Downloaded 91 times
Uploaded byranjitg
Workshop of Outcome-Based Education (OBE) - setting the tone
The document discusses outcome-based education (OBE), highlighting its importance in aligning educational practices with industry demands and improving student employability. It critiques traditional educational models and emphasizes the need for clarity in defining educational outcomes, integrating competencies, and adapting teaching methods to modern realities. The text underscores the necessity of understanding market forces and the evolving nature of literacy and learning in the 21st century.
More Related Content
Similar to Workshop of Outcome-Based Education (OBE) - setting the tone
Workshop of Outcome-Based Education (OBE) - setting the tone
- 1. OUTCOME-BASED EDUCATION (OBE) Prof.Ranjit Goswami Director, IQAC
- 2. Background of thisFDP…capacity building • Internal thinking…deliberations…attendance…outcomes…GATE/GPAT/Others to employment…student satisfaction…accreditation…NAAC • What to do about it? • Choice of internal vs external? • Limitations…not as puritans…but to get things done, OBE, Bloom’s Mastery of Learning, or by any other name. • Context is king…not as PhDs in OBE…but as realistic academicians
- 3. Why the BigPicture matters… But devil lies in details
- 4. Outcome of educationto HE: Not easily tangible/specifiable
- 5. Blind men andelephant story… The blindest of the resource persons setting the tone…
- 6. Two versions ofsame story… From existing curricula/evaluation/practices…right or wrong From market forces…more difficult…what jobs our alumni doing…and what skills/knowledge they need to do that better…integrating it backward But future is uncertain
- 7.
- 8. <1> WHAT IS OUTCOME inOBE??? & WHAT IS EDUCATION?
- 9. DEFINITION OF TERMS…WHYCRITICAL? ‘the’
- 10.
- 11. GETTING BACK TOESTABLISHED LITERATURE… PRECURSOR² TO OBE¹ 1: KING & EVANS, EDUCATIONAL LEADERSHIP. 1991 2: TYLER, 1949/50?
- 12. LITERATURE REVIEW…’OUTCOME’ INOBE? •TYLER – OBJECTIVE, & DEFIING THAT AS: For systematically planning educational experiences, should identify both the behavior to be developed in the student and ‘the area of content or of life in which behavior is to be applied’. • WILLIAM SPADY – OUTCOMES (& GOALS INTERCHANGEABLY)…SYNONYMOUS – PURPOSE, END • Series of works from 1978 by Spady & other authors/co-authors. • NETWORK for OUTCOME-BASED EDUCATION…with practitioners… • ‘Dewey, Piaget, Bloom, Vygotsky…they are just names’ (Killen, Univ of Newcastle)
- 13. What is theobjective (outcome) of life? Can education help us understand that better? By following Tyler’s broader definition of application? Clayton M Christensen, Video
- 14. A conversation withBill Spady³ 3: Brandt, 1992/93.
- 15. Best possible, quicksearch result@. Subsequent definition addresses that…great teachers ask by probing questions, merciless teasing…not offering answers…the journey is the answer…in the end. Acknowledging age-old proverb: A little learning is a dangerous thing.
- 16. Internal dilemma… ‘An outcomeis a culminating demonstration of learning’# Need not be on the same line of the same page…or even on the same page… But broadly on the same book… #Does the use of ‘culminating’ word here not violate life-long learning objective of education? (PEOs & POs?)…clarified subsequently Culminating outcomes, as per Spady, is different…like research skills…and then extending it to new area…enabling outcomes: Source Killen
- 17. Spady kept onimproving¹…(2009) ‘(1) clarity of focus, (2) designing down, (3) high expectations, and (4) expanded opportunity…’ leading to dumbing down criticism, Source Killen 1: Source: Major James J Smith
- 18. OBE, Learning forMastery (Bloom), Competence-based Learning… •A blog that helps, or another paper here •OBE is competency to meta- competency…(many of you know about meta- physics, meta-data…)¹ •Competence is common in all •Self-paced competence in CBL •Why proficiency matters in OBE AMEE Guide No. 14: Outcome-based education: Part 5-From competency to meta-competency: a model for the specification of learning outcomes, Harden, Crosby, Davis, Friedman (2009)
- 19. The three similarmodels…and where different Source: Christopher D Sessums. And his blog
- 20. Simply put…integrated withmarket forces…outward view
- 21. Not on thesame page, but on the same book: Outcomes to definitions of other related terms… • Objectives? • Purpose? • Goals/End-goals • Results • Vision? • Mission? • Effectiveness? • Efficiency? • Productivity • PLF • Capacity utilization rate • Occupancy – as in hospital bed/hotels/airlines/classrooms… • Academic program • Course/subject - Modular • Curriculum/curricula • Syllabus • Session – modular again • And a process…why it becomes important.
- 22. For-profit organizations… Dilemma ascorporate leader, and that of B-School professors. Profit is not a bad word, loss is; so is profiteering motive.
- 23. Ending with definitionof education – massive disruption • Why memorize when information available at fingertips • Ubiquitous nature. • Fundamental changes in definition of literacy & education: • "ability to read for knowledge, write coherently, and think critically about the written word“ (accepted in medical/healthcare as well) • ‘ability to process and use information’ – Lawrence Summers (Ex-President of Harvard) • Exams – article from Drucker…before printing press • PISA test scores…anybody remembers…?
- 25. Why admission qualityneeds to be factored in…
- 26.
- 27. <2> Understanding Programs, Courses& Sessions Leader, Manager, & Processes…
- 28. Why both criticalfor success, still, relatively, leadership is more important. Effective vs efficient…
- 29. My baggage: Asa management consultant, and a process management expert…why difficult to be on same page
- 30. Understanding a process… Cybernetics:the science of communications and automatic control systems in both machines and living things.
