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eBook BKA, JPT

[ JPT, KPT ] (BM)

Garis Panduan e-Gamifikasi Dalam Pengajaran dan Pembelajaran

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Garis panduan ini diwujudkan sebagai sumber rujukan dan makluman mengenai garis pelaksanaan dan penyampaian e-Gamifikasi dalam pengajaran dan pembelajaran kepada semua pihak termasuklah pensyarah yang ingin melaksanakan e-Gamifikasi dalam pengajaran di institusi pendidikan. Memberi pendedahan secara jelas dan terperinci mengenai garis panduan e-Gamifikasi dalam pengajaran dan pembelajaran.

[ JPT, KPT ] (BM)

Ringkasan Eksekutif e-Gamifikasi Dalam Pengajaran dan Pembelajaran

-----

Dalam konteks Pembelajaran Dalam Talian Tahap Global, amalan e-Gamifikasi ini menunjukkan bahawa hasil pembelajaran yang ditujukan dan elemen permainan digital untuk meningkatkan motivasi PdP mampu memberikan impak positif terhadap pencapaian dalam kalangan pelajar dan instruktor IPT. Kelebihan e-Gamifikasi dalam menyumbang kepada pencapaian lonjakan ke-9 PPPM (PT) dapat dilihat melalui Pembelajaran dalam Talian Tahap Global yang meningkatkan keterlibatan dan interaksi antara instruktor dan pelajar. Dengan itu, golongan pendidik atau instruktor IPT perlu mengambil inisiatif untuk menggunakan kaedah pembelajaran berasaskan permainan digital memandangkan kaedah pembelajaran ini berpotensi menyokong dan meningkatkan pembelajaran khususnya pencapaian akademik.

[ 2022 / JPT, KPT ] (EN)

National Inclusive Open Educational Resources (iOER) Policy

-----

In aligning with the objectives of UNESCO’s efforts on establishing inclusive OER, this policy is an initiative to drive the national OER agenda towards supporting UNESCO Sustainable Development Goals. Several institutions in Malaysia have joined the OER movement. However, not all OER are designed in an inclusive manner. An inclusive learning experience involves content, activities and resources that fit and can be adapted to everyone’s unique needs with no or minimal barriers. This national policy statement sets out to provide direction in the design, development and use of inclusive open educational resources (hereinafter referred to as iOER) to increase access to and support quality learning and teaching for all learners in Malaysian institutions under Creative Commons licenses. In doing so, the policy seeks to strengthen commitment to iOER by all concerned.

[ 2021 / JPT, KPT ] (BM)

Garis Panduan Reka Bentuk dan Penyampaian Kurikulum TVET

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Kualiti pengajaran dan pembelajaran menjadi tunjang utama kepada memenuhi keperluan tenaga kerja yang berpadanan dengan keperluan industri. Tujuan Garis Panduan Reka Bentuk dan Penyampaian Kurikulum TVET adalah untuk menyokong garis panduan sedia ada seperti Garis Panduan Amalan Baik: Reka Bentuk dan Penyampaian Kurikulum, Garis Panduan Amalan Baik: Pemantauan, Penyemakan dan Penambahbaikan Kualiti Institusi Berterusan, Garis Panduan Amalan Baik: Penilaian Pelajar dan Garis Panduan Amalan Baik: Pembelajaran Berasaskan Kerja serta menjelaskan dari sudut pandangan TVET sebagai sebahagian daripada inisiatif untuk melonjak kualiti graduan TVET. Selain itu ia adalah untuk memberikan garis panduan umum tentang reka bentuk dan penyampaian untuk program-program TVET di peringkat pendidikan tinggi kepada penyedia pendidikan TVET, industri, pelajar, ibu bapa dan mana-mana individu yang berminat dengan TVET.

[ 2021 / JPT, KPT ] (EN)

The Malaysia Top Graduate Business School (MyTBS) Framework

-----

The Malaysia Top Graduate Business School (MyTBS) framework is a major step in transforming Malaysia’s graduate business school in promoting continuous business and management education. MyTBS is intended to provide a unique standard to measure the practice of business and management education excellences; to foster impactful collaborations with various national and international stakeholders; and to promote sustainable graduate business schools with high ethical values and practices. Through this framework, the performance standard of the graduate business schools in Malaysia is measured and rated. The MyTBS framework consists of five (5) main criteria - Core Faculty, Research and Education Excellence, Industry and Community Linkages, Internationalisation, and Ethics and Sustainability. These criteria are recognised as key indicators which will be used to rate the quality of graduate business schools or entity affiliated with an institution that offer postgraduate business and management programmes in Malaysia.

