OUTCOME BASED

EDUCATION (OBE) AND

PROBLEM BASED

LEARNING

Assoc. Prof. Dr. Hjh. Hanipah HussinPenerima Anugerah Akademik:

Inovasi Pengajaran Reflektif

2011 UTeM

CERAMAH EKSEKUTIF

2011-INOVASI

PENGAJARAN

Assoc. Prof. Dr. Hjh. Hanipah Hussin

PhD.Teaching and Learning.(Instructional Design) Uni.Sydney, Aust.Trainer on Pedagogy and Andragogy. Certified PSMB Trainer for Malaysia. Certified Professional Classroom Management , Uni.Sydney, Aust.

WHAT IS INNOVATION IN TEACHING AND LEARNING

Innovation in teaching and learning is a process of creating a changes from using ordinary to advance techniques in order to enhance knowledge dissemination.

INDICATOR OF INNOVATION IN TEACHING AND LEARNING

Innovation in teaching and learning also calls

Novelty in knowledge sharing Modernism in philosophy Modernization in technology Improvement in T&L techniques Advance in Curriculum, Techniques,

exr Originality in content and program

INNOVATION WITH OBE?

It is a method of curriculum design and teaching that focuses on what students can actually do after they are taught.

THESE QUESTIONS ARE ASKED WHEN WE WANT TO INNOVATE OBE:

What do you want the students to learn?

Why do you want them to learn it?

How can you best help students to learn it?

How will you know what they have learnt?

CONTINUE… Outcome-based education (OBE)

is a habitual education reform model. It is a student-centered learning (scl) philosophy that focuses on empirically measuring student performance, which are called outcomes.

CONTINUE…

OBE contrasts with traditional education, which primarily focuses on the resources that are available to the student, which are called inputs.

WHY INNOVATE OBE ? Concerns that the education

system may not adequately prepare students for life and work have prompted a review of education.

Is Traditional Education (TE) adequate?

TRADITIONAL EDUCATION

It is content oriented. Different degrees have their associated syllabi.

Relevant contents are taught and examined.

DEFICIENCIES OF TE

Graduates are not completely prepared for the workforce.

Lack of emphasis on soft skills needed in jobs e.g. communication skills, office skills, human relationships skills.

COMPARE OBE VS TRDSL-EDU

Traditional Education Outcomes Based Education

Passive students Active learnersAssessment process – exam & grade driven

Continuous assessment

Rote learning Critical thinking, reasoning, reflection & action

Content based/broken into subjects

Integration knowledge, learning relevant/ connected real life situations

Textbook/worksheet focused & teacher centred

Learner centred & educator/ facilitator use group/ teamwork

See syllabus as rigid & non negotiable

Learning programmes seen as guides that allow educators to be innovative & creative in designing programmes/ activities

Teachers/trainers responsible for learning - motivated by personality of teacher

Learners take responsibility for their learning, learners motivated by constant feedback/ affirmation of worth

THE NOTION OF OBE In 1989, 5 countries signed the

Washington Accord. They are: Australia, New Zealand, the UK, Canada, Ireland & the USA.

Other full signatories are Hong Kong(1995) South Africa (1999), Japan (2005), Singapore (2006), Taiwan (2007), Korea (2007)

Provisional members include Malaysia, Germany, India, Russia and Sri Lanka.

THE WASHINGTON ACCORD The Accord recognizes the substantial

equivalency of accreditation systems of member states, & graduates from member states may work in other member states.

The Public Service Department (PSD), Board of Engineers Malaysia (BEM), Malaysian Qualifications Agency (MQA) & Institute of Engineers (IEM)together form the Engineering Accreditation Council(EAC).

EAC signed for Malaysia.

OBE PHILOSOPHY OBE can be regarded as a theory

(or a philosophy) of education (Killen, 2000).

Within OBE there are a certain set

of beliefs and assumptions about learning, teaching and the systemic structures within which activities take place.

WHAT ARE EXPECTED OF STUDENTS UNDER OBE? Students are expected to be able to

do more challenging tasks other than memories and reproduce what was taught.

Students should be able to: write project proposals, complete projects, analyze case studies, give case presentations, show their abilities to think, question, research, and make decisions based on the findings.

OBE EXPECTATIONS (CONT.) Students are also expected to becreative,analyze and synthesize information.

plan and organize tasks,work in a team as a community or in entrepreneurial service teams to propose solutions to problems and market their solutions

ASSESSMENTS IN OBE The learning outcomes are set out

sequentially on a gradation of increasing complexity that students are expected to master.

OBE focuses on how much and how well the students have learnt.

Weaker students may have to follow a different learning path & finish later.

THE NEED TO IMPLEMENT OBE

Undergraduate curriculum needs to be transformed into OBE in accordance with requirements from:

1. Engineering Accreditation Council, Malaysia

2. Malaysian Qualification Framework introduced by the Ministry of Higher Education, Malaysia.

10 TECHNIQUES TO APPLY PBL IN T&L

1.DOUBLE ENTRY JOURNALS

2.FOCUS LISTING 3.GROUP INVESTGATIONS4.JIGSAW METHOD

5.ROUNDTABLE6.SEND-A-PROBLEM7. STRUCTURED PROBLEM

SOLVING 8. TAPPS- THINKING

ALOUD PAIR PROBLEM SOLVING

9. THINK PAIR SHARE10. THREE-STEP

INTERVIEW

THANK YOU

The End