Outcome based pedagogy principles for effective teaching

OUTCOME BASED
PEDAGOGIC PRINCIPLES
PEDAGOGIC PRINCIPLES
FOR EFFECTIVE TEACHING
Dr. S. K. Das Mandal
C f
Centre for Educational Technology
IIT Kharagpur
sdasmandal@cet.iitkgp.ernet.in
@ gp
id iitk t i
www.ide.iitkgp.ernet.in
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Outcome of the course
I. Developed the outcome based course, module
and unit objectives of her / his courses based on
Bloom Taxonomy
II. Develop / select appropriate test items for all
outcome based objectives
outcome based objectives
III. Plan an outcome-based curriculum document to
meet NBA and Washington Accord requirements.
meet NBA and Washington Accord requirements.
IV. Design the evaluation methods which reinforce
teaching and learning
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 The educational material is the information or
message and Limited / expensive .
 Teacher-centric : The student is the receiver of the
information
 In a lecture students assume a purely passive role
p y p
and their concentration fades off after 15-20 minutes.
 Teachers often continuously talk for an hour without
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knowing students response and feedback
 More emphasis has been given on theory without any
 More emphasis has been given on theory without any
practical and real life time situations.
 Learning from memorization but not Skill
 Learning from memorization but not Skill
 Small no. of students in class
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Tomorrow’s World of Education
 Large variety of high quality learning resources
 Large variety of high quality learning resources
becoming available on the Net .
 Learner-Centric/Flip teaching to be the Norm
 Class size will continue to increase ( MOOC ? )
 Class size will continue to increase ( MOOC ? )
 Knowledge growing at ever faster rate.
 ICT tools will make access to high quality
learning resources easier with time.
g
 Learning no longer a one time affair
 Lesson: Students must learn to learn on their
own
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 How to Improve Student Engagement
Challenges in 21st Century Education
 How to Improve Student Engagement
 How to equip students with the 21st century
knowledge, skills and attitudes?
 Allow continuous improvement in curricula,
incorporation of better Open Educational
R ff ti t hi th
th
Resource, more effective teaching ensure
ensure the
the
outcome
outcome of
of Education
Education Create
Create Industry
Industry-
-Ready
Ready
Engineers
Engineers
Engineers
Engineers
 Ensure examination system reinforce teaching
and learning
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
 Ensure
Ensure life
life long
long learning
learning
 Teach a large class
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Wh t i th f ll t f k l d kill d ttit d
 What is the full set of knowledge, skills and attitudes
and their level of proficiency for a student should
develop as they graduate from any institute?
p y g y
 Engineering Accreditation (Washington Accord, NBA,
etc.)
O b d Ed i
 Outcome based Education
 Active participation of industry for defining
“Outcome of Education”
Outcome of Education
 How do we ensure that students develop / acquire
those skills?
 Suitable pedagogy for achieving the define outcome
 Valid and Reliable ASSESSMENT and EVALUATION
A ti h d b th I d t
 Active resources shared by the Industry
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Accreditation
Accreditation
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 Accredited Programs produced better
graduates
 NO, accreditation is, often, a statement of
meeting minimum requirements
meeting minimum requirements
 Accreditation does not, necessarily, address
d i i i t
admission requirements
 Accreditation should be voluntary and
y
excellent programs may not choose to
accredited
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 Formal recognition of an educational
program by an external body on the basis
p g y y
of an assessment of quality
 An evaluation process in which an objective
group (accrediting body) examines an
educational program to ensure that it is
educational program to ensure that it is
meeting minimum standards established by
experts in the field and industry
 The outcome of the process is binary:
program is either accredited or not accredited
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A dit ti t ll ti t d t th t
• Accreditation tells perspective students that a program
meets minimum standards
• Financial institutions may only choose to provide student
Financial institutions may only choose to provide student
loans for study at an accredited university
• Students transferring between accredited programs can
h f i l
have some sense of equivalence
• Students with an accredited undergraduate degree from
one country may/should receive better consideration in
one country may/should receive better consideration in
another country than a student from an unaccredited
program
• Accreditation provides/forces a periodic consideration of
educational programs and provides outside benchmarks
and evaluation
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Learning Outcomes
[Washington Accord—Graduate Profiles]
[Washington Accord Graduate Profiles]
Knowledge and skills for the 21st century
1 A d i Ed ti
1. Academic Education
Completion of an accredited programme of
study typified by four years or more of
post-secondary study
2. Knowledge of Engineering Sciences
A l k l d f h i i
Apply knowledge of mathematics, science,
engineering fundamentals and an
engineering specialization to the
engineering specialization to the
conceptualization of engineering models
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3. Design / development of solutions
Design solutions for complex engineering
problems and design systems, components or
p g y , p
processes that meet specified needs with
appropriate consideration for public health
d f l l i l d
and safety, cultural, societal and
environmental considerations.
