Fnbe course outline (cts) july 2013 revision 170713


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Fnbe course outline (cts) july 2013 revision 170713

  1. 1. SCHOOL OF ARCHITECTURE, BUILDING & DESIGN Centre for Modern Architecture Studies in Southeast Asia (MASSA) ___________________________________________________________________ Foundation in Natural and Built Environments Module: Prerequisite: Credit hours: Instructor: Creative Thinking Skills [FDES 0213] None 3 Sufina Abu Bakar | Sufina.AbuBakar@taylors.edu.my Wan Muhammad | asasku@ymail.com Ida Marlina Mazlan | ida.mazlan@gmail.com Module Synopsis This module will equip students with theory and techniques that will help them understand the range of thinking abilities and how enhancing these can result in a higher quality of design work. Students are encouraged to explore or broaden their own ideas and thought processes with techniques such as mindmapping; expand, twist or synthesize ideas with techniques such as random association; and translate their ideas into a tangible form which can be interactive, presentable, entertaining or a form of visual design statement. They will also learn techniques to manage and develop ideas in collaborative efforts or as design teams, in all its advantages. Module Teaching Objectives The teaching objectives of the module are: 1. To identify critical thinking and idea generation skills through the investigation and application of a wide range of thinking skills and techniques. 2. To understand the modes of thinking commonly associated with critical thinking (left-brain), creative thinking (right brain) as well as holistic (whole brain) thinking. 3. To implement divergent and convergent thinking methods in researching, developing and presenting ideas and conclusions in the form of tangible statements. Module Learning Outcomes Upon successful completion of the module, students will be able to: 1. Apply practical, critical and creative thinking skills within a variety of academic assignments 2. Recognize the characteristics of critical and creative thinking and their applications in students’ personal and working lives 3. Identify the importance of expressing personal opinions as part of academic development and the systematic journey(s) taken to evolve these statements Modes of Delivery This is a 3 credit hour module conducted over a period of 18 weeks. The modes of delivery will be in the form of lectures, tutorials, and self-directed study. The breakdown of the contact hours for the module is as follows: Lecture: Tutorial: Self-study: 1 hours/week 2 hours/week 2 hour/week Creative Thinking Skills (FDES 0213): July 2013 1|P age
  2. 2. Office Hours You are encouraged to visit the instructor/lecturer/tutor concerned for assistance during office hours. If the office hours do not meet your schedule, notify the instructor and set appointment times as needed. TIMeS TIMeS will be used as a communication tool and information portal for students to access module materials, project briefs, assignments and announcements Creative Thinking Skills (FDES 0213): July 2013 2|P age
  3. 3. Taylor’s Graduate Capabilities(TGC) The teaching and learning approach at Taylor’s University is focused on developing the Taylor’s Graduate Capabilities in its students; capabilities that encompass the knowledge, cognitive capabilities and soft skills of our graduates. Discipline Specific Knowledge 1.0 TGCs Acquired Through Module Learning Outcomes Discipline Specific Knowledge 1.1 Able to put theories into practice. - 1.2 Understand ethical issues in the context of the field of studies. - 1.3 Understand professional practice within the field of studies. - Cognitive Capabilities 2.0 Lifelong Learning 2.1 Learn independently. 2 2.2 Locate, extract, synthesise and utilise information effectively. Be intellectually engaged. 3 1 2.3 3.0 Thinking and Problem Solving Skills 3.1 Think critically and creatively. 3.2 Define and analyse problems to arrive at effective solutions. Soft Skills 4.0 4.1 5.0 1, 2 3 Communication Skills Communicate appropriately in various setting and modes. 3 Interpersonal Skills 5.1 Understand team dynamics and mobilise the power of teams. - 5.2 Understand and assume leadership. - 6.0 Intrapersonal Skills 6.1 Manage one self and be self-reliant. - 6.2 Reflect on one’s actions and learning. - 6.3 Embody Taylor's core values. - 7.0 7.1 7.2 8.0 8.1 Citizenship and Global Perspectives Be aware and form opinions from diverse perspectives. Understand the value of civic responsibility and community engagement. - Digital Literacy Effective use of information and communication (ICT) and related technologies. Creative Thinking Skills (FDES 0213): July 2013 - 3|P age
