Transcript UNIVERSITI TUNKU ABDUL RAHMAN

UNIVERSITI
UNIVERSITI TUNKU ABDUL RAHMAN
Faculty of Engineering and Science
Outcome-based Education (OBE)
Prof. Ir. Dr. Chung Boon Kuan
PEng, MIEM
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Agenda
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What is OBE?
What is EAC?
How do we implement OBE?
Roles of University and Lecturers
Roles of Students
Challenges in the 21st Century
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What is OBE?
• Outcome-based Education
• Popular education reform model
• A student-centered learning philosophy
that focuses on empirically measuring
student performance, which are called
outcomes.
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Traditional Education
• Input-based Education primarily focuses on
transferring resources to the students.
• Use a series of examination to gauge the retention
and comprehension of the course. However, the
required outcomes of the graduates are not spelled
out and measured.(Exam doesn’t measure soft-skills, attitude towards life-long learning etc.)
• Students tend to learn only the content that lecturers
teach them, and don’t improve their ability to solve
engineering problems or design new devices.
• Passing exam doesn’t prove that the students can
meet the desired outcomes expected by industry.
• Mismatch between the content provided to students
and industry’s expectation.
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View on graduates from traditional
education …..
View on graduates from OBE …..
“OK”
What is the nutrition
fact?
High in Protein ...?
Low in Calcium …?
…..
“Not good enough”
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Programme Outcomes of 3E
Programme Outcomes of EC
i.
Ability to apply acquired fundamental knowledge of
science and engineering
i.
Apply acquired fundamental knowledge of science
and engineering;
ii.
Possess the relevant technical skills in electrical and
electronic engineering
iii.
Possess the relevant technical skills in electronic
and communications engineering;
iii.
Ability to identify, formulate and solve problems of
high- and low-power circuits and systems
iv.
Identify, formulate and solve communication
engineering problems;
iv.
Ability to design and evaluate electrical and electronic
systems based on system approach
ii.
Design and evaluate electronic and communication
systems based on system approach;
viii. Be aware of the current good practices of electrical &
electronic engineering for sustainable development
vi.
Be aware of the current good practices of electronic
and communication engineering for sustainable
development;
vii.
Ability to understand and commit to prevailing
professional and ethical responsibilities
vii.
Demonstrate commitment to ethical and
professional responsibilities;
v.
Ability to communicate effectively
v.
Communicate effectively with technical and nontechnical people;
vi.
Ability to function effectively as an individual and in a
group
ix.
Function effectively as an individual and in a team;
x.
Be aware that a professional engineer’s work have
social, cultural, global and environmental ramifications
x.
Be aware of a professional engineer’s social,
cultural, global and environmental responsibilities.
ix.
Recognize the importance of and be able to engage in
life-long learning
viii. Recognize that electronic communication is a fast
evolving field and is committed to carry out life-long
learning;
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Sustainable Development
• Climate change - global issue most
concerned today
• From scarcity of water to new supplies of
fossil to meet energy demands
• Minimum impact to the environment
• Minimize energy consumption
• Minimize use of material and waste
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OBE
• Discourages traditional education
approaches based on direct instruction of
facts and standard methods.
• Problem-based Learning (PBL)
• It requires that the students demonstrate
that they have learnt the required skills
and content
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Programme Outcomes
• Each independent education agency specifies
its own outcomes and its own methods of
measuring student achievement according to
those outcomes.
• The results can be used for different purposes.
• Use the information to determine how well the
overall education system is performing
• Use the assessments to determine whether an
individual student has learned required material.
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Programme Objectives
• Programme Outcomes describe the
attributes that the students are expected to
attain at the point of graduation.
• Programme Objectives describe the
career and professional accomplishments
that the programme would prepares the
graduates to achieve in a few years after
their graduation.
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Programme Objectives
Programme Objectives of 3E
Programme Objectives of EC
The graduates of Electrical and Electronic
Engineering Programme will use the latest
knowledge and techniques in developing,
maintaining, servicing, sales and
marketing, and research of electrical and
electronics technologies
The graduates of Electronic and
Communication Engineering Programme
will use the latest knowledge and
techniques in design, developing,
maintaining, servicing, sales and
marketing, and research of electronic
telecommunication and technologies
The graduates will assume technical,
managerial and ethical roles effectively in
the organizations they work in.
