Tengku Fauzan binti Tengku Anuar
Faculty of Creative Technology and Heritage, Universiti Malaysia Kelantan, Bachok, Kelantan, Malaysia [email protected]
Izati Nabila binti Marzuki, Md Ariff bin Ariffin, Nordiana binti Ab Jabar, Sudirman bin Kiffli Faculty of Creative Technology and Heritage, Universiti Malaysia Kelantan, Bachok, Kelantan, Malaysia
[email protected] , [email protected] , [email protected] , [email protected]
Highlights
Online course aims unlimited participations and open access via the web. In line with the Fourth Industrial Revolution (4IR), this course represents new ways which involved advanced technologies. Portfolio Design is one of the preparations for students, especially for final year students in preparation for employment. Portfolio Design is very important to gather all the skills and experience for fulfilling market demand. Students are taught how to prepare a portfolio, which is stronger and more professional. With a professional portfolio, it is able to provide an important basis for career development as a successful future designer. This course will guide students in better portfolio improvements, attractive layouts, presentation, and better self-confidence. Practically it coincides with the principle Brain Based Learning theory by Caine and Caine especially emotion is something which is important in designing. Learning is involved and perceptions focus, and minds are livelier and more remembered when facts and practicality combined in a lively learning process. This will empower student readiness towards self-learning. Thus, the resulting portfolio can provide an overview of a student's expertise throughout the course of study. This module is designed to provide guidance in improving the quality of the student portfolio, develop new portfolios, and present their work, and promote themselves alone to potential employers in an attractive way. Learning issues that covered are as follows:
[1] The organized course will produce a portfolio product at the end of the course, and it acts as a real proof of the skills and abilities the student has. [2] This portfolio design course also includes all knowledge, skills, experience and out-of-student activity over a lifetime of students, it can be added both from time to time. [3] This course also involves the production of virtual products i.e. e-portfolio which is very much in line with today's digital era. E-portfolio is divided into several categories of websites, creative videos, interactive apps, e-books, QR codes portfolio and so on. The objectives of the project initiatives are as follows: [1] Based on established CLO, students can produce portfolio and e-portfolio which is practical and capable of meeting professional requirements. The Portfolio produced can effectively promote skills and work experience in practice of professionalism. [2] Provide ease and convince the industry / stakeholders to access talent or human capital resources according to industry requirements specification.
[3] As an added value to the student and then achieve the goal self-learning can be nurtured through online course.
[4] Can evaluate the learning process by practicing the three elements learning and teaching namely cognitive, affective, and psychomotor through series effective assessment set out in CLO.
Keywords: Immersive Learning Experience, Portfolio Design, Online Course Introduction
This Online course module is designed to provide guidance in improving the quality of student portfolios, developing new portfolios, and presenting their work, and promoting oneself to prospective employers in an engaging way. The issue of learning to be undertaken is as follows; The organized course will produce a portfolio product at the end of the course and it acts as a real proof of the skills and abilities the student has. This Online portfolio design course also includes all the knowledge, skills, experiences and activities outside the student throughout the life of the student, which can be improved over time. This course also involves the production of virtual products, e-portfolios that coincide with today's digital era. E-portfolio is divided into categories, namely website, creative video, interactive app, e-book, QR code portfolio and so on.
Project Rationale
Based on established CLO, students can produce portfolio and e-portfolios that are practical and capable of meeting professional requirements. The resulting portfolio can effectively promote skills and work experience in professionalism.
Provide ease and convince the industry / stakeholders to access talent or human capital resources in accordance with industry requirements specification. As an added value to students and achieving self-learning goals can be nurtured through portfolio and e-portfolio. Evaluate the learning process by practicing the three elements of learning and teaching namely cognitive, affective, and psychomotor through a series of effective assessments set out in the CLO. Practically it coincides with the principle Brain Based Learning theory by Caine and Caine especially emotion is something which is important in designing. Learning is involved and perceptions focus, and minds are livelier and more remembered when facts and practicality combined in a lively learning process. This will empower students’ readiness towards self-learning. Thus the resulting portfolio can be giving an overview of a student's expertise throughout the course of study (Caine & Caine,1990).
DeTAR Putra, Universiti Malaysia Sarawak
141 Background of the innovation
Among the delivery methods practiced for Online portfolio design course are through the implementation of lectures, tutorials and exercises while the methods and types of evaluation are quizzes, assignments, projects and final performances. The technique used is to apply a learning by doing or learning based on action because of the activities and tasks beyond the lecture session. Learning by doing refers to the educational theory described by American philosopher, John Dewey. He stated that learning should be relevant and practical, not just passive and theoretical. During the 14 weeks of this course, lecturers only spend an hour each week to lecture and the remaining 66 hours are devoted to self-study, assessment and learning. Lecturers apply Problem Based Learning by submitting a case or problem during class sessions and students will try to solve them with the help of friends. This allows students to learn through their experience of producing a project.
