities still exist among the society up to present. Disability simulators are usuallydesigned in such a way that allows able-bodied people to experience being disabled and subsequentlypromotes better empathy and awareness towards disabled people. Those who participated in this module willbe more empathetic to the disabled people who live day in and day out with their disabilities as well as beingmore accepting and more inclined to organize for the disabled community. This module aims to improve theparticipants’ knowledge of disability issues. After the module, all participants should be able to i) articulatetheir attitudes, feelings, and beliefs about persons with disabilities; and ii) understand disabilities as part ofhuman diversity. There will be three sessions which include i) sharing session; ii) physical disabilitiessimulation; and (iii) physical interaction with disabled people. The first session examines the participants’thoughts and perspectives about disability. The second session includes a physical disability simulation andthe third session involves physical interaction with disabled people by spending their time as a “buddy” for twodays one night in a disabled center. During the event, the able-bodied people will experience the \"realities\" ofdisability and attempt to do daily activities under artificial conditions of disability. Understandably, thoseactivities will become harder to perform by the able-bodied people which gives them a greater sense ofappreciation of disabled struggles. The interaction session with disabled people will also promote diverseinterests and accessibility concerns, which can be served as an ally for disability rights. From the sharingsession, it allows the participant to examine their thoughts and perspectives about disability, articulate theirattitudes, feelings, and beliefs about persons with disabilities, and understand disabilities as part of humandiversity.OBJECTIVEThis module is intended to help participantsreflect on their knowledge of people withdisabilities. At the completion of the moduleparticipants should be able to i) articulate theirattitudes, feelings and beliefs about personswith disabilities; and ii) understand disabilitiesas are part of human diversity.RECOGNITIONIn active learning, students are engaged in moreactivities than just listening. Students areinvolved in the sharing session, simulationactivities and interaction with disabled people.Collaboration with Industry (Jabatan KebajikanMasyarakat and Taman Sinar Harapan, Cheras) indevelopment of the module for innovativeteaching and learning.VALUE ADDEDInteracting academically beyond the classroom.Active learning when practiced effectively cantransform classroom into positive and sharedlearning environment. Students able to aware,understand and increase empathy of the issuesfacing by disabled people.USEFULNESSE X P E R I E N C E B A S E D L E A R N I N G : DISABILITY SIMULATION TO PROMOTE VIRTUAL EXPERIENCES LIVING WITH DISABLED PEOPLEACADEMIC PORTFOLIO – TEACHING METHODS, EXPERIENCE BASED LEARNING (EBL)TM24
ACADEMIC PORTFOLIO – TEACHING METHODS, EXPERIENCE BASED LEARNING (EBL)This simulation includes navigate indoor and outdoor areas in a wheelchair; simulate blindnessparticipants need to complete tasks while wearing blindfolds; and use earplugs to mimic deafness.1. SHARING SESSIONACTIVITIES & SIMULATION iii. how comfortable or uncomfortable are their when encounter someone with a disability?;iv. how often do their encounter or interact with people with disabilities on a daily basis, weekly,monthly or have no encounters regularly with people with disabilities.Examine participants thoughts andperspectives about disability such as:-i. what is the first thought that comesto their mind when heard the worddisability?;ii. what has influenced their thoughtsabout disability?;2. DISABILITY SIMULATION3. INTERACTION WITH DISABLED PEOPLEInteraction with disabled people by spending their time as a “buddy” for 2 days 1 night in the disablecentre.TM25
The COVID-19 pandemic has created the largest disruption of educationsystems in human history, affecting nearly 1.6 billion learners in more than 200countries. This pandemic has brought a challenging and distinctive situation inits educational system since we never transitioned to distance education beforethe crisis. The pandemic has caused global citizens into enforcing widespreadcommunity and school closures that only virtual communication is conceivableto continue learning. Many students are unable to access distance educationthat has never been a parcel in the history of the curriculum of the greatermajority of the higher learning institutions in the country. This expositionprovides a glimpse of the reflection of the simple application of an emergencyremote teaching in an unstructured manner of lesson delivery due to anunprecedented emergency. Emergency remote teaching has the primaryobjective of providing instructional support that is reliable but easy to create inthe time of the crisis which teaching and learning will be more effective andengage with the students.OBJECTIVEIn active learning, students areengaged in more activities thanjust listening. Students are involved inthe practical learning process.VALUE ADDED• Provides an opportunity forstudents to engage with theteaching and learning process;• Improves student attitudestoward education.USEFULNESS• To provide instructional supportthat is reliable but easy to create inthe time of the crisis;• To make emergency remoteteaching more effective andengage with the students.• Emergency Remote Learning is asubstitute for face-to-facelearning because of circumstances;• Difficulty in communicating withone another because due tounfamiliar with onlinecommunication tools;• There is a great diversity in thedemographics of students.Educators may notice a lack ofmaturity and self-discipline instudents not prepared for onlinelearning;• The learning activities may notadequately support activelearning online and students mayfeel a lack of interaction withtheir peers and instructor;• Learners may not have access tocomputers or a reliable internetconnection;• Lesson plans that may haveaccommodated student needs in theclassroom may not accommodatethe needs of students online.Emergency Remote TeachingstrategiesALERT WITH THE ISSUESACADEMIC PORTFOLIO – TEACHING METHODS, STRATEGIES EMERGENCY REMOTE TEACHINGTM26
STRATEGIES & ACTIVITIESThere are FIVE (5) strategies in my EmergencyRemote Teaching that I have developed andimplemented through my observation , experiencedand feedback from the students. The strategies are:i) Learning Management System (LMS); ii)Interactive; iii) Engagement; iv) Hands on activityand v) Follow-up;.Learning Management System - The main objectiveof the LMS is to host and track online learning.Providing a virtual hub where learners can accesstraining resources, an LMS aims to make trainingaccessible for remote learners and provide a centrallocation for training across an institution ororganization. All students are compulsory to join theWhatsApp group to stay connected and for the latestupdates. Utilise PutraBlast and Padlet as a medium toshare information, updates, lecture notes, discussion,etc.Interactive - Whether you're 5 or 25, playing agame can be fun. Games are also a great way tokeep lessons interesting (related or non-related tothe topic). Offering students the ability to make theirown choices when it comes to learning e.g. whattime to meet online; students choose a topic fordiscussion/ class; students choose 3 out of 5 topicsfor the final exam, etc. Be a friend to the studentsand keep the teaching and learning process not tooformal.Engagement – Ask students to read and explain the slide/ topic of the day; Alwaysrelated or use students name for discussion; asking students if there are OK or needa break.Hand on activity - Let the students' minds growand learn based on the experiences and theenvironment they are exposed to by giving a taskthat relates to the student's environment andexperience; group discussion online and offlinezoom meeting or chat in WhatsApp Group.Follow-up – Always follow-up with students on task by reminding them throughWhatsApp Group or PutraBlast announcement. Create a checkpoint in PutraBlast bygiving students 2 or 3 questions that are related to the topics of discussion and 1question that non relate to the topics of discussion for example “what are My(lecturer) T-shirt colour for today?” or “Who's name is frequently mentioned in theclass?”.ACADEMIC PORTFOLIO – TEACHING METHODS, STRATEGIES EMERGENCY REMOTE TEACHINGTM27