4. Investigation
Conduct investigations of complex problems
Conduct investigations of complex problems
including design of experiments, analysis and
interpretation of data, and synthesis of
information to provide valid conclusions.
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5. Modern Tool Usage
Create select and apply appropriate
Create, select and apply appropriate
techniques, resource, and modern
engineering tools including prediction
engineering tools including prediction
and modeling, to complex engineering
activities with an understanding of the
activities, with an understanding of the
limitations.
6. Individual and Team work
Function effectively as an individual and
Function effectively as an individual and
as a member or leader in diverse teams
and in multi disciplinary settings
and in multi-disciplinary settings
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7. Communication
Communicate effectively on complex
Communicate effectively on complex
engineering activities with the engineering
community and with society at large, such as
y y g
being able to comprehend and write effective
reports and design documentation make
ff i i d i d i
effective presentations, and give and receive
clear instructions.
8. The Engineer and Society
Demonstrate understanding of the societal,
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health, safety, legal and cultural issues and
the consequent responsibilities relevant to
engineering practice.
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9. Ethics
Understand and commit to professional
ethics and responsibilities and norms
ethics and responsibilities and norms
of engineering practice.
10. Environment and Sustainability
Understand the impact of engineering
solutions in a societal context and
demonstrate knowledge of and need
for sustainable development
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11. Project Management and Finance
Demonstrate a knowledge and
understanding of management and
understanding of management and
business practices, such as risk and
change management, and understand
change management, and understand
their limitations
12. Life Long Learning
Recognize the need for, and have the
ability to engage in independent and
life-long learning
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1. Australia - Represented by Engineers Australia (1989)
2. Canada - Represented by Engineers Canada (1989)
3. Chinese Taipei - Represented by Institute of Engineering Education Taiwan (2007)
4. Hong Kong China - Represented by The Hong Kong Institution of Engineers (1995)
5 India Represented by National Board of Accreditation (2014) (Applies only to programes
5. India - Represented by National Board of Accreditation (2014) (Applies only to programes
accredited by NBA offered by education providers accepted by NBA as Tier 1 institutions.)
6. Ireland - Represented by Engineers Ireland (1989)
7. Japan - Represented by Japan Accreditation Board for Engineering Education (2005)
8. Korea - Represented by Accreditation Board for Engineering Education of Korea (2007)
9. Malaysia - Represented by Board of Engineers Malaysia (2009)
10. New Zealand - Represented by Institution of Professional Engineers NZ (1989)
R ssia Represented b Association for Engineering Ed cation of R ssia (2012)
11. Russia - Represented by Association for Engineering Education of Russia (2012)
12. Singapore - Represented by Institution of Engineers Singapore (2006)
13. South Africa - Represented by Engineering Council of South Africa (1999)
14. Sri Lanka - Represented by Institution of Engineers Sri Lanka (2014)
14. Sri Lanka Represented by Institution of Engineers Sri Lanka (2014)
15. Turkey - Represented by MUDEK (2011)
16. United Kingdom - Represented by Engineering Council UK (1989)
17. United States - Represented by Accreditation Board for Engineering and Technology (1989)
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1 Engineering Knowledge: Apply the knowledge of
NBA Accreditation Parameters
1. Engineering Knowledge: Apply the knowledge of
mathematics, science, engineering fundamentals, and an
engineering specialization to the solution of complex
engineering problems.
