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Lecture 05 : Outcome based Learning — Transcript · YTtoTranscript

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Lecture 05 : Outcome based Learning

NPTEL IIT Kharagpur · 3,609 words · 18 min read · EN-LUU0EUDKGKO

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Below is the complete, readable transcript of Lecture 05 : Outcome based Learning by NPTEL IIT Kharagpur on YouTube. Read the full text, copy any part you need, or generate a transcript for any video with our free tool.

So, last class we talk about the Accreditation ok. So, and we discuss what is accreditation, how accreditation , what is the meaning of accreditation, what are the value in accreditation . Now,I also said about that how to implement accreditation in the class room. So, accreditation is not that only a paper base compliance and program is accreditate nor that correct , it

has to be implement accreditation in the class room to reach the benefit to the students . So, how do you implement accreditation in the class room ? So, one of the methods for a implementing accreditation in the class room is call outcome based education or Outcome Based Learning . So, today we discuss about

what is outcome based learning, what philosophy behind it and how it can be use to implement accreditation in the class room ok . So, outcome based learning or outcome based education today all of you know that everybody is talking about that outcome based education. What do you mean by outcome based education? Everybody know outcome based education is

not out education is outcome base, what is new in outcome based education, what is the new things is there in outcome based education system and how do you design an outcome based education in classroom or how how do you say that my system is outcome based education system. So, what to do on it ? So, let us see a one pictures just to describe

the philosophy of outcome based education . So, let us see the pictures all of you know this pictures everybody know this books and I think every all of you have read this books also . So, Alice in the wonderland I have taken the picture from that book and this picture I just want to see the philosophy behind the picture and correlate that philosophy

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with outcome based education. So, what is the philosophy in this pictures ? All of you know that philosophy philosophy is that a girl standing on a junction of path , he ask the cat which path she suppose to take, but cat reply where you want to go then girl said I I do not know where I want to go then cat cat says take any path does not

matter. So, what is philosophy is that ? Unless you define your target or unless you know the destination the path does not matter. So, destination means target has to be define first. So, if I say let us give an example suppose training program, let us I have design a training program for motor training school, let us

two month training program for motor training school. So, if I say that every week you have to come and you have to sit on a simulator or kind all kinds of things if I say , but unless you define what is the end outcome; what is the end target of the learner of motor

training school. So, end target is that, he or she should able to drive the car on the what kind of car or is it bus or it is truck or it light motor vehicle. So, you have to define very specific measurable and achievable may not the target that the end of the program

you should able to drive this kind of car or this kind of road collision, then target is fixed . Now, how the learner will reach the target that can vary somebody can may be there is very very good learner who can learn very quickly. So, you can reach quickly. So, unless you define the target the learning path I

cannot say it and there will be a n number of path to reach the target and it depends on the learner how he want to reach the target. So, outcome based education says that let us define the outcome at the end of the program, course or may be a some workshop or some some

training program. So, at the end of end over, what is the target to achieve by the learner? It may be a E-learning software also, E-learning content we said that the content is very good, but at the end of the content what is the target that is outcome based education . So, outcome based education is always target oriented education what learner will able

to do at the end of that learning end over. So, it may be a program, it may be a course, if it is program then it is call program outcome, if it is course then it is call course outcome, if it is workshop then it is workshop outcome, if it is training program it is training program

outcome. So, if you relate this picture with that outcome based education, so unless you know the target which is achievable, measurable and specific you cannot reach the target. Now, if this is the scenario then what is the roll of the teacher in outcome based education, why outcome based education is called learner centric; so, why outcome based education is

call learner centric? Because the target has to be achieved by the learner it is not what teacher will teach, it is that what learner will learn or learner will develop that skill at the end of the program that is why it is call learner centric education system . What are the roll of the teachers? The roll of the teachers is guide and mentor the student

to reach the target . So, if I show you another picture. So, as a teacher; so, what is the roll of the teacher? Teacher is define the target suppose this is the target , the student has to reach the target. So, teacher will acts as a guide, mentor and facilitator to reach the target . Today what is happening what I teach that

is the target of the students, but that is not outcome based education is the what learner has learned that is important or what learner will able to do at the end of the program is important not what teacher will tell. So, teacher is as a facilitator, mentor and guide teacher is not teaching the students or I can say teaching is definition can I

say that somewhere the I I can I say that ok you will learn. So, who will learn? Student will learn, if student do not want to learn can I teach the students? Cannot. So, the roll of the teacher is mentor, guide and facilitator of the students. So, what is the who who want to learn? Learner. So, in outcome based education learning is learner

responsibility not teacher responsibility; learning is learner responsibility, as a teacher is define the target he will guide and mentor the student to reach the target. So, before student join in the learning environment he know, he or she know what is his target, if he know or he or she know the target then he may take the guide from that teachers or

