Overview
Designed for both new and experienced educators, this Postgraduate Diploma provides a platform for you to discover the best methods to teach and assess your students. Explore being a critical, reflective practitioner and learn techniques to enhance your teaching and research.... The programme also trains you to use and integrate the latest technologies into your academic practice to enliven the classroom and make your classes engaging, fascinating and fun. Explore the craftsmanship in designing curriculums appropriate to your purposes and outcomes while working with your inter-faculty colleagues in projects to attain multidisciplinary and interdisciplinary perspectives of teaching and learning. Imagine the flexibility to learn from your home, office or even a café while sipping on coffee as long as you are connected to the internet. Designed for dedicated educators with active schedules, our courses are 70% online. That’s not all. As the world gradually becomes borderless, seize opportunities to broaden your knowledge, obtain the necessary skills and experience different cultures through short study tours at the University of Melbourne and Durham University. Our versatile programme is guaranteed to make you into a better educator.
* This programme received a 100% graduate employability score in the Ministry of Higher Education’s Graduate Employability 2020. (Source: )
Key Features of the Programme
- Linking theory with practice. The majority of the assessment tasks and exercises are based on educators’ academic practice. These work-based assessments encourage educators to reflect critically on their own situations to demonstrate an understanding and application of theoretical principles in their work settings. In addition, educators share their work experiences with colleagues from different disciplines, thus fostering cross-disciplinary sharing and understanding;
- Flexibility. Educators may take a minimum of 1 course and a maximum of 3 courses per semester;
- Skills which are transferable across a range of domains and settings. They include skills necessary for teaching (different teaching scenarios), transforming assessment and feedback and facilitating deep learning.
Teaching-Learning Methods
- Face-to-face learning through lectures and workshops will provide the conceptual understanding for knowledge building. The practical, self-independent and other (observation of other classrooms) learning sessions will focus on the transfer of learning from theory to practice. There will be ample opportunities for inter-disciplinary and multi-disciplinary projects.
- 70% online and 30% face to face teaching and learning.
Collaborations with University of Melbourne & University of Durham, UK
- Currently in talks with the Melbourne Centre for the Study of Higher Education (CSHE) on the collaboration;
- Currently in talks with Cork Institute of Technology, Ireland and Durham University on sharing of teaching resources, master-classes and on-line assessments;
- Proposal to have participants choose a 2-week study trip to the University of Melbourne or to one of our proposed collaborating partners.
Assessment Strategy
e.g. Critical Practices in Teaching and Learning
Task 1 – Practical Application 40%
Designing of lesson plan and demonstration of teaching methodology
Task 2 – Portfolio 30%
- Collection of personal data and educational goal
- Micro-teaching
- Teaching diary
- Teaching feedbacks by self, students, peers and mentors
- Evaluation of feedback (whether learning outcomes are met, whether class was engaging, etc.)
- Development, progress and outcome of action plan based on feedback
- Current achievements
- Reflection of critical issues in teaching and learning and impact of research on practice
Task 3 – Written critique 30%
Analysing, criticising and synthesising the importance of innovations in instructional strategies, teaching methodologies
Academic Requirements
?Master Degree
(Level 7, Recognised by MOHE) in any field
?Master Degree
(Level 7, Recognised by MOHE) in any field
Bachelor Degree
(Level 6, Recognised by MOHE) in any field
CGPA 2.5 or above
?Bachelor Degree
(Level 6, Recognised by MOHE)
(Level 6, Recognised by MOHE)
AND 5-year work experience in a related field
?Others equivalent qualifications recognised by Malaysian Government
To be reviewed by the faculty on a case-to-case basis
English Language Requirements
For Local Students
IELTS
Band 5.0GCE 119 English/ O-Levels English
Grade B+TOEFL IBT
80TOEFL PBT
550TOEFL CBT
213MUET
Band 3For International Students
IELTS
Band 5.0TOEFL IBT
40Pearson Test
47MUET
Band 3.5- Critical Practices of Teaching and Learning in Higher Education
- Assessment, Evaluation and Feedback in Higher Education
- Learning with Technologies for Higher Education
- Curriculum Planning, Development and Evaluation
- Effective Communication Skills and Group Dynamics
- Mentoring and Reflective Practice for Higher Education
- Critical Practices of Teaching and Learning in Higher Education
- Assessment, Evaluation and Feedback in Higher Education
- Learning with Technologies for Higher Education
- Curriculum Planning, Development and Evaluation
- Effective Communication Skills and Group Dynamics
- Mentoring and Reflective Practice For Higher Education
ST501/ST501s Philosophy of Education
This course aims to provide educators in great depth with one of the foundation components for the discipline of education. It serves as the core knowledge for the education discipline in line with the Malaysian Teacher Standards and exposes learners to the different core values, philosophies and theories of education. The course covers four significant parts, namely social and cultural theories; philosophy as education; teaching and curriculum; and ethics and upbringing. This course discusses the theoretical philosophy that impacts education. It also constructs a personal philosophy of teaching for praxis teaching. This course also helps students to evaluate the core values of educational philosophies and theories critically.
ST502/ST502s Sociology of Education
This course examines the relationships between education and society by reviewing a variety of theoretical perspectives on education. This course discusses the educational institution’s multiple social roles within the community, the social structures found within educational organizations and their implications for improving educational practice. The module covers four major parts, namely sociology of education: A unique perspective for understanding schools, equality of educational opportunities, the school as an organization and the education system and environment: A symbiotic relationship. Different parts of the module expose learners to the key concepts and theories in the sociology of education.
ST503/ST503s Psychology of Education
This course is one of the foundation components for the discipline of education and is in line with the Malaysian Teacher Standards. The course focuses on the application of psychological theories, principles and models to teaching and learning. It covers four major parts, namely developmental characteristics and theories of learning; student differences and diversity; learning and thinking; and creating a positive environment for learning and teaching.
ST504/ST504s Critical Practices of Teaching and Learning in Higher Education
This course aims to provide educators wit