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UNIVERSITIUNIVERSITI TUNKU ABDUL RAHMAN

Faculty of Engineering and Science

Outcome-based Education (OBE)

Prof. Ir. Dr. Chung Boon KuanPEng, MIEM

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Agenda

• What is OBE?

• What is EAC?

• How do we implement OBE?

• Roles of University and Lecturers

• Roles of Students

• Challenges in the 21st Century

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What is OBE?

• Outcome-based Education

• Popular education reform model

• A student-centered learning philosophy that focuses on empirically measuring student performance, which are called outcomes.

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Traditional Education

• Input-based Education primarily focuses on transferring resources to the students.

• Use a series of examination to gauge the retention and comprehension of the course. However, the required outcomes of the graduates are not spelled out and measured.(Exam doesn’t measure soft-skills, attitude towards life-long learning etc.)

• Students tend to learn only the content that lecturers teach them, and don’t improve their ability to solve engineering problems or design new devices.

• Passing exam doesn’t prove that the students can meet the desired outcomes expected by industry.

• Mismatch between the content provided to students and industry’s expectation.

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View on graduates from traditional education …..

View on graduates from OBE …..

“OK”

“Not good enough”

What is the nutrition fact?

High in Protein ...?

Low in Calcium …?

…..

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Programme Outcomes of 3E Programme Outcomes of EC

i. Ability to apply acquired fundamental knowledge of science and engineering

i. Apply acquired fundamental knowledge of science and engineering;

ii. Possess the relevant technical skills in electrical and electronic engineering

iii. Possess the relevant technical skills in electronic and communications engineering;

iii. Ability to identify, formulate and solve problems of high- and low-power circuits and systems

iv. Identify, formulate and solve communication engineering problems;

iv. Ability to design and evaluate electrical and electronic systems based on system approach

ii. Design and evaluate electronic and communication systems based on system approach;

viii. Be aware of the current good practices of electrical & electronic engineering for sustainable development

vi. Be aware of the current good practices of electronic and communication engineering for sustainable development;

vii. Ability to understand and commit to prevailing professional and ethical responsibilities

vii. Demonstrate commitment to ethical and professional responsibilities;

v. Ability to communicate effectively v. Communicate effectively with technical and non-technical people;

vi. Ability to function effectively as an individual and in a group

ix. Function effectively as an individual and in a team;

x. Be aware that a professional engineer’s work have social, cultural, global and environmental ramifications

x. Be aware of a professional engineer’s social, cultural, global and environmental responsibilities.

ix. Recognize the importance of and be able to engage in life-long learning

viii. Recognize that electronic communication is a fast evolving field and is committed to carry out life-long learning;

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Sustainable Development

• Climate change - global issue most concerned today

• From scarcity of water to new supplies of fossil to meet energy demands

• Minimum impact to the environment

• Minimize energy consumption

• Minimize use of material and waste

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OBE

• Discourages traditional education approaches based on direct instruction of facts and standard methods.

• Problem-based Learning (PBL)

• It requires that the students demonstrate that they have learnt the required skills and content

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Programme Outcomes

• Each independent education agency specifies its own outcomes and its own methods of measuring student achievement according to those outcomes.

• The results can be used for different purposes.• Use the information to determine how well the

overall education system is performing• Use the assessments to determine whether an

individual student has learned required material.

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Programme Objectives

• Programme Outcomes describe the attributes that the students are expected to attain at the point of graduation.

• Programme Objectives describe the career and professional accomplishments that the programme would prepares the graduates to achieve in a few years after their graduation.

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Programme ObjectivesProgramme Objectives of 3E Programme Objectives of EC

The graduates of Electrical and Electronic Engineering Programme will use the latest knowledge and techniques in developing, maintaining, servicing, sales and marketing, and research of electrical and electronics technologies

The graduates of Electronic and Communication Engineering Programme will use the latest knowledge and techniques in design, developing, maintaining, servicing, sales and marketing, and research of electronic telecommunication and technologies

The graduates will assume technical, managerial and ethical roles effectively in the organizations they work in.

