This document outlines the module Foundation in Design at Taylor's University. The module aims to develop students' critical and creative thinking abilities through investigation and application of thinking skills and techniques. It is an 18-week module worth 4 credits that involves lectures, tutorials, and independent learning. Assessment includes idea journals, assignments, and a final group project. The module introduces various creative thinking strategies and applies them through hands-on activities and assignments to help students achieve the learning outcomes of recognizing important creative strategies, describing their use in their field of study, and demonstrating knowledge through applying strategies.
This document outlines the details of the Foundation in Design module, including contact information for module leaders, the weekly plan, assessments, and grading scheme. The 18-week module aims to develop students' critical and creative thinking skills through lectures, tutorials, assignments and a final project. It will assess students with continuous assessments like assignments, idea journals and an e-portfolio, as well as a final group project presentation. Upon completing the module, students will be able to recognize creative strategies, apply them, and self-examine their learning through reflection.
The document summarizes a workshop on embedding digital literacy using the Viewpoints framework. [1] The Viewpoints project provides tools to promote curriculum design from the learner perspective. [2] The workshop demonstrated the Information Literacy theme which uses the SCONUL 7 Pillars to identify principles for student interactions with information. [3] Participants worked in groups to apply the principles to sample course scenarios.
This document provides an overview of project-based learning (PBL) through an agenda for a workshop on the topic. It discusses why schools implement PBL, what PBL is and isn't, how to design PBL units, and managing PBL projects. Key aspects covered include defining projects, their components, grading projects, and the realities of implementing projects. The document aims to give educators a taste of PBL through exercises and designing a sample unit to use the following year.
The document describes the Arena Blended Connected (ABC) curriculum design method.
ABC addresses three key UCL educational initiatives through a rapid curriculum design workshop based on Laurillard's framework. The workshop uses learning type cards to map activities, assess blend, and design a connected curriculum with formative and summative assessment. The result is a storyboarded module plan with graphs showing the design's evolution. Next steps include an action plan, student journey map, and Moodle site development.
Contoh Merdeka Belajar dalam Pembelajaran DaringUwes Chaeruman
Dua contoh model pembelajaran Lee & Hannafin (2016), dan Sugata Mitra (2010). Model ini mendorong pengembangan generasi Indonesia kedepan yang mandiri.
by Dr. Karen Swan
Dr. Swan will discuss tools and techniques of assessing the impact of technology on learning, beginning with asking the right questions. Good questions, she argues, specify not just outcomes, but also inputs and, most importantly, learning processes. Each of these will be discussed in terms of categories and measures for guiding assessment.
This document outlines the details of the Foundation in Design module, including contact information for module leaders, the weekly plan, assessments, and grading scheme. The 18-week module aims to develop students' critical and creative thinking skills through lectures, tutorials, assignments and a final project. It will assess students with continuous assessments like assignments, idea journals and an e-portfolio, as well as a final group project presentation. Upon completing the module, students will be able to recognize creative strategies, apply them, and self-examine their learning through reflection.
The document summarizes a workshop on embedding digital literacy using the Viewpoints framework. [1] The Viewpoints project provides tools to promote curriculum design from the learner perspective. [2] The workshop demonstrated the Information Literacy theme which uses the SCONUL 7 Pillars to identify principles for student interactions with information. [3] Participants worked in groups to apply the principles to sample course scenarios.
This document provides an overview of project-based learning (PBL) through an agenda for a workshop on the topic. It discusses why schools implement PBL, what PBL is and isn't, how to design PBL units, and managing PBL projects. Key aspects covered include defining projects, their components, grading projects, and the realities of implementing projects. The document aims to give educators a taste of PBL through exercises and designing a sample unit to use the following year.
The document describes the Arena Blended Connected (ABC) curriculum design method.
ABC addresses three key UCL educational initiatives through a rapid curriculum design workshop based on Laurillard's framework. The workshop uses learning type cards to map activities, assess blend, and design a connected curriculum with formative and summative assessment. The result is a storyboarded module plan with graphs showing the design's evolution. Next steps include an action plan, student journey map, and Moodle site development.
Contoh Merdeka Belajar dalam Pembelajaran DaringUwes Chaeruman
Dua contoh model pembelajaran Lee & Hannafin (2016), dan Sugata Mitra (2010). Model ini mendorong pengembangan generasi Indonesia kedepan yang mandiri.
by Dr. Karen Swan
Dr. Swan will discuss tools and techniques of assessing the impact of technology on learning, beginning with asking the right questions. Good questions, she argues, specify not just outcomes, but also inputs and, most importantly, learning processes. Each of these will be discussed in terms of categories and measures for guiding assessment.
This is the presentation that was delivered to the Viewpoints team at the first 'data day' - its aims were to show the immediate team the current stage of development and to discuss the data implications of the user interface and user choices.
The document summarizes a workshop on integrating digital and information literacy into university curriculums. It introduces the Viewpoints project which provides tools to help curriculum design. The workshop involved breakout groups using information skills theme cards to address scenarios and map principles to a student learning timeline. Participants shared that the resources provided useful prompts for consideration and facilitated discussion on integrating digital capabilities.
