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Engineering Education- Pedagogical Issues & Outcome Based Learning 22 May, 2013

Prof. Anup K. Ray

Prof. Anup K. Ray, Centre for Educational Technology, IIT Kharagpur lead the weekly discussion on 22nd May 2013 with his talk on “Engineering Education - Pedagogical Issues & Outcome Based Learning”.

Yesterday’s world of education

Education used to be very Teacher-centric with main focus on lecturing and note taking. Educational resources used to be limited and expensive. There was small number of students in class and the scenario was of slowly changing frontiers of knowledge. Typically no technology tool was used and no one considered global competition in world of work.

Tomorrow’s World of Education: Outcome-based Learning

Prof. Anup K. Ray

At the end of a four year program of study, graduates need to demonstrate the mastery of not only a well chosen set of domain specific learning objectives, but also a set of domain independent learning outcomes.

Graduates should be ready for careers in different regions of the world and work in a variety of contexts. Products and services of tomorrow have global effects and implications.

Knowledge today is growing at ever faster rate and Learning is no longer a one-time affair. There is large variety of high quality learning resources available on the internet and ICT tools will make access to high quality learning resources easier with time.

The new challenges for Education are how we teach a class of two hundred students and more and also, how we equip our students with the 21st century knowledge, skills and attitudes.

Knowledge and skills for the 21st century

  • Academic Education: Completion of an accredited programme of study typified by four years or more of post-secondary study
  • Knowledge of Engineering Sciences: Apply knowledge of mathematics, science, engineering fundamentals and an engineering specialization to the conceptualization of engineering models
  • Design/ Development of solutions: Design solutions for complex engineering problems and design systems, components or processes that meet specified needs with appropriate consideration for public health and safety, cultural, societal and environmental considerations.
  • Investigation: Conduct investigations of complex problems including design of experiments, analysis and interpretation of data, and synthesis of information to provide valid conclusions.
  • Modern Tool Usage: Create, select and apply appropriate techniques, resource, and modern engineering tools including prediction and modeling, to complex engineering activities, with an understanding of the limitations.
  • Individual and Team work: Function effectively as an individual and as a member or leader in diverse teams and in multi-disciplinary settings
  • Communication: Communicate effectively on complex engineering activities with the engineering community and with society at large, such as being able to comprehend and write effective reports and design documentation make effective presentations, and give and receive clear instructions.
  • The Engineer and Society: Demonstrate understanding of the societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to engineering practice.
  • Ethics: Understand and commit to professional ethics and responsibilities and norms of engineering practice.
  • Environment and Sustainability: Understand the impact of engineering solutions in a societal context and demonstrate knowledge of and need for sustainable development
  • Project Management and Finance: Demonstrate a knowledge and understanding of management and business practices, such as risk and change management, and understand their limitations
  • Life Long Learning: Recognize the need for, and have the ability to engage in independent and life-long learning

Pedagogy Project

Prof. Ray explained the operation of building a curriculum starting from the vision/ mission statement of the institute to final hour long lecture learning outcomes.

Elements of Outcome-based Learning

Elements of Outcome-based Learning

Modern Approach to Curriculum Design

  • Select course objectives which promote higher order thinking skills such as Analysis, Synthesis, Evaluation and Creativity
  • Express the objectives as knowledge, skills and attitudes which the students should be able to demonstrate on successful completion of the course, using measurable Action Verbs.
  • Take advantage of ICT tools to make these available to everyone concerned well in advance.