This document discusses outcome-based education with soul. It addresses common questions around employment opportunities for graduates, teaching industry-specific skills, and engaging weak students. The responses emphasize that a CGPA of 3.0 shows mastery, graduates are trained with soft skills for private sector jobs or entrepreneurship, and teachers provide basic knowledge while cultivating lifelong learning. Weak students in higher education have their own commitments; teachers should use student-centered learning to engage them. Continuous quality improvement involves assessing course and program learning outcomes to ensure goals are met.
Outcome Based Education and Continuous Quality Improvement in HEIsMd. Nazrul Islam
After completion of the presentation the participants will be able to know :
- Issues in Higher Education, Teaching & Learning
- Why Outcome-based Education?
- What is the Washington Accord?
- Outcome-based Education
- Implementation of OBE
- Characteristics of OBE Curriculum
- Operation Models of OBE
- Program Objectives
- Program Outcomes
- Learning Outcomes
- Assessment Issues and Tools
- Continual Quality Improvement
CQI is part of outcome-based education (OBE) framework. It consists of FOUR (4) main stages; Plan (what are the outcomes), Do (design and do the activities to achieve the outcomes), Check (assess all the outcomes) and Action (review the achievement of the outcomes).
Outcome Based Education (OBE) - A practitioner's experienceRavindra Dastikop
In this webinar the presenter shares his experience of designing , developing and delivering an engineering course based on the principles of OBE. The webinar has two parts. In the first part, it will discuss the experience gained in delivering a OBE enabled course and the second part demonstrates how to implement the course on a cloud-based system that supports the entire life-cycle of implementing OBE process
A quick guide to build an Outcome Based Framework in higher educational institution. Informational presentation on OBE, accreditation, and student centred education.
Outcome Based Education is the need for today's era, we must define each objective of each course and should map to our program objectives to graduate attributes of institute and Nation.
Outcome Based Education and Continuous Quality Improvement in HEIsMd. Nazrul Islam
After completion of the presentation the participants will be able to know :
- Issues in Higher Education, Teaching & Learning
- Why Outcome-based Education?
- What is the Washington Accord?
- Outcome-based Education
- Implementation of OBE
- Characteristics of OBE Curriculum
- Operation Models of OBE
- Program Objectives
- Program Outcomes
- Learning Outcomes
- Assessment Issues and Tools
- Continual Quality Improvement
CQI is part of outcome-based education (OBE) framework. It consists of FOUR (4) main stages; Plan (what are the outcomes), Do (design and do the activities to achieve the outcomes), Check (assess all the outcomes) and Action (review the achievement of the outcomes).
Outcome Based Education (OBE) - A practitioner's experienceRavindra Dastikop
In this webinar the presenter shares his experience of designing , developing and delivering an engineering course based on the principles of OBE. The webinar has two parts. In the first part, it will discuss the experience gained in delivering a OBE enabled course and the second part demonstrates how to implement the course on a cloud-based system that supports the entire life-cycle of implementing OBE process
A quick guide to build an Outcome Based Framework in higher educational institution. Informational presentation on OBE, accreditation, and student centred education.
Outcome Based Education is the need for today's era, we must define each objective of each course and should map to our program objectives to graduate attributes of institute and Nation.
Importance of Outcome Based Education (OBE) in the Quality Enhancement of Hig...Md. Nazrul Islam
Outcome-Based Education (OBE),
Traditional Education system
Comparison of Traditional and Outcome-based education
Focus and Benefits of OBE
Origin of OBE
Program Educational Objectives (PEOs).
Program Outcomes (PO)
OBE Framework Mappings
Attainment of Outcomes:
Conclusion
References
Outcome-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal.
Introduction
Governance
Curriculum Design & Review
Teaching Learning and Assessment
Student Entry Qualifications, Admission Procedure, Progress And Achievements
Physical facilities
Student Support Services
Research and Extension
Staff and Facilities: Recruitment and staff development
Process Management and Continuous Improvement
SWOT Analysis
Conclusion & Recommendation
Essential faculty development attributes: Sloan-C wkshp 2009Alexandra M. Pickett
The Essential Attributes of Faculty Development Programs – Which ones are you missing?
