Mapping learning outcomes with learning objectives to achieve real impact of OBE

Mapping Learning Outcomes with Learning Objectives
to Achieve Real Impact of Outcome based Education (OBE)
G R Sinha, PhD
IEEE Senior Member, ACM Distinguished Speaker, IEEE Distinguished Speaker
Professor, Myanmar Institute of Information Technology Mandalay
Recipient of ISTE National Award, TCS Award, IEI Award, Expert Engineer Award, Young Engineer Award, Young Scientist Award
Email: drgrsinha@ieee.org, ganeshsinha@acm.com, gr_sinha@miit.edu.mm

 Outcome Based Education (OBE)
 Learning Outcomes, Learning Objectives and Mapping
2
Agenda
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha
Source: http://clipart-library.com/clipart/1265633.htm

3
Outcome Based Education (OBE)

4
Source: https://www.polyu.edu.hk/ama/obe/comparison.htm
OBE

5
Source:
https://www.google.co.in/search?q=outcome+based+education&source=lnms&tbm=isch&sa=X&ved=0ahUKEwix2rHt_sTjAhXF7HMBHUV6Cck4FBD8BQgQKAE&biw=1366&bih=625#imgrc=NHC
XbMxEQV8vBM:
contd…

6
Continuous Improvement
Say what you want
Do what you say
Prove it
Improve it

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Source: https://www.researchgate.net/figure/Outcome-based-education-OBE-framework-consistency-with-PDCAPlan-Do-Check-Act-principle_fig1_328233416
OBE Framework

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Pool of Good Candidates
Selection Committee
Real Challenge!

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contd..

10
New Hiring Skills
 Communication
 Teamwork
 Interpersonal Skill
 Strong work ethics
 Motivation & initiative
 Flexibility/adaptability
 Analytical skills
 Computer skills
 Leadership skills
 Self confidence
 Creativity
 Sense of humour
 Entrepreneurial skills

11
Development of Multiple intelligence
 Critical Thinking: Creative Thinking
 Decision-Making
 Problem Solving
 Interpersonal Relationship
 Effective Communication
 Coping with Emotions, Stress
 Self-Awareness
High value on Verbal & written communication
21st Century Skills
Source: https://www.indiamart.com/mind-power-consulting-
navi/other-services.html

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Skills, Attitude, and Qualities to Get and Keep a Job
Employability Skills
Knowledge Plus Skills Makes Employable

13
How the
customer
explained what
she wanted!
How the project
leader
understood it!
How
the designer
designed it!
How the
technician
developed it!
What the
customer really
wanted!
Poor Communication!

14
 To learn collaboration – work in teams
 To learn critical thinking – take on complex problems
 To learn oral communication – present
 To learn written communications – write
 To learn technology –use technology
 To develop citizenship – take on civic and global issues
How to Develop Skills

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Tell me, I will forget
Show me, I may remember
Involve me, and I will understand
Chinese Proverb

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 Take up one idea
 Make that one idea your life
 Think of it, dream of it, and Live on that idea
 Let the brain, muscles, nerves, every part of the body be full of that idea
 This the way to “SUCCESS”
Way to Success

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 Goal Identification (Dream)
 Strengthening commitment to Goal
 Change Behavior
 Change Attitude
 Attitude and Aptitude helps in Achieving Altitude in our Life!
Success Process

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 Weakens commitment to goal
 Overconfidence and Low Self confidence
 Lack of Self worth
 Adoption of victim role and cursing the authority
 Unwillingness to seek help
 Resistance to Change
 Tendency toward procrastination
 Avoidance of areas of weakness or perceived unpleasantness
Negative Attitude Inhibits

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 FAIL: First Attempt In Learning
 END: Effort Never Dies
 NO: Next Opportunity
 FEAR: Face Everything And Rise
Positive Attitude

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Smart Work Vs Hard Work
 Smart Work is new mantra in place of Hard Work
 Smart Work through ICT
 SMART: Specific + Measurable + Achievable + Result Oriented + Time Bound
 SMART goals are to be set
Source: https://www.linkedin.com/pulse/hard-work-vs-smart-rao-nabeel/

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Learning Outcomes, Objectives and Mapping

