Outcome Outcome- -Based Education (OBE) Based Education (OBE) and - - PDF document

Chemical Engineering Department Workshop, 15 - 17 December 2007

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Facilitator: Kamarul ‘Asri Ibrahim

Outcome Outcome-

• Based Education (OBE)

Based Education (OBE) and Generic Skills (GS) and Generic Skills (GS)

• Prof. Dr. Shahrin Mohammad

Civil Engineering Faculty Universiti Teknologi Malaysia

Mula berkhidmat 1984 Ketua Makmal Komputer 1988 – 1990 Ketua Jabatan Struktur dan Bahan 1997 – 1998 Pengurus Teknologi Maklumat 1998 - 2001 Ti b l D k (Ak d ik) 2001 2005 Timbalan Dekan (Akademik) 2001-2005 Wakil Pengurusan ISO 9001:2000 2001-2005 Pengarah Kualiti Akademik UTM 2005-2007 Certified ISO 9001:2000 Lead Auditor, Trainer/Facilitator for ISO 9001:200, Internal Auditor Engineering Accreditation Council Panel of Trainer LAN and MOHE trainer /facilitator for MQF Credit System Trainer/Facilitator/ on Outcome based Education/Approach Trainer/Facilitator/ on Outcome based Education/Approach Trainer/Facilitator/ on Quality Assurance for Academic Programme Trainer/Facilitator on Academic Auditing

Chemical Engineering Department Workshop, 15 - 17 December 2007

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Facilitator: Kamarul ‘Asri Ibrahim

Learning outcomes for this presentation

By the end of the presentation, participants should be able to: (1) Describe orally about OBE to your colleagues at least in at least 10 minutes. (2) Describe orally the relationship between OBE and GS

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Presentation Outcomes

• 1. Why OBE?
• 2. What is OBE?
• 3. Relationship between OBE and GS

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Chemical Engineering Department Workshop, 15 - 17 December 2007

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Facilitator: Kamarul ‘Asri Ibrahim

Current issues Current issues Democratisation of educations Democratisation of educations

increase in the number of HEI’s (public and private) wide array of qualifications awarded diverse in arrangements and nomenclature. bewildering educational pathways public sector training institutions of the various ministries

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public sector training institutions of the various ministries and the industry-based skills providers

COVERAGE OF MQA

Public Unive rsitie s & Colle g e Unive rsitie s (BJK) 18 + 3 Priva te Unive rsitie s & Colle g e Unive rsitie s(L AN) 22 g ( ) Bra nc h Ca mpus of F

• re ig n Unive rsitie s (L

AN) 4 Priva te Colle g e s(L AN) 532 Polyte c hnic s 20 Community Colle g e s 34 T OT AL 630 + 3

558

PROGRAMME S & QUAL IF ICAT IO NS AWARDE D BY PROGRAMME S & QUAL IF ICAT IO NS AWARDE D BY AGE NCIE S OT HE R T HAN T HE MINIST RY OF HIGHE R E DUCAT ION (>1000) (E .G SKIL L S DE VE L OPMENT ACT , AKADE MI SE NI ACT , E DUCAT ION ACT

>1000

Chemical Engineering Department Workshop, 15 - 17 December 2007

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Facilitator: Kamarul ‘Asri Ibrahim

Current issues Current issues Public confidence in academic standards Public confidence in academic standards Public confidence in academic standards Public confidence in academic standards

Public understanding on the qualifications- their expectations The usage of qualification titles – lack of nationally agreed criteria in nomenclature – inconsistency eg the term Master Facilitating students and graduate mobility

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Inconsistency in defining academic load (credits) Recognition of work place training - RPL

Current issues Current issues I i l I i l International context International context

Restructuring HE programmes and qualifications – to make it clearer and to promote lifelong learning Council of Europe Convention on the Recognition of Qualifications in European regions - QF EHEA, UK QF, AQF NZ QF

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AQF, NZ QF Establishment of European credit transfer system (ECTS).

