Dr. T.M. Chung, Dr. M.L. Chen, Dr. J.L Niu and Mr. Greg Powell

1. FCLU forum on outcome-based curriculum (OBC):Where are we in the implementation of OBC?– BSE’s experience Dr. T.M. Chung, Dr. M.L. Chen, Dr. J.L Niu and Mr. Greg Powell

2. Are students ready for the OBC? • Do students know and understand the intended learning outcomes (ILOs) of the subjects they are studying? • Do they know that assessments will be aligned with the ILOs? • Do students know what to do to achieve the ILOs or just rely on “spoon-feeding” on specific learning outcomes?

3. The practical common “intended learning outcome” from students’ perspective • Subject outcome: to pass the subject • Average or below average students: to get at least a C • Above average students: to get an A or A+ • Program outcome: to get a good honours degree • Average students: to get at least a second lower • Above average students: to get a second upper or first class honours

4. Challenge to teachers • How to deliver the subject so that students achieve the ILOs satisfactorily even if in the students’ mind the only learning outcome is to pass the subject • How to align assessments with ILOs so that the assessment grades really reflect the students’ achievement of the ILOs

5. BSE subjects in the OBC in this semester • BSE2121 Power & Machines –Dr. M.L. Chen • BSE2214 HVACR Fundamentals II – Dr. J.L. Niu • BSE268 Engineering Practice – Mr. Greg Powell

6. OBC implementation in subject BSE2121–Dr. M.L. Chen OUT LINE • Mapping subject with programme • Intended subject outcomes (ISO) • Aligning the teaching & Learning with ISO • Aligning the assessments with ISO • A case study

7. Mapping subject with programme (Let students know why to learn) • The Programme: BEng in BSE • Objective …design and analysis of Building Electrical Systems (BES) on the basis of understanding thefunction and principles of BES… • Subjects …BSE211, BSE2121, BSE312, BSE3122, BSE4781 • The Subject BSE2121: Power & Machines • Objective… understanding the functions and principles ofrotating machines and power equipmentsin BES… • Topics…Transformers, AC Machines, DC machines

8. Intended subject outcomes (ISO) (Let students know what is expected) • ISO1: …able to model electrical machines and equipments and to use the model in problem solving… • ISO2: …capable of recognizing and analyzing the operating modes of machines and equipments as part of BES...

9. Aligning teaching & learning with ISO (How to teach & to learn?) • Lectures (whole-class) • introducing the principles and system models of… • interact with and motivate students… • Tutorials (half-class) • discussion of real problems in design and test of… • teacher explains, students try… • Lab work (small group) • training in operating and testing of … • student-centred… • Exercises (individually) • Examples +Questions +Past Exam Questions…

10. Aligning the assessments with ISO (How to & to be assessed?) • One written in-class test (10%) … open-book in mid-term, feedback, stage assessment … • Assignments (10%) …long period, student to find their strength/ weakness by trying the questions… continuous assessment… • Lab works (10%) … skills of testing, operating and analysis of machines are assessed… • Examination (70%) ...open-book in end of term, questions aligned with ISO… • Subject grade …Accumulated.

11. Transformers A case study – “Transformers” Tutorial Focus 50% in CM 30% in EM ParametersSpecifications 50% in CM 70% in EM Power flow Learn More Model Circuit Lecture focus Introducing Principle Feature Analyses outcomes Lab Focus Construction Testing & Design Assessment Teaching & learning

12. Implementation of OBE in Level-2 Engineering Subject • Key learning outcomes: • problem analysis and solving capabilities • Application of knowledge, • critical thinking, global outlook, • embedded into the design skills of a professional BSE engineer; (Graduate Survey) Jianlei Niu, Subject Examiner of BSE2214 HVACR Fundamentals II

13. Employers’ expectation

14. Motivate the students • The Level 2 subject syllabuses emphasize on fundamentals, • Students need to be motivated to understand the link to the overall course learning outcome; • The challenge is to motivate the students.

