NBA Accreditation and Teaching-Learning in Engineering (NATE)

N.J. Rao and K. Rajanikanth

Module 1: NBA and OBE Framework

Week 1 NBA, SAR and OBE (Keywords: NBA, SAR. Good Engineer, Education, Teaching,
Learning, Instruction, Assessment, OBE and Accreditation)

Need
 The National Board of Accreditation (NBA) requires, since 2015, all engineering programs attain
the Program Outcomes, and demonstrate that they are continuously improving their
performance.
 Most Higher Education Institutions (HEIs) offering UG and PG programs in engineering want their
programs to be accredited by the NBA.
 Draft National Education Policy (NEP) 2019 requires that programs and institutions should be
accredited by 2022.
 All teaching and learning activities in HEIs should be planned and conducted to facilitate the
students to attain well defined and measurable Outcomes (OBE). This is a new requirement for all
faculty members of engineering colleges.
 Accreditation and Outcome Based Education (OBE) became the foci of higher education in India
since 2015.
 Engineering teachers should also meet the requirements of NBA accreditation.

NATE

 This course is designed to enable the teachers in engineering programs to facilitate their students
to become good engineers, and facilitate teachers understand their role in getting their program
accredited by the NBA.
 The course is offered in three Modules:

o M1: NBA and OBE Framework

o M2: Course Design
o M3: Instruction and Accreditation

 Each module constitutes one credit.

 Each module is offered in about 20 units of about half-hour video lectures.
 The course will have weekly assignments.

This course will be useful to

 Working teachers in engineering colleges
 Academic administrators including Principals, HODs, Controllers of Examinations, Deans, IQAC
Coordinators, and Registrars
 Aspiring teachers
 Graduate students who wish to make careers in education technology
 Companies offering education technologies and training programs to educational institutes,
teachers, students and corporates.

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Course Outcomes (NATE)

At the end of this course (three modules) the learners should be able to
Module 1
CO1. Understand the requirements of accreditation of UG engineering programs by the NBA and the
nature of Outcome Based Education.
CO2. Understand the Revised Bloom Taxonomy of learning, and the three domains (Cognitive,
Affective and Psychomotor) of learning.
CO3. Write outcomes of a course in an engineering program, and identify the Program Outcomes and
Program Specific Outcomes addressed.
Module 2
CO4. Design a course in an engineering program in the Instructional System Design framework
of ADDIE.
CO5. Design assessment that is in good alignment with course outcomes.
Module 3
CO6. Design instruction for attaining the course outcomes ensuring good alignment between course
outcomes, assessment and instruction.
CO7. Understand the NBA accreditation criteria.

What do Engineers do?

 Engineers architect/plan, design, develop, manufacture, test, install, operate, and maintain
technological products and systems.
 Engineers provide services using technological products.
 Groups of engineers and non-engineers solve socially relevant complex technical problems.
 Engineers are required to operate and behave as per well-defined professional and ethical
standards.

Good Engineer

 Characteristics of a good engineer considered important by the industries:

 Have sound knowledge of engineering sciences and technologies.
 Ability to solve well defined and ill-defined problems.
 Have awareness of customers’ needs and market trends.
 Have an interest and awareness in all facets of engineering activities.
 Ability to work in a team.
 Ability to document, plan and communicate effectively.
 Willingness and ability to learn on the job.

Nature of Formal Programs

Higher Education Formal Programs

 Are of two to four years duration
 Offered as two semesters per year
 Carry predefined credit load
 Have well defined curricular components

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 Have predefined assessment procedures
 Have predefined methods of grading

Undergraduate Engineering Programs

are required to impart

 Knowledge
 Skills
 Attitudes

That facilitate the graduates of 12th Standard to acquire the characteristics of a good engineer

MIU2

 The Unit M1U2 introduces the NBA accreditation process.

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M1U2 NBA Accreditation of Engineering Programs
Recap

 Understood the nature and outcomes of the course NATE. Teachers of engineering colleges need
to understand the requirements of NBA accreditation and the role they need to play. Teachers are
required to conduct teaching-learning activities from the perspective of outcome based
education.

M1U2 Outcome

 Understand the nature of NBA Accreditation process, and the conditions under which
accreditation is awarded to an engineering program.

