1. by Prof. Ir. Dr. Wan Hamidon Wan Badaruzzaman 19 th March 2006 KUKUM, Perlis IMPLEMENTING OBE: THE UKM EXPERIENCE

2. End of 2003 – The beginning of a journey……….. A Deputy Dean & a Head of Department attended the ABET’s Workshop at NUS Wan Hamidon, March 2006

3. Phase Activities Date Participants PHASE 1 Awareness and Initial Planning Establish Task Force Committee for OBE at faculty level Dec 2003- Workshop for OBE Awareness for Task force 30 December 2003 Limited to Task force committee Establish Task Force Committee for OBE at department level Jan 2004- Discussion on principles of implementation at faculty level Jan 2004Limited to Task force committee Organise workshop for Implementation of OBE (Road Map) at Hotel Equatorial Early January 2004 Limited to Task force committee and Dept committee Formation of Engineering Education Research Group (EERG) February 2004- OBE ACTIVITIES AT UKM Wan Hamidon, March 2006

4. PHASE 2 Formulation of Objectives and Outcomes Formulation of Programme Objectives and Outcomes at Faculty of Engineering End January 2004Limited to Task force committee and Dept committee E-learning Workshop 1April 200420 participants Stakeholders (employers, parents etc) survey of the PEO and PO statements April 2004- Stakeholders (employers, parents etc) survey of the PEO and PO achievement by previous graduates April 2004- Visit by Board of Engineers (BEM) Panel Evaluators and Washington Accord Observers July 2004- OBE ACTIVITIES AT UKM Wan Hamidon, March 2006

5. PHASE 3 Curriculum Design Awareness for Faculty Members 1 August 2004All Faculty Members Curriculum revision (content, delivery and assessment methods) of each engineering programme 17 August 2004Department Members Workshop at department level September 2004 – November 2004 Department Members Workshop to finalise curriculum at department level January 2005Department Members Workshop to finalise curriculum at faculty level February 2005Lecturers for Faculty Courses OBE ACTIVITIES AT UKM Wan Hamidon, March 2006

6. OBE ACTIVITIES AT UKM PHASE 4 Planning for Assessment and Delivery Approval of the new curriculum at the faculty level April 2005- E-learning Workshop 25 May 200520 participants PBL Workshop14 May 200540 participants Coordination Workshop for OBE26 May 200540 participants Awareness for Faculty Members 2TBA (June 2005)All Faculty Members Awareness for StudentsTBA (June 2005) Workshop for Delivery and Assessment Methods TBA (June 2005) Workshop for Assessment Methods TBA (June 2005) Workshop for Evaluation MethodsTBA (June 2005) Workshop for Implementation of CQI TBA (June 2005) Preparation of Implementation Manual for OBE Version 1-2005 June 2005OBE Committee Wan Hamidon, March 2006

7. PHASE 5 Implementation Collection of Data*Semester 1 2005 Retreat: Department Review 1 Early October 2005 Retreat: Faculty Review 1End October 2005 Retreat: Revision and Planning for Semester 2 November 2005 OBE ACTIVITIES AT UKM / IMPLEMENTATION ROAD MAPIMPLEMENTATION ROAD MAP Wan Hamidon, March 2006

8. EXTERNAL ACTIVITIES End of March 2004: Presentation for EAC members Early May 2004: Presentation at the ‘Sharing of Experience’ Workshop attended by EAC members & Deans of Engineering Faculties of all IPT in Malaysia Mid Sept 2004: Presentation at UKM’s OBE Workshop for all Faculties at UKM Early February 2005: Organised OBE Facilitators’ Workshop Mid February 2005: Organised OBE First Workshop for all IPTA. Mid April 2005: Organised OBE Second Workshop for all IPTA. End of June 2005: Organised OBE Second Workshop for all IPTS. End of 2004 – Now: Invited to present at UM, USM, UTM, KUITTHO, KUKTM, KPTM, UMS, KLIUC, Kolej Politech MARA. Wan Hamidon, March 2006

9. ACCREDITATION MANUAL FOR ENGINEERING PROGRAMMES IN MALAYSIA Contributed to the preparation of the new manual for the accreditation of engineering programmes in Malaysia (the working group) The manual has been approved for implementation by the Board of Engineers recently. Wan Hamidon, March 2006

10. Accreditation Manual Working Group Wan Hamidon, March 2006

11. CURRICULUM DESIGN Wan Hamidon, March 2006

12. Starting from scratch? Modify existing curricular? or Our Approach Introduce Innovative Delivery Methods Introduce Innovative Assessment & Evaluation Tools Revise Course Content & Structure Introduce System of Data & Evidence Collection

