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OUTCOME BASED ENGINEERING EDUCATION (OBE), COMPLEX PROBLEMS & A CASE STUDY IN PROJECT ORIENTED PROBLEM BASED LEARNING ( PoPBL ). Azlan Abdul Aziz, Universiti Putra Malaysia (Academic Advisor & Former Director, Engineering Accreditation Department, Board of Engineers, Malaysia;
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OUTCOME BASED ENGINEERING EDUCATION (OBE), COMPLEX PROBLEMS & A CASE STUDY IN PROJECT ORIENTED PROBLEM BASED LEARNING (PoPBL) Azlan Abdul Aziz, Universiti Putra Malaysia (Academic Advisor & Former Director, Engineering Accreditation Department, Board of Engineers, Malaysia; IEA WA Mentor for PEC ) 2-Day Workshop on OBE System, 2018 Pakistan
OUTLINES • Introduction • Programmes Educational Objectives • Programme Outcomes • Complex Problem • Knowledge Profile • Outcome Based Education (OBE) - Curricula Design & Implementation in OBE - Teaching & Learning in OBE - Assessment & Evaluation in OBE - Case Study Teaching Method; PoPBL Method
International Agreements / Networks EDUCATION PRACTICE WASHINGTON ACCORD ENGINEERS MOBILITY FORUM SYDNEY ACCORD APEC ENGINEER ENGINEERING TECHNOLOGISTS MOBILITY FORUM DUBLIN ACCORD FEANI / EUR-ACE / ENAEE (EUROPE) INTERNATIONAL ENGINEERING ALLIANCE (IEA) / formerly INTERNATIONAL ENGINEERING MEETING (IEM) NABEEA (ASIA) UPADI (CENTRAL & SOUTH AMERICA)
INTRODUCTORY REMARKS In Malaysia, • Purpose of accreditation – graduates of accredited degree are able to register with the Board of Engineers Malaysia (BEM) • Engineering Accreditation Council (EAC), a body delegated by BEM to conduct accreditation of engineering programmes. EAC has representatives from BEM, IEM, Malaysian Quality Authority (MQA) and Public Services Dept. (PSD)
INTRODUCTORY REMARKS Focus of EAC • Ensuring the expected engineering education level is maintained (breadth and depth) • Outcome-based engineering education (OBE) programme is practised • Continual Quality improvement (CQI) on Programmes applied • Quality Management System is practised
INTRODUCTORY REMARKS Accreditation History • WA license renewed in June 2016 for a further 6 years. Visit was made by WA Reviewers (UK, SA & S. Korea) as observers on accreditation exercise to Institutions of Higher Learning (IHL) in late 2016 • Expectation in phases of transformation 1999-2005: Sufficient if IHL have OBE plans and infancy implementation 2006-2012: Implement OBE in a systems approach. Full WA signatory 2009 2013-2019: Efficacy/ Efficiency/ Effectiveness of OBE systems 2020 OBE at IHL is de rigueur
ACCREDITATION PROCEDURE • Schedule a visit after application from IHL. 6 months before final exams of first graduating cohort. Accreditation Cycle: 5 years • Provide Self Assessment Report (SAR) in accordance to criteria and as specified in manual. • Accreditation Visit (2 days incl. nightly meetings), not limiting to: Meeting with prog. admin., staff, students, alumni and employers; visit facilities and check documents.
ACCREDITATION PROCEDURE VISIT DAY • Visit include (1) Opening Meeting: led by EAC evaluators & followed by IHL ‘short’ presentation (2) Evaluation: Evidence-based through interviews, checking documents and records, and observation (‘triangulation’) (3) Closing/Exit Meeting for clarification or correction of factual inaccuracies. No arguments nor solutions are requested.
ACCREDITATION PROCEDURE Professionalism during Visit Day • Short and concise briefing from both evaluators and IHL at the opening & closing meetings (Note: SAR is self-explanatory and comprehensive). IHL should concentrate on what is NEW and focus on NICHE of programmes • Organised • Punctual – keep to provided and prepared schedule • Courteous • Not argumentative • Well dressed • Not over friendly. Be formal
ACCREDITATION PROCEDURE Professionalism during Visit Day (Ctd…) • Working lunch/teas in evaluation room among panel evaluators only • Do not provide tokens/gifts to evaluators • Provide name tags, signage, computer and printing facilities • Ensure right persons/ guides available at the appointed time EAC Schedules Accreditation Decision Meeting in April, August and December every year. Submission deadline of SAR and planned visit by January 31 every year.