Chemical Engineering Department Workshop, 15 - 17 December 2007

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Facilitator: Kamarul ‘Asri Ibrahim

Current issues Current issues Realising the concept of life long learning Realising the concept of life long learning

Learning pathways that are appropriate for them Flexible learning Recognition of prior learning

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Recognition of prior learning

Issue no. 2 Issue no. 2

View from industries about our students View from industries about our students

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Chemical Engineering Department Workshop, 15 - 17 December 2007

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Facilitator: Kamarul ‘Asri Ibrahim

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Chemical Engineering Department Workshop, 15 - 17 December 2007

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Facilitator: Kamarul ‘Asri Ibrahim

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New Strait Times, 20 April 2005

… apart from academic excellence, most employers would require workers to possess qualities such as good attitude, strong work ethics, the ability to communicate well, a willingness to learn and to contribute new ideas.

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..efforts must be taken to improve communication skills to encompass both general skills at communicating well with

• thers and the ability to interact socially within a working

environment.

Chemical Engineering Department Workshop, 15 - 17 December 2007

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Facilitator: Kamarul ‘Asri Ibrahim

Engineering Graduate If you are a final year mechanical, electrical, telecommunications or As advertised in the Sydney Morning Herald computer engineering student apply for Engineering Graduate Careers Program.. Impress us with your :

• well developed communication and team skills
• Aptitude for developing positive business partnerships

Abilit t l k t id th

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• Ability to look outside the square
• Aptitude for independent problem solving
• Strong interpersonal and organising skills
• Enthusiastic and proactive approach

Views from Industry

From Datuk Paul Low, Vice-President, Federation

• f Malaysian Manufacturers
• f Malaysian Manufacturers
• “Constant change is the order of the day…. Graduates often turn up without a

clue to the changing dynamic global industrial environment.”

• “A constant changing environment and the need to add value to gain

competitive advantage demand for creativity, lateral thinking, agility and risk taking.”

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Chemical Engineering Department Workshop, 15 - 17 December 2007

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Facilitator: Kamarul ‘Asri Ibrahim

Reasons Reasons For For Employing Employing less less local local Graduates Graduates From a report on ‘Employability of Malaysian Graduates’ presented to From a report on ‘Employability of Malaysian Graduates’ presented to the the Majlis Majlis Tindakan Tindakan Ekonomi Ekonomi Malaysia, 8 April 2003. Malaysia, 8 April 2003.

• “Local

“Local gradua graduat tes es(Malays) (Malays) lack lack of

• f drive

drive compared compared to to foreign foreign graduates graduates. . Foreigns Foreigns especially especially those those from from middle middle-

• income

income families, families, they they are are ve ver ry y goal goal oriented

• riented.

. They They know know that that they they are are there there to to complete complete their their studies studies. . For For local local

• nes,
• nes, they

they have have the the mentality mentality that that why why hurry hurry since since l have have 5 years years to to complete complete a a 3 3 year year course course. . As As long long as as l l graduate graduate

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y p y g g g and and my my parents parents can can come come for for the the convocation, convocation, that’s that’s good good enough enough. .” ” (ICT/Foreign/Chinese) (ICT/Foreign/Chinese) From a report on ‘Employability of Malaysian Graduates’ presented to From a report on ‘Employability of Malaysian Graduates’ presented to the the Majlis Majlis Tindakan Tindakan Ekonomi Ekonomi Malaysia, 8 April 2003. Malaysia, 8 April 2003. Reasons Reasons For For Employing Employing less less local local Graduates Graduates

• “Local

“Local graduates graduates have have less less exposure exposure. .They They are are not not aggressive aggressive and and dynamic dynamic. . They They tend tend to to be be less less vocal vocal and and

• pen
• pen-
• minded”

minded” (C t ti /F i /Chi ) (C t ti /F i /Chi )

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(Construction/Foreign/Chinese) (Construction/Foreign/Chinese)

Chemical Engineering Department Workshop, 15 - 17 December 2007

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Facilitator: Kamarul ‘Asri Ibrahim

Utusan Malaysia, 24 Mac 2005

Skim Latihan Siswazah Menganggur (SLSM) diwujudkan semula bagi menangani 80,000 graduan yang masih gagal mendapatkan pekerjaan

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Ne w Stra it T ime s, 20 April 2005 Ne w Stra it T ime s, 20 April 2005

Th 18 000 l d d t d

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There are 18,000 unemployed graduates and some reasons given for their predicament were a poor command of the English language and lack of marketable skills.

