The Presentation provides a brief description of Outcome Based Education as per Bloom's Taxonomy.

1. 2nd
One Day Workshop on 01 MARCH
2019
Outcome Based Education
IInd Year Students -
Regulations 2017 –
Structured Choice Based
Credit System

2. Mr. Sanjay Singh
Prof. and Coordinator –
Aeronautical Engineering
VMKV Engineering College,
Salem, Tamil Nadu

3. Please Answer the Questions
What were you after completion of 10+2?
Who are you at present in 4th
Sem?
What will you be after completion of
graduation or 8th
Sem?
How will you be achieving your goal?
What will you be after 04 years of completion
of your graduation?
How will you be achieving your destination
after 04 years of completion of your
graduation?

5. What is OBE?
Student-centered instruction model.
Focuses on measuring student
performance.
Outcomes
Knowledge, Skills and Attitudes.
Upon completion of a program.
After 4 – 5 years of graduation

6. Why institutions need to follow OBE?
Need of the hour.
Competitive World.
Challenging environment.
Increase in Unemployment.
 Accreditations.

7. TO ENSURE QUALITY
In tune with framework suggested by National
Knowledge Commission, reformation in VMKV
Engineering College is done to ensure frequent:
(i) Curricula Revisions
(ii) Introduction of courses with
credit system
(iii) Enhancing reliance on internal
assessment
(iv) Encouraging research
(v) Reforming governance of
institutions.

8. NEED A CHANGE IN OLD SYSTEM – WHY?Traditional - Teacher centric approach.
Some Unsolved Questions from Teacher:
- Why am I teaching this course?
- What will students do after this exposure?
- What are the kinds of activities students should be
engaged to have better and advanced learning
opportunities?
- Are the students ready as per the expectations of
industry?

9. NEED A CHANGE IN OLD SYSTEM – WHY?
Lacks context based approach
No opportunities for
– Group work
– Individual work
– Data collection
– Field work
– Quizzes
- Class tests
– Community involvement
- Personality Development
- Internship/Implant training

10. NEED A CHANGE IN OLD SYSTEM – WHY?
No inter-disciplinary mobility possible
Lack of multi-disciplinary, closed isolated
environment
Lack of choices for the student
Less opportunity to the learner to walk out and walk
in to earn a certification
Less scope to introduce latest knowledge in the
curriculum
Learning goals and learning objectives of the course
are less enunciated.

11. STRUCTURED CHOICE BASED CREDIT BASED
SYSTEM - COMPONENTS

12. STRUCTURED CHOICE BASED CREDIT BASED
SYSTEM – WHY?
To face Challenges of Globalization:
Making the curriculum interdisciplinary.
All cutting edge development in technologies occur at
the interface of two or more disciplines.
Interdisciplinary approach enables
- Integration of concepts,
- Integration of theories,
- Integration of techniques,
- Perspectives from two or more disciplines for
advanced fundamental understanding.
- To solve problems for which solutions are beyond
the scope of a single discipline.

13. STRUCTURED CHOICE BASED CREDIT BASED
SYSTEM – WHY?
To Create a Conducive Environment for:
- Learning at own pace.
- Choosing electives from a wide range of courses
- Undergo additional courses and acquire more than
required number of credits.
- Adopt an interdisciplinary approach in learning.
- Inter college/University transfer of Credits
- Complete degree programme in the parent discipline with
MINOR in other discipline.
- Complete degree programme with SPECIALISATION in a
major area of parent discipline as per industry requirement.
- Enhance skill/employability by taking up project work,
entrepreneurship and vocational training.
- Involvement in social responsibility.
- Finally to face challenges what industry is expecting i.e.
industry ready.

14. STRUCTURED CHOICE BASED CREDIT BASED
SYSTEM – WHY?Bridges the gap between professional and liberal
education.
Greatly improves the employability of students.
Promotes student’s mobility – horizontal as well as
vertical.
Collaboration with partners from industry and
research organizations to foster innovations possible.
Create an environment for a long way in capacity
building of students.

15. REGISTRATION OF COURSES - EVEN/ODD SEMESTER
In a semester, a student can register courses (Fresh
and Reappearance) for
- Minimum 14 Credits
- Maximum 30 credits.

