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IMPLEMENTING OBE: THE UKM EXPERIENCE

End of 2003 The beginning of a journey..A Deputy Dean

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IMPLEMENTING OBE: THE UKM EXPERIENCE

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    1. by Prof. Ir. Dr. Wan Hamidon Wan Badaruzzaman 19th March 2006 KUKUM, Perlis IMPLEMENTING OBE: THE UKM EXPERIENCE

    11. CURRICULUM DESIGN

    16. Practical Steps Towards Implementing OBE in Curriculum Formulate Programme Objectives (PEO) Formulate Programme Outcomes (PO) Prepare a matrix of PO against PEO (PO-PEO Matrix)

    17. UKM Engineering Programme Objectives (PEO) To produce graduates who: are competent with strong understanding of fundamental engineering knowledge. have professional attitudes and ethics necessary in fulfilling his/her responsibilities towards the Creator, client and the society. will uphold the Malay Language as a language of knowledge in the engineering field and at the same time has the ability to communicate in English. is able to adapt him/herself to the international/global work environment. is able to lead an organisation based on experience and knowledge of important current issues in engineering. is able to conduct research in his/her own organisation.

    18. UKM Engineering Programme Outcomes (PO)

    19. UKM Engineering Programme Outcomes (PO)

    21. Steps towards implementing OBE in curriculum design Formulate PEO Formulate PO Identify Programme Core A set of courses in the programme curriculum designated to address the PO. Preferably, courses that all students will take. Elective courses may or may not be chosen.

    22. Practical Steps Towards Implementing OBE in Curriculum Decide on the Course Structure & Content Identify Programme Core that will contribute to the achievement of the specified programme outcomes A set of courses in the programme curriculum designated to address the PO. Preferably, courses that all students will take. Elective courses may or may not be chosen.

    24. Steps Towards Implementing OBE in Curriculum Design Define for each core course a set of one or more CO Prepare a matrix of CO against PO (CO-PO Matrix) indicate the level of emphasis on PO by each CO entries 1, 2, and 3 to be inserted in the matrix to indicate the following: 1 = Related to PO without formal assessment 2 = Partial fulfillment of PO with formal assessment 3 = Total fulfillment of PO with formal assessment

    25. COURSE OUTCOMES (CO):

    26. Example of a CO-PO Matrix

    27. Prepare a overall matrix of courses against PO (Course-PO Matrix) indicate the level of emphasis on PO by each course Average out the entries in the CO-PO matrix and insert in the Course-PO matrix Make sure PO are covered and distributed throughout the programmed Steps Towards Implementing OBE in Curriculum Design

    29. Identify delivery/teaching method to ensure the student’s attainment of the PO – PBL, co-operative learning, capstone project, etc. Steps Towards Implementing OBE in Curriculum Design

    30. Sample Delivery Structure

    32. Students Workload The content as well as the delivery method contribute to students workload. Remember, students available time in a week is 54 hours!

    33. Maximum Number of Subject per Semester Also, remember 1 credit = 40 hours student learning time per semester of 14 weeks Therefore, 1 credit = 40/14 = 2.86 or about 3 hours per week This means, humanly possible credit per week = 54/3 = 18 credit How many subjects of 3 credits each? 18/3 = 6 subjects

    34. Identify instruments and methods to be used in assessing the student’s attainment of the PO (known as Outcome Indicators by Felder) Identify instruments and methods to be used in assessing the graduates attainment of the PEO Steps Towards Implementing OBE in Curriculum Design

    36. Identify the performance targets, i.e. the target criteria for the Outcome Indicators eg. the (average score, score earned by at least 80% of) the programme graduates on the (capstone design report, portfolio evaluation) must be at least 75/100. eg. the (median rating for, rating earned by at least 80% of) the programme graduates on the (self-rating sheet, peer rating sheet, senior survey, alumni survey, employer survey, final oral presentation) must be at least (75/100, 4.0 on a Likert scale, “Very good”) Steps Towards Implementing OBE in Curriculum Design

    37. Continuous Quality Improvement (CQI) To ensure CQI of programme (which is mandatory in OBE), if the performance target is not met, track which component/s in the course (content, delivery, assessment methods, etc.), and try to improve or change where necessary.

    38. Continuous Quality Improvement (CQI) What steps might be taken at the programme course levels to raise the level of achievement of the outcomes (PO)?

    39. Example of Illustrative Course Outcomes

    40. Example of Illustrative Course Outcomes

    41. Example of Illustrative Course Outcomes

    42. Acknowledgement

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