Teaching and Learning for High Performing Academicians, Kuala Lumpur
11th November 2009Corporate Learning Consultants Ltd is pleased to have been invited to facilitate the Teaching and Learning Conference for High Performing Academicians, 16 & 17 December 2009. The conference is hosted by AKEPT (see photograph and information below). Professor Michael Marquardt, one of our small team of corporate advisors, is the keynote speaker, supported by Dr Paul Shelton and Dr Eric Sandelands.
Higher education leadership academy (AKEPT), established in January 2008, is an organization under the Ministry of Higher Education created in line with the objectives of the National Higher Education Strategic Plan to transform higher education in Malaysia, especially in the area of human capital development.
AKEPT was conceptualized by the Ministry of Higher Education to provide leadership development for the top and mid level management of Malaysian Higher Education Institutions.
AKEPT as an international centre of excellence in higher education leadership development aspires to lead Higher Education Institutions to achieve world class recognition. AKEPT will constantly strive to provide highly relevant and pragmatic courses that will lead to a certification programme that is recognized by the global higher education community. To achieve its objectives, AKEPT invites renowned speakers to facilitate knowledge-sharing and network-building learning experiences.
INTRODUCTION
Attaining the new quality standards of academicians is critical for future sustainable developed Malaysia and be a technology driven society with given challenges to learners of its expectations. Thus, HEIs must be viewed as having the capacity for developing learning and performance environment produces great students and future great academicians. Great HEIs are critical for student success, and active learning has proven to be a useful attribute in designing courses, improving department or university-wide programs, marketing educational programs, motivating difficult students and handling many of the other major challenges faced by HEIs in terms of effective teaching and learning.
Active learning is beneficial not only because it utilizes the strengths of all the 5 schools of learning - behaviourist, cognitive, humanist, social and constructivist – but also the theories within the disciplines of psychology, physics, engineering, sociology, management science, anthropology, economics, political science, and biology as well as the elements of problem-based learning. Thus, active learning can optimize HEIs roles and works with groups with great diversity in learning styles and backgrounds. Active learning can be used for university-wide problem solving, building great teams, developing a learning culture, achieving challenging goals, and thus, help to produce quality human capital for the country. HEIs need to be ready to meet current demands and future challenges for learners’ centric environment in terms of contemporary teaching and learning.
Optimising the power of active learning can assist academicians in facing this dynamic environment of the global marketplace with active learning.
OBJECTIVES
The programme has set a number of objectives to achieve its goals. Upon completing this programme, participants will be able to:
- Explore the power of active learning to develop successful teaching and learning in HEIs.
- Utilize active learning to successfully solve problem in teaching and learning of HEIs.
- Become more competent academician in terms of:
- Democratizing teaching and learning
- Conveying active learning for teaching and learning
- Having the ability to implement successful teaching and learning strategies for effective education teaching and learning design.
LEARNING OUTCOMES
Upon completing this programme
- Participants are able to apply effective learning to develop successful teaching and learning in HEIs.
- Participants are able to utilize effective learning to successfully solve problem in teaching and learning of HEIs.
- Participants are more competent academician in terms of:
- Democratizing teaching and learning
- Conveying active learning for teaching and learning
- Having the ability to implement successful teaching and learning strategies for effective education teaching and learning design
THE OUTPUT OF PROGRAMME
Anticipated output will be:
- Publication of monograph by AKEPT
- Action Research by invitation
- Facilitate strategic implementation of work teaching and learning in Ministry of Higher Education Institutions and towards new quality culture – authentic and differentiated HEIs in term of effective teaching and learning
TARGET PARTICIPANTS: (150 PARTICIPANTS)
Deans, Deputy Deans and Head of Departments / Programmes of Medical, Social Sciences, Engineering Schools and Business & Management / Faculties in Malaysian HEIs
PROGRAMME ITINERARY
Day 1
9.00-9.10 Opening Remarks
9.10-10.00 Lecture 1: Optimizing the teaching and learning for High Performing Academicians
10.00-10.30 Questions & Answers
10.30-11.00 Coffee Breaks
11.00-12.30 Parallel Workshops 1 (Based on 3 Clusters**) by Guest Speakers:
Dr Paul W. Shelton, (Science & Technology)
Professor Michael J Marquardt, (Social Science & Humanities)
Dr Eric Sandelands (Business & Management)
- Small group breakouts (10 people/group)
- Discussion agenda: Looking ahead to 2020, what are the needs in Pedagogy, Curriculum Design and Students’ Centred Learning for (i) Science & Technology, (ii) Social Science & Humanities (iii) Business & Management
- 45 minutes for breakout discussions
- 45 minutes for presentations (5-6 groups to be selected by the Guest Speakers randomly)
12.30-14.00 Lunch and Networking
14.00-15.00 Aspects of designing courses in curriculum design, improving department or university-wide programs and pedagogy, motivating difficult students and students’ centred learning, etc.
