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

by

Prof. Ir. Dr. Wan Hamidon Wan Badaruzzaman

19th March 2006KUKUM, Perlis

IMPLEMENTING OBE: THE IMPLEMENTING OBE: THE UKM EXPERIENCEUKM EXPERIENCE

End of 2003 – The beginning of a journey………..

A Deputy Dean & a Head of Department attended the ABET’s Workshop at NUS

Wan Hamidon, March 2006

Phase Activities Date Participants

PHASE 1Awareness and Initial Planning

Establish Task Force Committee for OBE at

faculty level

Dec 2003 -

Workshop for OBE Awareness for Task force

30 December 2003

Limited to Task force committee

Establish Task Force Committee for OBE at

department level

Jan 2004 -

Discussion on principles of implementation at

faculty level

Jan 2004 Limited to Task force committee

Organise workshop for Implementation of OBE

(Road Map) at Hotel Equatorial

Early January 2004

Limited to Task force committee

and Dept committee

Formation of Engineering Education Research

Group (EERG)

February 2004 -

OBE ACTIVITIES AT UKM


PHASE 2Formulation of Objectives and

Outcomes

Formulation of Programme Objectives

and Outcomes at Faculty of Engineering

End January 2004 Limited to Task force committee

and Dept committee

E-learning Workshop 1 April 2004 20 participants

Stakeholders (employers, parents etc) survey of the PEO and PO statements

April 2004 -

Stakeholders (employers, parents etc) survey of the PEO and PO achievement

by previous graduates

April 2004 -

Visit by Board of Engineers (BEM) Panel

Evaluators and Washington Accord

Observers

July 2004 -



PHASE 3Curriculum Design

Awareness for Faculty Members 1

August 2004 All Faculty Members

Curriculum revision (content, delivery and

assessment methods) of each engineering

programme

17 August 2004 Department Members

Workshop at department level

September 2004 – November 2004

Department Members

Workshop to finalise curriculum at department

level

January 2005 Department Members

Workshop to finalise curriculum at faculty level

February 2005 Lecturers for Faculty Courses




PHASE 4Planning for Assessment and Delivery

Approval of the new curriculum at the faculty level

April 2005 -

E-learning Workshop 2 5 May 2005 20 participants

PBL Workshop 14 May 2005 40 participants

Coordination Workshop for OBE 26 May 2005 40 participants

Awareness for Faculty Members 2 TBA (June 2005) All Faculty Members

Awareness for Students TBA (June 2005)

Workshop for Delivery and Assessment Methods

TBA (June 2005)

Workshop for Assessment Methods

TBA (June 2005)

Workshop for Evaluation Methods TBA (June 2005)

Workshop for Implementation of CQI

TBA (June 2005)

Preparation of Implementation Manual for OBE Version 1-2005

June 2005 OBE Committee


PHASE 5

Implementation

Collection of Data* Semester 1 2005

Retreat: Department Review 1

Early October 2005

Retreat: Faculty Review 1 End October 2005

Retreat: Revision and Planning for Semester 2

November 2005

OBE ACTIVITIES AT UKM / IMPLEMENTATION ROAD MAP


EXTERNAL ACTIVITIES

• End of March 2004: Presentation for EAC members

• Early May 2004: Presentation at the ‘Sharing of Experience’ Workshop attended by EAC members & Deans of Engineering Faculties of all IPT in Malaysia

• Mid Sept 2004: Presentation at UKM’s OBE Workshop for all Faculties at UKM

• Early February 2005: Organised OBE Facilitators’ Workshop

• Mid February 2005: Organised OBE First Workshop for all IPTA.

• Mid April 2005: Organised OBE Second Workshop for all IPTA.

• End of June 2005: Organised OBE Second Workshop for all IPTS.

• End of 2004 – Now: Invited to present at UM, USM, UTM, KUITTHO, KUKTM, KPTM, UMS, KLIUC, Kolej Politech MARA.


ACCREDITATION MANUAL FOR ENGINEERING PROGRAMMES IN MALAYSIA

• Contributed to the preparation of the new manual for the accreditation of engineering programmes in Malaysia (the working group)

• The manual has been approved for implementation by the Board of Engineers recently.


