SCHOOL OF PHARMACY PEC400 TEAMWORK SKILLS INDIVIDUAL e-PORTFOLIO TEAMWORK SKILLS ACTIVITIES FULL NAME : BALQISS SHAH NUR AINNY BINTI BUHARI ID NO : 012023022259 PROGRAM : BACHELOR OF SCIENCE IN PHARMACEUTICAL TECHNOLOGY (HONS) LECTURER : MR. IBRAHIM ABDULLAH / AP.DR. JIYAUDDIN KHAN ORGANIZER : ACTIVITY 1: FACULTY SCHOOL OF PHARMACY ACTIVITY 2, 3 & 4: MYSELF ACTIVITY 5: MR. IBRAHIM ABDULLAH (PEC400) VENUE : ACTIVITY 1: SCD FOYER LEVEL 4 ACTIVITY 2: ANDALAS SPORTS COMPLEX KLANG ACTICITY 3: STARBUCKS FEDERAL ACTIVITY 4: THE GREAT COFFE CLUB CAFE ACTIVITY 5: ACADEMIC TOWER MSU (0503) DATE : 18 TH MARCH 2023, 31 ST MARCH 2023, 22 ND APRIL 2023, 20 TH MAY 2023 & 25 TH MAY 2023 TIK-TOK VIDEO LINK : https://vt.tiktok.com/ZSL87t8wQ/
ACTIVITY 1: PHARMILY DAY 2023 SHORT DESCRIPTION OF ACTIVITY 1 : On Saturday, March 18, 2023, Faculty School of Pharmacy club held an annual event called Pharmily Day which was attended by more than a hundred students including lecturers. This event starts at 8am until 5pm at SCD foyer level 4. There are several interesting activities available such as, ice breaking, zumba, making trademarks, get inside games, build a tower using a cup and together with you games. However, with events like this we can improve our communication skills, can create effective teamwork skills and be able to solve a problem more easily. In addition, with an event like this, it can strengthen the relationship between students and other lecturers as well. OBJECTIVE OF ACTIVITY 1 : To improve our communication skills, effective teamwork skills, solve a problem, and learn about choosing different strategies, and being persistent to reach a goal. EVIDENCE OF ACTIVITY 1 :
ACTIVITY 2: BADMINTON RELAY SHORT DESCRIPTION OF ACTIVITY 2 : Badminton is played in a best of three set formats. A point is scored on every serve and awarded to whichever side wins the rally. The first to reach 21 points will win the set. The winning side gets the next serve. Service is always delivered diagonally across the court be it in singles or doubles play. Players will switch sides of the court after each match. In addition, through this sport, it can also indirectly foster interest and a high level of sportsmanship in badminton. OBJECTIVE OF ACTIVITY 2 : To foster the spirit of teamwork, to gain knowledge in terms of game techniques, conditions and rules as well. EVIDENCE OF ACTIVITY 2 :
ACTIVITY 3: PLAYING 3D WOOD SIMULATION MODEL PUZZLE SHORT DESCRIPTION OF ACTIVITY 3 : Tiananmen Square Beijing China 3d model is a puzzle game made of wood. This game requires several participants to solve the puzzle based on the instructions on the paper provided. In this puzzle game it takes into consideration everyone's ideas to reach the solution. Furthermore, it also increase communication between players by allowing everyone to have input into the puzzle, team members learn to work together and acknowledge all ideas presented. In this puzzle game we can also uncover hidden skills. While the team may recognize each of their skills individually in their normal roles, engaging in puzzle activities can highlight each person's specific strengths and skills. However, It can also improve problem solving ability. In addition, puzzle activities require skills such as creativity, analytical thinking, negotiation, and thinking outside the box. OBJECTIVE OF ACTIVITY 3 : To increase team communication, encourage collaboration, uncover hidden skills and improve problem-solving ability. EVIDENCE OF ACTIVITY 3 :
ACTIVITY 4: PLAYING WOODEN JENGA GAME SHORT DESCRIPTION OF ACTIVITY 4 : Jenga is a game of coordination where players take turns removing one block at a time from a tower constructed of blocks. Each block removed is then placed on top of the tower, creating an increasingly taller and more unstable structure. Each player may use only one hand to touch the tower or move a block at any given time, but may switch hands whenever desired. A block may be touched or nudged to determine whether it is loose enough to remove without disturbing the rest of the tower, but it must be returned to its original position if the player decides to move a different one. A turn ends when the next player in sequence touches the tower or when 10 seconds have elapsed since the placement of a block, whichever occurs first. The game ends when any portion of the tower collapses, caused by either the removal of a block or its new placement. The last player to complete a turn before the collapse is the winner. OBJECTIVE OF ACTIVITY 4 : To build decision-making skills and improve hand-eye coordination and teach us the importance of patience, and how to play under pressure. EVIDENCE OF ACTIVITY 4 :
