OBE- An overview

Prof. M.Jayakumar

Our Present Efforts• In July 2017, NAAC insists HEIs to host GA, Pos,Cos,

Rubrics in college websites

• Input based education - faculty qualification, books & journals, classroom facilities

• Accept bell shaped curve of attainment

• Majority of the time, faculty controlled teaching methods, students role is marginal

• Accepts rote learning

• Assumes all are motivated, same prior knowledge, interest level is same

• Variation in teaching methods, assessment ignored

• Are we ready to move from teaching to engagement ?

Autonomy ( of University/ Colleges) Demands

• Accountability to all Stakeholders Directly

• Innovation in Courses, Delivery Means, Technology Integration, cost reduction

• Responsiveness- Ability, System Flexibility

• Branding and Benchmarking

• Technology upgrade for Consistency of Service & Tracking Students Performance

• Strategic Alliance for Relevance , Research

• Assessment –Acceptance by Market

• Working with International Institutions

Student demands are different

• Students centric methods, learning through games, as a group, internship, accepting ones one pace of learning , style of learning, MOOC , online assessment, real time feedback

• Teachers : performance coach, co-learners, co-creators of knowledge

• Students: autonomous learner, lifelong learner

• Learning : any time, any where, any level, any content, any language

Higher Education and Knowledge

– Higher Education: Knowledge, Skills, Attitude

– Knowledge can be organized into compartments ; taught as courses

– Each Knowledge area has four components- an invariant core(basics),exploding volume of empirical knowledge, constantly changing aplln., rapidly changing tools

– Invariant core consists of fundamentals based on universal laws that provide a description

– Empirical knowledge expands

– Sophistication added to changing applications

– Invariant core provides continuity in education

Weakness of Our System– Lack of fundamentals (on the part of the students)

– Limited application experience

– Lack of career goals

– Lack of basic English Communication

– Lack of practice of Aptitude Tests for Aptitude test

• Lack of awareness on skill set expectations

• Creating a learning culture (additional hours of work) among the of students is missing

• Improving English Communication skills-Lack of Efforts

• Non-availability of good Maths teachers in Colleges

• Non-availability bandwidth for web based learning

• Inadequate number of Motivated Teachers• Identity crisis- UG/PG / research– College/ University

• Non –serious Players are in the service Delivery

Scope for Improvement

• Is there any scope to look at your efforts in the frame work of

• Outcome based Education is a solution • Review your efforts by adopting Bloom’s

Taxonomy • Improving your Assessment, Easy for Credit

Transfer• International Acceptance, National- UGC, NIRF

ranking/ approvals• Follow Criterion- Referenced Assessment• Branding and Bench-marking

Uniqueness of HEIs

• Value Driven, Multiple Outcomes

• Immediate Application of Knowledge is Urged

• Productivity and Efficiency Measures are Emphasized in Non- quantifiable Contexts

• National Standards are Disappeared and International Comparison Inevitable

• Constructed on a Culture of Individualism and Academic & Personal Autonomy

Uniqueness ……. to continue• Traditional Higher Education was Evolved as an

Elite Activity , involving a Relatively Stable, External Environment , Small Number of Students, Professional Autonomy and Less Dependence on Govt. and Industry

• Because of Perceived High Stakes of HE, it is an Attractive Target for Political Manipulation

• Asymmetric information

• Government play both the roles-player, referee

Future ChallengesFocus Orientation

Learning by All Achievement Orientation, Inclusive Approach

Multiple opportunities for all Opportunity orientation

Multiple outcomes for all High expectation orientation, not bound by Disciplines, to deliver complex role performance

Accountability to meet all Standards (all Stakeholders)

Requires quality measures, metrics or performance indicators – inputs, outputs, outcomes

Enhancement of teaching learning process

Clearly defining the intended learning outcomes, instructor selects appropriate strategies

Direction of Change

• Iteration : Doing same things Better –teaching methods, assessment, academic counseling

