Accreditation and Outcome Based Learning

Prof. Shyamal Kumar Das Mandal

Centre for Educational Technology
Indian Institute of Technology, Kharagpur

Lecture – 02
Challenges and Needs of 21st Century Education

(Refer Slide Time: 00:28)

So, here we discuss about Challenge and Needs of 21st century education. So, in 21st
century education system what kind of challenges as a teachers we are facing. So, let us
go through that.
(Refer Slide Time: 00:42)

First one we say how to improve student engagement. What is the problem? Most of the
cases we are seeing or we are watching as a teacher we are watching the students are not
coming in the class. Next problem is that every student says that ok, this course I can
pass just 7 day before the exam study. Even some of the courses, students say one day
before the exam study is sufficient for pass the course.

So, let us take an example of the B.Tech course if a students can claim he will pass the
exam just only for 7 days study, now think about that. If it is there is a 7 day study is only
required for pass the exam then why we go for the 4 year program. So, what should I do
that I should engage the student whole 4 years. In general education let us things to take
the Physics on us, English on us, Bengali on us.

May most of the students say oh sir before the annual exam 1 month is sufficient I will
just take the note from the teachers, and I will just I can read the note and I will pass the
exam. If this is the claim, then where is the student engagement? So, whole B.Tech
program if there is a 8 semester and every semester is only 7 day is the engagement; so, 7
into 856 days sufficient for the entire program. So, why should go for the 4 year B.Tech
program?

So, as a teacher first challenge is the how do you engage the students. Most of the cases
students says that why should I attend the class. Even I have asked many students, so the
why you are not coming in the class, your class is empty, you are not attentive to the
class. They said sir can you give me two reason, why should I attend the class. If you see
most of the cases what we will do we will come with the people ascend with the
presentation slides, we come in the class and just deliver the slides, that slides is already
available in the Google. So, why should student will be attentive.

So, as a teacher I have to think what should I do in the class, so that students are
engaged, students are required to be engaged. Most of the students says that, sir before
we attend the class we do not know what teacher will cover. So, that is why we have not
study in the hostels or in the home. After I attend the class, I found that whatever the
teacher is cover that can be achieve within 1 hour study, so I kept it for during the
semester. So, that is why we have not study in the hostels.

So, as a teacher what should I do so that students will come prepared in the class and be
attentive in or you can say the engage the students in the class. So, the most challenging
task to the 21st century education, because anything you present is available in the
Google, so why should students will be attentive. So, I have to do something else in the
class, so that student engagement is increased.

Next one, how to equip students with 21st century knowledge, skill and attitude; today
remembering the theory is not sufficient. A student who can remember the you can say
that 20 capital name is not an intelligent students. So, remembering no longer you can
say the criteria for education, they have to build their skill and their positive attitude to
solve the problem of the society. So, as a teacher what should I do in the class so not only
develop their knowledge, but also, I am not saying the knowledge means wisdom,
knowledge means only remembering facts and figures. So, that is not sufficient.

Suppose you just take an example, you just admitted in a driving school and is it
sufficient that to remember how gear work, what is posturing, what is not (Refer Time:
05:24), what is clutch, what is break, is not sufficient. Sufficient is that you have to able
to drive the car on the road, that is skill. So, remembering Schrodinger equation,
Maxwell equation and what is deep learning is not sufficient for students for learning. I
have to develop what they will able to do after knowing Schrodinger equation.

So, how to develop the skill and attitude? I will show you one figure. If you see that
there is a figure.
(Refer Slide Time: 06:04)

If you see this figure there is a two pictures, which pictures you may most of you like?
Second one. What is the philosophy of this picture? Long back if you remember that if
you know the Tagore, Tagore said that in Bengali [FL]; that means, we are carrying the
education, education is not carrying us.

That means go to the school, go to the colleges, everybody there is a lots of notes
question and there is model answer, question and there is model answer. What the
students are doing? They are only remembering the model answer giving the exam. If
you give another type of question students say, sir you have not taught this in the class.
So, are we equip the enough skill to the students? So, as a teacher what should I do, so
that that their skill has been developed not that only knowledge. Most of the cases it was
found, most of the things we have test also from the student described this, define this, I
am not saying those are not required those are required, but those are not sufficient for a
higher education program.

