Outcomes-Based Education_AlbertoLaurito - Copy

7/27/2019 Outcomes-Based Education_AlbertoLaurito - Copy

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PACU CONFERENCE ON

OUTCOME-BASED EDUCATION

AND ACCREDITATION

University of CebuFebruary 25, 2011

Link Outcome-Based Education to the Current Needsof Students, Employer Expectations, and to the GlobalComparability of Graduates through Accreditation;

Define and Describe OBE using a Pyramid

Describe Outcome-Based Teaching and Learning (OBTL)

Prepare for the Impacts of OBE Implementation

Intended OutcomesAfter this talk, you should be able to:

Identify OBE Program Outcomes and Curriculum Maps

Explain OBE as a Continuing Quality Improvement System

Introduction: Relevance and Quality Education

Current Needs of Students, Employer Expectations,and the push for Global Comparability of Graduates

Outcome-Based Education: the Common Coefficient

OBE Simplified: A Pyramid of Parameters

Outcome-Based Teaching and Learning (OBTL)

OBE and OBTL Implementation Issues

Concluding Remarks: Preparing for OBE Implementation

Content

CHED Memos, Program Outcomes, Curriculum Maps

Introduction

QUALITY

EDUCATION

Relevance

Effectiveness Efficiency

Sustainability
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Introduction

Relevance

StudentNeeds

EmployerExpectations

GlobalStandards

Understanding Generations

Baby Boomers

(1943-1960)

TV generation

Typewriters

Memos

Gen X(1961-1981)

Video games

Computers

E-mail

Net Gen(1982-1995)

Web & Mobile

devices

Instant

messenger

Social

networking

Baby Boomers

(1943-1960)

TV generation

Typewriters

Memos

Gen X(1961-1981)

Video games

Computers

E-mail

Net Gen(1982-1995)

Web & Mobile

devices

Instant

messenger

Social

networking

Senior Faculty

Young

FacultyStudents

Understanding our Students

8

Todays Students are

Digital Natives

1. Like to play games

2. Like to listen to music

3. Multi-taskers

4. Short attention spans

5. Bibliophobic

6. Use technology toexpress themselves text messages

e-mails

Twits / tags / Comments

(Marc Prensky)


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By age 21, The average Net Gen will havespent.

1. 10,000 hours videogames

2. 20,000 emails /SNW tags&comments

3. 20,000 hours TV

4. 10,000 hours on acell phone

5. Under 5,000 hours

reading

10,000 hours onvideo games

20,000 on emails /SNW tags &comments

20,000 hours on TV

10,000 hours on acell phone

Under 5,000 hours

reading Prensky, 2003

Net Gen : Dumbest Generation?

10

By Mark Bauerlein

Argues "the digital age

stupefies young Americans

and jeopardizes our future"

Game playing, hyper-

networked kids

Largely ignorant of history,

economics, culture

Less meaningful civic

participation

Talks about the Betrayal of

Mentors

11

Millennials Rising: The Next Great

Generation (Howe & Strauss)

Boomers as Parents

o Better educated

o More friendly

o More Involved

Protected by Laws

o Drugs / Smoking / Alcoholo Child Abuse

o Safety

Focus on Self Esteem

High Achievers with a potential to be great12

Millennials want to learn what they have

to learn and they want to learn it in a

different style that is best for them

- When they want it

- How they want it

- Wherever they want it

Millennials Want to Learn


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Millennials Want to Learn With technology

With each other

Online

In their time

In their place

Doing things thatmatter

Source: Achievement and the 21st Century Learner.

What Students of TodayWANT from their Teachers

1. To have an In-depthKnowledge in their Field

2. To use a Variety of TeachingStyles and Learning Activities

3. To have the Ability to UseTechnology Effectively

About Employer Expectations

Work Ethic

Ability for Lifelong Learning

Self-Motivation

Intelligence & Emotional Quotient

Oral and Written Communications I.T. Ski lls

General

IntellectualAbility

Time Management

Teamwork and Leadership Abilities

Honesty and Character

ProfessionalTraits

About Global Comparability

Washington Accordwww.washingtonaccord.org

SubstantialEquivalency

Agreement inEngineeringEducation

(1989)

MembershipBy Country

and ByApplication

and Approval

Currentlywith 13 Full

and6 Provisional

Members


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Washington Accord Members

Full

Australia

Canada

Chinese Taipei (2007)

Republic of Ireland

Hong Kong (since 1995)

Japan (since 2005)

Malaysia (since 2009)

New Zealand

Singapore (since 2006)

South Africa (since 1999)

South Korea (2009)

