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UNIVERSITIUNIVERSITI TUNKU ABDUL RAHMAN
Faculty of Engineering and Science
Outcome-based Education (OBE)
Prof. Ir. Dr. Chung Boon KuanPEng, MIEM
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Agenda
• What is OBE?
• What is EAC?
• How do we implement OBE?
• Roles of University and Lecturers
• Roles of Students
• Challenges in the 21st Century
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What is OBE?
• Outcome-based Education
• Popular education reform model
• A student-centered learning philosophy that focuses on empirically measuring student performance, which are called outcomes.
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Traditional Education
• Input-based Education primarily focuses on transferring resources to the students.
• Use a series of examination to gauge the retention and comprehension of the course. However, the required outcomes of the graduates are not spelled out and measured.(Exam doesn’t measure soft-skills, attitude towards life-long learning etc.)
• Students tend to learn only the content that lecturers teach them, and don’t improve their ability to solve engineering problems or design new devices.
• Passing exam doesn’t prove that the students can meet the desired outcomes expected by industry.
• Mismatch between the content provided to students and industry’s expectation.
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View on graduates from traditional education …..
View on graduates from OBE …..
“OK”
“Not good enough”
What is the nutrition fact?
High in Protein ...?
Low in Calcium …?
…..
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Programme Outcomes of 3E Programme Outcomes of EC
i. Ability to apply acquired fundamental knowledge of science and engineering
i. Apply acquired fundamental knowledge of science and engineering;
ii. Possess the relevant technical skills in electrical and electronic engineering
iii. Possess the relevant technical skills in electronic and communications engineering;
iii. Ability to identify, formulate and solve problems of high- and low-power circuits and systems
iv. Identify, formulate and solve communication engineering problems;
iv. Ability to design and evaluate electrical and electronic systems based on system approach
ii. Design and evaluate electronic and communication systems based on system approach;
viii. Be aware of the current good practices of electrical & electronic engineering for sustainable development
vi. Be aware of the current good practices of electronic and communication engineering for sustainable development;
vii. Ability to understand and commit to prevailing professional and ethical responsibilities
vii. Demonstrate commitment to ethical and professional responsibilities;
v. Ability to communicate effectively v. Communicate effectively with technical and non-technical people;
vi. Ability to function effectively as an individual and in a group
ix. Function effectively as an individual and in a team;
x. Be aware that a professional engineer’s work have social, cultural, global and environmental ramifications
x. Be aware of a professional engineer’s social, cultural, global and environmental responsibilities.
ix. Recognize the importance of and be able to engage in life-long learning
viii. Recognize that electronic communication is a fast evolving field and is committed to carry out life-long learning;
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Sustainable Development
• Climate change - global issue most concerned today
• From scarcity of water to new supplies of fossil to meet energy demands
• Minimum impact to the environment
• Minimize energy consumption
• Minimize use of material and waste
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OBE
• Discourages traditional education approaches based on direct instruction of facts and standard methods.
• Problem-based Learning (PBL)
• It requires that the students demonstrate that they have learnt the required skills and content
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Programme Outcomes
• Each independent education agency specifies its own outcomes and its own methods of measuring student achievement according to those outcomes.
• The results can be used for different purposes.• Use the information to determine how well the
overall education system is performing• Use the assessments to determine whether an
individual student has learned required material.
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Programme Objectives
• Programme Outcomes describe the attributes that the students are expected to attain at the point of graduation.
• Programme Objectives describe the career and professional accomplishments that the programme would prepares the graduates to achieve in a few years after their graduation.
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Programme ObjectivesProgramme Objectives of 3E Programme Objectives of EC
The graduates of Electrical and Electronic Engineering Programme will use the latest knowledge and techniques in developing, maintaining, servicing, sales and marketing, and research of electrical and electronics technologies
The graduates of Electronic and Communication Engineering Programme will use the latest knowledge and techniques in design, developing, maintaining, servicing, sales and marketing, and research of electronic telecommunication and technologies
The graduates will assume technical, managerial and ethical roles effectively in the organizations they work in.