Engineering Programs in India

 Are offered as per the regulations of All India Council for Technical Education (AICTE)
 Are offered by Tier 1 (Academically Autonomous) and Tier 2 (Academically Non-autonomous)
Institutions.
 At present more than 90% of engineering colleges are academically non-autonomous, i.e., Tier 2
institutions.

National Board of Accreditation (NBA)

 Established in the year 1994 under Section 10 (u) of AICTE Act.

 The NBA became Autonomous in January 2010.
 The Memorandum of Association and Rules of the NBA were amended in April 2013 to make it
administratively as well as financially independent of AICTE.
 India became a permanent member of the Washington Accord in 2014.
 The NBA, since 2015, requires that engineering programs are conducted in the framework of
Outcome Based Education.

Washington Accord

 It recognizes the substantial equivalence of programs accredited by signatory countries.

 It recommends that graduates of programs accredited by any of the signatory bodies be
recognized by the other bodies as having met the academic requirements for entry to the practice
of engineering

Accreditation

 Accreditation is a process of quality assurance and improvement, whereby a program in an

approved Institution is critically appraised to verify that the Institution or the program continues
to meet and/or exceed the Norms and Standards prescribed by the regulator from time to time.
 It is a kind of recognition which indicates that a program or Institution fulfils certain standards.
 Programs, and not Educational Institutions, are considered for accreditation by NBA.

Purpose of Accreditation is

 Not to find faults with the institution but to assess the status-ante of the performance
 Not to denigrate the working style of the institution and its programs but to provide feedback on

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 their strengths and weaknesses
 Not to demarcate the boundaries of quality but to offer a sensitizing process for continuous
improvement in quality provisions
 Not to select only institutions of national excellence but to provide benchmarks of excellence and
identification of good practices

Benefits of Accreditation

 Facilitates continuous Quality Improvement

 Demonstrates accountability to the public
 Improves staff morale
 Recognizes the achievements/innovations
 Facilitates information sharing
 Priority in getting financial assistance
 Helps the Institution to know its strengths, weaknesses and opportunities
 Initiates Institutions into innovative and modern methods of pedagogy
 Promotes intra and inter-Institutional interactions

What are Outcomes?

 An outcome of an education is what the student should be able to do at the end of a program/
course/ instructional unit.
 Outcome-based education is an approach to education in which decisions about the curriculum
are driven by the exit learning outcomes that the students should demonstrate at the end of the
program/ course.
 Outcomes provide the basis for an effective interaction among stakeholders.

Levels of Outcomes

 Program Educational Objectives: PEOs are broad statements that describe the career and
professional accomplishments in four to five years after graduation that the program is preparing
graduates to achieve.
 Program Outcomes: POs are statements that describe what the students graduating from
engineering programs should be able to do at the time of graduation.
 Program Specific Outcomes: PSOs are statements that describe what the graduates of a
specific engineering program should be able to do at the time of graduation.
 Course Outcomes: COs are statements that describe what students should be able to do at the
end of a course

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Engineering Education as practiced until recently

Engineering Education in OBE framework

Self Assessment Report (SAR)

 SAR is compilation of such data and information pertaining to a given program for its assessment
(identifying strengths and weaknesses) vis-à-vis accomplishment of NBA defined POs and PSOs
by the program.
 SAR has two parts
 Part -I seeks Institutional /Departmental information
 Part –II seeks information on ten criteria and Program Educational Objectives, Program (Specific)
Outcomes, Programme Curriculum, Students’ Performance, Faculty Contributions, Facilities and
Technical Support, Academic Support Units and Teaching-Learning Process, Governance,
Institutional Support and Financial Resources, Continuous Improvement in Attainment of
Outcomes
 NBA reconfirms or differs from the assessment of the institution, using a mechanism of peer
review, in its evaluation report.

