The document discusses alternative paradigms for engineering education. It proposes redesigning engineering programs around learning outcomes with a focus on developing skills like collaboration, communication, problem solving and lifelong learning. Key elements of the proposed redesign include flipping classrooms, experiential and project-based learning, and comprehensive assessment and quality assurance processes. The goal is to cultivate well-rounded graduates with strong ethics who can contribute solutions to global challenges.
Fostering Friendships - Enhancing Social Bonds in the Classroom
Alternative Paradigm and Innovation in Engineering Education
1. ALTERNATIVE PARADIGM AND
INNOVATION IN ENGINEERING
EDUCATION
Riza Atiq Abdullah bin O.K. Rahmat,
Normah binti Abdul Aziz, Kamisah Osman
International Enginnering Education Conference 2013
Madinah al-Munawarah, Kingdom of Saudi Arabia, 22-25 December 2013
3. Learning Outcomes and orchestrators
•Great collaborators
•Great Synthesizers
•Great Explainers
•Great Leveragers
•Great adapters
Flat World
•Green people
•Passionate personality
•Great Localizers honesty
•Integrity and and globalizers
•Communication skill
•Team player
Recruiters
•Eagerness to learn
•Leadership skill
•Complex problem solver
•Salim al-aqidah (The authentic Islamic belief)
•Innovative entrepreneurship
Islamic basic
requirement
•Shahih al-ibadah (Submission to God)
•Matin al-khuluq (Good Moral Standing)
•Qawi al-jism (Strong body)
•Mujahadah li nafsihi (Ability to control lust)
•Naafiun Lighairihi (beneficial to others)
4. Graduate’s Attributes
Individual and
Social
Responsibility
Strong Ethics
Strong sense of responsibility to the
Creator
Civic Responsibility and engagement
Intercultural knowledge and actions
Propensity for lifelong learning
Producing new knowledge or remix
Knowledge of
human culture
and the natural
world
Intellectual
and Practical
skills
•Basic Science & Mathematic
•Engineering Knowledge
•Social Science
•Humanities
•Art
Written & oral communication
Inquiry, research, critical & creative
thinking, complex problem solver
Quantitative literacy
Information literacy
Teamwork, leadership
Leverage collaboration
Entrepreneurship and management
Integration of Learning
Global
5. Program design and delivery
Monitoring
& Quality
Assurance
Learning
Outcomes
Program
design and
delivery
Educational
resources
Human
Resources
Assessment
Student
selection
and support
service
14. Delivery
Program Learning Outcomes (PLO)
Constructivism
aligned to PLO
(OBE)
Mastery learning
Experiential Learning
Problem Based Learning
Flip Class Room
E and M Learning, game
3 Learning styles: Visual, Auditory, Kinesthetic
15. Flipping the class
Learning
pace
• Traditional lecture - broadcasting
knowledge with fixed duration Learning
of
Style
time, disregard learning pace and
learning style.
• Video based lecture – anywhere,
anytime, repeatable
19. Student Selection & Support Service
Monitoring
& Quality
Assurance
Learning
Outcomes
Program
design and
delivery
Educational
resources
Human
Resources
Assessment
Student
selection
and
support
service
26. Educational resources
Must support a good Student Total Learning Experience
Residential
space
Knowledge, skills and
attitude
Faculty
space
Cultural
space
Innovative
entrepreneurship
space
Library space
Community
space
Internationalisation
space
Cocurriculum
space
Industrial
space
Time
27. Monitoring and Quality Assurance
Monitoring &
Quality
Assurance
Learning
Outcomes
Educational
resources
Program design
and delivery
Human
Resources
Assessment
Student
selection and
support service
28. Monitoring & Quality Assurance
Internal Quality Assurance
Monitoring
Instrument
Student
Progress
Pass rate
Feedback from
stake holders
Performance
evaluation
Monitoring
Instrument
Student
Evaluation
Course and
Curriculum
Evaluation
Research
Evaluation
Service
Evaluation
Student
Assessment
quality
Assurance
Staff
performance
appraisal
Quality
Assurance
facilities
Student
Support quality
assurance
SWOT Analysis
Inter-Collegial
Audits
Information
system
Quality
handbook
Special QA
Process
Specific QA
Instrument
Follow up
Source: AUN
In early 2010, the senate approve Student Totoal Learning Experience Policy. The main aim of the policy is to prepare our students to be in compatible with Society 3.0, well rounded graduates with the highest achievement in cognitive, affective and psychomotor domains as well as in emotional and spiritual quotients. The challence is to tranform ourself as lecturers to become integrated learning experience designers.