Understanding and Implementing OBE

– The Experience at Faculty of Civil

Engineering, UiTM

Prof. Sr. Ir. Dr. Suhaimi Abdul Talib

Assistant Vice Chancellor

UiTM Kampus Puncak Alam & Puncak Perdana

PROGRAMME

MODULE 2

DESIGN OF AN OBE PROGRAMME

OUTCOMES

At the end of this module participants will be

able to

a. Make presentations on the Principles of

OBE

b. Relate the importance of the MQA 9

Areas to OBE

c. Formulate Programme Objectives and

Programme Outcomes

Nine Aspects That is Guaranteed in

Malaysian Higher Education

Institutional

Vision, Mission

& Objectives

Learning

Outcomes,

Program

Design &

Delivery

Student: Selection

and Support

System

Student

Evaluation

System

Academic Staff

/ Training

Academic

Resources

Program Evaluation

Leadership,

Governance &

Adiministration

CQI System

A Five-STAGE OBE

IMPLEMENTATION

PROGRAMME

Stage I

• Understanding The Big Picture

- Main aim is to achieve CQI: both the inner loop and outer loop

SIGNIFICANCE OF

QUALITY ASSURANCE IN PUBLIC &

PRIVATE UNIVERSITIES OF MALAYSIA

An endorsement that the education system has demonstrated a

strong, long-term commitment to quality assurance

in producing graduates ready for industry practiceat national and international levels.

Move Towards OBE

• An exercise in

internationalization

Demands the attainment of

a global level of quality

assurance

What are the Implications of

MQA’s position on OBE ?

Implications…..

• MQA essentially demands 3 major efforts :-

1. Improvement of procedures, documentation, criteria, etc

- easily attainable & ISO 9001:2000

2. “a genuine shift towards OBE” in the Malaysian Education System

- requires bigger effort

Existing: conventional prescriptive-based system

3. Benchmarking: Move towards internationalization

Culture shift towards OBE

MOTIVATION:

• Regulatory:

– MQA/ MQF requires OBE

– Accreditation Manuals being revised to incorporate OBE

• Anticipation of real benefits

– More directed & coherent curriculum

- “An antidote to curriculum chaos.” – Felder 2003

– Graduates will be more “relevant” to industry & other stakeholders

– Continual Quality Improvement (CQI) is an inevitable consequence

The Way Forward:

from curricula, resources and processes

towards outcomes and objectives.

Outcome-Based Education

- A Shift in Focus

Curricula & teaching are means, not

ends.

If they do not do the job they are

rethought.

Outcome-Based Education

- A Shift in Focus

Talking about OBE,

there are 3 levels:

1. Philosophy / Theory / ”Broad Perspective”

2. Curricula / structures / procedures

3. Classroom practice (PBL, CL, AL, etc)

Make sure we’re talking at the same level

Key characteristics of OBE :

1. Clarity of outcomes

2. “Designing back” (of curriculum)- based on the designated outcomes

3. Expanded opportunity for outcomes achievement

(by more effective teaching methods)

Outcome-Based Education

Some Immediate Advantages:-

• Always alert on quality of graduates

• .More effective & innovative teaching

- PBL, CL, etc

• More industry input

ASSESSMENT FOR CQI

INSTITUTIONAL MISSION

Educational

Objectives

Assess &

Evaluate

Stakeholders

Evaluation:

Interpretation of

Evidence & Data

Assessment:

Collection & Analysis

of Evidence & Data

Program Learning

Practices/Strategies

Measurable

Performance Criteria

Programme

Outcomes

Feedback for Continuous

Improvement

Example of a curriculum

What is a curriculum

A curriculum means two things:

1. the range of courses from which students

choose what subject matters to study, and

2. a specific learning program.

Factors to be Considered – IHL, MOHE, MQA

& Professional Bodies

• Guidelines by the University

– University Courses; Core Courses and Electives Courses

- Credit Hours – definition – Academic Regulations of IHL

• Guidelines by MOHE/MQA

- Credit hours – definition – see Manual by respective regulator

- Soft Skill – Kemahiran Insaniah

- OBE

OBE Curriculum

Recall

The expectations of the various degree programmes

TEASERS

As a group discuss the purpose of the

following programmes:

a. Bachelors Degree

b. Masters Degree

c. Doctoral Degree

Selected groups will be selected to present

their opinion

Modern Tool UsageDifferentiating Characteristic: Level of Understanding of the Appropriateness of