Chemical Engineering Department Workshop, 15 - 17 December 2007

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Facilitator: Kamarul ‘Asri Ibrahim

Reasons given by employers for not hiring young graduates

■ Low grades and low levels of academic accomplishments accomplishments ■ Poor attitudes, lack of self-confidence ■ Lack of goals, poorly motivated ■ Lack of enthusiasm, lack of drive, little evidence of leadership potential ■ Lack of preparation for the interview E i i t t i it d b fit li ti

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■ Excessive interest in security and benefits, unrealistic salary demands and expectations ■ Inadequate preparation for type of work, inappropriate background ■ Lack of extracurricular activities

Views from Industry

From Datuk Paul Low, Vice-President, Federation

• f Malaysian Manufacturers
• f Malaysian Manufacturers
• “Constant change is the order of the day…. Graduates often turn

up without a clue to the changing dynamic global industrial environment.”

• “A constant changing environment and the need to add value to

gain competitive advantage demand for creativity lateral thinking

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gain competitive advantage demand for creativity, lateral thinking, agility and risk taking.”

Chemical Engineering Department Workshop, 15 - 17 December 2007

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Facilitator: Kamarul ‘Asri Ibrahim

From a report on ‘Employability of Malaysian Graduates’ presented to From a report on ‘Employability of Malaysian Graduates’ presented to the Majlis Tindakan Ekonomi Malaysia, 8 April 2003. the Majlis Tindakan Ekonomi Malaysia, 8 April 2003. Reasons Reasons For For Employing Employing More More Foreign Foreign Graduates Graduates Attitude Attitude of

• f Foreign

Foreign Graduates Graduates

• “Foreign

“Foreign graduates graduates are are more more open

• pen-
• minded

minded and and more more importantly, importantly, they they are are risk risk-

• takers
• takers. Even

Even during during big big meetings meetings th t th t th th h d t h th i th i i

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we we can can see see that that those those who who dare dare to to share share their their views views are are more more

• f
• f foreign

foreign gradates gradates. .” ” (Property/Local/Malay) (Property/Local/Malay)

Issue no. 3 Issue no. 3

What people say about us? What people say about us?

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Chemical Engineering Department Workshop, 15 - 17 December 2007

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Facilitator: Kamarul ‘Asri Ibrahim

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Chemical Engineering Department Workshop, 15 - 17 December 2007

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Facilitator: Kamarul ‘Asri Ibrahim CURRENT SCENARIO ? CURRENT SCENARIO ?

the tendency of imparting and evaluating only technical outcomes of graduates. Some non-technical outcomes of graduates are imparted ASSESSED and EVALUATED formally only in related non-engineering subjects. ■ Students are not being assessed, evaluated, and informed of the levels of achievement of the overall outcomes.

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CURRENT SCENARIO ? CURRENT SCENARIO ?

■ documented evidences on the achievement of the graduate attributes scarcely available scarcely available ■ rarely include external stakeholders or constituencies and hence little feed back received from these very important components. ■ Not much assurance on the delivery of the outcome capabilities in every postgraduate.

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Chemical Engineering Department Workshop, 15 - 17 December 2007

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Facilitator: Kamarul ‘Asri Ibrahim

CURRENT SCENARIO ? CURRENT SCENARIO ?

■ Quality system - not embracing and assuring the whole cycle of y y g g y setting objectives, outcomes, targets, learning design, delivery and performance measurement across a wide range of targeted graduate capabilities. ■ This contrast with the quality assurance systems which, can guarantee that these particular quantitative outcomes will be

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guarantee that these particular quantitative outcomes will be satisfied by the University itself.

So… what next ? So… what next ?

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Chemical Engineering Department Workshop, 15 - 17 December 2007

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Facilitator: Kamarul ‘Asri Ibrahim

Perubahan/Change?

Do we need to do something about it? Do we need to do something about it? Keep your mind open to change all the time. Keep your mind open to change all the time. Welcome it. Court it. It is only by examining and re Welcome it. Court it. It is only by examining and re-

• examining your opinions and ideas that you can

examining your opinions and ideas that you can

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examining your opinions and ideas that you can examining your opinions and ideas that you can

• progress. (
• progress. (Dale Carneg

Dale Carnegie ie Dale Carneg Dale Carnegie ie)

Sesungguhnya Allah tidak mengubah apa yang ada pada sesuatu kaum sehingga mereka mengubah apa yang ada pada diri

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mereka mengubah apa yang ada pada diri mereka sendiri. (Surah Ar Ra’d 11)

Chemical Engineering Department Workshop, 15 - 17 December 2007

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Facilitator: Kamarul ‘Asri Ibrahim

Change?

