Outcome-Based Education (OBE) and the application of Generative AI in teaching and research are revolutionizing the modern education system. OBE focuses on what students can do after they are taught, shifting the focus from traditional teaching methods to a results-oriented approach. This model emphasizes setting clear objectives and aligning the curriculum, teaching methods, and assessments to achieve these desired outcomes. In doing so, it ensures that education is relevant, practical, and tailored to meet the needs of both students and the industry. The integration of OBE is essential for developing critical thinking, problem-solving, and adaptability among students, preparing them for real-world challenges.
The advent of Generative AI presents a transformative opportunity for enhancing the OBE framework. Generative AI can personalize learning experiences by adapting to individual students’ learning paces and styles. This technology can analyze vast amounts of data to identify learning gaps, suggest tailored resources, and provide instant feedback, thus fostering a more personalized and effective learning environment. Moreover, AI-powered tools can automate administrative tasks, allowing educators to focus more on teaching and mentoring students. The synergy between OBE and AI promises a more efficient education system that caters to the diverse needs of learners.
In teaching, Generative AI offers innovative methods to engage students and enrich the learning experience. AI can generate simulations and virtual environments that allow students to apply theoretical knowledge in practical scenarios, enhancing their understanding and retention of complex concepts. Additionally, AI-driven platforms can facilitate collaborative learning, enabling students to work on projects in a virtual space, regardless of geographical barriers. This fosters a global learning community where students can exchange ideas and collaborate on research, broadening their perspectives and developing their teamwork skills.
In the realm of research, Generative AI is proving to be a powerful tool. It can assist in data analysis, pattern recognition, and the generation of new hypotheses, accelerating the research process and expanding the boundaries of knowledge. AI algorithms can process and analyze large datasets more efficiently than humans, providing researchers with insights that might otherwise remain undiscovered. This capability not only speeds up research but also opens new avenues for exploration in various fields, from medicine to social sciences, ultimately contributing to advancements in society.
The integration of Generative AI in education also raises important considerations regarding ethics, data privacy, and the role of human educators. As AI takes on more responsibilities, educators must adapt by developing new skills to work alongside AI technologies effectively. They must also ensure that AI systems are used ethically, maintaining the human touch that is essential in education. The balance between technology and human interaction is crucial to achieving the full potential of AI in education without compromising the values and integrity of the educational process.
In conclusion, the combination of Outcome-Based Education and Generative AI is paving the way for a more effective, personalized, and globally connected education system. This approach not only equips students with the skills needed for the future but also enhances the teaching and research landscape, fostering innovation and excellence. As educators and institutions embrace these advancements, they must navigate the challenges and opportunities presented by this new era of education, ensuring that the benefits of AI are harnessed responsibly and inclusively.
Participants in the Faculty Development Programme include Deans, Heads of Departments, and Faculty Members from Higher Educational Institutions across the Indian States and abroad.
1990 participants took part and benefitted from the seven-day Faculty Development Programme on Outcome Based Education and Application of Generative AI in Teaching and Research organised by the Internal Quality Assurance Cells of Vasireddy Venkatadri Institute of Technology, Guntur, Andhra Pradesh and Siddaganga Institute of Technology, Tumkur, Karnataka in association with ipsr solutions limited.
Screenshots of a few participants of the Faculty Development Programme:
Day 1: 24 July 2024:
The internal Quality Assurance Cells of Vasireddy Venkatadri Institute of Technology, Guntur, Andhra Pradesh and Siddaganga Institute of Technology, Tumkur, Karnataka jointly organised the one-week National Level Online Faculty Development Programme on Outcome Based Education and Application of Generative AI in Teaching and Research from 24 July in association with ipsr solutions limited. The inaugural session on the opening day started at 7.00 PM.
Welcome Speech:
Dr Sagar TS, Associate Professor and IQAC Coordinator of Siddaganga Institute of Technology, Tumkur, Karnataka delivered the welcome speech on the inaugural day of the National Level Online Faculty Development Programme on Outcome Based Education and Application of Generative AI in Teaching and Research. Dr Sagar took time to welcome the resource persons of the Faculty Development Programme for providing valuable insights with their expert sessions throughout the programme. He also welcomed ipsr solutions limited technical team members associated with the institutions for conducting the sessions.