This document provides an overview of implementing project based learning (PBL) in K-12 classrooms. It discusses the benefits of PBL, including developing 21st century skills. It explains the essential elements of PBL and distinguishes it from simple projects. Examples of PBL units are provided for first grade, middle school Spanish class, and getting started with resources. The presentation aims to convince teachers that PBL increases student engagement and prepares students for real world skills.
Diana Laurillard: The Conversational Framework - an approach to Evaluating e-...Yishay Mor
The document presents the Conversational Framework, an approach to evaluating formative e-assessment based on learning theory. It describes different learning theories (instructivism, constructionism, social constructivism) and represents them in a common framework. This framework can be used to test conventional and digital methods of formative assessment by analyzing how they support acquisition, inquiry, discussion, practice, collaboration, and production of knowledge. The framework challenges technologies to integrate capabilities that support the full learning process according to established learning theories and principles of formative assessment.
This document discusses assessing synchronous and asynchronous online discussions. It addresses assessing deeper learning and participation in synchronous discussions. Key areas of assessing deeper learning include applying Bloom's Taxonomy and using reflective journals. For assessing participation, qualities like initiating discussion, responding to others, and offering support can be evaluated. Challenges of assessment include practicality of grading many students in real-time and preserving the community aspect. Solutions involve recording discussions and balancing assessed and non-assessed activities. Effective asynchronous discussion assessment provides clear criteria and applies them consistently while avoiding over-complexity. Peer and group work, holistic grading, and the tutor's facilitation role are also covered.
Understanding By Design - Technology Integrationben.louey
The document provides information on effective instruction including planning, instructional delivery, and assessment. It discusses establishing curricular priorities and identifying desired results including standards, understandings, essential questions, and learning objectives. The document also includes templates for instructional plans with sections for desired results, assessment evidence, and learning activities. Templates are to be used to develop unit plans and daily lesson plans focusing on objectives, assessments, and engaging student activities.
The 7 Cs of Learning Design - presented at the Fourth International Conference of E-Learning and Distance Learning - Riyadh, Saudi Arabia - February - March 2015
The College Classroom Week 10: Teaching as ResearchPeter Newbury
This document summarizes a class on teaching as research and success in an educational career. It discusses categories of educational research and examples of education research from different disciplines. It presents results from studies on improving learning in a physics class and the value of course-specific learning goals. Details are provided on conceptual steps in the teaching as research process and examples of Beth Simon's teaching as research projects. Guidance is offered on funding sources for teaching as research, practical advice for succeeding as an educator, and having students develop a microteaching lesson for feedback.
Real-time Assessment: A Guide for Emergency Remote TeachingFitri Mohamad
This is a set of materials from a webinar held for Universiti Malaysia Sarawak's lecturers (UNIMAS), to guide the transition from f2f teaching to emergency remote teaching - specifically on conducting Real-time Assessments.
This document discusses new technologies and their implications for education and web citizenship. It covers topics like social media, open educational practices, and new pedagogical approaches enabled by technology. Key points include a shift from content repositories to user-generated content, different models of e-learning, the potential of open educational resources, and a vision of openness through practices like open design, delivery, and research.
This template describes an inquiry-based teaching educational scenario. The objectives are for students to know and understand concepts, explore research procedures, perform investigations, and formulate and revise scientific explanations. It aims to address issues with traditional textbook instruction and develop students' inquiry skills. The approach is based on constructivism where students make meaning through experiences. Key parameters include hands-on activities, discussion, and the teacher facilitating the learning process.
OLDSMOOC week 5: Simple prototyping techniques by Diana LaurillardOLDSMOOC
Simple prototyping techniques allow designers to test early ideas before spending significant time on implementation. Prototyping involves creating primitive representations of designs, such as paper prototypes, PowerPoint slides, or storyboards, to get feedback from potential learners. This helps ensure the final product meets learners' needs. Prototyping is especially useful for software design since it reduces recoding. Common prototyping methods include paper prototypes to test interfaces, PowerPoint to explore visual representations, and storyboards to illustrate intended workflows. Feedback from prototyping helps produce final designs that are intuitive for users.
The document outlines the process and timelines for developing online courses, including roles for primary writers, secondary writers, reviewers, and analysts at various stages. It also covers best practices for online course design such as using inquiry-based learning, scaffolded instruction, balanced assessment, and differentiated learning. Finally, it provides guidance on technical aspects of developing online content like file naming conventions, copyright clearance, and using special formatting for things like teacher guides, media boxes, and page breaks.
Professor Lourdes Guàrdia, How to evaluate generic Competences using Web 2.0:...mediazoo
One of the demands that today’s society is making of the European Space of
Higher Education (ESHE) is the establishment of a system that favors providing students with a comprehensive education that aims to achieve the optimum development of the skills needed in our current society. Another requirement concerns reforming the methodologies applied in classrooms, focusing the emphasis on learning and evaluation (personal, social and professional) based on competences and giving students a more prominent role in these processes. This social and academic framework is based on an organic model of information in which information is reused, reinterpreted and returned.