Importance to education
The systematic and transferable approaches encompassed in this course are practical knowledge, skills, and value of professionalism. Activities involving students to complete each task through interactive learning environments and thus meet industry requirements (Drummond, Nixon, & Wiltshire, 1998). This course requires students to produce personal resumes, job application letters and design an attractive portfolio to tailor them to the real world of work. The main thing that is often worried about in completing a resume is lack of experience, they worry that what they have is inadequate. However, the industry is actually researching your resume from many aspects besides the list of experiences, it is a transferable skill. Transferable skills can be used in many industries, it includes communication, problem solving, leadership, group work, adaptability, technical skills and analysis.
All the experiences that students gain during the course have given them valuable skills that make them better. Students can classify these skills as professional and voluntary work experience. The transferable skills acquired by students are mostly scalable based on certain standards.
Knowledge gained through Online portfolio design course is effective and able to create more professional students. Today's approach to creative technology education is unlimited. Most learning techniques use PBL (Problem based learning), project studio, or field work. Learning in lecture-based classes, online-based and tutorials alone limits the exploration of new ideas among students. Every student attending creative technology courses should produce an art project that contains the complete design principles. The approach used in this course, such as learning by doing, experiential based learning, and problem-based learning (PBL) is really effective in encouraging students to create new and fresh ideas(Savery, 2006). The dependence of students into lecturers can be reduced when the applied learning gives them the freedom to explore the environment. Through the process of suggesting ideas and producing works based on these ideas, students learn through practical deeds. This is beneficial to students when successfully producing a product or work that meets the design principles that have been set.
Process towards education and student involvement
This course covers all three aspects of immersive learning such as cognitive, psychomotor and effective, as well as students are given complete exposure to meet industry needs. The exposure is not only restricted to the classroom but also involves online mediums that are close to students such as UMK's e-learning system, "e-campus", pathbrite as well as special groups on Facebook social media. Information is widely shared among members and can be accessed at anytime anywhere. The learning and evaluation process is also made using this method as it is seen to be very effective in obtaining student engagement. Here are the web application pages used in this course;
http://ecampus.umk.edu.my/sep2018/my/
https://pathbrite.com/course/PHi6-PMaP0Z4/portfolio-design https://padlet.com/dashboard
https://kahoot.it/ , and so on
At the cognitive level, students can visualize their knowledge and understanding. Students can also analyse and integrate knowledge and information based on the exploitation of learning opportunities provided. At psychomotor level, students can respond to different situations and develop creative thinking well. In this way, students respond to design requirements, creative ideas and build teams to plan activities effectively. At the affective level, students can visualize active participation, and respond to certain phenomena. For example, to develop a good project or work and coordinate the roles and responsibilities of the team.
Impact on student learning
Based on the sample of the work produced and upload by the student in digital form at pathbrite.com platform, it has proven that the development of portfolio design is a compilation of materials that proves the trust, skills, qualifications, education, training and experience of the student itself. A survey was arranged towards 100
DeTAR Putra, Universiti Malaysia Sarawak
142 respondents among students to generate data in supporting our research. Respondents are the students from three cohort which taken the Portfolio design course. Tne results are as follows;
75% respondent use the portfolio they design during the Portfolio Design course in FTKW, UMK
60% respondent agree that learning through online course for this course are helpful and easy to understand 70% respondent said that the employer happy with their creative personal portfolios.
Online Portfolio design development also comes in various forms and development to this course featuring more creative and critical portfolio development needs. In addition, this course answers why students need portfolio design development as well as meeting current industry demands. Diversity in terms of the use of software that has been used in the development process of this design portfolio is not only digital, but also students are exposed to creative ideas for producing attractive physical portfolio designs. Through the learning outcomes of the course (CLO) and a series of assessments set by the students achieving an average score of more than 70% of the total scores allocated. Students are deemed to achieve the assigned HPK / CLO. At the end of the course, students demonstrate professionalism in the production of creative work and social communication. Students are more confident in preparing for the real challenge out there. At the end of the student's learning will present their work in the form of "Mock Interview" that runs simultaneously. Each student is rated by an accredited appraisal panel (acting as an employer). Students must follow all the criteria of actual interviews to ensure they can attract employers. Including personal skills, dressing, conversation, manners and so on, besides providing a clean portfolio / resume. The scores given are based on the scoring rubric provided. As a result of this approach the students are found to be more confident and most of them excel in the classroom have been able to get a job before graduating by applying what has been learned.
Acknowledgement
We are grateful for Pusat Kecemerlangan dan Pembangunan Akademik Universiti Malaysia Kelantan for their continuous support and guidance. The completion of this assignment gives us much Pleasure. We would like to show our gratitude Associate Professor Dr. Suria binti Baba for giving us a good guideline for this project throughout numerous consultations. We would also like to expand our deepest gratitude to all those who have directly and indirectly guided us in completing this project.
References
Caine, R. N., & Caine, G. (1990). Understanding a brain-based approach to learning and teaching. Educational leadership, 48(2), 66- 70.
Drummond, I., Nixon, I., & Wiltshire, J. (1998). Personal transferable skills in higher education: The problems of implementing good practice. Quality assurance in education, 6(1), 19-27.
Jensen, E. (2008). Brain-based learning: The new paradigm of teaching. Corwin Press.
Savery, J. R. (2006). Overview of problem-based learning: definition and distinctions, the interdisciplinary. In Journal of Problem-based learning.
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