This document provides information on the Creative Thinking Skills module offered at the School of Architecture, Building & Design. The 4-credit module aims to equip students with critical and creative thinking skills through lectures, tutorials and self-study. Key learning outcomes include applying practical thinking skills, recognizing characteristics of different thinking types, and expressing opinions. The module will be delivered over 18 weeks involving lectures, tutorials and self-directed learning. Assessment includes portfolios and participation is encouraged.
This document provides information about a Creative Thinking Skills module offered in February 2014. The module aims to equip students with critical and creative thinking skills through investigating and applying a wide range of thinking techniques. It will be delivered over 18 weeks through lectures, tutorials, and self-study. Students will learn to identify different thinking modes and implement divergent and convergent thinking methods to research, develop, and present ideas. Upon completing the module, students will be able to apply practical thinking skills, recognize characteristics of critical and creative thinking, and identify how to express opinions in academic work.
Fnbe course outline (cts) july 2013 revision 170713yvonneechin
This document provides information about the Creative Thinking Skills module offered at Taylor's University. The 3-credit hour module aims to equip students with critical and creative thinking skills through techniques like mind mapping, brainstorming, and the application of divergent and convergent thinking methods. Assessment includes individual and group projects, an idea journal, and an e-portfolio. Students will be evaluated based on their ability to apply practical thinking skills, recognize characteristics of different thinking types, and effectively communicate ideas. The module will be delivered over 18 weeks through lectures, tutorials, and self-study to help students develop lifelong learning and problem-solving capabilities.
This document provides information about the Constructed Landscape module, including an overview, objectives, learning outcomes, modes of delivery, assessment details, and policies. The module is a 3-credit hour course taught over 18 weeks through lectures, tutorials, and self-study. It introduces students to landscape architecture concepts and helps them understand landscape drawings, vegetation elements, and the role of landscape architects. Students will participate in presentations, field trips, and complete assessments to demonstrate recognizing landscape types, explaining landscape's role in sustainability, and applying anatomy principles to projects.
This document provides information on the Creative Thinking Skills module offered at the School of Architecture, Building & Design. The 4-credit module aims to equip students with critical and creative thinking skills through lectures, tutorials and self-study. Key learning outcomes include applying practical thinking skills to assignments, recognizing characteristics of critical and creative thinking, and developing ability to express opinions. The module will be delivered over 18 weeks using various teaching methods and assessments.
This document provides information about an introductory design module for students including the module outline, objectives, learning outcomes, assessment plan, and schedule. The key points are:
1. The module aims to teach students basic design elements, principles, and the design process through projects, lectures, tutorials and a study trip.
2. Students will complete two projects applying design elements and principles, maintain a design process journal, and create an ePortfolio to demonstrate their learning.
3. The module will be assessed through individual and group work, with grades given for each project, journal entries, and the final ePortfolio. Attendance of at least 80% is required to pass.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 3-credit hour module introduces concepts and principles of interpersonal, group, and organizational communication. It aims to help students understand different communication situations and apply communication principles when interacting with others individually and in groups. The module uses student-centered learning approaches like group discussions, presentations, and experiential learning. Assessment includes class participation, projects, and a final exam.
This document provides information about the "Foundation in Natural and Built Environments" module offered at Taylor's University. The module aims to expose students to natural and built environments through lectures, tutorials, self-directed study, and site visits. Students will complete two projects - one on the natural environment and one on the built environment. They will also maintain a journal throughout the semester. The document outlines the module objectives, learning outcomes, assessment components, schedule, and other policies.
Arc60103 (arc1313) march 2014 module outlineAnthony Chew
This document provides information about the Architecture Culture & History 1 module offered at Taylor's University. The module is a 3-credit course taught over 14 weeks through lectures, tutorials, and self-study. It aims to introduce students to architectural theory and examine the history of Western architecture from early times to the Enlightenment period. Students will learn about factors influencing architectural design and be able to analyze buildings. Assessment includes class participation, assignments, and a final exam. Attendance of 80% is required to pass, and late submissions are subject to penalties.
