Reflection On Strategy Of Innovation

An innovation mindset is an issued for all members in polytechnic’s academia now days. It is become a role and responsibility in every department in polytechnics since PSPTN Phase 11 launched. Head of department need to be actively involved in setting the mindset, direction, and environment for innovation. They also instill a confidence in their member of faculties. In their role as strategy leader, they need to cast innovation as the central character in their department scenario of future growth. It is states under MOHE Transformation Plan 2009, and innovation is polytechnics Critical Agenda in New Economic Model 2008-2015. Innovation matters have to scrutinize even in the classroom. On the top of that, besides teaching, the academia in polytechnic, have to read, think, and do some relevant research with industries and companies

Pedagogical framework on active learning in ordinary classroom

Active learning methodology has become a preferred way to change the traditional teacher centered classroom into the newer student centered approach to learning. This paper describe the case study on some program on active learning in various faculty in Higher education in Malaysia. The statement of the problem in the program is how can an active learning methodology be implemented to assure that a student learns through the techniques established in active learning within a new pedagogical framework. This paper aim to present some ideas of how to use active learning techniques in the lectures in ordinary classroom in Malaysia (more than 30 students), and describe how training on active learning is successfully within twelve {12) programs during 201. the participants among engineering, information communication technology, management and entrepreneurship lecturers at Teknikal Universiti Malaysia Melaka, Cosmopoint International College, Polytechnic and Community College. They were more than 30-40 participants every training program. The main idea in the program is to use inductive, active learning, with many small exercises/ group discussions during the training session to show the example of how to apply some techniques in their own classroom. They were ten (10) actives learning frameworks/formats were introduced to the participants. More then 33 lesson plan in active learning develop and ready to use in ordinary classroom. The framework/format of active learning contains some visualize, design, and implement stage from the cooperative learning principle

Inquiry Method and Reflective Practice In Teaching Engineering Field

This paper reflects a research done on a cohort of engineering lecturers (20 new lecturers in mechanical engineering) with the aims of emergent the effectiveness of inquiry method and reflective practice in engineering field. Part one pealed the participatory action research design methodology and the reflective model used. It explored the notion of reflective practice and participatory action research and it impact to the innovative and creative teaching and strategies in respective engineering faculty. Part two discussed how the data was gathered. Part three illustrates how content analysis procedure used for data analysis to improve teaching knowledge base. Research finding, is in part four, it explained the introductory and advanced coaching during the cycle of participatory action research. The challenges faced by the practitioner of participatory action research were discussed on depth. All reflective journals of the 20 lecturers were analyzed and eight teaching knowledge bases were identified through content analysis. The fifth part, explained the reflected by lecturers was self-knowledge as lecturer, knowledge of learners and knowledge of context of industries. The role of peers, university supervisors in creating collaborative emergent the effectiveness of educational practice is discussed widely. Part six concluded that this study affirmed that participatory action research and reflective practice could be applied in engineering faculty as an appropriate means to enhance professional development among engineering lecturers

Beberapa Pertimbangan Merancang Pengajaran

To improves quality and to link education to society’s needs and development goals. It is necessary that the road map of the future higher education scenario be charted out clearly to facilitate the transition of Malaysia into a developed nation by year 2020. Competitiveness: i. Innovations in curriculum & instruction. ii. Development of educational infrastructure. iii. The networking with other educational institutions and with the industry

Learning to be Reflective from Theory to Practices: Malaysia Experiences

Contributions to the theory of reflective thought can be traced back to the discussions of philosophers such as Socrates, Plato, Descartes, and Kant (Smith, 1994). Most contemporary theorists, however, base their definitions of reflection on Dewey’s (1933:9) description of reflective thought as the active, persistent and careful consideration of any beliefs that support the processes of reflection and further conclusions that may be suggested