[ 2021 / JPT, KPT ] (EN)

Experiential Learning And Competency-Based Education Landscape (EXCEL):

Resilient and Change-Ready Talent

-----

This playbook is prepared as a guide for HEI curriculum developers and academics. It provides an introduction to the EXCEL framework and ways to embed research, industry and community based elements as well as personalization in curriculum delivery. The playbook illustrates how experiential and competency based learning may be designed successfully into the academic programs as a means to produce resilient and Change-ready talent.

[ 2021 / JPT, KPT ] (EN)

Alternative Assessment in Higher Education: A Practical Guide To Assessing Learning

-----

This book serves as a quick practical guide to educators who would like to make a difference to their learners’ learning experiences especially in relation to assessment. Alternative Assessment provides possibilities and opportunities for learning to be measured in a meaningful and most important, for learners to complete the assessment given, in a fun way.

[ 2021 / JPT, KPT ] (EN)

Transdisciplinary Makerspace

-----

This Transdisciplinary Makerspace playbook presents the background information on the makerspace, the curriculum, courses, or modules that could be carried out. It also provides some baseline studies on makerspaces in Malaysia, examples of a makerspace setup, and some ideas on sustainability of the makerspace. We hope this playbook would function as a catalyst to transform conventional learning experiences to collaborative learning ecosystems.

[ 2021 / JPT, KPT ] (EN)

Quick Reference: 5 Clusters of Learning Outcomes MQF2.0

-----

The purpose of this Quick Reference guideline is to assist higher education providers in developing and strengthening their academic programs, curriculum and syllabus for future-ready skilled graduates. This guideline explains the 5 Clusters of learning outcomes in MQF2.0, consisting of Knowledge and Understanding, Cognitive Skills, Functional Skills, Personal and Entrepreneurial Skills as well as Ethics and Professionalism.

[ 2021 / JPT, KPT ] (EN)

Kerangka Pembangunan Program Teknologi Tinggi - Bernilai Tinggi (HT-HV)

-----

Pembangunan Kerangka Teknologi Tinggi - Bernilai Tinggi ini penting bagi memastikan terdapat program pengajian di Malaysia yang melahirkan tenaga mahir yang kalis masa depan dalam era teknologi yang berubah dengan pantas. Kerangka ini juga diharapkan dapat mengimbangi kaedah pembangunan program sedia ada, dengan memasukkan elemen TVET berasaskan profesion sepertimana yang digariskan oleh UNESCO dan juga pendidikan fleksibel dengan kurikulum yang dinamik dan organik.

[ 2020 / JPT, KPT ] (BM)

Playbook Pengajaran dan Pembelajaran Dalam Talian

-----

PdP dalam talian dijalankan menggunakan platform elektronik. Perkara asas yang penting dalam pelaksanaan PdP dalam talian adalah reka bentuk instruksional. Reka bentuk Instruksional merangkumi menilai keperluan pelajar, proses mereka bentuk, membangunkan bahan dan menilai keberkesanan. Dalam mereka bentuk sesi PdP, mencipta pengalaman dan merangka bahan pembelajaran dalam merancang perolehan dan aplikasi ilmu pengetahuan dan kemahiran perlu diberi perhatian. Dalam buku ini perkara penting dibincangkan adalah asas pedagogi dalam talian, penjajaran konstruktif dan jam pembelajaran pelajar (SLT) menjadi elemen asas yang mesti diketahui oleh ahli akademik. Cara pelaksanaan berupa mod pengajaran (segerak dan tidak segerak) dan Pembelajaran Teradun Gantian (PTG) dihuraikan beserta contoh pelaksanaan bagi rujukan pembaca. Bab ini diakhiri dengan beberapa contoh amalan terbaik reka bentuk PdP dalam talian dalam bentuk Pro Forma daripada beberapa bidang ilmu.