The graduates will assume technical, managerial and ethical roles effectively in the organizations they work in.

The graduates will be involved in the affairs of professional institutions and keep abreast of the nation’s needs and developments, and provide services to the engineering communities and the nation

The graduates will be involved in the affairs of professional institutions and keep abreast of the nation’s needs and developments, and provide services to the engineering communities and the nation

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Stakeholders

• Engineering Accreditation Council

• Employers or industrial supervisors

• Industrial Advisory Panel

• Academic staff

• External examiner

• Public and Parents

• Students

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What is EAC

• LAN/IEM/BEM and JPA formed Engineering Accreditation Council (EAC) in Oct 2000

• Accreditation of engineering programmes in Malaysia

• Accreditation visit after the first batch of students completed study

• Ensure programme satisfy minimum academic requirements for registration as a graduate engineer with BEM and for admission to graduate membership of IEM

• OBE must be implemented

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Why OBE?

• Advocated by Washington Accord (current permanent signatories, US, UK, Canada, Japan,…)

• Accredited Engineering Graduates are recognized by other signatory countries. - Possible employment as engineers in those

countries without further examinations.

• Advocated by Washington Accord (current permanent signatories, US, UK, Canada, Japan,…)

• Accredited Engineering Graduates are recognized by other signatory countries. - Possible employment as engineers in those

countries without further examinations.

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Required Skills

Engineers are expected to make a quick and useful contribution in work.

Not enough to rely on technical expertise; employers will expect you to demonstrate a range of practical skills and soft skills.

You will therefore need to think about the skills that you have to offer the employer.

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Professional Engineer (PE) Engineers Act 1967 requires every engineer to be

registered with the Board of Engineers, Malaysia (BEM). Graduates from recognised degree programmes shall be

registered as Graduate Engineer to work as an engineer. Practical training of more than 3 years is required for

application to sit for Professional Interview (PI). A PI candidate will be required to show that he can apply

theory in engineering projects, and has acquired the skills of investigation (field work), planning, and design.

Upon passing the PI, the candidate can then apply to BEM for registration as a Professional Engineer.

Achieving PE status can be regarded as a self-fulfillment to enhance the status of a person in the society.

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Board of Engineers, Malaysia (BEM)

The work of engineers can have significant impact on public interest.

BEM is the regulatory body to enforce the Engineers Act to protect public interest.

Engineers are bound by the Code of Professional Conduct.

Engineers shall be professional in discharging their duty and responsibility in order to uphold the dignity, standing, and reputation of the engineering profession

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Institution of Engineers, Malaysia (IEM)

A learned society where engineers of various disciplines in every sector of economic activities come together for mutual helpfulness and sharing of experiences and technologies.

IEM works closely with BEM to enhance the status of engineers in the society (accreditation of engineering degree, professional interview, international recognition of standards for the training of professional engineers, etc.)

Help young engineers to establish themselves in the ranks.

Establish social linkages between engineers.

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How do we implement OBE?

• Guided by EAC Accreditation Manual• Documentation to satisfy EAC

requirements (SOP, Unit files, PBL assignments, exam/test, lab manual, samples, thesis, industrial training reports, etc.)