The graduates will assume technical,
managerial and ethical roles effectively in
the organizations they work in.
The graduates will be involved in the affairs
of professional institutions and keep
abreast of the nation’s needs and
developments, and provide services to the
engineering communities and the nation
The graduates will be involved in the affairs
of professional institutions and keep
abreast of the nation’s needs and
developments, and provide services to the
engineering communities and the nation
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Stakeholders
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Engineering Accreditation Council
Employers or industrial supervisors
Industrial Advisory Panel
Academic staff
External examiner
Public and Parents
Students
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What is EAC
• LAN/IEM/BEM and JPA formed Engineering
Accreditation Council (EAC) in Oct 2000
• Accreditation of engineering programmes in
Malaysia
• Accreditation visit after the first batch of students
completed study
• Ensure programme satisfy minimum academic
requirements for registration as a graduate
engineer with BEM and for admission to
graduate membership of IEM
• OBE must be implemented
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Why OBE?
• Advocated by Washington Accord (current
permanent signatories, US, UK, Canada,
Japan,…)
• Accredited Engineering Graduates are
recognized by other signatory countries.
 - Possible employment as engineers in those
countries without further examinations.
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Required Skills
Engineers are expected to make a quick
and useful contribution in work.
Not enough to rely on technical expertise;
employers will expect you to demonstrate
a range of practical skills and soft skills.
You will therefore need to think about the
skills that you have to offer the employer.
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Professional Engineer (PE)
 Engineers Act 1967 requires every engineer to be
registered with the Board of Engineers, Malaysia (BEM).
 Graduates from recognised degree programmes shall be
registered as Graduate Engineer to work as an engineer.
 Practical training of more than 3 years is required for
application to sit for Professional Interview (PI).
 A PI candidate will be required to show that he can apply
theory in engineering projects, and has acquired the
skills of investigation (field work), planning, and design.
 Upon passing the PI, the candidate can then apply to
BEM for registration as a Professional Engineer.
 Achieving PE status can be regarded as a self-fulfillment
to enhance the status of a person in the society.
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Board of Engineers, Malaysia
(BEM)
 The work of engineers can have significant
impact on public interest.
 BEM is the regulatory body to enforce the
Engineers Act to protect public interest.
 Engineers are bound by the Code of Professional
Conduct.
 Engineers shall be professional in discharging
their duty and responsibility in order to uphold the
dignity, standing, and reputation of the
engineering profession
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Institution of Engineers,
Malaysia (IEM)
 A learned society where engineers of various disciplines in
every sector of economic activities come together for
mutual helpfulness and sharing of experiences and
technologies.
 IEM works closely with BEM to enhance the status of
engineers in the society (accreditation of engineering
degree, professional interview, international recognition of
standards for the training of professional engineers, etc.)
 Help young engineers to establish themselves in the
ranks.
 Establish social linkages between engineers.
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How do we implement OBE?
• Guided by EAC Accreditation Manual
• Documentation to satisfy EAC
requirements (SOP, Unit files, PBL
assignments, exam/test, lab manual,
samples, thesis, industrial training reports,
etc.)
• Outcome assessment methods and survey
• Continuous Quality Improvement (CQI)
• Problem-based Learning (PBL)
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Learning Outcomes – IC Design
On completion of this unit, a student shall be able to:
• Explain and use the device equations for design
and analysis
• Describe the basic digital components and use
tools to analyze them
• Describe the basic processing steps used today
to do both the layout and simulation of MOS ICs
• Know how to make design trade-offs to achieve a
good balance among speed, power consumption
and reliability
• Analyze existing integrated circuits and design
new integrated circuits
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Course to Programme Outcome Matrix
CODE
UCCM1653
COURSE
Mathematics for
Engineering I
UEEA1243 Circuit Theory
EMPHASIS TO THE PO
1
2
3
4
5
6
7
×
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9
10
×
× × × × × ×
UCCS2613
Programming
Techniques
×
UEEA3273
Electromagnetic
Fields and Waves
× × × × × ×
× ×
UEGE3114 Industrial Training
× × × × × × ×
× × ×
UEGE4113 Project
× × × × × × ×
× × ×
×
×
• Matrix of Learning Outcomes vs. PO
• Matrix of assessment tools vs. Learning Outcomes
• Direct assessment of PO through FYP, ITP, survey, etc.