Melestari Kajian Tindakan Guru Sarjana

Hasil Pembelajaran : 1.Menulis refleksi ke atas projek sekolah yang sedia ada 2.Memberi cadangan projek yang hendak dirancang pada 2013 3.Menulis tajuk article, bab atau buku yang hendak diusahakan Cadangan Melestari Kajian Tindakan Di Kementerian Pendidikan Malaysia : 1.Kemas kini Laporan Kajian Tindakan Sedia ada 2.Sanggar Kerja dari Laporan kajian ke Buku- Penulisan-Pendokumentasian Hasil kajian- Pusat Sumber/PKG/BTP/KPM 3.Buat Kajian Tindakan Baru- merentasi KPM/JPN/SK- Guru Bahasa/Guru sains/IT/Moral/guru KH/guru Sekolah Kluster 4.Melibatkan 6 peringkat penyeliaan: i. Proposal ii. Instrumentasi iii. Data gathering iv. Data analysis dan Laporan v. National Seminar Action Research vi. Articles and Book

Tan Sri Datuk Wira Ahmad Nordin Mohd Amin Tokoh Pembangunan Sosio Ekonomi

Mencari definisi pemimpin dalam kehidupan bermasyarakat, berbangsa dan bernegara tidak boleh tidak akan membawa kita menyusuri hasil-hasil penulisan beberapa karyawan berjasa dan tokoh dalam bidang persuratan Melayu di daerah Timur dunia ini. Tenas Effendy dalam bukunya Pemimpin dalam Ungkapan Melayu, (2000:1) menyatakan pemimpin itu lazimnya dalam masyarakat timur adalah orang yang dituakan. Orang yang dituakan adalah tokoh yang dipilih dan diangkat oleh (puak, kaum, suku, atau bangsanya) untuk memegang teraju pemerintahan, atau menjadi pucuk atau induk dalam kehidupan

Inovasi Jurutera dan Pemikiran Reflektif

Cabaran ke-enam dalam Wawasan 2020 jelas mempamerkan usaha kerajaan dalam membina negara yang berpaksikan kepada bidang kejuruteraan dan teknologi. Bidang ini berfoluskan kompetensi dan berdaya maju. Bidang profesional ini menjanjikan pendapatan tinggi. Hasrat murni negara hanya dapat direalisasikan menerusi mekanisme yang menyeluruh dan merangkumi semua aspek termasuk ekonomi, politik dan sosial serta diperkukuhkan melalui sistem pendidikan khususnya pendidikan Bidang kejuruteraan dalam menghasilkan jurutera yang berkualiti (Bruner, 1985). Bidang kejuruteraan yang merupakan ilmu pengetahuan yang teratur (sistematik) yang boleh diuji dan dibuktikan kebenarannya (Kamus Dewan, 2002) amat perlu diterapkan ke dalam masyarakat. Dalam melaksanakan tugas ini, pensyarah merupakan elemen dan nadi penggerak yang amat penting. Pensyarah bukan sahaja bertindak sebagai agen pemindahan ilmu bahkan menjadi fasilitator, inovator dan model dalam membangunkan masyarakat saintifik (Osborne dan Wittrock, 1985). Tidak hairanlah, pembangunan jurutera telah menjadi agenda negara yang amat ditekankan ke arah pembentukan jurutera yang berkualiti

Model Jurulatih Reflektif Dalam Pembelajaran Sepanjang Hayat

Reka bentuk kajian, Merancang, Intervensi, Bertindak, Mengumpul data, Refleksi Siri Pertama, dan Merancang semula untuk ke Siri Kedua.Kajian ini akan menggunakan Pendekatan Orientation Research yang berfokus kepada Model Jurulatih Reflektif

Pembelajaran Sepanjang Hayat (PSH) : Menjana Masyarakat Islam Hadhari Ke Arah K-Ekonomi

Di tempat kerja, konsep ini merujuk kepada proses di mana pekerja mendapatkan pengetahuan/tacit knowledge serta melalui pengalaman bagi meningkatkan kemahiran. Mengik~t Raymond A Noe (2002) PSH memerlukan individu atau pekerja memahami keseluruhan sistem kerja termasuk perhubungan di antara kerja mereka, unit kerja mereka dan organisasi. Pekerja diharapkan memperolehi kemahiran baru, menggunakannya dalam kerja dan berkongsi maklumat (ilmu) dengan pekerja lain. Lebih kompleks lagi pekerja perlu terus belajar dan perolehi kemahiran yang berbeza dan pelbagai untuk tambah nilai diri