OBE Training

Workshop
Shifting the Educational Paradigm from Focusing
Primarily Inputs to Emphasizing Desired Learning
Outcomes.

Venue: CPD Hall, C-Block, Air University, Islamabad

Presentation by: Dr. Mehdi Hassan

Chair
Dept. of Computer Science,
Air University, Islamabad
Wednesday, October 23, 2024
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WHAT WE WILL TALK ABOUT

Session-I: Session-II: Session-

III:
 Brief Overview of OBE  Significance of Supporting  AU Automation System
 Significance of OBE System Courses  Attainments and its
 Seoul vs Washington  Designing of CLOs. reports
accord  CLOs and its mapping to the  CQI Process
 University Vision and PLOs and PEOs  Evaluation and
Mission  Case studies: assessment:
 Complex Computing  Designing sample
 Department Mission
assessments by the
 Establishment of PEOs, and Problems
participants
PLOs  Designing of
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SESSION I

3
OVERVIEW OF OBE
• Outcome-Based Education (OBE) is :
• educational philosophy and approach
• focuses on defining specific, measurable outcomes or competencies
• students should achieve by the end of an educational program.
• emphasis is on the results of learning rather than just the inputs or
processes.
• It is a method of curriculum design and teaching that focuses on what students
Key aspects:
can actually do after they are taught.
• Clear Learning Outcomes
• Alignment of Curriculum
• Assessment and Evaluation
• Student-Centered Learning
• Continuous Improvement
• Real-World Relevance
• Transparency and
Accountability 4
OVERVIEW OF OBE
• OBE is a process that involves assessment and
evaluation practices in education to reflect the
attainment of expected learning outcomes and showing
mastery in the program area.
• OBE in a Nutshell
What do you want the students to have or able to do?
How can you best help students achieve it?
How will you know what they have achieved?
How do you close the loop?

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 TRAINING OBJECTIVES
The objectives of OBE training is to:
• Understanding of OBE principles
• Alignment of curriculum
• Student-centered teaching practices
• Adaptation of teaching methods
• Continuous improvement
• Professional development
• Competency development for designing
various BT Levels assessments
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OBE Vs CONVENTIONAL SYSTEM
Traditional Educational
Criteria Outcome-based Education
System

Outlining & OBE promotes a learner-centered approach It adheres to a content-driven

Designing that emphasizes knowledge application, curriculum that emphasizes
The critical thinking, problem-solving, and knowledge transmission from
Curriculum
communication skills. teacher to student.

It evaluates students based on how

OBE evaluates each student's competency
Grading well they perform on assignments,
System and achievement, as opposed to placing
tests, and exams using a percentage
them in a competitive order.
or letter grading system.

With progression determined by time-

OBE recognizes that learners' needs and based benchmarks, the traditional
Scalability
abilities vary, so it offers opportunities for education system frequently places
Of Final
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OBE LEADS TO:

Improve learning
Enhance educational
effectiveness
Enhance accountability

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SUDENTS CENTRIC LEARNING

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ACCREDITATION SYSTEMS
The • signed in 1989 was the first - it recognises substantial
equivalence in the accreditation of qualifications in
Washington professional engineering, normally of four years
duration.
Accord
• commenced in 2001 and recognises substantial
The Sydney equivalence in the accreditation of qualifications in
engineering technology, normally of three years
Accord duration.

• is an agreement for substantial equivalence in the

The Dublin accreditation of tertiary qualifications in technician
engineering, normally of two years duration. It
Accord commenced in 2002.

• established in 2008, is a mutual recognition agreement

The Seoul pertaining to Computing and IT-related programs
accredited by its signatories within their respective
Accord jurisdiction

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 THE SOUL ACCORD

Established in 2008, a mutual recognition agreement pertaining to

computing and IT-related programs accredited by its signatories
within their respective jurisdiction.
Signatories to the Seoul Accord are organizations responsible for
accrediting computing and IT-related programs in Australia,
Canada, Chinese Taipei, Hong Kong, Japan, Korea, the United
Kingdom, and the United States.
The Seoul Accord assists in determining if a computing or IT-related
program in one jurisdictions is recognized for purposes of licensure
and registration, employment, or admission to graduate school in
another jurisdictions.