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SAR Criteria

Criteria Tier 1 Tier II

Criteria
No. Marks Marks

Program Level Criteria

1. Vision, Mission and Program Educational Objectives 50 60

2. Program Curriculum and Teaching-Learning Processes 100 120

3. Program Outcomes and Course Outcomes 175 120

4. Students’ Performance 100 150

5. Faculty Information and Contributions 200 200

6. Facilities and Technical Support 80 80

7. Continuous Improvement 75 50

Institute Level Criteria

8. First Year Academics 50 50

9. Student Support Systems 50 50

10. Governance, Institutional Support, and Financial Resources 120 120

Total 1000 1000

Nature of SAR Criteria

 The criteria are concerned with

o Academic Processes
o Information on the status of the Institute

 Criteria 1, 2, 3, 7 and 8 are related to Vision and Missions of Institute and Department, design of
curriculum, teaching-learning activities, attainment of outcomes and processes for continuous
improvement.
 Criteria 4, 5, 6, 9 and 10 are related to data on student performance, faculty, facilities, student
support systems and governance and management
 Information regarding all the criteria is to be presented for two graduated batches

Award of Accreditation (Tier 1)

For each criterion:

Y (No Concern): >= 75%

C (Concern): <75% & >=60%
W (Weakness): <60% & >=40%
D (Deficiency): <40%

Full Accreditation for 6 years

 Without Concerns (Y) ≥ 7; Concerns (C) ≤ 3; Weakness (W) = 0; Deficiency (D) = 0.
 In addition, at least 30% of the required Faculty shall be Ph. D. and also the enrolment of
students shall be ≥ 75%.

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Full Accreditation of the program may be considered after three months
 Without Concerns (Y) ≥ 7; Concerns (C) ≤ 2; Weakness (W) ≤ 2; Deficiency (D) =0.
 In addition, the Criterion 5: Faculty Information and Contribution should not have any Weakness
(W).
Provisional Accreditation for 3 years
 Without Concern (Y) ≥ 4 (has full compliance). Deficiency (D) ≤2.
 In addition, the Criterion 5: Faculty Information and Contribution should not have Deficiency (D)
and at least two Professors or one Professor and one Associate Professor available in the
respective department.
No Accreditation
 Deficiency (D) >2 OR Without Concern (Y) < 4 OR Deficiency (D) in Criterion 5: Faculty
Information and Contribution and non-availability of two Professors or one Professor and one
Associate Professor in the respective department.
Award of Accreditation (Tier 2)
Full Accreditation for 6 Years:
 750 out of 1000 points
 minimum of 60% points in Criteria 4, 5 and 6
 30 % of the required faculty shall be Ph. D. holders

Provisional Accreditation for 3 Years:

 Minimum 600 out of 1000 points
 with minimum 40% marks in Faculty Information and Contributions (Criterion 5) and also
availability of at least one (1) Professor or one (1) Associate Professor (As per AICTE
Qualification) in the respective Department
No Accreditation

 < 600 points out of 1000 points or

 less than 40% marks in Faculty Information and Contributions (Criterion V) or
 non- availability of at least one Professor or one Associate Professor (As per AICTE Qualification)
Process for NBA accreditation
 Fill in initial registration details at (http://enba.nbaind.org/) to get log-in credentials.
 Fill in complete registration details and submit registration fee
 Generate application and upload AICTE approval letter
 Fill in the pre-qualifier form, pay 10% fee, and get the approval from NBA
 Submit SAR online in the prescribed format and pay 90% fee
 Coordinate with the NBA for the visit of visiting team
 Visiting team submits evaluation report to the NBA
 After due processes NBA communicates its decision to the Institute
 The Institute, if it has any reservations can appeal to NBA with clarifications.
MIU3

 The Unit M1U3 presents what outcome based education is in the context of undergraduate
engineering programs.

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M1U3: Outcome Based Education (OBE)
Recap

 Understood the nature of NBA Accreditation process, and the conditions under which
accreditation is awarded to an Engineering Program

M1U3 Outcomes

M1U3-1: Understand the origins of Outcome Based Education (OBE)

M1U3-2: Understand what an outcome is and its most important features

How did OBE Start?

 Policy makers and stakeholders in several countries have been emphasising since 1970s on the
need to develop instruments to obtain comparable information on what students actually learn
across schools and HEIs.
 The term Outcome Based Education was first presenteby William Spady in 1994 through his book
“Outcome–Based Education: Critical Issues and Answers”, American Association of School
Administrators.
 ABET, in 1997, adopted Engineering Criteria 2000 (EC2000) which shifted the focus away from
the inputs (what material is taught) to the outcomes (what students learned).