As we approach faculty development from the perspective of the adult learner, we need to take into consideration their characteristics, the context in which their learning is occurring, and the process we plan to use to deliver the education and training (Lawler, 2003). However, most faculty development models are designed as a one-size-fits-all solution. Few development models view faculty as adult learners and typically do not consider their prior knowledge, experiences (Layne et al., 2004), or uniqueness.
With faculty development’s goal of improving the quality of the teaching experience for faculty and students, and using adult learning theory to frame the development program, the task to build an effective program is no small feat. Gone are the one-size-fits all programs with one-time workshops offered sporadically throughout the academic year. What is needed now are faculty development programs that recognize faculty’s vast reservoir of experiences as learners and as teachers in the classroom and to use those experiences on which to build their learning. Also needed is a recognition of faculty’s teaching needs and concerns to make their learning relevant and increase their motivation for learning. The professional development environment needs to be one in which the faculty feel accepted, respected, and supported. The learning activities need to provide opportunities for active participation, reflection, and collaborative inquiry, all within an authentic context. Finally, an individual action plan is needed to put their learning into action, with a structure in place for continued support as they enact changes in their teaching.
Concept & Definition
Global Perspective on Self-Assessment
Significance of SA in Quality Assurance
Objectives of Self-Assessment Exercise
Principles of Self-Assessment
Program Self-Assessment
SYNERGY Induction to Pedagogy Programme - Evaluation of the Learning Resource...Sarah Land
The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Evaluation of the Learning Resources’ and provides content which provides an introduction to the basic concepts of quality in peer education, how to assess the quality of learning materials produced by peer educators and also an introduction to some common European standards and toolkits for evaluating online education.
These slides are available in English, Finnish, German, Greek, Italian and Romanian.
Importance of Outcome Based Education (OBE) in the Quality Enhancement of Hig...Md. Nazrul Islam
Outcome-Based Education (OBE),
Traditional Education system
Comparison of Traditional and Outcome-based education
Focus and Benefits of OBE
Origin of OBE
Program Educational Objectives (PEOs).
Program Outcomes (PO)
OBE Framework Mappings
Attainment of Outcomes:
Conclusion
References
Outcome-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal.
Introduction
Governance
Curriculum Design & Review
Teaching Learning and Assessment
Student Entry Qualifications, Admission Procedure, Progress And Achievements
Physical facilities
Student Support Services
Research and Extension
Staff and Facilities: Recruitment and staff development
Process Management and Continuous Improvement
SWOT Analysis
Conclusion & Recommendation
Essential faculty development attributes: Sloan-C wkshp 2009Alexandra M. Pickett
The Essential Attributes of Faculty Development Programs – Which ones are you missing?
As we approach faculty development from the perspective of the adult learner, we need to take into consideration their characteristics, the context in which their learning is occurring, and the process we plan to use to deliver the education and training (Lawler, 2003). However, most faculty development models are designed as a one-size-fits-all solution. Few development models view faculty as adult learners and typically do not consider their prior knowledge, experiences (Layne et al., 2004), or uniqueness.
With faculty development’s goal of improving the quality of the teaching experience for faculty and students, and using adult learning theory to frame the development program, the task to build an effective program is no small feat. Gone are the one-size-fits all programs with one-time workshops offered sporadically throughout the academic year. What is needed now are faculty development programs that recognize faculty’s vast reservoir of experiences as learners and as teachers in the classroom and to use those experiences on which to build their learning. Also needed is a recognition of faculty’s teaching needs and concerns to make their learning relevant and increase their motivation for learning. The professional development environment needs to be one in which the faculty feel accepted, respected, and supported. The learning activities need to provide opportunities for active participation, reflection, and collaborative inquiry, all within an authentic context. Finally, an individual action plan is needed to put their learning into action, with a structure in place for continued support as they enact changes in their teaching.
