CERAMAH EKSEKUTIF 2011-INOVASI PENGAJARAN

Outcome Based Education (OBE) AND PROBLEM BASED Click to edit Master subtitle style LEARNING
Assoc. Prof. Dr. Hjh. Hanipah Hussin

Penerima Anugerah Akademik: Assoc. Prof. Dr. Hjh. Hanipah Hussin PhD.Teaching and Learning.(Instructional Design) Inovasi Pengajaran Reflektif Uni.Sydney, Aust. Trainer on Pedagogy and Andragogy. 2011Certified PSMB Trainer for Malaysia. UTeM Certified Professional Classroom Management , Uni.Sydney, Aust. 4/7/12

WHAT IS Innovation  Innovation in teaching and IN TEACHING AND LEARNING

learning is a process of creating a changes from using ordinary to advance techniques in order to enhance knowledge dissemination.
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INDICATOR OFand learning also Innovation Innovation in teaching IN calls TEACHING AND LEARNING
in knowledge sharing in philosophy in technology in T&L techniques

 Novelty

 Modernism

 Modernization  Improvement  Advance

in Curriculum, Techniques, exr in content and program
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 Originality

Innovation WITH OBE?
 It

is a method of curriculum design and teaching that focuses on what students can actually do after they are taught.

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These questions are asked WHEN WE WANT TO INNOVATE OBE:
 What

do you want the students to learn? do you want them to learn it?

Why

How

can you best help students to learn it?
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Continue…

Outcome-based education (OBE) is a habitual education reform model. It is a student-centered learning (scl) philosophy that focuses on empirically measuring student performance, which are called outcomes.

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Continue…
OBE

contrasts with traditional education, which primarily focuses on the resources that are available to the student, which are called inputs.

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Why INNOVATE OBE ?
Concerns

that the education system may not adequately prepare students for life and work have prompted a review of education. Is Traditional Education (TE) adequate?

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Traditional Education
It

is content oriented.

Different Relevant

degrees have their associated syllabi. contents are taught and examined.

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Deficiencies of TE

Graduates Lack

are not completely prepared for the workforce. of emphasis on soft skills needed in jobs e.g. communication skills, office skills, human relationships skills.

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Compare OBE vs TRDSL-EDU
Traditional Education Outcomes Based Education Passive students Active learners Assessment process – exam & Continuous assessment grade driven Rote learning Critical thinking, reasoning, reflection & action Content based/broken into Integration knowledge, learning relevant/ subjects connected real life situations Textbook/worksheet focused & Learner centred & educator/ facilitator teacher centred use group/ teamwork See syllabus as rigid & non Learning programmes seen as guides negotiable that allow educators to be innovative & creative in designing programmes/ activities Teachers/trainers responsible Learners take responsibility for their for learning - motivated by learning, learners motivated by constant personality of teacher feedback/ affirmation of worth

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The Notion of OBE

In 1989, 5 countries signed the Washington Accord. They are: Australia, New Zealand, the UK, Canada, Ireland & the USA. full signatories are Hong Kong(1995) South Africa (1999), Japan (2005), Singapore (2006), Taiwan (2007), Korea (2007) members include Malaysia, Germany, India, Russia and Sri Lanka.
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 Other

 Provisional

The Washington Accord
 The

Accord recognizes the substantial equivalency of accreditation systems of member states, & graduates from member states may work in other member states. Public Service Department (PSD), Board of Engineers Malaysia (BEM), Malaysian Qualifications Agency (MQA) & Institute of Engineers (IEM)together form the Engineering Accreditation Council(EAC). signed for Malaysia.
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 The

 EAC

OBE Philosophy
OBE

can be regarded as a theory (or a philosophy) of education (Killen, 2000). OBE there are a certain set of beliefs and assumptions about learning, teaching and the systemic structures within which activities take place.

Within

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What are expected of students under OBE?
 Students

are expected to be able to do more challenging tasks other than memories and reproduce what was taught. should be able to: write project proposals, complete projects, analyze case studies, give case presentations, show their abilities to think, question, research, and make decisions based on the findings.
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 Students

OBE expectations (cont.)
Students

are also expected to

be
 creative, analyze plan work

and synthesize information.

and organize tasks,

in a team as a community or in entrepreneurial service teams to propose solutions to problems and market their solutions 4/7/12

Assessments in OBE
The

learning outcomes are set out sequentially on a gradation of increasing complexity that students are expected to master. focuses on how much and how well the students have learnt. students may have to follow a different learning 4/7/12 & finish path

OBE

Weaker

The need to implement OBE
 Undergraduate

curriculum needs to be transformed into OBE in accordance with requirements from:
1. 2.

Engineering Accreditation Council, Malaysia Malaysian Qualification Framework introduced by the Ministry of Higher Education, Malaysia.
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10 TECHNIQUES TO APPLY PBL IN T&l
1.Double Entry Journals 2.Focus Listing 3.Group investgations 4.Jigsaw Method

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5.Roundtable 6.Send-a-Problem 7. Structured Problem Solving 8. TAPPS- Thinking Aloud Pair Problem Solving

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9. Think Pair Share 10. Three-Step Interview

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 The

End

Thank you

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