We are talking about promoting complex methodological changes which involve the redefinition of the whole concept of learning and evaluation which are key aspects of the education system. Faced with this outlook, the Open University of Catalonia (UOC) has devised a new transverse evaluation instrument based on learning competences: the eTransfolio.
Learning Design for Student Success: The Good, the Bad and the UglyMark Brown
The document summarizes key aspects of learning design for student success, including the good, bad, and ugly. It discusses how learning design aims to make the design process more explicit and shareable, but can oversimplify complexity. While tools and frameworks exist, true adoption of new pedagogical approaches proves difficult. The reality is that traditional teaching still dominates and digital innovations do not guarantee success or improved outcomes. Overall, the document reflects on progress and challenges in designing learning experiences for students.
This document provides information about an introductory design module taken by students at Taylor's University. The module is 5 credit hours over 18 weeks and will cover design elements, principles, and processes through lectures, tutorials, study trips and design projects. Students will learn about sketching, drawing, observation, and presentation skills. Upon completing the module, students will be able to identify and apply basic design elements and principles to simple projects and explain their application. The module will use student-centered learning approaches like group discussions, presentations and site visits. Students will be assessed through formative and summative assessments including projects, participation, and a final presentation.
This document provides an overview of an introductory design module being offered in January 2015. The 5-credit module will introduce students to basic design elements and principles through lectures, tutorials, study trips, and design projects. Students will learn about the design process and apply their skills and knowledge to a range of assignments. Upon completing the module, students will be able to recognize and apply design elements and principles, explain their application, and be familiar with the design process. The module will be delivered over 18 weeks through lectures, tutorials, and self-directed study.
This document provides information about an introductory design module taken by students at Taylor's University. The 5-credit module will be conducted over 18 weeks and include lectures, tutorials, self-directed study, and design projects. Students will learn about design elements and principles, and how to apply them through a series of 2D and 3D projects. They will be assessed through individual and group design projects, a design process journal, and an ePortfolio showing their acquired skills and knowledge.
This document provides an overview of an introductory design module being offered in January 2015. The 5-credit module will introduce students to basic design elements and principles through lectures, tutorials, study trips, and design projects. Students will learn about the design process and components like sketching and drawing. They will apply their skills and knowledge to assignments involving visual and verbal reports. Upon completing the module, students should be able to recognize and apply design elements and principles, and explain their application in simple projects. The module will be delivered over 18 weeks through lectures, tutorials, and self-directed study.
This document provides an overview of an introductory design module being offered in January 2015. The 5-credit module will introduce students to basic design elements and principles through lectures, tutorials, study trips, and design projects. Students will learn the design process and components like sketching and develop skills in applying principles to simple 2D and 3D projects. Assessment will include formative and summative components to evaluate students' understanding of design fundamentals and ability to apply them. The module aims to develop students' critical thinking and communication skills around design concepts.
This is the presentation that was delivered to the Viewpoints team at the first 'data day' - its aims were to show the immediate team the current stage of development and to discuss the data implications of the user interface and user choices.
The document summarizes a workshop on integrating digital and information literacy into university curriculums. It introduces the Viewpoints project which provides tools to help curriculum design. The workshop involved breakout groups using information skills theme cards to address scenarios and map principles to a student learning timeline. Participants shared that the resources provided useful prompts for consideration and facilitated discussion on integrating digital capabilities.
This document provides an overview of implementing project based learning (PBL) in K-12 classrooms. It discusses the benefits of PBL, including developing 21st century skills. It explains the essential elements of PBL and distinguishes it from simple projects. Examples of PBL units are provided for first grade, middle school Spanish class, and getting started with resources. The presentation aims to convince teachers that PBL increases student engagement and prepares students for real world skills.
Diana Laurillard: The Conversational Framework - an approach to Evaluating e-...Yishay Mor
The document presents the Conversational Framework, an approach to evaluating formative e-assessment based on learning theory. It describes different learning theories (instructivism, constructionism, social constructivism) and represents them in a common framework. This framework can be used to test conventional and digital methods of formative assessment by analyzing how they support acquisition, inquiry, discussion, practice, collaboration, and production of knowledge. The framework challenges technologies to integrate capabilities that support the full learning process according to established learning theories and principles of formative assessment.
This document discusses assessing synchronous and asynchronous online discussions. It addresses assessing deeper learning and participation in synchronous discussions. Key areas of assessing deeper learning include applying Bloom's Taxonomy and using reflective journals. For assessing participation, qualities like initiating discussion, responding to others, and offering support can be evaluated. Challenges of assessment include practicality of grading many students in real-time and preserving the community aspect. Solutions involve recording discussions and balancing assessed and non-assessed activities. Effective asynchronous discussion assessment provides clear criteria and applies them consistently while avoiding over-complexity. Peer and group work, holistic grading, and the tutor's facilitation role are also covered.