United Kingdom

United States

Provisional

India

Germany

Russia

Sri Lanka

Turkey

Pakistan

Global Comparability in I.T. Education

Seoul Accordhttp://www.abeek.or.kr

SubstantialEquivalency

Agreement inComputing &I.T. Education

(2008)

MembershipBy Country

AccreditationAgencies and

needsApplication

and Approval

Currently with8 Member-

AccreditationAgencies

Seoul Accord Members

Country (Accreditation Agency)

Australia (Australian Computer Society- ACS)

Canada (Canadas Association of I.T. Professionals- CIPS)

Chinese Taipei (Institute of Engineering Education- Taiwan- IEET-2009)

Hong Kong-China (Hong Kong Institution of Engineers- HKIE-2009)

Japan (Japan Accrediting Board for Engineering Education- JABEE)

South Korea (Accrediting Board for Engineering Education Korea -ABEEK)

United Kingdom (BCS- The Chartered Institute for IT)

United States (Accrediting Board for Engineering and Technology -ABET)

Commonalities among Accord Members

Accreditation System

Implemented by a Council of Professional Engineering orComputer Societies (ABET, IE-UK, HKIE, JABEE)

Outcome-Based Degree Programs

Focused on meeting desired graduate attributes forengineering practice

Outcome-Based Education (OBE) Implementation

The Common Coefficient among WA Accredited Institutions


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The Philippines Questfor WA Membership

Accreditation System

Currently being drafted by the Philippine Technological Council(PTC), the umbrella organization of engineering professionalsocieties, in cooperation with local accreditation agencies

Outcome-Based Engineering Degree Programs

Incorporated in the 2008 CHED Memoranda on New Policiesand Standards for ALL B.S. Engineering programs.

Outcome-Based Education (OBE) Implementation

An ongoing mandate among ALL Engineering schools

Philippine Association for Technological Education (PATE) to

organize regional training seminars for prospective OBEtrainors.

OBE Defined

Outcome-based educationmeans clearly focusing andorganizing everything in aneducational system aroundwhat is essential for allstudents to be able to dosuccessfully at the end oftheir learning experiences.William Bill

Spady

OBE Simplified as a Pyramid

1

Paradigm

2

Purposes

3

Premises

4

Principles

5

Practices

OBE Pyramid Detailed

WHAT andWHETHER studentslearn are moreimportant than

WHEN, HOW, andWHERE they learn it.

One

Paradigm


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EQUIP ALL students withall the competencies andrequirements needed forfuture success;

IMPLEMENT programsand conditions thatmaximize learningsuccess for ALL students.

Two

Purposes


ALL STUDENTS CAN

LEARN AND SUCCEED.

SUCCESS BREEDS

SUCCESS.

SCHOOLS CONTROL

THE CONDITIONS OFSUCCESS.

ThreePremises


Clarity of Focus

Designing Down

High Expectations

Expanded Opportunity

and Support forLearning Success

FourPrinciples


Define Outcomes

Design the Curriculum

Deliver Instruction

Document Results

DetermineAdvancement

FivePractices

as 5 Ds


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The OBE 5-D Cycle

DefineOutcomes

Design

Curricula

DeliverInstruction

DocumentResults

DetermineAdvancement

OBE as a System (Spady)

CHED Memo on B.S.ChE Outcomes(2008)

CHED Memo on B.S.ChE Outcomes

(2008)


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Desired B.S.Ch.E. Graduate Attributes Sample Curriculum MapFor Common Courses (Engineering)

Outcome-Based Teaching and Learning

(Constructive Alignment Model Biggs)

LEARNING

STUDENTS

INTENDED

LEARNING

OUTCOMES

ALIGNED

ASSESSMENT

APPROPRIATE

LEARNING

ACTIVITIES

Assessment

Criteria

Emergent

Learning

Outcomes

Unintended But

Valued Learning

Outcomes

Construct

through

are guided

by

are guided

by

becomeincluded in

define

predefined

by

tested

by

some of

which are

may

identify

identifies

need

to modify

supported

bydesigned

to produce

used to

design

OBTL CONCEPT MAP Biggs (1999)


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Outcome Based Teaching and Learning throughConstructive Alignment

1. Describe intended outcomes in the form ofstandards students are to attain.

2. Create a learning environment likely to bringabout the intended outcomes.

3. Use assessment tasks enabling you to judge ifand how well students performances meetthe criteria.

4. Transform these judgments into standard

grading criteria.