15.00-15.30 Questions & Answers
15.30-16.00 Coffee Breaks
16.00-17.30 Workshops 2
- Small group breakouts (10 people/group)
- Each group to pick one group member’s own institution as a “client.” The rest of the group to play the role of a consultant to this client institution
- Discussion agenda: Applying aspects of designing courses in curriculum design, improving department or university-wide programs and pedagogy, motivating difficult students and students’ centred learning, etc.
- 45 minutes for breakout discussions
- 45 minutes for presentations (5-6 groups to be selected by Guest Speakers randomly)
17.30-17.45 Closing Remarks
Day 2
9.00-9.10 Welcome Back
9.10-10.00 Lecture 2: Understanding the Theories and Principles that Make Education (including all 5 school of learning), Physics, Engineering, Biology, Management Science, Economics, Political Science, Sociology, Anthropology
10.00-10.30 Questions & Answers
10.30-11.00 Coffee Breaks
11.00-12.30 Workshops 3 by Guest Speakers
- Small group breakouts (10 people/group)
- Discussion agenda: The Theories and Disciplines that Empower Education
- 45 minutes for breakout discussions
- 45 minutes for presentations (5-6 groups to be selected by Guest Speakers randomly)
12.30-14.00 Lunch and Networking
14.00-15.00 How does Active learning and Problem-Based Learning Support the Development and Performance of Students?
15.00-15.30 Questions & Answers
15.30-16.00 Coffee Breaks
16.00-17.30 Workshops 4 by Guest Speakers
- Small group breakouts (10 people/group)
- Discussion agenda: Implementing effective learning in classroom as part of problem-based learning
- 45 minutes for breakout discussions
- 45 minutes for presentations (5-6 groups to be selected by Guest Speakers randomly)
17.30-17.45 Closing Remarks
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Science & Technology |
Social Science & Humanities |
Business & Management |
Medical Science |
Humanities |
Business & Management |
Science |
Social Sciences |
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Engineering |
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SPEAKER’S PROFILE
Professor Michael J Marquardt
Professor Michael Marquardt is Professor of Human Resource Development and Program Director of Overseas Programs at The George Washington University's Graduate School of Education and Human Development. He also serves as President of Global Learning Associates and Director of the World Institute for Active learning.
He has held a number of senior management, training and marketing positions with organizations such as Grolier, American Society for Training and Development, Association Management Inc., Overseas Education Fund, TradeTec, and U.S. Office of Personnel Management. Professor Marquardt has trained more than 75,000 managers in nearly 100 countries since beginning his international experience in Spain in 1969. Consulting assignments have included Marriott, DuPont, Motorola, Nortel, Alcoa, Boeing, Caterpillar, United Nations Development Program, Xerox, San Miguel, Brookings Institute, Nokia, Constellation, National Semiconductor, Warner-Lambert, Citicorp, Organization of American States, and Singapore Airlines as well as the governments of Indonesia, Laos, Ethiopia, Zambia, Egypt, Kuwait, Saudi Arabia, Turkey, Russia, Jamaica, Honduras, and Swaziland.
Mike is the author of 21 books and over 100 professional articles in the fields of leadership, learning, globalization and organizational change including Active learning for Developing Leaders and Organizations, Building the Learning Organization (selected as Book of the Year by the Academy of HRD); The Global Advantage; Active learning in Action; Global Leaders for the 21st Century; Global Human Resource Development; Technology-Based Learning; and Global Teams. His most recent book was Optimizing the Power of Active learning (Davies-Black, 2004). He has been a keynote speaker at international conferences in Australia, Japan, England, the Philippines, Malaysia, South Africa, Sweden, Singapore and India, as well as throughout North America.
Professor Marquardt's achievements and leadership have been recognized though numerous awards including the International Practitioner of the Year Award from the American Society for Training and Development. He presently serves as a Senior Advisor for the United Nations Staff College in the areas of policy, technology, and learning systems. Mike is a Fellow of the National Academy for Human Resource Development and a co-founder of the Asian Learning Organization Network. The International Management Centre at Oxford, England recently awarded him an honorary Ph.D. for his work and writings in the field of active learning.