This document provides information about a Creative Thinking Skills module offered in February 2014. The module aims to equip students with critical and creative thinking skills through investigating and applying a wide range of thinking techniques. It will be delivered over 18 weeks through lectures, tutorials, and self-study. Students will learn to identify different thinking modes and implement divergent and convergent thinking methods to research, develop, and present ideas. Upon completing the module, students will be able to apply practical thinking skills, recognize characteristics of critical and creative thinking, and identify how to express opinions in academic work.
Fnbe course outline (cts) july 2013 revision 170713yvonneechin
This document provides information about the Creative Thinking Skills module offered at Taylor's University. The 3-credit hour module aims to equip students with critical and creative thinking skills through techniques like mind mapping, brainstorming, and the application of divergent and convergent thinking methods. Assessment includes individual and group projects, an idea journal, and an e-portfolio. Students will be evaluated based on their ability to apply practical thinking skills, recognize characteristics of different thinking types, and effectively communicate ideas. The module will be delivered over 18 weeks through lectures, tutorials, and self-study to help students develop lifelong learning and problem-solving capabilities.
This document provides information about the Constructed Landscape module, including an overview, objectives, learning outcomes, modes of delivery, assessment details, and policies. The module is a 3-credit hour course taught over 18 weeks through lectures, tutorials, and self-study. It introduces students to landscape architecture concepts and helps them understand landscape drawings, vegetation elements, and the role of landscape architects. Students will participate in presentations, field trips, and complete assessments to demonstrate recognizing landscape types, explaining landscape's role in sustainability, and applying anatomy principles to projects.
This document provides information on the Creative Thinking Skills module offered at the School of Architecture, Building & Design. The 4-credit module aims to equip students with critical and creative thinking skills through lectures, tutorials and self-study. Key learning outcomes include applying practical thinking skills to assignments, recognizing characteristics of critical and creative thinking, and developing ability to express opinions. The module will be delivered over 18 weeks using various teaching methods and assessments.
This document provides information about an introductory design module for students including the module outline, objectives, learning outcomes, assessment plan, and schedule. The key points are:
1. The module aims to teach students basic design elements, principles, and the design process through projects, lectures, tutorials and a study trip.
2. Students will complete two projects applying design elements and principles, maintain a design process journal, and create an ePortfolio to demonstrate their learning.
3. The module will be assessed through individual and group work, with grades given for each project, journal entries, and the final ePortfolio. Attendance of at least 80% is required to pass.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 3-credit hour module introduces concepts and principles of interpersonal, group, and organizational communication. It aims to help students understand different communication situations and apply communication principles when interacting with others individually and in groups. The module uses student-centered learning approaches like group discussions, presentations, and experiential learning. Assessment includes class participation, projects, and a final exam.
This document provides information about the "Foundation in Natural and Built Environments" module offered at Taylor's University. The module aims to expose students to natural and built environments through lectures, tutorials, self-directed study, and site visits. Students will complete two projects - one on the natural environment and one on the built environment. They will also maintain a journal throughout the semester. The document outlines the module objectives, learning outcomes, assessment components, schedule, and other policies.
Arc60103 (arc1313) march 2014 module outlineAnthony Chew
This document provides information about the Architecture Culture & History 1 module offered at Taylor's University. The module is a 3-credit course taught over 14 weeks through lectures, tutorials, and self-study. It aims to introduce students to architectural theory and examine the history of Western architecture from early times to the Enlightenment period. Students will learn about factors influencing architectural design and be able to analyze buildings. Assessment includes class participation, assignments, and a final exam. Attendance of 80% is required to pass, and late submissions are subject to penalties.
This document provides information about a Creative Thinking Skills module offered in February 2014. The module aims to equip students with critical and creative thinking skills through investigating and applying a wide range of thinking techniques. It will be delivered over 18 weeks through lectures, tutorials, and self-study. Students will learn to identify different thinking modes and implement divergent and convergent thinking methods to research, develop, and present ideas. Upon completing the module, students will be able to apply practical thinking skills, recognize characteristics of critical and creative thinking, and identify how to express opinions in academic work.
