OBE

students get to apply their knowledge • OBE as a catalyst of a OBE is going through a stage of meta- and create something out of it. OBE much-needed change morphosis. It would take years for this does not evaluate students based on system to finally replace the old sys- what they know or how much they • A new era of learningChal- tem and for the teachers to step down know; but rather by what they do with lenges in Outcome Based and allow the students to take reins of their knowledge. teaching for theoretical the learning process. OBE was every- thing needed in the field of Com- The experience of teaching the OBE courses munication and Media Studies. This system was unique, rejuvenating and change can revolutionise learning and equally tiresome. OBE was more of principles of Journalism in the course change the perspectives of education. an unlearning process than a learn- Print Media Journalism, the students With enough time and effort, India ing process. It was not at all easy to were asked to write news articles from might be able to end the heart break- unlearn core doctrines of an educa- information which was given to them. ing history of brain drain by enabling tional system that is still deep rooted This not only allowed the students to its citizens to find and create jobs in in the country. Transformation from learn and sharpen their news writing the country itself. a teacher to a mentor and facilitator skills, but also forced them to use did not reduce workload; in fact, it their wisdom to carve out news. Here, actually increased it. The attainment the intellectual and manual effort of of course outcomes are measured the students were on a par and found based predominantly on the assign- harmony. So, a student who success- ments and other works done by the fully completes this course walks students. It was not at all easy to out as a sharp reporter as well as a assess and give timely evaluations to prudent and ethical editor too. the students based on their progress in attaining the course outcomes. The struggles faced by the teach- Although the NEP 2020 allows peer ers can only be reduced with more evaluation and self-evaluation for the training and experience. Just like students, the presence of a teacher the students, the teachers also have is absolutely vital for responsible a long way to go in the OBE system. assessments. But when compared to the benefits students gain from this Mr Eapen Alexander is Assistant Professor, Department of Communication and Media Studies system, this is something one happily accepts. Instead of asking for the important 152

“Kinesthetic is a learning style. Auditory and visual are learning styles. Cheating is not a learning style.” 153

Glossary POs– Programme Outcomes (common to all similar Pro- grammes like all UG, all PG, etc) PSOs– Programme Specific Outcomes (different for every Programme,but will help to attain POs) A tryst with obe COs– Course Outcomes (differ- ent for every course, but togeth- er would help students to attain PSOs) Formative Assessment– Any test to gauge the attainment of outcome(s) with an aim to improve the score by giving continuous feedback, additional exercises and activities Summative Assessment– A final evaluation after the completion of the teaching and learning activities Ms Suzanna Oommen [email protected] +91 9447573538, +91 9495617848 154

Steps Step1 - Sustain motivation that conventional method of teaching that can be does not wane. and learning not considered outcome followed by a based? What different methods have novice to “Great things will never come from we to follow now? Will it actually implement OBE. your comfort zone; progress only benefit the students? Can it be happens when we make efforts to do implemented across disciplines? something different. Change before If similar questions linger in your you have to. Now, we need to head, brush aside all these questions completely move towards Outcome for now. They can be addressed later. Based Education”. When the Principal of our college tried to Step 3 - Unlearn a bit to take a leap wheedle us teachers towards this forward. seemingly inevitable move, there was a silence that resonated the mixed We no longer evaluate the students reactions within each one of us. based on what they have just learnt as per the syllabus. We try to assess But that was just the beginning. The what the students are able to do, decision by the college was followed based on what they have learnt. So, by a plethora of deliberations, the questions are framed in such a discussions, expert talks, training, way as to evaluate the skills workshops, circulation of literature acquired and to test whether related to OBE, so on and so forth, in they are able to apply what they order to understand the concept of have learnt. OBE. Don’t worry even if you have not had any of those. In short, we need not test the students to see if they know a If you have decided to move ahead, formula, or define a theory, or you are done with the first step. explain a process or list out some obvious characteristics. We go a Step 2 - Understand that pessimism step forward in the evaluations – kills motivation. we test to see if they are able to apply all those in real-life scenarios. What exactly does ‘implementing OBE’ mean to the We need not teach them anything teachers and students? Why is the that has no practical value! 155

Step 4 - Ponder and focus. • calculate…. etc. Step 7- Let us get it straight – the ideal scenario At the outset, every teacher must list Step 5 - Aligning the COs and PSOs down the practical use or applicability The vision and the mission state- of each of the courses taught. They This is to see if a student who com- ments of the college give shape to the should look at the syllabus content, pletes all the courses of a Programme Programme Outcomes. All the Pro- go through each module, list why would be able to achieve the expected grammes offered by the college would those modules are important, know Programme Specific Outcomes. Now, be aimed at achieving those POs. Each what the students gain by learning the PSOs are a set of measurable Programme in turn would be de- them and what they are expected attributes that the students should signed by a set of PSOs decided by the to do with the knowledge gained. possess after they have completed all individual departments offering that Every module of the course should go the courses of the Programme. Programme. through this process. These statements listed can be refined later If not, add new courses that would They would also decide what all to frame the expected Course Out- address those requirements and courses need to be offered under that comes (COs)*. The expected outcome delete those courses that do not Programme for the students to attain given for each of the modules of a contribute to the achievement of the set PSOs. Once the courses are course should be in such a way that, PSOs. Also, modify the modules determined, the individual teachers once all the modules are completed, within the courses to see if they help handling those courses frame course the student’s course outcome level to achieve the respective COs, and outcomes and decide what modules can be evaluated. that those COs are in line with the come under that course for the stu- PSOs. dents to achieve those COs. Go to step (*The outcome statement ideally 4 and fine tune your course and COs. would contain a verb from the higher Step 6 - Put your heads order cognitive dimensions of the together. In a nutshell- revised Bloom’s Taxonomy. (Anderson and Krathwohl, 2001, pp. 4–5) To align the COs with the PSOs, all The teacher in the class is now a the teachers of the department, the facilitator who motivates, guides and Example BOS members, the advisory board of mentors each student to achieve the the BOS and all stakeholders should course outcomes of the taught course On completion of the course the put their heads together to frame the through continuous/formative assess- student would be able to PSOs which in turn should be aligned ments. The completion of the course with the POs that actually emanate would be marked by the summative • create…. from the vision and mission state- assessment to evaluate the level of • formulate…. ment of the college. attainment of all the COs. 156

Example of how a course is taught the communication effective? Iden- Summative Assessment in the class under the OBE system tify the barriers, if there were any. question 1 How can the given communication be Course Name1: Business Commu- made more effective? You are on an interview board to se- nication lect a candidate for the post of public Rubrics for awarding grades A to relations executive. Describe in detail Course Outcome1: Analyse and F where A is the best and F is the the person whom you would select apply the elements and worst and justify your selection parameters. necessary conditions for (Hint: Look for various verbal and effective communication. A - If all the verbal and non-verbal non-verbal cues. CO1) cues, barriers etc., are identified, and Teaching-Learning activity 1 good suggestions are given. Summative Assessment question 2 Find out and present in the class vid- F - If no cues etc., are identified. Inap- eos/ted talks that emphasise different propriate or no suggestions are given. Mr Roshan is a successful marketing elements of verbal and non-verbal executive working for an automobile communications. Formative Assessment company. Describe in detail how Discuss in the class what has made question 2 he would be communicating to his them effective or ineffective. customers. Video record a speech of yourself Teaching-Learning activity 2 using all the aspects of effective com- (Hint: Look for various verbal and munication. non-verbal cues. CO1) students are divided into seven groups, each representing one of the Rubrics: (Excellent to Poor) seven Principles of communication. They make a video/skit to show how Excellent - If verbal language, effective communication is done, gestures, facial expressions etc., are emphasising the principle they rep- appropriately used. resent. Poor – If language is poor, if there Formative Assessment are no gestures or many barriers are question 1 present, etc. In the given video what are the verbal Ms Suzanna Oommen heads the Department of Economics that offers the BA Applied and non-verbal cues that have made Economics programme. 157

Corollaries Witnessed before the Eyes because of OBE Dr Fr Shaiju K.S. [email protected] +91 9605108006 158