The graduates will assume technical, managerial and ethical roles effectively in the organizations they work in.
The graduates will be involved in the affairs of professional institutions and keep abreast of the nation’s needs and developments, and provide services to the engineering communities and the nation
The graduates will be involved in the affairs of professional institutions and keep abreast of the nation’s needs and developments, and provide services to the engineering communities and the nation
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Stakeholders
• Engineering Accreditation Council
• Employers or industrial supervisors
• Industrial Advisory Panel
• Academic staff
• External examiner
• Public and Parents
• Students
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What is EAC
• LAN/IEM/BEM and JPA formed Engineering Accreditation Council (EAC) in Oct 2000
• Accreditation of engineering programmes in Malaysia
• Accreditation visit after the first batch of students completed study
• Ensure programme satisfy minimum academic requirements for registration as a graduate engineer with BEM and for admission to graduate membership of IEM
• OBE must be implemented
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Why OBE?
• Advocated by Washington Accord (current permanent signatories, US, UK, Canada, Japan,…)
• Accredited Engineering Graduates are recognized by other signatory countries. - Possible employment as engineers in those
countries without further examinations.
• Advocated by Washington Accord (current permanent signatories, US, UK, Canada, Japan,…)
• Accredited Engineering Graduates are recognized by other signatory countries. - Possible employment as engineers in those
countries without further examinations.
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Required Skills
Engineers are expected to make a quick and useful contribution in work.
Not enough to rely on technical expertise; employers will expect you to demonstrate a range of practical skills and soft skills.
You will therefore need to think about the skills that you have to offer the employer.
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Professional Engineer (PE) Engineers Act 1967 requires every engineer to be
registered with the Board of Engineers, Malaysia (BEM). Graduates from recognised degree programmes shall be
registered as Graduate Engineer to work as an engineer. Practical training of more than 3 years is required for
application to sit for Professional Interview (PI). A PI candidate will be required to show that he can apply
theory in engineering projects, and has acquired the skills of investigation (field work), planning, and design.
Upon passing the PI, the candidate can then apply to BEM for registration as a Professional Engineer.
Achieving PE status can be regarded as a self-fulfillment to enhance the status of a person in the society.
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Board of Engineers, Malaysia (BEM)
The work of engineers can have significant impact on public interest.
BEM is the regulatory body to enforce the Engineers Act to protect public interest.
Engineers are bound by the Code of Professional Conduct.
Engineers shall be professional in discharging their duty and responsibility in order to uphold the dignity, standing, and reputation of the engineering profession
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Institution of Engineers, Malaysia (IEM)
A learned society where engineers of various disciplines in every sector of economic activities come together for mutual helpfulness and sharing of experiences and technologies.
IEM works closely with BEM to enhance the status of engineers in the society (accreditation of engineering degree, professional interview, international recognition of standards for the training of professional engineers, etc.)
Help young engineers to establish themselves in the ranks.
Establish social linkages between engineers.
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How do we implement OBE?
• Guided by EAC Accreditation Manual• Documentation to satisfy EAC
requirements (SOP, Unit files, PBL assignments, exam/test, lab manual, samples, thesis, industrial training reports, etc.)