Concept & Definition
Global Perspective on Self-Assessment
Significance of SA in Quality Assurance
Objectives of Self-Assessment Exercise
Principles of Self-Assessment
Program Self-Assessment
SYNERGY Induction to Pedagogy Programme - Evaluation of the Learning Resource...Sarah Land
The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Evaluation of the Learning Resources’ and provides content which provides an introduction to the basic concepts of quality in peer education, how to assess the quality of learning materials produced by peer educators and also an introduction to some common European standards and toolkits for evaluating online education.
These slides are available in English, Finnish, German, Greek, Italian and Romanian.
Evaluating the Impact of an eLearning Strategy on the Quality of Teaching and...CITE
DOHERTY, Iain (eLearning Pedagogical Support Unit, Center for the Enhancement of Teaching and Learning. The University of Hong Kong)
http://citers2012.cite.hku.hk/en/paper_521.htm
Establishing a culture to transform the use of technology across the whole co...Jisc
A presentation at Connect More in England (Manchester), 27 June 2019.
Speaker: Steven Hope, head of independent learning, Leeds City College.
Establishing a culture to transform the use of technology across the whole college In this session Steven will draw on his experience from Leeds City College and talk through how to set a vision and strategy that drives technological transformation and creates a culture where experimentation with technology is celebrated.
Steven will also discuss what professional development and CPD strategies look like at Leeds City College and how they have supported the creation of this culture.
Evaluating the Impact of an eLearning Strategy on the Quality of Teaching and...Iain Doherty
This is a presentation that I gave at the CITE 2012 Research Symposium at The University of Hong Kong. Essentially the presentation makes a case for the need to look at learning experiences and learning outcomes in order to truly determine whether or not an eLearning strategy has been effective. In other words, Moodle generated data will not do the trick.
Entrepreneurship and Business Management N5 WorkshopPrivate Label
In May 2022, Oxford University Press South Africa took another step in our commitment to upskill and support lecturers by embarking on a National Workshop Week.
A presentation first given on the Stone Computers stand at BETT 2013, describing the rationale for operating a Student Digital Leaders programme in schools and the benefits for students, the school and for the national good! There are also pointers as to SDL roles in school, how to get the programme started, the application process and how you train your SDLs.
Also described are plans to accredit student digital leadership achievement; in an exciting SSAT/DigitalMe/Makewaves partnership, there are plans to offer Mozilla Open Badges accreditation from April 2013.
The presentation was given by Glyn Barritt, Learning Technologies Manager at SSAT - she describes SSAT's support for teacher groups already heavily engaged in operating SDLs in school and sharing best practice via social media means.
Transformasi Pengajaran ke Arah Pemerkasaan Pembelajaran oleh Dr. Suhailan bin Safei, Fakulti Informatik & Komputeran. Universiti Sultan Zainal Abidin. Pembangunan perancangan pembelajaran menggunakan Google Sheet.
Migrating Course Info into KeLIP (Moodle) Lesson Plan
How to translate and create lesson plan in the KeLIP(Moodle) platform based on the course info document.
REVOLUSI BAHASA MELAYU 4.0 merujuk kepada perubahan besar dalam bidang bahasa Melayu berkaitan perkembangan teknologi berasaskan elektronik digital yang mampu berautomasi dan mempunyai ciri kepintaran buatan.
Smart Campus in view of teaching and learning. It explained on how the technologies can be used to empower the teaching to be more efficient and learning to become more effective.
This slide was presented in Smart Campus Seminar at Universiti Sultan Zainal Abidin (UniSZA) on 30 May 2018. The seminar was organized by the UniSZA Information Technology Centre with collaboration from Faculty of Informatics & Computing, UniSZA Digital Hub and Celcom Axiata Berhad.
Final Year Project :The Beginning in becoming a programmerSuhailan Safei
The learning outcome of Final Year Project in Bachelor of Computer Science (Software Development) with Honours, Faculty of Informatics, Universiti Sultan Zainal Abidin, Malaysia.
Taklimat Akademik Fakulti Informatik, UniSZASuhailan Safei
Program pengajian akademik Ijazah Sarjana Muda Sains Komputer (Pembangunan Perisian), Sarjana Muda Sains Komputer (Keselamatan Rangkaian Komputer), Diploma Teknologi Maklumat dan Diploma Teknologi Maklumat (Multimedia) di Fakulti Informatik, Universiti Sultan Zainal Abidin.