Accreditation Manual Working GroupAccreditation Manual Working Group

Chairman:Ir. Prof. Dr. Wan Hamidon Wan Badaruzzaman

Committee Member :

Ir. Prof. Dr. Abdul Wahab MohamadAssoc. Prof. Dr. Amiruddin IsmailIr. Dr. Zamri ChikIr. Prof. Dr. Yusoff AliIr. Assoc. Prof. Dr. Abdul Khalim Abdul RashidIr. Prof. Dr. Riza Atiq Abdullah O.K. RahmatPuan Noraini Hamzah


CURRICULUM DESIGN


Starting from scratch?

Modify existing curricular?

or Our Approach

Introduce Innovative Delivery Methods

Introduce Innovative Assessment & Evaluation Tools

Revise Course Content & Structure

Introduce System of Data & Evidence Collection

What will be involved in the process towards OBE?

Course Content - Reviewing course content to suit specified Learning Outcomes, current development, industrial needs, job specifications, professional body requirement (accreditation), own niche, etc.

Teaching-Learning Methods - Introducing innovative/flexible teaching methods/delivery tools to develop PEO and PO in students/graduates

Assessment & Evaluation Tools - Introducing variety of assessment and evaluation tools to measure the achievement of PEO and PO.

Data & Evidence Collection - Collecting evidences of process involved and the achievement of the PEO and PO.


Example of why course content needs to be reviewed


The Excessive Pace of Technological ChangeThe Half Life of Knowledge

100 %

50 %

01 4 6 10 1432 5 208

ComputerKnowledge

1 year

TechnologicalKnowledge

3 years

SpecializedVocationalKnowledge

5 years

Knowledgein HigherEducation10 years

School Knowledge

20 years

KnowledgeNeededto Be inCharge

Years

7 9 12 16 18

50 %

1 103 5 201 3 5 10 20

50%

The Loss of Relevance over Time

Source: IBM, 1994

Practical Steps Towards Implementing OBE in Curriculum

1. Formulate Programme Objectives (PEO)

2. Formulate Programme Outcomes (PO)

3. Prepare a matrix of PO against PEO (PO-PEO Matrix)


UKM Engineering Programme Objectives (PEO)

To produce graduates who:1. are competent with strong understanding of fundamental engineering

knowledge.2. have professional attitudes and ethics necessary in fulfilling his/her

responsibilities towards the Creator, client and the society.3. 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.

4. is able to adapt him/herself to the international/global work environment.5. is able to lead an organisation based on experience and knowledge of

important current issues in engineering. 6. is able to conduct research in his/her own organisation.

Faculty of Engineering UKM Wan Hamidon, March 2006

UKM Engineering Programme Outcomes (PO)

Students of UKM engineering programme are expected to have the following outcomes by the time of graduation:

a) ability to acquire and apply knowledge of science and engineering fundamentals

b) acquiring in-depth technical competence in a specific engineering discipline

c) ability to undertake problem identification, formulation and solution

d) ability to utilise systems approach to design and evaluate operational performance

e) understanding of the principles of sustainable design and development


f) understanding of professional and ethical responsibilities and commitment to them

g) ability to communicate effectively, not only with engineers but also with the community at large

h) ability to function effectively as an individual and in a group with the capacity to be a leader or manager as well as an effective team member

i) understanding of the social, cultural, global and environmental responsibilities of a professional engineer, and the need for sustainable development

j) recognising the need to undertake life-long learning, and possessing/acquiring the capacity to do so.

UKM Engineering Programme Outcomes (PO)


√

√

√

Achievement of PEOPO

1 Ability to acquire and apply knowledge of basic science and engineering fundamentals.

Ability to communicate effectively, not only with engineers but also with the community at large.

Having in-depth technical competence in a specific engineering discipline.

9 Ability to design and conduct experiments, as well as to analyse and interpret data.

10 Ability to function on multi-disciplinary teams.

11 Having the knowledge of contemporary issues.

√ √

2

3

Ability to undertake problem identification, formulation and solution.

4

8 Recognising the need to undertake lifelong learning, and possessing/acquiring the capacity to do so.

5 Ability to utilise a systems approach to design and evaluate operational performance.

Ability to function effectively as an individual and in a group with the capacity to be a leader or manager as well as an effective team member.

6

Having the understanding of the social, cultural, global and environmental responsibilities and ethics of a professional engineer and the need for sustainable development.

7

√

√ √

√

√

√

√ √

√ √

1 2 3 4 5 6

PO – PEO MatrixPO – PEO Matrix

Steps towards implementing Steps towards implementing OBE in curriculum designOBE in curriculum design

1. Formulate PEO

2. Formulate PO

3. 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. Wan Hamidon, March 2006

Practical Steps Towards Implementing OBE in Curriculum

4. Decide on the Course Structure & Content

5. 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.