• Outcome assessment methods and survey• Continuous Quality Improvement (CQI)• Problem-based Learning (PBL)

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On completion of this unit, a student shall be able to:• Explain and use the device equations for design

and analysis• Describe the basic digital components and use

tools to analyze them• Describe the basic processing steps used today

to do both the layout and simulation of MOS ICs• Know how to make design trade-offs to achieve a

good balance among speed, power consumption and reliability

• Analyze existing integrated circuits and design new integrated circuits

Learning Outcomes – IC Design

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Course to Programme Outcome Matrix

CODE COURSEEMPHASIS TO THE PO

1 2 3 4 5 6 7 8 9 10

UCCM1653Mathematics for Engineering I

× ×

UEEA1243 Circuit Theory × × × × × ×

UCCS2613Programming Techniques

× × ×

UEEA3273Electromagnetic Fields and Waves

× × × × × × × ×

UEGE3114 Industrial Training × × × × × × × × × ×

UEGE4113 Project × × × × × × × × × ×

• Matrix of Learning Outcomes vs. PO

• Matrix of assessment tools vs. Learning Outcomes

• Direct assessment of PO through FYP, ITP, survey, etc.

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Review of PO Achievement

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Continuous Quality Improvement (CQI)

Programme objectives

Programme outcomes

Y1Year 1

Alumni Employer

Analysis, Evaluation,Interpretation, Revision and Modification

IndustrialAdvisoryPanel

ExternalExaminer

Lecturers

Year 2

Year 3

Year 4

Industrialtraining

Unit learning outcomes

Students

Parents & Public

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Criteria for International Recognition

In term of Problem Analysis ….

Washington Accord Sydney Accord Dublin Accord

Identify, formulate, research literature and solve complex engineering problems reaching substantiated conclusions using first principles of mathematics and engineering sciences

Identify, formulate, research literature and solve broadly-defined engineering problems reaching substantiated conclusions using analytical tools appropriate to their discipline or area of specialisation

Identify and solve well-defined engineering problems reaching substantiated conclusions using codified methods of analysis specific to their field of activity

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Criteria for International Recognition

In term of Depth of Analysis required….

Complex Problems (engineer)

Broadly-defined Problems (technologist)

Well-defined Problems (technician)

Have no obvious solution and require abstract thinking, originality in analysis to formulate suitable models

Can be solved by well-proven analysis techniques

Can be solved in standardized ways

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Problem-based LearningSubject Assignment Title

UEET2513 Analogue Communications Design and Construction of an FM Transmitter

UEET4563 Mobile and Satellite Communication Design and simulation of digital demodulation systems.

UEEA2333 Analogue Electronics Design and Analysis of an Analogue Electronic System

UEEA4863 Renewable Energy Design and construction of Solar Cell charging circuit.

UEEA4363 Optics & Opto-electronics Design and construction of an optical transceiver.

UEEA4653 Computer Architecture Evaluation of Computer Architecture Families (RISC and CISC)

UEEA4483 High Voltage Engineering Design an Alternative Means of Providing Insulation in Power Transformers

UEEA3273 Electromagnetic Fields and Waves Case study of a commercial TV antenna.

UEEA3453 Power System Design of Energy Saving Scheme in Building Automation.

UEEA3633 Microprocessor & Microcontroller Systems Home Security System Design

UEEA4373 Integrated Circuit Design CMOS Implementation of Complex Logic Function

UEEL2323 / UEEA1323 Digital Electronics Design a multiplexing system to implement a 4-digit 7-segment LED display.

UEEA3423 Control Systems Design a Positional Feedback Control System for an antenna system

UEEL4123/UEEA4473 Power Electronics and drives Design and Construction of a speed control unit for a hybrid stepper motor

UEEA3353 Digital System Design Vending Machine Design Using Verilog

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Roles of University

• Provide conducive environment for students to learn the required knowledge and skills, including social networking.

