Learning arts systematically? How I survived back then.

When I entred MMU in 1999, I chose a wrong programme.
However, I took the challenge to rectify my mistake, as an appreciation of getting PTPTN from the government and as an opportunity to obtain a Bachelor degree.

The first problem I faced when choosing a wrong programme was the need to master drawing skills. To be honest, drawing was not my cup of tea at that moment, and I did not have interest to learn drawing. However, for the sake of survival, I treated drawing as a professional work systematically.

I established a systematic learning sequence for arts: definition, incubation, illumination and verification.

Step 1: Definition
Before entering a class, I do pre-lesson learning by clarifying meanings of all jargons used in the lesson. I believed I need to know exactly what I need to do when I was given instructions to draw something. Thanks to internet, I managed to get definitions of all art movement, e.g. pointillism, expressionism, realism, photo-realism, Art Nouveau, Art Deco, etc. I also made to best of the visit to National Art Gallery (now National Visual Arts Gallery) in KL. I kept asking questions in the class, and seeking for meanings of particular art movement and style in MMU Library.
With sufficient knowledge and understanding on what jargon actually means, I could at least talk about arts--without a mastery of creating them.

Step 2: Incubation
To produce quality drawing requires incubation time. This would be the time spent to establish the ambience for inspiration and generation of ideas. Preparation to draw, like setting up the canvas, mixing colours, washing brushes, sharpening pencils or charcoal, etc, can be regarded as incubation as well. I also built up a habit to listen to New Age music during this period of my life. I particularly like Enya's music.

Step 3: Illumination
I started drawing by sketching what I had in mind without worrying the beauty of the sketches of work or not. After multiple attempts, I would proceed to the illumination stage, when I began to fill in colours, lighting, and life into the sketches. Static drawing or sketches turned animated in my mind. I began to think and express what I thought through illumination on the drawing.

Step 4: Verification
After getting a few versions of drawing done, I spent time framing them accurately according to the specifications set by lecturers. Then I brought all the framed works to the faculty and got hold of my lecturers to comment on and verify their quality. The chosen or preferred version would be considered as verified version. I moved on to finalise this verified version, adding values to the work and submit on the due date.

-----------------

Learning and re-learning drawing in MMU in 1999 and 2000 was indeed a painful experience in my life. However, during those years, I tried convincing myself: even if I cannot draw now, but I can learn to draw! And I realised most of my course mates also cannot draw like me. Those who actually can draw, among my peers, I can actually count by hand. I did think of changing faculty, to IT or Management, but that would lead to two problems:

a) financial problem: I already spent money buying drawing materials, tools, etc. The study loan was approved and changing programme would lead to chaotic situations, and I did not actually have money to repay fee in the new programme.

b) curriculum: I was not scoring very well in physics, add maths, etc, and I might not be able to score flying colours in IT or science-oriented programmes.

So to master drawing, I thought of following the footstep of Leonardo Da Vinci, get a Master and learn from him persistently until I succeed. To cover the weakness of drawing, I will work harder on non-drawing subject matters, hoping that I could score in those subjects to compensate. I managed to establish good discipline, i.e. spending most time learning and practice instead of going out the campus, like my peers did.

In fact, I was reaching the end of the journey, it would not be worthwhile to give up at that moment.

Setting the functions of workspace

After resuming non-admin working life, I started to sort out things I planned years ago. One of them was to re-establishing a conducive work space in UPSI.

When I was the Director of UERL, I split my working life into two--one in the admin office at the Sultan Azlan Shah Campus, another in FSKIK. Now, I finally managed to merge them into one. Also, after becoming a father, my work space at home turned chaos because I have to reset the positions of most of my stuff to avoid being ruined by Thales or being hidden somewhere in the house. 

To sort out things for a conducive workspace, I would start tagging all materials in the office according to their functions:

1. Research and Development (R&D)

1.1. Universiti Research Projects

1.2 MyGrants 

1.3 External grants

2. Publication

2.1 Book & Book Chapters

2.2 Journal article & journal management

2.3 Conference papers 

2.4 Commission writing project

2.5 News Articles 

3. Supervision of students

3.1 Postgraduate student supervision

3.2 Undergraduate student supervision

3.3 Intern supervision

4. Teaching

4.1 Undergraduate teaching

4.2 Diploma teaching 

4.3 Exam papers 

5. Consultation

5.1 Paid consultation projects

5.2 Pro bono projects

6. Community Service

6.1 Civil Defence 

6.2 Martial Arts 

6.3 Volunteerism 

7. Administration 

7.1 Academic Qualifications & Professional Affiliation 

7.2 Meeting records, letters, memos 

Keluar mulut harimau, masuk mulut buaya

Two students came to me, asking for advice to change course or mode in Master's study.

The first thing that cross my mind is: keluar mulut harimau, masuk mulut buaya.

The key problem they have is the lack knowledge in research methodology. Also, as they are taking programme related to education, they need to establish fundamental knowledge in education. 

Changing mode of study or changing programme would not resolve the problem they face. They need to establish understanding in content knowledge, pedagogy knowledge and technology knowledge to continue the current mode of study. If they changed to fully research mode, they will face issue of lacking content knowledge and research methodology.