[ 2020 / JPT, KPT ] (BM)

Garis Panduan Pelaksanaan Pembelajaran Teradun Gantian (Pembelajaran Dalam Talian)

-----

Dokumen ini bertujuan untuk menyediakan satu Garis Panduan bagi pelaksanaan Pembelajaran Teradun Gantian (PTG) Pembelajaran dalam Talian bagi sesuatu kursus dalam mana-mana program akademik yang ditawar oleh Institusi Pendidikan Tinggi (IPT). Pembelajaran Teradun merupakan gabungan di antara pembelajaran secara konvensional dan pembelajaran dalam talian. Dokumen ini hanya memfokus kepada pembelajaran dalam talian manakala pembelajaran secara konvensional boleh dirujuk kepada amalan sedia ada oleh mana-mana IPT.

[ 2020 / JPT, KPT ] (EN)

MOHE Guide To Entrepreneurship Integrated Education (EIE)

-----

This MOHE Guide To Entrepreneurship Integrated Education (EIE) serves as referral and guidelines for all HLIs in Malaysia to drive the entrepreneurship programmes and activities in accordance to the aspiration of the Ministry of Higher Education (MOHE) to produce holistic, entrepreneurial and balanced graduates (Malaysia Education Blueprint 2015–2025 (Higher Education).

[ 2020 / JPT, KPT ] (BM)

Panduan Pendidikan Keusahawanan Bersepadu (EIE)

-----

Panduan KPT untuk Pendidikan Keusahawanan Bersepadu (EIE) berfungsi sebagai rujukan dan garis panduan bagi semua IPT di Malaysia untuk mendorong program dan aktiviti keusahawanan sesuai dengan aspirasi Kementerian Pengajian Tinggi (KKM) demi melahirkan graduan yang holistik, berkemahiran keusahawanan dan seimbang (Pelan Pembangunan Pendidikan Malaysia 2015–2025 (Pengajian Tinggi).

[ 2020 / JPT, KPT ] (EN)

High-Impact Educational Practices (HIEPs): The Malaysian Higher Education Experience, Volume 2

-----

High-Impact Educational Practices (HIEPs) aim to enhance student learning through authentic and impactful learning activities and assessments to prepare them for life and the world of work. HIEPs were formally introduced and subsequently implemented by Malaysian Higher Education Institutions in 2015. This infographic book, initiated by Malaysian Higher Education Teaching and Learning Council (MAGNETIC) serves as a reference and guide to inspire Malaysian academicians to integrate HIEPs into their teaching and learning (TnL) practices. Volume 2 focuses on the teaching and learning involving interdisciplinary approaches recommended for the later years upon graduation.

[ 2020 / JPT, KPT ] (EN)

High-Impact Educational Practices (HIEPs): The Malaysian Higher Education Experience, Volume 1

-----

High-Impact Educational Practices (HIEPs) aim to enhance student learning through authentic and impactful learning activities and assessments to prepare them for life and the world of work. HIEPs were formally introduced and subsequently implemented by Malaysian Higher Education Institutions in 2015. This infographic book, initiated by Malaysian Higher Education Teaching and Learning Council (MAGNETIC) serves as a reference and guide to inspire Malaysian academicians to integrate HIEPs into their teaching and learning (TnL) practices. Volume 1 focuses on involvement of students and their engagement with the communities.

[ 2019 / JPT, KPT ] (EN)

Service Learning Malaysia (SULAM) - University For Society

-----

This Playbook is designed to provide an overview of the SULAM program at Malaysia HLIs. We hope that it will provide you with some ideas and resources to get started in SULAM or to enhance the SULAM work that you are already doing. Chapter One addressess the concept and benefits as well as some examples of SULAM. It also gives definition and background information on SULAM. Chapter Two is about developing a SULAM embedded course which describes the main components of a SULAM course and techniques of writing good reflections. Chapter Three will give you ideas on how to engage community partners, their roles as well as mangement of SULAM at higher institutions.

[ 2019 / JPT, KPT ] (EN)

Guidelines for the Implementation of the 2u2i Study Mode (GP 2u2i)

-----

The Guidelines for the Implementation of the 2u2i Study Mode (GP 2u2i) provides a general guide for HLIs that wish to develop and implement an academic programme in the 2u2i Study Mode, which involves industries, students, academic staff, Industry Coaches and other stakeholders. This guidebook is divided into six (6) chapters. 1. Introduction; 2. Curriculum Design; 3. Delivery Methods; 4. Assessment of the Industry Component; 4. Management of the 2u2i Study Mode; and 5. Quality Assurance.