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 What do you want the student to be able to do? (Outcome)
 What does the student need to know in order to do this well? (Curriculum)
 What activity will facilitate the learning? (Pedagogy—learning & teaching)
 How will the student demonstrate the learning? (Assessment)
 How will the teacher know the student has done this well? (Criteria)
OBE Framework

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 Statements what the teacher intends for the students to learn and are generally
part of a teacher-centered approach.
 What the student will Know and be able to Do or demonstrate as a result of the
learning and are part of a student-centered approach.
 Learning objectives may outline the material the TEACHER/FACULTY intends to
cover in the course / Program or the disciplinary questions the class will address
(INPUT).
 On contrary, learning outcomes focus on what the STUDENTS know,
comprehend and realistically are able to at the end of an assignment, activity,
class, or course (OUTPUT).
Student Learning Objective

 Promote active learning
 Match student and faculty expectations
 Stimulate learning in trainees
contd..
Competencies
Learning
Objectives
Learning Activities
Input from employers,
alumni, faculty, staff
and students

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 Two pictures have similar ingredients. Why is only one a salad?
 Difference in ingredients’ degree of preparation and integration makes
only one image a salad.
Learning Outcome

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 Specific and measurable statements of what graduating/current students
should know, be able to do, believe or value after completing the program
 Observable behavior (Change)
 Learning Outcomes (LOs) are based upon needs of the learner (Personal
Goal) and society (Mission Statements)
Student Learning Outcome

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Vision and Mission
Program Outcome 1
Course
Outcome 1
Program Outcome 2
Course
Outcome 2
Course
Outcome 3
How LO derived!

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Student
Needs
Employment
Needs
Institutional
Mission
Program
Outcomes
Course
Outcomes
Teacher
Objectives
Student Learning
Outcomes
Assessment Methods
Teaching Strategy
LO Framework

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Source: https://revadigital.com/2015/06/guide-writing-clear-corporate-learning-outcomes/
Writing LOs

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Source: http://jfmueller.faculty.noctrl.edu/toolbox/standards.htm
Top to Bottom Approach

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SMART LOs
Source: https://slideplayer.com/slide/15985807/

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Example
 Vision of MIIT---To emerge as one of the top institutions for education, research, and university-
industry linkages in information technology and allied areas in Myanmar, and as an institution of
global repute.
 Mission of MIIT---To rapidly evolve into a world class institute with a focus on high-quality education,
research, university-industry linkages, entrepreneurship, and innovation in order to play a key role in
the development of information technology in Myanmar, and the world at large.
 B.E. (Honors) in CSE: To provide quality undergraduate and graduate education in both the theoretical
and applied foundations of computer science and train students to effectively apply this education to
solve real-world problems thus amplifying their potential for lifelong high-quality careers and give
them a competitive advantage in the ever-changing and challenging global work environment of the
21st century.

33
HSS C013 Social & Business Etiquette
Few Objectives---Students aim to:
 Learn the need for social and business etiquette
 Study about various skills required to build one's own personal brand
 Think and apply the right skill for a particular situation
Few Outcomes—Students will be able to:
 Identify the difference between accepted and not-accepted social behavior
 Demonstrate ability to communicate clearly and precisely when presented with a topic
 Summarize the benefits of right behavior in social and business events

34
Learning Domains Suggested Verbs
Knowledge list, record, define, outline, state, describe, recall, reproduce,
recognize, write
Cognitive Skills
explain, summarize, compare, differentiate, criticize, calculate,
analyze, develop, create, prepare, reconstruct, reorganize,
summarize, predict, justify, evaluate, plan, design, measure, judge,
justify, interpret
Interpersonal Skills demonstrate, illustrate, modify, evaluate, justify, analyze, question
ICT demonstrate, calculate, illustrate, interpret, research, question,
appraise, evaluate, assess, and criticize
Psychomotor
demonstrate, illustrate, perform, employ, manipulate, operate,
prepare, produce, draw, diagram, examine, construct, assemble,
experiment, and reconstruct
Bloom’s Taxonomy Verbs

At the time of receiving a bachelor’s degree, students:
 Can identify, define, and solve problems;
 Can locate and critically evaluate information;
 Have mastered a body of knowledge and a mode of inquiry;
 Can understand diverse philosophies and cultures within and across societies;
 Can communicate effectively;
 Can understand the role of creativity, innovation, discovery, and expression across disciplines;
and
 Have acquired skills for effective citizenship and life-long learning.
Example of Verbs

