Copyright DR JJ, ASERG, UiTM, Shah Alam 1 FSG Dec07... · Outcome Based Education 08/07/2011 Copyright DR JJ, ASERG, UiTM, Shah Alam 14

Outcome Based Education 08/07/2011

Copyright DR JJ, ASERG, UiTM, Shah Alam 1

Copyright DrJJ, ASERG, FSG, UiTM. March 2010 1

Howard Gardner

email: [email protected], drjjlanita@hotmail .com; [email protected]: http://drjj.uitm.edu.my; HP#:+60193551621

““If you are, you breathe. If you breathe, you talk. If you are, you breathe. If you breathe, you talk. If you talk, you If you talk, you ASKASK . If you ask, you . If you ask, you THINKTHINK . .

If you think, you If you think, you SEARCHSEARCH . If you search, you . If you search, you EXPERIENCEEXPERIENCE. . If you experience, you If you experience, you LEARNLEARN . If you learn, you . If you learn, you GROWGROW. .

If you grow, you wish. If you wish, you If you grow, you wish. If you wish, you FINDFIND. . If you find, you If you find, you DOUBTDOUBT . If you doubt, you . If you doubt, you QUESTIONQUESTION. .

If you question, you If you question, you UNDERSTANDUNDERSTAND . If you understand, you . If you understand, you KNOWKNOW . . If you know, you want to know more. If you know, you want to know more.

And if you want to know more, And if you want to know more, YOU ARE ALIVEYOU ARE ALIVE ””-- National Geographic National Geographic --


http://drjj.uitm.edu.my

Cognitive (Processes in the Head) : thought or knowledge: "what the student is able to do" (an observable) - LWBAT

Affective (of the Heart): feelings or choices "how the student chooses to act“ - LWCT

Psychomotor (Motor-Brain coordination) : physical skills "what the student can perform" -LWBAT



7/8/2011 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 3




Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Level 1Level 1 :

Recal l or recognition of fact, information or concept

Level2Level2 :

Basic application of skill/concept : Use info, conceptual knowledge, follow procedures

Level 3Level 3 :

Strategic thinking/reasoning :Develop plan to solve probs; require justification & decision-making

Level 4Level 4 :

Extended ThinkingSolving authentic real-world problem requiring time & research, patience, perseverance..

WebbWebb ’’s DOKs DOK

Cognitive DomainCognitive Domain

Set

Origination

Adaptation

Complete Overt Response

Mechanism

Guided Response

Perception

KrathwolKrathwol ’’s Affective s Affective DomainDomain

SimpsonSimpson ’’s s Psychomotor DomainPsychomotor Domain

Internalizing

Organisation

Valuing

Responding

Receiving

Inte

llect

ual

Ski

lls





Set

Origination

Adaptation

Complete Overt Response

Mechanism

Guided Response

Perception

SimpsonSimpson ’’s Taxonomys Taxonomy --SkillsSkills

Higher order

Lower order

PSYCHOMOTOR DOMAIN INCLUDES PHYSICAL

MOVEMENT, COORDINATION & USE OF THE

MOTOR SKILL AREAS

LO2, LO2, LO3, LO4,LO7,LO8

KrathwohlKrathwohl ’’s Taxonomys Taxonomy --AffectiveAffective

Internalizing

Organisation

Valuing

Responding

Receiving

Higher order

Lower order

AFFECTIVE DOMAIN – INCLUDES MANNER WE DEAL

WITH THINGS EMOTIONALLY (e.g. FEELINGS,

INTERESTS, ATTITUDES, APPRECIATION,

ENTHUSIASMS, MOTIVATIONS) - THAT MIGHT RESULT

FROM INSTRUCTION): LO4,LO5,LO6,LO7, LO8,LO9LO4,LO5,LO6,LO7, LO8,LO9

6


Bloom Cognitive Action Verbs

Bloom










http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table










Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.