Updated:: 24/02/2023 [azryadeny]

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		[ JPT, KPT ] (BM)
		Garis Panduan e-Gamifikasi Dalam Pengajaran dan Pembelajaran
		-----
		Garis panduan ini diwujudkan sebagai sumber rujukan dan makluman mengenai garis pelaksanaan dan penyampaian e-Gamifikasi dalam pengajaran dan pembelajaran kepada semua pihak termasuklah pensyarah yang ingin melaksanakan e-Gamifikasi dalam pengajaran di institusi pendidikan. Memberi pendedahan secara jelas dan terperinci mengenai garis panduan e-Gamifikasi dalam pengajaran dan pembelajaran.



		[ JPT, KPT ] (BM)
		Ringkasan Eksekutif e-Gamifikasi Dalam Pengajaran dan Pembelajaran
		-----
		Dalam konteks Pembelajaran Dalam Talian Tahap Global, amalan e-Gamifikasi ini menunjukkan bahawa hasil pembelajaran yang ditujukan dan elemen permainan digital untuk meningkatkan motivasi PdP mampu memberikan impak positif terhadap pencapaian dalam kalangan pelajar dan instruktor IPT. Kelebihan e-Gamifikasi dalam menyumbang kepada pencapaian lonjakan ke-9 PPPM (PT) dapat dilihat melalui Pembelajaran dalam Talian Tahap Global yang meningkatkan keterlibatan dan interaksi antara instruktor dan pelajar. Dengan itu, golongan pendidik atau instruktor IPT perlu mengambil inisiatif untuk menggunakan kaedah pembelajaran berasaskan permainan digital memandangkan kaedah pembelajaran ini berpotensi menyokong dan meningkatkan pembelajaran khususnya pencapaian akademik.



		[ 2022 / JPT, KPT ] (EN)
		National Inclusive Open Educational Resources (iOER) Policy
		-----
		In aligning with the objectives of UNESCO’s efforts on establishing inclusive OER, this policy is an initiative to drive the national OER agenda towards supporting UNESCO Sustainable Development Goals. Several institutions in Malaysia have joined the OER movement. However, not all OER are designed in an inclusive manner. An inclusive learning experience involves content, activities and resources that fit and can be adapted to everyone’s unique needs with no or minimal barriers. This national policy statement sets out to provide direction in the design, development and use of inclusive open educational resources (hereinafter referred to as iOER) to increase access to and support quality learning and teaching for all learners in Malaysian institutions under Creative Commons licenses. In doing so, the policy seeks to strengthen commitment to iOER by all concerned.



		[ 2021 / JPT, KPT ] (BM)
		Garis Panduan Reka Bentuk dan Penyampaian Kurikulum TVET
		-----
		Kualiti pengajaran dan pembelajaran menjadi tunjang utama kepada memenuhi keperluan tenaga kerja yang berpadanan dengan keperluan industri. Tujuan Garis Panduan Reka Bentuk dan Penyampaian Kurikulum TVET adalah untuk menyokong garis panduan sedia ada seperti Garis Panduan Amalan Baik: Reka Bentuk dan Penyampaian Kurikulum, Garis Panduan Amalan Baik: Pemantauan, Penyemakan dan Penambahbaikan Kualiti Institusi Berterusan, Garis Panduan Amalan Baik: Penilaian Pelajar dan Garis Panduan Amalan Baik: Pembelajaran Berasaskan Kerja serta menjelaskan dari sudut pandangan TVET sebagai sebahagian daripada inisiatif untuk melonjak kualiti graduan TVET. Selain itu ia adalah untuk memberikan garis panduan umum tentang reka bentuk dan penyampaian untuk program-program TVET di peringkat pendidikan tinggi kepada penyedia pendidikan TVET, industri, pelajar, ibu bapa dan mana-mana individu yang berminat dengan TVET.