This document provides information about a Creative Thinking Skills module offered in February 2014. The 4-credit module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. It will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, idea journals, and an e-portfolio. The module aims to help students apply practical thinking skills, recognize characteristics of critical and creative thinking, and express personal opinions in their academic development.
This document provides information about a Creative Thinking Skills module offered in February 2014. The 4-credit module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. It will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, idea journals, and an e-portfolio. The module seeks to develop students' cognitive capabilities and help them apply thinking skills to academic work and life.
This document provides information about a Creative Thinking Skills module offered in February 2014. The 4-credit module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. It will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, idea journals, and an e-portfolio. The module aims to help students apply practical thinking skills, recognize characteristics of critical and creative thinking, and express personal opinions in their academic development.
This document provides information about a Creative Thinking Skills module offered in February 2014. It includes details such as instructors, module synopsis, teaching objectives, learning outcomes, assessment components and schedule. The module aims to equip students with critical and creative thinking skills through techniques like mind mapping, brainstorming, and problem solving. Students will complete two projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and focuses on developing Taylor's Graduate Capabilities in students.
This document provides information about a Creative Thinking Skills module offered in February 2014. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association. It will be delivered over 18 weeks through lectures, tutorials and self-study. Students will learn to apply thinking skills to assignments and recognize characteristics of critical and creative thinking. Upon completing the module, students will be able to apply thinking skills, recognize critical and creative thinking, and develop opinions through academic work.
Cts module outline april 2014_ revised date_22.4.2104Joe Onn Lim
This document provides information about a module on creative thinking skills taught at Taylor's University. The module aims to help students develop critical and creative thinking abilities to improve design work. It will cover techniques like mind mapping, random association, and translating ideas into visual forms. The module is worth 4 credits over 18 weeks, with lectures, tutorials and self-study. Students will be assessed through projects and are expected to apply practical and creative thinking skills and recognize characteristics of different thinking types.
Fnbe course outline CTS July 2013 revision 170713Yvonne Chin
This document provides information about the Creative Thinking Skills module offered at a School of Architecture, Building & Design. The 3-credit module is taught over 18 weeks and aims to equip students with critical and creative thinking skills. It will be delivered through lectures, tutorials and self-study. Students will be assessed through individual and group projects, an idea journal, and an e-portfolio. The module uses student-centered learning and aims to develop skills like problem-solving, divergent thinking, and expressing ideas. Students must complete all assessments and maintain 80% attendance to pass.
This document outlines a module on creative thinking skills, including its objectives, learning outcomes, modes of delivery, assessment methods, and policies. The module aims to help students develop critical and creative thinking abilities to improve design work through techniques like mind mapping and random association. Students will be evaluated through coursework, presentations, and a final exam to assess their understanding and application of these thinking skills.
This document outlines a module on creative thinking skills, including its objectives, learning outcomes, modes of delivery, assessment methods, and policies. The module aims to help students develop critical and creative thinking abilities to improve design work through techniques like mind mapping and random association. Students will be evaluated through assignments, presentations, and a portfolio to assess their skills in applying practical and innovative thinking.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as individual and group projects exploring ideas and a portfolio, and it provides the weekly schedule and topics that will be covered in the 18-week module.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in critical thinking, problem solving, and expressing ideas that can be applied to both their academic and professional lives.
This document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It describes the various ways students will be assessed, including through portfolios and presentations, and emphasizes participation through activities like discussions and site visits. The module uses a student-centered learning approach to actively engage students in driving their own learning.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in critical thinking, problem solving, and expressing ideas that can be applied to both their academic and professional lives.
This document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It describes the various ways students will be assessed, including projects, presentations, and a portfolio. It also covers expectations around attendance, participation, submissions, and academic integrity for the module.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in areas like problem solving, idea generation, and expressing opinions through academic work.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in critical thinking, problem solving, and expressing ideas that can be applied to both their academic and professional lives.