William G. Spady

 Outcome-Based Education means clearly focusing and organizing everything in an educational

system around what is essential for all students to be able to do successfully at the end of their
learning experiences.
 This means starting with a clear picture of what is important for students to be able to do, and
then organizing curriculum, instruction, and assessment to make sure this learning
ultimately happens.
 Spady’s focus was School Education.

Outcomes of Learning

are referred to in the literature as

 Outcomes, Learning Outcomes, Intended Learning Outcomes, Instructional Objectives,
Educational Objectives, Behavioral Objectives, Performance Objectives, Terminal Objectives,
General Instructional Objectives, Specific Learning Outcomes, Subordinate Skills, Subordinate
Objectives, and Competencies.

What is an Outcome?

 An outcome is what the learner will be able to do/perform as a result of some learning experience
In the context of formal education:
 An outcome is what the student should be able to do at the end of a program/ course/
instructional unit
 Outcomes provide the basis for an effective interaction among stakeholders

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Outcome Based Education (OBE)

 Outcome Based Education is an approach to education in which decisions about the curriculum,
instruction and assessment are driven by the exit learning outcomes that the students should
demonstrate at the end of a program or a course.
 In outcome-based education, “product defines process”.
 It is the opposite of input-based education where the emphasis is on the teaching and the system
is happy to accept whatever is the result.

Advantages of OBE

 Clarity: An explicit statement, of what the educational process aims to achieve, clarifies the
curriculum for both students and teachers, and provides a focus for teaching and learning.
 Provision of a Framework: Outcome-based education provides a robust framework for integration
of the curriculum.
 Guide for Assessment: The outcomes provide the framework for student examinations.
 Facilitates Curriculum Evaluation: The outcomes provide benchmarks against which the
curriculum can be judged.

Reservations about OBE

 It is against the spirit of education

 It is a straightjacket
 Documentation overload

Features of an Outcome Statement

 Should unambiguously state what the student should be able to do/perform.

 What the students do or perform are observable and measurable.
 Students should be able to understand what it means (comprehensible).
 Should be able to provide guidance to students in planning their learning.

As per OBE ‘Students Learn Well’ when

 They are clear about what they should be able to do at the end of a course
 Assessment is in alignment with what they are expected to do
 Instructional activities are designed and conducted to facilitate them to acquire what they are
expected to achieve

Levels of Outcomes

 Program Educational Objectives

 Program Outcomes and Program Specific Outcomes
 Course Outcomes

Program Educational Objectives (PEOs)

 PEOs are broad statements that describe the career and professional accomplishments in four to
five years after graduation that the program is preparing graduates to achieve.

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Sample:
 Solve problems of social relevance applying the knowledge of electrical and electronics
engineering, and/or pursue higher education and research.

Program Outcomes (POs)

 POs are statements that describe what the knowledge, skills and attitudes students should be
able to demonstrate at the time of graduation from an engineering program.
 POs (12 in number) are identified by NBA and are applicable to all UG engineering programs.
 They address both disciplinary and professional competencies.

Sample NBA PO

PO3. Design/Development of Solutions: Design solutions for complex engineering problems and
design system components or processes that meet the specified needs with appropriate
consideration for the public health and safety, and the cultural, societal and environmental
considerations.

Program Specific Outcomes (PSOs)

 PSOs are outcomes that are specific to a program.

 PSOs characterise the specificity of the core (core courses) of a program.
 PSOs of an engineering program can only be two to four in number as per NBA.
Sample
PSO1. Survey, map and plan layouts for buildings, structures and alignments for canals and roads.

Course Outcomes (COs)

 COs are what students are required to demonstrate at the end of a course.
 COs should be observable and measurable.
 A course outcome addresses a subset of POs and PSOs.
Sample
Understand the Divide and Conquer strategy for designing algorithms including Merge sort and Quick
sort.

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OBE-NBA Framework

Exercise

 Give two examples of outcomes of the undergraduate program in which you are participating,
paying attention to all the features of an outcome.
 Give two examples of outcomes of an undergraduate course offered by you paying attention to
all the features of an outcome.
We thank you for sharing the results of the exercise at nate.iiscta@gmail.com

M1U4

 Understand the important features of the Self Assessment Report.