		[ 2021 / JPT, KPT ] (EN)
		The Malaysia Top Graduate Business School (MyTBS) Framework
		-----
		The Malaysia Top Graduate Business School (MyTBS) framework is a major step in transforming Malaysia’s graduate business school in promoting continuous business and management education. MyTBS is intended to provide a unique standard to measure the practice of business and management education excellences; to foster impactful collaborations with various national and international stakeholders; and to promote sustainable graduate business schools with high ethical values and practices. Through this framework, the performance standard of the graduate business schools in Malaysia is measured and rated. The MyTBS framework consists of five (5) main criteria - Core Faculty, Research and Education Excellence, Industry and Community Linkages, Internationalisation, and Ethics and Sustainability. These criteria are recognised as key indicators which will be used to rate the quality of graduate business schools or entity affiliated with an institution that offer postgraduate business and management programmes in Malaysia.



		[ 2021 / JPT, KPT ] (EN)
		Experiential Learning And Competency-Based Education Landscape (EXCEL): Resilient and Change-Ready Talent
		-----
		This playbook is prepared as a guide for HEI curriculum developers and academics. It provides an introduction to the EXCEL framework and ways to embed research, industry and community based elements as well as personalization in curriculum delivery. The playbook illustrates how experiential and competency based learning may be designed successfully into the academic programs as a means to produce resilient and Change-ready talent.



		[ 2021 / JPT, KPT ] (EN)
		Alternative Assessment in Higher Education: A Practical Guide To Assessing Learning
		-----
		This book serves as a quick practical guide to educators who would like to make a difference to their learners’ learning experiences especially in relation to assessment. Alternative Assessment provides possibilities and opportunities for learning to be measured in a meaningful and most important, for learners to complete the assessment given, in a fun way.



		[ 2021 / JPT, KPT ] (EN)
		Transdisciplinary Makerspace
		-----
		This Transdisciplinary Makerspace playbook presents the background information on the makerspace, the curriculum, courses, or modules that could be carried out. It also provides some baseline studies on makerspaces in Malaysia, examples of a makerspace setup, and some ideas on sustainability of the makerspace. We hope this playbook would function as a catalyst to transform conventional learning experiences to collaborative learning ecosystems.



		[ 2021 / JPT, KPT ] (EN)
		Quick Reference: 5 Clusters of Learning Outcomes MQF2.0
		-----
		The purpose of this Quick Reference guideline is to assist higher education providers in developing and strengthening their academic programs, curriculum and syllabus for future-ready skilled graduates. This guideline explains the 5 Clusters of learning outcomes in MQF2.0, consisting of Knowledge and Understanding, Cognitive Skills, Functional Skills, Personal and Entrepreneurial Skills as well as Ethics and Professionalism.



		[ 2021 / JPT, KPT ] (EN)
		Kerangka Pembangunan Program Teknologi Tinggi - Bernilai Tinggi (HT-HV)
		-----
		Pembangunan Kerangka Teknologi Tinggi - Bernilai Tinggi ini penting bagi memastikan terdapat program pengajian di Malaysia yang melahirkan tenaga mahir yang kalis masa depan dalam era teknologi yang berubah dengan pantas. Kerangka ini juga diharapkan dapat mengimbangi kaedah pembangunan program sedia ada, dengan memasukkan elemen TVET berasaskan profesion sepertimana yang digariskan oleh UNESCO dan juga pendidikan fleksibel dengan kurikulum yang dinamik dan organik.



		[ 2020 / JPT, KPT ] (BM)
		Playbook Pengajaran dan Pembelajaran Dalam Talian
		-----
		PdP dalam talian dijalankan menggunakan platform elektronik. Perkara asas yang penting dalam pelaksanaan PdP dalam talian adalah reka bentuk instruksional. Reka bentuk Instruksional merangkumi menilai keperluan pelajar, proses mereka bentuk, membangunkan bahan dan menilai keberkesanan. Dalam mereka bentuk sesi PdP, mencipta pengalaman dan merangka bahan pembelajaran dalam merancang perolehan dan aplikasi ilmu pengetahuan dan kemahiran perlu diberi perhatian. Dalam buku ini perkara penting dibincangkan adalah asas pedagogi dalam talian, penjajaran konstruktif dan jam pembelajaran pelajar (SLT) menjadi elemen asas yang mesti diketahui oleh ahli akademik. Cara pelaksanaan berupa mod pengajaran (segerak dan tidak segerak) dan Pembelajaran Teradun Gantian (PTG) dihuraikan beserta contoh pelaksanaan bagi rujukan pembaca. Bab ini diakhiri dengan beberapa contoh amalan terbaik reka bentuk PdP dalam talian dalam bentuk Pro Forma daripada beberapa bidang ilmu.



