Outcome-Based Education (OBE)

Transcription

1 Outcome-Based Education (OBE) Prepared by, Assoc. Prof. Ir. Dr. Chow Chee Onn Dr. Wong Wei Ru September 20 th, 2017

2 Contents Washington Accord (WA) The Board of Engineers Malaysia (BEM) The Engineering Accreditation Council (EAC) Outcome-Based Education (OBE) OBE Implementation PEOs PLOs CLOs Bloom s Taxonomy Continual Quality Improvement (CQI)

3 Washington Accord (WA) The Washington Accord is an international accreditation agreement for professional engineering academic degrees, between the bodies responsible for accreditation in its signatory countries. Established in 1989, the full signatories as of 2017 are Australia, Canada, Taiwan, Pakistan, China, Hong Kong, India, Ireland, Japan, Korea, Malaysia, New Zealand, Russia, Singapore, South Africa, Sri Lanka, Turkey, the United Kingdom, Philippines and the United States.

4 The Board of Engineers Malaysia (BEM) The Board of Engineers Malaysia (BEM) is a statutory body constituted under the Registration of Engineers Act 1967 with perpetual succession and a common seal, which may sue and be sued. BEM primary role is to facilitate the registration of Engineers, Engineering Technologists, Inspectors of Works, Sole Proprietorships, Partnerships and Bodies Corporate providing professional engineering services and; to regulate the professional conduct and practice of registered person in order to safeguard the safety and interest of the public.

5 The Engineering Accreditation Council (EAC) The Engineering Accreditation Council (EAC) is a delegated body by the Board of Engineers Malaysia as the only recognized accrediting body for engineering degree programmes offered in Malaysia. On 18th June 2009 the Board of Engineers Malaysia was accepted as the 13th signatory of the Washington Accord. The EAC was instrumental in ensuring Malaysia s EAC accredited engineering programmes are substantially equivalent to the engineering degrees of the signatories of the Washington Accord.

6 EAC Accreditation Criteria Criterion 1: Programme Educational Objectives Criterion 2: Programme Outcomes Criterion 3: Academic Curriculum Criterion 4: Students Criterion 5: Academic and Support Staff Criterion 6: Facilities Criterion 7: Quality Management System OBE

7 Outcome-Based Education (OBE) Outcome-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). It is a student-centered learning philosophy that focuses on empirically measuring student performance, which are called outcomes. By the end of the educational experience, each student should have achieved the goal.

8 OBE Implementation CLOs PLO1 PEO1 CLOs CLOs PLO2 PLO12 PEO2 PEO3 Course Learning Outcomes (CLOs) of all the courses 12 Program Learning Outcomes (PLOs) 3 Program Educational Objectives (PEOs)

9 PEOs Graduates will establish themselves as practicing professionals in Electrical Engineering or related field. Graduates will engage in lifelong pursuit of knowledge and interdisciplinary learning appropriate for industrial and academic careers. Graduates will contribute to sustainable development and the wellbeing of society.

10 PLOs 1 Engineering Knowledge Apply knowledge of mathematics, science, engineering fundamentals and Electrical Engineering / Electrical Engineering (Communications) specialization to solve complex engineering problems. 2 Problem Analysis Identify, formulate, research, analyze and reach substantiated conclusions along with recommendations for complex Electrical Engineering / Electrical Engineering (Communications) problems, using principles of mathematics, natural science and engineering science. 3 Design/Development of Solutions Develop solutions for complex Electrical Engineering / Electrical Engineering (Communications) systems, components or processes to meet specified needs with appropriate consideration for public health and safety, culture, society and the environment. 4 Investigation Conduct investigations using relevant research methodology including literature review, design of experiments, analysis and interpretation of results to derive scientifically sound conclusions.

