1. Dr. T.M. Chung, Dr. M.L. Chen, Dr. J.L Niu and Mr. Greg Powell
FCLU forum on outcome-based curriculum (OBC): Where are we in the implementation of OBC? – BSE’s experience
Dr. T.M. Chung, Dr. M.L. Chen, Dr. J.L Niu and Mr. Greg Powell

2. Are students ready for the OBC?
Do students know and understand the intended learning outcomes (ILOs) of the subjects they are studying?
Do they know that assessments will be aligned with the ILOs?
Do students know what to do to achieve the ILOs or just rely on “spoon-feeding” on specific learning outcomes?

3. The practical common “intended learning outcome” from students’ perspective
Subject outcome: to pass the subject
Average or below average students: to get at least a C
Above average students: to get an A or A+
Program outcome: to get a good honours degree
Average students: to get at least a second lower
Above average students: to get a second upper or first class honours

4. Challenge to teachers
How to deliver the subject so that students achieve the ILOs satisfactorily even if in the students’ mind the only learning outcome is to pass the subject
How to align assessments with ILOs so that the assessment grades really reflect the students’ achievement of the ILOs

5. BSE subjects in the OBC in this semester
BSE2121 Power & Machines – Dr. M.L. Chen
BSE2214 HVACR Fundamentals II – Dr. J.L. Niu
BSE268 Engineering Practice – Mr. Greg Powell

6. OBC implementation in subject BSE2121 – Dr. M.L. Chen
OUT LINE
Mapping subject with programme
Intended subject outcomes (ISO)
Aligning the teaching & Learning with ISO
Aligning the assessments with ISO
A case study

7. Mapping subject with programme (Let students know why to learn)
The Programme: BEng in BSE
Objective …design and analysis of Building Electrical Systems (BES) on the basis of understanding the function and principles of BES…
Subjects …BSE211, BSE2121, BSE312, BSE3122, BSE4781
The Subject BSE2121: Power & Machines
Objective… understanding the functions and principles of rotating machines and power equipments in BES…
Topics…Transformers, AC Machines, DC machines

8. Intended subject outcomes (ISO) (Let students know what is expected)
…able to model electrical machines and equipments and to use the model in problem solving…
ISO2:
…capable of recognizing and analyzing the operating modes of machines and equipments as part of BES...

9. Aligning teaching & learning with ISO (How to teach & to learn?)
Lectures (whole-class)
introducing the principles and system models of…
interact with and motivate students…
Tutorials (half-class)
discussion of real problems in design and test of…
teacher explains, students try…
Lab work (small group)
training in operating and testing of …
student-centred…
Exercises (individually)
Examples +Questions +Past Exam Questions…

10. (How to & to be assessed?)
Aligning the assessments with ISO
(How to & to be assessed?)
One written in-class test (10%) … open-book in mid-term, feedback, stage assessment …
Assignments (10%) … long period, student to find their strength/ weakness by trying the questions… continuous assessment…
Lab works (10%) … skills of testing, operating and analysis of machines are assessed…
Examination (70%) ... open-book in end of term, questions aligned with ISO…
Subject grade … Accumulated.

11. Parameters Specifications
A case study – “Transformers”
Tutorial Focus
50% in CM
30% in EM
Parameters Specifications
50% in CM
70% in EM
Power flow
Learn More
Model Circuit
Lecture focus
Introducing
Principle
Feature Analyses
outcomes
Lab Focus
Transformers
Construction
Testing & Design
Assessment
Teaching & learning

12. Implementation of OBE in Level-2 Engineering Subject
Jianlei Niu,
Subject Examiner of
BSE2214 HVACR Fundamentals II
Key learning outcomes:
problem analysis and solving capabilities
Application of knowledge,
critical thinking, global outlook,
embedded into the design skills of a professional BSE engineer; (Graduate Survey)

13. Employers’ expectation

14. Motivate the students
The Level 2 subject syllabuses emphasize on fundamentals,
Students need to be motivated to understand the link to the overall course learning outcome;
The challenge is to motivate the students.