- 31. Common-sensical interpretation…outcome • Themonk whom I met last Saturday…to Naga-Sanyasis…in Gangasagar a decade back.$ • Or take the most common example of ‘Outcome-based cooking’…and apply what we have been doing here…@ • The fundamental inward-vs- outward looking view • Let’s have couple of deeper probing…two volunteers…but before that…outcome of what?# @Prof. Mehra’s deeper observation of RE…not exactly that, but something similar #Please remind…time constraint/forgetfulness $Aghoris /cults
- 32. Don’t pave thecow path…do OBE…start from the end… Replace technology with terminology here…& some documentation… same old results to remain. Analogy of ‘OBC’ Facing same outcome ourselves
- 33. Trekking experience innot so common routes…& lost routes…and suddenly a cow emerges…
- 34. Old beliefs innew age…geocentric to solar- centric world… It lasted for nearly 2000 years…from Aristotle & (Bible) to Copernicus, Galileo
- 35. Academic programs…why itmatters in outcomes in OBE? • With the help of any company we are familiar with…Maruti Suzuki • Range is similar to our programs…LX/DX…or whatever… • Each end-product has a name (& a price), divided in four categories (13 for us, or four for us if we think diploma, UG, PG (Masters) & PhD • Each has to meet certain performance measures • Coming back to parts…CKDs or SKDs • Same for our courses…modular courses…to sessions…again modular • Video • Jargon of modular approach emerging in academics…cafeteria approach in HE.
- 36. Smaller parts assembledas SKDs…SKDs to…
- 37. Not sure…but morelikely not as SKDs…
- 38. Outcomes to academic programs…through courses/sessions…forus 216(?±) programs…1500+ courses…60K+ hrs of teaching/yr (assuming L & not T/P)@ That was to explain outcomes of what? POs/PEOs at the program levels… And each course of 40 hrs running for only one batch/section
- 39. Two volunteers now… Common-sensicalinterpretation. To PISA Test…
- 40. Blind men andelephant story…again…graduate attributes…PISA ones… The blindest of the resource persons setting the tone…
- 41.
- 42. <3> Some more jargons…PEOs/POs/PSOs/COs &Indian standards…NBA where POs broadly frozen for a few. Prof. Shashank Mehra to cover. But makes sense…leave aside the jargon part But before that…how many do we have?
- 43.
- 44. <4> The sixfundamental questions…on OBE What, why, when, how, where & who…
- 45. Final Outcome: Employability (POs)/Lateryear success stories (PEOs) Lead-lag indicators To mathematical ones Y = mx + c To… 3 skills told to me by reputed employers after employers – Communication skills, how to use spreadsheet (collaborative ones?) & how to use Google (on Smartphones)…Walmart/Flipkart deal.
- 46. Internal discussion among resourcepersons… OBE is not same as participatory learning (or pedagogy)@; rather participatory learning (pedagogy) helps us understand better how to achieve OBE…one of the many components. OBE is superset, participatory learning & others are subsets there-in. Observation from Prof. Shashank Mehra/others during meeting of resource persons.
- 47. Understanding the relationship…variables…regression ofotherwise • Outcome – dependent variable. • Independent variables (multicollienarity?): • What we teach (syllabus/curricula) • How we teach (rote learning/application/critical thinking/skills/knowledge)…active/passive/ participatory • How we evaluate (Rote/application/critical) And where does input quality affect such a model / admission part
- 48. Y (Outcome*) =f (what we teach, how we teach, how we evaluate) + error/noise However…should it also be What we teach = f(input quality from admission) How we teach = f(input quality from admission) How we evaluate = f(input quality from admission) – correlation in weakening order. Our admission team has been kinder…less missing pieces in eco-system too *As per OBE – at what stage defined? Capstone and such tools/Market place
- 49. What we control…and beyondour control Market forces part… What we teach, how we teach, how we evaluate: These are the variables where as a university, we have full autonomy. Not aligned, even now. In OBE – policy-making as well. But quality of students coming through admission: Beyond our control, decided by market.
- 50. Admission quality must be factoredin what we teach, how we teach & in our evaluation Teaching and Learning: Outcome
- 51. Outcome What We TeachHow We Teach How We Evaluate Teaching and Learning Students Quality / Admission Input Market Forces / Admission Policy
- 52. The paradigms…to mecritical thinking & soft- skills…communication/empathy/depth/bredth I am teaching…are the students learning? • Bloom’s Taxonomy to Competency based models…how deep is the learning? • But learning for what…learning’s sake? Not exactly…but not like OBE… Are the students learning what they should be learning? • Curricula reform to evaluation ones • No one knows what job-skills will be in demand 10/20 years down the line. • Life long learning with above skills will be useful always…
- 53. ‘You take careof the classroom, I take care of the system’ William Spady why the eco-system matters…Spady introduced Jim Block to Bloom…like Jean Drèze & Amartya Sen And my former colleague…Sarat Chandra to Tagore…
- 54. Academic disruption…ubiquitous books/info…do weneed teaching-learning with Google/smartphones? Faculty members in the 21st century…with Google, Smartphones…can we apply it here? Video
- 55. To be trulyOBE, break the rules… More on that later… Hans Zimmer…musician (& teacher) in iPhone era Trend is your friend…don’t resist Google/Smartphones in exams…use them…but set papers accordingly.
- 56. And use yourcommon sense… Whatever uncommon it may be… Within the broader framework.
- 57. Thank you verymuch for your time…
- 58. Paucity of time…andtime to evade your tough questions Q&As
Editor's Notes
- #51 fgfgdfgdfgdfg