Dr Sagar welcomed Dr Y Mallikarjuna Reddy, Dr SV Dinesh, Dr K Giri Babu, and Dr HS Jayanna, the honourable Principals and Deans of Academics of both VVIT and Siddaganga Institute of Technology whose relentless efforts made the programme a reality. He also welcomed the management and directors of both institutions who provided unending support for the event’s success. Dr Sagar concluded his speech by thanking the participants for their active participation and expressed his hope that the sessions would be informative and interactive.
Presidential Address:
Dr HS Jayanna, Dean of Academics, Siddaganga Institute of Technology, Tumkur, Karnataka delivered the Presidential Address in which he expressed his happiness for being a part of the programme. During the speech, Dr Jayanna mentioned that Outcome Based Education is a pedagogical approach that redefines the skills, knowledge and abilities the students must display at the end of the course. He further went on to state that the faculty members must plan the curriculum in such a way as to meet the current industry and society requirements.
Dr Jayanna further mentioned that the Program Outcomes are well-defined by the National Board of Accreditation and being faculty members, it should be assured that the contents in the curriculum must be standard to meet the Course Outcomes and Program Outcomes. He said that the curriculum must be framed in such a way as to meet the Course Outcomes and the Program Outcomes which ultimately result in the student benefitting from the course and their future. Dr Jayanna also stated that these types of Faculty Development Programmes enrich faculty members in various aspects of Outcome Based Education. He went on to express his happiness in attending the Faculty Development Programmes which enabled him to gain considerable knowledge in the field and mentioned that the sessions would be both interesting and informative.
Inaugural Address:
Dr Y Mallikarjuna Reddy, Principal of Vasireddy Venkatadri Institute of Technology, Guntur delivered the Inaugural Address during the first day of the National Level Online Faculty Development Programme on Outcome Based Education and Application of Generative AI in Teaching and Research. He mentioned that the organization of the Faculty Development Programme is one of the most significant milestones in the institution’s continuous journey towards academic excellence and that embracing Outcome Based Education is of great importance. Dr Reddy further stated that Outcome Based Education is a transformative approach to teaching and learning that focuses on achieving specific learning outcomes to meet the current industry requirements/demands.
During his speech, Dr Reddy stated that OBE is about aligning the educational objectives and assessment methods with the desired outcomes. Hence, faculty must also update their knowledge according to emerging technologies, and adopting and innovating in this rapidly changing educational landscape is necessary. He further said that the learner-centric approach in OBE ensures that the students are equipped with proper competence to meet the industry demands. He concluded his speech by encouraging the participants to engage in the sessions actively, share their insights, and collaborate for a better outcome.
Special Remarks:
Dr K Giri Babu, Dean of Academics, Vasireddy Venkatadri Institute of Technology, Guntur delivered the Special Remarks where he expressed his happiness and honour to address the participants on the inauguration day of the week-long Faculty Development Programme and stated integrating Generative AI into the educational practices will revolutionize teaching and research such that personalized learning and advanced data analysis will happen. Dr Giri Babu also mentioned that Outcome Based Education is a leaner-centric approach emphasizing measurable outcomes and competencies and that more effective and meaningful educational experiences can be created by focusing on what the students are expected to learn and achieve.
Dr Giri Babu further said that OBE challenges us to rethink the current teaching strategies and assessment methods ensuring the students are provided with the necessary tools to excel in their professional life. He also said that the integration of Generative AI in education and research is a good move as AI platforms have the potential to transform various aspects of academic practices, from automating administrative tasks to providing personalized learning pathways and advanced research capabilities, and by embracing these technologies the efficiency and effectiveness of the educational practices/process can be enhanced, making learning more accessible and impactful. He concluded his session by mentioning that this Faculty Development Programme is an excellent platform to explore concepts, share Best Practices, and collaborate on innovative solutions.