the Tool

Engineer –Washington

Accord

Engineering Technologist –Sydney Accord

Engineering Technician –Dublin Accord

Create, select, and apply appropriate

techniques, resources,

and modern engineering tools,

including prediction and modelling,

to complex engineering

activities, with an understanding of the limitations

Select and apply appropriate techniques, resources,

and modern engineering tools,

including prediction and modelling, to

broadly defined engineering

activities, with an understanding of the limitations

Apply appropriate techniques, resources,

and modern engineering tools to well-defined

engineering activities, with an awareness

of the limitations

EthicsDifferentiating Characteristic: None

Engineer –

Washington Accord

Engineering Technologist –

Sydney Accord

Engineering Technician –

Dublin Accord

Understand and commit

to professional ethics,

responsibilities, and norms of engineering

practice

Understand and commit

to professional ethics,

responsibilities, and norms of engineering

practice

Understand and commit

to professional ethics,

responsibilities, and norms of engineering

practice

OUTCOMES - MQF

What are Learning Outcomes?

• Programme Objectives/Aims/Goals

• Programme Outcomes

• Course Outcomes

• Lesson Outcomes

• Task Outcomes

• etc

Programme (Educational) Objectives

Programme Outcomes

Course Outcomes

of Course etc.

Course Outcomes

of Course 2

Course Outcomes

of Course 1

Course Outcomes

of Course 3

Stage II

• Setting Objectives and Outcomes

(Breadth)

• Identifying Domains & Taxonomies

(Depth)

• Performance Criteria for the

Outcomes

Steps towards implementing

OBE in curriculum design

Formulate PEO

Formulate PO

PO – FCE, UITM•Ability to acquire and apply basic knowledge

of science, mathematics and engineering.

•Ability to communicate effectively, not only with

engineer but also with the public.

•Ability to identify, formulate and solve engineering

problems.

•Ability to use a system approach to design and

evaluate operational performance

•Ability to act effectively as an individual and in a

group, with leadership, entrepreneurial and

managerial capabilities

PO – FCE, UITM•Understanding of the social, cultural, global

and environmental responsibilities and ethics

of a professional engineer and the need for

sustainable development

•Recognizing the need to undertake lifelong

learning and possessing/acquiring the capacity to

do so

•Ability to design and conduct experiments, as well

as to analyze and interpret data

•Ability to function on multi-disciplinary teams

•Having technical competency and ability to apply

to specific Civil Engineering discipline

•Having the knowledge of contemporary issues.

Employers Rating of Skills/Qualities – 2002 1. Communication (verbal & written) 4.692. Honesty/Integrity 4.593. Teamwork skills 4.544. Interpersonal skills 4.505. Strong work ethics 4.466. Motivation & initiative 4.427. Flexibility/adaptability 4.418. Analytical skills 4.369. Computer skills 4.2110. Organisational skills 4.0511. Detail oriented 4.0012. Leadership skills 3.9713. Self confidence 3.9514. Friendly/outgoing personality 3.8515. Well mannered / polite 3.8216. Tactfulness 3.7517. GPA (3.0 or better) 3.6818. Creativity 3.5919. Sense of humour 3.2520. Entrepreneurial skills/risk taker 3.23

MQF – Guide for Learning

Outcomes

Teasers

As a group discuss

a. Whether the POs satisfy the Employer

Rating Skills

b. How can the PO Statements be further

improved?

Stage II

• Setting Objectives and Outcomes

(Breadth)

• Identifying Domains & Taxonomies

(Depth)

• Performance Criteria for the Outcomes

UNDERSTANDING

TAXONOMY

Higher orderlower order Intermediate

Higher orderlower order Intermediate

Higher orderlower order Intermediate

Teasers

As a group discuss

a. How can the PO Statements be further

improved?

Stage II

• Setting Objectives and Outcomes

(Breadth)

• Identifying Domains & Taxonomies

(Depth)

• Performance Criteria for the Outcomes

Performance Criteria/

Indicators

Specific, measurable statements

identifying performances required to

meet the outcomes: confirmable through

evidence

Communication Skills

• Teach others

• Write effectively

• Maintain good records

• Present information appropriate to

needs of audience

Public Speaking Evaluation Sheet

Performance Indicators for

Communication

Students are able to demonstrate good communication through:

1. Personal appearance is appropriate

2. Speaks clearly and with sufficient volume

3. Achieve rapport with the audience

4. Uses engaging vocalization

5. Responds effectively to questions and comments

6. Uses audience appropriate vocabulary, content and style

1 2 3 4 5

PO11

Aware and

appreciate

contemporary

issues

Demonstrate

understanding

of

contemporary

issues

Understand

and discuss

contemporary

issues

Able to

analyze the

contemporary

issues

Evaluate the

implications

of

contemporary

issues

Performance Criteria for PO

CLASSIFYING PO INTO

DOMAINSTask 1

– Classify the given POs into the 3 major

domains (C, P, A).