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COMPUTING INTERRELATIONSHIPS

12
COMPUTING EDUCATION LANDSCAPE

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COMPUTING PROFESSIONAL

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SIGNIFICANCE OF MATHEMATICS IN COMPUTING

• Foundation for Algorithmic Thinking

• Logical Reasoning and Problem-Solving Skills
• Data Structures and Analysis of Algorithms
• Complexity Analysis
• Foundations for Computer Graphics and Visualization
• Cryptography and Network Security
• Database Management and Optimization:
• Machine Learning and Data Science
• Formal Methods in Software Engineering
• Quantum Computing
• Computational Theory 15
SIGNIFICANCE OF MANAGEMENT SCIENCES COURSES

• Project Management Skills

• Team Collaboration
• Understanding Stakeholder Needs
• Resource Allocation and Budgeting
• Risk Management
• Communication Skills
• Ethics and Professional Responsibility
• Entrepreneurship and Innovation
• Strategic Decision-Making
• Customer-Centric Approach
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SIGNIFICANCE OF ENGLISH COURSES
• Communication Skills
• Documentation and Technical Writing
• Presentation Skills
• Problem-Solving and Critical Thinking
• Ethics and Social Implications
• Multicultural Awareness
• Enhanced Research Abilities
• Software Manual Writing
• Preparation for Leadership Roles

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SIGNIFICANCE OF SOCIAL SCIENCES
COURSES
• Ethical Considerations
• User-Centered Design
• Impact Assessment
• Communication and Collaboration
• Cultural Sensitivity
• Policy and Regulation
• Human Factors in Cybersecurity
• Data Privacy and Security
• Social Implications of Technology

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MISSION STATEMENTS
University Vision
Air University aspires to be among the leading national universities,
excelling in teaching, learning, research, innovation, and public
service.

University Mission
The mission of Air University is to achieve excellence in teaching and
research for producing graduates with sound professional knowledge,
integrity of character, a keen sense of social responsibility and a
passion for lifelong learning. The University shall stand committed to
creating an environment conducive for attracting the best students,
faculty and supporting staff for contributing to the development of a
prosperous, peaceful, and enlightened society.

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PROGRAM EDUCATIONAL OBJECTIVES
(PEOs)

UNIVERSITY VISION
UNIVERSITY MISSION
DEPARTMENT MISSION
PROGRAM OBJECTIVES
PEOs (Mapped to Vision,
Mission)
Strategic Plan to Achieve
PEOs
PEOs’ Assessment Methods
Process of Revision of PEOs
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Program Educational Objectives
(PEOs)
Department Mission
To provide quality education to produce highly skilled professionals in areas of
Computer Science and Information Technology. The graduates are solving local and
global research and development problems effectively with social responsibility. The
department stands committed to create a strong relationship with industry and society
to address contemporary and future challenges.

PEO 1
Demonstrate computing knowledge and skills with a strong focus on
innovation, entrepreneurship, and lifelong learning.

PEO 2
Have ethical and moral values along with a keen sense of social
responsibility.
PEO 3
Have effective communication skills required in the computing profession,
as a team player or a leader for industry and society.
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PROGRAM LEARNING OUTCOMES (PLOS)
 Program Learning outcomes or graduate attributes are the
narrower statements that describe what students are expected to
know and be able to do at the end of the program or at the
time of graduation.
 10 PLOs have been provided by NCEAC to be adopted for all
Universities.
PLO1: Academic Education

• Prepare graduates having educational depth and breadth

knowledge and prepare Computing professionals

PLO2: Knowledge for Solving Computing

Problems
• Apply knowledge of computing fundamentals, knowledge of a
computing specialization, and mathematics, science, and
domain knowledge appropriate for the computing specialization
to the abstraction and conceptualization of computing models
from defined problems and requirements. 23
PROGRAM LEARNING OUTCOMES (PLOS)
PLO3: Problem Analysis:
• Identify, formulate, research literature, and solve complex computing
problems reaching substantiated conclusions using fundamental principles of
mathematics, computing sciences, and relevant domain disciplines

PLO4: Design/ Development of Solutions

• Design and evaluate solutions for complex computing problems, and design
and evaluate systems, components, or processes that meet specified needs
with appropriate consideration for public health and safety, cultural, societal,
and environmental considerations
PLO5: Modern Tool Usage
• Create, select, adapt, and apply appropriate techniques, resources, and
modern computing tools to complex computing activities, with an
understanding of the limitations
PLO6: Individual and Teamwork
• An ability to apply reasoning informed by contextual knowledge to assess
societal, health, safety, legal and cultural issues and the consequent
responsibilities relevant to professional engineering practice and solution to
complex engineering problems.

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PROGRAM LEARNING OUTCOMES (PLOS)
PLO7: Communication
• Communicate effectively with the computing community and with society at
large about complex computing activities by being able to comprehend and
write effective reports, design documentation, make effective presentations,
and give and understand clear instructions.