11 PLOs 5 Modern Tool Usage Utilize systematic approach to select/create appropriate IT tools, with full understanding of their limitations, to model, simulate and solve complex Electrical Engineering / Electrical Engineering (Communications) problem. 6 The Engineer and Society 7 Environment and Sustainability Apply reasoning informed by contextual knowledge to assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to professional engineering practice. Understand the impact of professional engineering solutions towards society and the environment, and demonstrate knowledge of and the need for sustainable development. 8 Ethics Apply norms of professional engineering practice ethically 9 Communication Communicate effectively on complex engineering activities with both engineers and the community at large through discussions, reports and presentations. 10 Individual and Team Work Function effectively as an individual, and as a team member or leader in a multidisciplinary environment.

12 PLOs 11 Life Long Learning Recognize the need to undertake life-long learning and possess the capacity to do so independently. 12 Project Management and Finance Demonstrate knowledge and understanding of engineering and management/finance principles and apply these to one s own work as an individual, team member or leader in a multi-disciplinary environment.

13 CLOs Each course has several course outcomes which are formulated based on Bloom s taxonomy. Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education. Three domains of educational activities or learning (Bloom, et al. 1956): Cognitive: mental skills (knowledge) Affective: growth in feelings or emotional areas (attitude or self) Psychomotor: manual or physical skills (skills)

14 Bloom s Taxonomy: Cognitive Domain

15 Assessments Formal (Direct) Assessments Test, Assignment, Examination Informal (Indirect) Assessments CLOs survey form: Self-assessment

16 Integrated Cumulative Grade Point Average (icgpa) PO12 PO1 4.0 PO2 SEM PO10 PO PO3 PO4 PO9 PO5 PO8 PO6 PO7

17 Continual Quality Improvement (CQI) Analysis & Feedback Review Assessme nt Implemen tation Curriculum Exam Analysis Surveys Student Entrance/Exit Survey AA System Alumni Group Staff CTES Facilities Feedback Forms

18 CTES Part A (Course) A1. Kandungan kursus menarik bagi saya. A2. Kandungan kursus menepati hasil pembelajaran yang dinyatakan. A3. Susunan kandungan kursus baik. A4. Kursus ini merangsang intelek kerana ia mendorong saya menjana dan berkongsi idea. A5. Kandungan kursus relevan dan boleh diaplikasi untuk keperluan semasa/ masa depan. A6. Pengalaman pembelajaran dalam kursus ini membantu saya meningkatkan kemahiran insaniah seperti yang dinyatakan dalam borang Maklumat Kursus Untuk Semester/Penggal Semasa (UM-PT01-PK03-BR004- S04).

19 CTES Part B (Lecturer) B1. Hasil pembelajaran kursus disampaikan dengan jelas. B2. Pensyarah dapat menjelaskan konsep dengan mudah. B3. Pensyarah menyediakan pelbagai aktiviti untuk membolehkan saya mencapai hasil pembelajaran kursus. B4. Pensyarah menggalakkan pelajar bertanya soalan dan berkongsi pandangan. B5. Pensyarah responsif kepada pertanyaan dan pandangan pelajar. B6. Pensyarah memberi maklum balas dalam masa yang sesuai kepada persoalan pelajar. B7. Penilaian berterusan yang disediakan membantu saya mengukur kedudukan pencapaian saya dalam kursus ini.

20 CTES Part C (Facilities) C1. Persekitaran dan kemudahan fizikal dalam kelas memadai untuk menyokong aktiviti pembelajaran dan pengajaran kursus ini. C2. Kemudahan ICT yang disediakan memadai untuk menyokong aktiviti pembelajaran dan pengajaran kursus ini. C3. Bahan rujukan di perpustakaan Universiti bagi kursus ini relevan dan mencukupi. C4. Bahan-bahan kursus dan aktiviti boleh didapati melalui SPECTRUM atau lain-lain sumber atas talian.

21 CTES Feedback (Comments) Provide constructive and fair comments; not emotional ones (Ethics & Professionalism) Anonymous BRAVE

22 Your Tasks Attain the PLOs and PEOs Your success is our reputation Industrial Exposure attend/participate in industrial talks, lectures, competitions and other activities Provide Feedback take all the surveys conducted by the department/faculty/university seriously and professionally. Give constructive comments to help the department grows. Register as Alumni upon graduation.