POSTGRADUATE DIPLOMA IN TEACHING (PGDT)

JANUARY SEMESTER 2018

HPGD1103

CURRICULUM DEVELOPMENT

MATRICULATION NO : CGS02150526
IDENTITY CARD NO. : 850113035404
TELEPHONE NO. : 0179482185
E-MAIL : sitiaesyahemran@oum.edu.my
LEARNING CENTRE : KELANTAN LEARNING CENTRE
PART A
Education 4.0 Made simple: Teaching ideas

The famous buzzword among educationists today is Education 4.0. What is Education
4.0? Do educators really understand it or they simply follow what others are doing. To
understand Education 4.0, it is important to understand the Industrial Revolution (IR) 4.0.

What is Industrial Revolution (IR) 4.0? I’ll provides an example that helps to understand
how the industry revolutions changed across time. During the 1st IR, water and steam were
used to mechanize production. During the 2nd IR, electric power was used to create mass
production. During the 3rd IR, electronics and information technology were used to automate
production. The 4th IR is beyond an enhancement of the 3rd IR, in which the advancement of
new technologies blurs the lines between the physical, digital and biological worlds. The new
technologies evolve at exponential pace and there is no historical precedent that marked the
beginning of the evolution, hence being called disruptive technologies.

These advancements are led by the emergence of artificial intelligence, robotics, the
internet of things, autonomous vehicles, bio and nanotechnology, 3-D printing, material
science, quantum computing and energy storage. The IR 4.0 affects not only the business,
governance and the people, it also affects education as well, thus the name Education 4.0
came to existence Education 4.0 is a response to the needs of IR4.0 where human and
technology are aligned to enable new possibilities. Fisk explains that the new vision of
learning promotes learners to learn not only skills and knowledge that are needed but also to
identify the source to learn these skills and knowledge.

Learning is built around them as to where and how to learn and tracking of their
performance is done through data-based customization. Peers become very significant in their
learning. They learn together and from each other, while the teachers assume the role of
facilitators in their learning.

There are few trends related to Education 4.0. First, learning can be taken place anytime
anywhere. e-Learning tools offer great opportunities for remote, self-paced learning. Flipped
classroom approach also plays a huge role as it allows interactive learning to be done in class,
while the theoretical parts to be learned outside the class time.
 Second, learning will be personalized to individual students. They will be introduced to
harder tasks only after a certain mastery level is achieved. More practices will be pro-vided if
the instructors see a need in it. Positive reinforcements are used to promote positive learning
experience and boost students’ confidence about their own academic abilities.

Third, students have a choice in determining how they want to learn. Although the learning
outcomes of a course are present by the institutions/bodies in charge of the curriculum,
students are still free to choose the learning tools or techniques that they prefer. Among the
options that lecturers can adopt to enable students to be creative in their learning are blended
learning, flipped classroom and BYOD (Bring Your Own Device) approach.

Fourth, students will be exposed to more project-based learning. Students are required to
apply their knowledge and skills in completing a couple of short-term projects. By involving
in the projects, they are practicing their organizational, collaborative and time management
skills which are useful in their future academic careers.

Fifth, students will be exposed to more hands-on learning through field experience such as
internships, mentoring projects and collaborative projects. The advancement of the
technology enables the learning of certain domains effectively, thus making more room for
acquiring skills that involve human knowledge and face-to-face interaction. The following
trends of Education 4.0 shift the major learning responsibilities from the instructors to the
learners. Instructors should play their roles to support the transition and should never consider
it a threat to the conventional teaching profession.

Therefore, learning and innovation skills increasingly are being recognized as the skills that
separate students who are prepared for increasingly complex life and work environments in
the 21st century, and those who are not. A focus on creativity, critical thinking,
communication and collaboration is essential to prepare students for the future.
Critical Thinking and Problem Solving, the process of critical thinking and problem
solving can be activated by asking students to reason, either inductively, by moving from
specific observations to broader generalizations, or deductively, using a “top down” approach
to move from the general to more specific. Most notably, students will use deductive
reasoning while testing or confirming a hypothesis.2 Students can also be engaged in systems
thinking, or analysing how the parts of a whole interact with each other to produce a certain
set of outcomes or result. Opportunities to ignite higher order thinking, like analysis,
evaluation, or synthesis, can be achieved by asking students to make judgments or decisions
based upon evidence, arguments, claims or beliefs. Lastly, problem-based learning grounded
in finding both conventional and creative solutions to unfamiliar problems can be a powerful
way to incorporate teamwork and collaboration into any lesson.