Constructive Alignment(Biggs, 1999)

TLA: Getting

the student

to do it

ILO:

What the

student

has to do

OBA: How

well the

student

has done it

SOLO Taxonomy

(Biggs, Collis & Tang: 1982, 2007)

The SOLO Taxonomy as a Hierarchy of Verbs to Help Formulate

Intended Learning Outcomes (ILOs)

P re st ru ct ura l U ni st ru ct ura l M ul ti st ru ct ura l Re la ti on al E xte nd ed A bstra ct

Identify

Do simple

procedures

Enumerate

Describe

List

Combine

Do algorithms

Compare/contrast

Explain causes

Analyze

Relate

Apply

Theorize

Generate

Hypoth esize

Reflect

Mi sses point

. . . .

Quantitative Phase Qualitative Phase


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Action Verbs Serve as Indicators

1. Express ILOs by using appropriateobservable verbs.

2. Teaching activates those verbs,Assessment tasks require them.

3. Generic high level verbs include reflect,hypothesize, solve unseen complexproblems, generate new alternatives.Such verbs would be used to define theExcellent or V.G. grade in meeting the ILOs.

4. Low level verbs such as describe, identify,

memorize would be more frequent indefining Fair or Passing Mark.

List of Action Verbs(Following Blooms Taxonomy)

List of Action Verbs

(Following Blooms Taxonomy)

Link Outcome-Based Education to Relevance to theCurrent Needs of Students and Industry and to theGlobal Comparability of Graduates;

Define and Describe OBE using a Pyramid

Describe Outcome-Based Teaching and Learning (OBTL)

Prepare for the Impacts of OBE Implementation

Intended OutcomesAfter this talk, you should be able to:

Identify OBE Program Outcomes and Curriculum Maps

Explain OBE as a Continuing Quality Improvement System


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Four Common Teaching and Learning Activities(TLAs)

TLA Teacher Student

LECTURE talk, explain, clarify listen, take notes, accept,

question, discuss

TUTORIAL set/answer

questions

provide feedback pre-read,

prepare questions, learn

from peers, critique,

analyse

PROJECT set brief, ongoing

feedback

apply, create, self-monitor

communicate, show

teamwork

PBL set problems

accessing desiredcontent, skills

set learning goals, design,

apply, integrate, solveproblems

ILO Verb Possible TLA

The point is not how you are going to teach but

how you want your students to learn.

Acquire content set reading, lecture, field trip

Explain tutorial, written essay

Integrate project, assignment

Apply project, case study

Solve problem PBL, case study

Design, create project, creative writing

Hypothesize experiment, project

Reflect reflective diary; portfolio

Active and Collaborative

Teaching & Learning Activities

1. Think-Pair-Share Session

2. Thinking Aloud Pair Sharing Session (TAPSS)

3. Name Your Own Poison

4. Three Minute Paper

5. Team Games

Hangman

Jeopardy

Off-Classroom TLAs

1. E-Learning Activities Discussion Forums

Chat Sessions

Webquests

WIKIs with History

Virtual Classrooms (WizIQ and Elluminate)

Podcasts/Webcasts

Second Life Experience2. Industry Immersion

3. Field Trips

4. Thesis

5. Design Project


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ILO Verb Possible OBA

The tasks are toprovide evidence for how well theILOs have been met.

Acquire content written assignment, exam, multiple

choice questions

Explain assignment, exam, oral

Integrate project, assignment

Apply project, case study

Solve problem set problems, case study

Design, create project, creative writing

Hypothesise experiment, project

Reflect reflective diary, portfolio

Grading in OBTL

1. In OBTL, the results on particular assessment

tasks are not combined to form a grade.

Grading criteria are based on the ILOs, not the

assessment tasks.

2. Conversion to final grade from performance onthe ILOs can be analytic or holistic

3. If analytic, draw up a matrix, with a set of rubrics,telling you (and the student) why you graded theILO as you did on the evidence.

Traditional Assessment Example OBE Assessment Example


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OBE and OBTLImplementation Issues

Building the OBE System Framework

Preparing Program Outcomes and Curriculum

Designing and Acquiring Cost-Effective OBEInfrastructure Support

Implementing a Sustainable OBE Orientationand Training Program

InstitutionalReadiness

More Student Assessment

More Student Consultation Time

More Teaching Techniques

FacultyReadiness

Orientation on OBTL Activities

Student Ability for Self and Peer

Assessment

Student

Readiness

OBE shall change the current instructional deliverysystem to an individualized approach.

wider choice of teaching and learning

activities, in and out

Concluding Remarks

4. OBTL shall also change the traditional assessment

methods and grading system, focusing more on theachievement level of the intended learning outcomes.

OBE shall require a revision of the Course Syllabi byconnecting program outcomes to course outcomes, andusing observable action verbs to express the desireddifferent levels of learning.

OBE is Here and Now

If we are to be truly EDUCATORS,

We must now Learn to Embrace It!

Outcomes-Based Education_AlbertoLaurito - Copy

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