13. What will be involved in the process towards OBE? Course Content - Reviewing course content to suit specified Learning Outcomes, current development, industrial needs, job specifications, professional body requirement (accreditation), own niche, etc. Teaching-Learning Methods - Introducing innovative/flexible teaching methods/delivery tools to develop PEO and PO in students/graduates Assessment & Evaluation Tools - Introducing variety of assessment and evaluation tools to measure the achievement of PEO and PO. Data & Evidence Collection - Collecting evidences of process involved and the achievement of the PEO and PO. Wan Hamidon, March 2006

14. Example of why course content needs to be reviewed Wan Hamidon, March 2006

15. The Excessive Pace of Technological Change The Half Life of Knowledge 100 % 50 % 0 146 10 14 325208 Computer Knowledge 1 year Technological Knowledge 3 years Specialized Vocational Knowledge 5 years Knowledge in Higher Education 10 years School Knowledge 20 years Knowledge Needed to Be in Charge Years 79 121618 50 % 11035 20 1351020 50% The Loss of Relevance over Time Source: IBM, 1994

16. Practical Steps Towards Implementing OBE in Curriculum 1. Formulate Programme Objectives (PEO) 2. Formulate Programme Outcomes (PO) 3. Prepare a matrix of PO against PEO (PO-PEO Matrix) Wan Hamidon, March 2006

17. UKM Engineering Programme Objectives (PEO) To produce graduates who: 1. are competent with strong understanding of fundamental engineering knowledge. 2. have professional attitudes and ethics necessary in fulfilling his/her responsibilities towards the Creator, client and the society. 3. will uphold the Malay Language as a language of knowledge in the engineering field and at the same time has the ability to communicate in English. 4. is able to adapt him/herself to the international/global work environment. 5. is able to lead an organisation based on experience and knowledge of important current issues in engineering. 6. is able to conduct research in his/her own organisation. Faculty of Engineering UKM Wan Hamidon, March 2006

18. UKM Engineering Programme Outcomes (PO) Students of UKM engineering programme are expected to have the following outcomes by the time of graduation: a)ability to acquire and apply knowledge of science and engineering fundamentals b)acquiring in-depth technical competence in a specific engineering discipline c)ability to undertake problem identification, formulation and solution d)ability to utilise systems approach to design and evaluate operational performance e)understanding of the principles of sustainable design and development Wan Hamidon, March 2006

19. f)understanding of professional and ethical responsibilities and commitment to them g)ability to communicate effectively, not only with engineers but also with the community at large h)ability to function effectively as an individual and in a group with the capacity to be a leader or manager as well as an effective team member i)understanding of the social, cultural, global and environmental responsibilities of a professional engineer, and the need for sustainable development j)recognising the need to undertake life-long learning, and possessing/acquiring the capacity to do so. UKM Engineering Programme Outcomes (PO) Wan Hamidon, March 2006

20. TABLE 2 Programme Outcomes and Links to Programme Educational Outcomes √ √ √ PO – PEO Matrix

21. Steps towards implementing OBE in curriculum design 1. Formulate PEO 2. Formulate PO 3. Identify Programme Core – A set of courses in the programme curriculum designated to address the PO. Preferably, courses that all students will take. Elective courses may or may not be chosen. Wan Hamidon, March 2006

22. Practical Steps Towards Implementing OBE in Curriculum 4. Decide on the Course Structure & Content 5. Identify Programme Core that will contribute to the achievement of the specified programme outcomes – A set of courses in the programme curriculum designated to address the PO. Preferably, courses that all students will take. Elective courses may or may not be chosen. Wan Hamidon, March 2006

23. Programme Objectives (PEO) Programme Outcomes (PO) Course Outcomes of Course etc. Course Outcomes of Course 2 Course Outcomes of Course 1 Course Outcomes of Course 3 Wan Hamidon, March 2006

24. Steps Towards Implementing OBE in Curriculum Design 6. Define for each core course a set of one or more CO 7. Prepare a matrix of CO against PO (CO-PO Matrix) indicate the level of emphasis on PO by each CO entries 1, 2, and 3 to be inserted in the matrix to indicate the following: 1 =Related to PO without formal assessment 2 =Partial fulfillment of PO with formal assessment 3 =Total fulfillment of PO with formal assessment Should be based on a review of course materials conducted by a committee Wan Hamidon, March 2006

25. COURSE OUTCOMES (CO): CO are statements of student actions or what the student is able to do as the course progresses that serve as evidence of the achievement of PO. These statements are more course specific and relate to the course content. CO should be linked to PO Wan Hamidon, March 2006

26. Example of a CO-PO Matrix Tutorial classes & Laboratory Reports Lecture and group activities 23 3 3 Ability to solve problems through computation on dynamic/vibration characteristic of strings 2 Tutorial classes & Quizzes Lecture and group activities 3 232 Ability to solve engineering problems related to building acoustic and environmental noise pollution 1 Assessment Methods Delivery Methods PO11PO11 PO10PO10 PO9PO9 PO8PO8 PO7PO7 PO6PO6 PO5PO5 PO4PO4 PO3PO3 PO2PO2 PO1PO1 Course Outcomes (CO) 1 = Related to PO without formal assessment, 2 = Partial fulfillment of PO with formal assessment, 3 = Total fulfillment of PO with formal assessment KFZZYY