2. Problem analysis: Identify, formulate, research literature,
y y, , ,
and analyse complex engineering problems reaching
substantiated conclusions using first principles of
mathematics natural sciences and engineering sciences
mathematics, natural sciences, and engineering sciences.
3. Conduct investigations of complex problems: Use
research-based knowledge and research methods including
design of experiments, analysis and interpretation of data,
and synthesis of the information to provide valid conclusions.
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4. Modern Tool Usage :Create, select, and apply appropriate
techniques resources and modern engineering and IT tools
techniques, resources, and modern engineering and IT tools
including prediction and modelling to complex engineering
activities with an understanding of the limitations.
5. The Engineer and Society :Apply reasoning informed by
the contextual knowledge to assess societal, health, safety,
legal, and cultural issues and the consequent responsibilities
relevant to the professional engineering practice.
6. Environment and Sustainability: Understand the impact
of the professional engineering solutions in societal and
environmental contexts and demonstrate the knowledge of
environmental contexts, and demonstrate the knowledge of
need for sustainable development.
7. Ethics : Apply ethical principles and commit to professional
ethics and responsibilities and norms of the engineering
practice.
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8. Individual and Team Work: Function effectively as an
individual, and as a member or leader in diverse teams, and in
multidisciplinary settings.
9. Communication: Communicate effectively on complex
y p
engineering activities with the engineering community and with
society at large, such as, being able to comprehend and write
effective reports and design documentation make effective
effective reports and design documentation, make effective
presentations, and give and receive clear instructions.
10 P j t M t d Fi D t t k l d
10. Project Management and Finance: Demonstrate knowledge
and understanding of the engineering and management principles
and apply these to one’s own work, as a member and leader in a
pp y
team, to manage projects and in multidisciplinary environments.
11 Life-long learning : Recognise the need for and have the
11. Life-long learning : Recognise the need for, and have the
preparation and ability to engage in independent and life-long
learning in the broadest context of technological change
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 EUR-ACE® is a framework and accreditation
t th t id t f t d d th t
system that provides a set of standards that
identifies high quality engineering degree
programmes in Europe and abroad
programmes in Europe and abroad.
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 GERMANY - ASIIN
 FRANCE – CTI
 FRANCE – CTI
 UK - Engineering Council
 IRELAND – Engineers Ireland
 PORTUGAL – Ordem dos Engenheiros
 RUSSIA – AEER
 TURKEY – MÜDEK
 ROMANIA – ARACIS
 ITALY – QUACING
 POLAND – KAUT
 POLAND – KAUT
 SWITZERLAND – OAQ
 SPAIN - ANECA
FINLAND FINEEC
 FINLAND – FINEEC
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EUR-ACE Program (Student) Outcomes
1.Knowledge and understanding
2 Engineering Analysis
2.Engineering Analysis
3.Engineering Design
4 Investigations
4.Investigations
5.Engineering Practice
6 Making Judgments
6.Making Judgments
7.Communication and Team-working
8 Lifelong Learning
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8.Lifelong Learning
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Dr S K Das Mandal
Dr. S. K. Das Mandal
Centre for Educational Technology
IIT Kharagpur
IIT Kharagpur
sdasmandal@cet.iitkgp.ernet.in
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Alice in the wonderland
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IT’S NOT WHAT T h TEACH
IT’S NOT WHAT Teacher TEACH,
IT’S WHAT Learner LEARN
Role of a Teacher is guide
Role of a Teacher is guide
and mentor the student
 learner-centric approach
 learner-centric approach
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Outcome-based Learning
• OBE is an educational process that focuses on what
p
students can do or the qualities they should develop
after they are taught.