Let us take an example for a B.Tech students. If he only know how AC machine work, it
is not sufficient. He has to know how to design certain kinds of AC machine, not only
how AC machine work. So, the problem is we have to you have to follow a methodology
or we have to follow a teaching learning process, you have to follow a examine,
assessment process which developed or which enhanced the existing skill of the students.
Why I say that? When a student entered to the institution, what is the role of the
institution? A student had certain skill he entered in the institution, either to enhance the
existing skill and acquire new skill. So, as a institution I have to think what are the skill
they will enhance during the study and what are the skill they will acquire during the
study.

So, this is very much important that how do I develop the skill on the students. This is
not that only remembering the students will able to describe the phenomena of this kind
of property, not sufficient for B.Tech engineer. Again, I will give you a same example
take an example of driving school. If a diving school says that my objective is that to
develop the knowledge about different parts of the motor, their function and how they
work, what are the dangerous points all kinds of things, but ultimate objective is that how
you should able to drive the car on the road. So, unless we reach that objective or that
outcome the education that training is that nothing.

So, similarly if I say the education and I say the student will know the Schrodinger
equation, what do you mean by that? Knowing Schrodinger equation is not sufficient,
they have to develop the skill what kind of problem they should able to solve using
Schrodinger equation. So, any theory they should know how AC machine work is ok.
No. What do you mean by no? Are they only describe? Most of the time we have said
that ok, this is sufficient you should just write a short note on some topic. What is the
meaning?

So, in higher education not only the student’s knowledge, but also student skill is
important. I can ask the basic questions on education, if I see that why this education
system was developed. In my opinion you see the society is during the civilization a
society required different kinds of skill people. Somebody will make a cloth, somebody
will make a pot, somebody will make metal, somebody will make medicine all kinds of
things. So, different kind of skill people are required, I can say skill labor.

So, the purpose of the education is to produce those skill labor. If I not justify suppose I
becomes a civil engineer, I say I am a B.Tech civil engineer, if I am not reflecting if I do
not have the skill which will separate me from the other people in the society why
society will accept that I am a B.Tech civil engineer. I can say electronics engineer. Why
society will accept me as a electronics engineer? What skill I can demonstrate, so that
that which skill does not have other people of the society.
So, as a teacher we have to think what kind of teaching learning process, what kind of
teaching learning process and syllabus curriculum assessment, what are the that things
we should follow, so that you can ensure the students acquire certain skill. So, the
biggest challenge in that you can say the coming age because not only the knowledge is
not sufficient for the students, skill is required.

How to allow continuous improvement in curricula, incorporation of better open

educational resources, more effective teaching; many you can say the organization say
that you produce a students, which are not employable. You cover a syllabus which is
outdated. Maybe, you say that I am suppose that automobile engineering, I describe a
model in the class which is absolute in 30 years back. Many university institute say that
we have a syllabus committee to revise the syllabus after every 5 years, is it 5 year is
sufficient, is it 5 year is not enough time. Every discipline had changing regularly.

You can say the technology are changing very fast, so our curriculum must be adaptive
So, I can say how can we allow continuous improvement of the curricula. It is not that
ok, during last 5 year oh this curricula will be followed not that, every year, even if every
semester I have to change my curricula. How do we change that curriculum? Curriculum
in skill, what kind of skill I have to developed on the students.

And take an example. Suppose you teach a course on data structure and algorithm; you
may say you develop this skill industry may say this skill is not required in current
industry. So, how do you collect those feedback? How do you integrated those feedback
with your curriculum? Industry academia feedback system, many time we see that oh
there will be a works of one industry academia collaboration, some people from industry
will come and deliver a lectures, some people from industry will be part of my syllabus
committee, is it sufficient. Is it not sufficient every course every skill must be verified by
the industry? It is not force them; it should be available so that industry can tell industry
can provide the suggestion this kind of skill is not required presently you have to change
the outcome.

So, what kind of mechanism as a teacher you should follow, so that we can say that
continuous improvement in the curriculum is happening. Many time teachers are saying
ok, these resource is not available so why should I go for that. So, industry also come
forward provide collaborations with active collaboration, they will provide the resources
which is required for developing the skill, so that they can get the ready manpower. So, it
is not one lecture of industry academia collaboration, it is not somebody’s decision, it is
collective decision. So, how do you do that? That is the important issue.

Next one is how to ensure examination system reinforce the teaching and learning. That
means, if I say that examination system is only for providing marks. I can give you a
real-life example. Suppose some doctors said you analyze or examine your blood for
blood sugar, you go to the laboratory and you examine your blood sugar and it was found
the 320 is your blood sugar, is it end. If you not visited to the doctors and doctors
prescribe you medicine you take the medicine is the loop is complete.