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M1U4: Self Assessment Report
Recap

 Understood the origins of Outcome Based Education and the most important features of an
outcome statement.

M1U4 Outcome

 Understand the key features of Self Assessment Report (SAR).

SAR Criteria

Criteria Tier 1 Tier II

Criteria
No. Marks Marks

Program Level Criteria

1. Vision, Mission and Program Educational Objectives 50 60

2. Program Curriculum and Teaching-Learning Processes 100 120

3. Program Outcomes and Course Outcomes 175 120

4. Students’ Performance 100 150

5. Faculty Information and Contributions 200 200

6. Facilities and Technical Support 80 80

7. Continuous Improvement 75 50

Institute Level Criteria

8. First Year Academics 50 50

9. Student Support Systems 50 50

10. Governance, Institutional Support, and Financial Resources 120 120

Total 1000 1000

Tier I and Tier II Institutes

 10 criteria and a total of 1000 marks for both Tier I and Tier II institutes.
 However, marks for individual criteria differ.
 Even when the marks for a particular criterion are same, the sub-criteria and associated marks
may vary from Tier I institute to Tier II institute.
Example:
Criterion 5: Faculty Information and Contributions
200 marks for both Tier I and Tier II institutes.
However, there are 10 sub-criteria for Tier I institute while there are 9 sub-criteria for Tier II
institute!
 Depending on whether the institute is Tier I or Tier II, the preparation of SAR and the focus areas
change.

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Faculty

 NBA recognizes the critical role of teachers in facilitating the learning by students.
 Maximum weightage is given to the Criterion 5 : “Faculty Information and Contributions” - 200
out of the total of 1000 marks
 It considers several factors including Student-Faculty Ratio, Faculty Cadre Proportion, Faculty
Qualification, Faculty Retention, Innovation by the Faculty in Teaching and Learning,
Participation in Faculty Development Programs, Research and Development, Faculty
Performance Appraisal and Development System, and Visiting Faculty.
 While faculty operate under several constraints, what they do can and does make a great
difference to the students.
 There are several academic activities to choose from depending on one’s interest.

Students

 Students are the reason why an institution exists.

 Criterion 4 is concerned with the performance of the students.
 There are several sub-criteria that address the quality of students admitted and their
performance during the four years.
 The quality of their performance determines the attainment levels of outcomes.
 Institute’s performance in this area is measured through the enrolment ratios, success rates in all
semesters, participation in professional activities, placements, enrolment for higher studies etc.
 Many sub-criteria deal with outputs also.
 150 marks in the case of Tier II institutes and only 100 marks in the case of Tier I institutes!

Governance

 Criterion 10 is related to Governance, Institutional Support and Financial Resources.

 Assuming there are no constraints of financial resources, Organization, Governance and
Transparency majorly set the “instructional situation” of the college within which teaching and
learning activities take place.
 The faculty perception of “instructional situation” determines their enthusiasm and the quality of
effort they put in.
 One key sub-criterion of Governance is the extent of decentralization in working and its fairness
as felt by the faculty.

Facilities and Technical Support Student Support Systems

 Criterion 6 is related to Laboratory Facilities and associated technical support.

 A key sub-criterion is related to the facilities created beyond curricular requirements to enhance
students’ learning.
 Criterion 9 is related to Student Support Systems. They include Mentoring System, Facilities for
Self-Learning, Feedback from students, Support for Career Guidance, Placement,
Entrepreneurship, Co-curricular and Extra-curricular activities.

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Quantitative Criteria

 Several criteria in SAR are based on defined formulae that use the quantitative data provided by
the department in the SAR to compute the marks to be awarded.
Example: 5.3 Faculty Qualification – 25 Marks (Tier II Institutes)
 FQ =2.5 x [(10X +4Y)/F)] where
X is no. of regular faculty with Ph.D.
Y is no. of regular faculty with M.Tech.
F is no. of regular faculty required to comply with Student faculty ratio of 20:1.
 The values of FQ are calculated for three consecutive academic years and the average is the score
awarded under this criterion.
 The department itself can calculate this value unambiguously.