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Review of PO Achievement
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Continuous Quality Improvement (CQI)
Year
Y1 1
Students
Industrial
Advisory
Panel
External
Examiner
Year 2
Year 3
Year 4
Alumni
Industrial
training
Analysis,
Evaluation,
Interpretation,
Revision and
Modification
Employer
Lecturers
Unit learning
outcomes
Programme
outcomes
Programme
objectives
Parents &
Public
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Criteria for International
Recognition
In term of Problem Analysis ….
Washington Accord
Sydney Accord
Dublin Accord
Identify, formulate,
research literature and
solve complex
engineering problems
reaching substantiated
conclusions using first
principles of
mathematics and
engineering sciences
Identify, formulate,
research literature and
solve broadly-defined
engineering problems
reaching substantiated
conclusions using
analytical tools
appropriate to their
discipline or area of
specialisation
Identify and solve
well-defined
engineering problems
reaching substantiated
conclusions using
codified methods of
analysis specific to
their field of activity
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Criteria for International
Recognition
In term of Depth of Analysis required….
Complex Problems Broadly-defined
(engineer)
Problems
(technologist)
Have no obvious
solution and
require abstract
thinking,
originality in
analysis to
formulate suitable
models
Well-defined
Problems
(technician)
Can be solved by
Can be solved in
well-proven
standardized ways
analysis techniques
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Problem-based Learning
Subject
Assignment Title
UEET2513 Analogue Communications
Design and Construction of an FM Transmitter
UEET4563 Mobile and Satellite Communication
Design and simulation of digital demodulation systems.
UEEA2333 Analogue Electronics
Design and Analysis of an Analogue Electronic System
UEEA4863 Renewable Energy
Design and construction of Solar Cell charging circuit.
UEEA4363 Optics & Opto-electronics
Design and construction of an optical transceiver.
UEEA4653 Computer Architecture
Evaluation of Computer Architecture Families (RISC and CISC)
UEEA4483 High Voltage Engineering
Design an Alternative Means of Providing Insulation in Power
Transformers
UEEA3273 Electromagnetic Fields and Waves
Case study of a commercial TV antenna.
UEEA3453 Power System
Design of Energy Saving Scheme in Building Automation.
UEEA3633 Microprocessor & Microcontroller Systems
Home Security System Design
UEEA4373 Integrated Circuit Design
CMOS Implementation of Complex Logic Function
UEEL2323 / UEEA1323 Digital Electronics
Design a multiplexing system to implement a 4-digit 7-segment LED
display.
UEEA3423 Control Systems
Design a Positional Feedback Control System for an antenna system
UEEL4123/UEEA4473 Power Electronics and drives
Design and Construction of a speed control unit for a hybrid stepper
motor
UEEA3353 Digital System Design
Vending Machine Design Using Verilog
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Roles of University
• Provide conducive environment for
students to learn the required knowledge
and skills, including social networking.
