Journal of Engineering Education Transformations

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Microsoft Office in Multi-Level Monitoring of Outcomes in Outcome Based Education


Affiliations
1 Department of Computer Science and Technology, School of Engineering, Dayananda Sagar University, Bangalore - 560068, India
     

   Subscribe/Renew Journal


Outcome Based Education (OBE) is called a recurring education transformation model because it requires continuous improvement in all stages of teaching and learning. Due to its cyclical nature, institutionalizing OBE not only involves intensive planning and implementation but also completing the cycle through remedial action thereby making the entire process taxing on instructors. Use of Information and Communication Technology (ICTs) play an imperative role in bringing about qualitative changes in the practice of OBE.

This article focuses on demonstrating the potential of an ICT suite "Microsoft Office" in efficient completion of the "plan-implement-remedy" OBE cycle for an under-graduate course 'Advanced Computer Architecture' prescribed by VTU, India for the CS and E program. The study details in depth the role of Microsoft Office in effective implementation of the three key OBE components namely assessment/feedback, outcomes achievement evaluation, remedial measures and follow-up along with an extensive comparison in terms of features, time-investment, cost and suitability when practiced using Microsoft Office and other OBE ICTs. The system that has been developed using Microsoft Office 2016 is named as Multilevel Outcomes Monitoring in Engineering Education (MOMEE). An analysis of MOMEE indicates that it has highest overall score of about 90% and appears to be most suitable compared to other existing OBEICTs.


Keywords

Engineering Education, Information and Communication Technology (ICT), Microsoft Office and Outcome Based Education (OBE).
Subscription Login to verify subscription
User
Notifications
Font Size


  • Spady, William G. Outcome-Based Education: Critical Issues and Answers. American Association of School Administrators, 1801 North Moore Street, Arlington, VA22209 (Stock No. 21-00488; $18.95 plus postage). 1994.

  • Hashim, Roslan, and Mohd Din. "Implementing outcome based education using project based learning at University of Malaya." European Journal of Scientific Research 26, no. 1 (2009): 80-86.

  • Ibrahim, Walid, YacineAtif, Khaled Shuaib, and Demetrios Sampson. "A Web-Based Course AssessmentToolwithDirect Mapping to Student Outcomes. “Journal of Educational Technology & Society 18, no. 2 (2015): 46-59.

  • Froyd, Jeffrey E., Phillip C. Wankat, and KarlA. Smith. "Five major shifts in 100 years of engineering education." Proceedings of the IEEE 100, no. Special Centennial Issue (2012): 1344-1360.

  • D.K. Paliwal, A. KoteshwaraRao, S. Bhaskar, D A Abdhi, A. Abudahir, S. Rajakarunakaran. Outcome Based Accreditation. A Three day workshop for Evaluators / Resource Persons. National Board of Accredition. http://www.nbaind.org/files/workshops/Three%20days%20workshop%20%20Outcome%20based%20education.pdf

  • LEE, B.L.P. and MAK, S., 2010. A web-based academic records tracking system for outcomebased education. In Computing in Civil and Building Engineering, Proceedings of the International Conference, W. TIZANI (Editor), 30 June-2 July, Nottingham, UK, Nottingham UniversityPress, Paper 300, p. 599

  • Tsai, Chia-Wen. "Investigating the effects of web-mediated design thinking and co-regulated learning on developing students' computing skills in a blended course." Universal Access in the Information Society 14, no. 2 (2015): 295-305.

  • Dew, Steven K., Mathieu Lavoie, and Ashley Snelgrove. "An engineering accreditation management system." Proceedings of the Canadian Engineering Education Association (2011).

  • Kerr, Barbara. "Using a Web-based assessment tool for accreditation and program improvement." In Interactive Collaborative Learning (ICL), 2011 14th International Conference on, pp. 534-538.IEEE, 2011.

  • Essa, Eugene, Andrew Dittrich, Sergiu Dascalu, and F. C. Harris. "ACAT: a web-based software tool tofacilitate course assessment for ABET Accreditation." In Information Technology: New Generations (ITNG), 2010 Seventh International Conference on, pp. 88-93. IEEE, 2010.

  • Croteau, Anne-Marie, Vivek Venkatesh, Anne Beaudry, and Jihan Rabah. "The Role of Information and Communication Technologies in University Students' Learning Experience: The Instructors' Perspective." In System Sciences ( HICSS), 2015 48 th Hawaii International Conference on, pp. 111-120. IEEE, 2015.

  • Kaupp, James, Brian Frank, and Christopher Watts. "Evaluation of software tools supporting outcomes-based continuous program improvement processes." Proceedings of the Canadian Engineering Education Association (2013).

  • Kaupp, Jake, and Brian Frank. "Evaluation of software tools supporting outcomes-based continuous program improvement processes: Part 2 ." Proceedings of the Canadian Engineering Education Association (2015).

  • Fink, L. Dee. “Chapter Three: Designing Significant Learning Experiences I” in Creating significant learning experiences: An integrated approach to designing college courses.JohnWiley& Sons, 2013.

  • Fink, L. Dee. "Integrated course design." Idea Center 42 (2005), http://ideaedu.org/wpcontent/uploads/2014/11/Idea_Paper_42.pdf

  • Jasma Balasangameshwara. “Uncovering the Value of ICT in Time Management for Implementation of OBE Courses”. Journal of Engineering EducationTransformations, vol. 29, no. 1, 2015


Abstract Views: 302

PDF Views: 0




  • Microsoft Office in Multi-Level Monitoring of Outcomes in Outcome Based Education

Abstract Views: 302  |  PDF Views: 0

Authors

Jasma Balasangameshwara
Department of Computer Science and Technology, School of Engineering, Dayananda Sagar University, Bangalore - 560068, India

Abstract


Outcome Based Education (OBE) is called a recurring education transformation model because it requires continuous improvement in all stages of teaching and learning. Due to its cyclical nature, institutionalizing OBE not only involves intensive planning and implementation but also completing the cycle through remedial action thereby making the entire process taxing on instructors. Use of Information and Communication Technology (ICTs) play an imperative role in bringing about qualitative changes in the practice of OBE.

This article focuses on demonstrating the potential of an ICT suite "Microsoft Office" in efficient completion of the "plan-implement-remedy" OBE cycle for an under-graduate course 'Advanced Computer Architecture' prescribed by VTU, India for the CS and E program. The study details in depth the role of Microsoft Office in effective implementation of the three key OBE components namely assessment/feedback, outcomes achievement evaluation, remedial measures and follow-up along with an extensive comparison in terms of features, time-investment, cost and suitability when practiced using Microsoft Office and other OBE ICTs. The system that has been developed using Microsoft Office 2016 is named as Multilevel Outcomes Monitoring in Engineering Education (MOMEE). An analysis of MOMEE indicates that it has highest overall score of about 90% and appears to be most suitable compared to other existing OBEICTs.


Keywords


Engineering Education, Information and Communication Technology (ICT), Microsoft Office and Outcome Based Education (OBE).

References





DOI: https://doi.org/10.16920/jeet%2F2019%2Fv33i1%2F147570