Introduction:
Dr Mendus Jacob, MD and CEO of ipsr solutions limited, and Professor and Director of MCA at Marian College, Autonomous, Kuttikkanam gave the introduction to the Faculty Development Programme. During his introductory speech, Dr Mendus said that the purpose of these Faculty Development Programmes is to provide insights into OBE to the participants as many of the institutions lack the insights/process as to how the calculations are to be made correctly. He went on to mention that through this Faculty Development Programme, the resource persons will provide proper insights into how to implement OBE in a better way to improve the quality of education and the employability of the students.
Dr Mendus briefly explained how the seven-day programme is scheduled, the Learning Management System, the contents in the LMS, and an AI platform which can be used for generating question papers, designing COs and innovative assessments which are mapped with Course Outcomes.
After the introduction to the Faculty Development Programme, Dr Mendus explained in detail with a demonstration about QuestionPaper.AI, the AI Platform used to generate question papers.
Word of Thanks:
Dr Ramachandran Vedantham, HoD, CSE, Vasireddy Venkatadri Institute of Technology, Guntur gave away the Word of Thanks. In his speech, Dr Ramachandran took time to thank all the speakers, resource persons, and Dr Mendus Jacob and stated that their presence is a testimony to the commitment to innovations in education and for sharing their knowledge with the participants to enrich their understanding about Outcome Based Education and Generative AI. He further thanked the technical team members of ipsr solutions limited for their hard work in making the event successful.
Dr Ramachandran also thanked Dr Y Mallikarjuna Reddy, Principal of Vasireddy Venkatadri Institute of Technology, Guntur for his inaugural speech, and Dr K Giri Babu, Dean of Academics, Vasireddy Venkatadri Institute of Technology, Guntur for his special remarks about the programme, all the people behind the scene who worked tirelessly for the success of the programme. Dr Ramachandran also thanked all the management members of both institutions for the unending support offered during these days for the successful organization of the programme. He took time to thank all the participants for their active involvement in finding time to join the informative programme and expressed his hope that the sessions would help improve their knowledge in the respective field.
Technical Session: Day 1 – 24 July 2024: Bloom’s Taxonomy by Dr Sunil Job KA.
Dr Sunil Job KA was the resource person on the first day’s technical session of the one-week National Level Online Faculty Development Programme on Outcome Based Education and Application of Generative AI in Teaching and Research jointly organized by the Internal Quality Assurance Cells of Vasireddy Venkatadri Institute of Technology, Guntur, Andhra Pradesh and Siddaganga Institute of Technology, Tumkur, Karnataka on the topic Bloom’s Taxonomy.
During the interesting and informative session, Dr Sunil explained Bloom’s Taxonomy, a significant factor and guidance in formulating Outcome Based Education. He started the session with ‘What is Learning’ and proceeded to the main topic. Dr Sunil explained in detail the three hierarchical models – Cognitive Domain, Affective Domain, and Psychomotor Domain – used to classify educational learning objectives into levels of complexity and specificity. He also explained the six taxonomy levels classified as Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Dr Sunil took time to explain in detail the Revised Version of Bloom’s Taxonomy.
Dr Sunil explained in detail the three hierarchical models – Cognitive Domain, Affective Domain, and Psychomotor Domain – used to classify educational learning objectives into levels of complexity and specificity. He also explained the six taxonomy levels, classified as Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Dr Sunil took time to explain in detail the Revised Version of Bloom’s Taxonomy.
He also took time to clarify the doubts/queries of the participants.
Click to watch the recording of the first day’s session, Bloom’s Taxonomy by Dr Sunil Job.
A task Question Paper Analysis based on Bloom’s Taxonomy was assigned to the participants to check their understanding after the completion of the first day’s session.
Day 2 – 25 July 2024: Generative AI in Research by Dr Suresh Namboothri
Dr Suresh Namboothiri was the resource person on the second day of the National Level Online Faculty Development Programme jointly organised by the Internal Quality Assurance Cells of Vasireddy Venkatadri Institute of Technology, Guntur, Andhra Pradesh and Siddaganga Institute of Technology, Tumkur, Karnataka, on the topic Generative AI in Research.