• Engage staff with extensive industry and
research experience so that they can bring
their experience into their teaching
• Provide students the opportunities to carry
out engineering or research projects
during their course of study
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Vision
UTAR to
be premier
university
Excellence in advancement &
dissemination of knowledge & expertise
Holistic development of knowledge &
expertise of the individual
Produce disciplined graduates with critical thinking, quest
for continuous learning & pursuit of excellence
Mission
Advance knowledge through collaborations with international
universities, research institutions and industries
Inculcate UTAR communities with high moral values,
appreciation of diversity in multiethnic society and concern
for mankind
Roles of Lecturers
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Review PEO, PO, course structure, and syllabus
Guidance on required PEO, PO, learning outcomes
Teach the relevant engineering, maths, and other
relevant subjects
Conduct relevant tutorials and laboratory practical
sessions
Give appropriate guide on assignments and projects
Organise a series of engineering seminars by
academic staff and invited speakers from practicing
engineers in industries
Organise field trips and visits to industries
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Roles of Lecturers
• Conduct empirical measurements of PO
• Prepare the required documentation
• Assure EAC and public on the standard of
our graduates
• Obtain and maintain accreditation from
EAC
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Roles of Students
• Know the required Programme Outcomes
and Programme Objectives
• Acquire the Learning Outcomes
• Demonstrate that they have learnt the
required skills and contents
• Attain the Programme Outcomes and
Programme Objectives
• Constructive feedback for the programme
to obtain accreditation
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Challenges in the 21st Century
 Globalisation
 China entering the World Trade Organisation (WTO)
 Liberalisation under Asia Pacific Economic Cooperation
(APEC)
 Asean Free Trade Agreement (AFTA)
• Borderless Business - free flow of goods and
services
• Fair Trade - no trade barrier to protect domestic
industries
• Products/Services Competition - investments go
with the most competitive environment for
manufacturing and servicing hubs
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Risks and Opportunities
RISKS
 Withdrawal of Foreign Investment
 Outflow of Domestic Funds
 Increase of Jobless Rate
 Decreased Occupancy Rate, hence decreased property
values
 Excess Import of Goods and Services
 Inflation and devalued currency
OPPORTUNITIES
 Opposite of the above; plus
 Bigger Client Base
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Keywords for Survival
 Competitive :- product/service quality, labour
productivity
 Human Resources :- knowledge based business
 Value-Added Services
 Innovative
 Gear up to go global :- international affiliations
and joint-ventures
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Engineering Career Planning
 Never limit your choice of work/learning
 Exercise your engineering mind
 Work hard and smart
 Look after your health
 Take good care of your family
 Appreciate what you have
 Never lose your appetite to learn
 Contribute to well-being of mankind
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UNIVERSITI
Thank You
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Appendix
BLOOM’S Taxonomy
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BLOOM’S Taxonomy of Educational
Objectives (Cognitive Domain)
6. Evaluation
4. Analysis
Judge, select,
critique, justify,
optimize
Classify, predict,
model, derive,
interpret
5. Synthesis
Propose, create, invent,
design, improve
2. Comprehension
3. Application
Explain, paraphrase
Calculate, solve,
determine, apply
1. Knowledge
List, recite
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Bloom’s Taxonomy: Verbs
Knowledge
Define
Recognize
Identify
Record
List
Relate
Name
Repeat
Recall
Underline
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Bloom’s Taxonomy: Verbs
Comprehension
Choose
Discuss
Pick
Cite examples of
Explain
Report
Demonstrate use of Express
Restate
Describe
Give in own
words
Identify
Review
Interpret
Select
Determine
Differentiate
between
Discriminate
Recognize
Locate
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Bloom’s Taxonomy: Verbs
Application
Apply
Operationalize
Demonstrate
Practice
Dramatize
Relate
Employ
Schedule
Generalize
Shop
Illustrate
Use
Interpret
Utilize
Operate
Initiate
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Bloom’s Taxonomy: Verbs
Analysis
Analyze
Criticize
Distinguish
Appraise
Deduce
Draw conclusions
Calculate
Debate
Estimate
Categorize
Detect
Evaluate
Compare
Determine
Examine
Conclude
Develop
Experiment
Contrast
Diagram
Correlate
Differentiate
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Bloom’s Taxonomy: Verbs
Synthesis
Arrange
Formulate
Predict
Assemble
Manage
Reconstruct
Collect
Modify
Set up
Compose
Organize
Synthesize
Construct
Plan
Sytematimize
Create
Prepare
Devise
Design
Produce
Develop
Propose
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Bloom’s Taxonomy: Verbs
Evaluation
Appraise
Measure
Assess
Rate
Choose
Revise
Compare
Score
Critique
Select
Estimate
Validate
Evaluate
Value
Judge
Test
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