The younger generation entering the university today grew up in a multimedia digitalenvironment. However, the classroom environment they encountered often reflected the 19thcentury \"walk and chalk\" pedagogy, with a lonely educator standing at the blackboard callinghimself their subject. Not surprisingly, emerging research shows that this outdated teachingmodel does not attract young people to participate. In addition, the labour market our studentsare entering requires a different type of dedicated learner. In the process of rethinkingclassroom strategies, I began to experiment with various forms of digital media to involvestudents in learning abstract and sometimes difficult concepts in basic social science courses,especially concepts related to social demography and urban development. My explorationbrought me to documentary, a medium that is undergoing the digital revolution, as a mechanismto attract students, encourage critical thinking, and entice them to complete a specified reading.The wider accessibility of documentaries has changed classroom teaching and learning methods.Now I combine documentaries with peer-reviewed articles or other designated reading materialsaround key concepts. It can be used to provide course information, which is very helpful foropening class time. Lectures and other introductory information can be viewed before class sothat more classroom activities related to practice and skills can be carried out. Thesedocumentary videos can be accessed through PutraBlast, Padlet and YouTube at theconvenience of the students and can be viewed multiple times to help complete coursework andskill acquisition. Studies have shown that the use of short video clips can be more effectivelyprocessed and memorized. The visual and auditory nature of video attracts a wide audience andallows each user to process information in their natural way. In short, videos are good teachers.OBJECTIVE• It provides a go-to resource that can bewatched from anywhere with an internetconnection. Videos are accessible on amultitude of devices including laptops,tablets, and smartphones. This allows forviewing at the student’s convenience andfrom wherever they are;• Videos increase knowledge retentionsince they can be stopped and replayedas many times as needed. They can alsobe reviewed long after the initial lessonwas taught;• They greatly assist in the learning of allsubjects, but particularly those topicsthat are complex and/or highly visual,such as step-by-step procedures,problem-solving, or science and mathformulas.VALUE ADDED• Documentary videos create a moreengaging sensory experience than usingprint materials alone. Students get to seeand hear the concept being taught, andthey can process it in the same way theyprocess their everyday interactions;• They increase proficiency in digital literacyand communication, which are important21st-century skills.To engage sensory experiences, efficientprocessing and memory recall of the studentsvia documentary videos as a medium forteaching and learning.USEFULNESSDOCUMENTARY v i d e o sACADEMIC PORTFOLIO – TEACHING METHODS, DOCUMENTARY VIDEOSTM28
WHY DOCUMENTARY VIDEOS?• They are an actual representation of the fact, people and situations;• Their primary aim is to educate, inform and instruct. In the end, they leave the audienceinspired;• Documentaries deal in reality;• Some have recorded real-life events;• They in most cases use real people and real actions.TASKS• Watch the documentary video;• Write your understanding and the key point that has been highlighted in the video;• How can you relate this documentary video to local context;• Give your personal opinion or an argument;• Share your finding to the class.ACADEMIC PORTFOLIO – TEACHING METHODS, DOCUMENTARY VIDEOSTM29
ACADEMIC PORTFOLIO – TEACHING METHODS, VERACITY VOYAGEVeracity Voyage: The True or FalseCard ChallengeGame-Based Learning (GBL) revolutionizes education bytranscending conventional boundaries and offering arange of compelling advantages. Anchored in principleslike engagement, immediate rewards, and competition,GBL sparks active learning across diverse educationalcontexts, from early childhood to higher education. GBLacts as a catalyst for engagement, motivating learnersto actively participate and tailoring educationalexperiences to individual needs. It promotescollaboration, nurtures intrinsic motivation, enhancesknowledge retention, and cultivates vital 21st-centuryskills. By incorporating hands-on board and card games,GBL elevates social interaction, boosts adaptability, andembraces multisensory learning, reinforcing its role as aversatile educational tool. Take, for instance, \"VeracityVoyage: The True or False Card Challenge,\" a game thatnot only stimulates critical thinking and cognitive skills butalso delivers an engaging, interactive learningexperience. It stands as a valuable complement totraditional classroom instruction, aiding educators inassessing student comprehension effectively andaccommodating diverse learning environments andpreferences, promoting inclusivity. Furthermore,educational games, like \"Veracity Voyage,\" possesssubstantial commercialization potential. Their broadappeal, particularly among students, opens avenues formarketing as both card games and digital applicationsenriched with supplementary content. Customized cardsets designed for various educational levels and subjectsenhance market desirability. This burgeoning landscapeof educational game development aligns seamlesslywith the growing demand within the expandingEducational Technology (EdTech) sector. The ensuingopportunities have far-reaching implications, benefitingstudents, educators, course designers, and academicinstitutions alike. GBL, as a transformative educationalapproach, amplifies engagement, problem-solvingabilities, and personalization, marking a strategic shifttoward dynamic and effective education. It positionseducational institutions as pioneers in innovativepedagogy. Survey results unequivocally affirm thetransformative prowess of GBL, with respondentsattesting to its significant impact on engagement (4.6/5),enjoyment (4.8/5), learning effectiveness (4.9/5), realworld applicability (4.8/5), and enthusiasticrecommendations (4.8/5). This collective endorsementunderscores GBL's potential to reshape and enrich theeducational landscape profoundly.Keywords: game-based learning (gbl), engagement,personalized learning, 21st-century skills, educationalgames.O B J E C T I V E• The game encourages players to think critically andassess the accuracy of statements, promotingcognitive skills.• Players learn new facts and information as theyengage with various true or false statements.• It offers an interactive and engaging way to learn,making education enjoyable and memorable.• It serves as a supplementary tool to reinforceclassroom lessons and make learning moreenjoyable.• Teachers can use the game to assess students'understanding of specific topics or concepts.• Suitable for both formal and informal learningenvironments, including classrooms, familygatherings, or self-study.• Can be adapted for learners with different abilitiesand learning styles, promoting inclusivity.V A L U E A D D E D• Provides an interactive learning experience that goesbeyond passive reading or listening.• Enhances critical thinking, decision-making, andanalytical skills.• Increases motivation to learn by introducing anelement of competition and fun into the learningprocess.• Can be customized to align with specific educationalstandards or curriculum requirements.U S E F U L N E S STM30