This document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It describes the various ways students will be assessed, including projects, presentations, and a portfolio. It also covers expectations around attendance, participation, submissions, and academic integrity.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in areas like problem solving, idea generation, and expressing opinions, preparing them for academic and professional environments.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in areas like problem solving, idea generation, and expressing opinions, preparing them for academic and professional success.
This document outlines an internship training program at Paradigm Architects Sdn Bhd. It describes various projects and tasks completed during a 10-week internship, including 3D modeling of a TNB substation in Revit, creating Revit families for windows and gates, filling out an inventory list, modeling individual terrace house units in a residential development, and setting up a block plan. It also discusses a site visit where meeting minutes were taken. The conclusion emphasizes the importance of time management, communication, and teamwork for architects.
The document provides information about a construction project taking place at Opus Lake Vicinity in Cyberjaya, Malaysia. It includes an introduction to the site, discussions of site safety measures, various plants and machinery being used, details on external work like drainage systems and roadwork, and explanations of setting out and earthwork processes. The contents page outlines 8 sections that will be covered related to different stages of the construction project.
This document provides information about a Creative Thinking Skills module offered in February 2014. The module aims to equip students with critical and creative thinking skills through investigating and applying a wide range of thinking techniques. It will be delivered over 18 weeks through lectures, tutorials, and self-study. Students will learn to identify different thinking modes and implement divergent and convergent thinking methods to research, develop, and present ideas. Upon completing the module, students will be able to apply practical thinking skills, recognize characteristics of critical and creative thinking, and identify how to express opinions in academic work.
This document provides information about a Creative Thinking Skills module offered in February 2014. The 4-credit module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. It will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, idea journals, and an e-portfolio. The module aims to help students apply practical thinking skills, recognize characteristics of critical and creative thinking, and express personal opinions in their academic development.
This document provides information about a Creative Thinking Skills module offered in February 2014. The 4-credit module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. It will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, idea journals, and an e-portfolio. The module seeks to develop students' cognitive capabilities and help them apply thinking skills to academic work and life.
This document provides information about a Creative Thinking Skills module offered in February 2014. The 4-credit module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. It will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, idea journals, and an e-portfolio. The module aims to help students apply practical thinking skills, recognize characteristics of critical and creative thinking, and express personal opinions in their academic development.
This document provides information about a Creative Thinking Skills module offered in February 2014. It includes details such as instructors, module synopsis, teaching objectives, learning outcomes, assessment components and schedule. The module aims to equip students with critical and creative thinking skills through techniques like mind mapping, brainstorming, and problem solving. Students will complete two projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and focuses on developing Taylor's Graduate Capabilities in students.
This document provides information about a Creative Thinking Skills module offered in February 2014. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association. It will be delivered over 18 weeks through lectures, tutorials and self-study. Students will learn to apply thinking skills to assignments and recognize characteristics of critical and creative thinking. Upon completing the module, students will be able to apply thinking skills, recognize critical and creative thinking, and develop opinions through academic work.
Cts module outline april 2014_ revised date_22.4.2104Joe Onn Lim
This document provides information about a module on creative thinking skills taught at Taylor's University. The module aims to help students develop critical and creative thinking abilities to improve design work. It will cover techniques like mind mapping, random association, and translating ideas into visual forms. The module is worth 4 credits over 18 weeks, with lectures, tutorials and self-study. Students will be assessed through projects and are expected to apply practical and creative thinking skills and recognize characteristics of different thinking types.
Fnbe course outline CTS July 2013 revision 170713Yvonne Chin
This document provides information about the Creative Thinking Skills module offered at a School of Architecture, Building & Design. The 3-credit module is taught over 18 weeks and aims to equip students with critical and creative thinking skills. It will be delivered through lectures, tutorials and self-study. Students will be assessed through individual and group projects, an idea journal, and an e-portfolio. The module uses student-centered learning and aims to develop skills like problem-solving, divergent thinking, and expressing ideas. Students must complete all assessments and maintain 80% attendance to pass.
