Action Planhttps://drive.google.com/file/d/1AyZRW623c1aL0CRvHU34o91E2I8SqvyI/view?

ts=5b09879f
Action Plan
Action Purpose Stakeholders Resources required1 Timeline

GCLT Complete EDU60003 Professional Myself, Swinburne Access to the unit on 13 weeks
relevant Curriculum Design and development purpose Sarawak (Academic Canvas upon
Assessment Practice Committee), enrolment
Head of School,
Swinburne Sarawak
HR

To enhance
specialized cognitive
and practical skills to
design curriculum

Broaden my
knowledge on
scholarly/ informed
approach to learning
design

Complete EDU60014 Design Professional Myself, Swinburne Access to the unit on 13 weeks
and Delivery for Online development purpose Sarawak (Academic Canvas upon
Learning Practice Committee), enrolment
Head of School,
Swinburne Sarawak
HR

To acquire online
learning design skills

1
Think beyond time and money. Particular journals you need to read regularly, conferences you need to attend, particular themes or topics you need to
pursue in other GCLT the units, other courses may deepen your understanding of particular topics and other people that you may approach to work with you.
 To acquire
knowledge and skills
on integrating online
teaching practice/
blended and online
environments.

Changing Complete proposed outline To provide greater Myself, Head of Director of Academic 6 months
learning action plan for blended insight into the School, Coordinator, Swinburne Sarawak
environment. learning initiative for the unit possibilities of Unit Convener,
blended learning in Digital Technologist,
the proposed unit Swinburne Sarawak
Policy, Planning and
Quality

Unit mapping/ alignment with To obtain approval Myself, Equity Ministry of Higher 6 months
MQA framework for delivery of Groups, Course Education Malaysia,
blended learning Coordinator, Academic Senate
initiative Swinburne Sarawak Course Committee,
Policy, Planning and
Quality

To map the Course

Learning Outcome
against any relevant
qualification
standards

To make comparison
of the Malaysia
Qualifications
Framework
Foundation
Standards and
Australia Foundation

Application of approval for
change of mode of delivery
(from face-to-face to blended
mode)
Learning Design learning activities and
theories in assessment illustrating the
practice. application of the chosen
learning theory
Attend e-learning
conferences
– Learning Solution
Conference and Expo
- DevLearn Conference and
Expo
Supporting Briefing and demonstration
student on E-learning platform
Standards
To obtain approval Myself, Equity Ministry of Higher 6 months
for delivery of Groups, Course Education Malaysia,
blended learning Coordinator, Academic Senate
initiative Swinburne Sarawak Course Committee,
Policy, Planning and
Quality
To reflect on the Myself, unit convener 6 months
changes that can be
made to the unit
based on the learning
theory
To reflect on the unit Myself, unit convener 6 months
learning outcome in
order to be aligned
with the intended
change
Professional Myself, Head of Human Resource 1 month
development purpose School, HR, Development Fund
Swinburne Sarawak
To gain insights on Director of Academic
the current ideas and
key issues on e-
learning
To allow familiarity Myself, teaching E-learning platform, 1 month
with the E-learning staff, unit convener, teaching staff, unit
learning platform/ technology program coordinator convener

Design feedback sheets/
marking rubrics
To inform students Myself, teaching E-learning platform, 1 month
about task staff, unit convener, teaching staff. Unit
requirement and to program coordinator convener
provide consistent
feedback in relation
to goals

Building Design E-learning materials Design online Myself, course E- learning platform 12 months
engaging activities - including coordinator, Unit
curriculum assessment, group convener, Swinburne Funding from the
work, and Sarawak Policy, university to
engagement items - Planning and Quality, purchase the E-
that facilitate a Digital Technologist learning platform
community of
learners

Construct online Myself, course E- learning platform 12 months

environment that coordinator, Unit
encourages student convener, Swinburne Funding from the
engagement through Sarawak Policy, university to
the provision of Planning and Quality, purchase the E-
activities, events, and Digital Technologist learning platform
feedback throughout
the learning and
teaching period

Evaluating Small data analysis - use of To collect students’ Myself, Head of E-learning platform 2 months
Effectiveness learning analytics on feedback regarding School, Unit
Blackboard (Feedback the learning Convener, Course
 collection from students) outcomes of the unit coordinator
(To conduct during
semester and at the
end of semester)

Students’ portfolio To evaluate students’ Myself, teaching

learning progress staff, unit convener,
course coordinator

Analysis and rationale of actions2

The Professionalisation of University Teaching (overview)

Often, university lecturers feel that they are the subject expert in their field and it is up to the students to learn. They are not taken responsibility
for their teaching especially when the component of research plays the bigger picture in their career as university lecturers. It is the students
decision whether to study or not. The entry requirement for higher learning has been lowered and higher learning institutions no longer perceived
as for academic elite. Due to the lower entry requirements, many students are not fully prepared academically for higher learning. This has lead
to high attrition rate, increasing number of students who are unable to complete a degree.

The professionalization of university teaching is becoming ore important as universities try to respond to an increasingly diverse and discerning
student population, issues relating to standards quality, growing international competition, and generally ‘doing more with less’. Educational
development is needed in order to help university academics and university itself to promote significant students’ learning. Many current methods,
such as widespread lecturing to students, relegate students to passivity, tend to focus narrowly on subject knowledge, and, thus, are inadequate.
Instead, effective teaching needs to put student learning at the centre of the teaching process. Hence, the call for professionalization of university
teaching. University lecturers should be equipped not only with subject knowledge but also theoretical and pedagogical knowledge, factor in the
learning environment with regard to themselves.

