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Outcome-Based Education (OBE)
Prepared by, Assoc. Prof. Ir. Dr. Chow Chee Onn Dr. Wong Wei Ru 24 September 2019
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Contents Washington Accord (WA) The Board of Engineers Malaysia (BEM)
The Engineering Accreditation Council (EAC) Outcome-Based Education (OBE) OBE Implementation PEOs PLOs CLOs Bloom’s Taxonomy Complex Problem Solving (WP) Continuous Quality Improvement (CQI) EAC visit 2020
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Washington Accord (WA)
The Washington Accord is an international accreditation agreement for professional engineering academic degrees, between the bodies responsible for accreditation in its signatory countries. Established in 1989, the full signatories as of 2019 are Australia, Canada, Taiwan, Pakistan, China, Hong Kong, India, Ireland, Japan, Korea, Malaysia, New Zealand, Russia, Singapore, South Africa, Sri Lanka, Taiwan, Turkey, the United Kingdom, Pakistan, Peru, Philippines and the United States.
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The Board of Engineers Malaysia (BEM)
The Board of Engineers Malaysia (BEM) is a statutory body constituted under the Registration of Engineers Act 1967 with perpetual succession and a common seal, which may sue and be sued. BEM primary role is to facilitate the registration of Engineers, Engineering Technologists, Inspectors of Works, Sole Proprietorships, Partnerships and Bodies Corporate providing professional engineering services and; to regulate the professional conduct and practice of registered person in order to safeguard the safety and interest of the public.
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The Engineering Accreditation Council (EAC)
The Engineering Accreditation Council (EAC) is a delegated body by the Board of Engineers Malaysia as the only recognized accrediting body for engineering degree programmes offered in Malaysia. On 18th June 2009 the Board of Engineers Malaysia was accepted as the 13th signatory of the Washington Accord. The EAC was instrumental in ensuring Malaysia’s EAC accredited engineering programmes are substantially equivalent to the engineering degrees of the signatories of the Washington Accord.
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EAC Accreditation Criteria
Criterion 1: Programme Educational Objectives Criterion 2: Programme Outcomes Criterion 3: Academic Curriculum Criterion 4: Students Criterion 5: Academic and Support Staff Criterion 6: Facilities Criterion 7: Quality Management System OBE
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Outcome-Based Education (OBE)
Outcome-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). It is a student-centered learning philosophy that focuses on empirically measuring student performance, which are called outcomes. By the end of the educational experience, each student should have achieved the goal.
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OBE Implementation … … CLOs PLO1 PEO1 CLOs PLO2 PEO2 PEO3 CLOs PLO12
Course Learning Outcomes (CLOs) of all the courses 12 Program Learning Outcomes (PLOs) 3 Program Educational Objectives (PEOs)
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PEOs PEO1- Professionalism
Graduates will establish themselves as practicing professionals in Communications Engineering or related fields. PEO2- Continuous Personal Development Graduates will engage in lifelong pursuit of knowledge and interdisciplinary learning appropriate for industrial and academic careers. PEO3- Societal Engagement Graduates will contribute to sustainable development and the well-being of society.
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PLOs 1 Engineering Knowledge Apply knowledge of mathematics, science, engineering fundamentals and Electrical Engineering / Electrical Engineering (Communications) specialization to solve complex engineering problems. 2 Problem Analysis Identify, formulate, research, analyze and reach substantiated conclusions along with recommendations for complex Electrical Engineering / Electrical Engineering (Communications) problems, using principles of mathematics, natural science and engineering science. 3 Design/Development of Solutions Develop solutions for complex Electrical Engineering / Electrical Engineering (Communications) systems, components or processes to meet specified needs with appropriate consideration for public health and safety, culture, society and the environment. 4 Investigation Conduct investigations using relevant research methodology including literature review, design of experiments, analysis and interpretation of results to derive scientifically sound conclusions. 5 Modern Tool Usage Utilize systematic approach to select/create appropriate IT tools, with full understanding of their limitations, to model, simulate and solve complex Electrical Engineering / Electrical Engineering (Communications) problem.
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PLOs 6 7 8 9 10 11 12 The Engineer and Society
Apply reasoning informed by contextual knowledge to assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to professional engineering practice. 7 Environment and Sustainability Understand the impact of professional engineering solutions towards society and the environment, and demonstrate knowledge of and the need for sustainable development. 8 Ethics Apply norms of professional engineering practice ethically 9 Communication Communicate effectively on complex engineering activities with both engineers and the community at large through discussions, reports and presentations. 10 Individual and Team Work Function effectively as an individual, and as a team member or leader in a multi-disciplinary environment. 11 Life Long Learning Recognize the need to undertake life-long learning and possess the capacity to do so independently. 12 Project Management and Finance Demonstrate knowledge and understanding of engineering and management/finance principles and apply these to one’s own work as an individual, team member or leader in a multi-disciplinary environment.