  4. 4. General Rules and Regulations Late Submission Penalty The School imposes a late submission penalty for work submitted late without a valid reason e.g. a medical certificate. Any work submitted after the deadline (which may have been extended) shall have the percentage grade assigned to the work on face value reduced by 10% for the first day and 5% for each subsequent day late. A weekend counts as 1 day. Individual members of staff shall be permitted to grant extensions for assessed work that they have set if they are satisfied that a student has given good reasons. Absenteeism at intermediate or final presentations will result in zero mark for that presentation. The Board of Examiners may overrule any penalty imposed and allow the actual mark achieved to be used if the late submission was for a good reason. Attendance, Participation and Submission of Assessment Components Attendance is compulsory. Any student who arrives late after the first half-hour of class will be considered as absent. A minimum of 80% attendance is required to pass the module and/or be eligible for the final examination. You are expected to attend and participate actively in class. The lectures and tutorials will assist you in expanding your ideas and your research progression. Students will be assessed based on their performance throughout the semester. Students are expected to attend and participate actively in class. Class participation is an important component of every module. Students must attempt all assessment components including Portfolio. Failure to attempt assessment components worth 20% or more, the student would be required to resubmit or resit an assessment component, even though the student has achieved more than 50% in the overall assessment. Failure to attempt all assessment components, including final exam and final presentation, will result in failing the module irrespective of the marks earned, even though the student has achieved more than 50% in the overall assessment. Plagiarism (Excerpt from Taylor’s University Student Handbook 2013, page 59) Plagiarism, which is an attempt to present another person’s work as your own by not acknowledging the source, is a serious case of misconduct which is deemed unacceptable by the University. "Work" includes written materials such as books, journals and magazine articles or other papers and also includes films and computer programs. The two most common types of plagiarism are from published materials and other students’ works a. Published Materials In general, whenever anything from someone else’s work is used, whether it is an idea, an opinion or the results of a study or review, a standard system of referencing should be used. Examples of plagiarism may include a sentence or two, or a table or a diagram from a book or an article used without acknowledgement. Serious cases of plagiarism can be seen in cases where the entire paper presented by the student is copied from another book, with an addition of only a sentence or two by the student. While the former can be treated as a simple failure to cite references, the latter is likely to be viewed as cheating in an examination. Though most assignments require the need for reference to other peoples’ works, in order to avoid plagiarism, students should keep a detailed record of the sources of ideas and findings and ensure that these sources are clearly quoted in their assignment. Note that plagiarism refers to materials obtained from the Internet too. b. Other Students’ Work Circulating relevant articles and discussing ideas before writing an assignment is a common practice. However, with the exception of group assignments, students should write their own papers. Plagiarising the work of other students into assignments includes using identical or very similar sentences, paragraphs or sections. When two students submit papers which are very similar in tone and content, both are likely to be penalised. Creative Thinking Skills (FDES 0213): July 2013 4|P age