• Engage staff with extensive industry and research experience so that they can bring their experience into their teaching

• Provide students the opportunities to carry out engineering or research projects during their course of study

VisionUTAR to

be premier university

Excellence in advancement & dissemination of knowledge & expertise

Holistic development of knowledge & expertise of the individual

Mission

Produce disciplined graduates with critical thinking, quest for continuous learning & pursuit of excellence

Advance knowledge through collaborations with international universities, research institutions and industries

Inculcate UTAR communities with high moral values, appreciation of diversity in multiethnic society and concern for mankind

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Roles of Lecturers

• Review PEO, PO, course structure, and syllabus• Guidance on required PEO, PO, learning outcomes• Teach the relevant engineering, maths, and other

relevant subjects• Conduct relevant tutorials and laboratory practical

sessions• Give appropriate guide on assignments and projects• Organise a series of engineering seminars by

academic staff and invited speakers from practicing engineers in industries

• Organise field trips and visits to industries

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Roles of Lecturers

• Conduct empirical measurements of PO

• Prepare the required documentation

• Assure EAC and public on the standard of our graduates

• Obtain and maintain accreditation from EAC

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Roles of Students

• Know the required Programme Outcomes and Programme Objectives

• Acquire the Learning Outcomes• Demonstrate that they have learnt the

required skills and contents• Attain the Programme Outcomes and

Programme Objectives• Constructive feedback for the programme

to obtain accreditation

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Challenges in the 21st Century

Globalisation China entering the World Trade Organisation (WTO) Liberalisation under Asia Pacific Economic Cooperation

(APEC) Asean Free Trade Agreement (AFTA)

• Borderless Business - free flow of goods and services

• Fair Trade - no trade barrier to protect domestic industries

• Products/Services Competition - investments go with the most competitive environment for manufacturing and servicing hubs

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Risks and Opportunities

RISKS Withdrawal of Foreign Investment Outflow of Domestic Funds Increase of Jobless Rate Decreased Occupancy Rate, hence decreased property

values Excess Import of Goods and Services Inflation and devalued currency

OPPORTUNITIES Opposite of the above; plus Bigger Client Base

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Keywords for Survival

Competitive :- product/service quality, labour productivity

Human Resources :- knowledge based business Value-Added Services Innovative Gear up to go global :- international affiliations

and joint-ventures

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Engineering Career Planning

Never limit your choice of work/learning Exercise your engineering mind Work hard and smart Look after your health Take good care of your family Appreciate what you have Never lose your appetite to learn Contribute to well-being of mankind

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UNIVERSITI

Thank You

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AppendixBLOOM’S Taxonomy

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BLOOM’S Taxonomy of Educational Objectives (Cognitive Domain)

6. Evaluation

Judge, select, critique, justify,

optimize 5. Synthesis

Propose, create, invent, design, improve

3. Application

Calculate, solve, determine, apply

2. Comprehension

Explain, paraphrase

Classify, predict, model, derive,

interpret

4. Analysis

1. Knowledge

List, recite

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Bloom’s Taxonomy: Verbs

Define Recognize

Identify Record

List Relate

Name Repeat

Recall Underline

Knowledge

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Bloom’s Taxonomy: Verbs

Choose Discuss Pick

Cite examples of Explain Report

Demonstrate use of Express Restate

Describe Give in own words

Review

Determine Identify Recognize

Differentiate between

Interpret Select

Discriminate Locate

Comprehension

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Bloom’s Taxonomy: Verbs

Apply Operationalize

Demonstrate Practice

Dramatize Relate

Employ Schedule

Generalize Shop

Illustrate Use

Interpret Utilize

Operate Initiate

Application

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Bloom’s Taxonomy: Verbs

Analyze Criticize Distinguish

Appraise Deduce Draw conclusions

Calculate Debate Estimate

Categorize Detect Evaluate

Compare Determine Examine

Conclude Develop Experiment

Contrast Diagram

Correlate Differentiate

Analysis

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Bloom’s Taxonomy: Verbs

Arrange Formulate Predict

Assemble Manage Reconstruct

Collect Modify Set up

Compose Organize Synthesize

Construct Plan Sytematimize

Create Prepare Devise

Design Produce

Develop Propose

Synthesis

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Bloom’s Taxonomy: Verbs

Appraise Measure

Assess Rate

Choose Revise

Compare Score

Critique Select

Estimate Validate

Evaluate Value

Judge Test

Evaluation