This is the narration It has been one decade since I be- smaller and smaller. of my experiences of came a teacher, and I have taught seeing my students fourteen batches of students on Results of the implementation become publishers, the serene campus of Marian Col- entrepreneurs, lege Kuttikkanam. Throughout these My experiences with the implemen- moneymakers and years, my focus as a teacher was to tation of Outcome Based Education marketing experts as learn things from different sources are positive. I have seen my students a result of the Out- and share that knowledge with my moving forward with a dream and come Based Education students through various means. putting all their efforts into realizing system. I believe that my students learned those dreams. Here are some of my something from what I shared with experiences and findings related to them. I, however, never thought of the the introduction/ implementation of wide gap between learning and doing OBE: until the concept of Outcome Based Education came into the scene. My first experience is the pleasant transformation of my own thinking Purpose of OBE pattern. From the misconception that a teacher’s knowledge of a subject Many students stand perplexed as is greater than that of the students’, the bight between learning and doing I have come to the realization that keeps on widening, and they realize there are innumerable other sophisti- that the theories they learnt in the cated quality sources of information classrooms do not yield themselves on the same topic that I am engaging to real-life situations. Consequently, in. And so, a paradigm shift of atti- those students who step straight into tude from that of being a tutor of the the industry from the campus, feel assigned course to that of an architect like fishes out of the water and are of the learning activity of the subject, unable to perform as per the expecta- has inevitably subdued my mind. tions of the industry and the society. The second instance of the impact of However, with the introduction of the OBE is the fire that was ignited in the revolutionary concept of Outcome hearts of my students which triggered Based Education, the gap between them to research various cultural academia and industry, and theory sources around them, and have their and practical, has started to become findings published in leading period- 159

The bight between learning and menting the new system of OBE, stu- tive marketing strategies and received doing was reduced. dents were grouped into four accord- the attention and appreciation of ing to the four major themes of their their near and dear ones as well as The tutor became an architect. course - India Classical Dance, Indian that of the public, and even earned Classical Dance, Indian Paintings and income. This experiential task would Students became authors in leading Folklore - and were asked to come up enable students to think, design, ini- dailies and magazines. with ideas and plans and effectively tiate and implement entrepreneurial share their knowledge. Astonishing- ideas as well as marketing plans when Mere listeners became leaders and ly, each team organized webinars, they confront real-life situations in entrepreneurs. exhibitions, expert lectures, quizzes their life ahead. and games based on their themes, and icals made the learning experience of the Conclusion and magazines. One of the challenges entire class a truly memorable one. I given to the Hospitality Management am assured that the teaching - learn- In short, through OBE my students students as part of their course - Cul- ing process would not have been so conducted researches and got their tural Heritage and Tourism Manage- productive, and that no leaders would work published, started entrepre- ment - was to generate knowledge have emerged had the normal pattern neurial activities and earned mon- which they would share with the of teacher - centred teaching process ey, organized several webinars and world. Students explored a number been followed instead of OBE. exhibitions, and became leaders and of unexplored cultural themes such organizers while they were still on the as destinations, local cuisines, folk My fourth and final experience was campus. games etc, and 21 out of 25 students the emergence of student entrepre- got their articles published in leading neurs ensuing from an activity that dailies and magazines. had been assigned to them. Students were asked to develop and promote a My third experience was witnessing cultural product, either of their own the birth of leaders and organizers or of others. Some of the students from among those students who had explored their talents and initiated hitherto been silent participants in entrepreneurial activities such as por- seminars and workshops that were trait painting, art and crafts, cooking, organized by me periodically. Imple- modelling, beauty enhancing and photography. Some others promoted their family ventures through innova- Dr Fr Shaiju K.S. has been working as Assistant Professor of Sociology in the Postgraduate Depart- ment of Hospitality and Tourism since 2008. 160

Teachers Lounge “...And this is where the teachers go to get away from me!” 161

My experiments with OBE of OB Mr Arun George Joseph [email protected] +91 98465 19772 162

In every young person a ‘Organizational Behaviour’ is a OB(Organizational Behavior point of goodness is ac- Management subject, invariably or Organisational Be- cessible, and it is the pri- forming part of the pedagogy in haviour) is a Management mary duty of the educa- every Business Administration/ subject forming part of the pedagogy tor to discover that spot, Management program the world invariably in every Business Admin- that sensitive cord of the over, irrespective of the type/ istration / Management Programs the heart, so as to draw out ranking of the institution. We all world over, irrespective of the ranking the best in every young knowingly or unknowingly apply of the institution. person. OB strategies in our personal and professional life. Organizational Behavior is the study Don Bosco of human behavior in organization- This article throws insights, based al settings, the interface between on the first hand experience of human behavior and the organization, implementing it, into ‘Outcome and the organization itself. Based Education’ for Organizational Behaviour for postgraduate Organizational Behavior is the study students in the Hospitality Manage- of both group and individual perfor- ment Program, in Marian College mance and activity within an organi- Kuttikkanam (Autonomous), an zation. This area of study examines exemplary institution in innovative human behavior in a work environ- practices, and a forerunner in ment and determines its impact on Outcome Based Education job structure, performance, commu- nication, motivation and leadership, 163 etc. Organisational Behaviour studies the mutual impacts of individu- als-groups-organisation, and how its various facets / aspects could be improved for the success of the or- ganisations. We all knowingly or unknowingly ap- ply OB strategies in our personal and professional life, be it in our homes,

Clear plans, timely and contin- offices, religions, politics or friends and the Vision-Mission Statement of uous evaluation, FLIP learning circle. the institution. and strong clarity about outcomes are very essential in This article is a kind of FIR which The Pedagogy and Methodology of the OBE implementation. OBE throws insights into the experiments various institutions the world over, is a learner centric approach and strategies adopted in implement- and various publications, texts and and the course facilitator has ing outcome based learning for Orga- web resources were referred to in to walk with the wards, like a nizational Behavior for the Postgrad- order to make sure that we got the shepherd leading his flock to uate Management students. best out of our efforts. It took almost green pastures. Understanding a year’s effort and various levels of that learning is highly per- It is said that management comprises discussions to have the outcomes sonalised and ever evolving, five aspects: Planning, Organising, tailor made. accepting our vulnerability, Staffing, Directing and Controlling. and having a learner’s mind, is Let us see how the OBE of OB was • Analyse individual and group crucial in the OBE implemen- done, by going through these five behaviour, and understand the tation. It is like keeping your steps of management. implications of organization- eyes and ears open for new al behaviour on the process of knowledge, revelations and Planning management. truths. Begin with the end in mind, and • Apply different motivation- reverse engineering is the key for al theories by understanding planning OBE. personality types and comparing motivational strategies used in a The outcomes were prepared in con- variety of organizational set- sultation with the Department Coun- tings. cil, notable alumni, industry experts and peers in other top management • Evaluate the appropriateness institutes, and fine tuned further in of various leadership styles and consultation with peer reviews. The conflict management strategies following outcomes were identified used in organizations. and finalised months before the syl- labus was finalised. The COs (Course • Understand how organizational Outcomes) were clearly mapped with change and culture affect work- PSOs (Programme Specific Out- ing relationships within organi- comes), POs (Programme Outcomes) zations. 164