ACTIVITY 5: MAJOR PROJECT (FASHION SHOW) PEC400 SHORT DESCRIPTION OF ACTIVITY 5 : This is the PEC400 teamwork skills project. This project is for teams to work together and perform in a Fashion Show. Each group must choose a theme that has been prepared and our group, which is group 8, chooses the theme of the season trail. The season track has four seasons namely winter, spring, summer and autumn. We should prepare clothes according to the four seasons. Each team is allowed to use as many types of materials, goods and props as they want to use according to the theme that has been chosen. In preparing the material for the fashion show, all the members of our group were involved and cooperated very well in the discussions we had. OBJECTIVE OF ACTIVITY 5 : To ensure that each team member understands the importance of working together to meet common goals and enhance teamwork skills. EVIDENCE OF ACTIVITY 5 :
SCHOOL OF PHARMACY SUBJECT: TEAMWORK SKILLS CODE: PEC400 TYPE: E-PORTFOLIO SCORE/ WEIGHTAGE: 100/ 20% Name of Student: Balqiss Shah Nur Ainny Binti Buhari Matric No. : 012023022259 NO. CRITERIA EXCELLENT (4) GOOD (3) AVERAGE (2) NEEDS IMPROVEMENT (1) SCORE MARKS OBTAINED 1 Sources of Learning Experiences relevant to learning outcomes 20% Documentation and description of learning experiences related to course learning outcomes exceed expectations. Documentatio n and description of learning experiences related to course learning outcomes are appropriate and effectively presented Documentatio n and description of learning experiences related to course learning outcomes are not effectively or completely presented. Documentation and description of learning experiences related to course learning outcomes are lacking or substantially inadequate. ___ / 4 X 20 2 Demonstratio n of Learning Artifacts/ Evidence 20% The presentation of artifacts is convincing, with strong support for the course’s learning outcomes The portfolio includes appropriate artifacts that support the demonstration of learning outcomes The portfolio materials and artifacts are not fully supported by or connected to the course’s learning outcomes The portfolio’s materials and artifacts are not appropriate and/or adequate, and are not supported by the presentation ___ / 4 X 20 3 Mastering Knowledge & Skills Application of Learning 20% The portfolio demonstrates the student has mastered the knowledge and skills for the course learning outcomes and can apply them in practice The portfolio documents the acquisition of knowledge and skills for the course learning outcomes, with some ability to apply them in practice The portfolio demonstrates the student’s ability to use the knowledge and skills for the course learning outcomes in practice is limited The portfolio provides little evidence of the student’s ability to use knowledge and skills for the course’s learning outcomes in practice ___ / 4 X 20
SCHOOL OF PHARMACY SUBJECT: TEAMWORK SKILLS CODE: PEC400 TYPE: E-PORTFOLIO SCORE/ WEIGHTAGE: 100/ 20% 4 Reflection on Learning Aligned with course learning outcomes 20% The portfolio shows that the student has reflected with substantial depth upon how the prior learning experience is aligned to the course learning outcomes for which credit is being sought The portfolio provides evidence of reflection to increase learning aligned with the course learning outcomes for which credit is being sought The portfolio provides inadequate evidence of reflection to increase learning aligned with the course learning outcomes for which credit is being sought The portfolio provides little or no evidence of reflection to increase learning aligned with the course learning outcomes for which credit is being sought ___ / 4 X 20 5 Evidence of Learning Competencies 20% The portfolio provides exceptional evidence of student’s effort in enhancing his/her knowledge through additional research. The portfolio adequately evidence of student’s effort in enhancing his/her knowledge through additional research The portfolio documents some, evidence of student’s effort in enhancing his/her knowledge through additional research The portfolio shows little or no evidence of student’s effort in enhancing his/her knowledge through additional research ___ / 4 X 20 Remarks: __________________________________________________________________________________________________________________________ __ TOTAL / 100