Academic Processes

 There are several elements of SAR that need to be addressed following well defined processes.
 Some of these elements are Vision and Mission, PEOs, and PSOs.
 Criteria 1, 2, and 3 have several such academic processes.
 With each such process, we need a Process Document as well as an Implementation Record as
evidence of proper implementation of the process.
 Process document will identify the members of the committee that takes decisions, how
frequently it needs to meet, the details of the process steps to be followed.
 The minutes of the meetings of committee needs to formally recorded and should be made
available as evidence that the process is being implemented properly.
 Marks awarded will depend upon the Visiting Committee’s qualitative evaluation of the
appropriateness of the process and its implementation.

Sections 1, 2, 3, 7 and 8: Workflow

Closing the Quality Loop

 All the academic processes associated with Criteria 1, 2, 3, 7 and 8 required for accreditation
need to have the step of “closing the quality loop”.
 The quality loop is like the Deming’s Quality Cycle:

 We plan the activity; do it; measure the performance (CHECK); and finally based on what was
planned and what was achieved, initiate appropriate action commencing the next round of the
quality cycle.

ACTION:
 If the attainment lags behind the planned target, we need to further analyze the reasons for the
same and plan suitable corrective actions for the next round.
 If the achievement exceeds the planned target, we need to “raise the bar”! Further, we need to
examine:

 If the targets set were too easy; if so, we need to raise the bar in a realistic fashion
 If the targets set were reasonable, then we need to set new targets suitably and plan for
achieving the new target level.

 This concept of Quality Loop operates at all levels of attainment of outcomes. We will discuss this
elaborately in Module 3.
 At Course Level:

 Target levels of attainment of Course Outcomes (COs) are set; Course is delivered; actual
attainment of COs is determined; AND
 the loop is closed either by increasing the target level for the next offering of the course or
 by planning suitable improvements in the teaching /learning process to increase the actual
attainment to reach the target

 At PO, PSO Level:

 POs and PSOs are achieved through formal courses and other co-curricular and extra-curricular
activities
 Target levels of attainment of POs and PSOs are set; Program is delivered; actual attainment of
POs and PSOs is determined; AND the loop is closed either

o by increasing the target level for the next cycle of the program or
o by planning suitable improvements in all the relevant activities to increase the actual
attainment

 Criteria 7 and 8 ask for such specific plans for improving the attainments of POs and PSOs.

 “Closing the loop” can be carried out (but at present need not be), in a similar manner, at the
level of PEOs also!
 This concept applies even at higher levels of Mission and Vision though the time frames involved
are usually much larger!

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 Thus Mission is revisited typically once in 5 to 6 years.
 It is much rarer to revisit the Vision in less than about 7 to 8 years!
This process view of Quality is implicitly central to Accreditation
We will examine SAR in detail in Module 3.

M1U5

 Reinterpret the familiar words “education”, “learning”, “assessment”, “teaching”, and

“instruction” in the context of formal programs.
 Understand the centrality of assessment in facilitating good learning.

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M1U5: Education, Teaching, Learning, Assessment and Instruction
Recap

 Understood the nature of Self Appraisal Report and the centrality of closing the quality loop at all
levels of outcomes.

M1U5: Outcomes

M1U5-1: Reinterpret the familiar words “education”, “learning”, “assessment”, “teaching”, and
“instruction”.
M1U5-2: Understand the centrality of assessment in facilitating good learning.

Education

 Education, in its broad sense, refers to any act or experience that has formative effect on the
mind, character or physical ability of an individual. Education in this sense never ends; we truly
learn from experiences through our lives.
 Education, in its technical sense, is the process by which society, through schools, colleges,
universities and other institutions, deliberately transmits its cultural heritage – its accumulated
knowledge, values and skill – from one generation to another.
 Education, in our context, is concerned with intentional learning like in schools, colleges and
universities.

Philosophy of Education

 To educate people wisely we must know what we educate them to become.

 To know this it is necessary to ask what can be the purpose of life and what sort life it should be.
This leads to the necessity to consider education philosophically.
 Educational philosophy involves the application of formal philosophy to education.