Communication and Collaboration, Think about the necessity of these two skills in the
successful navigation of your daily life, whether at work or at home. The authors of the
college and career ready standards (CCRS) 3 had the foresight to include anchor standards for
speaking and listening, encompassing comprehension and collaboration, along with the
presentation of knowledge and ideas. With just modest attention to these standards across the
curriculum, teaching and learning could be transformed into a series of events where students
are given opportunities to participate in lively conversations, express their opinions, build
upon others’ ideas, present information, and evaluate another speaker’s point of view. These
skills are built up over time, ranging from a kindergartner’s ability to describe people, places,
things and events, all the way through the twelfth grade where students are asked to present
information, findings and evidence, conveying themselves clearly and logically.

Creativity and Innovation, closely connected with the other Cs, creativity includes both
thinking creatively, as well as working creatively with others. Related skills that foster
creative thinking include adaptability, leadership, and teamwork. Building in opportunities
for students to practice idea generation techniques, such as brainstorming or brainwriting,
mind mapping, storyboarding, or visualization, 4 to mention a few, will bolster their abilities
to create and innovate, while at the same time promote communication, collaboration, and
problem solving. You can easily see how these processes interconnect, building exponentially
the more students are encouraged to practice.
 People in the 21st century live in a technology and media-suffused environment, marked by
various characteristics, including access to an abundance of information, rapid changes in
technology tools and the ability to collaborate and make individual contributions on an
unprecedented scale. To be effective in the 21st century students and teachers must be able to
exhibit a range of functional and critical thinking skills related to information, media and
technology.

Information, access information efficiently and effectively to ensure the right information.
Evaluate information critically and competently to more understand about the content. Use
information accurately and creatively for the issue or problem at hand. Manage the flow of
information from a wide variety of sources such as internet, book, article or journal. Apply a
fundamental understanding of the ethical/legal issues surrounding the access and use of
information.

Media, understand both how and why media messages are constructed, and for what
purposes we need to use. Examine how individuals interpret messages differently, how values
and points of view are included or excluded, and how media can influence beliefs and
behavior. Apply a fundamental understanding of the ethical/legal issues surrounding the
access and use of media. Understand and utilize the most appropriate media creation tools,
characteristics and conventions. Understand and effectively utilize the most appropriate
expressions and interpretations in diverse, multi-cultural environments.

Technology, Use technology as a tool to research, organize, evaluate and communicate

information. Use digital technologies (computers, PDAs, media players, GPS, etc.),
communication/networking tools and social networks appropriately to access, manage,
integrate, evaluate and create information to successfully function in a knowledge economy.
Apply a fundamental understanding of the ethical/legal issues surrounding the access and use
of information technologies. Demonstrate ability to work effectively and respectfully with
diverse teams. Exercise flexibility and willingness to be helpful in making necessary
compromises to accomplish a common goal. Assume shared responsibility for collaborative
work, and value the individual contributions made by each team member.
 Today’s life and work environments require far more than thinking skills and content
knowledge. The ability to navigate the complex life and work environments in the globally
competitive information age requires students to pay rigorous attention to developing
adequate life and career skills.

Initiative and Self-direction, we need to manage goals and time. For example, set goals
with tangible and intangible success criteria, Balance tactical (short-term) and strategic (long-
term) goals and Utilize time and manage workload efficiently. Other than that, we also need
to work independently like monitor, define, prioritize and complete tasks without direct
oversight. We also need to be Self-directed learners which means go beyond basic mastery of
skills and/or curriculum to explore and expand one’s own learning and opportunities to gain
expertise. Demonstrate initiative to advance skill levels towards a professional level.
Demonstrate commitment to learning as a lifelong process. Reflect critically on past
experiences in order to inform future progress.

Leadership and Responsibility, Use interpersonal and problem-solving skills to influence

and guide others toward a goal. Leverage strengths of others to accomplish a common goal.
Inspire others to reach their very best via example and selflessness. Demonstrate integrity and
ethical behavior in using influence and power. Act responsibly with the interests of the larger
community in mind.