GCLT Relevant
New training needs is needed due to the changes in working environment, triggered mainly by globalisation and the introduction of information
and communication technologies. New technologies and a move towards online learning make it imperative that academics understand how
to best facilitate learning in the digital environment. To help all students to learn in and for this changing environment, academics in university
need a better understanding of teaching and learning issues as well as to advance their pedagogic competences.

As a step to professionalise academics as higher education teacher, it is recommended that universities to strive for quality education by offering
educational development opportunities to their teachers. Staff involved in teaching and supporting student learning should be qualified, supported
and adequately resourced for that role. Therefore, teachers should be encouraged to take up programs of modules that can help their professional
teaching development. Educational development program such as GCLT can lead to the increase of teachers’ satisfaction, changes in attitudes,
behaviours and teaching practice. At the same time, student ratings of instructor’s teaching can be improved. Eventually, GCLT aim to improve
the quality of student learning and help to produce competent graduates.

The Changing Learning Environment

Immense technological changes are taking place that should be used for the benefit of learning in higher education. Teaching and learning no
longer confined in classroom as it can be taken place in a virtual world with the suitable e-learning platform. As a result of the free movement of
people, universities are attracting an increasingly diverse student body, which include higher numbers of international, students, mature students,
educationally disadvantaged students and students with a disability.

There is abundant evidence that proper use of technology can enhance quality learning, particularly in part-time students and large enrolment
courses. By using technology in teaching and learning, it will be beneficial for the students as they can be familiarised with the technological
innovations that they will need in their chosen profession and their lives. Technology-enhanced learning can be a valuable allies of teachers to
improve their courses. Teachers who are faced with very large classes can solicit student questions before class using e-learning platform and
design their learning materials accordingly. They can divide their lecture into shorter segments, with interactive breaks in which students briefly
explain and interpret key concepts. However, many teachers still lack awareness about and skills for using IT effectively for teaching. Therefore,
it is imperative that teachers understand how to facilitate learning in a digital environment.

Learning Theories in Practice

Putting students at the centre of the learning process creates new requirements for teachers. Teachers need to design learning outcomes and
assessment, give and respond to feedback, embed an increasing range of skills into the curriculum, maximise the opportunities associated with
classroom diversity and consider ethical issues. With student at the centre of teaching, teachers must be aware of students’ expectation, how
they perceive the tasks and learning environment, learning approaches, and their performance.

Teaching is a complex matter, what best for one may not be good for another. Teachers need to be able to reflect on their teaching practices to
meet the needs of the students. Each student brings in different expectation, background knowledge. Teachers need to know what works arising
out of their reflective practice. Teachers can engage in pedagogies that can be adapted to different disciplines and cultural contexts.

Learning is an active process. Students are not passive receivers of knowledge. Learning happens when students read, talk, write, explain,
make connections between ideas, try things out and observe the results, analyse, evaluate and organise their knowledge in meaningful ways.
Therefore, it is important for learning materials to be designed in a way where it engages students in processing and using new ideas rather than
just listening or watching their teachers.

Supporting Student Learning

Feedback on student performances is needed in order to clarify what good performance looks like, and provides information so that students can
monitor their own performance and close the gap between the desired and actual performance. Instructional activities and assessments should
be aligned with intended learning outcomes. Feedback given should be constructive and timely. A constructive feedback allows the students to
think critically about their work and reflect on what and how to improve it. They can perceive learning from the different angles and subsequently
increasing dialogues about learning improvement with the teacher. It allows for students’ autonomy in their learning.

Goals have to be clearly defined. Giving specific goals are more effective than general non-specific goals as they focus on students’ attention
and feedback can be more directed. A clear and well-defined marking criteria will allow for consistent feedback to be given to students in relation
to goals. It is important for students to receive feedback so there is still time for them to use it towards the target goal. Feedback can be effective
if the student is still engaged in the subject matter because it will be more meaningful and relevant.

Building Engaging Curriculum

Curriculum plays an essential role in enabling quality learning and in articulating and supporting education that is relevant to holistic development.
With the diverse student body in university, it is necessary for the curriculum to be developed is able to articulate the competencies for lifelong
learning. The curriculum should comprise high quality, relevant and appropriate content and contributes to the development of competence.
Components which can promote students’ learning autonomy and collaborative learning should be included.

Project-based learning allows teachers to engage students at deeper levels, with challenging content. It develops students’ abilities to make
meaningful applications and generalization to new problems and contexts. Furthermore, it promotes students’ interests at the core and allows
students to apply newfound knowledge and concepts with depth. The curriculum designed should provide students with multiple opportunities to
practice and demonstrate what they learn in a variety of contexts. It should also allow for incorporating socialization into the discourse and
practices of academic disciplines and provides frequent opportunities for students to apply the modes of inquiry and truth verification strategies
and processes characteristic of each domain.

Evaluating Effectiveness
Formative evaluation is carried out during the instructional process to provide feedback to students and teachers on how well students are learning
the material. The result of the evaluation allows teachers to adjust instruction or the curriculum as needed. Data analytics tool on e-learning
platform can be used in helping to identify concerns and issues and to monitor students’ progress in the course of the study. Better connections
between students, their learning materials, assessments and learning outcomes can be generated through data gathered. It allows for reflection
from the teaching staff for unit improvement purpose and also serve as insights on students’ learning.

Concluding comments
Working with students and staff in higher education requires different approaches and methods. The identity of academics
as teachers around the concept of ‘teacher-researchers’ should be strengthened. Academics in higher learning should encourage to be engaged
in both teaching and researching as there is a symbiotic relationship between the two. Subject knowledge and the knowledge of delivering the
knowledge both are equally important in order to meet the needs of students and the changing education scene. Technology in education should
be embraced and fully utilised in order to be on par with globalization.