PLO8: Computing Professionalism and Society

• Understand and assess societal, health, safety, legal, and cultural issues
within local and global contexts, and the consequential responsibilities
relevant to professional computing practice.

PLO9: Ethics
• Understand and commit to professional ethics, responsibilities, and norms of
professional computing practice

PLO10: Life-long Learning:

• Recognize the need, and have the ability, to engage in independent learning
for continual development as a computing professional.

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 BLOOM’S TAXONOMY
• BT Categorized into three domains of taxonomy:
– Cognitive (Knowledge)
– Psychomotor (Skills)
– Affective (Attitude)
• Levels of cognitive domain:
– Knowledge (list)
– Comprehension (explain)
– Application (calculate, solve, determine)
– Analysis (classify, predict, model, derive)
– Synthesis (design, improve)
– Evaluation (judge, select, critique)

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LEARNING DOMAINS

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COGNITIVE DOMAIN :
LEVELS

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COGNITIVE DOMAIN :
LEVELS
C6
C5
C4
C3
C2
C1

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COGNITIVE DOMAIN : ACTION
VERBS

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SESSION II

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KEY ELEMENTS OF OBE
APPROACH

What students should achieve?

Define Outcomes:

How to make students achieve the o

Design Curriculum:

Make students achieve the outcome

Deliver Instructions and Evalua

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IMPLEMENTATION OF OBE
NCEAC OBE Manual
Guide
2023

Formulation of
Program Formulation of
Educational PEOs inline with
Objectives (PEOs) University’s Vision Assessment Methods
and Mission
Program Provided by NCEAC
Formulation of
Learning (Additional PLOs may
Assessment
Outcomes be formulated in line
(PLOs) Methods
with PEOs)

Course Learning Formulation of

Formulation to target
Outcomes Assessment
(CLOs) specific PLOs.
Methods

Continuous
Quality Formulation of CQI
Improvement procedure.
(CQI)
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RELATION FLOW OF PEOs, PLOs,
& CLOs INVOLVING
STAKEHOLDERS

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DESIGNING OF CLOs
• CLOs are statements clearly describing the meaningful,
observable and measurable knowledge, skills and/or
dispositions students will learn in this course.
• It refers to the specific knowledge, skills, and attitudes
learners will gain at the completion of a course.
• CLOs Designing ACM Guidelines
• Course Guide (CLOs and PLO Mapping)
• Mapping of CLOs to PLOs

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MAPPING OF PLOS AND PEOS
PEO 1 PEO 2 PEO 3
PLO 1
PLO 2
PLO 3
PLO 4
PLO 5
PLO 6
PLO 7
PLO 8
PLO 9
PLO 10

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CASE STUDIES
• Complex Computing Problems
• Designing of Assessments
• Sample Assignment
• Sample Quiz
• Sample Mid-Exam Paper

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SESSION III

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CLO AND PLO ATTAINMENTS
 CLO Attainment
 PLO Attainment

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 CONTINUAL QUALITY IMPROVEMENT (CQI)

The Outcome Based Education (OBE) practice requires

that the CQI process is implemented to continuously
improve the quality of teaching and learning of an
education program.

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 BASIC ELEMENTS OF CQI
PROCESS
• Review of intakes
• Curriculum revision • Formulation of Policies /
• Continuous Training of HR Objectives / Outcomes
• Improvement of Infrastructure • Design of Curriculum
• Review of outcomes and Plan • Establishment of
policies Infrastructure
• Necessary Approvals • Induction / Training of HR

Improve Implement

• Self Assessment Monitor and review

• Execution of Policies
• Intake from Stakeholders • Teaching and Learning
• Evaluation by Statutory Processes
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Bodies • Evaluation and Assessment

• Modern Trends and Processes
Advancements • Research and Development

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DEFINED OBJECTIVES &
OUTCOMES

Complement Each
Mission and Vision of University

Interrelated and
Long
Term
Outcom
Program Educational Objectives es

Other
(PEOs)

Program Learning Outcomes (PLOs) Short-

term
outcome
s

Course Learning Outcomes (CLOs)

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ELEMENTS OF CQI PROCESS

• Program planning
• Curriculum development
• Curriculum and content review
• Responding to feedback and inputs from stakeholders including
industry advisors, students and alumni
• Tracking the contribution of individual courses to PLOs
• Tracking outcomes of performance through assessment
including rubrics
• Reviewing of PEOs and PLOs
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CQI FRAMEWORK