16. PERFORMANCE WITH GRADES

17. AWARD OF DEGREE
(i) First Class With Distinction
Within FIVE years (FOUR Years for Lateral Entry
students) including the authorized Break of Study of One
Year, and securing a CGPA of not less than 8.00 in first
attempt.
(ii) First Class
Within FIVE years (FOUR Years for Lateral Entry
students) including the authorized Break of Study of One
Year, and securing a CGPA of not less than 7.00.
(iii) Second Class
Within FIVE years (FOUR Years for Lateral Entry
students) including the authorized Break of Study of One
Year, and securing a CGPA less than 7.00.

18. ‘MINOR’ IN B.E./B.TECH DEGREE PROGRAMME
A student has to earn 20 extra credits beyond the
minimum requirements of 180 credits for the award of
the B.E./B.Tech. Degree in parent discipline with MINOR
in other discipline.
e.g. B.E./B.Tech. in Aeronautical Engineering with Minor
in Electronics.
B.E./B.Tech. in Electronics and Communication
Engineering with Minor in Computer Science.
The extra credits must be earned through MOOCs
(Massive Open Online Courses) and Skill Development
courses organized by the external resource persons.
10 hours of academic engagement will be considered to be
equivalent to 1 credit.

19. ‘SPECIALIZATION’ IN B.E./B.TECH DEGREE PROGRAMME
A student has to earn 15 credits in area specific
electives which are part of “Program Specific
Electives” within the minimum requirements of 180
credits for the award of the B.E./B.Tech. Degree in
parent discipline with SPECIALIZATION in the
area specific to parent discipline.
An additional Certificate of Recognition will be
issued by University along with the Degree
Certificate.

20. Specializations Offered by Departments

21. Specializations Offered by Departments

22. MANDATORY
(VALUE ADDED COURSES BUT NOT COUNTED FOR CGPA CALCULATIONS)
(i) Employability Enhancement Courses (2
weeks of training – 1 Credit) – To be earned
{Min 03 & Max 06 Credits}
 Communication and Management skills
Development .
 Skill development programmes related to
technical aspects.
 Personality development training through
individual and group activities.
 Participation in Seminars, Conferences,
Workshops etc.

23. MANDATORY
(VALUE ADDED COURSES BUT NOT COUNTED FOR CGPA CALCULATIONS)
(ii) Co-Curricular Courses (Min 03 & Max 06
Credits)
- NCC (National Cadet Corps)
- NSS (National Social Service)
- Social Connect
- Sports and games
(i) Intra - University Level – 1 Credit
(ii) Inter – University Level – 2 Credits
(iii) State and National Level – 3 Credits
2 weeks
Camp – 1
Credit

24. MANDATORY
(VALUE ADDED COURSES BUT NOT COUNTED FOR CGPA CALCULATIONS)
(iii) Extra –Curricular Courses (Min 03 & Max 06 Credits)
Credits to be earned through online courses (extra-
disciplinary, inter-disciplinary, societal, environmental etc.)
offered through various online web portal like
- https://swayam.gov.in
- https://onlinecourses.nptel.ac.in
- www.iitb.ac.in
- www.nitttrchd.ac.in
- www.coursera.org etc.
The courses do not include areas already covered as core
or elective in parent discipline.

25. How will OBE be measured?
 Vision and Mission - University,
Institution and Specific Engineering
Programmes
Program Educational Objectives
(PEO)
Program Outcomes (PO)
Program Specific Outcomes (PSO)
Course Outcomes (CO)

26. Bloom’s Taxonomy

27. Levels of Learning
Sl.
No.
Cognition Level
(Bloom’s Taxonomy)
Description Percentage
distribution
recommended
1 LOCQ – Lower
order cognitive
questions
Covering questions for testing
the remembering and
understanding of the concepts
by the students.
20-30%
2 IOCQ –
Intermediate order
cognitive questions
Covering questions that test the
applying and analyzing skills
of students.
40-50%
3 Psychomotor Level Covering questions that test the
evaluating and creating
abilities of the students with
respect to their knowledge.
30-40%

28. Program Educational Objectives
(PEO)
Career and professional
accomplishments.
Measured 4-5 years after
graduation.

29. Program Educational Objectives
After 4 Years of Graduation, Mechanical
Engineering Graduates will be able:
To work independently as well as in team to formulate,
design, execute solutions for engineering problems and also
analyze, synthesize technical data for application to product,
process, system design & development
To understand & contribute towards social, environmental
issues, following professional ethics and codes of conduct
and embrace lifelong learning for continuous improvement
To develop expertise towards use of modern engineering
tools, instruments, programming languages and softwares .
To acquire and develop careers in industries, Research
organizations, academia and demonstrate entrepreneurial
skill .