This document outlines a module on creative thinking skills, including its objectives, learning outcomes, modes of delivery, assessment methods, and policies. The module aims to help students develop critical and creative thinking abilities to improve design work through techniques like mind mapping and random association. Students will be evaluated through coursework, presentations, and a final exam to assess their understanding and application of these thinking skills.
This document outlines a module on creative thinking skills, including its objectives, learning outcomes, modes of delivery, assessment methods, and policies. The module aims to help students develop critical and creative thinking abilities to improve design work through techniques like mind mapping and random association. Students will be evaluated through assignments, presentations, and a portfolio to assess their skills in applying practical and innovative thinking.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as individual and group projects exploring ideas and a portfolio, and it provides the weekly schedule and topics that will be covered in the 18-week module.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in critical thinking, problem solving, and expressing ideas that can be applied to both their academic and professional lives.
This document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It describes the various ways students will be assessed, including through portfolios and presentations, and emphasizes participation through activities like discussions and site visits. The module uses a student-centered learning approach to actively engage students in driving their own learning.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in critical thinking, problem solving, and expressing ideas that can be applied to both their academic and professional lives.
This document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It describes the various ways students will be assessed, including projects, presentations, and a portfolio. It also covers expectations around attendance, participation, submissions, and academic integrity for the module.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in areas like problem solving, idea generation, and expressing opinions through academic work.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in critical thinking, problem solving, and expressing ideas that can be applied to both their academic and professional lives.
This document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It describes the various ways students will be assessed, including projects, presentations, and a portfolio. It also covers expectations around attendance, participation, submissions, and academic integrity.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in areas like problem solving, idea generation, and expressing opinions, preparing them for academic and professional environments.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in areas like problem solving, idea generation, and expressing opinions, preparing them for academic and professional success.
This document outlines an internship training program at Paradigm Architects Sdn Bhd. It describes various projects and tasks completed during a 10-week internship, including 3D modeling of a TNB substation in Revit, creating Revit families for windows and gates, filling out an inventory list, modeling individual terrace house units in a residential development, and setting up a block plan. It also discusses a site visit where meeting minutes were taken. The conclusion emphasizes the importance of time management, communication, and teamwork for architects.
The document provides information about a construction project taking place at Opus Lake Vicinity in Cyberjaya, Malaysia. It includes an introduction to the site, discussions of site safety measures, various plants and machinery being used, details on external work like drainage systems and roadwork, and explanations of setting out and earthwork processes. The contents page outlines 8 sections that will be covered related to different stages of the construction project.
This document provides a site analysis of Taman Botani Negara Shah Alam. It includes location plans, contour maps, sections, circulation analysis, existing structures, and landscape details. The site contains hills, lakes, and zones for a cactus garden and tropical fruits. Structures include roads, paths, stairs, a gazebo, and greenhouse. Vegetation is organized by zones - coconut palms, breadfruit, and banana near the lakes, and oil palms, durian, and pulasan in the tropical fruit zone. The cactus zone contains agave, opuntia, yucca, and euphorbia species. The document evaluates strengths, weaknesses, opportunities and threats for the site.
This document outlines an assignment for students to learn about the design process through developing a design process journal. The assignment involves researching a Lego miniature character and generating design ideas for a hanging mobile display for the character. Students will complete 4 parts to their design process journal: 1) researching their character, 2) generating keywords and abstract ideas, 3) investigating hanging mobiles, and 4) compiling their work. The design process journal will contribute to a larger project and be assessed based on demonstrating understanding of tasks, depth of content, and originality of outcomes.
This document is a portfolio from a student named Chong Kit Yee documenting their work in the Introduction to Design module. It includes summaries and reflections of two projects exploring design elements and principles through sketching and daily item artwork. It also describes a project to create a 3D mobile structure based on the keyword "genius" for an Iron Man Lego figure. The portfolio demonstrates the student's understanding of design concepts and their design process.