• OBE involves the restructuring of curriculum,
assessment and reporting practices in education to
reflect the achievement of high order learning and
reflect the achievement of high order learning and
mastery rather than accumulation of course credits.
• Both structures and curricula are designed to achieve
g
those capabilities or qualities.
• Discourages traditional education approaches based on
direct instruction of facts and standard methods.
• It requires that the students demonstrate that they have
l t th i d kill d t t lf
learnt the required skills and content encourage self
learning.
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OBE addresses the following key questions:
 What do you want the students to have or
able to do? (skillset)
( )
 How can you best help students achieve
it? (Guide)
it? (Guide)
 How will you know what they have
achieved it? (Evaluation)
 How do you close the loop (How
E l ti t i f th t hi
Evaluation system reinforce the teaching
and learning)
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OBE addresses the following key questions:
 What do you want the students to have or
able to do? (skillset)
( )
 How can you best help students achieve
it? (Guide)
it? (Guide)
 How will you know what they have
 How do you close the loop (How
E l ti t i f th t hi
Evaluation system reinforce the teaching
and learning)
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21st Century Program Structure
Academic Institute Industry
Mission and Vision
P Ed ti l O t
Active
feedback
Programme Educational Outcome
(PEO)
Courses Outcome
Courses Outcome
Teaching
Learning
Evaluation
Teaching
Learning
Technology
Shared
Resources
Technology
Tools Shared by
Industry
Learning
Process
Evaluation Learning
Process
gy
Tools
Industry
Evaluation Result analysis
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Approach to Design Outcome based Learning
 Systematically design and develop Outcome based
 Systematically design and develop Outcome based
curriculum
 Develop appropriate ICT based Pedagogy Framework
 Develop appropriate ICT based Pedagogy Framework
tools to train faculty members - to design, develop, monitor
and review curricula based on the Industry/ Expert feedback
 Include references to appropriate learning material for all
define outcome. Industry should include case study, unsolved
problem and resources in the respective outcome
problem and resources in the respective outcome.
 Include adequate number of nontrivial practice problems,
assignments etc matching every course outcome to allow
assignments etc. matching every course outcome to allow
students to test their learning success (Industry should
participate to add those).
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I t t St
Important Steps
 Choose Appropriate, Challenging but
Achievable Specific Learning Outcome
 Write them down in clear and measurable
 Write them down in clear and measurable
terms using standard action verbs
P d id / l i
 Prepare study guides / learning
strategies with detailed list of learning
resources
 Make it available early to all concerned
 Make it available early to all concerned
Cont…
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 Develop adequate self assessment
material well matched with learning
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objectives to allow students monitor
their progress and seek timely help.
p g y p
 Provide suitable technology tools which
ll
allow
 Students access to learning resources,
i t t ff ti l ith d t
interact effectively with peers and mentors.
Faculty to monitor progress evaluate and
Faculty to monitor progress, evaluate and
provide timely remedial lessons.
External experts / industry to participate.
Cont…
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 Reduce lecture hours and increase tutorial
hours to :
Discuss unsolved problems.
Conduct formative evaluations
Conduct formative evaluations .
Provide individual feedback.
Allow more time for students to learn
Allow more time for students to learn
 Promote use of active learning through
i l ti t l i t l l b d l
simulation tools, virtual labs and also
game based learning.
 Design courses to promote collaboration,
communication and problem solving.
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A statement of something which is
SPECIFIC, MEASURABLE, ACHIEVABLE
that students should be able to DO after
receiving instruction if it
Three Important features of a well-written
A Th f t
Three Important features of a well written
Instructional Objective
A. The performance component
B. The condition component
C The criterion component
C. The criterion component
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