An Outcome Based Curriculum Design in Engineering-Case Study Approach (original) (raw)
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The "Outcome-Based Education" (OBE) model is being adopted at a fast pace in education institutions. it's considered an enormous breakthrough to enhance education across the world. Outcome-based education (OBE) may be a student-centered instruction model that focuses on measuring student performance through outcomes. Outcomes include knowledge, skills, and attitudes. there's a hidden contradiction within the projection and implementation of the OBE. One results in Multidisiciplinarity and therefore the other results in OBE. At first, we expect freedom and in other structured progress is predicted. One results in democratic knowledge and therefore the other results in capitalist knowledge management. Our education is sort of a lady with over ornaments who is unable to steer simply because of the load she carries of the ornaments. Technology silences the mind and not questioning a mind and thus this information society or knowledge society is ignorant and this may come whenever and wherever we mention mass education and not class education. This paper discusses the necessity and importance of curriculum formation and enhancing evaluation within the Outcome Bases education-OBE.
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Higher Engineering education is moving towards Outcome Based Education (OBE) wherein the quality of the teaching-learning process is adjudged by the abilities of the outgoing students measured during the academic programme and also after the completion of the programme In this manner, the assessment of the educational process is a bottom-up approach. However, curriculum development for the programmes is still a top-down approach. Moving forward, this orthogonality would impair OBE. This paper presents a methodology for curriculum development using bottom-up approach in-line with OBE. The methodology suggested is illustrated and discussed with the help of case study. The role of a teacher is redefined as a facilitator with curriculum development as his/her core functionality rather than being mundane with course delivery and assessment year after year.
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In India, unlike the Western world, the universities have several engineering institutes affiliated to them that are geographically spread across large provinces. Gujarat Technological University (GTU) is one such example, that caters to the technical education needs of the state of Gujarat (size of Arizona) with a population of 65 million. More than one hundred such institutes offering undergraduate and graduate programs and about same number of ‘Polytechnics’ offering engineering diploma programs are affiliated to GTU. Around 100 thousand students take admissions every year in the 55 different technology programs being offered. Since examination and certification is the main responsibility of the University, it becomes necessary to conduct centrally administered end-of-the-term examinations every semester. This necessitates the curriculum for each program to be same in all the institutes. Hence, curriculum design became a centralized task to address the needs of today’s globalized industry and also fulfill the aspirations and capabilities of the students, belonging to different strata of the society. Since curriculum designers and implementers are not the same in this experiment, a need-based curriculum model became imperative to be developed that could convey clearly and uniformly the intentions of the designers in letter and spirit to all curriculum implementers and stakeholders. In this backdrop, NITTTR Bhopal one of the four premium institutes established by the Government of India for quality improvement of the technical education, was assigned the task by GTU in 2012 to completely re-design the curriculum of twenty five engineering diploma programs to produce ‘work ready’ personnel. The authors were the core members of the core team who undertook this task. This paper highlights the challenges and opportunities faced by the engineering education system due to fast changes taking place in society, industry and education, for which an innovative outcome-based curriculum model was evolved to address these challenges and harness the opportunities. This paper discusses the various facets of the philosophy, approach and structure of this curriculum model evolved for this purpose. It also briefly describes the planning, designing, implementation and evaluation of the curriculum development process, as well as some of the strategies adapted in this innovative curriculum model.
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Learning outcomes and their assessment were studied in a first year university course in a degree programme of chemical technology. Intended learning outcomes of this course were used as a reference in determining learning during the course. Teaching and assessment methods were evaluated based on assessed learning. Students' achieved learning outcomes, both answers in final exams and reports from learning portfolios or from project works, were used as indicators of learning. Different forms of evaluation were also compared in their ability to present different levels of learning, determined after Blooms' taxonomy. The goal was to find out if the teaching and assessment methods used were supporting the learning and the intended learning objects during the course, called constructive alignment of teaching.
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The conduct of the Engineering Programme in Malaysia and Singapore is much depending on the idea of Outcome-Based Education (OBE), which is an education philosophy that focuses on the graduate attributes or outcomes upon the completion of an engineering programme. Under such philosophy, the programme design is underpinned by the Programme Outcomes (PO) and the courses are driven by the Learning Outcomes (LO). For the case in the University of Newcastle, Australia (Singapore Campus), The Programme Outcomes (PO) of the engineering programme is first determined in the curriculum, for which the LO of the courses in the programmes are designed based on the PO stated. In addition, the students’ achievements of such outcomes are measured upon completion of courses and programmes. As part of Continual Quality Improvement (CQI), these measurements are analysed and steps for improvements are taken. This paper presents a case study conducted for the teaching of the course of Thermofluids in th...