1. The document outlines the tasks and objectives for a group project to create 3D geometric artwork based on randomly assigned words, and an individual project to create a hanging mobile display for a Lego miniature.
2. For the group project, students will explore the assigned word, develop 2D drawings, and use materials like foam, cardboard, and wire to create 3D models representing the word.
3. For the individual project, students will apply what they learned to create an abstract hanging mobile display for their Lego miniature, presenting design proposals and references from their design process journal.
1. The document outlines the tasks and objectives for a group project to create 3D geometric artwork based on assigned words, and an individual project to create a hanging mobile display for a Lego miniature.
2. For the group project, students will explore assigned words, translate them into design elements and principles, and create 3D models over several stages using various materials. They will present their best model.
3. For the individual project, students will apply what they learned to create an abstract hanging mobile display for their Lego miniature character, presenting design proposals and references in the first tutorial session.
This document summarizes the life story of Boo in 3 pages. It describes how Boo grew up in a poor family, eating only porridge for most meals. He faced discrimination from other children for being dirty and smelly. Determined to improve his life, Boo worked hard in school and selling drawings to earn money. After finishing secondary school as one of the top students, Boo pursued a career in advertising in the city. Though he struggled at first due to lack of experience, Boo eventually found success in the advertising field and won several awards.
Kit breaks up with her dirty boyfriend and is attracted to Lucas because he seems tidy. However, her friends warn her not to judge Lucas and try to persuade her he may not be as clean as he seems. Kit refuses to listen due to confirmation bias and believes they must like her. After going to Lucas's house, Kit realizes he is actually messy and regrets her rushed decision not to think twice about him.
This 3-sentence summary provides the high-level information from the document:
The document outlines a group project for a psychology class that involves creating a video and presentation. It describes the concepts of social cognitive perspective, stereotyping, persuasion, confirmation bias, first impressions, and halo effect that are incorporated into a story about a girl who judges a potential partner based on appearance but learns more about him. The story is presented through a series of scenes in the video and analyzed in the written report and presentation slides to demonstrate understanding of key psychology concepts.
1. The document is a collection of journal entries from a student named Chong Kit Yee discussing various topics in social psychology, including social facilitation, social loafing, intrinsic and extrinsic motivation, self-serving biases, self-fulfilling prophecy, stereotyping, the halo effect, and confirmation bias.
2. In one journal entry, Chong discusses experiencing social facilitation by competing academically with cousins and feeling motivated to work harder in order to perform better than them.
3. In another entry, Chong describes a group project experience where some group members social loafed by being unprepared, absent, and not contributing equally to the work.
The document provides background information on characters and costumes for a Japanese period drama, including:
- The Japanese imperial family, whose lineage dates back to the 6th century BC. The emperor plays a largely ceremonial role.
- Samurai, the historical warrior class in Japan who followed codes of honor and often practiced Zen Buddhism.
- Geisha, traditional Japanese entertainers whose skills include music, dance, and conversation to entertain male customers.
- Various peasant roles like a sword maker, koinobori (carp banner) maker, monk, and rebel.
- Descriptions of traditional costumes for the emperor, samurai, geisha, and peasants including monks' robes.
The document discusses several murals located in Penang and Petaling Jaya, Malaysia. It provides background information on the artists who created the murals and descriptions of the murals. Some of the murals aim to raise awareness of issues like caring for stray animals and promoting diversity in Malaysia. The murals use symbols and color contrasts to convey different perspectives and concepts like intercultural communication, subjective perceptions, and social issues.
The document compares and contrasts the science fiction films The Hunger Games and Divergent. Both are based on popular young adult novels and feature teenage female protagonists, but have different plots, characters, and themes. The Hunger Games is set in a dystopian future where young people must fight to the death on television. Katniss volunteers to take her sister's place. Divergent takes place in a society divided into factions; Beatrice discovers she is Divergent and does not fit into one group. While both depict dystopian futures, The Hunger Games focuses on violence and inequality, while Divergent's theme is identity and choice. Overall, the document analyzes the similarities and differences between the two
The document summarizes the plots and characters of the movies The Hunger Games and Divergent. In The Hunger Games, Katniss volunteers to take her sister's place in the annual Hunger Games, where teenagers must fight to the death on live TV. In Divergent, Tris discovers she is Divergent and does not fit into any one faction; she must keep this a secret or be killed. Both movies depict dystopian futures and focus on strong female protagonists, Katniss and Tris, who challenge an unequal social order through acts of bravery and rebellion.
