OBE in Sri Lankan Undergraduate Education
Outcome based learning is one of the modern, advance and effective focuses on how the knowledge is transfers in many levels of education. As per the many definitions of outcome based education it is learner centered and final capabilities are enabled of the learner which is quite a long process than just delivering and assuming the learner learnt at the end of the lecture series.
I believe it is best to introduce OBE to undergraduate program in Sri Lanka since the A/L education is really training to wear the knowledge and just to show how much once can remember from one paper to another. Even the laboratory practical of the science fields are based on believed theories and just proving them again and again. Yet the transformation of the learning process to be gradually turned to OBE from traditional system for better results within the given system frame work. This would also inspire the current lecturers as well for being more effective in transferring their knowledge by planning, executing, evaluating student and also to improve their ways of teaching in the perspective of the students.
I would like to bring examples from the fields that I am more conversant with to understand OBE. In scope of architecture education OBE plays a vital role to find out “how learnt is applied” for better human habitations. OBE is empowering students to take control of their knowledge rather than being a follower of it and also encourage someone to become the maestro of his/her selected stream finding their own niche. Yet certain contributions through traditional system is also encouraged in terms of broadening the knowledge in different relevant areas of knowledge. Therefore a proper balance on OBE and Traditional Education could be more effective subjectively.
In understanding, traditional education system is about quality and the quantity of the deliverable of the teacher yet the reflection is not effectively measured. Yet in the OBE it is more focused on the results given by the learner which could be measured and developed over time and it could give feedback on teaching as well. Furthermore OBE is more likely to let the student to rewire their brains in the most effective way each individual would understand a certain subject area and it would discourage the think-alike personalities and encourage to think innovatively because the logic absorbed could direct them to learn many other explorations individually, so new concepts visions would arise because there provisions and space for that.
The Architectural education, year calendar and the syllabus is planned is such a manner that each year would have theory lectures followed by exams, in-class assignment and timely assignments for subjects. Traditional system theory lectures doesn’t encourage the students to engage in learning then and there at the class and also it could sometimes postpone learning since referring Lecture notes later would also do same. Yet in applied filed it is imperative to share the practical experience over years by the lecturer which may not be covered by the lectures.
I believe it is best to introduce OBE to undergraduate program in Sri Lanka since the A/L education is really training to wear the knowledge and just to show how much once can remember from one paper to another. Even the laboratory practical of the science fields are based on believed theories and just proving them again and again. Yet the transformation of the learning process to be gradually turned to OBE from traditional system for better results within the given system frame work. This would also inspire the current lecturers as well for being more effective in transferring their knowledge by planning, executing, evaluating student and also to improve their ways of teaching in the perspective of the students.
I would like to bring examples from the fields that I am more conversant with to understand OBE. In scope of architecture education OBE plays a vital role to find out “how learnt is applied” for better human habitations. OBE is empowering students to take control of their knowledge rather than being a follower of it and also encourage someone to become the maestro of his/her selected stream finding their own niche. Yet certain contributions through traditional system is also encouraged in terms of broadening the knowledge in different relevant areas of knowledge. Therefore a proper balance on OBE and Traditional Education could be more effective subjectively.
In understanding, traditional education system is about quality and the quantity of the deliverable of the teacher yet the reflection is not effectively measured. Yet in the OBE it is more focused on the results given by the learner which could be measured and developed over time and it could give feedback on teaching as well. Furthermore OBE is more likely to let the student to rewire their brains in the most effective way each individual would understand a certain subject area and it would discourage the think-alike personalities and encourage to think innovatively because the logic absorbed could direct them to learn many other explorations individually, so new concepts visions would arise because there provisions and space for that.
The Architectural education, year calendar and the syllabus is planned is such a manner that each year would have theory lectures followed by exams, in-class assignment and timely assignments for subjects. Traditional system theory lectures doesn’t encourage the students to engage in learning then and there at the class and also it could sometimes postpone learning since referring Lecture notes later would also do same. Yet in applied filed it is imperative to share the practical experience over years by the lecturer which may not be covered by the lectures.
Somehow by having the major focus on the Group works, Individual Design and the Skilled gained over time and if it is clarified and commented for improvements with a far evaluation with a time schedule OBE also could be integrated effectively to the traditional system of learning. In Architectural Education it is evident that the students are responsible for using knowledge what he/she gathered through different modules. Further students should initiate, justify their own Project along core areas, getting tutoring from Architects/Lecturers by explaining, why, what and how they did and also getting comment and guidance to rethink, improve and also to develop their designing skills being sensitive.
Each year has its own scale and the complexity of the projects and the while the student flows up in the stream he/she would get the theoretical knowledge required at each year. Further with the filed visits based on “Experiencing Architecture” subject to already erected building/ spaces, student’s sensitivity improves being an observer and feeling the spaces and these would reflect in the design developments. At the end of the year students will face theory exams and portfolio examination which would reflect their theory knowledge and also the pattern of improvements over the year in the fields of improving skills, design and also design thinking. Also the portfolio provides a feedback on how he/she should improve in the years to come.
Each year has its own scale and the complexity of the projects and the while the student flows up in the stream he/she would get the theoretical knowledge required at each year. Further with the filed visits based on “Experiencing Architecture” subject to already erected building/ spaces, student’s sensitivity improves being an observer and feeling the spaces and these would reflect in the design developments. At the end of the year students will face theory exams and portfolio examination which would reflect their theory knowledge and also the pattern of improvements over the year in the fields of improving skills, design and also design thinking. Also the portfolio provides a feedback on how he/she should improve in the years to come.
Problem solving over peer learning (Colleagues, seniors, Society, etc.) considered to be very effective since it would be a gradual process of building knowledge and confidence effectively and this is one of the major effects on OBE indirectly.
As per my experience at the lectures at CTHE, I felt OBE is directly could be applied and the objectives could be targeted in science subjects yet subjects streams like arts and humanity, etc will find it difficult to set direct target the objectives, defining descriptions and criteria since expected outcome is also not direct but interpretations of what the students learnt interpreted based on their experience as each individuals.
All in all it seems especially for science and applied subjects OBE would be more effective whereas for other subjects a hybrid version of Traditional and OBE is to be encouraged. Traditional system encourage the Maestros to be Maestros yet OBE encourage to challenge knowledge of the Maestros where it improves both teacher and the student in many ways. This would also update the knowledge and focus more on research.
In the context of Sri Lanka, it seems that there are lot of followers of knowledge than leader for innovation in the all fields though these are scholars. I believe OBE/Hybrid of Traditional and OBE brings up leadership qualities with critical thinking on a subject matter and it would empower the future scholars to broaden their knowledge sphere with more localized yet advance innovations which definitely brings the nation in the international arena of knowledge and education with enormous direct and indirect benefits such us Research lead to Patents and Entrepreneurship to feed the country.
Ar Suresh, Edirisooriya A.T. ,Sr Lec, Dept. of Architecture ,UOM
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