Understanding By Design - Technology Integrationben.louey
The document provides information on effective instruction including planning, instructional delivery, and assessment. It discusses establishing curricular priorities and identifying desired results including standards, understandings, essential questions, and learning objectives. The document also includes templates for instructional plans with sections for desired results, assessment evidence, and learning activities. Templates are to be used to develop unit plans and daily lesson plans focusing on objectives, assessments, and engaging student activities.
The 7 Cs of Learning Design - presented at the Fourth International Conference of E-Learning and Distance Learning - Riyadh, Saudi Arabia - February - March 2015
The College Classroom Week 10: Teaching as ResearchPeter Newbury
This document summarizes a class on teaching as research and success in an educational career. It discusses categories of educational research and examples of education research from different disciplines. It presents results from studies on improving learning in a physics class and the value of course-specific learning goals. Details are provided on conceptual steps in the teaching as research process and examples of Beth Simon's teaching as research projects. Guidance is offered on funding sources for teaching as research, practical advice for succeeding as an educator, and having students develop a microteaching lesson for feedback.
Real-time Assessment: A Guide for Emergency Remote TeachingFitri Mohamad
This is a set of materials from a webinar held for Universiti Malaysia Sarawak's lecturers (UNIMAS), to guide the transition from f2f teaching to emergency remote teaching - specifically on conducting Real-time Assessments.
This document discusses new technologies and their implications for education and web citizenship. It covers topics like social media, open educational practices, and new pedagogical approaches enabled by technology. Key points include a shift from content repositories to user-generated content, different models of e-learning, the potential of open educational resources, and a vision of openness through practices like open design, delivery, and research.
This template describes an inquiry-based teaching educational scenario. The objectives are for students to know and understand concepts, explore research procedures, perform investigations, and formulate and revise scientific explanations. It aims to address issues with traditional textbook instruction and develop students' inquiry skills. The approach is based on constructivism where students make meaning through experiences. Key parameters include hands-on activities, discussion, and the teacher facilitating the learning process.
OLDSMOOC week 5: Simple prototyping techniques by Diana LaurillardOLDSMOOC
Simple prototyping techniques allow designers to test early ideas before spending significant time on implementation. Prototyping involves creating primitive representations of designs, such as paper prototypes, PowerPoint slides, or storyboards, to get feedback from potential learners. This helps ensure the final product meets learners' needs. Prototyping is especially useful for software design since it reduces recoding. Common prototyping methods include paper prototypes to test interfaces, PowerPoint to explore visual representations, and storyboards to illustrate intended workflows. Feedback from prototyping helps produce final designs that are intuitive for users.
The document outlines the process and timelines for developing online courses, including roles for primary writers, secondary writers, reviewers, and analysts at various stages. It also covers best practices for online course design such as using inquiry-based learning, scaffolded instruction, balanced assessment, and differentiated learning. Finally, it provides guidance on technical aspects of developing online content like file naming conventions, copyright clearance, and using special formatting for things like teacher guides, media boxes, and page breaks.
Professor Lourdes Guàrdia, How to evaluate generic Competences using Web 2.0:...mediazoo
One of the demands that today’s society is making of the European Space of
Higher Education (ESHE) is the establishment of a system that favors providing students with a comprehensive education that aims to achieve the optimum development of the skills needed in our current society. Another requirement concerns reforming the methodologies applied in classrooms, focusing the emphasis on learning and evaluation (personal, social and professional) based on competences and giving students a more prominent role in these processes. This social and academic framework is based on an organic model of information in which information is reused, reinterpreted and returned.
We are talking about promoting complex methodological changes which involve the redefinition of the whole concept of learning and evaluation which are key aspects of the education system. Faced with this outlook, the Open University of Catalonia (UOC) has devised a new transverse evaluation instrument based on learning competences: the eTransfolio.
Learning Design for Student Success: The Good, the Bad and the UglyMark Brown
The document summarizes key aspects of learning design for student success, including the good, bad, and ugly. It discusses how learning design aims to make the design process more explicit and shareable, but can oversimplify complexity. While tools and frameworks exist, true adoption of new pedagogical approaches proves difficult. The reality is that traditional teaching still dominates and digital innovations do not guarantee success or improved outcomes. Overall, the document reflects on progress and challenges in designing learning experiences for students.
This document provides information about an introductory design module taken by students at Taylor's University. The module is 5 credit hours over 18 weeks and will cover design elements, principles, and processes through lectures, tutorials, study trips and design projects. Students will learn about sketching, drawing, observation, and presentation skills. Upon completing the module, students will be able to identify and apply basic design elements and principles to simple projects and explain their application. The module will use student-centered learning approaches like group discussions, presentations and site visits. Students will be assessed through formative and summative assessments including projects, participation, and a final presentation.
This document provides an overview of an introductory design module being offered in January 2015. The 5-credit module will introduce students to basic design elements and principles through lectures, tutorials, study trips, and design projects. Students will learn about the design process and apply their skills and knowledge to a range of assignments. Upon completing the module, students will be able to recognize and apply design elements and principles, explain their application, and be familiar with the design process. The module will be delivered over 18 weeks through lectures, tutorials, and self-directed study.