• Design strategies to manage The course plan was made in such a destinations by the students. professional and personal life in way as to be able to use it irrespective Hospitality and Tourism organi- of whether classes were online or of- Staffing sations. fline. Esprit de corps was the key here. After all TEAM implies that together The learners batch comprised 25 stu- The challenge was in ensuring that we achieve more. You need help and dents who were divided into groups the needs and aspirations of various support from all around you in the of five each (5*5=25). For ease of two interest groups had to be met without successful implementation of OBE. way communication and better coor- compromising on the learning objec- The divine Providence lent us a help- dination, a control group was created tives, as well as managing the course ing hand through our near and dear with representatives from each group. completion in time and with quality, ones, for, education is a process of A WhatsApp group was created, and without creating additional burden on kindling a light in the darkness. regular meetings and discussions the student community, and incorpo- were done with this control group rating all major concepts and ideol- The directions, supports, corrections (five representatives and the course ogies, inevitable for achieving the and valuable suggestions from the facilitator) regarding pre-class, in- course outcomes of the subject. college authorities, from the Control- class and post-class so as to make ler of Examinations, the IQAC, peers sure that learning was always on Organising in the Department, ‘buddy’ teachers track and went on as planned. for the subject and alumni etc, were Well begun is half done. Thanks to the crucial in incorporating things into Micro groups were very crucial in course plan prepared for 90 instruc- a well structured course plan which understanding gaps/ bottle necks and tional hours which gave ample room could be used effectively in online as plugging such issues without delay. for preparatory sessions, learning well as offline classes. This also ensured peer learning and activities, learning resources, eval- interactions among students. uation plans, pre-class, in-class and Some of the activities were designed post-class assignments for each day, keeping in mind the ‘ Work from Students who were otherwise intro- links to relevant audio visual and home’ aspect and its implications. In verted, shy or reluctant to speak up/ text resources, hard and softcopies of fact, the support of the family was contribute in a group would easily learning materials, revision sessions, also crucial in learning. gel well and interact in a small group. mock tests and evaluation rubrics. Thanks to the in-house software The course facilitator could also www.mcka.in integrated with a cus- understand and cater to the needs of As we all know, the Covid 19 pandem- tomised version of the Moodle, all as- individual students more deeply when ic caused dark clouds of uncertainty signments, activities, online sessions interacting with micro groups. For ev- to loom over the education scenario and formative assessments could be ery session plan, there were individu- the world over. done with great ease from remote al as well as group assignments. So, to 165

a great extent, social loafing, deviant Understanding that learning is a pro- tive, but supplemented with lecture behaviour, imbalances in resource cess that is highly personalised and support so as to ensure conceptual allocations and awards, etc., could ever evolving, accepting our vulnera- clarity. There were post class assign- also be avoided. Virtual groups were bility and having a learner’s mind, is ments and extra readings to make created using multiple web resources crucial in the OBE implementation. It sure that the outcome achievement including Google meet/Zoom/Big- is like always keeping your eyes and was reinforced. This three tier activi- BlueButton/Google classroom, etc. ears open for new knowledge, revela- ty approach aided in leaving no stone tions and truths. unturned. As time progressed, we could create separate plans for slow learners as It is an enriching experimental expe- Controlling well as advanced learners. rience, more of journeying together with the students as a student and Before, during and after each ses- The best result was that students mentor, with the zest of a kid to find sion/ topic/ activity/ exam, the course were able to analyze and evaluate new treasures. Remember, ‘The child facilitator had to make sure that every their own behaviours during these is father of the man’. We have miles effort of the learners was focused and activities. Thus, the OB principles and to go in learning before we can sleep. re-centred towards the achievement the course outcomes connected with Continuous assessment before, after of the course outcomes. Rational and individual-group-organisation were and during classes each day is the emotional appeals were used in every learned by practice itself. only way to ensure and reinforce the class so that the students followed the achievement of outcomes. Otherwise, track, and the goal and purpose were Directing learners may get derailed easily from clearly met. the achievement of course outcomes. Reinforcement, Reiteration and Re- A key challenge in front of the course alignment of course outcomes is the There would be a pre-class facilitator was to change the mindset ‘mantra’ directing towards the OBE reading material and assignment, of the students so as to make them based learning. which had to be mandatorily com- love learning with a purpose, and not pleted before the students came just for the exams - something which FLIP learning and a strong clarity to the class. This would help them had been rooted in their minds due to about outcomes are very essential in know what they were going to learn, the flaws in the traditional system of OBE. It is a learner centric approach, create doubts and inquisitiveness in education hitherto followed. and the course facilitator has to walk their minds and make them interact. with the wards, like a shepherd lead- Besides, it gave a lot of new learning Continuous Formative Assessment, ing his flock to green pastures and and out of the box thinking to course with timely evaluation and qualita- protecting them in the dark valleys. facilitators too. The in-class activities tive feedback, plays a great role in were designed to be highly interac- OBE. Although this puts additional 166

It is an enriching experience, workload for the course facilitator, three internal exams, and freedom more of journeying together with the fact is that each answer sheet or of the faculty to design continuous students as a student and mentor, activity output is unique - a piece of assignments as they deem fit but well with the zest of a kid to find new art which demonstrates the students’ aligned to the course outcomes. treasures. best talents. Remember, ‘The child is father These activities ensure deepened of the man’. We have miles to go Exams are a normal assessment pro- learning as well as sharpen the re- in learning before we can sleep. cedure to judge a child’s learning out- search skill of young learners. They Continuous assessment before, come and not to identify his disabili- can never mug up and reproduce after and during classes each ties and failures. OBE serves the real something and score marks.The credit day is the only way to ensure purpose of exams and is a solution for goes to the Question Bank, wherein and reinforce achievement of ‘examophobia’. each question is designed to evaluate outcomes . Otherwise, learners the achievement of course outcomes, may get derailed easily from the Summative assessment in OBE is also with clear evaluation rubrics. achievement of course a learning exercise with ample room outcomes. for learners to express creativity, out In order to reduce subjectivity ele- of the box thinking and novel ideas ments in the designing and evaluation that could change the world. The of outcome achievements, the ‘buddy’ assessments should never be to check system in the college proves really what the learner has reproduced by helpful. An expert in the same subject ‘byhearting’. They should be consid- is with you to make sure a better val- ered as something which could help uation happens that minimises errors him/ her apply, analyse, evaluate of bias and subjectivity. and create things. Case analysis is a time tested tool for this, but there are The best text books and library ref- many more such tools. erence material including those from Pearson and Nlist etc., were given so Once the students understand the that students got the most promis- need and purpose of OBE, we can ing achievement of outcomes. They be proud of carving real gems out of solved cases, went through journal them, and not just paper tigers. articles, did current affairs analysis, roleplays and many other exercises Thanks to the exam pattern of the online and offline. The online ses- college with 40% weightage for sions were recorded and made avail- formative evaluation, a minimum of able on Youtube. 167

We have to inculcate inquisitiveness skills. Together let us create a better to- as a key skill in the learners so that morrow with the best outcome based they can achieve the higher levels of This activity helped them to under- seeds; let us continue our experi- learning in the Bloom’s Taxonomy. It stand the idea of how the process of ments with OBE. may take extra effort and time, but is outcome designing and assessment is really worth it. done in colleges. Almost 20 assignments (pre-class / The wards will learn much more ef- in-class/ post-class) were given to the fectively for their summative assess- students including, but not limited to ment exams as well as to face practi- Reflective best self exercise, Person- cal situations in life. ality test and debriefing, Simulations, Case analysis, Roleplays, Perception We, as course facilitators, are like the games, Micro group learning, FLIP sowers in the biblical parable. OBE learning, Filmmaking, Cross team helps us ensure that our seeds are learning, Open book tests, Library best chosen and they are sown in the Champions, Mindmap, Viva voce and most fertile land. We also get ample Industry visit for analysis of the OB activities to water, nurture, prune, elements etc. nourish and make sure that the seeds grow into the best and the strong est Mock tests were conducted before the trees designed for greater purposes. summative exam. The comparison between the mus- Students were asked to create rubrics tard seed and the kingdom of heaven for evaluation and do a mock valua- seems to focus on the outcome. “The tion for their own pre assigned teams kingdom of heaven is like a mustard of five. Each group became a five seed, which a man took and planted in member valuation team on a round- his field. Though it is the smallest of table and evaluated every five answer all seeds, yet when it grows, it is the sheets together. They in turn gave largest of garden plants and becomes quantitative and qualitative feedback a tree, so that the birds come and for each answer. In this way, perch in its branches.” each student became a teacher and student at the same time, which gave Mr Arun George Joseph is Course Facilitator in Business Administration/Management subjects in him/ her a chance to sharpen his/her the Postgraduate Department of Hospitality and Tourism Management 168