Dr Namboothiri started the session by mentioning that the current education system is still apprehensive about AI and believes that it is copied from other sources and hence complete plagiarism. He congratulated the participants for their interest in knowing what is AI and its usage in research and publication. He went on to show the participants various tools for both searching and reviewing the literature, content generation, chat/summarizing/paraphrasing, data analysis/visualization, AI grammar check/paper editing, currently available on the internet which uses less than five per cent of the AI capability.
Dr Namboothiri mentioned about 16 points which none of the AI tools available on the internet can do and took time to explain in detail for better understanding. He further mentioned that there is a popular belief that Artificial Intelligence is all about plagiarism, which is completely wrong and that one has to give the right commands/inputs to get the desired correct answers. In short, Dr Namboothiri said that ChatGPT or Generative AI is more based on reasoning, valuing one’s past reading experiences, the wisdom collected, and experiences. He also discussed the twelve reasons why Generative AI doesn’t lead to plagiarism. Dr Namboothiri also discussed the best practices required for superior research and attaining superior results, starting from the identification of a research topic, element-level critical thinking through AI, literature review, identifying variables, research design, selecting samples, writing the research proposal, preparing for viva-voce examination etc.
Dr Namboothiri cleared the queries/doubts of the participants after the end of the second day’s session.
Click to watch the second day’s session Generative AI in Research by Dr Suresh Namboothiri.
Day 3 – 26 July 2024: OBE Implementation – A Canadian Experience by Dr Thomas Varghese
Dr Varghese started the session by congratulating both institutions for showing interest in organising this Faculty Development Programme in association with ipsr solutions limited, especially in choosing OBE and Generative AI, which is the need of the hour and appreciated the visionary leadership of both institutes.
Dr Varghese said in simple words that Outcome Based Education is an educational framework that focuses on achieving specific outcomes in terms of student learning and performance and that the end goal is what the students must achieve at the end of the programme. After a short briefing about OBE, Dr Varghese began the session by showing a few questions to make the participants understand their stand/position in the Teaching-Learning process.
He stated that the first foundational principle in Outcome Based Education is the ‘Clarity of Focus’, ie. clarity on what is expected from students in each programme, that creates the right expectations and provides the right direction to the Teaching-Learning process. As the outcomes are defined earlier, students and faculty can strategise well in advance how to achieve goals towards the end of the programmes. Dr Varghese mentioned that the second foundation is ‘Design Down and Delivery Up’ where educators start by designing outcomes and then work backwards. The third foundation in the list is ‘High Expectations’ where the bars are set high and mediocrity is not accepted in student performance, ie: the assessments in Outcome Based Education should challenge students to activate and enable higher-order thinking. The fourth foundation, ‘Expanded Opportunities’ is promising higher level learning to all students.
Dr Varghese then shifted his talks to the Northern Alberta Institute of Technology where the mission is Meaningful Career, Vibrant Community, Globally Competitive Industries, and Transformative Polytechnic Education. He further discussed the OBE experience where, the industry, students, alumni, and leadership come together and brainstorm identifying concepts and skills graduates need to know and the issues they will face aligning teaching-learning and assessments with the OBE framework. He further discussed how Program Outcomes are designed and based on these outcomes, the courses are developed. Dr Varghese also discussed how the courses are related to the industry to prepare students to face the reality of what’s lying in store for them. Dr Varghese went on to mention that for the proper implementation of OBE, there must be: 1 – a shift in the mindset of the leadership, faculty, students, and staff, 2 – requires academic recognition, 3 – a paradigm shift in Teaching-Learning & assessments, 4 – strict adherence to OBE principles at all levels, 5 – successful collaborations and, 6 – feedback and continuous evaluation.
Regarding authentic assessments, Dr Varghese said that it is an effective measure of intellectual achievement or ability as it requires students to demonstrate their deep understanding, higher-order thinking, and complex problem-solving through the performance of exemplary tasks. He went on to discuss the guidelines for constructing alternative assessments, authentic assessments, SoTL, which is a scholarly approach to understanding and improving teaching and learning, and concluded the session with some examples of SoTL Research and answering the queries of the participants.
Click to watch the third-day session OBE Implementation – A Canadian Experience by Dr Thomas Varghese.