3Ps (Players, Process, Paper) PDCA Accreditation Criteria and Qualifying Requirements
Programme Objectives (PEO) and Programme Outcomes (PO) PEOs are specific goals consistent with the vision & mission of IHL • Published statements of PEO • Clear linkages between PEO and PO • Involvement of constituents/ stakeholders • Expected to be achieved/analysed a few years after graduation (usually for about 5 years of employment) POs are statements that describe what students are expected to know and be able to perform or attain by the time of graduation
Washington Accord Graduate Attributes (WA) Programme Outcomes
Depth of Knowledge Required Requires in-depth knowledge that allows a fundamentals-based first principles analytical approach Requires knowledge of principles and applied procedures or methodologies Can be solved using limited theoretical knowledge, but normally requires extensive practical knowledge
Definition of Complex Problem Solving (WP) The range of complex problem solving as required by the Programme Outcomes is defined as follows:
Definition of Complex Engineering Activities The range of complex engineering activities is defined as follows:
Knowledge Profile (WK)Curriculum The curriculum shall encompass the knowledge profile as summarised in the table below:
Exercise 1 • Develop several programme educational objectives (PEO) based on the kind of graduates your programme intent to produce. • For a selected course, link the PEOs to the appropriate WK, WA (i.e. PEC programme learning outcomes, PLO) and WP items to your complex assignment to the students
Outcome Based Education • OBE is a process that involves assessment and evaluation practices in education to reflect the attainment of expected learning outcomes and showing mastery in the programme area • OBE in a Nutshell What do you want the students to have or able to do? How can you best help students achieve it? How will you know what they have achieved? How do you close the loop
OBE leads to: • Improved Learning • Increase in Institutional effectiveness • Enhanced Accountability
Strategy of OBE • Top down curricula design • Appropriate Teaching & Learning Methods • Appropriate Assessment & Evaluation Methods
Benefits of OBE • More directed & coherent curriculum • Graduates will be more “relevant” to industry & other stakeholders (more well rounded graduates) • Continual Quality Improvement (CQI) is an inevitable consequence
Developing OBE Curricula • Vision & Mission • Stakeholders Input • Malaysian Engineering Education Model • Global & strategic • Industrial • Humanistic • Practical • Scientific • Professional • SWOT Analysis
Institutional Mission Statement Stakeholders Interest Programme Objectives Programme Outcomes (Knowledge, skills, attitudes of graduates) Outcome-Related Course Learning Objectives (Ability to: explain, calculate, derive, design) Assessment of Attainment Level Continual Improvement
Characteristics of OBE curricula • It has programme objectives, programme outcomes, course learning outcomes and performance indicators. It is centered around the needs of the students and the stakeholders. • It is objective and outcome driven, where stated objective and outcomes can be assessed and evaluated. • Suitable tools and methods are used to measure and evaluate attainment of the outcomes • Results from evaluation are used for CQI
Characteristics of OBE curricula Cont…………. • Every learning outcome is intentional and therefore the outcomes must be assessed using suitable performance indicators. • Programme objectives address the graduates attainment within 3-5 years after their graduation. • Programme outcomes, which consist of abilities to be attained by students before they graduate, are formulated based on the programme objectives.
Characteristics of OBE curricula Cont…………. • Programme outcomes address the Domains of Taxonomy to be attained by students. • Course outcomes are linked to the programme outcomes and thus must satisfy the stated programme outcomes. There is no need for ANY (individual) course to address all programme outcomes. • Teaching/ Learning method may have to be integrated to include different delivery methods to complement the traditional Lecture method.
Linking topics to Programme Educational Objectives • Each topic in a course have learning objectives • Groups of/individual learning objective/s lead to course outcome • Course outcomes must relate to programme outcomes • Programme outcomes address the programme objectives (What kind of “animal” are we producing?)
Creating a Course • Planning • Identify course content and defining measurable learning outcomes • Instruction • Select and implement methods – deliver the specified content and facilitate student achievement of the outcomes • Assessment and Evaluation • Select and implement methods – determine how well the outcomes have been achieved
Why are course outcomes important? They are essential because they: • 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 • define coherent units of learning that can be further subdivided or modularized for classroom or for other delivery modes. • guide and organize the instructor and the learner.
3 components of a learning outcome 1) Action verb Ability to: • describe the principles used in designing X. • evaluate the strengths and weakness of … • Well-written verbs must • be (SMART) • Specific • Measurable • Achievable • Realistic • Time frame • Observable • Try to avoid these: • - understand • - appreciate • know • learn • aware • familiar
3 components of a learning outcome 2) Condition (context under which the behaviour is to occur) • describe the principles used in designing X.(V) • orallydescribe the principles used in designing X. (V&C) • design a beam. (V) • design a beam using Microsoft Excel design template . (V&C)
3 components of a learning outcome 3) Standard (criteria of acceptable level of performance) • describe the principles used in designing X.(V) • orallydescribe the principles used in designing X. (V&C) • orallydescribe the five principles used in designing X. (V&C&S) • design a beam. (V) • design a beam using Microsoft Excel design template . (V&C) • design a beam using Microsoft Excel design template based on BS 5950:Part 1. (V&C&S)
Learning outcomes by adding a condition and standard Open Ended (O.E.) • Students should be able to design research. Moderately O.E. with condition • Students should be able to independently design and carry out experimental and correlational research. Constrained by condition and standard • Students should be able to independently design and carry out experimental and correlational research that yields valid results. Source: Bergen, R. 2000. A Program Guideline for Outcomes Assessment at Geneva College
Course Outcomes • Statement … explain, calculate, derive, design, critique. • Statement … learn, know, understand, appreciate – not learning objectives but may qualify as outcomes (non-observable). • Understanding cannot be directly observed, student must do something observable to demonstrate his/her understanding.