• Outcome assessment methods and survey• Continuous Quality Improvement (CQI)• Problem-based Learning (PBL)
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On completion of this unit, a student shall be able to:• Explain and use the device equations for design
and analysis• Describe the basic digital components and use
tools to analyze them• Describe the basic processing steps used today
to do both the layout and simulation of MOS ICs• Know how to make design trade-offs to achieve a
good balance among speed, power consumption and reliability
• Analyze existing integrated circuits and design new integrated circuits
Learning Outcomes – IC Design
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Course to Programme Outcome Matrix
CODE COURSEEMPHASIS TO THE PO
1 2 3 4 5 6 7 8 9 10
UCCM1653Mathematics for Engineering I
× ×
UEEA1243 Circuit Theory × × × × × ×
UCCS2613Programming Techniques
× × ×
UEEA3273Electromagnetic Fields and Waves
× × × × × × × ×
UEGE3114 Industrial Training × × × × × × × × × ×
UEGE4113 Project × × × × × × × × × ×
• Matrix of Learning Outcomes vs. PO
• Matrix of assessment tools vs. Learning Outcomes
• Direct assessment of PO through FYP, ITP, survey, etc.
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Review of PO Achievement
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Continuous Quality Improvement (CQI)
Programme objectives
Programme outcomes
Y1Year 1
Alumni Employer
Analysis, Evaluation,Interpretation, Revision and Modification
IndustrialAdvisoryPanel
ExternalExaminer
Lecturers
Year 2
Year 3
Year 4
Industrialtraining
Unit learning outcomes
Students
Parents & Public
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Criteria for International Recognition
In term of Problem Analysis ….
Washington Accord Sydney Accord Dublin Accord
Identify, formulate, research literature and solve complex engineering problems reaching substantiated conclusions using first principles of mathematics and engineering sciences
Identify, formulate, research literature and solve broadly-defined engineering problems reaching substantiated conclusions using analytical tools appropriate to their discipline or area of specialisation
Identify and solve well-defined engineering problems reaching substantiated conclusions using codified methods of analysis specific to their field of activity
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Criteria for International Recognition
In term of Depth of Analysis required….
Complex Problems (engineer)
Broadly-defined Problems (technologist)
Well-defined Problems (technician)
Have no obvious solution and require abstract thinking, originality in analysis to formulate suitable models
Can be solved by well-proven analysis techniques
Can be solved in standardized ways
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Problem-based LearningSubject Assignment Title
UEET2513 Analogue Communications Design and Construction of an FM Transmitter
UEET4563 Mobile and Satellite Communication Design and simulation of digital demodulation systems.
UEEA2333 Analogue Electronics Design and Analysis of an Analogue Electronic System
UEEA4863 Renewable Energy Design and construction of Solar Cell charging circuit.
UEEA4363 Optics & Opto-electronics Design and construction of an optical transceiver.
UEEA4653 Computer Architecture Evaluation of Computer Architecture Families (RISC and CISC)
UEEA4483 High Voltage Engineering Design an Alternative Means of Providing Insulation in Power Transformers
UEEA3273 Electromagnetic Fields and Waves Case study of a commercial TV antenna.
UEEA3453 Power System Design of Energy Saving Scheme in Building Automation.
UEEA3633 Microprocessor & Microcontroller Systems Home Security System Design
UEEA4373 Integrated Circuit Design CMOS Implementation of Complex Logic Function
UEEL2323 / UEEA1323 Digital Electronics Design a multiplexing system to implement a 4-digit 7-segment LED display.
UEEA3423 Control Systems Design a Positional Feedback Control System for an antenna system
UEEL4123/UEEA4473 Power Electronics and drives Design and Construction of a speed control unit for a hybrid stepper motor
UEEA3353 Digital System Design Vending Machine Design Using Verilog
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Roles of University
• Provide conducive environment for students to learn the required knowledge and skills, including social networking.