Day 4 – 27 July 2024: Architecture of OBE & Design of Outcomes by Dr Sunil Job KA.
Dr Sunil Job was the resource person on the fourth day of the Online National Level Faculty Development Programme on the topic Architecture of OBE & Design of Outcomes. Dr Sunil started his session with a slight peak into the session, Generative AI in Research by Dr Suresh Namboothiri and expressed his hope that the participants gained considerable knowledge from that session.
Dr Sunil mentioned that the day’s session will cover the topics, What and why of OBE, Building blocks of OBE, Program-Educational Objectives, Graduate Attributes, POs and PSOs, Course Outcomes/COs, Writing Learning Outcomes, Quality Check for a good Outcome, and Detailing on LMS Task.
Coming on to Outcome Based Education, Dr Sunil mentioned that it is a model of education that deviates from the traditional focus on what the institution provides to students, in favor of making students demonstrate that they know and can do on completion of the course/program. Regarding the Building Blocks of Outcome Based Education, he stated that every institution must have a Vision and a Mission and that if the institution wants to develop the curriculum along the lines of OBE, the design must be from top to down. Towards the end of the program, an assessment must be made whether the students have attained the outcome which was planned initially. Once the Vision and Mission are set, the institutions must set Program Educational Objectives which are nothing but the immediate goals of the educational program.
Dr Sunil further stated that Graduate Attributes are a set of competencies that the institution must ensure in the students while they pass out as graduates and these competencies must be connected with the education system. The Graduate attributes, when written in the form of an outcome are called Program Outcome. Based on the Program Educational Objectives, the courses are designed and finally, the attainments are calculated. Program Specific Outcomes are those which are meant expletive for a specific study is known as Program Specific Outcomes. Based on all these parameters, the attainment is calculated.
Regarding Writing Learning Outcomes, Dr Sunil mentioned that an outcome must have three components, an action verb, the content/topic to be learned, and the context, where the action verb must be selected according to Bloom’s Taxonomy. He further showed some verbs which must be avoided when calculating outcomes, and the four parameters/quality checks for getting a good outcome. Dr Sunil concluded the session by showing some sample outcomes for better understanding.
Dr Sunil answered the queries of the participants after the completion of the session.
The second task on the Workshop Activity – Course Outcome and Quality Check was assigned to the participants towards the end of the fourth day’s session.
Click to watch the fourth day’s session, Architecture of OBE & Design of Outcomes by Dr Sunil Job KA.
Day 5 – 29 July 2024: Mapping of Outcomes, Calculation of Attainment and Analytical Reports by Dr Mendus Jacob.
Dr Mendus Jacob was the resource person on the fifth-day session of the week-long Faculty Development Programme on Outcome Based Education and Application of Generative AI in Teaching and Research. Before entering into his main topic, Mapping of Outcomes, Calculation of Attainment and Analytical Reports, Dr Mendus briefed the participants about the previous day’s topics and mentioned that in many institutions, the faculty members are faced with the challenge of mapping the outcomes, mapping assessments with outcomes, mapping questions with outcomes, and the attainment calculation process. He started the session with some exercises for identifying the levels of knowledge as per Bloom’s Taxonomy.
He further went on to explain the major difference between the traditional system of teaching and the Outcome Based Educational method where, the Traditional System is more Teacher-Centric and importance given to Teaching and Content, Knowledge-Driven and Rote Learning, while the OBE System is more Student-Centric giving more importance to Learning and Process thereby ensuring Knowledge and Performance.
Dr Mendus explained how PEOs, POs, PSOs and COs can be mapped where he stressed that this is to be done before the attainment calculation. He mentioned that there are two levels of Mapping, the first being the CO-PO mapping or the CO-PSO Mapping, whereas the second is the activity or assessment level mapping with COs. Dr Mebdus further went on to state that POs and PSOs are estimated from the component of COs related to the respective PO and PSO, and COs are estimated from the component-learning outcome of the activity related to the course. The process was explained in detail using various examples for better participant understanding.