1. Explain in depth why a particular course topic is important to teaching. TLATLAs: Plenary sessions with pre-readings and notes used for learning information, clarification and elaboration. Application to teaching by partners and small groups

2. Explain how the component course topics interrelate. TLATLAs: As for (1)3. Reflect on your teaching in terms of a working theory you have gained from

the course. TLATLAs: Keep reflective diary; discuss with group/learning partner4. Evaluate a situation that has gone wrong and apply a solution. TLATLAs: Use

workplace resources, group/learning partner comparing perspectives on evaluating and applying.

Intended learning outcomes (CLOs) for Biggs’ The Nat ure of Teaching and Learning Course and its aligned teachi ng/learning activities (TLAs)





1.1. Explain (in depth)Explain (in depth) the concepts, laws and theories in electrostatics, electricity and magnetism using either or a combination of the qualitative, visual and quantitative approach. (LO1-C2). TLATLAs: Pre-class activity: performing predictions and simulation tasks from predetermined softwares followed by face-to-face group and class discussion on outcomes of simulation.

2.2. Observe, predict, conduct and discussObserve, predict, conduct and discuss results of scientific investigations in areas of electrostatics and electricity. (LO2-P3). TLATLAs: Pre-class activity on tasks involving simulation, laboratory tasks in the lab and discussion of results during class discussion.

3.3. CollaborateCollaborate with team members in team-related assessment tasks. (LO5-TS3). TLATLAs: Group discussions and cooperation in labs & in class.

Intended learning outcomes (CLOs) for DrJJ’s Physics PHY407 class and its aligned teaching/learning activities (TLAs)

SYLLLLOs

LabExamRubrics

7



1.1. Explain (in depth)Explain (in depth) the concepts, laws and theories in electrostatics, electricity and magnetism using either or a combination of the qualitative, visual and quantitative approach. (LO1-C2).� Outcome Element: Explain.� Knowledge Dimensions: Factual, Conceptual & Procedural.� Assessment Methods: Paper & Pencil Tests (2 Tests & A final Exam), Oral

Interviews (Middle & End of Semester Oral Interviews), Assignments (Concept Maps)

2.2. Observe, predict, conduct and discussObserve, predict, conduct and discuss results of scientific investigations in areas of electrostatics and electricity. (LO2-P3). TLATLAs: Pre-class activity on tasks involving simulation, laboratory tasks in the lab and discussion of results during class discussion.� Outcome Elements: Observe, predict, conduct & discuss� Knowledge Dimensions: Procedural� Assessment Methods: Journal Entries, Laboratories

Intended learning outcomes (CLOs) for DrJJ’s Physics PHY407 class and its aligned outcomes indicators

SYLLLLOs

LabExamRubrics

7




Knowledge of terminologyKnowledge of terminology : technical vocabulary, musical symbolsKnowledge of specific details and elementsKnowledge of specific details and elements : Major natural resources, reliable sources of information

Factual (Declarative) KnowledgeFactual (Declarative) Knowledge : The basic elements students must know to be acquainted with a discipline or solve pr oblems in it.


Knowledge of classifications and categoriesKnowledge of classifications and categories : periods of geologic time, areas of chemistry, types of energy

Knowledge of principles and generalizationsKnowledge of principles and generalizations : Energy Conservation, Pythagorean theorem, law of supply and demand, Newton’ Laws, Beer’s Laws, Faraday’s Law

Knowledge of theories, models and structuresKnowledge of theories, models and structures : theory of evolution, structure of congress, Atomic Models,

Conceptual KnowledgeConceptual Knowledge : The interrelationships among the basic elements within a larger structure that enable them to function together .




Knowledge of subjectKnowledge of subject --specific skills and algorithmsspecific skills and algorithms : painting with watercolors, whole-number divisionKnowledge of subjectKnowledge of subject --specific techniques and methodsspecific techniques and methods : interviewing techniques, scientific methodKnowledge of criteria for determining when to use a ppropriate Knowledge of criteria for determining when to use a ppropriate proceduresprocedures : when to apply Newton's second law, when to use a particular method of estimation

Procedural KnowledgeProcedural Knowledge : How to do something , methods of inquiry, and criteria for using skills, algorithms, techniques, and methods


Strategic knowledgeStrategic knowledge : outlining as a means of capturing the structure of a unit of subject matter in a textbookCognitive tasksCognitive tasks : knowledge of the different types of tests, cognitive demands of different tasksSelfSelf --knowledgeknowledge : knowledge that critiquing essays is a personal strength, whereas writing essays is a personal weakness; awareness of one's own knowledge level

Meta-Cognitive Knowledge : Knowledge of cognition in general as well as awareness and knowledge of one's own cognition.