Survey by Harvard Univ. Survey by Harvard Univ.

• ..

..large large measure measure

• f
• f

satisfaction satisfaction with with .. ..large large measure measure

• f
• f

satisfaction satisfaction with with technical technical competence competence

• f
• f

the the graduating graduating students students… can can crunch crunch numbers, numbers, analyse analyse markets markets… …. . But But when when it it comes comes to to human human-

• relation

relation skills, skills, Harvard Harvard is is stepping stepping up up its its effort effort… That That seems seems where where improvements improvements are are

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needed needed.. .. Oral Oral and and written written communication, communication, teamwork, teamwork, and and other

• ther human

human skills skills… …

Change?

Swiss Vs Quartz/Digital watch Swiss Vs Quartz/Digital watch

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Chemical Engineering Department Workshop, 15 - 17 December 2007

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Facilitator: Kamarul ‘Asri Ibrahim

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and the Engineering Accreditation Coucil, Board of Engineers

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The Need for an Outcomes Approach

for Continual Programme Improvement

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M l i Q lifi ti Malaysian Qualification Agency (MQA) Bill 2007

• 1. MQF
• 2. QA Code of Practice

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Chemical Engineering Department Workshop, 15 - 17 December 2007

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Facilitator: Kamarul ‘Asri Ibrahim

STAKEHOLDER’S NE AND INSTITUTION MISSION LEADERSHIP, GOVERNANCE and QMS(C5)

EAC-BEM ACCREDITATION PRACTICES IN A NUTSHELL

PEO and PO DEVELOPMENT (S3 S4) PROGRAMME REVIEW FOR ST EEDS NAL FE S FACILITIES (C4) DEVELOPMENT (S3,S4) ACADEMIC STAFF (C3) CURRICULUM DESIGN (C1)

TEACHING AND LEARNING ACTIVITIES (C2,C3)

STUDENTS (C2) CQI(S4,C4,C5)

PO ASSESSMENT

(S3) TAKEHOLDER’S SATISFAC

OUTPUT (GRADUATES) INPUT

37 EEDBACKS FROM STAKEHOLDER SUPPORTING UNIT AND STAFF(C2,C3) CTION

INPUT

a) ability to acquire and apply knowledge of science and

Engineering Accreditation Council (EAC) Engineering Accreditation Council (EAC)

Students of an engineering programme are expected to have the following outcomes:

a) ability to acquire and apply knowledge of science and engineering fundamentals; b) acquiring in-depth technical competence in a specific engineering discipline; c) ability to undertake problem identification, formulation and solution; d) ability to utilise systems approach to design and evaluate

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d) ability to utilise systems approach to design and evaluate

• perational performance;

e) understanding of the principles of sustainable design and development;

Chemical Engineering Department Workshop, 15 - 17 December 2007

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Facilitator: Kamarul ‘Asri Ibrahim

Students of an engineering programme are expected to have the following outcomes:

f) understanding of professional and ethical responsibilities and

EAC (cont…) EAC (cont…)

f) understanding of professional and ethical responsibilities and commitment to them; g) ability to communicate effectively, not only with engineers but also with the community at large; h) ability to function effectively as an individual and in a group with the capacity to be a leader or manager as well as an effective team member; i) understanding of the social cultural global and environmental i) understanding of the social, cultural, global and environmental responsibilities of a professional engineer, and the need for sustainable development; and, j) recognising the need to undertake life-long learning, and possessing/ acquiring the capacity to do so.

Leadership, Governance & Administration (8) Mission, Vision, Educational Objectives & Monitoring & Program Review OLDER NEEDS STITUTIONAL ISSION ON

SECTION 2 of MQA Code of Practice in Perspective

Educational Resources (6) Educational Objectives & Learning Outcomes (1) Academic Staff (5) Curriculum Design (2a) Delivery (2b) INPUT (STUDENTS) Selection (4a) (7) Student Assessments (3) OUTPUT (GRADUATES) STAKEHO AND INS M OM RS KEHOLDER’S SATISFACTIO 40 Support Services (4b) Continual Quality Improvements (9) FEEDBACKS FRO STAKEHOLDER STAK

