Outcome Based Education and Revised Bloom's Taxonomy as a Catalyst for Redesigning Teaching and Learning in Engineering Education

In present days an engineers' requirements are growing as swiftly as the technologies that participate for their attentions. At the same time, our policies and systems are lengthened to their confines to keep up with the varying demands of the times. There is, particularly, a must to protract reflective amalgamation of social and technical knowledge into the upcoming generations of engineering, to create more humane engineers, to enable them to create technological solutions that are more human-centric. Addressing such desire necessitates new approaches to designing engineering courses and teaching them as well. Every encroachment in the education sector from here onward entails a new prototype that can be used in large-scale methodical transformation of education: Outcome Based Education (OBE). This paper delineates the means to use OBE as the foundational means for transforming engineering education. Inclusion of skills to innovate new ideas, Metacognitive skills and professional skills are endorsed, and collaborative, inquest driven practices are motivated to craft and protract novel ways of thinking, interacting, teaching, learning and working. An OBE framework in education is the alignment of Curriculum, teaching practices and Assessment carried out in an institute. OBE apart from enhancement of students' thinking abilities it furthermore helps in standardization of education, curriculum enrichment, meeting out the accreditation and industry needs and augmenting the need for continuous improvement.