Programme Objectives (PEO)

Programme Outcomes (PO)

Course Outcomesof Course etc.

Course Outcomesof Course 2




Steps Towards Implementing OBE in Curriculum Design6. Define for each core course a set of

one or more CO

7. 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 toindicate 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

Should be based on a review of

course materials conducted by a

committee


COURSE OUTCOMES (CO):

CO are statements of student actions or what the student is able to do as the

course progresses that serve as evidence of the achievement of PO. These statements are more course

specific and relate to the course content.

CO should be linked to PO


Example of a CO-PO Matrix

Tutorial classes & Laboratory Reports

Lecture and group activities

2333Ability to solve problems through computation on dynamic/vibration characteristic of strings

2

Tutorial classes & Quizzes

Lecture and group activities

3232Ability to solve engineering problems related to building acoustic and environmental noise pollution

1

Assessment Methods

Delivery Methods

PO11

PO10

PO9

PO8

PO7

PO6

PO5

PO4

PO3

PO2

PO1

Course Outcomes (CO)

1 = Related to PO without formal assessment, 2 = Partial fulfillment of PO with formal assessment, 3 = Total fulfillment of PO with formal assessment

KFZZYY

8. 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


Example of Course – PO Matrix

1 = Related to PO without formal assessment, 2 = Partial fulfillment of PO with formal assessment, 3 = Total fulfillment of PO with formal assessment

9. Identify delivery/teaching method to ensure the student’s attainment of the PO – PBL, co-operative learning, capstone project, etc.



Sample Delivery StructureSample Delivery Structure

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Sem

1

Sem

2

Sem

3

Sem

4

Sem

5

Sem

6

Indu

stria

l Tra

inin

g

Sem

7

Sem

8Period of Study

Per

centa

ge

Industrial Training

Capstone Project

Dissertation

Industrial Project

Design Project

Current Issue Project

Case Study

Discovery Project

Laboratory

Lecture


90%

10%

80%

20%

30%

70%

50%

50%

30%

70%

Psychomotoric methodology:

Cognitive methodology

CERT DIPLOMA

DEGREE

MASTER Ph.D

70%

30%

60%

40%50%

50%40%

60%

30%

70%

Output:Psycomotoric ability

Output:Cognitive ability

EXPECTED OUTPUT VS DELIVERY METHOD


Students Workload

The content as well as the delivery method contribute to students workload.

Remember, students available time in a week is 54 hours!


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 subjectsWan Hamidon, March 2006

10. Identify instruments and methods to be used in assessing the student’s attainment of the PO (known as Outcome Indicators by Felder)

11. Identify instruments and methods to be used in assessing the graduates attainment of the PEO



12. 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”)



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.

October


Continuous Quality Improvement (CQI)

What steps might be taken at the programme course levels to raise the level of achievement of the outcomes (PO)?


Example of Illustrative Course OutcomesExample of Illustrative Course Outcomes

Example PO:An ability to design and conduct experiments, as well as to analyse and interpret data in relation to research works

Example of Related CO:

The student will be able to:

• design an experiment to (insert one or more goals or functions) and report the results (insert specifications regarding the required scope and structure of the report).

• conduct (or simulate) an experiment to (insert specifications about the goals of the experiment) and report the results (insert specifications regarding the scope and structure of the report). Wan Hamidon, March 2006


Example PO:an understanding of professional and ethical responsibility


Given a job-related scenario that requires a decision with ethical implications, the student will be able to:

• identify possible courses of action and discuss the pros and cons of each other

• decide on the best course of action and justify the decision



Example PO:an ability to function on multi-disciplinary teams


The student will be able to:

• identify the stages of team development and give examples of team behaviours that are characteristic of each stage

• summarise effective strategies for dealing with a variety of interpersonal and communication problems that commonly arise in teamwork, choose the best of several given strategies for a specified problem, and justify the choice

• etc. Wan Hamidon, Dec 2005Wan Hamidon, March 2006

Acknowledgement

Prof. Bradley

Prof. Fletcher

Prof. Felder

ABET

Bahagian Jaminan Kualiti, Kementerian Pengajian Tinggi

LAN

Prof. Mokhtar Abdullah, Ad-Macs Corp.

Prof. Ir. Dr. Hassan Basri

Prof. Ir. Dr. Riza Atiq Abdullah O.K. Rahmat

etc.

Documents

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