Flip Book | Quick Recap - OBE Concepts

 Quick Flip Book https://heyzine.com/flip-book/d2d585cd12.html

https://www.canva.com/design/DAGo-Z3IqA0/BuakqWP1-YpB1nfETA-t3A/edit?utm_content=DAGo-Z3IqA0&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

M6# Activity 3: Best Practice Sharing

Here’s a detailed suggestion for Activity 3: Best Practice Sharing, designed to foster collaborative learning and idea exchange around Outcome-Based Education (OBE).

---

🎯 Activity 3: Best Practice Sharing

---

✅ Objective

• Encourage participants to reflect on successful OBE implementation strategies from their own institutions.

• Promote peer learning by sharing practical experiences.

• Stimulate creativity by brainstorming innovative OBE practices in groups.

• Build a repository of actionable ideas that can be adapted or scaled.

---

🧑‍🏫 Facilitator Preparation

• Inform participants ahead to think about an OBE-related practice or innovation from their institution.

• Prepare guiding questions or prompts to help articulate practices clearly.

• Arrange for a comfortable setting for group discussions and presentations.

• Optionally prepare a template for capturing shared best practices.

---

📝 Activity Instructions for Participants

1. Individual Presentation:

   • Each participant prepares a short description (3–5 minutes) of one OBE-related best practice from their institution.

   • Focus on:

     • What the practice is (e.g., innovative assessment method, effective CO attainment monitoring, feedback mechanism).

     • How it was implemented.

     • The benefits or impact observed.

2. Group Brainstorming:

   • After presentations, form small groups (4–6 participants).

   • Discuss and brainstorm new OBE-related ideas or improvements that could be tried.

3. Group Sharing:

   • Each group selects one or two best ideas to share with the larger group.

4. Documenting Practices:

   • Facilitator or participants note down key points and create a shared best practices list or booklet.

---

🗣️ Facilitator Tips

• Encourage honesty and openness — even small improvements count as good practices.

• Support quieter participants by asking guiding questions.

• Foster a positive, non-judgmental environment for idea sharing.

• Highlight transferable practices that others could adapt.

• If time-constrained, limit individual presentations to 2–3 minutes.

---

📋 Best Practice Sharing Template (Optional)

Practice Name	Description	Implementation Steps	Benefits/Impact	Contact Person/Source
Online CO Attainment Tracker	Digital dashboard for real-time CO monitoring	Developed using Excel macros, updated monthly	Quick identification of weak areas, timely interventions	Prof. A. Kumar, Dept. of CSE

---

🛠️ Optional Add-ons

• Compile shared best practices into a digital handbook or webpage.

• Set up a follow-up forum or mailing list for continued sharing.

• Award recognition or certificates for innovative practices shared.

---

https://chatgpt.com/share/68381b6c-1594-8005-9a9b-280a449bcf64

M6# Activity 2: SAR Mapping Exercise

Here’s a detailed suggestion for Activity 2: SAR Mapping Exercise designed to help participants understand how to align their Outcome-Based Education (OBE) documents with NBA Self-Assessment Report (SAR) requirements.

---

🎯 Activity 2: SAR Mapping Exercise

---

✅ Objective

• Familiarize participants with the NBA Self-Assessment Report (SAR) structure and requirements.

• Develop skills to identify and link appropriate OBE-related documents to specific SAR sections.

• Enhance understanding of documentation and evidence needed for NBA accreditation.

---

🧑‍🏫 Facilitator Preparation

• Provide a sample excerpt from an NBA SAR focusing on a few key criteria/sections (e.g., Curriculum Design, Teaching-Learning & Evaluation, Continuous Improvement).

• Prepare a list or folder of typical OBE documents (Course files, CO-PO matrices, attainment reports, feedback forms, action plans).

• Provide a mapping worksheet template to record links between SAR sections and OBE documents.

---

📝 Activity Instructions for Participants

1. Distribute the NBA SAR excerpt and the OBE document list to participants.

2. Ask participants to:

   • Read through each SAR section carefully.

   • Identify which OBE documents serve as evidence or support for that section.

3. Record the mapping in the worksheet by listing:

   • SAR Section Title & Description

   • Corresponding OBE Documents (e.g., Course Files, CO-PO Matrices, Attainment Reports)

   • Brief justification for each linkage

4. Optionally, discuss challenges faced in mapping and clarify any SAR requirements.

---

📝 Sample Mapping Worksheet Format

SAR Section	OBE Document(s)	Justification/Notes
Curriculum Design	Syllabus, CO-PO Mapping Matrix	Demonstrates alignment of curriculum with outcomes
Teaching-Learning	Lesson Plans, Attendance Records	Evidence of teaching schedule and student engagement
Evaluation	Question Papers, CO Attainment Reports	Shows assessment methods and outcome achievement
Continuous Improvement	Feedback Forms, CQI Action Plans	Documents actions taken based on feedback and data

---

🗣️ Facilitator Tips

• Encourage participants to think beyond documents to the purpose behind each SAR section.

• Highlight that quality and currency of documents matter, not just presence.

• Use this exercise to reinforce the importance of systematic documentation.