This document provides information about an introductory design module taken by students at Taylor's University. The 5-credit module will be conducted over 18 weeks and include lectures, tutorials, self-directed study, and design projects. Students will learn about design elements and principles, and how to apply them through a series of 2D and 3D projects. They will be assessed through individual and group design projects, a design process journal, and an ePortfolio showing their acquired skills and knowledge.
This document provides an overview of an introductory design module being offered in January 2015. The 5-credit module will introduce students to basic design elements and principles through lectures, tutorials, study trips, and design projects. Students will learn about the design process and components like sketching and drawing. They will apply their skills and knowledge to assignments involving visual and verbal reports. Upon completing the module, students should be able to recognize and apply design elements and principles, and explain their application in simple projects. The module will be delivered over 18 weeks through lectures, tutorials, and self-directed study.
This document provides an overview of an introductory design module being offered in January 2015. The 5-credit module will introduce students to basic design elements and principles through lectures, tutorials, study trips, and design projects. Students will learn the design process and components like sketching and develop skills in applying principles to simple 2D and 3D projects. Assessment will include formative and summative components to evaluate students' understanding of design fundamentals and ability to apply them. The module aims to develop students' critical thinking and communication skills around design concepts.
This document provides an overview of an introductory design module being offered in January 2015. The 5-credit module will introduce students to basic design elements and principles through lectures, tutorials, study trips, and design projects. Students will learn about the design process and components like sketching and drawing. They will apply their skills and knowledge to assignments involving visual and verbal reports. Upon completing the module, students should be able to recognize and apply design elements and principles, explain their application, and be familiar with the design process. The module will be delivered over 18 weeks through lectures, tutorials, and self-directed study.
This document provides information about an introductory design module taken by students at Taylor's University. The 5-credit module will be conducted over 18 weeks and include lectures, tutorials, self-directed study, and design projects. Students will learn about design elements and principles through exercises applying them to 2D and 3D designs. They will be assessed through individual and group projects, a design process journal, and an ePortfolio demonstrating their learning and skills. The module aims to help students recognize and apply basic design concepts.
This document provides information about an introductory design module taken by students at Taylor's University. The 5-credit module will be conducted over 18 weeks and include lectures, tutorials, self-directed study, and design projects. Students will learn about design elements and principles, and how to apply them through a series of 2D and 3D projects. They will be assessed through individual and group design projects, a design process journal, and an ePortfolio showing their acquired skills and knowledge.
This document provides information about an introductory design module taken by students at Taylor's University. The module is 5 credit hours over 18 weeks and will cover design elements, principles, and processes through lectures, tutorials, study trips and design projects. Students will learn about sketching, drawing, observation, and presentation skills. Assessment will include formative assessments during the semester and a final presentation. Students must maintain 80% attendance, actively participate, and attempt all assignments to pass the module. Plagiarism is unacceptable and late assignments will be penalized.
This document provides an overview of an introductory design module being offered in January 2015. The 5-credit module will introduce students to basic design elements and principles through lectures, tutorials, study trips, and design projects. Students will learn about the design process and apply their skills and knowledge to a range of assignments. Upon completing the module, students will be able to recognize and apply design elements and principles, explain their application, and be familiar with the design process. The module will be delivered over 18 weeks through lectures, tutorials, and self-directed study.
This document provides an overview of an introductory design module being offered in January 2015. The 5-credit module will introduce students to basic design elements and principles through lectures, tutorials, study trips, and design projects. Students will learn about the design process and apply their skills and knowledge to a range of assignments. Upon completing the module, students will be able to recognize and apply design elements and principles, explain their application, and be familiar with the design process. The module will be delivered over 18 weeks through lectures, tutorials, and self-directed study.
This document provides information about an introductory design module taken by students at Taylor's University. The 5-credit module will be conducted over 18 weeks and include lectures, tutorials, self-directed study, and design projects. Students will learn about design elements and principles, and how to apply them through a series of 2D and 3D projects. They will be assessed through individual and group design projects, a design process journal, and an ePortfolio showing their acquired skills and knowledge.
This document provides an overview of an introductory design module being offered in January 2015. The 5-credit module will introduce students to basic design elements and principles through lectures, tutorials, study trips, and design projects. Students will learn about the design process and components like sketching and drawing. They will apply their skills and knowledge to assignments involving visual and verbal reports. Upon completing the module, students should be able to recognize and apply design elements and principles, and explain their application in simple projects. The module will be delivered over 18 weeks through lectures, tutorials, and self-directed study.
This document provides an overview of an introductory design module being offered in January 2015. The 5-credit module will introduce students to basic design elements and principles through lectures, tutorials, study trips, and design projects. Students will learn about the design process and apply their skills and knowledge to a range of assignments involving visual and verbal reports. Upon completing the module, students will be able to recognize and apply design elements and principles to simple projects, and explain their application. The module will be delivered over 18 weeks through lectures, tutorials, and self-directed study.