Chemical Engineering Department Workshop, 15 - 17 December 2007

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Facilitator: Kamarul ‘Asri Ibrahim

Technical Skills/ Technical Skills/ Psychomotor/ Psychomotor/

The T&L Principle: A Balanced Curriculum The T&L Principle: A Balanced Curriculum

Malaysian Qualification Framework (2005) Malaysian Qualification Framework (2005)

y Practical Skills Practical Skills Knowledge Knowledge

Social Skills & Responsibility Life Long Learning & Information Management Communication Skills Critical Thinking & Scientific Approach Professionalism, values, attitudes, ethics Managerial & Entrepreneurial Skills

What is Outcome-Based Education ? “OBE, like most concepts in education, p has been interpreted in many ways”

(Killen, 2000)

Talking about OBE, there are 3 levels:

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• 1. Philosophy / Theory / ”Broad Perspective”
• 2. Curricula / structures / procedures
• 3. Classroom practice (PBL, CL, AL, etc)

Chemical Engineering Department Workshop, 15 - 17 December 2007

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Facilitator: Kamarul ‘Asri Ibrahim

OUTCOME-BASED EDUCATION (OBE)

■ An educational philosophy that states education ought to be aimed at producing particular educational outcomes :

Gi i t d t ti l i i l l f k l d d – Giving students a particular, minimum level of knowledge and abilities.

■ OBE addresses the following questions:

– What do you want the students to learn? – Why do you want them to learn? – How can you best students learn it? How will you know what they have learnt? – How will you know what they have learnt?

Outcomes Based Education?

Outcomes Based Education focuses on student learning by: y

• Using learning outcome statements to make explicit what

the student is expected to be able to know, understand or do;

• Providing learning activities which will help the student to

reach these outcomes;

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• Assessing the extent to which the student meets these
• utcomes through the use of explicit assessment criteria.

Chemical Engineering Department Workshop, 15 - 17 December 2007

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Facilitator: Kamarul ‘Asri Ibrahim

The three main stages in the Teaching and Learning processes

Learning Learning

Bloom’s Taxonomy Program Outcomes Instructor’s goals

Pl i

1

What do I want my students to be able t d lt f What TL activities do I adopt to achieve the intended LO? 3 domains of educational

Students Students Learning Learning Outcomes Outcomes

Classroom Assessment technique Instructional technology Lectures Labs

Planning stage Implementation stage

2

to do as a result of my teaching? goals (cognitive, psychomotor and affective) 45

Felder & Brent, JEE, Jan., 2003 Assessment Assessment

Test Other measures Surveys

I nstruction/ I nstruction/ Approaches Approaches

Other techniques Active & Cooperative learning Problem- based learning

Assessment stage

3

Can my students do what I want them to be able to do?

Paradigm Shift in the Education & Training Philosophy

■ From teacher-centred to a student-centred ■ Traditional teaching : modern teaching : teacher “owns” the students (trainee) to learn knowledge and convey as much as possible. it to the students. ■ Teacher brings the teacher as a coach who content and the answers asks questions and into the training room provides quidelines for with him / her. the acquisition of knowledge.

Chemical Engineering Department Workshop, 15 - 17 December 2007

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Facilitator: Kamarul ‘Asri Ibrahim

What is Outcome-Based Education ?

OBE Principles Explanation Application to practice Clarity of focus Focus on what want learners be able to do successfully Help learners develop competencies Enable predetermined significant

Outcomes Based Principles (Spady, 1994; Killen, 2000)

able to do successfully Enable predetermined significant

• utcomes

Clarify short & long term learning intentions Focus assessments on significant

• utcomes

Design down Begin curriculum design with a clear definition of the significant learning that learners are to achieve by the end of their formal education Develop systematic education curricula Trace back from desired end results Identity “learning building blocks” Link planning, teaching & assessment decisions to significant learner 47

• utcomes

High expectations Establish high, challenging performance standards Engage deeply with issues are learning Push beyond where normally have gone Expanded