Social and Cross-cultural Skills, Interact Effectively with Others. We need to know when it
is appropriate to listen and when to speak and conduct themselves in a respectable,
professional manner. Otherwise, Work Effectively in Diverse Teams. Respect cultural
differences and work effectively with people from a range of social and cultural and also
Respond open-mindedly to different ideas and values. Leverage social and cultural
differences to create new ideas and increase both innovation and quality of work
Productivity and Accountability, manage the project effectively. Set and meet goals, even
in the face of obstacles and competing pressure and prioritize, plan and manage work to
achieve the intended result. We also need to produce a good result like demonstrate
additional attributes associated with producing high quality products including the abilities to
work positively and ethically, manage time and projects effectively, participate actively, as
well as be reliable and punctual, present oneself professionally and with proper etiquette,
collaborate and cooperate effectively with teams and respect and appreciate team diversity.

Educational Support Systems (ESS) Working Together To Ensure All Students Learn and
Feel a True Sense of Belonging. The goal of the Educational Support System is to provide
students with additional assistance needed for them to succeed or be challenged in the general
education environment.

The Educational Support System includes an effective Educational Support Team. The
function of the team is to recommend and manage instructional and other interventions and
resources necessary to help teachers accommodate the unique needs of the at-risk students.

The building principal needs to assure that the school’s Educational Support System is
designed to provide students with needed accommodations and supplementary aids and
services regardless of their eligibility for categorical programs; includes a means to determine
on a regular basis the effectiveness of accommodations, supplementary aids and services, and
programs and activities in meeting student needs; includes collaborations with families,
community supports and health and human services.

While students generally will be referred through the Educational Support Team before a
referral to Section 504 or special education services is initiated, it is not a requirement. A
parent may make a special education referral at any time. Also, school staff may decide a
special education referral is appropriate because of special circumstances, including but not
limited to, suspicion of the existence of a severe disability requiring immediate intensive
intervention, and/or recognition that a number of appropriate interventions have already been
attempted without success.

Each Educational Support Team will have a process for developing an individual student
EST plan when needed, which includes a system to review, revise, or end the plan.
 In a nutshell, the changes that take place in Education 4.0 really describes the learning
preference of the Gen Z students. Based on the sharing session above, it is not impossible for
a language course to adapt to the changes that are brought by the IR4.0 wave. It is about time
for class instructors to consider integrating more current technologies in their teaching
method-ology. The students that they have now have different preference than students that
they had 10 years ago. Integrating more current technologies will make the instructors more
creative in designing their lessons, thus making the learning more interesting. Learning can
also be more effective as the way it is delivered matches the Gen Z students’ preferences. The
flipped classroom approach has enable the class instructor to plan the learning activities in
such a way that can support the Social Emotional Learning of the student
PART B: COURSE OUTLINE

Management & Organizational Behavior Course Outline

Course Information
Course Name : Management & Organizational Behavior
Course Code : EMBA (M 605), MBM (EM 101)
Credit Hour/No of Credit : 3
Total Marks : 100
Program : EMBA & MBM
Level : 1st Semester
Session :
Prerequisites : Graduate Standing

Course Description:
In this course we will cover some concepts and theories related to management and
organizational behavior. The field of organizational behavior, as we generally call it, is the
study of human behavior within organizations. That is, what people think, how they feel, why
they think, feel and act in a certain way. If we can find answers to the above questions then
we can exercise better control over human behavior and channelize it towards a more
efficient and effective functioning of the organization. In this course we will study
individuals singularly, as well as in the form of teams and groups, and try to get an
understanding of individual characteristics and group dynamics that shape individual attitudes
and behaviors. In addition, we will also talk about some system level components like,
organizational culture and major management functions.
Course Outcomes:
1. Discuss the principal challenges managers face in today’s increasingly competitive
global environment.
2. Explain why the study of the external environment and its impact on an organization
has become a central issue in management thought.
3. Define organizational culture and explain how managers both create and are
influenced by organizational culture
4. Identify the four main sources of managerial ethics.
5. Identify the two major forms of sexual harassment and how they can be eliminated.
6. List the four sources of organizational culture, and explain why and how a company’s
culture can lead to competitive advantage.
7. Understand the role that labor relations play in
8. the effective management of human resources
9. Explain why and how managers can use pay as a major motivation tool.
10. Describe how managers can motivate group members to achieve organizational goals
and reduce social loafing in groups and teams.
11. Describe important communication skills that managers need as senders and as
receivers of messages and why it is important to understand differences in linguistic
styles
12. Explain why managers need to be attuned to organizational politics, and describe the
political strategies that managers can use to become politically skilled.

Rationale:
The main idea behind this course is to equip students with the knowledge to understand,
predict and control human behavior and help their current or future organizations in
becoming more efficient and effective managers.