• Discuss how gaps in documentation can impact accreditation readiness.

---

🛠️ Optional Resources

• Full NBA SAR document for reference.

• Example OBE documents folder (electronic or printed excerpts).

• Sample completed mapping worksheet for demonstration.

---

M6# Activity 1: Build a Course File

Certainly! Here’s a detailed suggestion for Activity 1: Build a Course File, designed to help participants organize and document course-related materials effectively.

---

🎯 Activity 1: Build a Course File

---

✅ Objective

• Familiarize participants with the structure and components of a comprehensive course file.

• Enable hands-on practice in organizing course documents according to institutional/ accreditation requirements.

• Highlight the importance of systematic record-keeping for transparency, accountability, and quality assurance.

---

🧑‍🏫 Facilitator Preparation

• Provide a course file template outlining key sections and document types.

• Share sample documents or excerpts for reference (e.g., syllabus, lesson plans, assessment records, CO-PO mapping).

• Prepare a mock course profile (course name, code, instructor, semester).

---

📝 Activity Instructions for Participants

1. Review the course file template provided, which may include:

   • Course Information (syllabus, objectives)

   • Lesson Plans/Teaching Schedule

   • Course Outcomes (COs) & Program Outcomes (POs) Mapping

   • Assessment Plan & Question Papers

   • Attendance Records

   • Student Performance Data (marks, CO attainment)

   • Feedback Forms (student, peer, industry)

   • Continuous Quality Improvement (CQI) Records

2. Using the mock course profile given, populate the course file template with:

   • Sample or placeholder data/documents

   • CO statements and CO-PO matrix

   • Sample assessment questions and answer keys

   • Attendance sheet format

   • Feedback summary

3. Organize the materials in a logical sequence following the template.

4. Optionally, create a table of contents for the course file.

---

📂 Sample Course File Sections

Section No.	Section Name	Contents Example
1	Course Overview	Syllabus, Course Objectives, Credit Details
2	Lesson Plans	Weekly teaching schedule, Topics covered
3	Outcomes & Mapping	COs, PO Mapping Matrix
4	Assessments	Question papers, Answer keys, Rubrics
5	Attendance & Participation	Attendance sheets, Participation records
6	Performance Data	Marks, CO attainment reports
7	Feedback & CQI	Feedback summaries, Improvement action plans

---

🗣️ Facilitator Tips

• Stress the importance of regular updates to the course file.

• Encourage participants to think about easy retrieval and audit readiness.

• Suggest using both digital and physical formats if applicable.

• Discuss how a well-maintained course file supports faculty accountability and accreditation.

---

🧰 Optional Resources

• Editable Course File Template (Word/PDF)

• Sample assessment and feedback forms

• Checklist for course file completeness and quality

---

M4# Activity 3: Assessment Blueprinting

 Certainly! Here's a comprehensive suggestion for:

---

🎯 Activity 3: Assessment Blueprinting

---

✅ Objective

To enable participants to:

• Design an assessment (e.g., question paper or test) aligned with Course Outcomes (COs).

• Map each question to a corresponding CO.

• Classify each question using Bloom’s Taxonomy.

• Ensure balance across cognitive levels and outcomes.

---

🧑‍🏫 Facilitator Preparation

• Choose a sample course (e.g., “Database Management Systems”, “Thermodynamics”, etc.).

• Provide predefined COs for the course (3–5 outcomes).

• Share a quick refresher on Bloom’s Taxonomy levels and action verbs.

• Provide a blueprinting table template.

---

🧾 Sample Course for the Activity

Course: Database Management Systems (DBMS)

Sample COs:

• CO1: Explain fundamental concepts of relational databases. (Bloom’s: Understand)

• CO2: Apply SQL queries to manipulate and retrieve data. (Bloom’s: Apply)

• CO3: Analyze normalization techniques for database design. (Bloom’s: Analyze)

• CO4: Design ER models and relational schemas. (Bloom’s: Create)

---

📝 Activity Instructions for Participants

1. Design a question paper with at least 6–8 questions (mix of short and long answer).

2. For each question:

   • Assign a CO number it maps to.

   • Identify the Bloom’s level (e.g., Remember, Understand, Apply...).

3. Fill out the Assessment Blueprint table.

---

📊 Assessment Blueprint Template

Q. No	Marks	Question Summary	CO Mapped	Bloom’s Level	Verb Used
Q1	5	Define primary key, foreign key with examples.	CO1	Understand	Define
Q2	10	Write SQL queries to retrieve data from 3 tables.	CO2	Apply	Write
Q3	10	Normalize a table to 3NF.	CO3	Analyze	Normalize
Q4	10	Design an ER diagram for a university system.	CO4	Create	Design
Q5	5	Differentiate between clustered and non-clustered indexes.	CO1	Understand	Differentiate

---

📈 Bloom’s Level Distribution Table (Optional)

Bloom’s Level	No. of Questions	Total Marks
Remember	0	0
Understand	2	10
Apply	1	10
Analyze	1	10
Evaluate	0	0
Create	1	10

---

🗣️ Facilitator Debrief Questions

• Did your paper cover all COs?

• Were higher-order skills (Analyze, Create) addressed?