This document provides an overview of an introductory design module being offered in January 2015. The 5-credit module will introduce students to basic design elements and principles through lectures, tutorials, study trips, and design projects. Students will learn about the design process and apply their skills and knowledge to a range of assignments involving visual and verbal reports. Upon completing the module, students will be able to recognize and apply design elements and principles to simple projects, and explain their application. The module will be delivered over 18 weeks through lectures, tutorials, and self-directed study.
This document provides an overview of an introductory design module being offered in January 2015. The 5-credit module will introduce students to basic design elements and principles through lectures, tutorials, study trips, and design projects. Students will learn about the design process and apply their skills and knowledge to a range of assignments. Upon completing the module, students will be able to recognize and apply design elements and principles, explain their application, and be familiar with the design process. The module will be delivered over 18 weeks through lectures, tutorials, and self-directed study.
This document provides information about an introductory design module taken by students at Taylor's University. The 5-credit module will be conducted over 18 weeks and include lectures, tutorials, self-directed study, and design projects. Students will learn about design elements and principles, and how to apply them through a series of 2D and 3D projects. They will be assessed through individual and group design projects, a design process journal, and an ePortfolio showing their acquired skills and knowledge.
This document provides an overview of an introductory design module being offered in January 2015. The 5-credit module will introduce students to basic design elements and principles through lectures, tutorials, study trips, and design projects. Students will learn about the design process and components like sketching and drawing. They will apply their skills and knowledge to assignments involving visual and verbal reports. Upon completing the module, students should be able to recognize and apply design elements and principles, and explain their application in simple projects. The module will be delivered over 18 weeks through lectures, tutorials, and self-directed study.
The document summarizes a workshop on integrating digital and information literacy into university curriculums. It introduces the Viewpoints project which provides tools to help curriculum design. The workshop involved breakout groups using information skills theme cards to address scenarios and map principles to a student learning timeline. Participants shared that the resources provided useful prompts for consideration and facilitated discussion on integrating digital capabilities.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
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to significant land degradation, adversely affecting the region's land cover.
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diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
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changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
1. Foundation in Design
FOUNDATION IN DESIGN
MODULE OUTLINE
July 2015
Creative Thinking Skills
DST30204
Prepared by Charles Sharma Naidu
2. The Design School @ Taylor’s
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MODULE DETAILS AND CONTACTS
NOTE: Please READ & RETAIN this Module Handbook for reference throughout the semester
FOUNDATION IN DESIGN
Creative Thinking Skills
DST30204
Credit Hours
Successful completion of the module earns you 4 credits
Module Duration
18 weeks
2 hours lecture & 3 hours tutorial a week
Pre Requisite Module
None
Contact Hours (SLT)
Lecture (L): 28 hours, Tutorial (T): 48 hours, Practical (P): 0 hours & Others (O): 88 hours
Total Guided Independent Learning (TGIL): 160 hours
Facilitators
Charles Sharma Naidu
Sufina Abu Bakar
Delliya Mohd Zain
Fu Yen Huei
Iffa Mohd Nayan
The Design School @ Taylor’s
Division of Engineering, Architecture, Building and Design
Taylor's University
Taylor's Lakeside Campus @ C9.27
No. 1, Jalan Taylor's PJS 7/13
47500 Petaling Jaya
Selangor Darul Ehsan
Tel: (+603) 5629 5461
Charles.Sharma@taylors.edu.my
Sufina.AbuBakar@taylors.edu.my
YenHuei.Fu@taylors.edu.my
Delliya.MohdZain@taylors.edu.my
NoorulIffa.MohdNayan@taylors.edu.my
Class Guide and Courtesy
As courtesy to both facilitator and students, please refrain from using your mobile phone or set it
to silent mode when class is in session.
Absence from class requires a legitimate medical certificate or consent letter from parent or
guardian. 80% of attendance is required in order to pass this module.
3. The Design School @ Taylor’s
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All students are required to be punctual for classes. There is a 30-minute grace period, after which
students will be marked as absent.
MODULE AIMS &
LEARNING OUTCOMES
Aims
This module aims to develop students’ critical thinking and idea generation abilities through the
investigation and application of a wide range of thinking skills and techniques. They will
understand the modes of thinking commonly associated with critical thinking (left-brain),
creative thinking (right brain) as well as the holistic (whole brain) thinking approach. Through
the application of divergent and convergent thinking methods, they will research, develop and
present ideas and conclusions in the form of tangible statements. Knowledge and skills acquired
will support the students’ learning through the stages of study to follow.
1. To encourage and inculcate the practice of recording ideas visually based on the theory
and practice of creative thinking.
2. To encourage and inculcate the practice of critical analytical thought through topical
discourse and inquiry based on sound creative thinking strategies.
3. To facilitate the recognition of creative thinking and personal development through
assessment and evaluation of a body of work, compiled as a portfolio.