A story telling what you need to include in your final year proposal presentation such as Introduction, Problem Statement, Objective, Scope, Methodology and Gannt Chart.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. Outcome Based Education
With Soul
Dr. Suhailan Safei
(suhailan@unisza.edu.my)
Deputy Director
(Education Technology &
Academic Innovation)
Center for Management of
Academic Excellence &
Internationalization (COMAE-I)
Universiti Sultan Zainal Abidin
Gong Badak Campus
Terengganu, Malaysia
Senior Lecturer
Faculty of Informatics and
Computing (FIK)
Universiti Sultan Zainal Abidin
Besut Campus
Terengganu, Malaysia
7 August 2019
11. •Kerja terhad, pelajar ramai (20IPTA+300IPTS) dan graduan
keluar setiap tahun. Boleh ke pelajar kita bekerja?
•Mampu ke kita tawar semua ilmu spesifik yang industri
perlukan?
•Dalam kelas, apa yang kita buat kepada pelajar yang lemah
dan tidak mahu belajar?
12. •Kerja terhad, pelajar ramai (20IPTA+300IPTS) dan graduan
keluar setiap tahun. Boleh ke pelajar kita bekerja?
–Sebab tu pelajar kena skor CGPA 3.0.
–Jangan fikir nak kerja dengan government je. Kerja la dengan swasta atau
buka syarikat sendiri.
•Mampu ke kita tawar semua ilmu spesifik yang industri
perlukan?
–Mana sempat nak ajar semua. Kita ajar basic je. Yang penting pelajar boleh
belajar sendiri bila dah ada basic.
•Dalam kelas, apa yang kita buat kepada pelajar yang lemah
dan tidak mahu belajar?
–Diorang dah dewasa, kalau tak nak belajar, terpulang la. Yang penting kita
dah ajar apa yang patut diorang belajar.
13. •Kerja terhad, pelajar ramai (20IPTA+300IPTS) dan graduan keluar
setiap tahun. Boleh ke pelajar kita bekerja?
–CGPA 3.0 penting sbb ia menunjukkan pelajar menguasai ilmu.
–Pelajar patutnya boleh kerja dengan swasta sbb pelajar telah dilatih dengan
kemahiran komunikasi, kerja berpasukan, professional, beretika dan kemahiran
teknikal.
–Pelajar juga boleh syarikat sendiri sbb mmg diorang sudah ada kemahiran
keusahawanan.
•Mampu ke kita tawar semua ilmu spesifik yang industri perlukan?
–Kita ajar basic je tapi dengan kemahiran pembelajaran sepanjang hayat dan
pemikiran kritis, pelajar mampu memenuhi sebarang keperluan baru.
•Dalam kelas, apa yang kita buat kepada pelajar yang lemah dan tidak
mahu belajar?
–Diorang dah dewasa, ada komitment sendiri dan malas nak belajar. Jadi kita kena
paksa diorang belajar melalui aktiviti SCL dalam kelas.
14. •Kerja terhad, pelajar ramai (20IPTA+300IPTS) dan keluar setiap tahun.
Boleh ke pelajar kita bekerja?
–CGPA 3.0 penting sbb ia menunjukkan pelajar menguasai ilmu.
–Pelajar patutnya boleh kerja dengan swasta sbb pelajar telah dilatih dengan
kemahiran komunikasi, kerja berpasukan, professional, beretika dan kemahiran
teknikal.
–Pelajar juga boleh syarikat sendiri sbb mmg diorang sudah ada kemahiran
keusahawanan.
–
•Mampu ke kita tawar semua ilmu spesifik yang industri perlukan?
–Kita ajar basic je tapi dengan kemahiran pembelajaran sepanjang hayat dan
pemikiran kritis, pelajar mampu memenuhi sebarang keperluan baru.
–
•Dalam kelas, apa yang kita buat kepada pelajar yang lemah dan tidak
mahu belajar?
