Outcome based Pedagogic Principles for Effective Teaching

Professor Shyamal Kumar Das Mandal

Center for Educational Technology
Indian Institute of Technology Kharagpur
Lecture 03
Outcome Based Learning

Okay! so let's start so in the last class I those few questions that how to improve student
engagement how to equip students with skill how to teach a large classroom how to equip
students with self-learning ability how to allow the continuous improvement of the curricula
I said that all the questions which I raised in lecture number two will be answered during
this my whole lecture Finish. Okay!

so now before I explain I came to the 1-1 after solution let's first think another dimension
which I explained in the oxidation accreditation which is nowadays everybody knows that
in NBA accreditation watching total accreditation so before started clear that we are going
to that questions that 21st century education need let's discuss something about the
Accreditation.

Okay somebody said yes my program is accredited is that mean that my program is best so
accreditation is it means that it is in it it it improved the quality actually acquisitions does
Not mean meaning that it is include the quality accreditation is nothing but it guaranteed
some quality.

okay you have a thought why the accreditation is required what is a criticism the question
is obvious why we do accreditation what is that why it is required all kinds of question you
may come.
so I give a simple example let's if I buy a fish stemless washing machine if I want to buy a
washing machine what we need when you go to the shop we see some pacification how
much kilo is load whether it is automatic or semi-automatic how much water is required for
different menu functions all kinds of pacification are there and all specification we studied
and if I was in machine.

So if I want to measure the quality of the machine I required certain features by which I can
say yes this washing machine is meet my quality now think about same things in education
can I measure that quality of education or on the reverse way of not only measure also can
I say that if I have these these these these features then somebody can assess what is the
quality of education is expected from this program so here we try to measure the quality of
education nothing about if I buy a televisions and that quality is measure with respect to
certain features if any one of the features is not matching with that desire reciprocation given
by that company of that television what will go you can good luck on you work forum and
we can say that you said that there are creatures these features should supported by your
television set which you sell but it is not supported so actually you are cheating the
customer.

Think about same things in education system I want that before I joined before I join a
program I said not Institute because Institute had different program and accreditation is valid
for each program because we are saying we measuring the quality of education not quality
or overall education of the system quality of a Pacific program like television I am not
judging the quality Sony I'm judging the quality of a television made by Sony okay so
television is a product.

Similarly, problem is a product of an institution so I can say what other dimension is

required to measure the quality of a program this is one requirement I want I want to
measure the quality of a program then that should that means I want to see after a student
graduated let's Btech a program B four year BTech program of institute a program beats
4year BTech program of civil engineering okay now I want to say that after students
becomes a civil engineer from institute A Program B what are the dimensions what are the
required skill set will be they are under student C when he passes out.

all I can say what are the design skill set supposed to be acquired by the students when it
passed from the program B this is the one of the requirement similarly if you say all the
requirement suppose I want to exchange you said this is the B Tech program the students is
BTech civil engineers okay let students see whether this program is applicable directly
applicable to Institute E or not I don't know so I want if the students C maintains certain
basic skill which will be define in a dimension and in a student have those skills then I can
say these students are directly applicable to Institute E.
so let's country A, a produce a BTech engineer I was satisfying his a British engineer if this
certificate is valid country B what is required that I am expecting that a graduate engineer
must have certain skill which I have already defined by accreditation if an engineer for a
poor engineer have both skill then I can say he is directly applicable in my Institute E or my
organization II so it is not that certificate only I can give him 90 percent pass mark and he'll
get a certificate in being civil but no it is not.

so I want that we want an education system this would measure are going to measure the
quality of the system based on how much skill a student has acquired by the his program B
okay so I want to define certain dimensions or certain skill those skills must be acquired by
the students and which is acencial skill if a student has both skill then I can say his graduate
student from program B okay so it's that we see that indeed why a person is called civil
engineer why a person is called we take this engineer why I am so they have a were less
English honors because I should have certain skill which does not acquire - come on man
that's why I am different between differentiate and I am a certified as a British engineer then
only I can say that education is carrying us not we carry education I am carrying us we admit
ik electronics engineer when I don't have any skill regarding electronics regarding what are
the skill required to declare me as a BTech electronics engineer so nobody is messy fine so
now here I want to pacify if I say somebody is a BTech electronics engineer then he must
have lost all those skills which will be defined by a program which of her that we take
Electronics Engineering so at 3 D Jason is a process by which a program is actually deducted
but it does not sense that it improves the quality of the program it said it guaranteed that it
will maintain the minimum quality which is required for a pressie fired program so if it is a
BTech program because in BA and Washington records all are applicable to a four-year
graduate BTech program engineering education so if I say that if a program has this this
dimension maintain this this dimension then I can say the program is accredited.