The teacher? I AM the teacher. 169

OBE experiences of first year mmh students 170

First of all, the Outcome Based Education literally astounded me. This was one concept I was not very aware of. To be honest, I was not very convinced about my ability to write answers to outcome based questions. I was in a dilemma. However, our teachers men- tored us in a great way. The OBE has raised our level of self esteem. I support the Outcome Based Education in all aspects even though I was muddled at the beginning. Outcome Based Education provides the student the particular skill to apply his/her knowledge in real life. Overall, the new learning process was fun and informative. Ms Malavika Sunil [email protected] +91 92075 71946 Our batch was lucky enough to experience both online and offline classes in the first semester itself. It made us aware of the advan- tages and disadvantages of both the modes of learning. More than that, our batch got the privilege to experience the Outcome Based Education system for the first time. It is actually one of the best ways to educate and be educated. It was a bit difficult to catch up and follow this pattern as it was our first time. This pattern should have been followed since middle school. Ms Annu Nelson [email protected] +91 85929 89904 Outcome Based Education has helped in improving our thinking skills and made us more engaging in demonstrating them. It has enabled us to apply our knowledge in the practical world. Ms Minnu Maria Jose Ms Shirin [email protected] [email protected] 77366 84762 +91 88489 38204 Outcome Based Education was a new experience for us. This method of learning is very much different from the traditional one. Ini- tially we found it very difficult to practise this method of learning because this involves a lot of effort from the learners’ side. Since we had our classes in online mode, we found it very hard to complete the assignments and tasks assigned to us. However, gradually we improved. Outcome Based Education will be more effective in offline mode as it requires classroom involvement activities. The traditional method was mainly teacher oriented or directed, whereas Outcome Based learning is learner directed. The students have 171

complete autonomy in choosing their way of learning. Creativity, efficiency, skills, etc., play a major role here. Practical knowledge is considered more important than theoretical knowledge. What to learn is more specific, and students should focus only on that. It has made the entire learning easy. Learners have a clear idea about what outcome is expected of them. Since we were the first batch who got the chance to experience outcome based education, it was really a challenging and, at the same time, thrilling journey. Our teachers deserve appreciation for their efforts and great support. In fact, this method of learning should be adopted by every organization. Implementation of this method is definitely going to pro- duce better managers. Ms Amala Shaji Ms Revathy V. Raveendran [email protected] [email protected] +91 90614 56171 +91 7907147197 Mr Anix Luca Mr Geo Francis [email protected] [email protected] +91 89217 24436 +91 7025778713 “That feeling as a modern student.”All of us have been studying since our childhood, but none of us have ever studied like this before. Our education system was like this: Write what was in the books, and the questions would also be like that. Thus, the Outcome Based Education was a fresh experience for all of us. Like I said, it was our first experience; it tasted bitter at first, but in time the sweetness of it came out, and it made me very happy to be a part of this revolution. The main thing was, we didn’t have to learn anything by heart. We just had to understand the concept and write what we understood. This style of learning was very different. This is very helpful for our future too, because when we understand the concepts and the theories, we will not forget them unlike if we had just heard them. Mr Amal Prasad [email protected] +91 83308 62971 This is my first experience. It is a totally new method of learning. Outcome Based Education is focused more on self directed learning. Practical knowledge is given more importance than simply learning theory . First of all, we sincerely admire the efforts that our faculties have taken in order to make us more capable in our life. Since 172

it is self directed learning, students have complete freedom in choosing the method of learning which is apt for each individual. Overall, it is student-centric as opposed to the teacher-centric of the traditional learning pattern. Ms Anjana Shaji [email protected] +91 79945 18484 Outcome Based Education was very helpful to me. This was my first experience. In the beginning I struggled a lot, but later on, I started improving. Earlier, we used to learn only from the textbook, but in Outcome Based Learning, there is no point in just byheart- ing things; we have to understand the concept and apply it wherever necessary. Ms Krishna K.B. [email protected] +91 85940 52988 173

It’s on your final Why do we need exam. to know this? The wrong answer. 174

Daxtin this is the worst It has too many mistakes... I cannot essay I have ever read. understand how one person can make all these mistakes. My father helped me ! One person didn’t... 175

Implementation of OBE in Basic Statistics Ms Assanu Augustine [email protected] +91 9745869193 176

Basic Statistics is a Basic Statistics is a complemen- and teaching practices, methods of complementary course tary course in the curriculum of assessment and criteria of evaluation. offered in the curriculum of the Bachelor of Computer Appli- By unlearning the traditional kind of Bachelors in Computer Appli- cations (BCA) programme. The course ‘chalk board’ method and being open cations. This article is about intends to give a basic idea about Col- to innovative and collective learning, my experiments and experi- lection and Presentation of Statistical we have successfully completed a se- ences regarding the imple- Data, Measures of Central Tendency mester of Outcome Based Education. mentation of Outcome Based and Dispersion, Permutations and Education in Basic Statistics. Combinations, Probability Theory and This system of education predom- It includes an outline of the Random Variables. It introduces the inantly gives priority to the end teaching-learning practices, students to the concepts and logic of product/result accomplished by the assessment, question pattern statistical reasoning. learner. So the entire course outcomes and evaluation of the course. have been reworked in such a way Difficulties faced during the The subject endeavours to provide an that they are measurable and out- implementation of OBE are introductory level practical ability to come based. After numerous months also included. use appropriate methods of collec- of discussion and consultation with tion of data, employ right analyses, the department council, subject present the data effectively, and apply experts, peer groups and meritori- the theory of probability in correct ous alumni, the Course Outcomes scenarios. As Statistics finds applica- were finalized, and the mapping of tions and scope in an extensive range these outcomes with the Programme of domains, people use it in their ev- Outcomes and Programme Specific eryday life knowingly or unknowingly. Outcomes was done effectively. This write-up solely includes my The finalized Course Outcomes of personal experiments and experi- basic Statistics are as follows: ences regarding the implementation of outcome based learning for Basic • Collect and present statistical Statistics. As the first step in the jour- data objectively. ney, Marian College has taken great efforts to educate the academicians, • Calculate measures of central researchers, faculties and students tendency and dispersion. about Outcome Based Education. Out- come Based Education is a process of • Solve problems of probability, restructuring the curriculum, learning permutations and combinations. 177

The article specifically • Calculate probability by applying ysis part. The survey part included a demonstrates how the theoretical results. selection of a quantitative attribute facilitator conducted (e.g. height of students, time-con- activities to ensure the • Find the probability distribution suming by internet browsing, marks involvement of the learner. function, expectation, variance scored by a student, etc.); selection of The specific ways in which and moments of random vari- a proper sample (e.g. first-year grad- outcomes are measured ables. uates in the college, faculties in the are described. institution, etc.) and collection and A comparison of the The teaching-learning method was presentation of the data regarding the traditional kind of more student centric. A detailed chosen attribute (preferably in tabular question setting and the course plan for 90 instructional form). The analysis part included the outcome based question hours was prepared. The course plan identification and selection of a desir- framing is also presented included a proposed time schedule, able measure of central tendency (e.g. in the article. The read- teaching-learning methods, meth- Mean, Median, etc.) and its calcula- er will get a clear idea ods of assessment and evaluation tion. At the end, each group was asked regarding the framing of and activities for advanced as well as to submit a report of the activity and application level questions slow learners. Instead of giving more present the drawn observations/con- based on theoretical importance to lecturing, the proposed clusions. By this activity, I was able results. learning methodologies included a to measure whether the students had wide range of student centric meth- attained the course outcomes 1 and 2 ods. Some of them were flip class- (mentioned above). room, peer discussion and collective problem-solving sessions, etc. and all Similar methods of teaching, learning the activities were designed in such a and evaluation were implemented way that it contributed to the attain- to measure the remaining outcomes. ment of some desired measurable The moodle platform, in-house soft- outcomes. ware mcka.in, visual applications like screencast o matic etc. were effective- Let me give an example of an activity ly utilized for better results. assigned to the students as part of the continuous assessment. One of the challenging stages in the implementation of Outcome Based The entire class was divided into six Education was, of course, the prepara- groups, each consisting of ten mem- tion of a question bank that included bers. The activity comprised two com- questions of higher taxonomy. We had ponents: a survey part and an anal- 178