• Thinking about knowing ... • Learning about thinking ...• Control of learning ...• Knowing about knowing ...• Thinking about thinking ...




RecognizingRecognizing : Recognize the dates of important events in US history.RecallingRecalling : Recall the dates of important events in US history

RememberRemember : Retrieve relevant knowledge from long-term memory.

FC: Knowledge of terminologyFC: Knowledge of terminology : technical vocabulary, musical symbolsKnowledge of specific details and elementsKnowledge of specific details and elements : Major natural resources, reliable sources of information

CK: Knowledge of principles and generalizationsCK: Knowledge of principles and generalizations : Pythagorean theorem, law of supply and demand

CK: Knowledge of theories, models and structuresCK: Knowledge of theories, models and structures : theory of evolution, structure of congress


UnderstandUnderstand : Construct meaning from instructional messages, including oral, written,and graphic communication.

InterpretingInterpreting : Paraphrase important speeches and documentsExemplifyingExemplifying : Give examples of various artistic painting stylesClassifyingClassifying : Classify observed or described cases of mental disordersSummarizingSummarizing : Write a short summary of the events portrayed on videotapesInferringInferring : In learning a foreign language, infer grammatical principles from examplesComparing : Compare historical events to contemporary situationsExplainingExplaining : Explain the causes of important eighteenth-century events in France

CK: Knowledge of principles and generalizationsCK: Knowledge of principles and generalizations : Pythagorean theorem, law of supply and demand

CK: Knowledge of theories, models and structuresCK: Knowledge of theories, models and structures : theory of evolution, structure of congress




Apply : Carry out or use a procedure in a given situation

Executing : Divide one whole number by another whole number, both with multiple digits.Implementing : Determine in which situations Newton's second law is appropriate.

PK: Knowledge of subjectPK: Knowledge of subject --specific skills and algorithmsspecific skills and algorithms : painting with watercolors, whole-number divisionPK: Knowledge of subjectPK: Knowledge of subject --specific techniques and methodsspecific techniques and methods : interviewing techniques, scientific methodPK: Knowledge of criteria for determining when to u se appropriatPK: Knowledge of criteria for determining when to u se appropriat e e proceduresprocedures : when to apply Newton's second law, when to use a particular method of estimation


AnalyzeAnalyze : Break material into constituent parts and determine how parts relate to one another and to an overall structure or purpose.

DifferentiatingDifferentiating : Distinguish between relevant and irrelevant numbers in a mathematical word problem)OrganizingOrganizing : Structure evidence in a historical description into evidence foror against a particular historical explanationAttributingAttributing : Determine the point of view of the author of an essay in terms of his or her political perspective






The OutcomesThe Outcomes --Based approach to course design is intended to Based approach to course design is intended to

make the expectations of the designer/educator make the expectations of the designer/educator more transparent to both the student and any more transparent to both the student and any regulatory or accrediting bodyregulatory or accrediting body (KPT, MQA, EAC)(KPT, MQA, EAC) . .


Unlike the traditional model of course design in hi gher Unlike the traditional model of course design in hi gher education (focus on coverage), where the lecturer w ould decide education (focus on coverage), where the lecturer w ould decide what to include on a syllabus, based on his or her own what to include on a syllabus, based on his or her own judgement of what was important for students to kno w; or on judgement of what was important for students to kno w; or on personal research or other interests; personal research or other interests;

the outcomesthe outcomes --based approach starts with a specification of what based approach starts with a specification of what the student will be expected to achieve by the end of the the student will be expected to achieve by the end of the program/course/unitprogram/course/unit /lesson/lesson





1. Address 3-H (Head-Hand-Heart) as specified in the curriculum mapping.2. Supports the achievement of PLOs (MOHE LOs) as specified in the Curriculum