so how do we measure whether is program is maintained that dimension or how do you

measure whether a student has no skill or not that is separate process so accreditation only
define the dimension only by which I will measure the program.

ok now let's go for the Washington of course accreditation so what Washington Accords
says why it is required again I said that suppose country a produce a four-year graduate
program B and I want country C should accept this B then I can say country a less there
the definition that if A Program B if a student said I have passed the program B that means
he must have certain skill which will define by the accreditation and if he has no skill then
country she can accept he be as acceptable engineer so that means I want to import quality.

okay so what are those dimensions what is this dimension what kinds of skill is supposed
to be student has so if it is a beta electronics BTech civil so different kinds of skin is there
so what they said was in record said let's define a common skill which will require by an
engineer and that common skill should be adopted by a Pacific program.

okay so streams it is deeper it is measured the program that's why it is called that washing
to the course define the program outcome, outcome of a program if a student engaged a
program after completion of the program he or she should have those skills.

each and every skill is outcome so Washington occurs define twelve outcome expected from
an any program so Washington require defined twelve outcomes which is called pure
program outcome by which I can measure the quality of student produced by a program
now once this program outcome is adopted for electronics engineering then we said it is a
program Pacific Outcome.

what is the difference the program was in the records define 12 parameter 12 dimension of
measuring the outcome out of those 12 dimension the five dimensions first five dimension
will domain dependent and another seven diamonds are domain independent let's go across
the POS then I again explained that things okay so what was in the contrast says that a after
that ten plus two for a 4year engineering program courier engineering program so they said
input is ten plus two if a student spend Poirier time with a program which give a degree on
engineering then he or she must have those skills what are the scheme first is knowledge of
engineering science apply knowledge of mathematics Natural Science Engineering
fundamental and engineering precipitation to the solution of a complex engineering
Problem.
so an engineer must know mathematics science and engineering fundamental to make a
solution of complex engineering problem.

so there is a two dimension one is that I have to make solution of a complex engineering
problem applying whatever math’s physics science or science or engineering fundamental
I have studied then second in problem analysis engineer must able to analyze the problem
if a problem is given to him he should able to analyze it and he soon able to formulate the
mathematical model so what is that third one design and development of solution engineer
must design solution for a complex problem or design system or component or a process
that meet specified need with appropriate consideration of public health safety cultural
societal and environmental consideration so engineer first one he should solve engineering
problem, he should able to analyze engineering Problem, he should able to design solution
of a complex engineering Problem, or process or system or part of a system so those are the
requirement for a graduate engineer.

so if it is a BTech civil engineer so he should call you shut up a civil engineering problem
he should design solution for a civil engineering problem okay then I can say those are PSO
program specific outcome then next one is investigation conduct investigation of complex
problem including design of experiment analysis and interpretation of data synthesis of
information to provide valid conclusion.

so those are theoretical domain now I come to experimentation investigation it is not that a
student must produce an investigation report only if you see many of the cases that Institute
that who don't say that don't touch the instrument if you touch the instrument experiment
will go wrong and your data will be not correct so what students are doing they come in the
experimental system and they just rotating the knob or doing something and calculate some
data and they are preparing a report which is following the previous year report and they
submit it so what it is happening the report which is produced by a students may be basically
created in nineteen fifty ones and still we are continuing the same report.

But what kind of skill we required for a graduate engineer doesn't conduct in complex
problem this would able to design that experiment not only solve the experiment this would
be able to design the experiment there's a good analysis and interpretation of the collected
data synthesis of information to provide valid conclusion not only draw the graph.
But why this graph is like this if the job will change like this what happened so all kind of
interpretation also important so analysis of data collection of data synthesis of data and
design of experiment is important not that just rotate the knob take a reading and plot
The graph this is the requirement in investigation.

Third is modern tools and uses very important proposition they said a student who said that
I passed civil engineering if he said I don't know cad cam then should reconsider is a civil
engineer so create select and apply appropriate technique resource and modern engineering
tools including prediction modeling complex engineering activity with understanding up to
its limitation somebody said that I have said studying VLSI design without doing any
software which is used to simulate VLSI circuits.

somebody said I know DSP but I don't know MACLAB can I expect that is Buddhist so
modern tools and it's used along with the limitation the necessary things is engineer must
know so when I say a course a program the program must specify that if you are a electronics
engineer you must know these these these modern tools along with their limitation.