This document is a research report submitted by a group of students for their English final project. It summarizes their research comparing two Chinese medical halls, one located in Penang and the other in Klang Valley, Malaysia. The report outlines the group members, research questions, methodology used, and provides a brief history of traditional Chinese medicine. It then describes and compares the two medical halls that were the focus of their research.
This document discusses the history and operations of two Chinese medical halls: Cheng Woh Medical Hall and Keen Hing Medical Hall. It provides background on traditional Chinese medicine and its founder Shen Nung. Both medical halls were established in the mid-20th century and are now run by subsequent generations. The document compares their products, locations, workers, target markets, and strategies for competing with other local halls. It analyzes similarities and differences between the two businesses and provides recommendations for improvements.
The document lists various streets and locations in Port Klang and Little India in Malaysia. It also contains brief descriptions about maintaining culture, values, and traditions, as well as a quote from Getano Lui, jnr about culture heritage being beyond price.
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts: 1) Individual sketches of design elements observed in nature and the built environment. 2) Group creation of nine abstract artworks exploring design principles using common items. Students must demonstrate understanding of elements and principles through their work and presentations. They will be assessed based on creativity, technical skill, and clarity of explaining elements and principles.
DESIGN - Project One - Brief - 1A Only.pdfkychong1105
This document outlines the requirements for Project 1 of an introductory design course. It is divided into two parts. Part 1A asks students to individually sketch 10 examples of design elements found in nature and the built environment, along with one abstract artwork exploring elements of design. Students must paste explanation pages identifying the elements behind each sketch. Part 1B will focus on familiarizing design principles through composing simple artworks using everyday items. The project aims to help students recognize and apply design elements and principles. It will be assessed based on demonstrated understanding of elements, clarity of explanations, and originality/quality of artwork.
1. SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Centre for Modern Architecture Studies in Southeast Asia (MASSA)
___________________________________________________________________
Foundation in Natural and Built Environments
Module: Creative Thinking Skills [FDES0213/ ARC30104]
Prerequisite: None
Credit hours: 4
Instructor: Sufina Abu Bakar | Sufina.AbuBakar@taylors.edu.my
Noorul Iffa Mohd Nayan |NoorulIffa.MohdNayan@taylors.edu.my
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 mind-mapping;
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: 1 hour/week
Tutorial: 3 hours/week
Self-study: 3.6 hours/week
Creative Thinking Skills (FDES 0213/ ARC30104): August 2014 1 | P a g e
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/ ARC30104): August 2014 2 | P a g e
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
TGCs Acquired
Through Module
Learning Outcomes
1.0
Discipline Specific Knowledge
1.1 Solid foundational knowledge in relevant subjects 1-3
1.2 Understand ethical issues in the context of the field of study
Cognitive Capabilities
2.0
Lifelong Learning
2.1 Locate and extract information effectively
2.2 Relate learned knowledge to everyday life
3.0
Thinking and Problem Solving Skills
3.1 Learn to think critically and creatively 1,2
3.2 Define and analyse problems to arrive at effective solutions 3
Soft Skills
4.0
Communication Skills
4.1 Communicate appropriately in various setting and modes
5.0
Interpersonal Skills
5.1 Understand team dynamics and work with others in a team
6.0
Intrapersonal Skills
6.1 Manage one self and be self-reliant 2
6.2 Reflect on one’s actions and learning. 3
6.3 Embody Taylor's core values. -
7.0
Citizenship and Global Perspectives
7.1 Be aware and form opinions from diverse perspectives. -
7.2 Understand the value of civic responsibility and community engagement. -
8.0
Digital Literacy
8.1
Effective use of information and communication (ICT) and related
technologies.
