Outcome based Learning

Alice in the wonderland

IT’S NOT WHAT Teacher TEACHS,
IT’S WHAT Learners LEARN

Role of a Teacher is to
guide and mentor students
 learner-centric approach
Outcome-based Learning
• OBE is an educational process that focuses on what students can do or the
qualities they should develop after they are taught.
• OBE involves the restructuring of curriculum, assessment and reporting
practices in education to reflect the achievement of high order learning and
mastery rather than accumulation of course credits.
• Both structures and curricula are designed to achieve those capabilities or
qualities.
• Discourages traditional education approaches based on direct instruction
of facts and standard methods.
• It requires that the students demonstrate that they have learnt the required
skills and content encourage self learning.
OBE addresses the following key questions:

 What do you want the students to be able to do? (skillset)

 How can you best help students achieve it? (Guide)

 How will you know what they have achieved? (Evaluation)

 How do you close the loop (How Evaluation system reinforces

the teaching and learning)

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Approach to Design Outcome based Learning
 Systematically design and develop Outcome based curriculum
 Develop appropriate ICT based Pedagogy Framework tools to train
faculty members - to design, develop, monitor and review curricula
based on the Industry/ Expert feedback
 Include references to appropriate learning material for all define
outcome. Industry should include case study, unsolved problem and
resources in the respective outcome.
 Include adequate number of nontrivial practice problems,
assignments etc. matching every course outcome to allow students to
test their learning success (Industry should participate to add those).
 Important Steps

 Choose Appropriate, Challenging but Achievable Specific Learning

Outcome
 Write them down in clear and measurable terms using standard action
verbs
 Prepare study guides / learning strategies with detailed list of learning
resources
 Make it available early to all concerned
 Develop adequate self assessment material well matched with learning
objectives to allow students monitor their progress and seek timely help.

Cont…
Provide suitable technology tools which allow
 Students access to learning resources, interact effectively with peers and
mentors.

 Faculty to monitor progress, evaluate and provide timely remedial

lessons

 External experts / industry to participate.

Cont…
• Reduce lecture hours and increase tutorial hours to :
Discuss unsolved problems.
Conduct formative evaluations .
Provide individual feedback.
Allow more time for students to learn
 Promote use of active learning through simulation
tools, virtual labs and also game based learning.
 Design courses to promote collaboration,
communication and problem solving.
How are learning outcomes different from learning goals or learning objectives?

Learning goals and objectives: Generally describe what an

instructor or program aims to do
 This course will expose students to the major design methods of the
area….
Learning outcome: A statement describes in observable and
measurable terms what a learner is able to do after completing
the course or program
Given the specification for a auditorium or studio requirement list the
acoustical requirements and design the acoustic part of the auditorium or
studio.

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21st Century Program Structure
Academic Institute
Industry
Mission and Vision

Active
Programme Educational Outcome (PEO) feedback

Programme Programme Specific

Outcome (PO) Outcome (PSO)

Shared
Courses Outcome Resources

Teaching
Technology
Evaluation Learning Technology
Tools
Process
Tools Shared by
Industry

Evaluation Result analysis

Course Outcome
Course Overview
Course Level Test item
» Module Outcome
» Module Overview
» Module level Test item
» Module Learning strategy
Unit / Lecture Outcome
Unit summary
Unit level Test item
Learning outcome or Instructional Objectives

A statement of something which is SPECIFIC, MEASURABLE,

ACHIEVABLE that students should be able to DO after
receiving instruction if it

Three Important features of a well-written Instructional Objective

A. The performance component

B. The condition component
C. The criterion component