Matrix (sheet 6 & sheet 8).3. Specifies the competency level consistent with the Taxonomy identified in

Curriculum Mapping (sheet 10 in the Excel template)4. Specifies the competency level for the Generic Student Attributes identified in

Curriculum Mapping (Sheet 9 in the Excel Template).5. Identifies the learning areas or themes and the competency level attainment for

each theme. Content & standards are developed to ensure attainment of the CLOs.6. Best to just have 3 CLOs, one each for KSA as specified in the Curr Mapping.7. Alternatively, you could have 5 CLOs: 3 CLO for each theme in the combined

cognitive domain (LOTS-LO1 and HOTS-LO3) and the other 2 CLOs as specified in the curriculum mapping. Note that the 3 CLOs for each theme may not necessarily be addressing the same attainment level but the deepest attainment is as specified in the Taxonomy of your curriculum mapping (sheet 10).



“The greatest enemy of understanding is coverageThe greatest enemy of understanding is coverage – I can’t repeat that often enough. If youIf you ’’ re determined to cover a lot of things, you re determined to cover a lot of things, you

are guaranteeing that most kids will not understandare guaranteeing that most kids will not understand , , because because they haventhey haven ’’ t had time enough to go into things in depth, to fi gure t had time enough to go into things in depth, to fi gure out what the requisite understanding is, and be abl e to perform out what the requisite understanding is, and be abl e to perform

that understanding in different situationsthat understanding in different situations .”(Gardner 1993: 24)









Course learning outcomes (CLOs) for DrJJ’s Physics P HY407 class and its aligned teaching/learning activities (TLAs)

SYLLLLOs

LabExamRubrics

7







SYLLLLOs

LabExamRubrics

7





Work with your learning CommunityWork with your learning Community

�� Select a course that you are currently teaching or you will Select a course that you are currently teaching or you will

be teachingbe teaching

�� Generate the Table of Knowledge Dimension & Knowledge Generate the Table of Knowledge Dimension & Knowledge

ComplexityComplexity

�� Write the proposed CLOs based on the Table aboveWrite the proposed CLOs based on the Table above

�� Propose the Learning Themes/Learning Areas and the Propose the Learning Themes/Learning Areas and the

content that will support attainment of the CLOs. content that will support attainment of the CLOs.

�� Present it to the facilitator.Present it to the facilitator.


Be practical. You only have 14 weeksBe practical. You only have 14 weeks..






Guidelines to write your constructively aligned CLOs Guidelines to write your constructively aligned CLOs (Use EXCEL to (Use EXCEL to construct this table) construct this table) –– Refer to Refer to Brief Guide to LOKI Brief Guide to LOKI for the depth/complexityfor the depth/complexity

Level or complexity of understanding / Performance (Outcome verb-Bloom taxonomy)

MOHE LOs or PLOs (from Curr Map)

Topics/learning Areas to be learned / Content

Kind of Knowledge (Declarative [Factual], Conceptual, Procedural or Metacognition)




LO1Explain, C2ElectrostaticsF, C, P

LO1Explain, C2ElectricityF, C

LO2Science Method: Predict, Design, Experiment, Conclude

ElectricityP

LO1Explain, C2MagnetismF, C

LO1Explain, C2Electro-magnetism

F, C

Level or complexity of understanding / Performance (Outcome verb-Bloom taxonomy)

MOHE LOs or PLOs (from Curr Map)

Learning Areas/Topics to be learned / Content

Kind of Knowledge (Declarative [Factual], Conceptual, Procedural or Metacognition)

Guidelines to write your constructively aligned CLOs Guidelines to write your constructively aligned CLOs (Use EXCEL to (Use EXCEL to construct this table) construct this table) –– Refer to Refer to Brief Guide to LOKI Brief Guide to LOKI for the depth/complexityfor the depth/complexity




Functional Knowledge (what you do with what you know & understand)

Higher order thinking skills (HOTS)

Lower order thinking skills (LOTS)

Complexity increase going from left to right – deeper understandingCourse: PHY407