-
Creative Thinking Skills (FDES 0213/ ARC30104): August 2014 3 | P a g e
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
penalized.
Creative Thinking Skills (FDES 0213/ ARC30104): August 2014 4 | P a g e
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 Learning
outcomes
Submission Presentation Assessment
Weightage
Project One
Group Individual
(20%+10%)
1,2 Week 8 Week 8 30%
Final Project
Group Individual
(20%+20%)
1-3
Week 17 Week 17 40%
Idea Journal
Individual
IDJ
1-3
Every 2
Weeks
- 20%
E- Portfolio Individual 1-3 Week 18 - 10%
TOTAL 100%
Creative Thinking Skills (FDES 0213/ ARC30104): August 2014 5 | P a g e
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 on-going
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/ ARC30104): August 2014 6 | P a g e
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
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
Evidence of grasp of module; critical capacity and analytical
Good
ability, reasonable understanding of relevant issues;
B 65 – 69 3.00 evidence of familiarity with the literature
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
Pass
Evidence of minimally acceptable familiarity with module
matter, 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
Creative Thinking Skills (FDES 0213/ ARC30104): August 2014 7 | P a g e
8. Weekly Module Schedule
Week/Date Topic
Lecture
Hour
Tutorial
Hour
Blended
Learning
Week 1
8th August
ORIENTATION WEEK 1 3 2
Week 2
15th August
Lecture 1: Introduction to Creativity +Course
Outline+ E-portfolio Briefing
Briefing Project 1
1 3 2
Week 3
22nd August
Lecture02: Generating Ideas(6 Thinking Hats,
Mind Mapping, Brainstorming)
1
3
( On line
discussion/forum)
Creative Thinking Skills (FDES 0213/ ARC30104): August 2014 8 | P a g e
2
Week 4
29th August
Lecture03: Creative Process
IDJ 1 Brief
1 3 2
Week 5
5th Sept Lecture 04: Traits of Creative Thinking 1 3 2
Week 6
12th Sept
Lecture05: Creativity Through Convergent
and Divergent Thinking
1 3 2
Week 7
19th Sept
Lecture06:Methods and Techniques
IDJ 2 Brief | Submission IDJ 1/Individual
Poster
1 3
2
Digital
upload of
IDJ 1
Week 8
26th Sept
PROJECT 1 PRESENTATION
*Lecture time replace by performance
1 3
2
Digital
upload of
Project 1
Week 9
3rd Oct
Lecture 07: Problem Solving
Briefing Final Project
1 3 2
Week 10
10th Oct
Lecture08: The Abilities of a Critical Thinker
IDJ 3 Brief | Submission IDJ 2
1 3
2
Digital
upload of
IDJ 2
Week 11
17th Oct
Lecture 09: Approach in Selling Ideas
Board Game Proposal (Individual) Submission
1 3 2
SEMESTER BREAK (19/10-26/10)
Week 12
31st Oct Lecture 10: Creative People and Design 1 3 2
Week 13
7th Nov
Discussion/ Class Activity related to Final Project
IDJ 4 Brief | Submission IDJ 3
1
3
( On line
discussion/forum)
2
Digital
upload of
IDJ 3
Week 14
14th Nov
Discussion/ Class Activity related to Final Project 1
3
( On line
discussion/forum)
2
Week 15
21st Nov
Discussion/ Class Activity related to Final Project
1 3 2
Week 16
28th Nov
Discussion/ Class Activity related to Final Project 1 3 2
Week 17
5th Dec
FINAL PROJECT PRESENTATION 1 3
2
Digital
upload of
Final Project
Week 18
12th Dec
IDJ4-Idea Journal Book Cover Submission
E-Portfolio Submission
1 3
2
Digital
upload of
E-portfolio
9. STUDY LEAVE/ EXAM WEEK (15/12-21/12)
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/ ARC30104): August 2014 9 | P a g e