After the informative session, Dr Mendus demonstrated ‘deQ OBE’, a tool which assists the faculty in calculating attainments easily and in a better manner. The faculty needs to upload the course outcomes along with the target for the course outcome by downloading the template. Mapping can be done once the course outcomes and targets are set in the system which too can be done through an Excel template. The summary can be generated once the mapping process is completed. The analytics can be viewed by entering into the summary. Dr Mendus mentioned that it is not good if a very small number of COs are mapped with a particular PO, or if a particular PO is not properly represented by COs. After the mapping process, the next is components, where everything can be mapped with taxonomy levels and COs. Finally, the attainments can be calculated once the marks are entered. He also mentioned that apart from these features, the system can generate various reports and that the reports will be accurate only if the mapping is perfect. Dr Mendus also showed how attainments can be calculated by using an Excel sheet. After introducing the deQ OBE software, Dr Mendus gave a brief introduction about the AI-assisted Question Paper Generation Software ’QuestionPaper.AI’ to the participants.
After completion of the session, Dr Mendus took time to answer the queries of the participants.
Two tasks, Formulation of Assessment Questions concerning a Course Outcome and Finding the Mapping Strength and CO Computation Prototype Model were assigned to determine the depth of knowledge gained by the participants.
Click to watch the day-five recording Mapping of Outcomes, Calculation of Attainment and Analytical Reports by Dr Mendus Jacob.
Day 6 – 30 July 2024: Underlying Threads of OBE, ChatGPT & AI Tools by Dr Suresh Namboothiri.
The sixth day’s session of the week-long Faculty Development Programme was handled by Dr Suresh Namboothiri on the topic Underlying Threads of OBE, ChatGPT & AI Tools. Dr Namboothiri discussed about underlying threads of OBE and the usage of Artificial Intelligence for pedagogical excellence to improve the teaching-learning process. He mentioned that it is very important for OBE to raise the standards of students from the bottom level to a higher level and when a student passes out after graduation, he/she is expected to have certain attributes which are otherwise known as Graduate Attributes.
Dr Namboothiri discussed Prompt Engineering where the quality of the questions decides the quality of the answers and the skill and ability to question the answers lead to new knowledge generation. He went on to say that asking questions was the secret of the ancient Indian education system otherwise known as ‘Preshnoparishath’ and the second important point linked to the ancient educational system was ‘Vada’ or debate. He further mentioned that the ancient education system focused mainly on Vada, or debate and that was the time when education was at its zenith. During that period, by listening to a question for a couple of seconds/minute, one needs to formulate the most suitable answer.
Dr Namboothiri stated that the Input/Output Prompt Technique in Generative AI involves guiding the model’s output by providing explicit instructions/inputs within the prompt which allows for more controlover the type, style, or format of the response/output the AI generates. He also discussed the Advanced Prompting Techniques and explained each by giving examples.
Dr Namboothiri continued his session with the topic 100 plus smart ways to use ChatGPT for an exciting classroom. In his talk, Dr Namboothiri mentioned that teachers can create exciting, contextual and relevant content for the classroom. He also noted that Artificial Intelligence is a tool that learns, reasons, solves problems, and understands natural language, leveraging vast amounts of data and intricate algorithms to improve over time.
After the first session on ChatGPT and AI Tools, Dr Namboothiri discussed the Underlying Threads of OBE. He mentioned that the structure of OBE according to William G Spady, the Father of OBE was Exit Outcomes, Program Outcomes, Course Outcomes, Unit Outcomes, and Lesson Outcomes. Unfortunately, Exit Outcomes – what a student is after completing his/her graduation – were not given proper attention and missing from the education system. He said that the Ministry of Education took the initiative in late 2023 to implement the National Higher Education Qualifications Framework (NHEQF) with level descriptors for various Higher education levels.
Dr Namboothiri discussed in detail all the parameters regarding OBE and the current reality in the education system. He concluded the session by discussing the five major principles of Lev Vygotsky’s Theories and that, Language for Comprehension, Critical and Creative Thinking, and Idea Exposure Worldview will be OBE’s fundamental attributes for the future.
After the conclusion of the session, Dr Namboothiri answered the queries of the participants.
Click to watch the day-six recording of the session Underlying Threads of OBE, ChatGPT and AI Tools by Dr Suresh Namboothiri.
