Post on 25-Jan-2017
Outcome Based EducationOutcome Based Education
IT’S NOT WHAT WE TEACH,
IT’S WHAT THE STUDENTS LEARN
By
Ms. Rohini HaridasAssistant Professor, Electrical Engineering Department
K.K.Wagh Institute of Engineering Education & Research
Nashik
Tuesday, July 5, 2016 1
We are teaching 21st
century students with 20th century curricula 20th century curricula in 18th century classrooms.
Tuesday, July 5, 2016 2
What is OBE?
Outcome based approach means knowing what
you want to achieve and then taking the steps
to do so.to do so.
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What is OBE?
Ex:1 Carpenter wants to build a table, he has a picture of a table
in mind and then he assembles his materials and tools and
begins a step-by-step process until he has a table.
Ex:2 Mother wants to cook a meal, she has a picture of it in mind
and then she assembles her materials and tools and begins a
step- by- step process to create a meal.
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Why OBE- deficiencies of traditional education
• Students are given grades and rankings compared to
each other students become exam oriented or CGPA
driven.driven.
• Graduates are not completely prepared for the
workforce.
• Lack of emphasis on soft skills needed in jobs
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The basic question asked to engineering graduate
at the time of recruitment is no longer “ what
courses did you study to obtain your degree?”courses did you study to obtain your degree?”
but rather “ what can you do now that you
have obtained your degree?”
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Why need OBE?
Programmes to be accredited will have to be based on OBE approach!
NO OBE = NO ACCREDITATION
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PARADIGM SHIFT IN THE EDUCATION TE OBE
• From teacher-centered (TCL)
• Traditional teaching teacher owns” the knowledge and convey it to the students.
• To a student-centered (SCL)
• SCL Based teaching : students (trainee) to learn as much as possible.convey it to the students.
• Teacher brings the content and the answers into the classroom/ training room with him / her.
possible.
• Teacher as a coach who asks questions and provides guidelines for the acquisition of knowledge.
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TE OBEThen Now
Discipline Problem/ No Motivation Mutual Respect/ High MotivationTuesday, July 5, 2016 19
Types of
PEO(After five years working in
the industry)
PO(At the time of Graduation )
Types of Outcomes (At the time of Graduation )
CO(Skills learnt by the
students at the end of each course in the program)
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VISION
• Vision is the picture of the future
• It shows where we want to go
• What we will be like when we get there
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MISSION
• Mission statement defines what an institutional
is
• Why the institution exists and its reason for • Why the institution exists and its reason for
being
• What we are here to do together
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PEOs
• Program educational objectives are broad statements
that describe the career and professional
accomplishments that the program is preparing graduates
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accomplishments that the program is preparing graduates
to achieve.
• PEOs should be assessable and realistic within the
context of the committed resources.
POs Program outcomes are narrower statements that
describe what students are expected to know and be able to do by the time of graduation.
These relate to the skills, knowledge, and behaviors that students acquire in their study.
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COs
• Course Outcomes are statements that describe
what students are expected to know, attitudes
they are expected to hold, and what they are they are expected to hold, and what they are
able to do as a result of taking a course
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HOW CAN WE DESIGN AN OUTCOMES-BASED CURRICULUM?
Step-1 : Define and validate your program
outcomes
Step-2 : Plan the learning processStep-2 : Plan the learning process
Step-3 : Measure & analyze learning outcomes
Step-4 :Share & discuss results
Step-5 : Make decisions and re-engineer to improve
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Step-1 : Define and validate your program outcomes
It should be SMART:- Specific, Measurable, Achievable, Realistic and Timebound
Verbs to AVOID :-— Understand Verbs to AVOID :-— Understand — Appreciate — Know about — Become familiar with — Learn about — Become aware of
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Objective :To introduce students with different terminologies used inprotection of power system
Outcome :
Incorrect : At the completion of the subject, students willunderstand different terminologies used in protection ofpower system
Correct : At the completion of the subject, students will able toDistinguish between various types of circuit breakers.
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Relationship between objective and outcome
Objective = Aim Outcome = Result
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Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
The Original “Bloom’s TaxonomyThe Original “Bloom’s TaxonomyThe Original Bloom’s TaxonomyTuesday, July 5, 2016 35
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
The Original “Bloom’s TaxonomyThe Original “Bloom’s TaxonomyThe Original Bloom’s TaxonomyTuesday, July 5, 2016 36
Level 1- Knowledge/Remembering
Its an Ability to recall or remember the facts • A.
• B.
e.g. Finding the Correct Answer to a Multiple Choice Question
• B.• C.• D.
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Level 2- Comprehension
Its an ability tounderstand andinterpret learnedinformationinformation
e.g. Finding the Main Idea of a Paragraph
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Level 3-ApplicationAbility to use learned material in new and concrete situation situation
e.g. Changing a flat tire
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Level 4 - Analysis Its an ability to break down information into its components
e.g. Finding the Lowest Common Denominator for Fractions
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Step-2 : Plan the learning process
Students learn more when they are intensely involvedand they are working in real life problems
Use Active learning approaches:• Writing, presenting• Debating ethics cases• Cooperative/collaborative learning– Practical experiences Industry internships, real
projects/problems, visits, invited experts– Demonstrations, labs
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Step-3 : Measure & analyze learning outcomes
How do we know students have learned desired outcomes?desired outcomes?
Tuesday, July 5, 2016 45
Direct
Exams, assignments, tests, quizzes Final year projects Laboratory
OBE Assessment Methods
46
Laboratory Exit interview
IndirectIndustrial trainingExit surveysCourse surveys
Tuesday, July 5, 2016
Responsibilities of faculty member • Formulate the learning outcomes
• Teach the course to enable the students attain the course
outcomes.
• Examine the students whether the course outcomes have been
attained.
• Improve continually the course outcomes so that they in turn
foster the program
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