Meta-cognition

Procedural

Conceptual

Factual

EvaluateSynthesisAnalyzeApplyUnderstandRememberKnowledge Dimensions





Complexity increase going from left to right Complexity increase going from left to right –– deeper deeper understandingunderstanding

Course: Course: PHY407PHY407

MetaMeta--cognitioncognition

ProceduralProcedural

ExperimentExplainConceptualConceptual

√√√√FactualFactual

EvaluateEvaluateSynthesisSynthesisAnalyzeAnalyzeApplyApplyUnderUnder --standstand

ReRe--membermember

Knowledge Knowledge DimensionsDimensions


http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table




Bloom Cognitive Action Verbs

Bloom











1. Note that LLOs are Direct measures of attainment.2. Courses are offered as evidence towards attainment of PLOs (MOHE LOs) and the

evidence is gathered through attainment of CLOs but direct measurement is made by attainment of LLOs.

3. Best to have not more than 5 LLOs (a practical, achievable & measurable number range between 3-5 LLOs, for each 1-hour Face-2-Face Lesson.

4. Have LLOs for all the CLOs to be able to gather direct evidence for the CLO attainment.

(Don(Don ’’ just focus on the cognitive attainment but attainme nt of just focus on the cognitive attainment but attainme nt of ALL the CLOsALL the CLOs ……))

SYLLLLOs

LabExamRubrics


Work with your learning CommunityWork with your learning Community

�� For each CLO, propose samples of the For each CLO, propose samples of the LLOsLLOs you will be you will be

directly measuring for at least 4 Facedirectly measuring for at least 4 Face--22--Face oneFace one--hour hour

lesson lesson



Be practical. You only have 14 weeksBe practical. You only have 14 weeks..

SYLLLLOs

LabExamRubrics








Intended learning outcomes (CLOs) for DrJJ’s Physics PHY407 class and its aligned teaching/learning activities (TLAs)

SYLLLLOs

LabExamRubrics

7







SYLLLLOs

LabExamRubrics

7





5


MQF.Roz.Roadshow

How Does MQF Affect TeachingHow Does MQF Affect TeachingHow Does MQF Affect TeachingHow Does MQF Affect Teaching----Learning?Learning?Learning?Learning?

Teacher - centered Student - centered

Contact hours Reflects Credit

value

Student Independent

LearningNot Calculated

Total SLT reflects

Credit value

Student

independent

Learning Time

Calculated

No mapping of learning outcomes

Course Objective is

the Learning

Target

Learning

Outcomes is

the Learning

Target

Mapping of

learning

outcomes

necessary

MQF in Programmes.Roz.Roadshow





MQF.Roz.Roadshow

LecturerLecturerLecturerLecturer----CentredCentredCentredCentred to Studentto Studentto Studentto Student----CentredCentredCentredCentred(incorporating SLT)

Academic Activity(some examples)

Face 2 Face

Student Self-Learning*

Total

1 Lecture 1 2 3

2 Tutorial 1 2 3

3 Laboratory/Practical 3 2 5

4 Assignment - 2000 words 0 20 20

5 Presentation 1 4 5

Total 6 30 36Unaccounted for

in the present system* Using the Proposed student independent learning in relation (Slide 17)




MQF.Roz.Roadshow

Credit =

Student Learning Time (SLT)

A credit is the agreed-upon value used to measure a student

workload in terms of learning time required to complete

course units, resulting in learning outcomes’ (UNESCO, 2004)

the measurement of students’

academic load

the measurement of students’

academic load

Total SLT 40 Credit

e.g. 4 800 notional SLT = 120 credits

Teaching/Learning + Assessment

Achievement of Learning Outcomes

Teaching Learning

Activities





MQF.Roz.Roadshow

Factors In Calculating CreditFactors In Calculating CreditFactors In Calculating CreditFactors In Calculating Credit

Face to Face / Guided Learning Time+

Student Self Learning Time +

Total Assessment Time




MQF.Roz.Roadshow

Student Categories &130 credit BachelorsStudent Categories &130 credit BachelorsStudent Categories &130 credit BachelorsStudent Categories &130 credit Bachelors