ACADEMIC PORTFOLIO – TEACHING METHODS, VERACITY VOYAGE1. Choose your opponent – Individual or Group of 2.2. Shuffle the deck of True or False cards.3. Player 1 (the one who chose the opponent) draws a card from the deck.4. Player 1 reads the statement on the card aloud to Player 2 or the group.5. Player 2 or the group discusses the statement and decides if it's true or false.6. Player 2 or the group provides their answer: True or False.7. If Player 2 or the group's answer is correct - Player 1 records a point for Player 2 or the group. If playing against a group, rotate to the next person in the group to become Player 1.8. If Player 2 or the group's answer is incorrect - No points are awarded, and Player 1 retains their role.9. Repeat steps 3-8 for a set number of rounds or until you decide to end the game.10. After the predetermined number of rounds or when you decide to end the game, tally up the points.11. The player or group with the most correct answers is declared the winner.12. EndOptional:1. If you want to play multiple rounds, you can shuffle the cards and continue from step 3.2. You can set a time limit for each round if you want to make the game more challenging.3. Consider keeping track of the score on a piece of paper or a scorecard.How to play:R E C O G N I T I O N• This board games can be played by any one especially students. This board game can be commercializedin the market for RM 40-60 per box.• Developing mobile apps or web-based platforms that offer a digital version of the game with additional featuresand content.• \"True or False\" card sets tailored to various educational levels or specific subjects.C O M M E R C I A L I Z A T I O N P O T E N T I A L4.454.54.554.64.654.74.754.84.854.94.95Card Games - True orFalseLikert Scalefeedback from the survey EngagementEnjoymentLearning EffectivenessUsefulness in Real-WorldApplicationRecommendationSurvey Questions:-1. Engagement: \"Please rate the level of engagement youexperienced while participating in the game-basedlearning activities.“ (1-Strongly Disagree, 2-Disagree, 3-Neutral, 4-Agree, 5-Strongly Agree)2. Enjoyment: \"How much did you enjoy the game-basedlearning experience?“ (1-Did Not Enjoy at All, 2-SlightlyEnjoyed, 3-Moderately Enjoyed, 4-Highly Enjoyed, 5-Extremely Enjoyed)3. Learning Effectiveness: \"To what extent do you believethat the game-based learning helped you grasp andretain the course material?“ (1-Not Effective, 2-SlightlyEffective, 3-Moderately Effective, 4-Very Effective, 5-Extremely Effective)4. Usefulness in Real-World Application: \"Please rate theextent to which you believe the knowledge and skillsgained from the game-based learning can be appliedto real-world situations.“ (1-Not Applicable, 2-SlightlyApplicable, 3-Somewhat Applicable, 4-Very Applicable,5-Highly Applicable)5. Recommendation: \"Would you recommend the use ofgame-based learning to others as a valuableeducational tool?“ (1-Definitely Not, 2-Probably Not, 3-Unsure, 4-Probably Would, 5-Definitely Would)TM31
BrainQuiz: The UltimateQuestion & Answer ChallengeACADEMIC PORTFOLIO – TEACHING METHODS, BRAINQUIZGame-Based Learning (GBL) is emerging as arevolutionary approach to address the shortcomings ofconventional teaching methods. These traditionalmethods have been criticized for fostering passivelearning, limited interactivity, rote memorization,inflexible curriculum structures, and a lack ofpersonalized learning experiences. In response to thesechallenges, GBL is gaining traction as an innovativesolution that transcends age and location, offeringnumerous advantages. GBL stands out for its ability toengage students actively and promote critical thinkingthrough elements like immediate rewards andcompetition. It is adaptable for learners of all ages,from early childhood to higher education. GBL fostersengagement, collaboration, intrinsic motivation,knowledge retention, and 21st-century skills. Theincorporation of tactile board and card games enhancessocial interaction and multisensory learning,highlighting its versatility. \"BrainQuiz: The UltimateQuestion & Answer Challenge\" is a prime example ofGBL's effectiveness. This game encourages criticalthinking and cognitive skills, providing an engaging andinteractive learning experience. It complementsclassroom instruction, assesses student comprehensioneffectively, and accommodates diverse learningenvironments, promoting inclusivity. Additionally, GBLhas substantial commercial potential, appealing to abroad audience and offering opportunities for variouseducational levels and subjects. The thrivingeducational game development sector, driven bydemand and EdTech expansion, benefits students,educators, curriculum designers, and institutions. Surveyresults confirm GBL's transformative potential, withrespondents praising its impact on engagement (4.5/5),enjoyment (4.8/5), learning effectiveness (4.9/5), realworld applicability (4.6/5), and enthusiasticrecommendations (4.5/5). Embracing GBL signifies astrategic shift toward dynamic and effective education,positioning institutions as leaders in innovativepedagogy. Overall, GBL holds the promise torevolutionize the educational landscape for the better.Keywords: game-based learning (gbl), engagement,personalized learning, 21st-century skills, educationalgames.O B J E C T I V E• The game encourages players to think critically andassess the accuracy of statements, promotingcognitive skills.• Players learn new facts and information as theyengage with various questions and answers.• It offers an interactive and engaging way to learn,making education enjoyable and memorable.• It serves as a supplementary tool to reinforce classroomlessons and make learning more enjoyable.• Teachers can use the game to assess students'understanding of specific topics or concepts.• Suitable for both formal and informal learningenvironments, including classrooms, family gatherings,or self-study.• Can be adapted for learners with different abilities andlearning styles, promoting inclusivity.V A L U E A D D E D• Provides an interactive learning experience that goesbeyond passive reading or listening.• Enhances critical thinking, decision-making, andanalytical skills.• Increases motivation to learn by introducing an elementof competition and fun into the learning process.• Can be customized to align with specific educationalstandards or curriculum requirements.U S E F U L N E S SThe game is designed to test knowledge and quick thinking while allowing players to earn points for correct matches between questions and answers within a set time frameTM32
ACADEMIC PORTFOLIO – TEACHING METHODS, BRAINQUIZ4.34.44.54.64.74.84.95Card Games -Q & ALikert Scalefeedback from the survey EngagementEnjoymentLearningEffectivenessUsefulness in RealWorld ApplicationRecommendationR E C O G N I T I O N• This board games can be played by any one especially students. This board game can becommercialized in the market for RM 30-40 per box.• Developing mobile apps or web-based platforms that offer a digital version of the game with additionalfeatures and content.• The card sets tailored to various educational levels or specific subjects.C O M M E R C I A L I Z A T I O N P O T E N T I A LSurvey Questions:-1. Engagement: \"Please rate the level of engagement you experiencedwhile participating in the game-based learning activities.“ (1-StronglyDisagree, 2-Disagree, 3-Neutral, 4-Agree, 5-Strongly Agree)2. Enjoyment: \"How much did you enjoy the game-based learningexperience?“ (1-Did Not Enjoy at All, 2-Slightly Enjoyed, 3-ModeratelyEnjoyed, 4-Highly Enjoyed, 5-Extremely Enjoyed)3. Learning Effectiveness: \"To what extent do you believe that the gamebased learning helped you grasp and retain the course material?“ (1-Not Effective, 2-Slightly Effective, 3-Moderately Effective, 4-VeryEffective, 5-Extremely Effective)4. Usefulness in Real-World Application: \"Please rate the extent to whichyou believe the knowledge and skills gained from the game-basedlearning can be applied to real-world situations.“ (1-Not Applicable, 2-Slightly Applicable, 3-Somewhat Applicable, 4-Very Applicable, 5-HighlyApplicable)5. Recommendation: \"Would you recommend the use of game-basedlearning to others as a valuable educational tool?“ (1-Definitely Not, 2-Probably Not, 3-Unsure, 4-Probably Would, 5-Definitely Would)1. Choose your opponent – Individual or Group of 2.2. Shuffle the deck of 20 question cards and 40 answer cards. Only 20 answers match the 20 questions.3. Set the timer - Individual: 2 minutes per player; Group of 2: 1 minute for each player.4. The player or group with the most correct matches is declared the winner.Optional:1. You can have multiple rounds to determine an overall winner.2. Keep track of the score on a piece of paper or a scorecard.How to play:TM33