• pportunities

Do not learn same thing in same way in same time Provide multiple learning opportunities matching learner’s needs with teaching techniques Content Based Learning System Outcomes Based Learning System Passive students Active learners Assessment process – exam & grade driven Continuous assessment Rote learning Critical thinking, reasoning, reflection & action Content based/broken into subjects Integration knowledge, learning relevant/ connected real life situations Textbook/worksheet focused & teacher centred Learner centred & educator/ facilitator use group/ teamwork See syllabus as rigid & non negotiable Learning programmes seen as guides that allow educators to be innovative & creative in designing programmes/ activities Teachers/trainers responsible for learning - motivated by personality of teacher Learners take responsibility for their learning, learners motivated by constant feedback/ affirmation of worth Emphasis what teacher hopes to achieve Emphasis outcomes – what learner becomes & understands Content placed in rigid time frames Flexible time frames - learners work at own pace 48 Stay in single learning institution until complete Learners can gather credits different institutions until achieve Qualification Previous knowledge & experience in learning field ignored – Each time attends whole course Recognition of prior learning: after pre-assessment, learners credited

• utcomes demonstrated or transfer credits elsewhere

Chemical Engineering Department Workshop, 15 - 17 December 2007

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Facilitator: Kamarul ‘Asri Ibrahim

PROCESS STEP Contents-based Education Outcomes-based Education Needs analysis A very few parties are consulted before trainers develop courses All stakeholders are consulted prior to curriculum development: employers employees

Differences between contents-based education and OBE

develop courses themselves. Trainers decide on how needs are determined and expressed. curriculum development: employers, employees, government, special interest groups, providers and learners. The end-product of needs analysis is reflected as unit standards. Course design Instructional designers develop courses around the contents. The outcomes of a course are written as

• bjectives

Learning programmes are designed according to the needs of the above six stakeholders. Outcomes clearly indicate what the learner must be able to do in line with national standards

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• bjectives.

be able to do in line with national standards. PROCESS STEP Contents-based Education Outcomes-based Education Learning material The learning material is called study manuals or textbooks which is contents-driven Learning material is called learning guides and is outcomes-driven

Differences between contents-based education and OBE

textbooks which is contents-driven. The instructor determines the content. The content is mainly theoretical. is outcomes-driven. The contents are determined by the inputs of various role-players. The contents are practical, addressing particular skills. Presentation The instructor presents a pre-determined lesson The instructor is in control of the learning event. A facilitator presents a lesson based on the unit standard in a flexible manner The facilitator guides learners to achieve

• utcomes.

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Assessment Learners do assignments and write tests and examinations in order to indicate their level of competence. Assessment criteria are non-existent or vague A variety of assessment techniques are used, for example simulations, portfolios, self assessment, workplace assessment. Assessment criteria are clearly defined and indicated as part of the unit standard.

Chemical Engineering Department Workshop, 15 - 17 December 2007

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Facilitator: Kamarul ‘Asri Ibrahim

Learning System Characteristics Content Based (Traditional/Transactional) Outcomes Based (Transformational) Framework

Predefined curriculum, assessment & credentialing in place Structures “ends”, no defined learners’ outcomes Curriculum, instructional strategies, assessment & performed standards Structures support outcomes, flexible & a means to define “learning ends”

Time

Inflexible constraint for educator & learner schedule controls learning & success Used alterable source – match needs of educator & learners

Performance standards

Comparative & competitive approach Linked to predetermined “curve” or quota of possible successes Learners potentially able receive credit for achieving performance standards No quotas & standards pursued

Learning assessments

Continuous testing & permanent grading Mistakes on permanent record: best grades & records fast & consistent performers; slower learners Macro view learning & achievement Mistakes inevitable steps in development, internalizing & demonstrating high level of 51 never catch up Never assess/ document what learners can ultimately do successfully performance capabilities Ultimate achievement what able to do

Learning Systems: Content Based versus Outcomes Based (Source: Spady, 1994)

Content Framework (Traditional) Competency Framework (60’s model) Outcome Framework (21st century) I ntent

“Cover Topics” Check-off discrete Demonstrate significant “whole”

Ruth Stiehl, “Teaching Toward Significant Outcomes,” Oregon State U, www.c2t2.ca/

I ntent

Cover Topics Check off discrete tasks Demonstrate significant whole task

I nstructor

Expert: Disseminator of information Give instruction and check-off tasks Coordinate collaborative investigation

Student Role

Receiver: Stores and returns information Practices and demonstrates small, isolated tasks Active collaborator and investigator; synthesizer

Content

Topics Performance Concepts and process skills

Content

Topics Performance Objective Concepts and process skills

Materials

Cover textbooks Use Multimedia Access multiple sources

Evaluation

Competitive: quiz and test Meet minimum standard Assessment against quality standards; continuous, self, peer and instructor assessment