Philosophy of Education

One can look at education from the view of any of following philosophies:
o Idealism
o Realism
o Pragmatism
o Existentialism
o Analysis
 This is one convenient classification of philosophies

Higher Education

 Formal programs
 Aims of higher education cannot be and are not that universal.
 Universities/Colleges offering higher education general programs will identify the aims, called
Program Outcomes.
 In case of professional courses like engineering the concerned Accrediting agency will identify the
Program Outcomes with some freedom to add some more given to the Department offering the
program.

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Teaching

 Teaching is the process of helping others to acquire knowledge, skills and values.
 Teaching is the process of attending to people’s needs, experiences and feelings, and
intervening so that they learn particular things. (Mark K Smith).
 Interventions commonly take the form of questioning, listening, giving information, explaining
some phenomenon, demonstrating a skill or process, testing understanding and capacity, and
facilitating learning activities (such as note taking, discussion, assignment writing, simulations)

Models of Teaching

 May help teachers to create conducive environment for learning.

 May help teachers to plan learning centered educational experiences.
 May stimulate development of new and better forms and opportunities for education.

Glasser Model of Teaching

William Glasser (1962)

Belongs to the Personal family of Models of Teaching
1. Instructional objectives
2. Entering behaviour of students
3. Instructional procedures
4. Performance assessments
The success of this model depends upon the competency and ability of the teacher in terms of skills
like the formulation of objectives, use of proper strategies, and techniques of evaluation.

Learning

 Learning is acquiring new knowledge, behaviors, skills, values, preferences or understanding.

 As we learn, our conceptions of phenomena change, and we see the world differently.
 Possession of information is not synonymous with learning.
 Learning is stabilizing, through repeated use, certain appropriate and desirable synapses in the
brain (Leamnson R, Biologist, 1999).

Learning Theories
Three important theories of learning
Behaviorism (J. Watson)
 Learning is the acquisition of a new behavior through conditioning.
Cognitivism (Jean Piaget)
 Humans learn by generating knowledge and meaning through sequential development of their
cognitive abilities including recognition, recollection, analysis, reflection, application, creation,
understanding, and evaluation.
Social Constructivism (John Dewey 1933, Bruner1990, Piaget1972 and Vygotsky1978)
 Considers that learning occurs within a context that itself is part of what is learned, knowing and
doing cannot be separated, and learning is a process that is extended over time.
 Discovery, hands-on, experiential, collaborative, project-based, and task-based learning are
based on constructivism.

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Assessment

 Assessment is a measure of performance

 Evaluation is an interpretation of assessment
 Our assessment tools tell students what we consider to be important
 Teachers guide students to learn through their assessments
 It is a glue that links the components of a course - its content, instructional methods, and skills
development.
 Assessment drives student learning.
 Assessment should be in alignment with stated outcomes of education

Types of Assessment

 Formative Assessment (Assessment for Learning or Educative Assessment)

 Summative Assessment (Assessment of Learning)

Instruction

 Purpose of instruction is to help people learn and develop.

Learning and development can be:

o cognitive
o affective
o psychomotor
o spiritual

 Learning can certainly occur without instruction

 Instructional designers apply the principles of learning to the design of external events we call
instruction.
 is a set of events embedded in purposeful activities that facilitate learning.
Events can be
 external to the learner (printed pages, an instructor’s lecture, or the activities of a group of
students)
 internal mental events (directing attention, rehearsing, reflecting, and monitoring progress)

Instructional System Design - ISD

 ISD model presents a process a teacher or instructional designer can use to plan and prepare for
instruction,
 Different Instruction Design theories differ in the process used to apply those theories to
particular situations.
 Examples of ISD models include ADDIE or its variants.

Exercise

 Give your reasons why you should be concerned with philosophy of higher education.
 Which one of the learning theories you can relate to more in your experiences and why?
 Why do we need to be concerned with assessment in engineering education and how?

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 Give two examples of your approaches to instruction you felt led to better learning by students in
the courses you taught. (Write 100 words for each example giving some evidence of better
learning)
We thank you for sharing the results of the exercise at nate.iiscta@gmail.com

M1U6

 Understand the nature of Program Educational Objectives and Program Outcomes.

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