to rework all the questions prepared To answer this question correctly, of Outcome Based Education. Sharing previously. The questions had to spe- the learner has to identify the events and collaborating virtual environ- cifically contribute to the measure- described in the situation, convert the ments to accomplish the specific out- ment of the attainment of outcomes. same into symbolic form, understand comes in this pandemic scenario was As course facilitators, we realised that the nature of the given events, and one of the challenges. The assessment instead of memory power, it is the apply the addition and multiplication and evaluation process in OBE is also ability of the student to analyse, com- rule for two events. The learner’s a time-consuming and Herculean prehend, synthesize, apply, evaluate solution to this question enables the task. The facilitator has to delineate and create that should be examined. course facilitator to measure whether rubrics for each activity, appropriate he/she has acquired course outcomes to measure the learning at the time of Let me give a model question pre- 3 (partially) and 4 (mentioned above). evaluation. They should cater to the pared from the topic ‘Probability different levels of learners and should Theory’. Though the innovative methods of map with the course outcomes as teaching-learning, continuous assess- well. The next step after the evalua- It was very common to ask the ques- ment and evaluation seem interest- tion is to propose remedial/advanced tion ‘State and prove the addition ing, the undertaking elements are measures to upsurge and enhance the and multiplication rule of the prob- not that easy. It is very challenging learning process of each student, es- ability of events’. The learners were to identify a set of desirable course pecially the weaker ones. As an early supposed to give the exact statement outcomes which are measurable and bird in the implementation of OBE in with correct proof. Even though stu- observable. The facilitator has a great our education system, it is very clear dents were free to apply any correct responsibility to ensure that these that this will create a radical change method of proof, the majority of them course objectives are met success- in the philosophy of education in the would produce the same proof which fully during the tenure of the course. long run, and also enrich the creativi- was explained by the course facilita- Preparing an exciting and effective ty of the facilitators as well. tor in the classroom. Let us see how course plan with a range of activities the same concept was framed into a is fundamental to the learners to question in the outcome based evalu- attain the proposed results. Walking ation process. Consider the following with the learners, being open to a question: collaborative and collective learning method, facilitating and motivating “Rohan speaks truth in 70% of the the learner group consistently, are all cases, and Rithu in 85% of the cases. vital in the effective implementation In what percentage of cases are they likely to contradict each other in stat- Ms Assanu Augustine is Assistant Professor, Department of Mathematics, Facilitator of courses in ing the same fact?” Mathematics and Statistics. 179

An Approach to Introduce OBE in This article focuses Mechanics on my experiences regarding the implementation of Outcome Based Education in Mechanics. Dr Midhun H. [email protected] +91 9447777670 180

Mechanics is one of the most to achieve. Keeping this in mind, second factor of active learning is fundamental topics in Physics the expected course outcomes were the learning strategies that incorpo- and usually the introductory designed as follows: rate the above five elements. These topic for graduate courses. Mechanics are small groups, cooperative work, deals with the motions of macro- • Examine the laws of motion case studies, simulation, discussion, scopic objects and the laws governing and their application to various problem solving and journal writing. those motions. The contents of the dynamical situations. The third factor of active learning subject could be summarized as is the teaching resources that the • Apply the concepts of particle teacher uses to encourage students to • Fundamentals of Dynamics dynamics, conservation laws and interact and participate actively in the • Work and Energy the theories of collisions activities. It is my belief that the shift • Collisions from conventional education methods • Rotational Dynamics • Investigate the inverse square to the outcome based should start • Elasticity law of force and central force from the instructor’s mode of teach- • Fluid Mechanics motion, and apply them to plan- ing which is reflected in the learning • Gravitation and central force etary dynamics. process of the students. So, to achieve this transition, certain changes in the Motion • Analyze the phenomena of teaching-learning process were intro- • Oscillations simple harmonic motion and the duced. Some important aspects that properties of systems executing were introduced initially are listed A student pursuing the course is such motions. below. expected to understand the laws of motion and their application to • Examine the principles of • Students are motivated when various dynamical situations, learn elasticity through the study of they achieve the required out- the concept of conservation of energy, different modulus of elasticity comes. momentum, angular momentum and and understand the principles apply them to basic physical prob- of fluid flow and the equations • Students are encouraged to find lems. governing fluid dynamics. out real life connections with the subject they are learning. Basically the student is supposed To attain these outcomes, active to understand the mechanisms of learning should be encouraged, which • Problem-centered approach is moving bodies in day-to-day life. In emphasizes the development of utilized. Outcome Based Education (OBE), the students ‘skills. The basic elements of expected outcomes are specified early active learning are speaking, listen- • Teaching methods previously and these outcomes act as targets ing, reading, writing and reflecting. consisted mainly of lecturing on that teachers aim to help learners These five elements involve cogni- the topic in the classrooms using tive activities that allow students a chalkboard system. Without to clarify, question, consolidate and completely eliminating the understand new knowledge. The 181

The main highlights of this chalkboard, more Information one method adopted for assessing the article are the construction and Communications Technol- achievement of the outcome. of outcomes of Mechanics, ogy (ICT) enabled tools are in- how to indulge in teaching the troduced in the classrooms, and Physical experiments were also de- course in such a way as to students are also encouraged to signed to analyze their knowledge in enable students to efficiently study through these tools. the subject and skills for practical ap- achieve these outcomes, and • Students are made active part- plications. For example, projects were the ners in the classrooms for the given to student groups to analyze methodologies for evaluating teaching-learning process. the strength of different materials whether the outcomes are • Student groups were formed and and how the morphology of sample achieved or not. This includes encouraged to study and solve material affected the experimental various practical and theoret- problems as a group activity. results. Students were expected to ical approaches and the cre- apply the concepts of elasticity to the ation of questions to assess The most challenging part of the problem and reach a conclusion. the required outcomes. transition to OBE was the develop- ment of assessment methodologies This evaluation technique would for measuring the effective achieve- check their understanding of the ment of these course outcomes. One concepts and the practical skills to of the strategies developed was to achieve the results. Student groups provide students with real life situ- were encouraged to conduct similar ations or problems and ask them to experiments to assess the concepts analyze those by applying the the- of fluid dynamics, specifically the ory studied. Virtual platforms were equation of utilized to create such situations and continuity and Bernoulli’s principle. A they were encouraged to analyze giv- detailed project report containing the en situations. observations and conclusions of their experiments were drafted and submit- The simulations could be run by the ted by each student group. student and thereby the problems The final assessment of achievement solved at hand. Besides, the students of outcome was made by continuous could vary the initial conditions on assessment/semester end written and their own and attain the predicted practical exam. One of the major chal- results. The predictions could only lenges at this point was the prepara- be made by the student who under- tion of questions to effectively assess stood the concept clearly. This was the achievement of outcomes. Usual 182

questions testing the memory power These questions also analyze the end by checking whether students of students were avoided wherever basic understanding of a student’s were able to: possible, and innovative questions knowledge on the subject without checking the understanding of con- asking them to memorize anything. • accumulate the concepts of na- cepts were introduced. The questions Even though the preparation of such ture and analyze them to detect were made to assess the level of un- questions to assess every outcome is the fundamental principles of derstanding, the mathematical skills tedious, the students will be highly nature. attained and the practical knowledge benefited. of the subject. The following is a • utilize this knowledge to apply sample question. On the flip side, those students who to physical problems and attain could be categorized as slow learners mathematical, practical, compu- • Imagine you are paddling a were not picking up the new assess- tational skills. They were also canoe. When you approach the ment methodologies quickly. It was expected to apply this knowl- dock you quit paddling and let difficult for them to adapt to the new edge to analyze the results of the resistance of the water bring system. But remedial classes and peer experiments and observations. you to a stop. Assume this force teaching methods were helpful in the is proportional to the first power transition. of the speed. Determine the motion. OBE has certainly changed the stu- dents from passive to active learners. To answer this, the student must un- Instead of testing their memory pow- derstand the nature of the force, and er, the students were encouraged to use proper physical and mathematical think critically and analyze problems concepts, deduce the time dependent given to them logically by applying solution of position and velocity of the concepts learned in the class- the canoe. room. The instructors were also given an opportunity to deviate from the Other examples: conventional path and to think out of the box, for novel and effective teach- • Explain how an aeroplane gets ing methods. In OBE, the learning an upward lift. process was assessed at the semester Or Dr Midhun H. is Assistant Professor in the Department of Physics. His subject areas include Mechan- • A ping-pong ball may be held ics, Thermodynamics and Optics. His research concentrates on increasing the efficiency of energy suspended in the air by blowing storage devices utilizing novel nanomaterials. a jet of air just above it. Explain. 183