Day 7 – 31 July 2024: Outcome Based Academic Research by Dr Kamal Shah and OBE for Accreditation and Useful ICT Tools for Assessment by Dr Mendus Jacob.
The final day consisted of two sessions, Outcome Based Academic Research by Dr Kamal Shah and OBE for Accreditation and Useful ICT Tools for Assessment by Dr Mendus Jacob. The first session, Outcome Based Academic Research was by Dr Kamal Shah, Principal, St John College of Engineering and Management, Palghar, Maharashtra.
Dr Kamal Shah started the session ‘Outcome Based Academic Research Model – A Way Forward’ by mentioning that the research component in academics is either lagging or not given the proper importance it deserves. The faculty these days, feel that Teaching-Learning is the prime concern and research is secondary. She stated that the research is given importance at the top level like going for a PhD, but the priority it deserves at the bottom level is not given like in the case of normal Assistant Professor or other junior levels, where the base is very wide. She mentioned that this model has been designed in such a way that during the academic delivery, the research can be twined and desired outcomes can be achieved at the end of the semester. Dr Kamal took the time to show a framework designed by her and explained in detail how to design the process by showing an example.
Dr Kamal discussed the Kaizen Principle, followed by the Australian shepherds to disinfect the sheep without giving them stress. She mentioned that the institutions too must follow a similar principle where the person going through the research process doesn’t feel the stress and the journey becomes enjoyable. According to her, the Outcome Based Academic Research Model has been designed in such a manner that the faculty doesn’t feel any pressure to bridge the gap between the expectations of the Management/Institute/University and what is being done as a faculty to complete the research process.
Dr Kamal mentioned that Outcome Based Academic Research starts at the goal, and then works back to identify the steps required to achieve the pre-set goal, which is an incremental process linking one stage to the next.
Before concluding her session, Dr Kamal Shah pointed out the outcomes she observed through the Outcome Based Academic Research which included, 1- Lots of peripheral knowledge being created, Skill is enhanced and Attitude developed as a learner, 2- Good Quality Research Papers ideal to be presented to NBA, NAAC, or NIRF, 3- Apply for grants with innovative ideas, and 4- Consultancy, She concluded the session with the hope that the session will enable the participants to bridge the gap and achieve success as a faculty or as a student.
During the second session, OBE for Accreditation and Useful ICT Tools for Assessment, Dr Mendus Jacob discussed the benefits of OBE for Accreditation, Best Practices, the ICT Tools which can be used to implement OBE the right manner, and some practical examples as to how one can incorporate the activities into the OBE Curriculum. Dr Mendus stated that there are many confusions regarding the proper implementation of OBE.
He said that the first step of the cycle is to define the Learning Outcomes which must align with the programs/goals relevant to the industry or field of study. The curriculums and assessments must be designed based on these outcomes.One has to create assessments that measure the attainments of these outcomes and our activities and assessments must be scheduled to meet the desired outcome. According to Dr Mendus, the preparation of an OBE manual – which also assists in the Accreditation process, Formulation of Outcomes, Curriculum development and Outcome Mapping, Identifying innovative Teaching, Learning and Assessment methods, Preparation of Outcome Oriented Course/Assessment plans, OBE-focused question paper generation, Attainment calculation, Generating and understanding reports on OBE, and Analyzing the feedback and improvising process completes the OBE implementation cycle. Dr Mendus also discussed the benefits of OBE implementation in education institutions and the Q-factor in academics due to OBE implementation and further discussed the criteria for NAAC Accreditation. Dr Mendus also discussed OBE as a Best Practice and a few Additional Tips which can be beneficial for the participants and an example where he is giving assignments to students using Padlet.
After the session, Dr Mendus gave a demonstration of the Question Bank and Question Paper Generation Tool “QnSmart i”, an ICT tool with an in-built Bloom’s Taxonomy and took time to discuss and clear the queries of the participants.
Click to watch the final day sessions, Outcome Based Academic Research and OBE for Accreditation and Useful ICT Tools for Assessment by Dr Kamal Shah and Dr Mendus Jacob.
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