OUTCOME BASED

PEDAGOGIC PRINCIPLES
FOR EFFECTIVE TEACHING

Dr. S. K. Das Mandal

C
Centre ffor Educational Technology
IIT Kharagpur
[email protected]
@ gp

www.ide.iitkgp.ernet.in
id iitk ti
 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
III. Plan an outcome-based curriculum document to
meet NBA and Washington Accord requirements.
IV. Design the evaluation methods which reinforce
teaching and learning
 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 p purelyy p

passive role
and their concentration fades off after 15-20 minutes.

 Teachers often continuously

y talk for an hour without
knowing students response and feedback

 More emphasis has been given on theory without any

practical and real life time situations.

 Learning from memorization but not Skill

 Small no. of students in class

 Tomorrow’s World of Education
 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 ? )

 Knowledge growing at ever faster rate.

 ICT tools will make access to high quality

learning
g resources easier with time.

 Learning no longer a one time affair

 Lesson: Students must learn to learn on their

own
 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
Resource, more effective
ff ti t
teaching
hi ensure the
th
outcome of Education Create Industry
Industry--Ready
Engineers
 Ensure examination system reinforce teaching
and learningg
 Ensure life long learning
 Teach a large class
 What
Wh t is
i the
th full
f ll sett off knowledge,
k l d skills
kill andd attitudes
ttit d
and their level of proficiency for a student should
develop p as they
yg graduate from any y institute?
 Engineering Accreditation (Washington Accord, NBA,
etc.)
 Outcome
O b
basedd Education
Ed i
 Active participation of industry for defining
“Outcome
Outcome of Education
Education”
 How do we ensure that students develop / acquire
those skills?
 Suitable pedagogy for achieving the define outcome
 Valid and Reliable ASSESSMENT and EVALUATION
 Active
A ti resources shared h d by b the
th Industry
I d t
 What
Wh t is
i the
th full
f ll sett off knowledge,
k l d skills
kill andd attitudes
ttit d
and their level of proficiency for a student should
develop p as they
yg graduate from any y institute?
 Engineering Accreditation (Washington Accord, NBA,
etc.)
 Outcome
O b
basedd Education
Ed i
 Active participation of industry for defining
“Outcome
Outcome of Education
Education”
 How do we ensure that students develop / acquire
those skills?
 Suitable pedagogy for achieving the define outcome
 Valid and Reliable ASSESSMENT and EVALUATION
 Active
A ti resources shared h d by b the
th Industry
I d t
Accreditation
 Accredited Programs produced better
graduates
 NO, accreditation is, often, a statement of
meeting minimum requirements

 Accreditation does not, necessarily, address

admission
d i i requirements
i t

 Accreditation should be voluntary

y and
excellent programs may not choose to
accredited
 Formal recognition of an educational
program
p g by
y an external bodyy on the basis
of an assessment of quality

 An evaluation process in which an objective

group (accrediting body) examines an
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
• Accreditation
A dit ti tells
t ll perspective
ti students
t d t that
th t a program
meets minimum standards
• Financial institutions may only choose to provide student
loans for study at an accredited university
• Students transferring between accredited programs can
h
have some sense off equivalence
i l
• Students with an accredited undergraduate degree from
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
 Learning Outcomes
[Washington Accord
Accord—Graduate
Graduate Profiles]
Knowledge and skills for the 21st century
1 Academic
1. A d i Education
Ed ti
Completion of an accredited programme of
study typified by four years or more of
post-secondary study

2. Knowledge of Engineering Sciences

Apply
A l knowledge
k l d off mathematics,
h i science,
i
engineering fundamentals and an
engineering specialization to the
conceptualization of engineering models
3. Design / development of solutions
Design solutions for complex engineering
problems and design
p g systems,
y , components
p or
processes that meet specified needs with
appropriate consideration for public health
and
d safety,
f cultural,
l l societal
i l andd
environmental considerations.
4. Investigation
Conduct investigations of complex problems
including design of experiments, analysis and
interpretation of data, and synthesis of
information to provide valid conclusions.
5. Modern Tool Usage
Create, select and apply appropriate
Create
techniques, resource, and modern
engineering tools including prediction
and modeling, to complex engineering
activities with an understanding of the
activities,
limitations.
6. Individual and Team work
Function effectively as an individual and
as a member or leader in diverse teams
and in multi-disciplinary
multi disciplinary settings
7. Communication
Communicate effectively on complex
engineering activities with the engineering
community y and with society y at large,
g such as
being able to comprehend and write effective
reports and design documentation make
effective
ff i presentations,
i and
d give
i and
d receive
i
clear instructions.
8. The Engineer and Society
Demonstrate understanding g off the societal,,
health, safety, legal and cultural issues and
the consequent responsibilities relevant to
engineering practice.
9. Ethics
Understand and commit to professional
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
11. Project Management and Finance
Demonstrate a knowledge and
understanding of management and
business practices, such as risk and
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
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
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)
11. R ssia - Represented by
Russia b Association for Engineering Education
Ed cation of Russia
R ssia (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)
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)
 NBA Accreditation Parameters
1 Engineering Knowledge: Apply the knowledge of
1.
mathematics, science, engineering fundamentals, and an
engineering specialization to the solution of complex
engineering problems.