• Innovation : Doing new things- flipped classroom, online assessment

• Disruption: Doing new things that make the old ones obsolete- Use different learning styles, MOOCs

• On demand Education• Intelligent Attendants –Microsoft cortan, Google

now, Amazon Alexa, Apple siri

VUCA World – A War Strategy for Higher Education

• We operate in a vastly different terrain than in earlier decades

• Our landscape is volatile, Uncertain, Complex , full of Ambiguities

• Volatile: Nature and dynamics of change, speed of change forces, change catalysts

• Uncertain: Lack of predictability, prospects for surprise, sense of awareness and understanding of issues and events

• Complex: Multiplex of forces, chaos and confusions that surround an organization

• Ambiguity: the haziness of reality, potential for mis-reads, cause and effect confusion

Vision and Mission

• The Vision is a picture of the long -term future, taking into consideration the institution’s mission and what it aspires to be.

• The Mission states what the institution is all about: its purpose and identity, its core values, its reason for being. This may be stated in the documents that created it, but this may also have been redefined in the course of its history.

• The institution then moves toward this future by achieving particular goals within a timeframe, using appropriate strategies

Program Outcomes• Graduates of professional institutions demonstrate a service

orientation in one’s profession

• Graduates of colleges participate in various types of employment, development activities, and public discourses, particularly in response to the needs of the communities one serves

• Graduates of universities participate in the generation of new knowledge or in research and development projects

• Graduates of State Universities and Colleges must, in addition, have the competencies to support “national, regional and local development plans

Columbia varsity Mechanical PEO• An ability to apply knowledge of mathematics, science, and

engineering•

An ability to design and conduct experiments, as well as to analyze and interpret data

•An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health, and safety, manufacturability, and sustainability

An ability to function on multidisciplinary teams

• An ability to identify, formulate, and solve engineering problems

An understanding of professional and ethical responsibility

• An ability to communicate effectively

Columbia varsity Mechanical PEO

• The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context

•

A recognition of the need for and an ability to engage in life-long learning

A knowledge of contemporary issues

• An ability to use the techniques, skills, and modern engineering tools necessary forengineering practice

Three Premises of OBE

• All Students can Learn and Succeed but not on the Same day in the same way

• Successful Learning Promotes even more Successful Learning

• Schools Control the Conditions that Directly Affect Successful School Learning

• Mistakes are Steps along the way to Develop, Internalize& Demonstrate High Level Performance Capabilities

Keys of OBE System (William G. Spady)

• Developing a clear set of learning outcomes around which all of the system's components can be focused

• Establishing the conditions and opportunities within the system that enable and encourage all students to achieve those essential outcomes

• Having learners do important things with what they know is a major step beyond knowing itself

• Goals & Objectives take New Importance as they are More Explicit , Defined in Terms of Actual Competencies

Base Education on Outcomes• Education to base a system- defining, deciding,

organizing, structuring , focusing & operating what the system does according to some consistent standard or principle

• Virtually all components of the HE system are defined, structured & operated with TIME as the key factor

• Outcomes take precedence over time

• OBE-gives priority to ends, purposes, learning , accomplishments and results

OBE -5 D’s

Define Outcomes Design Curriculum Deliver Instruction Document Results Determine AdvancementOutcomes are NOT Values , Beliefs, Attitudes or

Psychological State of MindCherished Values – Fairness, Objectivity,

Inclusiveness

OBE Framework

OBE (Education)

OBC(Curriculum)

What the student should be able to do?

OBLT((Learning & Teaching)

OBA(Assessment))

How to make the student achieve the outcome?

How to measure what the student has achieved?

• 1 .Clarity of Focus on Outcomes of Significance• Making sure that you continuously align your instruction and

assessments with what your desired end state. • 2.Designing Down from your Ultimate Outcomes• Work your way back from your desired end state; establishing

the resources and skills needed to achieve this end state.• 3.High Expectations for High Level of Success• Achieving a greater level of success for every student while

ensuring that all students will achieve a higher level of success, and eliminating the idea that select students are unable to achieve this success.