OBE-A Start over Dr Boban Joseph [email protected] +91 9483429290 184

This article looks Outcome Based Education is an When OBE was first introduced in at the positives, the approach that has been Marian College Kuttikkanam, I was author’s proposed globally to ensure associated with a colleague as a buddy personal experienc- that learners adapt their learning in on a course assigned to her in the es, some concerns, real work situations. In my opinion, programme of Bachelor of Social suggestions and it seems more effective and fruitful Work [BSW] titled ‘Human Growth and future expectations than the age-old traditional methods Development’. To begin, we perused of Outcome Based of teaching and learning. Consider- the outcomes of the course in the syl- Education [OBE]. ing the shortfalls, the actual learning labus and improved them as required needs are not met by the traditional after a couple of conjoint discussions. ways of teaching considering the The initial challenge we faced was to learning methods practised in the prepare the rubrics befitting the eval- past decades in our country. uation of apply/analyse/evaluate/cre- ate type essay questions of the taught As a faculty member and facilitator of course. It was a hard-nosed task for several courses, I am privileged to be us because we had not come across part of OBE in the taught courses of preparing such a measure before. Af- the School of Social Work at Marian ter attending the periodical training College, Kuttikkanam Autonomous, given by Marian’s examination cell on and I believe that ours would be the OBE, we overcame it with less effort first Social Work department in an by preparing the answer guideline in- autonomous college in Kerala that is clusive of theory and application from introduced to OBE. each unit of the taught course. OBE has helped in making decisions Another important factor of OBE is about the content of the that the buddy teacher involved in curriculum, developing potential the taught course should have suf- outcomes, developing creative ficient knowledge and experience in teaching - learning practices, and the course’s theory as well as practi- applying various assessment proce- cals. For instance, a teacher who is a dures. In total, with OBE the edu- greenhorn to a particular course and cational environment can be trans- is neither involved in the theory nor formed into a more student friendly, is a part of the laboratory practicals interactive and development oriented may have a hard time during the approach. different stages of the conduct of the 185

It is time for a change course. If this concern is not properly for learning, provision of useful links from traditional discussed and addressed, it would not of study materials, opportunity for education to Outcome serve the purpose of maintaining the self-assessment, relevance to future Based Education. The buddy in the question bank prepa- practice and benefits of peer edu- author articulates his ration, vetting, creating the answer cation can be stressed at the time individual experiences, guidelines and even in the semester of teaching - learning practices. We few concerns and possible end paper evaluation. initiated change for a cause and the suggestions and future will be OBE in the light of the advantages of OBE as a Inter-rater reliability in answer paper new education policy introduced in game changer. evaluation poses the next challenge India. I am all agog for the success of in OBE. Different evaluators (i.e. the the implementation of OBE at Marian teacher assigned with the OBE course College Kuttikkanam. I believe that as lead and the buddy) may evaluate the most sought after future work- the same answer paper and give dif- force should be proud of their Alma ferent marks without discussing with mater-Marian College Kuttikkanam each other. To overcome this problem, for its leadership and forethought in it is advised that a few initially val- implementing OBE. ued answer books be asked to be cross valued by the buddy and the course facilitator. Besides, they also have the freedom to discuss any doubts that may arise in an answer book. Con- versely, to overcome the inter-rater reliability concern, my stance is to double value the entire answer books by the buddy and course facilitator which might be a tough job. As far as I am concerned, the OBE classroom learning practice should be overhauled to equip students to learn with new learning approaches for their future employment. Value Dr Boban Joseph is Assistant Professor at School of Social Work. 186

TEACHER’S LOUNGE “I was going to teach them the meaning of life... but it wasn’t on the test.” 187

Outcome-oriented The article attempts to Teaching Experiments describe the change brought of Research Methods out in the teaching-learning process for attaining the outcomes. The strategy of learning by doing in a blend- ed mode was adopted, and the results were satisfactory. Br Joseph Charuplakkal [email protected] +91 9037467898, +91 9400036612 188

Ihave been teaching Social Work course plan included a mini research, qualitative research, and therefore, Research Methods, a course for proper follow up and discussions they thought of collecting new data the MSW students, for the last on the mini research were not done for the analysis so that all the stu- four years. The teaching-learning adequately. This made me reflect on dents could actively engage in the activities included lecturing with the ways of teaching the Research analysis process. The entire data PowerPoint presentations, using Methods course that would enhance analysis workshop consisted of five whiteboard, seminar presentations by learning and ensure the attainment of sessions. students on topics assigned to them, the outcomes of the course. a mini research conducted by the Session One students and discussions on it, etc. At this point, I had an invitation from The assessments conducted includ- a prestigious Social Work department The students were grouped into four ed questions concerning mostly the in a college situated in central Kerala consisting of six or seven members in conceptual understanding of research to help their MSW students in ana- a group. I requested them to formu- methods and a few application level lysing the qualitative data collected late a research problem for which questions. The question bank pre- as part of their research project in they would collect data from among pared was shared with the students the fourth semester. What I used to the members of the group itself in who used to study based on the ques- do earlier was that I would prepare order to save time, and the data col- tions given. Almost all the students particularly good PowerPoint presen- lection would be easier. It also made would pass the examinations. Social tations and explain what qualitative all the members of the group actively Work Research Methods is taught in data analysis was, the procedure of engaged in the group activity. All the the second semester of the four-se- doing it and so on. This time I reflect- groups formulated problems for the mester programme of MSW. Even ed more on the ways of helping the mini research and developed though the research project comes students attain the outcomes that questions on which they collected in the fourth semester, the students they should be able to conduct quali- data from the team members start doing the research project at tative data analysis after the training. themselves. I had asked them to the beginning of their third semester. Therefore, I decided to organise the write down the data on one side of What surprised me was that most of training in a workshop model and the the paper only, with each point in a the students were not able to conduct details of the workshop are discussed separate line. The students shared a research project even though they in the coming paragraphs. their experience of this process after had scored good grades in their ex- collecting the data. Some groups amination in the Research Methods The workshop was for two days. 26 subdivided their group into buddies course in the second semester. They MSW students attended the work- and collected data from each other seemed to demonstrate poor under- shop. This time I decided not to give so that the entire group could standing of research methods and lectures on qualitative data analysis. complete the data collection in much conducting research. Even though the Only nine of the students were doing less time. 189