15. Planning of Teaching and assessment methods(1) • Lecturing – necessary for large class of 50 for teaching efficiency; • Real life problems to link current study to professional objective, e.g., SARS ward design to the learning of fluid mechanics; global warming to the study of heat transfer; • Selective in topics for lecturing and for self study with specified reading guide; • Inserted with specific questions for concentration; examples and mini-problem solving for effectiveness consolidation

16. Planning of Teaching and assessment methods(2) • Tutorial arranged for half-class of 25, with more interactive teaching methods: quiz, problem solving, peer discussion, and lecturer’s real-time demonstration; • Laboratory experimental work in small group of 6, students centred; • Assessments: • Two mid-term written tests + end of term exam, incorporating all the key elements of the expected outcomes; • Lab: experimental data acquisition assessed on site; analysis capability assessed in lab report • Overall, problem-based learning method dominates.

17. OBE in Level 2 Subject BSE268 Engineering Practice • Subject objectives - Intended Learning Outcomes- (ILOs) • principles of and errors associated with fundamental engineering measurements • programming for Building Services Applications • correct use of building services design software • Role of subject within program • supports practical work undertaken in technical subjects and provides foundation for future measurement or project work • demonstrates relationship between measurement techniques and errors and specification of appropriate design tolerances • design solutions to measurement and testing problems that will permit the successful testing and commissioning of installed systems • enables students to write own applications to solve design calculation problems • enables students to use commercial design software correctly • enables students to evaluate results of design software and determine whether the results or design solutions are sensible

18. Alignment of teaching approach and assessments with ILOs (1) • Teaching methods and approach • one 3 hour time slot per week (52 students) • Instruments and measurement methods • NB lab work is undertaken as component of the technical subjects • background to error analysis, air flow measurements, water flow measurements • background theory (lecture) interspersed with in-class problems (tutorial) • problems illustrate magnitude of errors, limitations of measurement methods, application problems based on examples of actual measurement data from T&C activities • additional problems for self study • solutions made available later for feedback on progress

19. Alignment of teaching approach and assessments with ILOs (2) • Instruments and measurement methods: Assessment (25%) • students given installation schematic and corresponding measurement data • grading sheet or proforma details grade expectations for completeness & accuracy in error analysis, evaluation of suitability of adopted measurement method and stated design tolerance, analysis of the design installation and recommendation for improvements (if any) • Programming (uses Excel as platform for VBA) • 30 minute “show and tell” in classroom, then individual work in computer labs (2 adjacent rooms) (2.5hrs) • Step by step instructions with code and then exercises for students to try at end of each section • introduce fundamental programming concepts (program structure, basic operators and VB objects) through small applications such as engineering units converter etc • VBA assessment (30%) • Task application such as friction factor calculator (requires iteration, conditional statements and loops) • assessment takes into account accuracy of calculation, appearance and ease of use of application and interface

20. Example Grading Sheet Returned to students Details assessment criteria Readily identifies what has been done well & what needs further practice

21. Alignment of teaching approach and assessments with ILOs (3) • Design software teaching • Applications for drainage, potable water supply and vertical transportation • Lecture with tutorial problems as above (1 session) followed by Computer lab (1 session) per application • Handout with step by step tasks, illustrate features of software, • Additional self study tasks based on actual design tasks, solutions made available later for self feedback • Design software assessment 35% group report and 10% presentation) • each group given different building description (e.g. hotel, 5 star & 3 star), residential (luxury, middle) office (grade A. Grade B) etc • group finds out design requirements for the 3 services • perform the design sizing tasks using the software • produce design report and also group presentation to “client” • assessment based on suitability of approach to given building type, competency in calculations, quality of presentation

22. Review & Improve • last lesson - fast feedback form • involve students • stated ILOs • were they appropriate? • were they met? • could they be improved? • anything missing? • Formal review @ Program level • APC or equivalent • institutional, professional, industrial, academic stakeholders

23. Where are we now? • Are teachers ready for the OBC? • Do all teachers align assessments with the ILOs? • Does “aligning assessment with ILO” mean “criterion-referencing assessment”? • Do we need more resources for OBC implementation? • How often can a teacher assess the learning outcome of every student in a large class (>50) of a taught subject with mainly lecture and tutorials (>25 in a tutorial group)?

24. Thank you See you all again in the nextL&T faculty forum on 20 May 2006