guide from the anybody to reach there, but ultimately who has to teach the target student has to reach the target . So, outcome based education philosophy is define teacher roll is define the target and guide and mentor and motivate the student to reach the target . Teacher roll is define the target also why? Because if you see in

the Google if I starts let us I can give an example analogue electronics you can see the numbers of materials are available video lectures, web pages book, journal, paper lot of materials are available analogue electronics . Now, how much analogue electronic is essential for a B.Tech electronics engineer or BE Fourieryou can say the B.Tech or BE engineering is student

know; is learner know do not know. So, teacher who is experienced in the field he only define this much of analogue electronic is essential to becomes a B.Tech engineer and that things can be consult with industry also expert and industry also . Some teacher may say ok I define student will able to describe push full amplifier, then some expert says

this kind of skill is not suitable for B.Tech engineer or accreditation says that student or B.Tech engineer they should know how to solve, how to analyze, how to design, how to test, how to synthesis. So, describe is not is essential target, is it necessary it you may he he or she may know the described, but it is not , sufficient target for a engineer

about analogue electronics. So, then teacher will modify the target . So, I given real life example. Suppose you have a throat infection everybody know if I take azithromycin throat infection will cover, then also we will visited to the doctors, why? Because only doctors know after seeing the infection he can only suggest how much

dose is sufficient for that kinds of infection. So, that is why the facility; so that is why I say target has to be defined by the teachers in consultation with expert and industry and guide mentor and you can say that you or facilitate the students. So, that he he or she can reach the target . So, this is at total philosophy of outcome

based education. So, in a nutshells roll of the teacher in outcome based education is that; role of the teacher is guide, mentor mentor the students. So, learning is learner responsibility, teacher is a facilitator this is the main principle of outcome based education that is why it is call learner centric approach. Many teacher

said ok sir my class none of the students are want to comemany . So, what is the what is the problem? So, you say that my my classroom nobody has come and also if you see that definition of Guru in our ancient culture, what is that is any of or Guru says that I will take you

to the God nobody, everybody said I will show the path to reach the god. So, see that role of the teachers he only can guide and mentor the students to reach the target, he cannot say I will take you to the target it is impossible if the learner do not want to learn a teacher

cannot learn him only teacher can do motivate the students. So, you may say sir my class nobody want to come, what is the problem? Problem is the motivation as a teacher you are fail to motivate the student to come in the class motivation may be any meaning it may be by what you have to motivate the people. If you see that or

Gurus; if you see in a in our country there are lots of Guru in whole world there are lots of Gurus are there and is that number of disciple is equivalent in in his Guru know. There is a some Guru has a thousands of disciple crores of disciple, but there is some Guru

who has only five six disciple what is the problem; problem that Guru is not enough motivate his disciple that is why his disciple number is not that much. So, as a teacher your primary role is guide, mentor and motive the students and define the target in case of outcome based education . So, how to design outcome based education,

so that or I have to implement outcome based education in the classroom which also we will implement the NBA or accreditation requirement in the classroom. So, it is says that out the approach to design outcome based education that systematically design and develop outcome based curriculum. So, there is a curriculum today also you have

said there is a lot of curriculum syllabus is there, but there is a difference between the syllabus and outcome based curriculum . Once you attend all the lecture in this course you can fully understand what is the difference between outcome based curriculum and syllabus . Developed appropriate ICT based pedagogy framework tools to train the faculty member to design, develop, monitor review curriculum and also

take a feedback from industry and expert . Include reference to appropriate learning material, what I said the role of the teacher is mentor and guide the students. So, include reference to appropriate learning material, what is the problem in the large class room there may be a very good learner, very fast learner, average learner, below average learner or

in case of learning theory there is a some learning there is a learning style and learning approaches are vary to learner to learner. So, all kinds of learning material you have to provided, so that it gets scatter to different kinds of learning approaches and learning style, it may be a video, it may be audio it may be a animation, it may be a text, it

may be a graphics all kinds of material must be available to the learner. So, that once they know the target as per their choice they can select the material and achieve the target, next and also you can guide them you have to quickly reach the target. Include adequate number of nontrivial practice problem and assignment self learning

ability. So, suppose you design a curricula that this is your target and those are the material; that means, those are the path to reach the target. Now, suppose a learner said I have reach the target how it say test it, so; that means, every target or every outcome must be associated with a assignment. So, that if a learner able

to solve that problem he know he has reach that target because it is not that you will come to the class and solve the problem learner will just copy in the paper they will forgot it, let them practices provide the target link with different kind of problem associated with the target, let the learner will practice it and reach the target.