		[ 2020 / JPT, KPT ] (BM)
		Garis Panduan Pelaksanaan Pembelajaran Teradun Gantian (Pembelajaran Dalam Talian)
		-----
		Dokumen ini bertujuan untuk menyediakan satu Garis Panduan bagi pelaksanaan Pembelajaran Teradun Gantian (PTG) Pembelajaran dalam Talian bagi sesuatu kursus dalam mana-mana program akademik yang ditawar oleh Institusi Pendidikan Tinggi (IPT). Pembelajaran Teradun merupakan gabungan di antara pembelajaran secara konvensional dan pembelajaran dalam talian. Dokumen ini hanya memfokus kepada pembelajaran dalam talian manakala pembelajaran secara konvensional boleh dirujuk kepada amalan sedia ada oleh mana-mana IPT.



		[ 2020 / JPT, KPT ] (EN)
		MOHE Guide To Entrepreneurship Integrated Education (EIE)
		-----
		This MOHE Guide To Entrepreneurship Integrated Education (EIE) serves as referral and guidelines for all HLIs in Malaysia to drive the entrepreneurship programmes and activities in accordance to the aspiration of the Ministry of Higher Education (MOHE) to produce holistic, entrepreneurial and balanced graduates (Malaysia Education Blueprint 2015–2025 (Higher Education).



		[ 2020 / JPT, KPT ] (BM)
		Panduan Pendidikan Keusahawanan Bersepadu (EIE)
		-----
		Panduan KPT untuk Pendidikan Keusahawanan Bersepadu (EIE) berfungsi sebagai rujukan dan garis panduan bagi semua IPT di Malaysia untuk mendorong program dan aktiviti keusahawanan sesuai dengan aspirasi Kementerian Pengajian Tinggi (KKM) demi melahirkan graduan yang holistik, berkemahiran keusahawanan dan seimbang (Pelan Pembangunan Pendidikan Malaysia 2015–2025 (Pengajian Tinggi).



		[ 2020 / JPT, KPT ] (EN)
		High-Impact Educational Practices (HIEPs): The Malaysian Higher Education Experience, Volume 2
		-----
		High-Impact Educational Practices (HIEPs) aim to enhance student learning through authentic and impactful learning activities and assessments to prepare them for life and the world of work. HIEPs were formally introduced and subsequently implemented by Malaysian Higher Education Institutions in 2015. This infographic book, initiated by Malaysian Higher Education Teaching and Learning Council (MAGNETIC) serves as a reference and guide to inspire Malaysian academicians to integrate HIEPs into their teaching and learning (TnL) practices. Volume 2 focuses on the teaching and learning involving interdisciplinary approaches recommended for the later years upon graduation.



		[ 2019 / JPT, KPT ] (EN)
		Service Learning Malaysia (SULAM) - University For Society
		-----
		This Playbook is designed to provide an overview of the SULAM program at Malaysia HLIs. We hope that it will provide you with some ideas and resources to get started in SULAM or to enhance the SULAM work that you are already doing. Chapter One addressess the concept and benefits as well as some examples of SULAM. It also gives definition and background information on SULAM. Chapter Two is about developing a SULAM embedded course which describes the main components of a SULAM course and techniques of writing good reflections. Chapter Three will give you ideas on how to engage community partners, their roles as well as mangement of SULAM at higher institutions.



		[ 2019 / JPT, KPT ] (EN)
		Guidelines for the Implementation of the 2u2i Study Mode (GP 2u2i)
		-----
		The Guidelines for the Implementation of the 2u2i Study Mode (GP 2u2i) provides a general guide for HLIs that wish to develop and implement an academic programme in the 2u2i Study Mode, which involves industries, students, academic staff, Industry Coaches and other stakeholders. This guidebook is divided into six (6) chapters. 1. Introduction; 2. Curriculum Design; 3. Delivery Methods; 4. Assessment of the Industry Component; 4. Management of the 2u2i Study Mode; and 5. Quality Assurance.