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O utcomes- B ased E ducation Not a perfect solution, but something about it just feels right

O utcomes- B ased E ducation Not a perfect solution, but something about it just feels right. This workshop is important because. Time is running out Whatever you will learn today should immediately translated to your individual institution’s activities immediately

carlos-cervantes
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O utcomes- B ased E ducation Not a perfect solution, but something about it just feels right

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  1. Outcomes-Based EducationNot a perfect solution, but something about it just feels right

  2. This workshop is important because • Time is running out • Whatever you will learn today should immediately translated to your individual institution’s activities immediately • And this cycle of practice will start tomorrow • Hearing about OBE is different from Learning OBE. To learn OBE is to do it even to some of its parts

  3. That’s why …. • I need your full and complete participation • I need you to complete assignment in preparation for DAY 2 • Let us complete the time allotment for DAY 2

  4. Why is the Philippines suddenly moving towards OBE? • ASEAN Economic Community 2015 • Mutual Recognition of University Degrees, thereby mutual recognition of graduates from mutually recognized university degrees. • Internationalization of Degrees (Curricular Improvement) • International Accreditation Systems including that of AUN (ASEAN University Network) is OBE-based.

  5. OBE and the Philippines CMO No. 46-2012 OBE and Typology consciousness on education results and qualitythat are aligned to national and institutional goals

  6. OBE in the Philippines is tuned differently CMO No. 46-2012 CMO No. 46-2012 ASEAN Integration ASEAN Integration

  7. OUTCOMES are TARGET CAPABILITIES that serves as FOCUS for the Educational System Institutional Graduate Outcome Program Graduate Outcome Course Learning Outcome Topic Learning Outcome CONCENTRATE EVERTHING IN THE EDUCATIONAL SYSTEM TO ACHIEVE OUTCOMES 1

  8. People Process, Procedures, Policies OBE is not just about changing the curriculum, but has an effect as well to other parts of the educational system (policies, hiring, infrastructures) Data and Information Technology and Infrastructure Strategy 2

  9. Outcome Conscious Process Complete Management Stakeholder Involved Alignment Quality Assurance Based 3 Need to follow a process, a set of tools and techniques in order to plan, design, implement and assess the educational system

  10. Knowledge Mindset 4 Approach Going through the process, using tools and techniques will not have a change effect without improvements in how people think about Education and what set of Philosophies OBE believes at

  11. OBE as a Philosophy OBE as a System People OBEImprovement in Quality of Education Knowledge Process, Procedures, Policies Focus Alignment Conscious and Consensual Managed Involvement Purposive Data and Information Mindset Technology and Infrastructure Approach Strategy Instruction Assessment Curriculum Mission-Vision and Core Values Graduate Outcomes Educational Process Results and Achievements Alignment Planning Organizing Implementation Controlling Evaluation Management Students Industry Community Faculty Members Parents Involvement Quality Assurance External Quality Assurance (Benchmarking, Audit, Assessment) Accreditation Internal Quality Assurance (Monitoring, Evaluation, Improvement)

  12. One of the parts of the Educational System that needs to be planned and designed the OBE way is the CURRICULUM

  13. OBE’s Simplistic Idea on Curriculum Management Planning and Organizing Use and Implementing Assessed Evaluated

  14. OBE PHASES STAGE 1 (2013-2014) Getting Familiar with OBE and Learning from it (2015 Curriculum) STAGE 2 (2014-2015) Doing it better the second time around (2016 K12-Curriculum) STAGE 3 (20XX) Process has been “cultured” (Future Curriculum) Curriculum Planning STAGE 2 (2014-2015) Develop Capability further through stronger cluster system STAGE 3 (20XX) Matured Capability STAGE 1 (2013-2014) Improving Capability through further Training Curricular Implementation Outcomes-Based and Transformative Instruction and Assessment STAGE 1 (2013-2014) Planning Assessments Getting data through practiced Assessments STAGE 2 (2014-2015) Enhancing Assessments Establishing better systems to use data STAGE 3 (20XX) Matured Capability Curricular Assessment Outcomes-Based

  15. Planning towards improving our Curriculum (the OBE-Way) What makes up an outcome of any HEI in the Philippines? What makes up an outcome of my Institution? What makes up an outcome of my degree program? 1 2 What kind of General Education Curriculum should I have to meet the outcomes? What kind of Professional Curriculum should I have to meet the outcomes? What process should I go through to do it? What tools are available for me to use to do it? How would I know if I am doing it right? 3 4 What is NEW about Education that I need to know in order to drive what I will do? What is NEW about Learning that I need to know in order to drive what I will do?