• Engage staff with extensive industry and research experience so that they can bring their experience into their teaching
• Provide students the opportunities to carry out engineering or research projects during their course of study
VisionUTAR to
be premier university
Excellence in advancement & dissemination of knowledge & expertise
Holistic development of knowledge & expertise of the individual
Mission
Produce disciplined graduates with critical thinking, quest for continuous learning & pursuit of excellence
Advance knowledge through collaborations with international universities, research institutions and industries
Inculcate UTAR communities with high moral values, appreciation of diversity in multiethnic society and concern for mankind
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Roles of Lecturers
• Review PEO, PO, course structure, and syllabus• Guidance on required PEO, PO, learning outcomes• Teach the relevant engineering, maths, and other
relevant subjects• Conduct relevant tutorials and laboratory practical
sessions• Give appropriate guide on assignments and projects• Organise a series of engineering seminars by
academic staff and invited speakers from practicing engineers in industries
• Organise field trips and visits to industries
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Roles of Lecturers
• Conduct empirical measurements of PO
• Prepare the required documentation
• Assure EAC and public on the standard of our graduates
• Obtain and maintain accreditation from EAC
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Roles of Students
• Know the required Programme Outcomes and Programme Objectives
• Acquire the Learning Outcomes• Demonstrate that they have learnt the
required skills and contents• Attain the Programme Outcomes and
Programme Objectives• Constructive feedback for the programme
to obtain accreditation
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Challenges in the 21st Century
Globalisation China entering the World Trade Organisation (WTO) Liberalisation under Asia Pacific Economic Cooperation
(APEC) Asean Free Trade Agreement (AFTA)
• Borderless Business - free flow of goods and services
• Fair Trade - no trade barrier to protect domestic industries
• Products/Services Competition - investments go with the most competitive environment for manufacturing and servicing hubs
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Risks and Opportunities
RISKS Withdrawal of Foreign Investment Outflow of Domestic Funds Increase of Jobless Rate Decreased Occupancy Rate, hence decreased property
values Excess Import of Goods and Services Inflation and devalued currency
OPPORTUNITIES Opposite of the above; plus Bigger Client Base
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Keywords for Survival
Competitive :- product/service quality, labour productivity
Human Resources :- knowledge based business Value-Added Services Innovative Gear up to go global :- international affiliations
and joint-ventures
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Engineering Career Planning
Never limit your choice of work/learning Exercise your engineering mind Work hard and smart Look after your health Take good care of your family Appreciate what you have Never lose your appetite to learn Contribute to well-being of mankind
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UNIVERSITI
Thank You
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AppendixBLOOM’S Taxonomy
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BLOOM’S Taxonomy of Educational Objectives (Cognitive Domain)
6. Evaluation
Judge, select, critique, justify,
optimize 5. Synthesis
Propose, create, invent, design, improve
3. Application
Calculate, solve, determine, apply
2. Comprehension
Explain, paraphrase
Classify, predict, model, derive,
interpret
4. Analysis
1. Knowledge
List, recite
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Bloom’s Taxonomy: Verbs
Define Recognize
Identify Record
List Relate
Name Repeat
Recall Underline
Knowledge
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Bloom’s Taxonomy: Verbs
Choose Discuss Pick
Cite examples of Explain Report
Demonstrate use of Express Restate
Describe Give in own words
Review
Determine Identify Recognize
Differentiate between
Interpret Select
Discriminate Locate
Comprehension
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Bloom’s Taxonomy: Verbs
Apply Operationalize
Demonstrate Practice
Dramatize Relate
Employ Schedule
Generalize Shop
Illustrate Use
Interpret Utilize
Operate Initiate
Application
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Bloom’s Taxonomy: Verbs
Analyze Criticize Distinguish
Appraise Deduce Draw conclusions
Calculate Debate Estimate
Categorize Detect Evaluate
Compare Determine Examine
Conclude Develop Experiment
Contrast Diagram
Correlate Differentiate
Analysis
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Bloom’s Taxonomy: Verbs
Arrange Formulate Predict
Assemble Manage Reconstruct
Collect Modify Set up
Compose Organize Synthesize
Construct Plan Sytematimize
Create Prepare Devise
Design Produce
Develop Propose
Synthesis
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Bloom’s Taxonomy: Verbs
Appraise Measure
Assess Rate
Choose Revise
Compare Score
Critique Select
Estimate Validate
Evaluate Value
Judge Test
Evaluation