Once learner done it you will never forgot in his life time what is the present problem, if you if you if if if you come to the final year B.Tech students if you take acomprehensive viva what you find if you asked any questions on first year subject he says sir I am read

it in first year, but I forgot it why you forgot it because his skill was only on remembering and describe level or he has a done a design, but which is already done in the black board only not he have not think. So, skill is not developed here I saying you define the skill and told the learner to develop that skill once the skill is developed he

will never he or she will never forgot it ok. Then choose appropriate challenging, but achievable specific learning outcome. So, the target must be appropriate, challenging, achievable, specific learning outcome you may say I am electronics engineer I am very good in writing a poem yes you can write poem as a student's you can write poem that is not the problem; problem is that if you want to becomes a electronics

engineer, then your target has to be achieved. So, doing writing poem is not sufficient target to becomes a electronics engineering. So, that is why appropriate challenging it is not that all define Schrödinger equation is not skill, oh there will know Maxwell equation it is not skill what they will able to do using Maxwell equation that is skill. So,

that is challenging and achievable problem, never give them a target which is not achievable. Let us give you an example suppose somebody told somebody to go to Calcutta, but if you not specify the place where you want to go is target is achievable, he may go to Calcutta, but he stand on that let us say the dhurrumtollah and yes I have never told you go to dhurrumtollah

you must go to that , so this is not true. So, appropriate, but achievable and challenging target has to be done right down in clear and measurable term using standard action verb. So, all target must be right down clear and measurable action verb I will cover how to right down outcome proper guide learning strategy with details of list of learning

resources make it available early to the learner . Before you start the course guide, material, problem everything should be available to the learner. If you ask most of the learner said that also we have observe the the student engagement is not there only before the semester they start for seven days, why that is happening?

If you see the scenario a learner saying unless I attend the class I do not know what teacher will cover only the syllabus is mention, topic is mentioned, but how much will cover is it not mention there. So, unless they attend the class they do not know what will cover by the teachers . So, they said due to this they have never study

in the hostels or in the home once they come in the class and they see the teachers is presenting a PPT which is available in the Google or teacher is explaining something which is better lecture is available in the Google. So, they said ok sir we can see it in the during the exam. So, their engagement become 0

Now, if you provided them before they come to the class if they no this is the today's class target and this is the class summary and this kind of problem I should able to solve after this class, then students will come free period in the class. So, their engagement is increase and also as a teacher you have a more time with interaction with the students.

So, that you can ensure that your domain independent parameter skill is also developed, communication skill, team work, self learning, lifelong learning, ethics all are time is there you are not delivering information in the class. So, you have to design a outcome based curricula such a way which will fulfill the objective which I said in the first lecture first slides

21st century challenges, how to engage the students, how to develop the skill, how to design a curricula, so that it remain updated in every time, how do you say that your examination is only testing the students skill and how do you say that lifelong learning is happening and how to tackle a large class or multi section class .

I am not going slide by slides what is there. So, this is the philosophy on outcome based education. And how to design outcome based curricula we will explain in the next class, but before I close this class let us I explain you two main confusion which is exist all of you one is call learning objective and one is call

learning outcome . So, what is learning objective or learning goal? Learning objective generally describe what teacher want to teach, so this is teacher centric . So, teacher aim for the class or program is call learning objective at the end of thiscourse student students would know how to design these these kind of thing which

teacher objective. So, I can say objective are teacher centric. So, if you see this slide learning goal objective generally described what an instructor or programs aim to do not what learner want to do , but learning outcome a statement describe in observable and measurable term what a learner is able to do after completing the course or program.

So, learning outcome is those which will be able to do by the learner not by the teacher; teacher may not teach that does not matter, but learner has to do it. So, learning outcomes are learner centric, learner has to complete those things. Given example I have given given a specification of an auditorium or studio requirement, list the acoustical requirement

and design the acoustic part of the auditorium or studio that has to be demonstrate by the learner. What is objective, this course will expose student to the major design methods of the area of acoustics or these kind of things I can say. So, that is teacher goal and this is learner goal this is the difference between

learning objective and learning outcome, but when I say instructional objective IS instructional objective if I say that is nothing, but a outcome because instructional objective means after reading the instruction student should able to do over to perform what instruction says. So, if you see in my lecture also many time I will say course objective, it is not that learner teacher centric it is learner centric;

that means, course outcome that is instructional objective. So, instructional objective and outcomes are same, but if I say the course objective generally course objective means that what is the teacher's goal, but learning outcome and instructional objective means what is the learner goal is it clear. So, this must be very clear they want in my

software or what are the framework I will I will show you for outcome based curriculum design where it is written course objective; that means, instructional objective it is not course objective only. So, it is written if I if I objective is written in term of instructional system design, then it becomes outcome ok. So, next class I will talk about

how to design outcome based curriculum ok. Thank you .