03 May 2024
FDP Activity: OBE Training for BME Faculty
Venue: Classroom BME-1 (D)
Dated: 3rd May 2024
Reported by: Engr. Muhammad Mansoor Mughal
Attendees:
Engr. Prof. Dr. Tariq
Javid, Chair BME, Engr. Dr. Muhammad Faris, Assistant Professor & Program
In-Charge BME, Mrs. Sadia Ali, Assistant Professor BME, Engr. Muhammad Mansoor
Mughal, Senior Lecturer BME, Engr. Umme Farwa, PEC OJT BME
Introduction
The training session on
Outcome Based Education (OBE) was held on 3rd May 2024 aimed to equip
participants with a comprehensive understanding of modern educational
methodologies focused on enhancing student learning outcomes. The session was
designed to review key components of the OBE and their practical implementation
strategies within the educational framework.
Training – 1
Speaker: Engr. Dr. Muhammad
Faris, Assistant Professor & Program In-Charge BME
Training Title: Important Components of Outcome Based Education
Summary: Engr.
Dr. Muhammad Faris briefed the participants about his experience related to the
OBE in terms of an educational theory and practice, emphasized on the
fundamental components of OBE system in accordance with the framework outlined
by the Pakistan Engineering Council (PEC). He highlighted the importance of
clearly defined course learning outcomes (CLOs), student-centered approach, and
use of appropriate assessment methods to ensure meeting the educational
effectiveness and relevance for today's dynamic industry and service
environments.
Training – 2
Speaker: Engr. Prof. Dr. Tariq
Javid, Chairman BME
Training Title: CEP, CEA, Open-ended Labs, Case-based, and
Problem-based Learning
Summary: Engr.
Prof. Dr. Tariq Javid facilitated the participants about the various insights on
methodologies essential for implementing the OBE system of instructions. These
include Complex Engineering Problems (CEP), Complex Engineering Activities
(CEA), and enhanced methods of learning, such as open-ended labs, case-based
learning, and problem-based learning. He illustrated how these approaches
foster critical thinking, collaboration, problem-solution, and practical
applications of knowledge among engineering students, thereby enhancing their
overall learning experience.
Training – 3
Speaker: Engr. Prof. Dr. Tariq
Javid, Chairman BME
Training Title: Rubrics
Summary: Engr.
Prof. Dr. Tariq Javid elaborated on the use of rubrics as an effective
assessment tools to ensure the learning objectives accessed appropriately. He
discussed how rubrics help in setting clear evaluation criteria, promoting
fairness, transparency, and consistency in assessing student performance;
especially for the case of psychomotor and affective domains. He emphasized the
role of rubrics in providing constructive feedback to students, facilitating
their growth and development in line with educational goals. The training
session included a number of example rubrics.
Key
Insights and Learnings
The sessions provided
several key insights in understanding the importance of aligning curriculum
objectives with measurable learning outcomes; recognizing the role of
appropriate assessment tools and feedback mechanisms in improving student
engagement, learning, and achievement; and exploring innovative teaching
methodologies in OBE system to enhance student-centered learning experiences.
Participants gained a
fresh perspective on integrating these insights into their teaching practices
and overcome various challenges such as initial resistance to adopt the OBE
system of education and towards faculty development in implementing OBE
effectively.
Action
Points
Based on the training
sessions, the following action points were identified:
·
Use PEC OBE framework for aligning course objectives
with measurable learning outcomes.
·
Implement CEP and CEA to enhance student
learning.
· Integrate open-ended labs, case-based, and
problem-based learning paradigms to promote active learning for
problem-solution based on critical thinking.
Conclusion
In conclusion, the OBE
training sessions were instrumental in advancing faculty understanding and
readiness to improve their efforts in implementing Outcome Based Education
within their theory courses and laboratory works. The insights gained and identified
actions will guide participants in fostering a more learner-centered and
outcomes-driven educational environment.
Next
Steps
Moving forward, we plan
to:
·
Conduct more trainings for faculty members
on OBE principles and methodologies.
·
Promote use of appropriate assessment tools
and teaching methods to evaluate learning.
·
Review and refine OBE implementation.