ACADEMIC PORTFOLIO – TEACHING METHODS, KNOWLEDGE CLIMBERSKnowledge Climbers: The Snake & LadderQuest for LearningTraditional teaching methods often fall short in engaging andmotivating students, leading to issues like passive learning,limited interaction, and rote memorization. To address thesechallenges, educators are increasingly turning to Game-BasedLearning (GBL), a dynamic approach that transcends age andlocation, offering numerous benefits. GBL incorporateselements such as engagement, immediate rewards, andcompetition to motivate active learning. It fosters engagement,personalized learning, collaboration, intrinsic motivation, andthe development of 21st-century skills. The usability of GBL isexemplified through hands-on board and card games,enhancing social interaction and adaptability. The \"KnowledgeClimbers: The Snake & Ladder Quest for Learning\" gameserves as an engaging tool to reinforce classroom lessons,promote critical thinking, and assess students' understanding.It is adaptable for various learning environments and can caterto diverse abilities and learning styles. The commercializationpotential for educational games, like \"Snakes & Ladders,\" issignificant. It can be sold as a board game, and digitaladaptations or tailored card sets for different educationallevels and subjects offer additional revenue streams.Embracing GBL aligns with the growing demand for innovativeeducational products, making it a commercially viable market.This shift has profound implications for students, courses,faculty, and universities, enhancing engagement, learningoutcomes, problem-solving, and personalization. It positionsinstitutions as leaders in innovative pedagogy, supported bysurvey results demonstrating GBL's positive impact on variouseducational aspects which score 4.5/5 on engagement, 4.7/5on enjoyment, 4.8/5 on learning effectiveness, 4.7/5 on realworld applicability, and 4.8/5 on recommendations,. Insummary, GBL is a powerful solution to address theshortcomings of traditional teaching methods, offering anengaging and effective approach to modern education withsubstantial commercial potential.Keywords: game-based learning (gbl), engagement,personalized learning, 21st-century skills, educational games.OBJECTIVE• The game encourages players to think criticallyand assess the accuracy of statements, promotingcognitive skills.• Players learn new facts and information as theyengage with various fun facts (Did You Know?) andquestions (IQ Test).• It offers an interactive and engaging way to learn,making education enjoyable and memorable.• Provides an interactive learning experience thatgoes beyond passive reading or listening.• Enhances critical thinking, decision-making, andanalytical skills.• Increases motivation to learn by introducing anelement of competition and fun into the learningprocess.• Can be customized to align with specificeducational standards or curriculum requirements.• It serves as a supplementary tool to reinforceclassroom lessons and make learning moreenjoyable.• Teachers can use the game to assess students'understanding of specific topics or concepts.• Suitable for both formal and informal learningenvironments, including classrooms, familygatherings, or self-study.• Can be adapted for learners with different abilitiesand learning styles, promoting inclusivity.• This board games can be played by any oneespecially students. This board game can becommercialized in the market for RM 40-60per box.• Developing mobile apps or web-basedplatforms that offer a digital version of thegame with additional features and content.• “Snakes & Ladders” card sets tailored tovarious educational levels or specific subjects.VALUE ADDEDUSEFULLNESSCOMMERCIALIZATION POTENTIALPASSIVE LEARNINGLACK OF INTERACTIONROTE MEMORIZATIONFIXED CURRICULUMTECHNOLOGY GAPASSESSMENT FOCUSRELEVANCE & PRACTICALITYTraditional teaching and learning methods have beencriticized for several reasons, and one of the key factorscontributing to their perceived boring nature is the lack ofengagement and relevance for students. Here are somecommon problems associated with traditional teaching andlearning:PROBLEM STATEMENTTM34
ACADEMIC PORTFOLIO – TEACHING METHODS, KNOWLEDGE CLIMBERS4.34.44.54.64.74.84.9Board Games -Snakes & LeddersLikert Scalefeedback from the survey EngagementEnjoymentLearningEffectivenessUsefulness in RealWorld ApplicationRecommendationSurvey Questions:-1. Engagement: \"Please rate the level of engagement youexperienced while participating in the game-based learningactivities.“ (1-Strongly Disagree, 2-Disagree, 3-Neutral, 4-Agree,5-Strongly Agree)2. Enjoyment: \"How much did you enjoy the game-based learningexperience?“ (1-Did Not Enjoy at All, 2-Slightly Enjoyed, 3-Moderately Enjoyed, 4-Highly Enjoyed, 5-Extremely Enjoyed)3. Learning Effectiveness: \"To what extent do you believe that thegame-based learning helped you grasp and retain the coursematerial?“ (1-Not Effective, 2-Slightly Effective, 3-ModeratelyEffective, 4-Very Effective, 5-Extremely Effective)4. Usefulness in Real-World Application: \"Please rate the extentto which you believe the knowledge and skills gained from thegame-based learning can be applied to real-world situations.“(1-Not Applicable, 2-Slightly Applicable, 3-SomewhatApplicable, 4-Very Applicable, 5-Highly Applicable)5. Recommendation: \"Would you recommend the use of gamebased learning to others as a valuable educational tool?“ (1-Definitely Not, 2-Probably Not, 3-Unsure, 4-Probably Would, 5-Definitely Would)RECOGNITIONEngagement: Board games and card games are inherently interactive and engaging, making them an effective tool for capturing learners' attention and motivating active participation.Hands-On Learning: These games provide a hands-on learning experience, allowing students to physically manipulate game components, collaborate with peers, and apply theoretical concepts to practical situations.Multi-Sensory Learning: They engage multiple senses, such as touch, sight, and sometimes even hearing (through discussions and group dynamics), which can enhance memory retention and understanding.Social Interaction: Board games and card games encourage social interaction and communication, fostering teamwork, negotiation, and problem-solving skills.Adaptability: Many existing board games and card games can be adapted or modified to suit specific educational objectives, making them versatile teaching tools.Usability - Practicality and easy to implementHow to play:Each player puts their counter on the space that says “start”.Take it in turns to roll the dice. Move your counter forward the number of spaces shown on the dice.If your counter lands at the bottom of a ladder, you can move up to the top of the ladder.If your counter lands on the head of a snake, you must slide down to the bottom of the snake.There are trivia named as “Did You Know?” which whoever land on the icon, you need to pick one card and read the card to everyone on what is the fun facts on the card.However, if the counter land on “IQ Test”, one of your opponent will pick up one card from “IQ Test” card and read the question for you to answer. If you fail to answer the question, you need to get back to the “start”. However, if you manage to answer correctly, you can roll the dice again and make your extra move.The first player to get to the space that says 'home' is the winner.TM35
ACADEMIC PORTFOLIO – TEACHING METHODS, MULTI-TIER ASSESSMENT MODELFEM 2311 Integrity and Corruption Course is a free elective course offered at Universiti Putra Malaysia.The course falls under the responsibility of the Department of Social and Development Sciences, Faculty of Human Ecology.• This course aims to achieve the following learning outcomes:o (CLO3): Lifelong learning and information management & Technical Skills/ Practical/ Psychomotor (LL, P3). -mempamerkan nilai integriti dan pencegahan rasuah melalui aktiviti masyarakat.o (CLO2): Professionalism, values, attitudes, and ethics, enabling students to evaluate objects, phenomena, or behaviours (EM, A3). - menilai bentuk perlakuanrasuah dan salah guna kuasa dalam kehidupan dan organisasi.o (CLO1): Knowledge application, where students can apply acquired knowledge (PO1, C3). - menghuraikan nilai integriti dalam kehidupan seharian.• The course covers fundamental concepts of corruption, including integrity values, types of corrupt behaviour, abuse of power in life and organizations, and corruption prevention methods.Conceptual Definition: Multi-Tier Assessment Model • The Multi-Tier Assessment Model is a structured, integrative assessment framework that employs multiple layers of evaluation—lecturer, peer, expert, public, and self-assessment—to holistically measure student learning outcomes. • Rooted in principles of constructive alignment, authentic learning, and inclusive evaluation, this model transcends traditional grading by capturing the complexity of cognitive, affective, and psychomotor domains.The Multi-Tier Assessment Model is a structured, integrative assessment frameworkImpact on Students’ LearningApproachesRATIONALEStudents’ Involvement Why Alternative Assessment - MultiTier Assessment Model is More Effective?… enhances student engagement by integrating multiple evaluation perspectivesThe shift towards an alternative assessment initiative… goes beyond traditional assessment methods by incorporating authentic, real-world feedback, encouraging students to not only apply their knowledge but also engage with broader societal and professional perspectives. Multi-TierA s s e s s m e n t M o d e lTM36
ACADEMIC PORTFOLIO – TEACHING METHODS, MULTI-TIER ASSESSMENT MODELConceptual FrameworkIndividual Task/ Assessment:Group Task/ Assessment:Lecturers may combine a minimum of three (3) and amaximum of five (5) of the following assignments forstudent courseworkExample of a combination of three (3) assignmentsExample of a combination of three (3) assignmentsThe combination must include at least one (1) individual task orassessment and a minimum of two (2) group tasks or assessmentsConceptual & Operational DefinitionTM37
