1. College of Computer Science OBE Echo Seminar and Workshop

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

3. 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?

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

5. 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?

6. Lunch Break!

7. 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 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?

8. When NOW IS THE RIGHT TIME!
should we put OBE into practice?
NOW IS THE RIGHT TIME!
CMO No Policy-Standard to Enhance Quality Assurance (QA) in the Philippine Higher Education Through an Outcome-Based and Typology-Based QA
CMO No 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?

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

10. 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

11. 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

12. 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.

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

14. Graduate in Mind Higher Education Graduate
Technical Skills Education Graduate

15. 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

16. 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

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

18. 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

19. 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.

20. 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

21. 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.

22. 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

23. 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

24. 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

25. 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?