30. PROGRAM OUTCOMES
Engineering Graduates will be able to:
1. Engineering knowledge: Apply the knowledge of mathematics,
science, engineering fundamentals, and an engineering specialization to the
solution of complex engineering problems.
2. Problem analysis: Identify, formulate, review research literature, and
analyze complex engineering problems reaching substantiated conclusions
using first principles of mathematics, natural sciences, and engineering
sciences.
3. Design/development of solutions: Design solutions for complex
engineering problems and design system components or processes that
meet the specified needs with appropriate consideration for the public
health and safety, and the cultural, societal, and environmental
considerations.
4. Conduct investigations of complex problems: Use research-
based knowledge and research methods including design of experiments,
analysis and interpretation of data, and synthesis of the information to
provide valid conclusions.

31. PROGRAM OUTCOMES
Engineering Graduates will be able to:
5. Modern tool usage: Create, select, and apply appropriate techniques,
resources, and modern engineering and IT tools including prediction and
modeling to complex engineering activities with an understanding of the
limitations.
6. The engineer and society: Apply reasoning informed by the contextual
knowledge to assess societal, health, safety, legal and cultural issues and the
consequent responsibilities relevant to the professional engineering
practice.
7. Environment and sustainability: Understand the impact of the
professional engineering solutions in societal and environmental contexts,
and demonstrate the knowledge of, and need for sustainable development.
8. Ethics: Apply ethical principles and commit to professional ethics and
responsibilities and norms of the engineering practice.

32. PROGRAM OUTCOMES
Engineering Graduates will be able to:
9. Individual and team work: Function effectively as an individual, and
as a member or leader in diverse teams, and in multidisciplinary settings.
10. Communication: Communicate effectively on complex engineering
activities with the engineering community and with society at large, such as,
being able to comprehend and write effective reports and design
documentation, make effective presentations, and give and receive clear
instructions.
11. Project management and finance: Demonstrate knowledge and
understanding of the engineering and management principles and apply
these to one’s own work, as a member and leader in a team, to manage
projects and in multidisciplinary environments.
12. Life-long learning: Recognize the need for, and have the preparation and
ability to engage in independent and life-long learning in the broadest
context of technological change.

33. Program Specific Outcomes
(PSO)
Career and professional
accomplishments.
Immediately after
graduation.

34. Program Specific Outcomes
(PSO)
 Multi-Dimensional Approach
 Develop/Design/Modify/Involve
 Entrepreneurial Skills
 Scientific skills for advanced
research.
 Presentation in international
platform.

35. COURSE OBJECTIVES (COb)
Sl. No. COURSE OBJECTIVES
COb 1 To improve student’s understanding.
COb 2 To improve students’ communication skills.
COb 3 To prepare students for internships and their
professional roles.
COb 4 To acquaint students with various types of
corporate environments and their expectations.
COb 5 To train students to recognize broader areas of
concern and solve complex engineering problems.
COb 6 To equip students with analytical and reasoning
skills and foster innovation.
An intended state that describe what we intend
our students to learn by the end of the course.

36. Course Outcomes (CO)
 List, define and identify the components.
 Describe the physical principles involved.
 Assess the strengths and weaknesses of
alternative methodologies.
 Instruct classmates and others in an advanced
statistical or qualitative data analysis procedure.
 Identify key measurement problems involved in
the design and evaluation of social interventions.
Re-construct specific strategies for collaborating
with practitioners in developmental projects and
suggest appropriate solutions.

37. Assessment
Mapping
Program outcomes
Course Outcomes
 Strong, Medium and
Low

38. DOUBTS
YES OF COURSE MANY ?
CONFUSED – WHY,
WHAT, WHERE, WHOM,
HOW
TIME TO GET CLARIFIED.

39. THANK YOU.