Duration:
1 hour on Monday
2 hour on Thursday
Content:
Lesson 1: Managers and Managing
Lesson 2: The Evolution of Management Thought
Lesson 3: Values, Attitudes, Emotions, and Culture: The Manager as a Person
Lesson 4: Ethics and Social Responsibility
Lesson 5: Managing Diverse Employees in a Multicultural Environment
Lesson 6: Managing Organizational Structure and Culture
Lesson 7: Human Resource Management
Lesson 8: Motivation
Lesson 9: Leadership
Lesson 10: Effective Groups and Teams
Lesson 11: Promoting Effective Communication
Lesson 12: Managing Conflict, Politics, and Negotiation

Information on target audience:

Students with matric number starting with 115 onwards

Teaching methods:
As an instructor, I will try to incorporate a variety of learning techniques in this course. There
will be power-point slides that will be provided to the students. Assignments will be given to
individual or group of students. In addition there will be video session for audio-visual
learning on certain topics. There will be mini case discussions on several topics almost every
week and students will also be required to review additional resources like Harvard Business
Review. In my role as an instructor, I will try my best to guide you and facilitate the learning
process by creating a class environment that is open, communicative, and respectful with
adequate and timely feedback to students.
Assignment policy:
Assignment will be provided to individual student or to a group of students.  A submission
deadline will be provided by which each and every student must need to hand over his or her
coursework to the instructor. Late submissions will lose one point per day late.  Students
are highly required to prepare assignment by using their own analytical, language and
research skills. University’s existing rules will be applied for dealing with Plagiarism and
collusion issues.

Presentation:
All students are required to present a particular case or issue. The presentation will be either
in form of individual or group-based presentation. Use of Microsoft PowerPoint slide is a
must. Details will be provided in the class.

Activities for five of the content area/topics:

Course Content Activities

Managers and Managing Lecture, Case
–study
Discussion,
Group
Discussion
The Evolution of Management Thought Lecture, Case
–Study
Discussion,
Group
Discussion
Values, Attitudes, Emotions, and Culture: Lecture, Case
The Manager as a Person –Study
Discussion,
Group
Discussion
Ethics and Social Responsibility Lecture, Case
–Study
Discussion,
Group
Discussion
Managing Diverse Employees in a Lecture, Case
Multicultural Environment –Study
Discussion,
Group
Discussion
 Managing Organizational Structure and Lecture, Case
Culture –Study
Discussion,
Group
Discussion
Human Resource Management Lecture, Case
–Study
Discussion,
Group
Discussion
Motivation Lecture, Case
–Study
Discussion,
Group
Discussion
Leadership Lecture, Case
–Study
Discussion,
Group
Discussion
Effective Groups and Teams Lecture, Case
–Study
Discussion,
Group
Discussion
Promoting Effective Communication Lecture, Case
–Study
Discussion,
Group
Discussion
Managing Conflict, Politics, and Lecture, Case
Negotiation –Study
Discussion,
Group
Discussion

Materials that will be used to deliver the topics and evaluation:

 Presentation
 Assignment
 Projects
 Lectures
References:
Angelo, T. A. (1995). Beginning the dialogue: Thoughts on promoting critical thinking:
Classroom assessment for critical thinking. Teaching of Psychology, 22(1), 6-7.
Beyer, B. K. (1995). Critical thinking. Bloomington, IN: Phi Delta Kappa Educational
Foundation.
Center for Critical Thinking (1996a). The role of questions in thinking, teaching, and
learning. [On-line]. Available HTTP:
http://www.criticalthinking.org/University/univlibrary/library.nclk
Center for Critical Thinking (1996b). Structures for student self-assessment. [On-line].
Available HTTP: http://www.criticalthinking.org/University/univclass/trc.nclk
Center for Critical Thinking (1996c). Three definitions of critical thinking [On-line].
Available HTTP: http://www.criticalthinking.org/University/univlibrary/library.nclk
Cooper, J. L. (1995). Cooperative learning and critical thinking. Teaching of Psychology,
22(1), 7-8.
Jones, E. A. & Ratcliff, G. (1993). Critical thinking skills for college students. National
Center on Postsecondary Teaching, Learning, and Assessment, University Park, PA. (Eric
Document Reproduction Services No. ED 358 772)
King, A. (1995). Designing the instructional process to enhance critical thinking across the
curriculum: Inquiring minds really do want to know: Using questioning to teach critical
thinking. Teaching of Psychology, 22 (1) , 13-17.