ROHINI-HARIDAS_OBE_PRESENTATION (3)

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.


OBE- Applied to cake cooking course

output Outcome


OBE- Applied to Driving School

Output Outcome


What is OBE?

Outcome based approach means knowing what

you want to achieve and then taking the steps

to do so.to do so.


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.


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


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?”


Exam result is NOT the most important consideration by employer


EMPLOYER EXPECTATIONS


Why need OBE?

Programmes to be accredited will have to be based on OBE approach!

NO OBE = NO ACCREDITATION


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.


TE OBEThen Now


TE OBEThen Now

Time based Education Outcome based EducationTuesday, July 5, 2016 14

TE OBEThen Now

Text Book Driven Research DrivenTuesday, July 5, 2016

15

TE OBEThen Now

Passive Learning Active LearningTuesday, July 5, 2016 16

TE OBEThen Now

Classroom Centric Global ClassroomTuesday, July 5, 2016

17

TE OBEThen Now

Teacher –center of attraction Teacher – A FacilitatorTuesday, July 5, 2016

18

TE OBEThen Now

Discipline Problem/ No Motivation Mutual Respect/ High MotivationTuesday, July 5, 2016 19

TE OBEThen Now

= JOB Knowledge = JOBTuesday, July 5, 2016 20




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)



VISION

• Vision is the picture of the future

• It shows where we want to go

• What we will be like when we get there


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


PEOs

• Program educational objectives are broad statements

that describe the career and professional

accomplishments that the program is preparing graduates


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.


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


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


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


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.


Relationship between objective and outcome

Objective = Aim Outcome = Result


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.


Level 2- Comprehension

Its an ability tounderstand andinterpret learnedinformationinformation

e.g. Finding the Main Idea of a Paragraph


Level 3-ApplicationAbility to use learned material in new and concrete situation situation

e.g. Changing a flat tire


Level 4 - Analysis Its an ability to break down information into its components

e.g. Finding the Lowest Common Denominator for Fractions


Level 5 – Synthesis (Application)

e.g. Making an Apple Pastry


e.g. Comparison Shopping

Level 6 – Evaluation

for the Best Buy


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



Step-3 : Measure & analyze learning outcomes

How do we know students have learned desired outcomes?desired outcomes?


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



ROHINI-HARIDAS_OBE_PRESENTATION (3)

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