I know mathematics I know physics I have might have a great card who he says that
90% 9c GPA 9.5 CGPA doesn't matter unless you don't have those skills.
so up to this is domain dependent parameters so that one to five PO our domain dependent
that means computing electronics engineer then it is electronics if it is a civil engineer
according to civil engineer a chemical engineer according to the chemical engineers so up
to 1 to 5 is domain specific program outcome or measurement dimension defined by
Washington Accords and the same definition is exist for NBA ok after five from six if you
see color it changes individual and team work a engineer must not only know that domain
knowledge but also know that domain independent knowledge which is called soft skill like
they have defined a soft skill what is the soft skill decide individual and teamwork say a
student must function effectively as an individual as a remember of a or leader of a team
second one communication skill it never said many many of us was used that ok he required
a communication skill so I should offer a course for English for communication is it
developing communication skill what communication skill we required for a graduate
engineer it is not that does the he or she should spoke like a British English or he should not
like American English or Japanese English.
We want what kind of communication communicate effectively in a complex in the
during activities with the engineering community and society at large such as being able to
comprehend write effective report design documentation make effective presentation and
give and receive clear instruction.

so we don't want his would speak like a British English we want he should make write
effective report design documentation comprehends and write effective report design
documentation make effective presentation give and receive clear instruction and
communicate effectively with his fellow worker with the society or with the manager or
other people or customer or other people so I have to build communication effective
communication power it is not that I have to taught in how to speak like a British English
how to how to write a letter like a Shakespeare's it is not Required.

so individual and team work communication skill last one is third one is the engineer and
society demo state understanding of social health safety legal and cultural issue and
consequent responsive it wills 11 - engineering practices not that you should know what is
your fundamental rights all you have to remember not that I have to only require engineering
and society the issues related to engineering society who is is affect my work - suppose a
chemical engineer I want to set up established a chemical factory he should know what kind
of understanding of social health safety and legal and cultural issue required if I want to
produce a factory in here.

It is not required to know ok like a like a you can say lawyer to defend it a little case like
that not bad so he only know the understand of social health safety legal and cultural issue
and consequence one civility relevant to engineering practices.

okay next one ninth ethics understand and commit to professional ethics and responsibility
and norms on engineering practices I'm going to say okay then we start a course on ethics
is ethics the course ethics is sufficient for this clause we want to develop a skill commit to
professional ethics it is a habit it is not theory knowledge commit to professional ethics and
responsibility and norms of the engineering practices.
It is skill so ethics which will be practices so I don't require the theory that what is ethics
how to follow ethics what kind everything is taught and what practiced skill is not developed
on the students doesn't satisfy that Requirement.

Third one environment and sustainability understand the impact of engineering put solution
in a social context and demonstrates knowledge of a need of suitable development.

Eleventh project management and finance they must trade a knowledge of understanding
the management of business practices the exchange management and their limitation and
last one is lifelong learning very important things recognize the need for her ability to
engage in independent and lifelong Learning.

After graduation of core here if he does not develop his own learning responsibility skill
how to self-learning skill if it is not developed then he cannot sustain so I have to develop
the skill which is called failed learning among the students if I just won't fit the students and
is the self-learning will develop not at all so if I want to develop the self-learning I have to
do something else so if you say one to five our domain dependent skill six to twelve our
domain independent skill.

Now if you think that for every skill I should require a subject it is not a Btech program can
I say that I will develop the communication skill among the students by just introducing a
course called English for communication can I say I will develop the engineering ethics on
the students by a course on ethics no not at all.

So if I want to develop this domain independent skills I’ve acquired teaching learning
process while I am teaching domain dependent skill can I develop this domain independent
scale so 21st century required teaching learning process which not only is catered to domain
dependent skill but also domain independent skill so I required or this Required teaching
learning process which can take care the development of domain Independent skill. While
I am developing domain dependent skill.

Maybe some courses are required like the project management and Finance we may say
okay. One course can be thought but not only that cause will develop the skill every
Course which is domain dependence course that has to be scattered to domain independent
learning for example suppose I am talking a course about that AC machine engineering
course AC machine or VLSI design while I the course on VLSI design to develop certain
skills outcome which is domain dependent outcome can i scattered to some domain
Independent skills suppose I said while I teaching really site design I follow a teaching
learning process by which I can develop communication skill lifelong learning ethics
environment sustainability so all those domain independent skill also I contribute .