ACADEMIC PORTFOLIO – TEACHING METHODS, MULTI-TIER ASSESSMENT MODELAssessment Breakdown and Learning OutcomesVALUE ADDEDWhat is the value added of your innovation?The innovation adds value by transforming traditionalassessment into a dynamic, multi-perspectiveevaluation model that promotes critical thinking, ethicalreasoning, real-world engagement, and lifelong learning. Itprovides a more accurate representation of students'competencies by including assessments from lecturers,peers, experts (e.g., SPRM officers), the public, and studentsthemselves.What makes this innovation stand out?This innovation stands out due to its integration of publicand professional (SPRM officer) assessments, which israrely implemented in standard university assessments.What is the advantage compared to others?Compared to traditional methods, this innovation:• Encourages active, not passive, learning.• Aligns closely with real-world expectations,enhancing employability.• Provides multi-dimensional feedback for holisticstudent development.• Reduces instructor workload through peer and selfassessment.• Facilitates cost-effective and scalableimplementation using digital tools.It authentically engages students with societal issues,particularly around integrity and corruption, by combiningacademic rigor with community and professional input. Thislayered feedback system ensures students receive diverse,meaningful, and constructive evaluations.TM38
ACADEMIC PORTFOLIO – TEACHING METHODS, MULTI-TIER ASSESSMENT MODELUSEFULNESSIMPACT & RECOGNITIONWhat is the problem you are trying to solve?The innovation addresses the limitations of traditional assessments, such as:• Over-reliance on memorization.• Lack of real-world applicability.• Limited student engagement.• Narrow feedback from a single source (lecturer).It aims to evaluate students’ true abilities, especially in applying knowledge, making ethical decisions, and engaging in professional environments.Who is the targeted community?The targeted community includes:• Undergraduate students at Universiti Putra Malaysia enrolled in FEM2311.• Professionals in the anti-corruption field (e.g., SPRM officers).• The general public, who contribute to the public assessment component.• Future employers, who benefit from graduates with enhanced ethical and professional competencies.More Accurate & Meaningful Evaluation: Aligns directly with course learning outcomes (e.g., knowledge application, lifelong learning, ethical reasoning).Promotes Deep Learning: Uses case studies and real-life tasks to deepen conceptual understanding.Bridges Theory and Practice: Involves real-world scenarios like Public Service Announcements (PSAs) and expert reviews.Engages Multiple Assessors: Includes feedback from lecturers, peers, experts (e.g., SPRM officers), public, and students themselves.Develops Real-World Skills: Strengthens critical thinking, ethical decision-making, collaboration, and communication.Encourages Active Learning: Students become active participants in the learning and evaluation process.Feedback form the survey: MULTIPLE ASSESSORFeedback form the survey: MULTIPLE TASKThis study introduces the Multi-Tier Assessment Model as atransformative alternative assessment approach implemented inthe FEM2311 Integrity and Corruption course at Universiti PutraMalaysia. Designed to transcend the limitations of traditional exams,this model incorporates a comprehensive, multi-dimensionalevaluation strategy that aligns closely with course learning outcomes.It combines individual and group assessments with diverseevaluative perspectives—including lecturers, peers, experts(notably SPRM officers), and the public—enhancing students'cognitive, ethical, and practical competencies. The assessmentmethods include quizzes, case studies, public service announcements(PSAs), and experiential learning activities such as forums and sitevisits. These strategies promote lifelong learning, ethical awareness,critical thinking, and real-world application, particularly inunderstanding and addressing corruption. This pedagogical innovationencourages active student engagement, collaborative problemsolving, and reflective learning, while fostering professional integrityand civic responsibility. Feedback from student surveys furthervalidates the effectiveness of the model. Responses indicated strongagreement on key dimensions: clarity (4.9/5), fairness (4.9/5), qualityof feedback (4.9/5), comfort level (4.6/5), and overall acceptance(4.8/5) of being evaluated by multiple assessors. These resultssuggest that multi-assessor evaluation enhances objectivity,transparency, and learning support. Regarding task-basedassessments, students appreciated the clarity of instructions (4.9/5)and reported increased motivation (4.7/5) and learning effectiveness.However, moderate ratings for workload management (3.5/5) andtime management (3.7/5), along with high stress levels (4.9/5 on areverse-coded scale), indicate a need for improved task distributionand time allocation. Nonetheless, the overall feedback affirms thatmanaging multiple tasks fosters deeper engagement and skilldevelopment. The Multi-Tier Assessment Model thus exemplifies ascalable, cost-effective, and interdisciplinary framework that deliverssubstantial value to educators, students, and institutionalstakeholders. Its success underscores its potential for broaderapplication across academic programs, contributing meaningfully tonational educational reform and the cultivation of integrity-focusedlearning environments.TM39
ACADEMIC PORTFOLIO – TEACHING METHODS, TIME OUT!Veracity Voyage: The True or False Card Challenge(Week 4-5) serves as an icebreaker, helping students distinguish fact from misinformationwhile warming up for deeper discussions. BrainQuiz: The Ultimate Question & Answer Challenge (Week 5) is a fast-paced revision tool before Test 1, reinforcing knowledge recall and quick decisionmaking.In Week 9-10, students play Knowledge Climbers: The Snake & Ladder Quest for Learning, which combines IQ tests and sustainability trivia in an engaging format, encouraging critical thinking and deeper reflection. Finally, Interactive Learning of SDG 17 from Board Games (Week 14) acts as a capstone activity, requiring students to apply sustainability concepts strategically, fostering teamwork, decision-making, and problemsolving skills.Traditional learning can sometimes feel rigid, especially in complex subjects like Development &Sustainability. To enhance student engagement and retention, this project integrates gamebased learning into FEM3335 as structured “Time-Out” sessions during one-hour classes. Theseinteractive activities help students analyse, evaluate, and apply sustainability concepts in a funand meaningful way. The initiative features four educational games, each designed to align withcourse learning outcomes.By incorporating these games progressively, students actively engage with course content, making learning more dynamic and immersive. This approach enhances knowledge retention, critical thinking, and collaboration, preparing students for real-world challenges. The “Time Out!” initiative proves that gamified education not only makes learning more enjoyable but also significantly improves student participation and comprehension.VALUE ADDEDThe “Time Out!” game-based learning initiative addssignificant pedagogical value by transforming traditionallecture-based instruction into a dynamic, student-centeredexperience.Its primary innovation lies in its systematic integration ofeducational games aligned with specific courselearning outcomes, structured progressively across thesemester. This approach ensures continuous cognitiveengagement, fosters emotional investment, and cultivatesreal-world skills—an achievement rarely found inconventional higher education settings.What sets this innovation apart is the multi-layereddesign of custom-developed games such as VeracityVoyage, BrainQuiz, Knowledge Climbers, and theSDG17 Interactive Board Game.Each game is tailored to incrementally elevatestudents' cognitive capabilities from basic understandingto strategic application guided by constructivist andexperiential learning theories.What is the value added of your innovation? What makes this innovation stand out?What is the advantage compared to others?Unlike ad-hoc gamification, this method is purpose-built toscaffold learning, address various learner profiles, andsimulate real-world problem-solving in sustainability.TM40
