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T H U R S D A Y , N O V E M B E R 10 T H 2011
EDUCATION AVENUE
environmental and other constraints. Think about engineers' mobility across nations, and these points begin to make sense. What is the proof of procedure that outcomes have been met? Some of the methodologies include interviews with ex-students, employers and of course, the students and faculty. Which brings us to a major point of how these Learning Outcomes will be achieved in the first place and a shift
papers to get an idea of what is expected from us. A well designed course must have a well defined course curriculum, one which states the learning outcomes with complete clarity and in a language that demonstrates thinking in terms of learning hierarchy (see box). Students should be able to know what the objectives are. The course is treated in a modular fashion. Such work is not an easy task, as faculty need to familiarize themselves with
encouraged to form groups, and such a system enables continuous evaluation and quality feedback. At the time of review, how well the stated course objectives achieve the Learning Outcomes are rated. Different courses of a department are stacked up and compared (see box). If it so happens that a particular Learning Outcome is not well addressed, a new course may be introduced by the department, or under collaboration with another department. All departments interact in this manner and taken together, the Institute rated.
Intelligent Tests
The leftmost column represents student ranks. All answers to Q1 are D or C, showing that the distraction power of other options is low- a poor test question. Q2 is said to have a high discrimination index as it is seen to separate the top students. Q3 could be an elementary concept. Only one student gets Q4, which could mean that the concept is difficult or was taught ineffectively. Meaning could also be attached to why a student selects a particular wrong answer, identifying weaknesses. Technology is a tool, not the solution. Automated checking reduces workload on the teacher. in the way we think of courses. Rethinking Courses We treat our engineers like kids! says Prof. Ray, referring to tests that call on students to define, recall and state rather than analyse and synthesize. Today there are few courses where students have an idea of what they are going to learn from it beforehand. How often it is the case that we look to previous years'
A Long Term Model How far the aims of the Accord will be realised is an open question at this stage. In spite of familiarity with the idea for more than 10 years, major US universities follow the clauses in letter only, treating the document as additional paperwork. In fact, companies exist that will write a sound curriculum for you. The specialized language and words used are hollow in the absence of intent. The methods used seriously will result in greater competition, and there is a strong need to compete and gear up with the rest of the world. The proposed changes are long-term, over a span of 10-15 years. As the result of a first phase of activity, many faculty members are now aware of what the Washington Accord is, and some courses are being restructured within its C5 LO 1 LO 2 LO n framework, e.g. a Mining O1 3 2 Engineering course is ready to go out and be tested in the classroom. O2 4 3 Set your goals clearly, let it be debated. Deciding what to do is ... ... ... most difficult. Then, you need to Overall 3.5 2 consider how best to go about achieving it, says Prof. Ray. It is the spirit of the movement, to enable D9 LO 1 LO 2 LO n outcome based learning, which is what really matters. The C1 4 2 2 pedagogical framework is a path to C5 3.5 2 reach that goal, though questions remain and as a model it may evolve ... ... ... ... over time. Answers to how Learning Outcomes like an ethical sensibility Overall 4 1 2 will be realized are yet to be found, anywhere across the globe. Finally, Course Assessment there's the matter of practical D: Department, C: Course, LO: learning results. Ask yourself the question: Outcome, O: Objective. On a scale of 5, Will the implementation of tools the department is strong in LO 1, weak from pedagogy by educators see in in LO n and offers little scope of LO 2. students the spark of sincerity and interest? a style of review. Designing a single Course Curriculum course can take upto 900 hours. We asked Prof. Ray about the sea Take for example a heat transfer that dilutes all attention and course. Poorly decided objectives concentration, the class size. Are would be: students going to reduce in State Fourier's Law of heat number? Are you going to find conduction. many more good teachers? he asks Calculations based on standard in return. The answer, as is known, is formulae. a no. These are then given Whereas better objectives are: constraints, and a way to deal with Given a complex set-up, identify them is the greater and intelligent the governing equations and use of technology. A possibility is a boundary conditions. 1-3-0 course, with tests taken at the Identify a method of solution. end of every class. An intelligent Similar thought must be given to multiple choice quiz can be lab courses. Students must be designed (see box) that generates able to propose experiments and quality feedback and automatically analyse readings. mails it to the student. The class is
CAREERS AVENUE
T H U R S D A Y , N O V E M B E R 10 T H 2011