My last suggestion to them before leaving the office was: whatever decision you make, you need to take advantage of your strength as animation graduate.

Importance of getting the course title right

A few years ago, I designed a course titled Pedagogy in Design, aiming to afford students who take Bachelor of Design programmes in UPSI to teach and train others in the creative industry.

Somewhere along the programme evolution, the course title was changed to Training Management in Creative Industry. It's a pity that I didn't defend on behalf of the course.

This year, the course was offered for the first time. And it was taught and the students complained at the end of the semester:

I gave the following reaction to the students:

Dear students,

Many thanks for your feedback. 

The name of the course was actually Pedagogy in Design and it was not meant for preparing you to get into creative industry. I will advice the Programme Coordinator to change the course title. Nonetheless, it is interesting to recognize your expectation--perhaps there is a need for "Industrial Training Management in Creative Industry". I wonder why you did not withdraw after realizing your misconception...

When you are recruited to be a UPSI student, the university actually expect you to contribute in the educational contents design and development. This could be attained by producing educational animation and advertisement, and becoming in-house trainer in animation studio or advertising agencies. In fact, these were the requirements proposed by the creative industries when the programmes were designed and developed.

Therefore, this course is meant to be compulsory because as a student from UPSI, you must acquire knowledge and skills related to pedagogy and Andragogy, affording you to be different from students graduated from other universities. Else, please do not highlight that you are UPSI graduate as you would mislead people out there. Alternatively, you could mention that you learn specific knowledge and skills from particular individuals in UPSI. 

One day when you have joined creative industry (some of you already did via internship), you should feel that you are different from others because you are from UPSI.

Anyhow, I will share your views to students who have registered this course for upcoming semester, and advice them to consider withdrawing the course or taking it in other semester. Perhaps, you could help by informing your juniors about what this course is about. 

All the best in your future undertaking!

Assoc Prof Dr Tan Wee Hoe

How to define operational definition in your thesis or proposal

I was having a discussion with Farzin, my Master's student on how to define operational definitions for his proposal. Herewith the three-step approach I suggested and demonstrated to him. We agreed to share this approach with all other master's and PhD students.

Step 1: juxtapose the meanings gathered from third parties.

In this case, we have chosen the first and second meanings of the word "feedback" from Oxford Dictionaries (http://www.oxforddictionaries.com/definition/english/feedback). The third meaning was rejected as it is related to devices instead of human beings. 

First meaning: Information about reactions to a product, a (player) person’s performance of (solving puzzles in a mobile game)a task, etc. which is used as a basis for improvement.

Second meaning: The modification or control of (learning) a process or system by (improving the) its results (of solving puzzles in a mobile game)or effects, for example in a biochemical pathway or behavioural response. See also negative feedback, positive feedback.

Step 2: contextualize the meaning for your research.

We edited the original meanings one-by-one, and then suited the meanings for his research title. Herewith the contextualized meanings: 

1. Feedback is the information of reactions to a player’s performance of solving puzzles in a mobile game, which is used as a basis for improvement.

2. Feedback is the modification of learning process by improving a player’s performance of solving puzzles in a mobile game.

Step 3: synthesis

We synthesized both the meanings into one definition which is suitable for this research title and context.

Feedback is the modification of learning process by improving a player’s performance of solving puzzles in a mobile game, based on the information of the player’s reactions. 

Reflection of my Master's study in 2004

Herewith my reflection in the first week after starting my Master degree with MMU in April 2004.

以前，我只知道死记硬背，不问出处，但求对所有事物都有其诠释。在上了两天课后，我自觉对一些事物和概念的了解极弱。

我觉得Instructional System Design (ISD)课值回学费，讲师的权威、专业、博学和务实，让我感到满意，并引以为豪。

上Principles of Multimedia in Education Technologies课让我觉得浪费金钱。无论如何，我可以学习讲师的教学flow & style。基本上就是：lecture > demo > hands on > revision.

至于Learning Theories课，由于我完全没有教育学的背景和基础理解，故对learning和conditioning的定义，以及谁是教育学界的专家不甚了解。我得复习讲师所教导的，并预习即将会学习的。

How to write a good essay?

Prerequisite:

- understanding certain amount of vocabulary. (Broad and deep)

- mastering basic application and techniques of grammar.

- mastering sentence construction techniques. (Sentence construction = mix application of vocabulary and grammar)

- understanding what is essay writing and various types of essay

Components of essay:

INTRODUCTION:

Informing WHAT you want to write

Should be catchy and interesting

Should make readers feel that you are outstanding 

BODY TEXT

Informing WHO, WHEN, WHERE and WHY

Should be persuasive and impressive

Can be enhanced through massive reading and listening to news, newspaper and magazines

At least four main points

CONCLUSION

Concluding the essay.

Include your views

Include what you expect readers to react upon your essay.

Types of essay:

1. 记述文

2. 叙述文

3. 描写文 （抒情文）

4. 说明文

5. 议论文

6. 综合文体

应用文的种类：

书信（公函，私函）

通告

启事

日记、周记

便条