  16. Outcomes-Based Education is focused on the development of the Graduate In order to start the journey to OBE, what the graduate is and the role of the institution is should be clear to faculty members embracing the idea of OBE

  17. Understanding a Graduate of Higher Education Institution A complex mixture of Knowledge Understanding Skills Capabilities Values Attitudes Behaviors Ensured to be Nation-expected Institution-expected Internationalized Employment ready

  18. Graduate Outcomes A Graduate of the Higher Education Institution (Institutional Graduate Outcomes) B Graduate of the Degree Program (Program Graduate Outcomes)

  19. Understanding a Graduate of Higher Education Institution Professional Ready Graduate Graduate of the Mission-Vision Higher Education Graduate Life-Ready Graduate

  20. Understanding a Graduate of Higher Education Institution • Responsible Citizens • Well-Rounded Individuals • Has Generic Skills Professional Ready Graduate Graduate of the Mission-Vision Higher Education Graduate Life-Ready Graduate Problem Finder and Solver Implementer and Performer Listener and Communicator Learner and Thinker Creator and Producer Teacher and Mentor Supporter and Contributor Team Member and Partner Leader and Organizer

  21. Understanding a Graduate of Higher Education Institution • Degree is a Discipline (Long-Term Mind Formation) • Higher Education is based on the idea of NOVEL rather than just INNOVATION • Higher Education can be viewed as developing “highly-principled” competencies • Higher Education is concept, theory and principles of the discipline Professional Ready Graduate Graduate of the Mission-Vision Higher Education Graduate Life-Ready Graduate

  22. Understanding a Graduate of Higher Education Institution • Soft and Hard Skilled • Able to handle the conflicting multi-factor components of reality (complex reality) as a result of an Integrative, Exposed and Experienced curriculum. Able to make a decision amidst this complex reality by valuation and critical analysis • Can handle problems with no obvious solution. Able to handle unknown circumstances by activating deeply rooted knowledge, principles and concepts of their discipline • Valuation of Consequence and Effect driven Professional Ready Graduate Graduate of the Mission-Vision Higher Education Graduate Life-Ready Graduate

  23. Understanding a Graduate of Higher Education Institution • Reflects the Brand of Education of the Institution • What makes the graduate different from the graduates of other institutions • The PLUS factor Professional Ready Graduate Graduate of the Mission-Vision Higher Education Graduate Life-Ready Graduate

  24. The Development of the Graduate in OBE starts on what the institution declared for itself the kind of graduate they promised to society. This is embodied in the Institutional Graduate Outcomes

  25. OBE and the Reality of Alignment Mission-Vision Core Values All members of the educational community are missionaries of the institution and are responsible for the development of the graduate Academic Faculty Members Administrative Personnel Administrators Institutional Graduate Outcomes Co-Curriculum Core Curriculum Disciplinal Curriculum Program Graduate Outcomes Activity Outcomes Course Learning Outcomes Course Learning Outcomes Learning Activities Learning Activities Learning Activities

  26. OBE starts with • Revisiting the institution’s Mission-Vision • Clear and consensual understanding of the institution’s Mission-Vision and Core Values • Clear alignment of institutional graduate outcomes to institution’s Mission-Vision and Core Values

  27. Program Graduate Outcome Institutional Graduate Outcome G01 PG01 Based on standard and internationally accepted graduate outcomes Harmonized with Institutional Graduate Outcome Institutional Brand PG02 G02 PG04 PG05 Core Curriculum G03 PG06 Disciplinal Curriculum PG07 Co-Curriculum G04 PG08 PG09 G05 PG10 PG11

  28. Layers of alignment documents in OBE that can trigger consciousness and reflective understanding MISSION-VISION and CORE VALUES Institutional Graduate Outcomes Program Educational Objectives Program Graduate Outcomes Curriculum Mapping Program Assessments Performance Indicators Course Assessments Course Learning Outcomes Intended Learning Outcomes Teaching and Learning Activities

  29. Need for Nomenclature

  30. OBE-Curriculum Development Generic Process Flow Revisit Program Body of Knowledge and Understanding Reference Graduate Outcomes