36
Learning Outcomes Teaching and Learning Activities Assessment
Cognitive
(Demonstrate:
Comprehend, Analysis,
Synthesis, Evaluate)
Affective
(beliefs, ideas and attitudes)
Psychomotor
(physical skills)
Lectures
Tutorials
Discussions
Laboratory work
Problem based work
Group work
Seminar
End Exam and MCQ Tests
Essays
Reports on Lab and Project
Work
Interview/viva, Practical
assessment
Poster display, Fieldwork
Presentation, Seminar
Performance, Project work
Assessment

37
Mapping
Course Outcome Course Objective 1 Course Objective 2 Course Objective 3 Course Objective 4
CO1 X
CO2 X X
CO3 X X
CO4 X X
Note: Assessment Tools used for mapping need to be highlighted
Course Outcome Tool 1 Tool 2 Tool 3 Tool 4
CO1 X
CO2 X X
CO3 X X
CO4 X X

38
 ICT tools are common ICT devices, platforms
 The devices and tools that are used for learning purpose or entertainment purpose are
examples of ICT tools, such as YouTube; all social media like LinkedIn, Facebook and
Twitter; Blogger sites; Moodle and MIT library; Digital Library of all video lectures; e-
newspapers and many others.
ICT Tools
Source: http://www.eubrasil.eu/en/2015/11/03/eu-brazil-cooperation-on-internet-governance-
and-ict-issues/

39
 Two courses were taught in last semester namely Sensors, Actuators and Mechatronics (ECE
2040) and Signals & Systems (ECE 3020).
 Signals & Systems was taught to students of both Computer Science & Engineering (CSE)
and Electronics & Communication Engineering (ECE).
 The total students registered for this course was 110 (55 each from CSE &ECE).
 Among major objectives of the course, two of them are: Improving Communication Skill &
Presentation Skill; and Developing ability to correlate the concepts taught into few real time
applications.
One More Example using ICT Tools

40
 Students were given/assigned a topic for preparing a presentation in group of two
students. The group includes one student each from both CSE and ECE. The group was
not just formed randomly but on the basis of student’s interest level; their different
grades etc.
 Each batch has to prepare a power point presentation (PPT) of maximum 15 slides
highlighting main concept, introduction and real time application of the topic.
 For example, Fourier Transform has to be explained with introduction; mathematical
background; need; one or two properties; and at least one application such as
“application in remote sensing and satellite imaging”.
 Two patterns of submission were suggested.
contd..

41
Pattern of Submission Remarks
Recorded Video: Prepare presentation of around
12 to 15 minutes and record it as Video
(contributing as team not as individual) and
submit.
Most of the students had apprehensions
initially but agreed after encouraging
them.
Skype Presentation: Present online via Skype None of the students had idea about this
mode.
contd..
 The students were interested to present inside the classroom but did not want to do get it
recorded with a fear in mind that they would not be able to do good and people would
laugh at them. This was due to lack of confidence and hesitation.
 The assignment was submitted by all the groups except a single batch who agreed for
Skype mode.
 This way of assignment was so good that it could bring measurable and observable changes
in students significantly.

42
 Few groups did wonderful presentation even they never had done before.
 Students who never used to talk/interact with other participant of same group, mixed
nicely and attempted presenting the topic as brilliant team member.
 Few examples of real time applications were highlighted by the groups that were not
expected, such as describing MIIT as an example of system (the group who got
“Systems” as topic) elaborating all the components as integral part of the system.
Observations

43
 Good Presentation skill and Communication Skill
 Good team work & coordination, Learning attitude to new things and concepts
 Realizing weaknesses and having attitude to improve upon (lifelong learning)
 Interest developed in students for the course (before this exercise, students sued to say
that Signals & Systems is nothing but full of mathematics)
contd..

44
 Generally, assignment was not encouraged since it is considered as “copy-paste-syndrome”; few
students only do and other will copy, BUT the perception of this syndrome changed completely in
this mode of assignment.
 Students were wondering initially at the beginning of the course how this type of course could
deliver communication skill or presentation skill.
 Second pattern of same assignment was given to the students and suggested that you can present it
via any online tool such as Skype. Students of Myanmar are more than addicted to Facebook but
when Skype was talked about then none of them was aware about Skype as brilliant communication
tool; they were even not knowing about other social media useful for them such as LinkedIn.
 Only one batch agreed with lot of confidence building initiatives and persuasion. The group include a
boy and a girl. The boy was always reported as least attentive and careless in the class by almost all
faculty handling that major; girl was very good and sincere but did not participate very actively in
question-answering or interaction.
contd..

