OBE OBE emphasizing the OBE OBE OBE emphasizing the OBE OBE - PDF document

2/5/2011 OBE OBE – emphasizing the OBE OBE OBE emphasizing the OBE OBE OBE emphasizing the emphasizing the emphasizing the emphasizing the emphasizing the emphasizing the implementation stage (the cur implementation stage (the cur implementation stage (the curriculum implementation stage (the curriculum iculum iculum deliv delivery) deliv delivery) Prof Dr Shahrin Mohammad 13 13- -14th Feb 2011 14th Feb 2011 Workshop Learning Outcomes At the end of the workshop you are able to; ■ review the programme objectives, programme outcomes and course outcomes and make corrective actions ■ describe the various student learning styles and choose the appropriate Teaching and Learning methods and approaches to develop the desired learning outcomes ■ describe the overall process that relates to continuous quality improvement 1

2/5/2011 Introduction Introduction Introduction Introduction Begins with the end in mind What are the expected outcomes/results? p 1. 2. 3. 4. 5. 6. 2

2/5/2011 1 and the Engineering Accreditation Coucil, Board of Engineers 2009 : MALAYSIA AS A MEMBER OF THE WASHINGTON ACCORD 2 2 The Need for an Outcomes Approach for Continual Programme Improvement Findings of Programmes Evaluation/Audit • The content and level are maintained (Curriculum) Th d l l i i d (C i l ) • Implementation of Outcome-based Education ( OBE ) • Programme Continual Quality Improvement ( CQI ) • Systematic ( QMS ) y ( ) 3

2/5/2011 QA CODE OF PRACTICE: QA CODE OF PRACTICE: 9 ASPECTS/CRITERIA - 9 ASPECTS/CRITERIA - STANDARDS STANDARDS Vision, Mission, Vision, Mission, & institutional goals, & institutional goals, & i & i tit ti tit ti l l l l C Curriculum design Curriculum design C i i l l d d i i Student selection St d St d Student selection t t l l ti ti learning outcomes learning outcomes & delivery & delivery & support & support Student Assessment Student Assessment Educational resources Educational resources System System Academic staff Academic staff Program Program Leadership, Leadership, Total Continuous Total Continuous Monitoring & Monitoring & Governance and Governance and Quality Quality Review Review Administration Administration Improvement Improvement OLDER NEEDS (8) Leadership, governance and STITUTIONAL administration ISSION (7) Programme (1) Vision,mission and Monitoring and o to g a d ON STAKEHO AND INS learning outcomes learning outcomes M EHOLDER’S SATISFACTIO Review (6) Educational (2a) Curriculum Design (5) Academic resources Staff OUTPUT (3) Student INPUT (STUDENTS) (GRADUATES) Assessments (2b) Curriculum OM Delivery (4a) Selection of Students (4a) Selection of Students S STAKEHOLDERS FEEDBACKS FRO STAK (4b) Supporting Services (9) Total Continual Quality Improvements 4

2/5/2011 The three main stages in the Teaching and Learning processes Bloom’s What TL activities do I nstructor’s Taxonomy Program I adopt to achieve the goals Outcomes 1 What do I want intended LO? my students to Implementation Implementation 3 domains of L L Learning Learning i i Planning Pl i b bl t d be able to do as educational goals stage a result of my stage (cognitive, psychomotor Outcomes Outcomes teaching? and affective) 2 Classroom I nstructional Assessment technology technique Students Students Lectures Labs Assessment Assessment I nstruction I nstruction Can my 3 students do what I want Active & Problem- Assessment them to be able Test Surveys Cooperative based to do? stage learning learning Other Other techniques measures Felder & Brent, JEE, Jan., 2003 IMPLICATION OF CHANGES TO OBE •Need to understand what is OBE. •Need to specify programme educational objectives. •Need to specify learning outcomes (POs and COs) •Need to revise curriculum. •Need to change teaching, assessment, and evaluation method. •Need to start documenting evidences on OBE. •Need to send staff for training on OBE. •Need to resist disagreement from faculty members. •Etc. 5