- What will be the implication of this

classification

- All POs will involve all three domains,

choose the most dominant.

CLASSIFYING PO IN DOMAINS

Task 1A

Develop the Performance Criteria for the

following POs

• Ability to act effectively as an individual

and in a group with leadership, managerial

and entrepreneurial capabilities.

• Ability to design and conduct experiments,

as well as to analyse and interpret data

MODULE 3

PLANNING FOR AN OBE PROGRAMME

OUTCOMES

At the end of this module participants will be

able to

a. Develop the various mapping of

Programme Outcomes

b. Interpret the Course-PO mapping

c. Develop the CO-PO matrices for courses

Stage III

• Mapping of PEO-PO

• Mapping of PO against Regulators

Requirement – See Tasks 2 and 3

• Mapping of Courses-PO

• Mapping of CO-PO

Mapping of PO – MQA (ALD)

Task 2

– Map the given POs against the

MQA ALDs

- All MQA ALDs must be addressed

by at least one of the POs.

- Can more than one PO address

one MQA ALDs?

Mapping of PO – MOHE (LOKI)

Task 3

– Map the given POs against MOHE (LOKI)

- Can the various levels of achievement be

indicated in this mapping?

- Can the amount of emphasis be shown in

this mapping?

Steps towards implementing

OBE in curriculum design

Prepare a matrix of courses against PO (Course-

PO Matrix) Indicate the PO to be delivered by

each course.

Example of Course – PO Matrix

1 = CO address CO slightly , 2 = moderately 3 = substantive

Steps towards implementing

OBE in curriculum design

For each core course define a set of one or more COs (Example 1; Example 2)

Prepare a matrix of CO against PO (CO-PO Matrix)

- Indicate the level of emphasis on PO by each CO

Indicate the level of emphasis whether slightly,

moderately, or substantively addressed.

Example 1; Example 2

Example of a CO-PO Matrix

Tutorial

classes &

Laboratory

Reports

Lecture and

group activities2333Ability to solve problems

through computation on

dynamic/vibration

characteristic of strings

2

Tutorial

classes &

Quizzes

Lecture and

group activities

3232Ability to solve

engineering problems

related to building acoustic

and environmental noise

pollution

1

Assessment

Methods

Delivery

Methods

P

O

1

1

P

O

1

0

P

O

9

P

O

8

P

O

7

P

O

6

P

O

5

P

O

4

P

O

3

P

O

2

P

O

1

Course Outcomes (CO)

1 = CO address CO slightly , 2 = moderately 3 = substantive

TEASERS

In regards to the Course-PO mapping;

Identify at least 2 actions that you would

implement at your faculty if (i) you

are the dean (ii) a lecturer

This task is to be carried out individually

MODULE 4

DELIVERY OF AN

OBE

PROGRAMME

OUTCOMES

At the end of this module participants will be

able to

a. Develop lesson plans that address the

Cos incorporating SLT

b. Ensure balance of Contents and COs

c. Develop lecture notes/exercises/tasks to

address COs and SLT

d. Develop assessment instruments for

course evaluation

Steps towards implementing

OBE in curriculum design

Identify delivery/teaching method to ensure the

student’s attainment of the PO – PBL, co-

operative learning, capstone project, etc.

Stage IV

• Delivery of OBE Courses

• Student Learning Time (SLT)

• Assessment of OBE Courses

- Assignment/Projects

- Tests/Exams : Examination Specification

Table

Steps towards implementing

OBE in curriculum design

Identify delivery/teaching method to ensure the

student’s attainment of the PO.

May consider the use of:

PBL, co-operative learning, capstone project,

etc.

Delivery of OBE Courses

• The Syllabus

• The Lesson Plan

• The Lecture Notes

• Learning Styles

REFER TO ACTUAL WORD DOCUMENTS FOR

ECW 501 and ECW 552

Concluding Remarks

Lecturers must understand the concept of OBE

and have a feel of what is required to deliver

and assess an OBE-programme.

It must be accepted that there are several ways

of achieving a specified outcome, and the

diversity in approach (as long as they are

based on the OBE concept) must be allowed.

esuhaimi@hotmail.com

ecsuhaimi@salam.uitm.edu.my

Tel: 013 340 6408

Thank you