45
 Few important observations could be considered as brilliant learning outcomes.
1. It “transformed” a boy who could only need encouragement and opportunity
2. The girl was “wonder girl” who did not try to present before
3. The delivery made by both of them was very good
 Even after finishing the assignment, in next semesters the girl and many of her friends
started using Skype for communicating to their network (few of corporate people)
regarding their scope and internship opportunities.
contd..

46
ICT Platform/tool Skills that can be developed
YouTube Lectures/Skype
Call
Communication Skill, Presentation Skill, Research based Skill, Listening
Skill, Problem based Learning skill
LinkedIn and Twitter
Reading skills, Networking with people, General awareness about
technology and innovation,
Facebook Networking and Reading Skill, Writing Skill
Blogger
Reading and Writing skill, Connecting the People, Assessment of your
writing and ideas
E-news papers Reading skill, General Knowledge and awareness, Grammar
Many others all combined
and integrated into Smart
Phone
Huge set of skills could be developed just using smart phone as brilliant
ICT tool
contd..

47
 Start Speaking, Come out from Inhibitions (Using Phone, Class Room, Video/Voice Call)
 Engage in Writing (Using Blogs, LinkedIn, Twitter, Other Social Media)
 Develop Listening ability (Using Google play stores, Audio Files)
 Read, Read and Read…..(Use e-Newspapers, Magazines)
 Watch TV Programmes/Discussion/Debates (Using Phones if TV not accessible)
How to Improve Communication Skills

48
 Write Blogs (Use any suitable blogger application)
 Present yourself (In classroom, Seminar, Skype)
 Portray Yourself (Be yourself)
 Chat/Converse with Friends/Peers (Use any Video/Voice Messenger)
 Record your Presentations/Chat (Seminars, Skype)
(contd..)

49
 Few examples where students are demonstrating their skill set can be seen in the YouTube channel:
1. https://www.youtube.com/watch?v=kNwOAXA1ZFQ&list=PLDfuoJHH7ozchBtZc-bai8RjOlxE7-xHB&index=3
2. https://www.youtube.com/watch?v=BD37D2_u92A&list=PLDfuoJHH7ozchBtZc-bai8RjOlxE7-xHB&index=4
3. https://www.youtube.com/watch?v=YIPLWzcSOlA&list=PLDfuoJHH7ozchBtZc-bai8RjOlxE7-xHB&index=5
4. https://www.youtube.com/watch?v=BezoSi7uBXQ&list=PLDfuoJHH7ozchBtZc-bai8RjOlxE7-xHB&index=6
5. https://www.youtube.com/watch?v=A7w3gqzH5yQ&list=PLDfuoJHH7ozchBtZc-bai8RjOlxE7-xHB&index=8
6. https://www.youtube.com/watch?v=hScbhk4Lg3A&list=PLDfuoJHH7ozchBtZc-bai8RjOlxE7-xHB&index=10
7. https://www.youtube.com/watch?v=bLkXFoFh5ww&list=PLDfuoJHH7ozchBtZc-bai8RjOlxE7-xHB&index=7
8. https://www.youtube.com/watch?v=PXrLZ_a-sAs&list=PLDfuoJHH7ozchBtZc-bai8RjOlxE7-xHB&index=11
9. https://www.youtube.com/watch?v=ClvkLQVYMs4&list=PLDfuoJHH7ozchBtZc-bai8RjOlxE7-xHB&index=12
10. https://www.youtube.com/watch?v=Ebvw_kn6E-0&list=PLDfuoJHH7ozfFqGSV6cEjPYT3mohIt8K2&index=3
contd..

50
 I Know What I Know
 I Know What I do not Know
 I do not Know What I Know
 I Know What I Know
Know Yourself
Identify your strengths and weaknesses

51
Inspiring Equation
E= mc2
E = Excellence m= Motivation c=Commitment
Example: c= 0.5 (half hearted), E= ¼ & c= 2 (doubly committed), E= 4
Thank you, any queries please!

Mapping learning outcomes with learning objectives to achieve real impact of OBE

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