Session Two A workshop model in which abstract levels. These chart papers students engage in activities were clipped on a string tied along the The data analysis demonstration was classroom wall. This demo was done conducted in this session and the data of actually carrying out in one major area of the study of one collected by a group were taken. The research and related group only. The students of the other group came forward to do analysis in activities along a blended groups started analysing data of their front of the entire class. The anal- mode of discussions and own study in the next session. ysis was conducted manually using comments has been found chart papers, the written down data to be more effective in Session Three on single side of A4 size papers, glue, the student attainment of marker pens, scissors etc. They had The students started analysing data collected data from six members. I outcomes. using chart papers and pasting the re- asked them to organise the data on sponses under major areas of enquiry. the broad themes of their study. They coding). When all the responses were They followed the steps in the demo. marked four major areas of their re- so marked, we went ahead grouping While analysing data, the students in search on the top of two chart papers. all the similar points under a common the groups raised several questions Then I asked them to cut and paste code indicated by a word or a few regarding qualitative data analysis. the response of each respondent words. Thus, we did the coding. Then, I went from one group to the other, under the broad areas marked on the similar codes were grouped and new enquiring the progress in their anal- chart paper and they cut the pieces of categories formed. All these were ysis and clarifying doubts. I realized information and pasted them on the marked in the chart paper. The next that working in groups was a very chart paper under the respective ma- step was grouping similar categories good opportunity to pass information jor areas. While doing it they marked and arriving at themes. As the process and learn. Students feel the need to the names (pseudo names assigned to reached the final stage, there was a do something, and they are in search the respondents) of the respondents movement from the specific to the of information. Whatever is commu- on the side of the piece of informa- general and from the concrete to the nicated to them at this point would tion they cut and pasted for further become learning. This is also another identification and analysis. Once all 190 lesson I learnt - that we need to create the responses of the respondents were a situation demanding information, pasted under the respective headings, and the students would search for it we started to mark what the respons- which would lead to learning. When es said (‘in a few words’ – ‘one word’ all the groups had completed their or ‘just a few words only’) about the analysis, they gathered in the com- broad area, and it was written against mon classroom and presented their each response (a kind of preliminary analysis and the themes they had

arrived at. One group had conducted tive data analysis to them. Each group a college in south Kerala also. There a cross-case analysis also. The next came forward and discussed among were slight differences from the session was discussing the findings themselves, formulating the steps in previous workshop where students and writing the report of the mini the process of qualitative data analy- collected new data. Here, the students research. sis (thematic analysis). They wrote it worked on the data which they had on the whiteboard. I was surprised to already collected for their studies and Session Four witness that all the groups had learnt worked on it in groups. A similar pat- the process of data analysis by doing tern of the process and learning was The third session focussed on theo- it, and based on their experience observed here too. rising the findings and reporting the they were defining it very well. I am findings. Formulating abstract general sure that this is learning by doing. The third experiment was with my statements based on the themes was Students had developed the skills of own MSW second semester students done in the groups and they started qualitative thematic analysis, not by who began their Social Work Research discussing the meaning of the themes listening to lectures but by first-hand Methods course. I did not go for pre- with respect to the context in which experience of doing it by themselves. sentations and lecturing, but rather the study was conducted, which relat- It was observed that group dyna- followed the strategy of learning by ed to the existing literature and the mism and discussions in the group doing in a blended mode where the future implications of the findings. enhanced learning, especially of those students are given assignments to do The major sections of report writing students who were comparatively something, then come and present it in APA style were explained to them slow in learning. The use of chart before the class, discuss the way the and they started writing the research papers, cutting and pasting of pieces assignment has been carried out with report. The final findings of the study of responses, grouping them on chart its strong and weak areas, and how were presented by all the groups, and paper, drawing lines to indicate the its quality or methodological rigour the reports were presented by one similarities and relationships among could be improved. Students learn group at the end of the session. them, leading to the drawing of in real application situations which themes out of the categories etc. were make them search for information. Session Five found to facilitate their learning and The want for information enhances memory as they were using multiple learning and its assimilation. The concluding session was meant to senses and intelligence. ensure learning by articulating the The first assignment given was to process of qualitative data analysis Further Experiments download journal articles and iden- by the students themselves based tify the various elements based on a on their experience of analysing the This method of training qualitative long list of elements already given. same in the workshop. I had not given data analysis was applied for a work- This helped them to understand the a presentation or lecture on qualita- shop conducted for MSW students in organisation of a research article and 191

how they are composed. No class on The groups formulated their research ing learning process were found to be the elements was given, but in their problem and had a discussion on more equipped to carry out research, need for identifying these elements, the research problems formulat- and exhibited more confidence in students went in search of under- ed by them, and they had to revise comparison with the students who standing what these elements were. it and further refine it. Then, they attended lectures and presentations. After doing this, we arranged a four- developed a tool for data collection, It can be observed that when a lot day workshop where we tried to learn collected data, had a demo of quali- of information on research methods by doing research and discussing it tative thematic analysis in the class was given through lectures at a time, at its various stages of progress and and so on. Three groups conducted the students were not exposed to making use of other opportunities qualitative studies and two groups actual situations of doing research, for discussion, clarification of doubts quantitative studies. Finally, they and learning was poor. The students and passing of information. Thus, we presented the findings and were able did not have a need for information began the workshop by attending the to make theoretical formulations of at that time. Now, when the students Social Work PhD defence Viva voce the findings. Now, they are working are asked to carry out a research, then and having a one-and-half hour long on preparing a research proposal for they are in need of information and discussion on the various aspects doing a more rigorous study. All the start searching for it. I have learned of the PhD defence Viva. This was concepts of research are taught in the that we need to create a need for in- found to be an exceptionally good actual context of doing it by which formation among the students so that learning opportunity. We also created students attain the course outcomes they start searching for it. When they such learning moments by having a that emphasise their ability to design, search for it, they learn it. It is better, pre-presentation of student-papers carry out, and disseminate research therefore, to have a blended mode of before they presented it in a confer- independently and ethically. assignments of research activities, ence. Discussions and comments on seminar presentations by the students these presentations helped students Conclusion for conceptual clarity, discussions to understand the various aspects and and comments based on the activities concepts of research methods. A clear difference in the attainment done and peer evaluation of activities, of outcomes has been observed etc. The outcome is that the students Students formed five groups consist- between the students who attended are able to carry out research. What ing of six members each, and con- lectures and those who attended the more do we need ? ducted a mini research. The input for workshop model of teaching learning problem formulation was given by a practice. Those students who attend- student. Books on research method- ed the workshop model of the teach- ology had already been shared with them, and each student was assigned Br Joseph Charuplakkal, HOD and Asst. Professor, School of Social Work, Currently pursuing PhD a chapter for enlightening the class. in Social Work knowledge creation at CHRIST (Deemed to be University), Bengaluru 192

You’re an idiot for voting for Trump! I’m an idiot for taking this class. 193

Collection of Articles on OBE Dr Cherian P Kurian, Director of MITLE provides a list of articles on OBE. Dr Cherian P Kurian [email protected] +91 9446 860733 194

• Ron Brandt, December 1992/Jan- 14: Outcome-based Education: Unpublished manuscript, Uni- uary 1993 | Volume 50 | Number Part 1ÐAn introduction to Out- versity of Newcastle, Faculty of 4 Students at Risk Page 66-70 On come-based education- Medical Education. Outcome Based Education: A Teacher, Vol. 21, No. 1, 1999 Conversation with Bill Spady • Avik Sanyal and Rajashree Gupta • Rohaila Yusof, Norasmah Oth- -Some Limitations of Out- • Zhe Cai* Wuhan College, Wuhan, man, Norlia Mat Norwani, Noor come-Based Education - Spring- Hubei, China - An Empirical Lela Bt Ahmad, Norasibah Bt er Nature Singapore Pte Ltd. 2018 Study on the Flipped College Abdul Jalil - Implementation S. Bhattacharyya et al. (eds.), English Classroom Teaching Of Outcome- Based Education Industry Interactive Innovations upon Outcome Based Education (OBE) In Accounting Pro- in Science, Engineering and -2018 3rd International Seminar gramme In Higher Education- Technology, Lecture Notes in on Social Science and Humanis- International Journal of Academic Networks and Systems 11, DOI tic Education (SSHE 2018) ISBN: Research in Business and Social 10.1007/978-981-10-3953-9_57 978-1-60595-581-0 Sciences 2017, Vol. 7, No. 6 ISSN: 2222-6990 • Cynthia J. Brame, PhD, CFT Assis- • Balasubramani R, Professor tant Director - Active Learning & Head, Dept of ISE, NMAM • SADIQ MIDRAJ -Outcome-Based Institute of Technology, Nitte bal- Education (OBE) - The TESOL • Prof Polk (1996), revised 2003 [email protected] - At- Encyclopedia of English Lan- Learning Resources Unit, British tainment of Course Outcomes guage Teaching. Edited by John Columbia Institute of Technol- in Outcome Based Education: A I. Liontas (Project Editor: Margo ogy Burnaby, British Columbia, Case Study- Journal of Engineer- DelliCarpini; Volume Editor: Ali Canada ing Education Transformations , Shehadeh). © 2018 John Wiley Volume 30 , No. 2, October 2016, & Sons, Inc. Published 2018 by • John Biggs, What Student Does: ISSN 2349-2473, eISSN 2394-1707 John Wiley & Sons, Inc. DOI: Teaching for Enhanced Learn- 10.1002/9781118784235.eelt0205 ing, Higher Education Research • Margery H. Davis- Outcome and Development, Vol 18, No 1, Based Education- JVME 30(3) © • OUTCOMES -BASED EDU- 1999 2003 AAVMC CATION: PRINCIPLES AND POSSIBILITIES- Dr Roy Killen • Biggs J, “Teaching for Quality • R. M. HARDEN*, J. R. CROSBY Faculty of Education, University Learning at University”, Buck- & M. H. DAVIS Centre for Med- of Newcastle, Australia - Killen, R. ingham, Open University Press ical Education, Tay Park House, (2000). Outcomes-based educa- (It’s a Book) Dundee, UK - AMEE Guide No. tion: Principles and possibilities. 195