Dr Eric Sandelands
Dr Eric Sandelands is Director at Corporate Learning Consultants Ltd. where he is responsible for providing consulting services and advice to corporate and institutional clients, bringing together universities and companies in the development of leaders. Eric has a background in academic publishing and in leading learning institutions serving as Director of Transformational Publishing at Emerald Publishing Group Ltd, Vice President of Development for International Management Centres Association, President of the Canadian School of Management, and member of the academic team responsible for founding Revans University in Boulder, Colorado in the USA. He has previously served as Professor of Hospitality Management at Schiller International University based in London and is currently a visiting lecturer at the Centre for Director Education at Leeds Metropolitan University and an external examiner at London Metropolitan University.
Dr. Sandelands has extensive experience in university faculty development, being called upon to provide seminars in active learning and reflective practice around the world. He has been twice recognized as a Master Teacher for this work. Consulting assignments conducted over a number of years have included Marriott, Sodexho, Sandals & Beaches Resorts, British Airports Authority, Loblaws, Kentz Engineers & Constructors and MDS Sciex. These various assignments have taken him to Australia, Botswana, Canada, Ireland, Malaysia, the Middle East, Russia, South Africa, Sri Lanka, Switzerland, and the United States. As Director of Corporate Learning Consultants Ltd, he works closely with Business School Nederland, Leeds Metropolitan University, Nottingham Trent University and Teesside University.
He has written extensively, primarily on learning and development themes. He co-authored/ co-edited the books Transforming Performance through a Learning Organization Strategy, The Virtual University and The Virtual Learning Organization. He is on the Editorial Advisory Board for the scholarly journal Education & Training and has conducted author workshops for Emerald Publishing Group to help develop new academic authors. He has previously edited the journals Strategic Direction and Human Resource Management International Digest. Dr. Sandelands earned his doctorate from International Management Centres with a thesis focusing on organizational learning. His MBA is from Teesside University.
Dr Paul W. Shelton
Dr Paul Shelton is Assistant Dean for Education Partnerships at Teesside University where is responsible for developing the modern student not only as the nascent engineering manager of the future but also the immediate entrepreneurial skills essential in contemporary engineering businesses and into the future. In order to enhance the work-readiness of the Teesside graduate, new Teesside undergraduate students are assigned to work-place mentors, generally junior engineers in local companies. The role of the mentor is to provide guidance in all matters from academic to career or even personal. Students go onto undertake work placements, either over vacations or taking the third year out. Returning for their final year, they may continue their interface with the real world by undertaking a work-based final year project. This and similarly focussed initiatives have resulted in the Mechanical Engineering degree at Teesside at 2nd in 2008 and topping the Guardian Newspaper league table in 2009.
Dr. Shelton has spearheaded Teesside University’s initiative to become the UK’s leading institution in respect of developing work based learning. Under his guidance, the University has accredited the Metropolitan Police fingerprinting training, the Engineering Construction Industry Engineering Supervisor training, advanced education programmes in national fire services and a wide range of sector specific training and work-place educational programmes.
Paul has previously been responsible for the development and operation of taught postgraduate programmes within the School and has been responsible for the design of innovative engineering, scientific and “forensic” science and engineering programmes, employing modes of delivery allowing modular short course delivery to support continuing professional and personal development. With a strong vocational underpinning, whole organisations, including the Algerian Forensic Science Service and Libyan Colleges have accessed such programmes. Dr. Shelton has also been active in a student support role, setting up systems to enhance the student experience, especially for those students at the margins, or from non-conventional backgrounds.
As well as operating his own portfolio of research interests over many years in casting and manufacturing, Paul has chaired School and University research degree committees, and also served on the University Ethics Committee. Dr. Shelton has numerous publications in the field of mechanical properties of ferrous materials, ranging from super alloy single crystal casting to digital radiography to developing world training needs analysis. Paul has been an academic for the last 15 years, but previously was Engineering Manager for a wax investment casting house, manufacturing nickel-based super alloy gas turbine components for aerospace and industrial power generation. Dr. Shelton managed a stainless fabricating business prior to undertaking a Postgraduate Certificate in education and moving to Teesside University. Dr. Shelton received his doctorate from the University of Bradford in the topic of powder metallurgy high-speed steels. He received his M.Phil and Bachelors degree in Materials Science at the University of Bradford as well. He is a qualified rugby union referee and cricket coach and enjoys cycle touring and opera.