Chemical Engineering Department Workshop, 15 - 17 December 2007

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Facilitator: Kamarul ‘Asri Ibrahim

“destination”

• r

“end of journey”

OBE :

“Always begin

OBE :

Focusing on the Focusing on the outcomes

• utcomes of
• f

programme programme implementation implementation

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Always begin with the end in mind”

• Steven Covey’s 7 Habits of Highly Successful People

OBE means:

Defined by Defined by Focussed Focussed on

• n

Organised Organised around around

LEARNI NG OUTCOMES

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Directed by Directed by

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Facilitator: Kamarul ‘Asri Ibrahim

Under OBE, curriculum design includes these steps:

• Determine future conditions
• Derive exit outcomes
• Develop performance indicators
• Determine instructional strategies

D li i t ti

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• Deliver instruction
• Document results
• Determine advancement

Some immediate Advantages: Some immediate Advantages:-

• Always alert on quality of graduates

Always alert on quality of graduates

• More effective & innovative teaching
• PBL, CL, etc
• More industry input

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Facilitator: Kamarul ‘Asri Ibrahim

The heart of OBE is a

57 P-Obj and Programme Outcomes

• Curriculum Design (structure,

CO-PO mapping etc)

• Provide resources
• Determine Performance Criteria

and Level

• Teaching Activities to achieve

STAKEHOLDER’S NEE AND INSTITUTIONAL MISSION 3 1. CQI for assessment strategies 2. CQI for curriculum de i e o e FE STA Course Outcomes Assessment Methods/Process/Tools Collect Data EDS 1 2 design, resources, criteria and teaching activities 3. CQI for P-Obj and PO 4. CQI for out-of-class activities 58 EEDBACKS FROM TAKEHOLDERS 4

Complying EAC-BEM CQI Requirement using FKA-UTM CQI Model

Analyse and Report Data Determine the Gap

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Programme Educational Objective PObj assessment methods

CQI

PO setting and

methods

g TnL activities PO assessment methods CQI

CO setting and TnL activities CO assessment methods CQI

Data Analysis

Data Analysis

Data Analysis

• I dentify program objectives (P-
• bj)
• I dentify program outcomes (PO)

CQI Cycle For P-Objectives and P-Outcomes

• Communicate the

results

• I dentify best

practices

• I dentify new

project

• Map P-Obj with PO
• Map CO with PO
• Specify Curriculum content, TnL

approaches, Performance Criteria and level

• Develop assessment plan

PLAN DO CHECK ACTI ON

• Analyse the data
• Share results

C lt project

• Make necessary

changes to the plan

• Carry out TnL approaches at course level
• Compare results

with what has been plan using CQI tools

• Review the gap
• What can be learn

and need to be monitored

• Carry out TnL approaches at course level
• I mplement out-of-class activities
• Assess the students learning
• External examiners visit
• Carry out stakeholders survey
• I nvolvement of external advisors
• Collect appropriate data
• Carry out Academic Auditing

Chemical Engineering Department Workshop, 15 - 17 December 2007

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Facilitator: Kamarul ‘Asri Ibrahim

• Map CO with PO
• Specify Course content, TnL

approaches, Performance Criteria

CQI Cycle For Course Outcomes Level

• Communicate the

results

• I dentify best

practices

• I dentify new

project and level

• Develop course assessment plan

PLAN DO CHECK ACTI ON

• Analyse the data
• Share results

C lt project

• Make necessary

changes to the plan

• Carry out TnL approaches at course level
• Assess the students learning
• Collect appropriate data
• Compare results

with what has been plan using CQI tools

• Review the gap
• What can be learn

and need to be monitored

IMPLICATION OF CHANGES TO OBE

• Need to understand what is OBE.
• Need to specify programme educational objectives.
• Need to specify learning outcomes.
• Need to revise curriculum.
• Need to change teaching, assessment, and evaluation

method. N d t t t d ti id OBE

• Need to start documenting evidences on OBE.
• Need to send staff for training on OBE.
• Need to resist disagreement from faculty members.
• Etc.

Chemical Engineering Department Workshop, 15 - 17 December 2007

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Facilitator: Kamarul ‘Asri Ibrahim

Thank You

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