2/5/2011 An OBE curricula … • must have programme objectives, programme outcomes, course outcomes and performance indicators. • must be objective and outcome driven must be objective and outcome driven, …. stated objective and outcomes stated objective and outcomes must be assessed and evaluated. • centered around the needs of the students and the stakeholders • address Knowledge, Skills and Attitudes to be attained by students. • the course outcomes must satisfy the stated program outcomes. • include different delivery methods to complement the traditional Lecturing method. th d • assessment based on suitable performance indicators. • need to address the programme objectives within 3-5 years after their graduation. (for engineering programme) Talk 1 Talk 1 Reviewing eviewing the programme the programme objectives, programme outcomes objectives, programme outcomes and course outcomes and course outcomes and course outcomes and course outcomes 6

2/5/2011 Academic Management Practices Framework Examination Students-Staff Employability survey 5 6 7 Industrial/employers and evaluation stag Assessment, review results meeting/dialogue survey Entry/Exit Survey Exams, projects, Student self- graduate survey Stakeholders Survey assessment quizzes,test etc Check Academic auditing Info from professional Peer evaluations Students portfolio bodies Observations External ge w Visiting Profs report examiner/advisor Cert of HRD 3 4 Traditional Problem based Teaching in Stage Implementation Programmes Approach Learning Higher Edu Actions E-Learning Active/corporative Teaching with Tech. Do Learning Academic Advising Incorporating Competency Teaching Approach Generic Skills Teaching Evaluation-PTK Teaching Portfolio Portfolio in T & L Problem based learning 1 2 (Documentation) Planning Stage Setting PO’s At UTM / faculty level Dept/Staff level Course Program Outlines Plan Setting LO’s E-Learning Specification Mapping Template Weekly TnL Policy course notes and code of UTM Graduate Attributes practise Management support and commitment Pla Planning Stage Pla Planning Stage Planning Stage Planning Stage Pla Pla nning Stage nning Stage nning Stage nning Stage Preparation for Curriculum Delivery and Assessment • Developing Learning Outcomes (PEOs, POs and COs) • Programme Specification (overview of the programme) • Course Outlines /Teaching Plan/ Profoma /Course Plan • Policy and Code of Practices in Teaching and Learning Policy and Code of Practices in Teaching and Learning • Assessment Plan 7

2/5/2011 1. Setting Learning Outcomes Definitions of Learning Outcomes i. Learning outcomes are statements of what students know and can g do as a result of their respective courses of study Councils for Higher Education Accredition Board of Directors, USA 2002 ii.A learning outcome is a statement of what a learner is expected to know, understand or be able to do as a result of a learning , g process. Centre for the Advancement of Teaching and Learning, The Universty of Western Australia, 2004. 15 1. Setting Learning Outcomes Different Levels of Learning Outcomes Different Levels of Learning Outcomes Different Levels of Learning Outcomes Different Levels of Learning Outcomes Broad/Long term Educational Goals Few years after Program Educational Objectives Graduation – 4 to 5 years Programme Outcomes or Upon graduation Programme Learning Outcomes Upon course completion Course Outcomes or Course Learning outcomes or Learning Objectives or Learning Outcomes Upon weekly/topic completion Weekly/Topic Outcomes 8

2/5/2011 1. Setting Learning Outcomes Why are learning outcomes important? Learning outcomes are the most important section of your. Th They are essential because they: ti l b th • define the type and depth of learning students are expected to achieve • provide an objective benchmark for formative, summative, and prior learning assessment • clearly communicate expectations to learners • clearly communicate graduates’ skills to the stakeholders • guide and organize the instructor and the learner. 17 1. Setting Learning Outcomes Learning Outcomes (LOs) • LO will usually involve a combination of (cognitive, psychomotor and affective): h t d ff ti ) • Knowledge and understanding • Intellectual abilities • Practical, subject-specific skills • Generic or transferable skills • LO h LO should always inform: ld l i f • The learning and teaching methods employed • The types of assessment used 9

2/5/2011 1. Setting Learning Outcomes Developing learning outcomes 1. Setting Learning Outcomes CO-PO Mapping (traditionally?) CO-PO Mapping (traditionally?) 10

2/5/2011 1. Setting Learning Outcomes CO-PO Mapping (more balanced) CO-PO Mapping (more balanced) Course Outlines 11

2/5/2011 If you fail to PLAN then you are PLANNING to fail.. S PLAN So PLAN your work and work your k d k PLAN ……. ??? approach to developing an assessment plan 12

2/5/2011 Performance criteria Assessment Plan PO3 PO4 13