27. 8. Prepare a overall matrix of courses against PO (Course-PO Matrix) indicate the level of emphasis on PO by each course Average out the entries in the CO-PO matrix and insert in the Course-PO matrix Make sure PO are covered and distributed throughout the programmed Steps Towards Implementing OBE in Curriculum Design Wan Hamidon, March 2006

28. Example of Course – PO MatrixCourse – PO Matrix 1 = Related to PO without formal assessment, 2 = Partial fulfillment of PO with formal assessment, 3 = Total fulfillment of PO with formal assessment

29. 9. Identify delivery/teaching method to ensure the student’s attainment of the PO – PBL, co-operative learning, capstone project, etc. Steps Towards Implementing OBE in Curriculum Design Wan Hamidon, March 2006

30. Sample Delivery Structure Wan Hamidon, March 2006

31. 90% 10% 80% 20% 30% 70% 50% 30% 70% Psychomotoric methodology: Cognitive methodology CERTDIPLOMADEGREEMASTERPh.D 70% 30% 60% 40% 50% 40% 60% 30% 70% Output: Psycomotoric ability Output: Cognitive ability EXPECTED OUTPUT VS DELIVERY METHOD Wan Hamidon, March 2006

32. Students Workload The content as well as the delivery method contribute to students workload. Remember, students available time in a week is 54 hours! Wan Hamidon, March 2006

33. Maximum Number of Subject per Semester Also, remember 1 credit = 40 hours student learning time per semester of 14 weeks Therefore, 1 credit = 40/14 = 2.86 or about 3 hours per week This means, humanly possible credit per week = 54/3 = 18 credit How many subjects of 3 credits each? 18/3 = 6 subjects Wan Hamidon, March 2006

34. 10. Identify instruments and methods to be used in assessing the student’s attainment of the PO (known as Outcome Indicators by Felder) 11. Identify instruments and methods to be used in assessing the graduates attainment of the PEO Steps Towards Implementing OBE in Curriculum Design Wan Hamidon, March 2006

36. 12. Identify the performance targets, i.e. the target criteria for the Outcome Indicators eg. the (average score, score earned by at least 80% of) the programme graduates on the (capstone design report, portfolio evaluation) must be at least 75/100. eg. the (median rating for, rating earned by at least 80% of) the programme graduates on the (self-rating sheet, peer rating sheet, senior survey, alumni survey, employer survey, final oral presentation) must be at least (75/100, 4.0 on a Likert scale, “Very good”) Steps Towards Implementing OBE in Curriculum Design Wan Hamidon, March 2006

37. Continuous Quality Improvement (CQI) To ensure CQI of programme (which is mandatory in OBE), if the performance target is not met, track which component/s in the course (content, delivery, assessment methods, etc.), and try to improve or change where necessary. October Wan Hamidon, March 2006

38. Continuous Quality Improvement (CQI) What steps might be taken at the programme course levels to raise the level of achievement of the outcomes (PO)? Wan Hamidon, March 2006

39. Example of Illustrative Course Outcomes Example PO:An ability to design and conduct experiments, as well as to analyse and interpret data in relation to research works Example of Related CO: The student will be able to: design an experiment to (insert one or more goals or functions) and report the results (insert specifications regarding the required scope and structure of the report). conduct (or simulate) an experiment to (insert specifications about the goals of the experiment) and report the results (insert specifications regarding the scope and structure of the report). Wan Hamidon, March 2006

40. Example of Illustrative Course Outcomes Example PO:an understanding of professional and ethical responsibility Example of Related CO: Given a job-related scenario that requires a decision with ethical implications, the student will be able to: identify possible courses of action and discuss the pros and cons of each other decide on the best course of action and justify the decision Wan Hamidon, March 2006

41. Example of Illustrative Course Outcomes Example PO:an ability to function on multi-disciplinary teams Example of Related CO: The student will be able to: identify the stages of team development and give examples of team behaviours that are characteristic of each stage summarise effective strategies for dealing with a variety of interpersonal and communication problems that commonly arise in teamwork, choose the best of several given strategies for a specified problem, and justify the choice etc. Wan Hamidon, Dec 2005Wan Hamidon, March 2006

42. Acknowledgement Prof. Bradley Prof. Fletcher Prof. Felder ABET Bahagian Jaminan Kualiti, Kementerian Pengajian Tinggi LAN Prof. Mokhtar Abdullah, Ad-Macs Corp. Prof. Ir. Dr. Hassan Basri Prof. Ir. Dr. Riza Atiq Abdullah O.K. Rahmat etc.