G a m e -B a s e d F u n ! Let’s Level Up Learning withACADEMIC PORTFOLIO – TEACHING METHODS, TIME OUT!This project presents “Time Out! Let’s Level Up Learning with Game-Based Fun!” an innovative, transformativeteaching strategy implemented in FEM3335: Development & Sustainability at Universiti Putra Malaysia. Anchored inconstructivist, experiential, and transformative learning theories, this initiative integrates structured game-based learning(GBL) into the curriculum to significantly enhance student engagement, motivation, and learning outcomes.Through four custom-designed educational games, including Veracity Voyage, BrainQuiz, Knowledge Climbers, andthe SDG17 Board Game, students actively engage with key sustainability concepts in a progressive, interactive format.These games align with course learning outcomes to foster critical thinking, ethical reasoning, collaborativeproblem-solving, and real-world application. By incorporating games as mid-lesson “Time Out” activities, the methoddisrupts traditional lecture monotony and promotes higher-order thinking in a dynamic learning environment. Students shiftfrom passive listeners to active participants, demonstrating improved conceptual understanding, increased motivation, anddeeper retention of sustainability knowledge. The impact extends beyond the classroom, as students develop essential21st-century competencies including teamwork, decision-making, and strategic thinking. This transformative approachproves to be inclusive, adaptable across disciplines, and scalable for institutional integration. It not only enhances studentlearning but also reinforces UPM’s commitment to pedagogical innovation and Sustainable Development Goals (SDGs)education. The success of this initiative marks a step forward in reshaping higher education to be more interactive,impactful, and learner-centered.Keywords: Game-Based Learning, Transformative Teaching, Student Engagement, Sustainability Education, CriticalThinking, SDG17, Experiential LearningThe learning outcomes for this course aim to actively engage students in analysing, evaluating, and applying key conceptsrelated to development and sustainability. To enhance student engagement and facilitate deeperunderstanding, a game-based learning approach has been incorporated as a \"Time-Out\" session during one-hourclasses. Each game is strategically designed to reinforce specific learning outcomes:1. Analyse the concepts, principles, rationale,and objectives of development andsustainability (C4-PO1: Knowledge)o Game: Veracity Voyage – The Trueor False Card Challengeo Students critically assess statementsrelated to sustainability anddevelopment, deciding whether they aretrue or false. This encouragesanalytical thinking and conceptualunderstanding of key course topics.2. Evaluate the process of social change andthe influence of modernization ondevelopment and sustainability(CTPS, EM-PO3: Critical Thinking andScientific Approach; PO6: Professionalism,Values, Attitudes, and Ethics)o Game: BrainQuiz – The UltimateQuestion & Answer Challengeo This time-based Q&A game requiresstudents to apply knowledge of socialchange, modernization, andsustainability concepts under pressure,enhancing critical thinking anddecision-making skills.3. Explain the dimensions of sustainabledevelopment through practices andinterpretations of sustainability(A3, LL-PO7: Lifelong Learning andInformation Management)o Game: Knowledge Climbers – TheSnake & Ladder Quest for Learningo As students’ progress in the game, theyengage with IQ test questions and“Did You Know” trivia cards thatintroduce real-world applications ofsustainability, reinforcing lifelonglearning and problem-solving skills.4. Apply sustainability concepts in real-worlddecision-making and resource management(Practical understanding of SDG goals)o Game: Interactive Learning ofSustainable Development Goals 17(SDG17) from Board Gameso This board game, modelled afterMonopoly, simulates resourceallocation, decision-making, andsustainable business strategies,helping students experiencesustainability challenges in a realworld context.TM42
TM42USEFULNESSWhat is the problem you are trying to solve?The innovation targets undergraduate students in theDevelopment and Sustainability course, but itsapplication is scalable across faculties and disciplines.It addresses critical issues such as:• Low engagement in traditional lectures,• Limited knowledge retention, and• Lack of practical application in sustainabilityeducation.Who is the targeted community?IMPACTThe expected and observed impact includes:• Enhanced academic performance and test scores,• Improved teamwork, decision-making, and critical thinkingskills, and• Greater student motivation and inclusivity, as evidenced bypositive feedback and high participation.Survey Questions:-1. Engagement: \"Please rate the level of engagement you experiencedwhile participating in the game-based learning activities.“ (1-StronglyDisagree, 2-Disagree, 3-Neutral, 4-Agree, 5-Strongly Agree)2. Enjoyment: \"How much did you enjoy the game-based learningexperience?“ (1-Did Not Enjoy at All, 2-Slightly Enjoyed, 3-ModeratelyEnjoyed, 4-Highly Enjoyed, 5-Extremely Enjoyed)3. Learning Effectiveness: \"To what extent do you believe that thegame-based learning helped you grasp and retain the course material?“(1-Not Effective, 2-Slightly Effective, 3-Moderately Effective, 4-VeryEffective, 5-Extremely Effective)4. Usefulness in Real-World Application: \"Please rate the extent towhich you believe the knowledge and skills gained from the game-basedlearning can be applied to real-world situations.“ (1-Not Applicable, 2-Slightly Applicable, 3-Somewhat Applicable, 4-Very Applicable, 5-HighlyApplicable)5. Recommendation: \"Would you recommend the use of game-basedlearning to others as a valuable educational tool?“ (1-Definitely Not, 2-Probably Not, 3-Unsure, 4-Probably Would, 5-Definitely Would)ACADEMIC PORTFOLIO – TEACHING METHODS, TIME OUT!
ACADEMIC PORTFOLIO – TEACHING METHODS, TIME OUT!TM43\"Time-Out\"The learning outcomes for this course aim to actively engage students in analysing, evaluating, and applying key concepts related to development and sustainability. To enhance student engagement and facilitate deeper understanding, a game-based learning approach has been incorporated as a \"Time-Out\" session during one-hour classes. Each game is strategically designed to reinforce specific learning outcomes:RECOGNITIONAll four educational games developed under this initiative havebeen showcased and recognized at the International PutraInnoCreative Carnival in Teaching and Learning (I-PicTL).Knowledge Climbers and Veracity Voyage each received GoldMedals, while BrainQuiz earned a Bronze Medal at I-PicTL 2023.The SDG17 Board Game was previously awarded a Gold Medalat I-PicTL 2020.In response to constructive feedback from expert panels andstudents’ reflective experiences, all games have undergonesignificant upgrades to enhance their educational effectiveness.The revised versions are currently in the process of beingcopyrighted, further reinforcing their status as innovative, highimpact teaching tools.COMMERCIALIZATION POTENTIALThe board games and card games can be commercialized in the market:Veracity Voyage: RM30-40BrainQuiz:RM30-40Knowledge Climbers: RM40-60Interactive Learning of SDG 17: RM 60-80
STUDENTA C T I V I T I E SSA
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ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, ICE BREAKERICEBREAKERAn icebreaker is an activity, game, or event that isused to welcome and warm up theconversation among participants in a meeting,training class, team building session, or anotherevent. Any event that requires people tocomfortably interact with each other and afacilitator is an opportunity to use an icebreaker.SA2
ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, WHO AM I? ICE BREAKER. “WHO AMI I”“Who am I?” is a task that given to students to introduce themselves in creative way in a POSTER format.SA3
ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, ICE BREAKER, INTRODUCE YOURSELFINTRODUCE YOURSELFI am using “Padlet” to memorisestudents name and face. Therefore, Iasked students to introducethemselves in this apps (Padlet), sothat I can always refer to this appswhenever I forget their name & face.Besides of that, it is one of the bestmethod for me to know mystudents.This are the information that I askedmy students to provide in Padlet:-1. Name;2. D.O.B.;3. Year of Study;4. Favorite Food;5. Favorite Song:6. Your BEST picture ever;7. Your expectation to this class;SA4
ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, ICE BREAKER, INTRODUCE YOURSELFSA5
ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, WHATSAPP Print screen WhatsApp GroupFEM 3303 Programme Planning & EvaluationHi there, yes… you… I’m using WhatsApp as one of medium to COMMUNICATE with the students.Owh,… really? Why WhatsApp? It is because that WhatsApp provides an easy and inexpensive means to stay in constant contact. It's a great way to share real-time updates, photos and videos, and it's more convenient than sending emails or individual text messages.Yeap… totally AGREED with you… SA6
ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, WHATSAPP, Print screen WhatsApp GroupFEM 3312 Social DemographyWhatsApp to inform any update.. For example “cancelation of class”. In additions, WhatsApp also can be used as a medium to create relationship with students and break the barrier between Students & Lecturer.WhatsApp to remind students about the assignment & project submission & presentation.WhatsApp to share photo, updates of the activities –Community Service update from Siti Khadijah.SA7
ACADEMIC PORTFOLIO – STUDENTS ACTIVITES, BIRTHDAY CELEBRATION SA8
ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, BIRTHDAY CELEBRATION birthday monthly CelebrationEvery months,I will celebrate mystudents birthday. It is one of myefforttoappreciatemystudentsforthey respect and commitment totheclass..Webecomemorecloseto each others. Students becomemore excited and I can feel thatmystudentsbecomemore“open”and comfortableinmyclass.SA9
ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, MY PINK FOLDERSS T U D E N TA C T I V I T I E SIn my class, all students need to have “My PINK folders”. Students are required to file in whatever documents related to the class such as notes, test, quiz, revision exercise and etc. that given to them. I promised my students that the EXAM QUESTIONS are from any of documents (notes, test, quiz, revision exercise and etc.) that given to them. YEAP… I did keep my promised…PINKMyfoldersSA10
ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, MY PINK FOLDERS“MY PINK FOLDERS”FEM3303: Programme Planning & Evaluation“MY PINK FILE FOLDERS”FEM3312: Demography SocialMY PINK FOLDERSFEM3303Programme Planning & EvaluationNur Izzati Binti Atan (186003)SA11
ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, KAHOOT!is a game-based learning platform,free for teachers of awesome andclassroom superheroes. Play, learn,have fun and celebrate together!It is a tool for using technology toadminister quizzes, discussions orsurveys. It is a game based classroomresponse system played by the wholeclass in real time. Multiple-choicequestions are projected on the screen.Students answer the questions with theirsmartphone, tablet or computer.WhyKahoot! bills itself as a “game-baseddigital learning platform,” but allstudents see is game. ... Because studentsand their instructor see immediatefeedback between questions, this is apowerful tool for formative assessment;students hardly notice they areevaluating their own knowledge andbeing evaluated.Instructional games are gainingacceptance in the classroom as theeLearning merits of student engagementand immediate feedback are recognized.Kahoot! is a popular eLearning tool thatcan easily be used to add vitality,student engagement, and meta-cognitivesupports to higher education classroomswith limited instructor or studenttraining required. The real-time feedbackprovides opportunities for lecturers invarious disciplines to tailor theirinstruction based on studentunderstanding on quizzes while thesurveys allow for anonymous classroomparticipation, which further engages allstudents.SA12
ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, KAHOOT!My Kahoot! accountIce breaking“How deep you know about me?”Sustainable Development GoalsFEM3303 – Programme Planning & Evaluation Students playing Kahoot1Ice Breaking: “How deep you know about me?\"SA13
STUDENTA C T I V I T I E SACADEMIC PORTFOLIO – STUDENT ACTIVITIES, ASSIGNMENTAssignmentAssignmentis a task or piece ofwork allocated tosomeone as part ofa job or course ofstudyAssignments are important and do havegreat advantages. Assignments are meantto enhance a students’ knowledge both atschool/college and home. We mustunderstand that assignments are asignificant part of the academic processand there are reasons whyschools/colleges assign assignments tostudents.AMEELIA BROWN, ASSIGNMENT CONSULTANT 5+ YEARS EXPERIENCE AT GOTOASSIGNMENTHELP.COM (2013-PRESENT)HENRY WILSON, UNIVERSITY OF SYDNEYSA14
ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, ASSIGNMENTThe scholars fail to understand the importance of assignment writing. They find itirrelevant and a time-consuming task to write lengthy assignments which need tobe completed within a deadline. However, the academic experts explain theimportance of assignment writing in the scholastic life as:1When a student prepares his/herassignment, it automatically enhancesthe technical knowledge as well as givesa broader concept of understandingabout the topic.Gains more technical knowledge2Obviously when we keep doing a taskfor a longer time and in continuation, wepossess higher skills level. Same goeswith research work during theassignment, no rocket science.Research skills are boomed3You have to pen down your thoughts andinformation in the form of essays, thesis,dissertations, assignments etc. andassignment writing definitely help youout in improving your writing skills timeby time.Writing skills are improved4Every time there is a short deadline forthe assignment, students automaticallyschedule his time accordingly. Includingfrom his daily routines to time spent inpreparing assignment. One learns thelife’s most important habit i.e managingtime.Time management5Assignment writing not only helps thestudents with their academics, thescholars also develop certaininterpersonal skills like discipline,patience, work efficiency and hard work.These traits are essential for thepersonality development of anindividual.Development of the Interpersonal skills6The students of the present era areexpected to be creative and innovativeto excel in their academic as well as intheir personal lives. With assignmentwriting, the scholars explore thebroadened horizons of the particularsubject. This leads to developing theircognitive thinking abilities.Development ofCognitive thinkingSA15
ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, ASSIGNMENTPO3 CTPSPO1C4C5FEM3303As for assignment, I’m focusing FEM3303PROGRAMME PLANNING & EVALUATIONwith this THREE Learning Outcome, which arePO1-C4, PO3 CTPS-C5 and PO6 EM-A5. Thisassignment worth total of 50% of students grade.PO6 EMA5PO6 EM PROFESSIONALISM,VALUES, ATTITUDES AND ETHICS(professionalisme, nilai, sikap dan etika)which are AFFECTIVE DOMAIN.Students are required to achieve A5which is up to APPRECIATE THEVALUE (menghayati nilai). Theobjectives to be fulfill is to analyzethe planning methods andimplementation of developmentprograms (menganalisis kaedahperancangan dan perlaksanaanprogram pembangunan).PO3 CTPS THINKING SKILLS &SCIENTIFIC APPROACH (kemahiranberfikir & pendekatan saintifik) whichare COGNITIVE DOMAIN. Studentsare required to achieve C5 which is upto EVALUATE or ASSESS orAPPRAISE (menilai). This is also tofulfil the standard objectives of thesubject learning outcome which hasbeen set up for the subject. I must tomake sure that my students to fulfill thethird objectives of the subject whichare to forming frameworks,assessments, developmentprograms that fit the target groupthrough group work (membentukrangka kerja, penilaian, programpembanguan yang sesuai dengankumpulan sasaran melaui kerja secaraberkumpulan).PO1 KONOWLEDGE (pengetahuan)which are COGNITIVE DOMAIN.Students are required to achieve C4which is up to ANALYZING(menganalisis). The objective is todescribe the key principles andprocesses of planning andevaluation (menghuraikan prinsip danproses utama perancangan danpenilaian).SA16
ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, ASSIGNMENTPO4 CSA4FEM3312A2PO7 LLPO1 KONOWLEDGE (pengetahuan)which are COGNITIVE DOMAIN.Students are required to achieve C4which is up to ANALYZING(menganalisis). The objective is todescribes socio-cultural factorsaffecting the size, composition anddistribution of the population andthe implications of size on humanlife (menghuraikan faktor sosio-budayayang mempengaruhi saiz, komposisidan pengagihan populasi dan implikasisaiz ke atas kehidupan manusia).PO6 EM PROFESSIONALISM,VALUES, ATTITUDES AND ETHICS(professionalisme, nilai, sikap dan etika)which are AFFECTIVE DOMAIN.Students are required to achieve A5which is up to APPRECIATE THEVALUE (menghayati nilai). Theobjectives to describes sociocultural factors affecting the size,composition and distribution of thepopulation and the implications ofsize on human life (menghuraikanfaktor sosio-budaya yangmempengaruhi saiz, komposisi danpengagihan populasi dan implikasi siazke atas kehidupan manusia).As for assignment, I’m focusing FEM3303SOCIAL DEMOGRAPHY with this FOURLearning Outcome, which are PO1-C4, PO4 CSA4, PO6 EM-A5 and PO7 LL-A2. This assignmentworth total of 50% of students grade.PO7 LL LIFELONG EDUCATIONAND INFORMATIONMANAGEMENT (pendidikansepanjang hayat dan pengurusaninformasi) which are AFFECTIVEDOMAIN. Students are required toGIVING FEEDBACK (memberimaklum balas). The objectives todescribes social demographics as adynamic area of human populationresearch (menghuraikan demografisosial sebagai satu bidang kajiandinamik populasi manusia).PO4 CS COMMUNICATION SKILLS(kemahiran berkomunikasi) which areAFFECTIVE DOMAIN. Students arerequired to achieve A4 which is up toORGANIZING (mengorganisasi). Theobjectives to identifying importantelements in population studies,particularly the size, compositionand distribution of populations(mengenalpasti elemen penting dalamkajian populasi, khususnya menegnaisaiz, komposisi dan pengagihanpopulasi).SA17
ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, GROUP PRESENTATIONSTUDENTA C T I V I T I E S Group PresentationThe purpose of this assignment is to: 1. give students experience working in small groups,2. let students get to know some of their classmates better,3. allow students to demonstrate their presentation skills before anaudience.SA18
ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, GROUP PRESENTATIONGROUP PRESENTATION PROCEDUREEach group will be responsible for researching and presenting a topic to the class. The followingsteps may help to accomplish this objective:1Once students have been assigned to a group,students are require to exchange names, e-mailaddresses, and phone numbers. Figure out thebest days and times for you to meet as a groupoutside of class.SHARE INFORMATIONIn meetings, groups should brainstormpresentation topics of interest and possibleclass activities, select topics by consensus,divide up the topics, and assign research tasksto each group member. Instruct students to talkabout project frequently to keep groupmembers informed.2 MEETStudents to conduct outside research on thetopic area using the library and the web, thenwrite up a short summary of the findings todiscuss with the group members. Students arereminded when gathering research, be sure tokeep a record of the sources that their plan touse in case it makes sense to cite them.Students must selective about what informationto present- students should not try to summarizethe entire topic, or to present all of theinformation. Instead, select those parts of thetopic that are the most relevant and interesting.3 RESEARCHAs a group, students will select which topics topresent (keep in mind “you CAN'T presenteverything” - pick what is important &interesting). Students need to plan thierpresentation and prepare a written outline ofthe research, including the topic order, who isresponsible for each part, and approximatelyhow long each part will take (this willbe handed in). It is not required that everygroup member to talk in front of the class, butremember that “if you do not present in front ofthe class you must contribute more to your groupin other ways”.4 OUTLINEOn presentation day, arrive a few minutes earlyto set up. The presentation should follow aclear outline, including an introduction andconclusion. The format is up to each group todecide, so be creative. Students could use roleplays, a talk-show format, a traditional groupformat, or something altogetherdifferent. Avoid simply tacking together fiveindividual speeches, as this format can beboring and/or confusing. Ideally, a group’spresentation generates new ideas anddiscussion in the listeners. Try to get audienceas involved in the presentation as possible, forexample ask questions, incorporate a briefactivity, show a brief video clip, or pop a briefquiz! It is compulsory to cite important sourcesaloud. All group members should contribute insome way (if not by speaking, then bypreparing the powerpoint slides, handouts,etc.).5 PRESENTBefore presentation day (at least 1week before), soft & harcopy as per taskinstructions.6 HAND-INSA19
ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, GROUP PRESENTATIONA FEW DOS AND DON’TSDo: listen, prepare, cooperate,take turns speaking, getassignments completed on-time,be creative, open-minded,flexible, and courteous. Also,coordinate your information into acohesive group project, ratherthan one of five individualprojects tacked together.Arrange speaking order to createsmooth transitions between subtopics. Let me know if you havedifficulties with a group member,are unclear on part of theassignment, need help planninghow to involve your audience –anything of concern!Don’t: wait until the lastminute to start, interrupt, be latefor meetings, forget to get theclass involved, prepare sloppyhandouts or slides, forget to useoutside sources, and do notrepeat class activities we’vealready done.Tips for studentsGroup discussion & brainstormingFEM3312 – Demography Social Group presentationFEM3312 – Demography SocialSA20
ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, GROUP PRESENTATIONI will grade the overallpresentation using the GRADINGRUBRIC FOR PRESENTATIONFORM that is posted-my gradewill count for 100 points of thisassignment's grade which equal to5 or 10 points of overall marks forthis course. The group as a wholewill receive this grade (i.e., everygroup member's grade will be thesame). However, each teammembers have authority toevaluate thier team members performance which can can bringup your project grade or bringdown your grade, depending ontheir interpretations of yourperformance, includingpromptness, preparation, andcontribution.GRADINGGroup presentationFEM3312 – Demography SocialSA21
Role Play ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, ROLE PLAYS T U D E N TA C T I V I T I E SSA22
ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, ROLE PLAYRole playing is a learning structure thatallows students to immediately applycontent as they are put in the role of adecision maker who must make adecision regarding a policy, resourceallocation, or some other outcome. Thistechnique is an excellent tool forengaging students and allowing them tointeract with their peers as they try tocomplete the task assigned to them intheir specific role. This work can bedone in cooperative groups and/orstudents can maintain the persona oftheir role throughout the class period.Students are more engaged asthey try to respond to the material fromthe perspective of their character.Why “role play”…?How does it works…?Offer a relevant scenario tostudents which include the role thestudent must play, the informationaldetails relevant for decision making inthis role, and a task to complete basedon the information. Give students five toten minutes to complete the task.Students might have to do this alone orin small groups or follow the think-pairshare format in which students workindividual and then discuss their resultswith their partner. Find a way toprocess student deliberations.Students might be ask to write theirreplies to submit or this might be a verygood lead in to a larger class discussionwhere students can justify theirdiffering outcomes or opposing views.SA23
ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, ROLE PLAYRole Play S T U D E N TA C T I V I T I E Srole play is a technique that allows students to explorerealistic situations by interacting with other people in amanaged way in order to develop experience and trial differentstrategies in a supported environment. Depending on theintention of the activity, participants might beplaying a role similar to their own (or their likelyon in the future) or could play the opposite part ofthe conversation or interaction. Both options provide thepossibility of significant learning, with the former allowing experienceto be gained and the later encouraging the student to develop onunderstanding of the situation from the “opposite” point of view.I used role play technique in FEM 3312: SOCIALDEMOGRAPHY class. Students are given particular roles to playin a conversation or other interaction. The students will thenact out based on the scenario given and afterwardsthere will be reflection and discussion about theinteractions, such as alternative ways of dealing with the situation.The scenario can then be acted out again with changes on the outcomeof the reflection and discussion.SA24
ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, ROLE PLAYTopic of role play current issue inMalaysia: Air Pollution. Studentsneed to act as Malaysian “Rakyat”,governance and NGO.Rakyat (students) health affected dueto air pollution.NGO talks about pollution inMalaysiaSA25
Mini DocumentaryACADEMIC PORTFOLIO – STUDENT ACTIVITIES, MINI DOCUMENTARYS T U D E N TA C T I V I T I E SSA26