• 4.Expanded Opportunities and Support• Time is the most critical aspect of this idea. It is considered a

resource that enables students to achieve their goals as opposed to a limiting constraint in the educational process.

Expected learning outcome• Expected learning outcome - a formal statement of

what students are expected to learn in a course• 1. What faculty members want students to know at the

end of the course

• 2. What faculty members want students to be able to do at the end of the course.

• Learning outcomes have three major characteristics • 1. They specify an action by the students/learners that is

observable • 2. They specify an action by the students/learners that is

measurable • 3. They specify an action that is done by the

students/learners (rather than the faculty members)

Action words for Outcomes

• good action words to include in expected learning outcome statements: Compile, identify, create, plan, revise, analyze, design, select, utilize, apply, demonstrate, prepare, use, compute, discuss, explain, predict, assess, compare, rate, critique, outline, or evaluate

• There are some verbs that are unclear in the context of an expected learning outcome statement (e.g., know, be aware of, appreciate, learn, understand, comprehend, become familiar with). These words are often vague, have multiple interpretations, or are simply difficult to observe or measure

Drawing outcomes Process• Limit the course-level expected learning outcomes to 5 – 10

statements for the entire course (more detailed outcomes can be developed for individual units, assignments, chapters, etc.)

• Focus on overarching or general knowledge and/or skills (rather than small or trivial details)

• Focus on knowledge and skills that are central to the course topic and/or discipline

• Create statements that are student-centered rather than faculty-centered (e.g., “upon completion of this course students will be able to list the names of the 50 states” versus “one objective of this course is to teach the names of the 50 states”)

• Focus on the learning that results from the course rather than describing activities or lessons in the course

• Incorporate or reflect the institutional and departmental missions.

Introduction to Business• At the end of the course, students should be able to: • Identify and describe current domestic and

international business trends • Explain how proper business management benefits

consumers and employees • Define the basic rules related to human resources

management • Compare and contrast the different types of business

ownership • Evaluate and classify various marketing strategies • Summarize how technology can help a business

manage information

Goal from Outcome• OBE distinguishes Goal from Outcome

• It expects learners to carry out processes defined within an outcome statement-demonstration verbs— describe, explain, design, produce rather than- know, understand, believe and think

• It talks about exit outcome-broad performance capabilities rather than curriculum skills

• All stakeholders to decide the outcomes of a program Eg. Karate, scuba, flight schools

• Competence and performance in a role

• Teaching methods, time schedule are not important

Key Components of OBE

• Vision and Mission of the Institute

• Vision and Mission of the Department

• Programme Educational Objectives (PEOs)

• Graduate Attributes (GAs)

• Programme Outcomes (POs)

• Course Outcomes (COs)

• Programme Specific Criteria

Buzz Words in OBE

• Vision

• Mission

• Graduate Attributes

• Program Educational Objectives

• Program Outcomes

• Course Outcomes

• Rubrics Willam Spady

OBE Design

MissionVision

design Graduate

Attributes

Graduate Attributes

• Engineering knowledge• Problem analysis• Design & Development of Solutions• Investigation of Complex Problem• Modern tool usage• Engineer and society• Environment& sustainability• Ethics• Individual & team work• Communication• Lifelong learning + Project management & finance

University of Edinburgh graduates

• curiosity for learning that makes a positive difference

• courage to expand and fulfil their potential passion to engage locally and globally

• University of Edinburgh graduates are:

• creative problem solvers and researchers

• critical and reflective thinkers

• Effective &influential contributors

• Skilled communicators

Graduate Attributes-21st Century

• Transversal skills that enable them to:

• • Work independently as self-driven, life-long learners and innovators

• • Work collaboratively and respect diverse viewpoints

• • Think critically about new challenges

• • Apply their knowledge in novel situations to solve new problems

• • Communicate via a range of technologies and methods

• • Work persistently in the face of difficult challenges

Mapping between PEOs,POs and COs

PEOs

POs

COs

Mission

♦♦ ♦

♦

GAs

OBE – to Define Further• OBE Removed Comparative, Competitive

Approach

• Avoids Sorting and Selecting

• Standards are Clearly Defined and Criterion-based for all Students

• Should be Understood as Broad Performance Capabilities Rather then as Specific Curriculum Skills

• Outcomes are Actions & Competence in Using Information, Ideas & Tools Successfully

Principles of OBE• Clarity of Focus• Designing Down• High Expectations• Expanded Opportunity• Aligned with Teaching, Assessment and Outcomes• OBE as a method of teaching that is “clearly

focusing and organizing everything in an educational system around what is essential for all students to be able to do successfully at the end of their learning experiences” (Spady, 1994, p.12)

• Promotes Participation of all Stakeholders to Design & Develop Outcomes

Outcome Based Education• Outcome is a culminating demonstration of learning

• Demonstration, What the Students will actually do, not based on academic contents but based on complex role performance

• To achieve the intended outcomes, there are check points in between called enabling outcomes / benchmarks

• Enabling outcomes are building blocks of intended outcome

• In OBE product defines the process, results oriented thinking is promoted

• Fitness for practice and education for capability

Levels of Learning

• Action Verbs• Level 6: Creating• Create: generating, planning, producing, composing• Level 5: Evaluating• Evaluate: checking, critiquing, assessing, concluding• Level 4: Analysing• Analyze: differentiating, organizing, attributing, comparing, outlining• Level 3: Applying• Apply: executing, implementing, classifying, calculating, constructing• Level 2: Understanding• Understand: interpreting, exemplifying, classifying, summarizing,

inferring, comparing, explaining• Level 1: Remembering• Remember: recognizing, recalling, describing, listing

Engaging Learning ExperiencesE

mo

tio

nal E

ng

ag

ing

Passive Active

Case Study

Voting

Debate

Problem

Solving

Real

ProjectGames

Facilitated

DiscussionLecture

Q & A

Rubrics

• Rubrics is set of performance indicators which define and describe the important component of the work being completed

• Information to/about individual student competence (Analytic)

– Communicate expectations

– Diagnosis for purpose of improvement and feedback

• Overall examination of the status of the performance of a group of students? (Holistic)

Micro - Perspectives• If You Commit to Outcomes that Embody Many

Curriculum Skills and Details

• If OBE is Implemented from a more Micro-perspective, Micro-outcomes Lead to Micro-Curricula Planning , Micro- instructional and Assessment Designs

• Micro- thinking about Time and Opportunity

OBE Criticism • Opponents believed that, education should be an open

ended and should not be constrained by outcomes and that education should be valued for its own sake

• Defining education as a set of outcomes decided in advance of teaching and learning

• conflicts with the wonderful, unpredictable voyages of exploration that characterize learning through discovery and inquiry

• Teaching will be inappropriately limited by this model. Moreover they are arguing and emphasizing on what they believe

• Inclusion and emphasis on attitudes and values in stated outcomes is inappropriate

Step –wise OBE Approach• Conceive &draw Vision , Mission , Quality policy

• Draw Graduate Attributes

• Program Edl Objectives

• Program outcomes – for each program

• Course outcomes- for each paper

• Rubrics for assessment

• Model question papers

• Student seminars

• Teaching Methods workshops

• Identifying MOOC Courses

Requirements of Faculty Training• Preparation of Graduate Attributes keeping the

sectors of employment in mind, societal demands

• Preparation PEOs, POs, COs, Rubrics, Assessment tools

• Mapping of COs with POs

• Complete understanding of Bloom’s taxonomy

• Students centric teaching methods

•Thanks

•Questions