–Diorang dah dewasa, ada komitment sendiri dan malas nak belajar. Jadi kita kena
paksa diorang belajar melalui aktiviti SCL dalam kelas.
15. •Kerja terhad, pelajar ramai (20IPTA+300IPTS) dan keluar setiap tahun.
Boleh ke pelajar kita bekerja?
–CGPA 3.0 penting sbb ia menunjukkan pelajar menguasai ilmu.
–Pelajar patutnya boleh kerja dengan swasta sbb pelajar telah dilatih dengan
kemahiran komunikasi, kerja berpasukan, professional, beretika dan kemahiran
teknikal.
–Pelajar juga boleh syarikat sendiri sbb mmg diorang sudah ada kemahiran
keusahawanan.
–
•Mampu ke kita tawar semua ilmu spesifik yang industri perlukan?
–Kita ajar basic je tapi dengan kemahiran pembelajaran sepanjang hayat dan
pemikiran kritis, pelajar mampu memenuhi sebarang keperluan baru.
–
•Dalam kelas, apa yang kita buat kepada pelajar yang lemah dan tidak
mahu belajar?
–Diorang dah dewasa, ada komitment sendiri dan malas nak belajar. Jadi kita kena
paksa diorang belajar melalui aktiviti SCL dalam kelas.
OUTCOME
17. Outcome Based Education
End of semester
• Course Learning
Outcome
(CLO)
End of Programme
• Programme Learning
Outcome
(PLO)
3-5 years later
• Programme
Education Outcome
(PEO)
We have promised, the student should be able to KNOW and DO at the :
18. Outcome Based Education (OBE)
https://aqel.unisza.edu.my/index.php?option=com_jdownloads&view=summary&id=212:pembangunan-program-akademik-ua-edisi-
kedua&catid=3&Itemid=384
21. Programme Education Outcome (PEO)
[Should be measured 3-5 years after graduation]
PEO1 Computer practitioners who synthesize and apply the
knowledge and understanding to provide technical
solutions for the software development industries locally
and globally.
PEO2 Computer technocrats who ethically and professionally
provide computer solutions to fulfil social responsibilities
of the diverse Malaysian community.
PEO3 Computer practitioners who lead and collaborate in teams
through effective communication in solving problems
scientifically.
PEO4 Computer practitioners who continually enhance personal
and professional know-how, and venturing new business
opportunities.
22. Programme Learning Outcome (PLO)
[Should be measured after completion on each student’s cohort]
UPON COMPLETION OF THIS PROGRAMME, STUDENT WILL BE ABLE TO:
PLO1: Acquire and apply knowledge of essential facts, concepts, principles, and
theories of Computer Science [MQF1:CS1]
PLO2: Apply computing skills in analyzing, modeling, designing, developing,
programming and evaluating efficient computing solutions in Computer
Science [MQF2:CS3]
PLO3: Fulfill obligations and social responsibilities using appropriate social skills
[MQF3:G5]
PLO4: Practice the value, attitude and professionalism in line with the related
code of conduct [MQF4:G5]
PLO5: Communicate effectively with peers, clients, superiors and society at
large; with appropriate leadership and team work skills [MQF5:G2,G3]
PLO6: Utilize scientific skills to analyze algorithms as well as designing optimal
solution to Computer Science [MQF6:G4,CS2]
PLO7: Manage information and engage in lifelong learning for academic and
career development [MQF7:G1]
PLO8: Possess managerial and entrepreneurship skills in business and real
world perspectives [MQF8:G6]
24. CLO
At the end of this course, students should be
able to:
CLO Description MQ
F
Taxon
omy
Delivery Assessme
nt
Weight
age
CLO1 Discuss the concepts of
computing and
programming algorithm
and development
1 C2 Lecture Test 50%
CLO2 Construct the
algorithms for testing and
implementation using the
chosen programming
language
2 P3 Practical Lab Test 50%
33. Action
(Review & Improve)
Review and Improvement for :
1. CLO (end of semester)
2. PLO (every completion of student’s cohort)
3. PEO (3-5 years after student’s graduation)
37. CLO
Percentage
of students
who score
50% and
above
Affected PLO
CLO1: Discuss the concepts of
computing and programming algorithms
and development
(C2, MQF1, PLO1)
69% 1
CLO2: Construct the algorithms for
testing and implementation using the
chosen programming language. (P3,
MQF2, PLO2)
100% 2
CLO3: Analyze the programming
problems using flowcharts and
algorithms. (C4, MQF6, PLO6)
69% 6
..CLO Report
https://aqel.unisza.edu.my/index.php?option=com_jdownloads&view=summary&id=211:template-cqi&Itemid=383
38. CQI1 – Course Quality Improvement
1. Every semester, lecturer need to make
comments on CLO achievement.
