What is OBE?

• educational program includes:
  • well defined outcomes
  • graduates with skills
  • graduates with abilities
  • meet needs of stakeholders

Elements of OBE:

• defining educational objectives or goals
• defining educational outcomes that the graduates would be able to do at the time of graduation
• identifying the stakeholders and their involvement in articulating and evaluating the education objectives and outcomes

OBE in general:

1. clarify intended learning outcomes
2. collect data on student attainment of outcomes
3. feedback data to academics for improvement
4. design aligned teaching, learning and assessment

* Adapted from BC4DCP course by Assoc. Prof. Dr. Nazihah

There are four criteria of a good CLO namely:

1. each course will usually have between 3 to 5 major outcomes
2. should be written in clear language and in the future tense
3. these outcomes should be the same across courses with the same code
4. begin with an action verb such as (write, install, solve, and apply)

Three (3) components of CLO either the combination of:

A: Audience

B: Behavior/ verb

C: Condition

D: Degree/ standard

At the end of the course, students should be able to evaluate the quality of two examination papers for Multiple Choice Question and Essay Question based on Classical Test Theory Analysis.

* Adapted from BC4DCP course by Assoc. Prof. Dr. Adibah

The meaning of Constructive:

• Constructivist theory that learners using their own activity to construct their knowledge as interpreted through their own existing schemata

The definition of Alignment:

• Principle in curriculum theory that assessment tasks should be aligned to what it is intended to be learned, as in criterion referenced assessment

Steps on Constructive Alignment:

1. Program educational objectives (PEO)
2. Program learning outcomes (PLO)
3. Graduate attributes (GA)/ Graduate skills (GS)
4. Course learning outcomes (CLO)
5. Topic/ Unit learning outcomes (ULO)

* Adapted from BC4DCP course by Assoc. Prof. Dr. Adibah

Below is the list of learning elements towards 21st century:

1. corner and capstone projects
2. New academia learning innovation (NALI)
3.  First year experience (FYE)
4. E-portfolio
5. Third language
6. Constructive alignment
7. Programming/ coding skills
8. Service learning
9. New general courses
10. PLO and CLO review (UTM Graduate Attributes)
11. Multidisciplinary course/ projects

* Adapted from BC4DCP course by Assoc. Prof. Dr. Nazihah

Future Ready Curriculum Framework can be divided into three. They are:

1. Fluid and Organic Curriculum Structure

• convergent disciplines
• multidisciplinary
• interdisciplinary
• transdisciplinary
• flexible and non-conventional
• involvement of industry
• global

2. Transformative Delivery in Teaching and Learning

• pedagogy: 21st century
• learning environment
• immersive learning based on experience

3. Holistic Assessment

• profile assessment
• authentic/ progress assessment
• integration assessment
• assessment based on challenge

* Adapted from BC4DCP course by Assoc. Prof. Dr. Nazihah

There is 3 domains of learning outcomes based on Bloom Taxanomy (1956):

1. Cognitive (thinking, knowledge)

2. Psychomotor (doing, skills)

3. Affective (feeling, attitude)

* Adapted from BC4DCP course by Assoc. Prof. Dr. Naziha

Cognitive Skills based on Anderson Taxanomy:

1. Higher order thinking levels: create, evaluate, analyse

2. Middle order thinking levels: apply, understand

3. Lower order thinking levels: remember

Teacher-centered learning (TCL):

• Deductive
• Direct instruction

Student-centered learning (SCL):

• Inductive
• Indirect instruction

Teaching methods:

1) Exposition: lecture, worked-showing/ telling, interactive lecture, flipped classroom, and socratic questioning

2) Inquisition: discussion-based, scenario-based, and case-based

3) Generation: collaborative-based, inquiry-based, problem-based, and project-based

There is 6 tips for an effective instruction method in teaching and learning process. For instance:

1. Learning environment

2. Engaged students

3. Clear and shared outcomes

4. Varied content, materials and methods of instruction

5. Feedback and practice

6. Complex thinking and transfer of knowledge