15. Planning of Teaching and assessment methods(1)
Lecturing – necessary for large class of 50 for teaching efficiency;
Real life problems to link current study to professional objective, e.g., SARS ward design to the learning of fluid mechanics; global warming to the study of heat transfer;
Selective in topics for lecturing and for self study with specified reading guide;
Inserted with specific questions for concentration; examples and mini-problem solving for effectiveness consolidation

16. Planning of Teaching and assessment methods(2)
Tutorial arranged for half-class of 25, with more interactive teaching methods: quiz, problem solving, peer discussion, and lecturer’s real-time demonstration;
Laboratory experimental work in small group of 6, students centred;
Assessments:
Two mid-term written tests + end of term exam, incorporating all the key elements of the expected outcomes;
Lab: experimental data acquisition assessed on site; analysis capability assessed in lab report
Overall, problem-based learning method dominates.

17. OBE in Level 2 Subject BSE268 Engineering Practice
Subject objectives - Intended Learning Outcomes- (ILOs)
principles of and errors associated with fundamental engineering measurements
programming for Building Services Applications
correct use of building services design software
Role of subject within program
supports practical work undertaken in technical subjects and provides foundation for future measurement or project work
demonstrates relationship between measurement techniques and errors and specification of appropriate design tolerances
design solutions to measurement and testing problems that will permit the successful testing and commissioning of installed systems
enables students to write own applications to solve design calculation problems
enables students to use commercial design software correctly
enables students to evaluate results of design software and determine whether the results or design solutions are sensible

18. Alignment of teaching approach and assessments with ILOs (1)
Teaching methods and approach
one 3 hour time slot per week (52 students)
Instruments and measurement methods
NB lab work is undertaken as component of the technical subjects
background to error analysis, air flow measurements, water flow measurements
background theory (lecture) interspersed with in-class problems (tutorial)
problems illustrate magnitude of errors, limitations of measurement methods, application problems based on examples of actual measurement data from T&C activities
additional problems for self study
solutions made available later for feedback on progress

19. Alignment of teaching approach and assessments with ILOs (2)
Instruments and measurement methods: Assessment (25%)
students given installation schematic and corresponding measurement data
grading sheet or proforma details grade expectations for completeness & accuracy in error analysis, evaluation of suitability of adopted measurement method and stated design tolerance, analysis of the design installation and recommendation for improvements (if any)
Programming (uses Excel as platform for VBA)
30 minute “show and tell” in classroom, then individual work in computer labs (2 adjacent rooms) (2.5hrs)
Step by step instructions with code and then exercises for students to try at end of each section
introduce fundamental programming concepts (program structure, basic operators and VB objects) through small applications such as engineering units converter etc
VBA assessment (30%)
Task application such as friction factor calculator (requires iteration, conditional statements and loops)
assessment takes into account accuracy of calculation, appearance and ease of use of application and interface

20. Example Grading Sheet Returned to students Details assessment criteria
Readily identifies what has
been done well & what needs
further practice

21. Alignment of teaching approach and assessments with ILOs (3)
Design software teaching
Applications for drainage, potable water supply and vertical transportation
Lecture with tutorial problems as above (1 session) followed by Computer lab (1 session) per application
Handout with step by step tasks, illustrate features of software,
Additional self study tasks based on actual design tasks, solutions made available later for self feedback
Design software assessment 35% group report and 10% presentation)
each group given different building description (e.g. hotel, 5 star & 3 star), residential (luxury, middle) office (grade A. Grade B) etc
group finds out design requirements for the 3 services
perform the design sizing tasks using the software
produce design report and also group presentation to “client”
assessment based on suitability of approach to given building type, competency in calculations, quality of presentation

22. Review & Improve last lesson - fast feedback form
involve students
stated ILOs
were they appropriate?
were they met?
could they be improved?
anything missing?
Formal Program level
APC or equivalent
institutional, professional, industrial, academic stakeholders

23. Where are we now? Are teachers ready for the OBC?
Do all teachers align assessments with the ILOs?
Does “aligning assessment with ILO” mean “criterion-referencing assessment”?
Do we need more resources for OBC implementation?
How often can a teacher assess the learning outcome of every student in a large class (>50) of a taught subject with mainly lecture and tutorials (>25 in a tutorial group)?

24. Thank you
See you all again in the next L&T faculty forum on 20 May 2006