2. The comments can cover on:
- SLT review (too much assignment, or too few
assessment)
- Delivery method (enhanced learning
activities)
- Assessment types (not suitable, not assess on
CLO, question not follow bloom)
- PLO mapping (not appropriate/effective)
3. The report should be presented and endorsed at
Faculty level. If applicable, DCI should be
changed accordingly to be used for the next
cohort.
39. Example of Course CQI Comments
KOMEN
1. CLO2 mencapai sasaran kerana pelajar diuji kefahaman
membangunkan kod aturcara dalam kumpulan dan sering diulang-
ulang mengenai kesilapan umum dalam pengaturcaraan.
2. Namun CLO1 dan CLO3, pelajar diuji secara peribadi dan pelajar
gagal membangunkan konsep pengaturcaraan secara individu
menyebabkan gagal untuk membina aturcara baru.
CADANGAN
1. Pengujian bagi CLO2 walaupun dibuat dalam kumpulan, namun
penilaian perlu dibuat secara temuduga individu.
2. Perbanyakkan aktiviti berkumpulan/pair learning agar salah faham
pengaturcaraan secara peribadi dapat diselesaikan.
40. CQI2 – Programme Quality Improvement
1. Every completion of a programme (student’s
cohort), faculty needs to report the KPI
achievement of the PLO for the cohort.
1. The improvement may cover on:
- Changes in PLO statements.
- Enhanced curriculum / syllabus
- New mapping of PLO-Courses
41. KPI PLO
• Each PLO need to have a KPI to be achieved
for Continuous Quality Improvement.
e.g.:
80% of students pass on PLO1 (Knowledge)
80% of students pass on PLO2 (Practical skills)
.
.
80% of students pass on PLO6 (Problem Solving)
.
40% of students pass on PLO8 (Entrepreneurship)
42. Example of PLO CQI Report
(Entry on Sem 1 Session 2017/2018)
ULASAN:
PLO1 & PLO3 tidak mencapai KPI 80% pelajar lulus dalam ilmu pengetahuan Sains Komputer
(Pembangunan Perisian) dan kemahiran sosial.
CADANGAN:
1. PLO1 bagi kursus Network & Security Fundamentals lebih sesuai dipetakan kepada PL04
(etika)
43. CQI3 – Education Quality Improvement
1. 3-5 years after the student graduation (working
experience & achievement), faculty needs to
report the KPI achievement of the PEO for the
programme and do a comprehensive curriculum
review.
1. The reports or comments from stakeholders
(students, alumni, industry, professional body,
tracer study, community, parents, KPM, MQA,
program standard, external examiner, market
survey) need also to be considered as the main
input for the curriculum review.
44. Abu Huraira reported: The Messenger of Allah,
peace and blessings be upon him, said,
“Among the signs of a hypocrite are three,
even if he fasts and prays and claims to be a
Muslim: when he speaks he lies,
when he gives a promise he breaks it,
and when he is trusted he betrays.”
(Sahih Bukhari 33 & Sahih Muslim 59)
45. Indeed the hypocrites will be in the lowest reach
of the Hell, and you will never find any helper for
them, (145)
except for those who repent and reform, and
hold fast to Allah and dedicate their religion
[exclusively] to Allah. Those are with the faithful,
and soon Allah will give the faithful a great
reward. (146)
Why should Allah punish you if you give thanks
and be faithful? And Allah is appreciative, all-
knowing. (147)
(Surah An-Nisa - 145-147)