  5. 5. Student Participation Your participation in the module is encouraged. You have the opportunity to participate in the following ways: Your ideas and questions are welcomed, valued and encouraged. Your input is sought to understand your perspectives, ideas and needs in planning subject revision. You have opportunities to give feedback and issues will be addressed in response to that feedback. Do reflect on your performance in Portfolios. Student evaluation on your views and experiences about the module are actively sought and used as an integral part of improvement in teaching and continuous improvement. Student-centered Learning (SCL) The module uses the Student-centered Learning (SCL) approach. Utilization of SCL embodies most of the principles known to improve learning and to encourage student’s participation. SCL requires students to be active, responsible participants in their own learning and instructors are to facilitate the learning process. Various teaching and learning strategies such as experiential learning, problem-based learning, site visits, group discussions, presentations, working in group and etc. can be employed to facilitate the learning process. In SCL, students are expected to be: active in their own learning self-directed to be responsible to enhance their learning abilities able to cultivate skills that are useful in today’s workplace active knowledge seekers active players in a teamwork Types of Assessment and Feedback You will be graded in the form of formative and summative assessments. Formative assessments will provide information to guide you in the research process. This form of assessment involves participation in discussions and feedback sessions. Summative assessment will inform you about the level of understanding and performance capabilities achieved at the end of the module. Assessment Plan Assessments Type Project One Group & Individual (20%+10%) Final Project Group & Individual (20%+20%) Idea Journal E- Portfolio Individual IDJ Individual Learning outcomes 1,2 1-3 1-3 1-3 Submission Presentation Assessment Weightage Week 6 Week 6 30% Week 17 Week 17 40% - 20% - 10% Every 2 Weeks Week 18 TOTAL 100% Creative Thinking Skills (FDES 0213): July 2013 5|P age
  6. 6. Assessment Components 1. Project One – (Group + Individual) This is an introduction project exploring creativity which they will need to plan on how to perform a musical performance using daily objects as instruments. They need to practice the skill and perform in harmony. This project aims for students to work as a team to generate ideas, plan their performance and finally execute the performance. 2. Final Project - (Group + Individual) The aim of the Final Project will be a review that illustrates the entire topic learned in this module which will encourage problem solving, critical thinking and creative thinking through series of exploration, innovation and creation process. The Final Project will concentrate on the development of ideas through series of sketches, mind maps and diagrams in creating a game board. 3. Idea Journal - (Individual) The aim of the idea journal is as a medium for students to express, record ideas, methods, techniques and process of generating ideas. Students will also be given a topic to be placed in the sketch journal as an ongoing ideation process. Mind maps, sketches, scribbles, magazine/paper cuts are examples of items that will be placed in the Idea Journal. 4. Taylor’s Graduate Capabilities Portfolio (Online Portfolio) – (Individual) Each student is to develop an e-Portfolio, a web-based portfolio in the form of a personal academic blog. The e-Portfolio is developed progressively for all modules taken throughout Semesters 1 and 2, and MUST PASS THIS COMPONENT. The portfolio must encapsulate the acquisition of Module Learning Outcome, Programme Learning Outcomes and Taylor’s Graduate Capabilities, and showcases the distinctiveness and identity of the student as a graduate of the programme. Submission of the E-Portfolio is COMPULSARY. Creative Thinking Skills (FDES 0213): July 2013 6|P age