MQF.Roz.Roadshow

Proposed student independent learning timeProposed student independent learning timeProposed student independent learning timeProposed student independent learning time

Item Duration (hours) or requirements

Proposed Student Self Learning Time (hours)

Lecture 1 1-2Tutorial 1 1-2Tutorial (involving case studies) 1 3

Laboratory (including report writing) 3 2-3Undergraduate Final Year Project/ Dissertation

6 - 10 credits 200 - 400Studio Work 2 2Presentation 1 3-4Coursework/Assignment 2000 words 10 - 12Creative Writing (or a project that last a whole semester)

100 – 150 pages 8-10

Examination 3 10 – 20*Source: Bengkel Kebangsaan Pemantapan Sistem Kredit MQF, 31 Jan. – 2 Feb. 2005 by Quality Assurance

Division, Ministry of Higher Education (Malaysia). * Proposed by MQA, depending on the field of study and the intensity of the examination.




MQF.Roz.Roadshow

Learning Outcomes and Student Learning Time Learning Outcomes and Student Learning Time Learning Outcomes and Student Learning Time Learning Outcomes and Student Learning Time (A subject with 6 learning outcomes and 1.5 credit hours)

Learning Outcomes Lecture Tute Self -learning

Total SLT

1 explain the types of contracts; 2 1 3 6

2 distinguish between offer, acceptance and an invitation to treat;

3 2 5 10

3 differentiate the types considerations; 2 1 3 6

4 describe the principles concerning termination and breach of contract;

4 2 4 10

5 Summarise principles of damages; 2 1 3 6

6 Examine, analyse, compile, apply and justify the principles of contract in given scenario.

0 3 6 9

- Assessment (1 coursework and one 3-hour examinations)

0 4 12 16

Total 63






MQF.Roz.Roadshow

Module Academic Load & Credits Module Academic Load & Credits Module Academic Load & Credits Module Academic Load & Credits

Learning Activities SLT(in hours)

1 Lectures (54)

a Attending Lectures 24

b Pre and Post preparation* 30

2 Tutorial (18)

a Attending tutorial 9

b Preparation for tutorial* 9

3 Laboratory (36)

a Practical 24

b Prepreparation and Report writing*

12

* See Proposed student independent learning in relation (Slide 17)

Learning Activities SLT (in hours)

4 Assessments (23)

a.

1 continuos assessement (1 hour + 3 hours preparation*)

4

b.

1 presentation (1 hour + 5 hours preparation*)

6

c.

1 Final Examination (3 hour + 10 hours preparation*)

13

Total 131

Subject Credit (131 ÷ 40 = 3.27 ) 3




MQF.Roz.Roadshow

Credits per semesterCredits per semesterCredits per semesterCredits per semester


PHY407 FSG500







Work with your learning Community, Using the course you Work with your learning Community, Using the course you

selected earlierselected earlier

�� Identify the hours for F2FIdentify the hours for F2F

�� Identify the appropriate & constructively aligned Identify the appropriate & constructively aligned TLAsTLAs

�� Identify the F2F & non F2F Identify the F2F & non F2F TLAsTLAs

�� Identify the appropriate and constructively aligned Identify the appropriate and constructively aligned

assessment tasksassessment tasks

�� formulate the formulate the SLTsSLTs required to attain each CLO.required to attain each CLO.






ReflectionReflectionReflectionReflection

““““““““The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or

retain readyretain readyretain readyretain readyretain readyretain readyretain readyretain ready--------made truthsmade truthsmade truthsmade truthsmade truthsmade truthsmade truthsmade truths…………………… . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master

the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and

going thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout ways that are inherent in that are inherent in that are inherent in that are inherent in that are inherent in that are inherent in that are inherent in that are inherent in

real activity.real activity.real activity.real activity.real activity.real activity.real activity.real activity.””””””””

(Jean Piaget, Swiss cognitive psychologist, 1896-198 0)

Documents

Copyright DR JJ, ASERG, UiTM, Shah Alam 1 FSG Dec07... · Outcome Based Education 08/07/2011 Copyright DR JJ, ASERG, UiTM, Shah Alam 14