Learning Outcomes
Upon successful completion of this module, the students will be able to:
1. Recognize important creative strategies in problem-solving;
2. Describe the use of creative thinking strategies within their field of study;
3. Demonstrate their knowledge by applying creative strategies in a variety of assignments; self-
examine their learning through introspection (e-portfolio).
Major TGC Acquired in This Module
Module Learning Outcomes and Taylor’s Graduate Capabilities (TGC) acquired by students upon
successful completion of the module.
Taylor's Graduate Capabilities Matrix Mapping
TGC
1.1 1.2 1.3 2.1 2.2 2.3 3.1 3.2 4.1 5.1 5.2 6.1 6.2 6.3 7.1 7.2 8.1
Learning Outcome
LO 1
LO 2
LO 3
Project / Assignment Brief
Continuous Assessment 50%
5. The Design School @ Taylor’s
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MODULE WEEKLY PLAN (July 2015)
Weekly Plan
Week Topic Contents
Delivery
Methods
Week 1 Introduction to Creative
Thinking Skills
Lecture01: Introduction to ZIG-ZAG, idea-journal and
ice breaking
Lecture,
activities
class
organisation
and
requirements
Week 2
TOPIC: DEVELOPING
THINKING SKILLS
Lecture02: Step 1: Ask – The Problem Question;
discovering solutions with existing issues - Asking the
right question. Egg briefing
Lecture,
Tutorial,
activity
Week 3
TOPIC: CREATIVE
IDEATION
Lecture03: Step 2: Learn – The Importance of
Knowledge
Egg submission (10%)
Lecture,
Tutorial,
activity
Week 4 TOPIC: OBSERVATION Lecture04: Step 3: Look – The Power of Observation
Lecture,
Tutorial,
activity
Week 5 TOPIC: PLAYFULNESS
PT1
Lecture05: Step 4: Play (Part 1) – The Power of
Creative Play in the Ideation Process (First Practice)
Mask briefing
Lecture,
Tutorial,
activity
Week 6 TOPIC: PLAYFULNESS
PT2
Lecture06: Step 4: Play (Part 2) – The Power of
Creative Play in the Ideation Process (Second Practice)
Lecture,
Tutorial,
activity
Week 7 TOPIC: PLAYFULNESS
PT3
Lecture07: Step 4: Play (Part 3) – The Power of
Creative Play in the Ideation Process (Third Practice)
Mask submission (10%)
Lecture,
Tutorial,
activity
Semester Break
Week 8
TOPIC: THINKING OUT
LOUD
Lecture08: Step 5: Think – The Mapping Out of Ideas. Lecture,
Tutorial,
activity
Week 9
TOPIC: CRITICAL
THINKING
Lecture09: Step 6: Fuse – Combining Ideas to boost
Innovation
Fuse assignment brief
Lecture,
Tutorial,
activity
6. The Design School @ Taylor’s
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* Note: This module outline is subject to change with short notice. = online and journal activities
Week 10 TOPIC: INNOVATION Lecture10: Step 7: Choose – Know What You’re
Looking For.
Lecture,
Tutorial,
activity
Week 11 Submission Submission of Fuse assignment (10%)
Lecture,
Tutorial,
activity
Week 12 TOPIC: SYNTHESIS
Lecture12: Step 8: Make – Putting It All Together
(Creation) FINAL PROJECT BRIEF
Lecture,
Tutorial,
activity
Week 13
FINAL PROJECT
TUTORIALS
Introduction and overview
Lecture,
Tutorial,
activity
Week 14
FINAL PROJECT
TUTORIALS
Team based tutorials
Tutorial,
activity
Week 15
FINAL PROJECT
TUTORIALS
Progress crit session
Tutorial,
activity
Week 16
FINAL PROJECT
TUTORIALS
Team based tutorials
Tutorial,
activity
Week 17
FINAL PROJECT
PRESENTATION
Final Presentation (40%)
SUBMISSION OF IDJ (20%)
Presentation
activity
Week 18 E-Portfolio submission
Tutorial,
activity
7. The Design School @ Taylor’s
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ASSESSMENT CRITERIA
Marking Criteria & % Distribution (%) LO1 LO2 LO3
Continuous Assessment (50%)
Breakdown Mark(%)
Idea journal 20%
Assignment 1 10%
Assignment 2 10%
Assignment 3 10%
50
Final Assessment (40%)
Breakdown Mark(%)
Individual 10%
Group 30%
40
E-portfolio (10%) 10
Total 100
Mandatory Criteria:
It is compulsory to attempt all components of graded assessments. Failing to attempt one or
cumulative of components worth 20% or more, the student would be graded D, by which a
resubmission will be granted even though the student has achieved more than 50% in the
overall assessment.
MODULE REFERENCES
Recommended Reading
1. Sawyer, K. (2013). Zig Zag: The Surprising Path to Greater Creativity. Wiley. com.
2. Michalko, M. (2010). Thinkertoys: A handbook of creative-thinking techniques. Random House
Digital, Inc.
Other References
1. Liu, E., & Noppe-Brandon, S. (2011). Imagination first: Unlocking the power of possibility. John
Wiley & Sons.