  7. 7. Marks and Grading Table Assessments and grades will be returned within 2 weeks of your submission. You will be given the grades and necessary feedback for each submission. The grading system is shown below: Grade Marks Grade Points A 80 – 100 4.00 Excellent Evidence of original thinking; demonstrated outstanding capacity to analyze and synthesize; outstanding grasp of module matter; evidence of extensive knowledge base A- 75 – 79 3.67 Very Good Evidence of good grasp of module matter; critical capacity and analytical ability; understanding of relevant issues; evidence of familiarity with the literature B+ 70 – 74 3.33 Definition Description Good Evidence of grasp of module; critical capacity and analytical ability, reasonable understanding of relevant issues; evidence of familiarity with the literature Pass Evidence of some understanding of the module matter; ability to develop solutions to simple problems; benefitting from his/her university experience Marginal Pass Evidence of minimally acceptable familiarity with module matter, critical and analytical skills B 65 – 69 3.00 B- 60 – 64 2.67 C+ 55 – 59 2.33 C 50 – 54 2.00 D+ 47 – 49 1.67 D 44 – 46 1.33 D- 40 – 43 1.00 F 0 – 39 0.00 Fail Insufficient evidence of understanding of the module matter; weakness in critical and analytical skills; limited or irrelevant use of the literature WD - - Withdrawn Withdrawn from a module before census date, typically mid semester F(W) 0 0.00 Fail IN - - Incomplete P - - Pass Given for satisfactory completion of practicum AU - - Audit Given for a module where attendance is for information only without earning academic credit Creative Thinking Skills (FDES 0213): July 2013 Withdrawn after census date, typically mid semester An interim notation given for a module where a student has not completed certain requirements with valid reason or it is not possible to finalise the grade by the published deadline 7|P age
  8. 8. Weekly Module Schedule Lecture Hour Tutorial Hour Blended Learning 1 2 2 1 2 2 Lecture02: Generating Ideas(6 Thinking Hats, Mind Mapping, Brainstorming) 1 2 ( On line discussion/forum) 2 Lecture03: Creative Process IDJ 1 Brief 1 2 2 Lecture 04: Traits of Creative Thinking 1 2 2 2 2 Digital upload of Project 1 1 2 2 Digital upload of IDJ 1 Lecture06:Methods and Techniques Briefing Final Project 1 2 2 Lecture 07: Problem Solving 1 2 2 Week/Date Topic Week 1 22nd -26th July Week 2 29th July-2nd August ORIENTATION WEEK Lecture 1: Introduction to Creativity +Course Outline+ E-portfolio Briefing Briefing Project 1 HARI RAYA BREAK (5/8-9/8) Week 3 12th – 16th August Week 4 19th- 23rd August Week 5 26th-30th August Week 6 PROJECT 1 PRESENTATION 2nd - 6th Sept *Lecture time replace by performance Week 7 Lecture05: Creativity Through Convergent and Divergent Thinking IDJ 2 Brief | Submission IDJ 1 1 9th-13th Sept Week 8 16th-20th Sept Week 9 23rd -27th Sept Week 10 30th Sept4th October Week 11 7th-11th October Week 12 14th-18th October Week 13 21st-25th October Week 14 28th-1st Nov Lecture08: The Abilities of a Critical Thinker IDJ 3 Brief | Submission IDJ 2 1 2 2 Digital upload of IDJ 2 Lecture 09: Approach in Selling Ideas 1 2 2 Lecture 10: Creative People and Design 1 2 2 1 2 ( On line discussion/forum) 2 Digital upload of IDJ 3 2 ( On line discussion/forum) 2 Discussion/ Class Activity related to Final Project IDJ 4 Brief | Submission IDJ 3 Discussion/ Class Activity related to Final Project DEEPAVALI BREAK (4/11-8/11) Week 15 11th-15th Nov Discussion/ Class Activity related to Final Project Creative Thinking Skills (FDES 0213): July 2013 1 8|P age
  9. 9. Week 16 18th-22nd November Discussion/ Class Activity related to Final Project 1 2 Week 17 25th-29th November FINAL PROJECT PRESENTATION 1 2 Week 18 2nd-6th December IDJ4-Idea Journal Book Cover Submission E-Portfolio Submission 1 2 Week 19 2 2 Digital upload of Final Project 2 Digital upload of E-portfolio Study Leave *No final exam for CTS Note: The Module Schedule above is subject to change at short notice. References Main References : 1. Buzan, T., Buzan, B., 1996, The Mind Map Book: How to Use Radiant Thinking to Maximize Your Brain's Untapped Potential, Plume; Reprint Edition. 2. de Bono, Edward, 1994, De Bono’s Thinking Course, BBC Books. 3. Fisher, A., 2002, Critical Thinking: An Introduction, Cambridge University Press. 4. Michalko, M., 2001, Cracking Creativity: The Secrets of Creative Genius, Ten Speed Press; New edition 5. Thompson, A., 2003, Critical Reasoning: a Practical Introduction, Routledge, 2nd edition. Additional References : 1. Buzan, T., 2001, The Power of Creative Intelligence, Thorsons. 2. Eastaway, R., 2007, Out of The Box: 101 Ideas for Thinking Creatively, Duncan Baird Publishers. 3. Ryan Ruggiero, V., 2009, The Art of Thinking, Longman; 9th Edition. 4. Robinson, Ken, 2001, Out of Our Minds: Learning to be Creative, Capstone. 5. Pink, Daniel H, 2005, A Whole New Mind: Why Right-Brainers Will Rule the Future, Riverhead Books 6. Leo, A. M., 2006, On Creativity, Awakening the Creative Mind, Pelanduk Publications, Malaysia Creative Thinking Skills (FDES 0213): July 2013 9|P age