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CQI FRAMEWORK

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CQI FOR PLOs

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INDUSTRIAL LINKAGES
• Describe the existence of active industry advisory
board/ committee and formal involvement of industry in
development and review of PEOs.
• Discuss opportunities for collaborative design projects
and supervised internship for students.
• Discuss different Higher Education Institutions (HEIs)
policies to encourage faculty and students to engage
with the Industry to have industry-sponsored projects.
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TOP – DOWN
APPROACH
Mission and Vision
of HEI

Linked and Mapped

Indirect Evaluation

PEOs
Indirect Evaluation
Direct Evaluation

Direct Evaluation
PLOs

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AU STATUTORY
BODIES
• Academic Council (ACM)

• Faculty Board of Studies (FBS)

• Departmental Board of Studies (DBS)

49
DEPARTMENTAL BOARD OF STUDIES
(DBS)
• Composition
– Headed by HoD / Program Chair
– Knowledge Group Specialists
– Other Stake Holders
• IAB
• Industry Contacts / Research Collaborators
• International / National Peers
• Suggest and Recommends to FBS
• Changes in Curriculum
• Formulation / review of PLOs and CLOs
• CLO-PLO mapping
• PLO to Course content mapping
• Review of taxonomy levels and domains

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FACULTY BOARD OF STUDIES (FBS)

• Composition:
• Headed by Dean of Faculty
• HoDs / Program Chairs
• Concerned Faculty Members (Internal)
• Appointed Members (Externals)
• Recommends to Academic Council
• Changes in Curriculum
• Changes suggested in PLOs
• Changes in PEOs
• Approves
• Formulation / review of CLOs
• Review of Taxonomy Levels and Domains

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 ACADEMIC COUNCIL
• Composition
• Headed by VC
• All Deans / HoD / Directors (Internal)
• Appointed Members (Externals)
• Approves recommendation by FBS
• Changes in Curriculum
• Formulation / review of PEOs
• Formulation / review of PLOs

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CQI PROCESS FOR PEOs

Start of PEOs Implemented Approved by

Evaluation by Department ACM
Process
Employer Survey Possible Actions Review by
Alumni Survey No FBS
KPI
Analysis and Achieved?
summary of data Criterion
SAR
• Inputs from
Documentation Yes Stakeholders
• Benchmarking
Review by FBS • Curriculum
review
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PLOs / CLOs REVIEW FRAMEWORK
• Responsibilities
– QEC -- Overall Supervision
– Students' affairs Office / Placement Office
• Distribute / Retrieve Survey Forms
• Prepare Summaries
– Departments
• Conduct Exams / Prepare results
• Analyze Data from Direct54/ Indirect Assessments
• Get approval of recommend changes from AC
• Frequency
– End of every Semester (CLOs)
– Graduation of every Batch (PLOs)
REVIEW PROCESS OF PLOs /
CLOs
• Each course have defined CLOs
• CLO statement will be inline with bloom’s taxonomy
– Knowledge Domain (cognitive)
– Level
• CLOs will be evaluated through
– Direct assessment tools
• Examinations
• Lab Work
• FYPs / CEPs/PBL
• PLOs will be evaluated through
– Direct Assessments (CLOs Mapping)
– Indirect Assessments
• Surveys and Feedbacks
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AU CMS SERVICES MODEL
Admin Officer Students
Admission Dept
Registration Dept
HOD

AMS
Quality
Coordinator

FinanceEnter
Dept
Data Receive
AcademicData
Subject CLOs Coordinator
Prepare GPA /
CLO to PLO Receive Results CGPA
Mapping KPI Achieved or PLO / CLO
Examination not Attainment
Marks Corrective actions Individual
Lab Performance
Administrator required
Faculty ExaminationLevel
FYP Evaluation Members Dept
Cohort Level
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OBE AUTOMATION IN CMS
• Indigenously developed
– Fully automated
– Adaptable and evolving
– User Friendly
• Access to all faculty members on desktop
• Single Screen Input for both CGPA and PLO
attainment
– Secure
– Output
• Attendance, Grades, GPA / CGPA
• PLO / CLO attainment reports
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AU AUTOMATION SYSTEM

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ASSESSMENT DESIGNING ACTIVITY
• Assessment
Designing activity:
• Use the following
three levels:
• Understand [C2]
• Apply [C3]
• Analyze [C4]

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ACKNOWLEDGEMENTS

• Dir. Academics
• Dir. CPD
• Dean FCAI

• M. Junaid Nazar
• Dr. Ashfaq Hussain Farooqi

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THANK YOU

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