• Is there an overemphasis on any Bloom’s level?

• How do you ensure assessment validity and fairness?

---

🛠️ Optional Resources

• Editable Excel Assessment Blueprint Template

• Bloom’s Taxonomy verb list

• Sample rubric for evaluating question papers

• MS Word or Google Doc template for question paper design

---

M5# Activity 3: Self-Reflection and Action Planning

Here’s a detailed suggestion for Activity 3: Self-Reflection and Action Planning focused on individual course improvement based on CO attainment data.

---

🎯 Activity 3: Self-Reflection and Action Planning

---

✅ Objective

• Encourage participants to critically reflect on course performance using CO attainment data.

• Develop a personalized, actionable improvement plan for their own course.

• Foster ownership of Continuous Quality Improvement (CQI) at the course level.

---

🧑‍🏫 Facilitator Preparation

• Provide a realistic CO-attainment scenario or mock report (with some COs meeting targets and others below).

• Supply a structured action plan template.

• Share examples of typical improvement actions linked to common CO attainment challenges.

---

📝 Sample CO-Attainment Scenario

CO	Attainment (%)	Target (%)	Status
CO1	85	75	Met Target
CO2	65	70	Below Target
CO3	50	60	Below Target
CO4	90	80	Met Target

---

📝 Activity Instructions for Participants

1. Review the CO-attainment data provided.

2. Reflect on potential reasons for COs below target (e.g., teaching methods, assessments, student engagement).

3. For each below-target CO:

   • Identify root causes.

   • Propose specific, realistic improvement actions.

4. Create a detailed Action Plan including:

   • Objectives

   • Steps to be taken

   • Resources needed

   • Responsible persons

   • Timeline

5. Optionally, set success criteria or metrics for evaluating improvement.

---

📝 Action Planning Template

CO No.	Issue Identified	Root Cause(s)	Improvement Actions	Resources Needed	Responsible	Timeline	Success Criteria
CO2	Attainment below target	Lack of student practice	Add weekly quizzes and lab sessions	Quiz materials, lab space	Course Instructor	Next semester	≥70% students scoring ≥50% in CO2
CO3	Conceptual clarity low	Complex topics taught only via lectures	Introduce group discussions and case studies	Case study materials	Faculty Team	3 months	Positive student feedback on understanding

---

🗣️ Facilitator Tips

• Encourage honesty and critical thinking — focus on actionable steps.

• Remind participants to consider feasibility (time, resources).

• Suggest peer sharing or group discussion for feedback.

• Emphasize continuous monitoring and revision of plans.

---

🛠️ Optional Add-ons

• Examples of successful course improvement plans.

• Checklist for CQI plan quality.

• Follow-up session for sharing outcomes.

---

M5# Activity 2: CQI Case Study Analysis

 Here’s a detailed suggestion for Activity 2: CQI Case Study Analysis focused on Continuous Quality Improvement (CQI) based on CO attainment data.

---

🎯 Activity 2: CQI Case Study Analysis

---

✅ Objective

• Train participants to analyze Course Outcome (CO) attainment reports critically.

• Identify gaps or underperforming COs from data.

• Suggest actionable Continuous Quality Improvement (CQI) strategies.

• Foster data-driven decision-making for academic enhancement.

---

🧑‍🏫 Facilitator Preparation

• Prepare a mock CO attainment report showing:

  • CO-wise attainment percentages.

  • Target attainment levels.

  • Trends over multiple assessments (if possible).

• Provide a CQI action planning worksheet.

• Share examples of CQI interventions (curriculum update, teaching methods, extra tutorials, etc.).

---

📝 Sample Mock CO Attainment Report (Simplified)

CO	Attainment (%)	Target (%)	Status
CO1	78	70	Met Target
CO2	62	70	Below Target
CO3	55	65	Below Target
CO4	82	70	Met Target

---

📝 Activity Instructions for Participants

1. Analyze the report carefully and identify:

   • Which COs have met the target?

   • Which COs are below target and need attention?

2. For each CO below target:

   • Discuss possible reasons for low attainment.

   • Propose specific CQI strategies to improve attainment.

3. Consider aspects like:

   • Teaching-learning methods

   • Assessment design

   • Student support (remedial classes, mentoring)

   • Curriculum changes

4. Fill out the CQI Action Plan template.

---

📋 CQI Action Plan Template

CO No.	Issue Identified	Possible Causes	Proposed CQI Actions	Responsible Person	Timeline
CO2	Attainment below target	Insufficient practical sessions	Add hands-on labs and tutorials	Course Coordinator	Next semester
CO3	Low conceptual understanding	Complex topics not well covered	Use interactive teaching methods, provide study guides	Faculty Member	Next 2 months

---

🗣️ Facilitator Debrief Questions

• What common patterns did you notice in low-attainment COs?

• How feasible are the proposed CQI actions?

• How would you monitor the effectiveness of these interventions?

• How to involve stakeholders (students, industry) in CQI?

---

🛠️ Optional Resources

• Detailed mock CO attainment report with graphical trends.

• Real-life CQI case studies for reference.

• Excel or Google Sheets CQI action plan templates.

---