  31. Responsive Educational Philosophy

  32. Contemporary Educational Philosophies • Beyond Fact and Skills Transfer • Success-oriented • Learner-Centered and shared responsibility • Cognitive and Constructivist view of Learning • Complex, challenging learning environments and authentic tasks • Multi-perspective

  33. Relationship to OBE • Beyond Fact and Skills Transfer • Success-oriented • Learner-Centered and shared responsibility • Cognitive and Constructivist view of Learning • Complex, challenging learning environments and authentic tasks • Multi-perspective

  34. Relationship to OBE • OBE is based on a Cognitive and Constructive Philosophy • In doing OBE, there must be a change in Educational Philosophy that is attuned to Contemporary Educational Philosophies

  35. Relationship to OBE In the hands of the school Not all the same Motivation due to Success

  36. Snapshots of Possible Implications

  37. Relationship to OBE • The only document that will guide everyone to “This is how we should teach and this how learners should learn” is the EDUCATIONAL PHILOSOPHY • Everything about OBE will boil down to how well we guide • Faculty members to be very good • Faculty members how good they can implement the Mission-Vision down to teaching and learning

  38. OBE-Curriculum Development Generic Process Flow Revisit Program Body of Knowledge and Understanding Reference Graduate Outcomes

  39. PROGRAM LEVEL OBE

  40. 3-4 years Program Targeting Program Graduate Outcomes Program Educational Objectives Program Curriculum Graduate Admitted Student Alumni Institutional Graduate Outcomes MISSION-VISION and CORE VALUES

  41. Program Educational Objectives (Common Elements) Technical or Disciplinal Advancement Core Value Persistence Propelling Success Characteristic

  42. Program Graduate Outcome Institutional Graduate Outcome G01 PG01 Based on standard and internationally accepted graduate outcomes Harmonized with Institutional Graduate Outcome Institutional Brand PG02 G02 PG04 PG05 Core Curriculum G03 PG06 Disciplinal Curriculum PG07 Co-Curriculum G04 PG08 PG09 G05 PG10 PG11

  43. International Accords • Agreements between countries that aims to institute common and minimum quality standards for certain professional disciplines • Industry Based Standards • Signatories are committed to improve their industry-based quality accreditation bodies and systems based on agreed minimum quality standards • Mutual recognition of graduates across signatory countries • Education Standards subscribes to OBE Philosophy • Basis for Accreditation Bodies and Systems • that are primarily led by Industry Associations • Standards and accreditation system subscribes to OBE Philosophy

  44. Standards INTERNATIONAL ACCORD CHED Government Regulatory Body on Higher Education OBE Standards and Accreditation System Quality Education System Standards, Permit and Recognition System SIGNATORY COUNTRY Represented by Industry and Professional Association Technical Panel Government-Industry Coordination Compulsory Compliance Voluntary Accreditation HIGHER EDUCATION INSTITUTION

  45. Institutional Graduate Outcomes Institution’s BSIS Graduate See Appendix A Standard BSIS Program Graduate Outcomes See page 25-28

  46. OBE-Curriculum Development Generic Process Flow Revisit Program Body of Knowledge and Understanding Reference Graduate Outcomes

  47. Importance of the Curricular Story • Curriculum Development • Consistent to the declaration of the Institution of what it is • Involves the dissection of the Body of Knowledge into components distributed across time, these components are called COURSES • DISSECTION is a factor of coverage, difficulty, required time to complete outcome, activities that will engage learning • COURSES are arranged in an order in which LEARNING should happen • The curricular story should be articulated and well understood by all faculty members in order to guide the focus of each courses

  48. Curricular Story (see page 30) Able to develop web-based transaction-based systems for a medium-scale business Able to develop simple standalone desktop based transaction records systems for a small business Able to develop web-based transaction-based systems for an organization based on solid analysis and solution enhancement theories and concepts STAT QMAT PERF BMATH MGNT BPROC FIN SA ORG PRJMN NW ISSTRAT INTR-IS INTIT IINFRA SD CP1 CP2 PRC UEX PISSUE DB1 DB2 ENTARC PRG1 PRG2 PRG3 WEB

  49. OBE-Curriculum Development Generic Process Flow Revisit Program Body of Knowledge and Understanding Reference Graduate Outcomes

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