so piecing learning process come to the class and deliver a lectures just people are some
slides and come in the class and present the slides and talk to the students is not sufficient
or not enough in today's world so I said that yes I am teaching domain independence the
domain dependent skill but my teaching learning process is such that is catered to domain
independent skin how do I do that so this is one requirement second requirement is that a
decent requirement one requirement and what is the first requirement how to write this
outcome I said PEO program specific program PO program outcome so how do I in this
Washington accord sense that a student should able to design solution for a complex
engineering problem if you see that if I want to develop I want to write down for a
electronics engineer what kind of design solution I should write down so how do I write
down the outcome that is an important issue.

so in 21st century if I say my program is in NBA or Washington Accords accredited that

what is required that I should develop or I should a student before they admitting the course
they know what kind of outcomes are there so before they are interring the course they know
the outcome what is required that every program of every Institute must return down that at
the end of the program what kind of skill a student must acquire at least written down.

So before I admitting a civil engineering program of Institute A I know at the end of the
four-year those are the skill which will develop on me so a student knows mild stone so a
student know what I have to achieve how I achieve it is the teaching learning process so
details I will describe how this kind of things will help to engage the student engagement
lifelong learning all kinds of things so today I want to change that system today's society
even in India if you see that how a student choose if study program last year this ranked this
Institute this bunch so this year this then this is this one, but he may not be interested I don't
know if I admitted in a one Institute A with it.
let's be tech electronics engineering I don't know except that I will get a job and get a
certificate on we take Electronics Engineering what kind of skill I will develop explicitly it
is not written down anywhere so NBA document by which we are body is accredited the
program must be available to the students it is not required by the agenda it is required by
the student so once I write down there will be a critical document and it is available to the
student the student know if I admitted this program what kind of skill I have to develop
should accreditation of a program it doesn't require by a body it required by a Student.

Through accreditation bodies only validate whether your claim outcome is legitimate or not
somebody said I'm following the MIT curricula are that Institute becomes MIT No, not at
all so a body accreditation body here then responsibilities that whatever you are right down
that outcome whether that outcome are legitimate or not the practice heat which you are
follow whether they are guaranteed that outcome or not so I am saying that it tastes like a
television I a certificate certifying body this that this television meets the Standard they only
certify that this this television is meet this specification, specification this specific
specification so accreditation what you only certify your parameters which you said are
achievable measurable and specific and the teaching-learning process and resources which
you have are legitimate to achieve this good that is the job of accreditation body.

Now you can say okay I have done so many things what students are not acquiring the
Skill yes that is possible so the problem is that the teaching learning process which I will
follow i'll give you the details description after this class next class so that may not be
Support this kind of outcome so many kinds of study we have to make and we have to say
how I can develop the skill which I have specified in my accreditation document on the
student so basic idea of a tradition a tradition doesn't guarantee that quality of program a
criticism only guaranteed that it maintained the minimum quality which is required by NBA
which is required by Washington Accords or accreditation is required by the students,
student must know before he admitted a program what kind of skill he's supposed to
develop.
so it even signaled a 10-plus 2 students he has subtle scheme so what is the purpose for this
education the purpose is to enhance or skill or acquire a new skill so that is required either
I have to announce the skill or I have to acquire the new skill and the student might have
responsibility so once I go I see this program a document I see okay those are the skill I will
acquire newly lowered the skill I'll enhance.
So that is required by stood and that is through accreditation of program .so accreditation
doesn't improve the quality but it is guaranteed the minimum Quality. Okay so this is
accreditation so twelve parameters which is written by Washington accords his ditto
followed by NBA same as in NBA so up to five is domain dependent and six to twelve is
Domain independent.

so challenge for us is that how we can say how we implement NBA or accreditation in
classroom but the biggest challenge writing document is not the problem but how do we
ensure this is implemented in the classroom how should I write my tradition document how
do you write outcome so once I want to know how to write the outcome it is not that yes I
can write the outcome student will appreciate my course it is not cool some come so writing
and outcome is in science so there is a theory so the program that discourse which we
propose it will give you the underlying principle how to write the outcome so that I that is
the main objective of this course the everybody must aim - right correct outcome which is
specific measurable and achievable at the end of the course.

Okay so all those things you will learn consequent liquors but in NBA or Accreditation why
it is how it is and what for it is and what are the challenges because the implementation of
NBA in classroom is the biggest challenge and how the Nini Of that how do you develop
that domain independent skill while I am teaching domain dependent subject is the biggest
challenge to the teachers teaching learning process then if you see I will This course will
talk that all kinds of main be a requirement that how do you Say that my program is fulfill
that NBA requirements so program matrix cause matrix all kinds of things will be there and
I will show you how it is done and how it can be implemented in scientifically. Okay.
Thank you!