Essential reading on OBE Dr. Cherian P. Kurian [email protected] +91 9446 860733 196

• Developing Outcomes-based in the Study of Education series, ship with the American Council Assessment for Learner-cen- shows why teachers require an on Education Rowman & Little- tered Education, Amy Driscoll, array of teaching strategies, both field Publishers, Inc Swarup Wood (2007). learner-centred and teacher-cen- tred, if they are to be effective. • OBE, Outcomes-based Edu- Describes the move to out- cation: A Teacher’s Manual, comes-based assessment at Cali- • Handbook for Teachers in Helen Van der Horst, Ria McDon- fornia State University Monterey Universities and Colleges, David ald (1997). Bay. Newble, Robert Cannon (2013). • Teaching for Quality Learn- Discusses the faculty’s experience First Published in 2000. Routledge ing at University Society for with the transition and features is an imprint of Taylor & Francis Research into Higher Educa- an anecdote at the start of each tion, John Biggs, Catherine Tang chapter. • Modern Technologies for (2011). Teaching and Learning, Repro • Taxonomy of Educational Books, Darinskaia, Larisa Alex- This book is an exceptional intro- Objectives: The Classification androvna, Molodtsova, Gallina duction to some difficult ideas. It of Educational Goals, Benjamin Ivanovna (2019). is full of downright good advice Samuel Bloom, Max D. Engelhart, for every academic who wants to Edward J. Furst (1956). Modern Technologies for Teach- do something practical to im- ing and Learning in Socio-Hu- prove student learning. This volume classifies learning manitarian Disciplines aims to behaviors and provides concrete systematize technologies for Biggs and Tang present a unified measures for identifying different teaching social and humanitarian view of university teaching that levels of learning. disciplines and discuss education- is both grounded in research and al technologies that the modern theory and replete with guidance • Getting Practical: About Out- teacher can and should possess for novice and expert instructors. comes-based Teaching : Learn- including tools for person-orient- ing Guide, Costas Criticos, John ed learning and for setting and The book will inspire, challenge, Gultig, Jo Stielau (2002), South achieving learning goals. unsettle, and in places annoy and African Institute for Distance even infuriate its readers, but Education and Oxford University • Higher Education Assessments: it will succeed in helping them Press. Leadership Matters, Gary L. think about how high quality Kramer and Randy L. Swing (Edit- teaching can contribute to high Getting Practical, the fifth module ed) (2010), Published in partner- quality learning. 197

• Changing Curriculum: Studies This book has been written in Designed to bring you up to speed on Outcomes-based Education, response to two widespread prob- quickly, the book is grounded in Jonathan D. Jansen, Pam Christie lems that much of college teach- the principles of constructivist (1999), Juta and Company Ltd. ing today. learning theory and continuous improvement. This volume is a critical analysis The first is that the majority of of the OBE, its potential to college teachers do not seem to • Outcomes-based Academic and succeed and its inherent implica- have learning goals that go much Co-Curricular Program Review: tions for the education system. beyond an understand-and-re- A Compilation of Institutional member type of learning. Good Practices, Marilee J. Bres- • Outcome-Based Strategies for ciani (2006). Adult Learning, Jones, Janice E., The second problem is that most Baran, Mette L., Cosgrove, Pres- teachers seem to have difficulty Examines the principles of assess- ton B. (2018) Emerald Publishing figuring out what teaching activ- ment of student learning out- Limited. ities they might use in addition comes in the context of program to the two traditional standbys: review and discusses the good Featuring coverage on a broad lecturing and leading discussions. practices of institutions recog- range of topics such as experien- nized for their improvements in tial learning, instructional design, • A Taxonomy for Learning, research, teaching, and service. and formative assessment. Teaching, and Assessing A Revision of Bloom ‘s Taxonomy • Outcomes-Based Program This book is ideally designed for of Educational Objectives, Lorin Review: Closing Achievement educators, academicians, educa- W. Anderson, David R. Krathwohl, Gaps In- and Outside the tional professionals, researchers, Peter W. Airasian, Kathleen A. Classroom With Alignment and upper-level students seeking Cruikshank, Richard E. Mayer, to Predictive Analytics and current research on how instruc- Paul R. Pintrich, James Raths, Performance Metrics, Marilee J. tional strategies can be tied to Merlin C. Wittrock Longman, Bresciani Ludvik (2018). assessment. (Editors), Abridged Edition 2001, New York This book introduces the reader • Creating Significant Learning to the principles of assessment of Experiences: An Integrated • Learner-centered Assessment student learning outcomes in the Approach to Designing College on College Campuses: Shifting context of program review, and Courses, Revised and Updated, the Focus from Teaching to illustrates how to implement a L. Dee Fink. (2013) John Wiley & Learning, Mary E. Huba, Jann E. sustainable outcomes-based as- Sons, Inc. Freed (2000). sessment program review process. 198

• Outcome-Based Evaluation, Performance Assessment Using Empowering Essence: Elevat- Robert L. Schalock ( 2013). the Dimensions of Learning ing Learning for an Awakening Model, Robert J. Marzano, Debra World, William Spady (2020) This book is the product of 30 Pickering, Jay McTighe (1993). years of experience with program William Spady’s revolutionary evaluation. A guide to help students improve book on Outcome-Based Edu- their performance provides a vari- cation (OBE) provides extensive • Teaching Strategies for Out- ety of rubrics. future-focused and transforma- comes-based Education, Roy tional insights into the ongoing, Killen (2007), Juta and Company • How to Create and Use Rubrics very progressive advancements of Ltd. for Formative Assessment and OBE across the world. Grading, Susan M. Brookhart This is an easily understandable (2013). and practical guide to effective teaching for teachers and train- Whether you are already familiar ers in all instructional settings: with rubrics or not, this book is school, further education and a complete resource for writing training, and higher education. rubrics that assist with learning as well as assess it. • Outcome-based Education: Concerns and Responses, Spen- • Learning Communities 2.0 ce Rogers, Bonnie Dana (1995), Educating in the Age of Em- Phi Delta Kappa Educational powerment, William G. Spady Foundation. and Charles J. Schwahn (2010), Published in partnership with the Guide to outcome-based educa- American Association of School tion and how it may be success- Administrators, Rowman & Lit- fully used to develop school im- tlefield Education. provement and reform initiatives. • Outcome-based Education: • Curriculum Organization in Critical Issues and Answers, Outcome-based Education, William G. Spady, Francis Aldrine Robert Bounds Burns (1987). (2014), Australian University • Assessing Student Outcomes • Outcome-Based Education’s 199

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4 7 Marian Campus 3 1 1. Administrative Block 2 2. Academic Block 3. Exam Centre and Studio Block 4. Boys Hostel 5. Ampitheatre 6. MBA Block 7. Ladies Hostel 8. Faculty Quarters 9. Guest House 10. Indoor Stadium 11. National Highway 183 12. State Highway 13. Auditorium 14. Kuttikkanam AERIAL VIEW OF MARIAN COLLEGE KUTTIKKANAM (AUTONOMOUS)