Prof. Ir. Dr. Wan Hamidon Wan Badaruzzaman

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IMPLEMENTING OBE THE UKM EXPERIENCE

• by
• Prof. Ir. Dr. Wan Hamidon Wan Badaruzzaman
• 19th March 2006
• KUKUM, Perlis

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End of 2003 The beginning of a journey.. A
Deputy Dean a Head of Department attended the
ABETs Workshop at NUS
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OBE ACTIVITIES AT UKM
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OBE ACTIVITIES AT UKM
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OBE ACTIVITIES AT UKM
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OBE ACTIVITIES AT UKM
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OBE ACTIVITIES AT UKM / IMPLEMENTATION ROAD MAP
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• 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 UKMs 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.

Wan Hamidon, March 2006
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• 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.

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Accreditation Manual Working Group
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• CURRICULUM DESIGN

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Starting from scratch?
or
Our Approach
Modify existing curricular?
Revise Course Content Structure
Introduce Innovative Delivery Methods
Introduce Innovative Assessment Evaluation Tools
Introduce System of Data Evidence Collection
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• 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.

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Example of why course content needs to be
reviewed
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The Excessive Pace of Technological Change The
Half Life of Knowledge
Knowledge Needed to Be in Charge
The Loss of Relevance over Time
Computer Knowledge 1 year
Technological Knowledge 3 years
Specialized Vocational Knowledge 5 years
100
School Knowledge 20 years
50
Knowledge in Higher Education 10 years
0
1
4
6
3
2
5
20
8
7
9
10
14
12
16
18
Years
Source IBM, 1994
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Practical Steps Towards Implementing OBE in
Curriculum

• Formulate Programme Objectives (PEO)
• Formulate Programme Outcomes (PO)
• Prepare a matrix of PO against PEO (PO-PEO
  Matrix)

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UKM Engineering Programme Objectives (PEO)

• To produce graduates who
• are competent with strong understanding of
  fundamental engineering knowledge.
• have professional attitudes and ethics necessary
  in fulfilling his/her responsibilities towards
  the Creator, client and the society.
• 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.
• is able to adapt him/herself to the
  international/global work environment.
• is able to lead an organisation based on
  experience and knowledge of important current
  issues in engineering.
• is able to conduct research in his/her own
  organisation.

Faculty of Engineering UKM
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UKM Engineering Programme Outcomes (PO)
Students of UKM engineering programme are
expected to have the following outcomes by the
time of graduation

• ability to acquire and apply knowledge of science
  and engineering fundamentals
• acquiring in-depth technical competence in a
  specific engineering discipline
• ability to undertake problem identification,
  formulation and solution
• ability to utilise systems approach to design and
  evaluate operational performance
• understanding of the principles of sustainable
  design and development

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UKM Engineering Programme Outcomes (PO)

• understanding of professional and ethical
  responsibilities and commitment to them
• ability to communicate effectively, not only with
  engineers but also with the community at large
• 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
• understanding of the social, cultural, global and
  environmental responsibilities of a professional
  engineer, and the need for sustainable
  development
• recognising the need to undertake life-long
  learning, and possessing/acquiring the capacity
  to do so.

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TABLE 2
Programme Outcomes and Links to Programme
Educational Outcomes  
PO PEO Matrix
v
v
v
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Steps towards implementing OBE in curriculum
design

• Formulate PEO
• Formulate PO
• 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.

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Practical Steps Towards Implementing OBE in
Curriculum

• Decide on the Course Structure Content
• 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.

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Programme Objectives (PEO)
Programme Outcomes (PO)
Course Outcomes of Course 1
Course Outcomes of Course 2
Course Outcomes of Course 3
Course Outcomes of Course etc.
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Steps Towards Implementing OBE in Curriculum
Design

• Define for each core course a set of one or more
  CO
• 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
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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
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Example of a CO-PO Matrix
KFZZYY
Assessment Methods
Delivery Methods
PO11
PO10
PO9
PO8
PO7
PO6
PO5
PO4
PO3
PO2
P O 1
Course Outcomes (CO)
Ability to solve engineering problems related to
building acoustic and environmental noise
pollution
1
2
3
2
3
Lecture and group activities
Tutorial classes Quizzes
Lecture and group activities
Tutorial classes Laboratory Reports
3
Ability to solve problems through computation on
dynamic/vibration characteristic of strings
2
3
3
2
1 Related to PO without formal assessment, 2
Partial fulfillment of PO with formal
assessment, 3 Total fulfillment of PO with
formal assessment
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Steps Towards Implementing OBE in Curriculum
Design

• 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

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Example of Course PO Matrix
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Steps Towards Implementing OBE in Curriculum
Design

• Identify delivery/teaching method to ensure the
  students attainment of the PO PBL,
  co-operative learning, capstone project, etc.

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Sample Delivery Structure
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EXPECTED OUTPUT VS DELIVERY METHOD
Output Cognitive ability
30
30
40
Output Psycomotoric ability
50
50
60
70
70
80
90
Cognitive methodology
70
70
60
50
50
Psychomotoric methodology
40
30
30
20
10
CERT
DIPLOMA
DEGREE
MASTER
Ph.D
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Students Workload

• The content as well as the delivery method
  contribute to students workload.
• Remember, students available time in a week is 54
  hours!

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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 subjects

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Steps Towards Implementing OBE in Curriculum
Design

• Identify instruments and methods to be used in
  assessing the students attainment of the PO
  (known as Outcome Indicators by Felder)
• Identify instruments and methods to be used in
  assessing the graduates attainment of the PEO

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(No Transcript)
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Steps Towards Implementing OBE in Curriculum
Design

• 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)

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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
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Continuous Quality Improvement (CQI)

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

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Example 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).

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Example of Illustrative Course Outcomes

• Example PO an understanding of professional and
  ethical responsibility
• Example of Related CO
• 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

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Example of Illustrative Course Outcomes

• Example PO an ability to function on
  multi-disciplinary teams
• Example of Related CO
• 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 2005
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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.
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THANK YOU