College of Computer Science OBE Echo Seminar and Workshop

Supersized Pizza Impossible to cover in two days Impossible to digest in two days

Echo Seminar Outline What Why Who Where When How is Outcomes-Based Education (OBE)? Why is it necessary to use OBE? Who uses OBE? Where is OBE currently implemented? When should we put OBE into practice? How do we implement OBE here in UMak and CCS?

What Definitions Principles is Outcomes-Based Education (OBE)? -Mollie Butler

Who uses Outcomes-Based Education? Educational Managers President/CEO VPAA Deans Educators Teachers Learners Students Stakeholders Industry Partners Community Workshop # 1 “Graduate in Mind?” “Brand of College Graduate (BCG)” SEOUL Accord Page 16 Workshop # 2 What makes Higher Education different from Technical Education?

Lunch Break!

Where is OBE currently being implemented? Internationally Locally Canada South Africa New Zealand United States United Kingdom Hongkong Japan Korea Chinese Taipei Locally De la Salle University Technological Institute of the Philippines MAPUA Institute of Technology WASHINGTON ACCORD SEOUL ACCORD Workshop # 3 (slide 17) 1. Differentiate CS, IT, and IS. 2. Read CMO 53-2006 and ACM program definitions of CS, IT, and IS. 3. Are your definitions and differences consistent with the idea of the computing programs presented by its knowledge areas?

When NOW IS THE RIGHT TIME! should we put OBE into practice? NOW IS THE RIGHT TIME! CMO No. 46 2012 -Policy-Standard to Enhance Quality Assurance (QA) in the Philippine Higher Education Through an Outcome-Based and Typology-Based QA CMO No. 20 2013 -General Education Curriculum: Holistic Understandings, Intellectual and Civic Competencies. (Shortened GE Curriculum) Workshop # 4 Discuss within your group the possible implications of these CMOs. How are we (CCS) affected by this CMOs?

Why is it necessary to use OBE? Six Points: 1 2 3 4 5 6 E C VA A S A

Definitions CMO 46 s. 2012 Dr. Chong, Sze San 2008 Implies the best way to learn is to first determine what needs to be achieved. Once the desired results or ‘exit outcomes’ have been determined, the strategies, processes, techniques and means are put in to place to achieve the predetermined goals. In essence, it is a working backwards with students as the center of the learning-teaching milieu. Dr. Chong, Sze San 2008 It is a method of curriculum design and teaching that focuses on what students can actually do after they are taught. 1 of 2

Cont. Definitions Dr. Chong, 2008 Spady, 1994 The desired outcome is selected first and the curriculum, instructional materials and assessments are created to support the intended outcome. Spady, 1994 A comprehensive approach to organizing and operating an education system that is focused in and defined by successful demonstrations of learning sought from each student. 2 of 2

1 2 3 4 Four Principles Where does OBE start? How should OBE start? Clarity of focus Intentions are clear 1 Expanded Opportunity and Support Success-Oriented rather than Filtering-Oriented 2 High Expectations 3 Design Top-Down 4 Where does OBE start? How should OBE start? How should someone be approaching things along the process Idea of what is acceptable expectation among student during planning and implementation How is it done Clarity of Focus- Curriculum planners and educators have to identify a clear focus on what they want learners to be able to demonstrate at the end of significant learning time. Once these outcomes have been identified, the curriculum is constructed by backward mapping of knowledge and skills.

Graduate in Mind Where is this written Write your school’s idea of what your graduate is like Where is this written

Graduate in Mind Higher Education Graduate Technical Skills Education Graduate

Professional Ready Graduate What Industry Expects Skilled Soft and Hard Able to handle the conflicting multifactor components of reality Integrative Exposed and Experience Able to make a decision amidst this complex reality by valuation and critical analysis

Higher Education Graduate HEI Graduates Skills and Professional Readiness Degree is a Discipline Higher Education is based on the idea of NOVEL rather than just INNOVATION Novel - creation of new Can be viewed as developing highly principled competencies Broad exposure Expected for capability to handle undefined circumstances

Life Ready Graduate GEN ED Problem Finder Solver Implementer and Performer Listener and Communicator Learner and Thinker Creator and Producer Teacher and mentor etc.

Information Technology Write statements, phrases, or keywords that will describe the computing programs below and how it differs from other computing program Computer Science Information Systems Information Technology

Information Technology ACM DEFINITION Computer Science Information Systems Information Technology Spans a wide range, from its theoretical and algorithmic foundations to cutting edge developments in robotics, computer vision, intelligent systems, bioinformatics, and other exciting areas Three Categories: Design and implement Software Devise new ways to use computers. Develop effective ways to solve computing problems Focus on integrating information technology solutions and business process to meet the information needs of businesses and other enterprises, enabling them to achieve their objectives in an effective, efficient way. Information systems specialist plays a key role in determining the requirement for an organizations information systems and is active in their specification, design and implementation. Prepares students to meet the computer technology needs of business, government, healthcare, schools, and other kinds of organizations. Understand computer systems and their software and are committed to solving whatever computer-related problems they might have.

The Washington Accord The Sydney Accord The Dublin Accord signed in 1989 was the first - it recognises substantial equivalence in the accreditation of qualifications in professional engineering, normally of four years duration. The Washington Accord commenced in 2001 and recognises substantial equivalence in the accreditation of qualifications in engineering technology, normally of three years duration. The Sydney Accord is an agreement for substantial equivalence in the accreditation of tertiary qualifications in technician engineering, normally of two years duration. It commenced in 2002. The Dublin Accord established in 2008, is a mutual recognition agreement pertaining to computing and IT-related programs accredited by its signatories within their respective jurisdiction The Seoul Accord

Computing: Seoul 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.

Institutional Program Level Revisit Vision-Mission Revisit Computing Program Knowledge and Understanding Body of Knowledge and Skills Formulate the Institutional Educational Philosophy Translate Vision-Mission to Institutional Graduate Attribute Translate Institutional Graduate Attribute to Program Attributes and Outcomes Seoul Accord Graduate Outcomes Decide on a Curricular Structure CHED Minimum Standards Develop Learning Outcomes per Course Curriculum Map Live the Educational Philosophy Program (Training, Culture-Change, etc.) Syllabus Development Course Implementation

SEOUL ACCORD OUTCOMES FOR COMPUTING PROFESSIONAL GRADUATES ATTRIBUTE SEOUL ACCORD OUTCOMES FOR COMPUTING PROFESSIONAL GRADUATES 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 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. 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. 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 Individual and Team Work Function effectively as an individual and as a member or leader in diverse teams and in multi-disciplinary settings 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 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 Ethics Understand and commit to professional ethics, responsibilities, and norms of professional computing practice Life-Long Learning Recognize the need, and have the ability, to engage in independent learning for continual development as a computing professional

HARMONIED GRADUATE OUTCOMES Formulate the Institutional Educational Philosophy Translate Vision-Mission to Institutional Graduate Attribute Translate Institutional Graduate Attribute to Program Attributes and Outcomes Seoul Accord Graduate Outcomes HARMONIED GRADUATE OUTCOMES

ReflectiveAction Are our coverage consistent with that of the coverage represented by the body of knowledge? What curriculum program can we propose reflective of our brand of graduates and the Seoul Accord Graduate Outcomes?