JOHOR BAHRU, 8 September 2026 – The Faculty of Science, Universiti Teknologi Malaysia (UTM), continued its Research Month@FS 2026 initiative with Sharing Session Series 4: Intellectual Property for STEM Module Workshop, providing academics and researchers with practical guidance on developing structured STEM learning modules and understanding the intellectual property considerations associated with educational innovations.
Conducted online via Google Meet, the workshop featured Dr. Nina Diana Binti Nawi from the Faculty of Educational Sciences and Technology, UTM, who shared practical approaches to instructional design, module development and intellectual property protection.
A key component of the session focused on understanding the distinction between an instructional model and a learning module. Participants were introduced to the idea that a model provides a framework that guides how teaching and learning should be designed, while a module represents the structured learning package that learners actually use. A module therefore translates instructional principles into learning objectives, content, activities, resources and assessment.
Dr. Nina Diana introduced participants to established instructional design approaches, including the ADDIE Model, which consists of five key stages: Analysis, Design, Development, Implementation and Evaluation. The model provides a systematic pathway for developing learning materials by first identifying learner needs and instructional gaps before designing, developing, implementing and evaluating the resulting educational product.
The workshop also highlighted the Kemp instructional design model, illustrating a more interconnected approach in which instructional problems, learner characteristics, task analysis, objectives, content sequencing, instructional strategies, message design, development and evaluation are considered throughout the development process.
Participants were guided through the basic components of an effective learning module, which include the context and target learners, learning outcomes, content or topic structure, teaching and learning activities, assessment plans, resources and media, and appropriate time allocation. These components help ensure that a STEM module is not simply a collection of teaching materials, but a coherent educational package with clearly defined objectives and learning experiences.
The session emphasised that good module development begins by understanding who the learners are, what they need to achieve, how the content should be structured and how learning outcomes will be assessed. Such systematic design is particularly important for STEM education, where conceptual understanding, inquiry, experimentation and application are often integrated within the same learning experience.
Beyond instructional design, the workshop also introduced participants to intellectual property (IP) and its relevance to educational module development. The discussion highlighted that researchers and educators need to recognise the different forms of intellectual property that may arise from their academic and innovative activities.
Examples presented during the session included trademarks and geographical indications, demonstrating how names, brands, products and region-linked identities can carry intellectual property value. These examples helped participants appreciate that intellectual property extends beyond patents and copyrights and forms part of a broader framework for protecting creative and innovative outputs.
In the context of STEM education, an original module may incorporate multiple intellectual outputs, including written content, illustrations, teaching frameworks, activities, assessment materials, digital resources and other educational elements. Researchers and educators were therefore encouraged to consider appropriate protection and documentation when developing innovative learning products.
The workshop demonstrated that the development of a strong STEM module requires more than subject expertise alone. Effective modules should combine sound instructional design, clearly defined learning outcomes, appropriate teaching strategies, suitable assessment methods and well-organised learning resources, while also recognising the value of the intellectual contributions embedded within the finished product.
By integrating module development with intellectual property awareness, the session encouraged participants to view educational innovation not only as a teaching activity but also as a scholarly output that can be systematically developed, evaluated, documented and protected.
Through Sharing Session Series 4, Research Month@FS 2026 continues to broaden the capacity of Faculty of Science academics and researchers in areas that extend beyond conventional research publication, including educational innovation, STEM module development and intellectual property.
The programme reflects the Faculty’s commitment to supporting academics in transforming their knowledge and expertise into structured educational resources that can contribute to teaching excellence, wider knowledge dissemination and sustainable academic innovation.
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