2. Problem analysis:
y Identify,
y, formulate,, research literature,,
and analyse complex engineering problems reaching
substantiated conclusions using first principles of
mathematics natural sciences,
mathematics, sciences and engineering sciences.
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
y of the information to p
provide valid conclusions.
4. Modern Tool Usage :Create, select, and apply appropriate
techniques resources,
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,
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.
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 effectivelyy on complex 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,
documentation make effective
presentations, and give and receive clear instructions.

10. Project
10 P j t Management
M t and
d Finance:
Fi D
Demonstrate
t t knowledge
k l d
and understanding of the engineering and management principles
and apply
pp y these to one’s own work, as a member and leader in a
team, to manage projects and in multidisciplinary environments.

11. Life-long learning : Recognise the need for,

11 for and have the
preparation and ability to engage in independent and life-long
learning in the broadest context of technological change
 EUR-ACE® is a framework and accreditation
system
t th t provides
that id a sett off standards
t d d that
th t
identifies high quality engineering degree
programmes in Europe and abroad.
abroad

23
 GERMANY - ASIIN
 FRANCE – CTI
 UK - Engineering Council
 IRELAND – Engineers Ireland
 PORTUGAL – Ordem dos Engenheiros
 RUSSIA – AEER
 TURKEY – MÜDEK
 ROMANIA – ARACIS
 ITALY – QUACING
 POLAND – KAUT
 SWITZERLAND – OAQ
 SPAIN - ANECA
 FINLAND – FINEEC

24
EUR-ACE Program (Student) Outcomes

1.Knowledge and understanding

2 Engineering Analysis
2.Engineering
3.Engineering Design
4 Investigations
4.Investigations
5.Engineering Practice
6 Making Judgments
6.Making
7.Communication and Team-working
8 Lifelong Learning
8.Lifelong
25
 Dr. S
Dr S. K.
K Das Mandal
Centre for Educational Technology
IIT Kharagpur
[email protected]
Alice in the wonderland
IT’S NOT WHAT Teacher
T h TEACH,
TEACH
IT’S WHAT Learner LEARN

Role of a Teacher is guide

and mentor the student
 learner-centric approach
 Outcome-based Learning
• OBE is an educational pprocess that focuses on what
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
mastery rather than accumulation of course credits.
• Both structures and curricula are designed
g to achieve
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
learntt the
th required
i d skills
kill and
d content
t t encourage self lf
learning.
 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)
 How will you know what they have
achieved it? (Evaluation)
 How do you close the loop (How
E l ti
Evaluation system
t reinforce
i f th teaching
the t hi
and learning)

30
 Outcome-based Learning
• OBE is an educational pprocess that focuses on what
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
mastery rather than accumulation of course credits.
• Both structures and curricula are designed
g to achieve
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
learntt the
th required
i d skills
kill and
d content
t t encourage self lf
learning.
 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)
 How will you know what they have
achieved it? (Evaluation)
 How do you close the loop (How
E l ti
Evaluation system
t reinforce
i f th teaching
the t hi
and learning)

32
 21st Century Program Structure
Academic Institute Industry

Mission and Vision

Active
feedback
P
Programme Educational
Ed ti l Outcome
O t
(PEO)

Courses Outcome
Shared
Resources
Teaching
Teaching
Technology
gy
Evaluation Learning
Learning
Tools
Process
Process Technology
Tools Shared by
Industry
Evaluation Result analysis
Approach to Design Outcome based Learning
 Systematically design and develop Outcome based
curriculum

 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.
outcome
 Include adequate number of nontrivial practice problems,
assignments etc.
etc matching every course outcome to allow
students to test their learning success (Industry should
participate to add those).
 Important
I t t Steps
St
 Choose Appropriate, Challenging but
Achievable Specific Learning Outcome
 Write them down in clear and measurable
terms using standard action verbs
 Prepare
P study
d guides
id / l
learning
i
strategies with detailed list of learning
resources
 Make it available early to all concerned

Cont…
 Develop adequate self assessment
material well matched with learning g
objectives to allow students monitor
their p
progress
g and seek timely
y help.
p
 Provide suitable technology tools which
allow
ll
 Students access to learning resources,
i t
interact
t effectively
ff ti l with
ith peers and
d mentors.
t

Faculty to monitor progress,

progress evaluate and
provide timely remedial lessons.

External experts / industry to participate.

Cont…
 Reduce lecture hours and increase tutorial
hours to :
Discuss unsolved problems.
Conduct formative evaluations .
Provide individual feedback.
Allow more time for students to learn
 Promote use of active learning through
simulation
i l ti t l
tools, virtual
i t l labs
l b andd also
l
game based learning.
 Design courses to promote collaboration,
communication and problem solving.
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

well written
Instructional Objective

A. Th
A The performance
f componentt
B. The condition component
C The criterion component
C.
 21st Century Program Structure
Academic Institute Industry

Mission and Vision

Active
feedback
P
Programme Educational
Ed ti l Outcome
O t
(PEO)

Courses Outcome
Shared
Resources
Teaching
Teaching
Technology
gy
Evaluation Learning
Learning
Tools
Process
Process Technology
Tools Shared by
Industry
Evaluation Result analysis