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CLOs Each course has several course outcomes which are formulated based on Bloom’s taxonomy. Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education. Three domains of educational activities or learning (Bloom, et al. 1956): Cognitive: mental skills (knowledge) Affective: growth in feelings or emotional areas (attitude or self) Psychomotor: manual or physical skills (skills)
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Course learning outcomes (CLOs)
PROGRAMME LEARNING OUTCOMES (PLOs) METHODS OF ASSESSMENT PLO2 PLO3 PLO5 Apply basic programming techniques for solving arithmetic and logical problems. (C3) Test (10%) Assignment (10%) Final Exam (20%) Analyze algorithms and computer codes for complexity and correctness. (C4) Solve real-life engineering and non-engineering problems using programming techniques. (C4) ** PLO2 (Problem Analysis) PLO3 (Design/Development of Solutions) PLO5 (Modern Tool Usage)
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Bloom’s Taxonomy: Cognitive Domain
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Assessments Formal (Direct) Assessments
Test, Assignment, Examination Informal (Indirect) Assessments CLOs survey form: Self-assessment
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Individual direct assessment
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Knowledge Profiles (WK)
A systematic, theory-based understanding of the natural sciences applicable to the discipline. WK2 Conceptually-based mathematics, numerical analysis, statistics and formal aspects of computer and information science to support analysis and modelling applicable to the discipline. WK3 A systematic, theory-based formulation of engineering fundamentals required in the engineering discipline. WK4 Engineering specialist knowledge that provides theoretical frameworks and bodies of knowledge for the accepted practice areas in the engineering discipline; much is at the forefront of the discipline. WK5 Knowledge that supports engineering design in a practice area. WK6 Knowledge of engineering practice (technology) in the practice areas in the engineering WK7 Comprehension of the role of engineering in society and identified issues in engineering practice in the discipline: ethics and the professional responsibility of an engineer to public safety; the impacts of engineering activity: economic, social, cultural, environmental and sustainability. WK8 Engagement with selected knowledge in the research literature of the discipline.
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WK2 WK7 WK6 WK5 WK8 WK1 WK3 WK4 KIX2004 Proj. Mgmt KIX2003
Law & Ethics KIX1003 Critical Thinking KIE KIE4013 KIX1002 Eng. Math 2 KIX2002 Econ KIX1001 Eng. Math 1 KIE KIE4025 KIE KIE4021 KIE2003 Prob. & Rand Signal KIE1004 Program. 1 WK5 KIE KIE4017 WK8 KIE1008 Program. 2 KIX2001 & KIX3001 IDP KIE4002 FYP WK1 KIE1006 Elec. Physics KIE4005 Power Qua. KIE3010 Instru. KIE2008 Comm Syst. KIE4004 Power Sys. WK3 KIE3008 Power Elec. KIE1007 Elec. Cir. 1 KIE2004 Elec. Cir. 2 KIE3007 DSP KIE2009 Machines & Drives KIE3009 Energy Conv. KIE1005 Cir. Anal. 1 KIE1003 Dig Syst KIE2006 Signal & Sys. KIE3006 Control Sys. KIE2005 Cir. Anal. 2 KIE3004 Applied EM KIE2007 Basic EM KIE3005 Num. Anal. WK4
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Complex Problem Solving (WP)
Depth of Knowledge Required Cannot be resolved without in-depth engineering knowledge at the level of one or more of WK3, WK4, WK5, WK6 or WK8 which allows a fundamental-based, first principles analytical approach. WP2 Range of conflicting requirements Involve wide-ranging or conflicting technical, engineering and other issues. WP3 Depth of analysis required Have no obvious solution and require abstract thinking, originality in analysis to formulate suitable models. WP4 Familiarity of issues Involve infrequently encountered issues. WP5 Extent of applicable codes Are outside problems encompassed by standards and codes of practice for professional engineering. WP6 Extent of stakeholder involvement and level of conflicting requirements Involve diverse groups of stakeholders with widely varying needs. WP7 Interdependence Are high level problems including many component parts or sub- problems.
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Complex Engineering Activities (EA)
Range of resources Involve the use of diverse resources (and for this purpose resources includes people, money, equipment, materials, information and technologies). EA2 Level of interactions Require resolution of significant problems arising from interactions between wide ranging or conflicting technical, engineering or other issues. EA3 Innovation Involve creative use of engineering principles and research-based knowledge in novel EA4 Consequences to society and the environment Have significant consequences in a range of contexts, characterised by difficulty of prediction and mitigation. EA5 Familiarity Can extend beyond previous experiences by applying principles-based approaches.
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Continuous Quality Improvement (CQI)
Review Implement Assessment Analysis & Feedback Curriculum Exam Analysis Surveys Student AA System Staff CTES Facilities Feedback forms
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Your Tasks Attain the PLOs and PEOs – Your success is our reputation
Industrial Exposure – attend/participate in industrial talks, lectures, competitions and other activities Industrial Exposure Record: Provide Feedback – take all the surveys conducted by the department/faculty/university seriously and professionally. Give constructive comments to help the department grows. Register as Alumni upon graduation.
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EAC Accreditation Visit 2020
Students will be randomly selected by EAC for interview, to obtain feedback about the programme Be prepared with technical questions, especially on power-related subjects
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Entrance survey https://bit.ly/2S80gMR
Please fill out the entrance survey:
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