2. Michalko, M. (2001). Cracking creativity: The secrets of creative genius. Random House Digital, Inc.
3. Buzan, T. & Buzan, B. (1996). The Mind Map Book: How to Use Radiant Thinking to Maximize Your
Brain's Untapped Potential, Plume; Reprint Edition.
4. Pink, D.H. (2005). A Whole New Mind: Why Right-Brainers Will Rule the Future. Riverhead Books
For referencing purpose:
http://taylorslibrary.taylors.edu.my/user_skills/user_support_students
Note: Once on the webpage, scroll down to item E. Referencing
8. The Design School @ Taylor’s
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GRADING SCHEME
Grade Marks
Grade
Points
Definition Description
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
Good
Evidence of grasp of module module;
critical capacity and analytical ability,
reasonable understanding of relevant
issues; evidence of familiarity with the
literature
B 65 – 69 3.00
B- 60 – 64 2.67
Pass
Evidence of some understanding of the
module matter; ability to develop solutions
to simple problems; benefitting from his/her
university experience
C+ 55 – 59 2.33
C 50 – 54 2.00
D+ 47 – 49 1.67
Marginal
Fail
Evidence of nearly but not quite acceptable
familiarity with
subject matter, weak in critical and
analytical skills.
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
Withdrawn after census date, typically mid
semester
IN - - Incomplete
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
P - - Pass
Given for satisfactory completion of
practicum
AU - - Audit
Given for a module where attendance is for
information only without earning academic
credit
9. The Design School @ Taylor’s
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POLICIES
Students must attend all the consultation sessions in class and constantly show individual
progression until the week of deadline. 80% attendance is the basic requirement of this module.
Students failing to meet this requirement will face a penalty of mark percentage deduction. Any
progression checks after due dates will not be accepted, unless you have valid reasons with
supportive documents.
Assignment Submission
Assignments MUST be submitted on the due date handed personally to your module lecturer.
Assignments can be submitted before the due date outside of class with the prior agreement of the
lecturer.
Late Assignments / Extensions
Work that is submitted after the due date will be penalised. 2 marks will be deducted every
subsequent day after failure to submit on the deadline set by the lecturers. Deduction applies on
weekdays and Saturday. No work will be accepted after one week of delay from the deadline given,
unless you have valid reasons with supportive documents. Extensions can only be granted if a
student can show adequate progress towards completion of the assessment and there are
extenuating circumstances preventing them from delivering the assessment on the due date. In the
case of a request of an extension due to medical circumstances, students must produce an original
medical certificate. The lecturer will only give extensions for a total amount of time not exceeding
the equivalent number of days the medical certificate considered valid.
Plagiarism
Plagiarism is a breach of intellectual property; the act of using or copying someone else’s idea or
work and trying to present it as your own. It is taking and using someone else’s work without
proper attribution.
Intellectual Property involves:
Another person’s idea, opinion, or theory
Any facts, statistics, graphs, drawings—any pieces of information—that are not common
knowledge
Quotations of another person’s actual spoken or written words
Paraphrase of another person’s spoken or written words
Issues of intellectual property extend beyond the written word of course. Bear in mind that the use
of still images, moving images, audio or any other content which you have not created yourself, and
which you do not have the appropriate permission to use, is an serious offence resulting in a FAIL
grade for the subject.
Using Internet Sources
The World Wide Web has become a popular source of information for students’ papers, and many
questions have arisen about how to avoid plagiarising these sources. In most cases, the same rules
apply as for a printed source: when you refer to ideas or quote from a WWW site, you must cite that
source.If you want to use visual information from a WWW site, many of the same rules apply.
Copying visual information or graphics from a WWW site (or from a printed source) into a paper is
very similar to quoting information, and the source of the visual information or graphic must be cited.
These rules also apply to other uses of textual or visual information from WWW sites.
Module Coordinator:
Date:
Programme Director:
Date:
10. The Design School @ Taylor’s
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Reference:
Taylor’s Graduate Capabilities (TGC)
1. Discipline Specific Knowledge
1.1 Able to put theories into practice
1.2 Understand ethical issues in the context of the field of study
1.3 Understand professional practice within the field of study
2. Lifelong Learning
2.1 Learn Independently
2.2 Locate, Extract, synthesize and utilize information effectively
2.3 Be intellectual engaged
3. Thinking and Problem Solving skills
3.1 Think critically and creatively
3.2 Define and analyze problems to arrive at effective solutions
4. Communication Skills
4.1 Communicate appropriately in various settings and modes
5. Interpersonal Skills
5.1 Understand team dynamics and mobilize the power of teams
5.2 Understand and assume leadership
6. Intrapersonal Skills
6.1 Manage oneself and be self –reliant
6.2 Reflection one’s action and learning
6.3 Embody Taylor’s core values
7. Citizenship and Global Perspectives
7.1 Be aware of and form opinions from diverse perspectives
7.2 Understand the value of civic responsibility and community
engagement
8. Digital Literacy
8.1 Effective use of ICT and related technology