So, you take an exam, class test you find, 80 percent students are failed. What is the
meaning? So, examination is not only provide marks to the students. So, examination
actually reinforce the teaching and learning. Meaning is that suppose I test one
assessment or I take an assessment in certain concept, I found 80 percent of the students
has not achieved that concept. What is the meaning? As a teacher what kind of feedback
I can take. Feedback is that either the concept is so tough or concept is such a way
mention is not achievable or the teaching learning process which I follow in the class is
not appropriate to develop that skill. So, that is reinforcement of the examination system
in the assessment and evolution. So, that has to be developed. How to develop that?

Next question how to ensure lifelong learning; very much important issue. Lifelong
learning; not only we have to develop the skill, but also self-learning ability or self-skill
development ability. If we go to the most of the school, I have seen it in my kids most of
the school teacher write the questions write the answer, questions and answer, what is the
self-learning ability. Students only remember oh this question this answer, this question
this answer, they never think on the subject. So, where is the self-learning ability. Most
of us not provide assignment to the students, we know the students will not solve the
assignment, they will copied from each other, I do not know do not have a time to check
all kinds all assignment of many students. But unless I provided the assignment, unless I
test them in a new situation how do we ensure their self-learning ability has been
developed.

So, what should I do in the class, so that I can claim that actually I am developing their
self-learning ability, which is essential component for teach today’s 21st century
education? Unless the students has develop their self-learning ability, he cannot learn
new things, think about it. After he pass out from your college or institute, he has to learn
by themselves, like this, whatever the lecture I have given. Actually, myself is not that
education you can say the I do not have any educational background. I am a hardcore
electronics engineer, but I develop this concept by buying own learning, so I can say that
self-learning ability of the student has to be developed.

Next one is how to teach a large class; very important issue. Most of the cases, most of
the classes class size is above 100, even my class size is 130 last semester. And what is
the main problem in large classroom? In a layman’s view, without knowing the learning
theory or learning approaches all kinds of things if I say explain what is the problem in
large classroom, the teacher does not know whoever is coming in the class, whoever
going in the how not coming in the class. Because if I take the attendance which is error
free attendance, I can say half of the time of the class will be gone.

So, attendance, taking an attendance is an issue. Second issue is that even if I take
attendance and I ensure that all students come in the class if you something you present it
in the blackboard it is a large class sitting back bench of the most the students will do
active Facebook sitting inside the class or they will do something else then the class. So,
they will be actually they are bodily present, mindly absent. So, this is a one issue.

Second issue is that if teacher teach for the first bench, then middle bench says means,
but little bit tougher side and last bench say it is above the head, so why should I attend
in the class. If I teach at teach for the middle bench, then the first bench say it is very
easy, middle bench says it is ok, but last bench again say it is above the head. So, you
should not attend the class.

Now, if I say that I will teach for the last bench, then the first bench and middle bench
will say the teacher is useless. So, what should I do in the class? Why this kind of things
is happened in the class? If you come from the learning theory part, what is the teacher
student ratio for best teaching. If I say that this is the what are the appropriate teacher
student ratio for the best teaching I can say that is 1 is to 1, your private tutor.

Why? If you see what is the problem a student’s has a his own learning style and learning
approaches and that also vary with time, topic, subject, mental condition, many thing. So,
when I teach 1 is to 1, the instructor or teacher can change an instruction style depending
on the learning style, learning approaches of the student of that time. So, I can say the
teaching is adaptive between the students and teacher that is why the best teaching has
happened.

Now, in a large class scenario what is the problem? If I have a 150 students in my class,
so different students has a different learning style and learning approaches and also that
is a function of time. So, if I take the distribution, so I found a different kinds of clusters
of learning style learning approaches. Now, what should I do as a teacher, so that I can I
whatever I am delivering, whatever are teaching, learning process I am following which
will address all those clusters.

So, I have to ensure that I am following a teaching learning process which will address
all kinds of learning style, learning approaches, present at that time in my class. That
means, I have to pay individual attention in the class. Now, 150 students what should I
do? So, at the end of the course I try to provide a solution that if you probably do this
kind of things then you can scatter to different kind of learning style and learning
approaches.

Another problem which will coming many institutional complaint multi-section class.
Suppose there is a class called engineering mechanics, there is a 10 section in one
institute. And what is the biggest complaint? Some group of students says that that
teacher is very good, that is why they have scoring that those through outs are scoring
good, why not we have attained those teacher’s class. Management says it is impossible
that teacher can only take 150 students. So, how do you accommodate 1,000 students to
that teachers. So, what is the solution to avoid this kind of problem? So, I will try to
explain that solution also in this course. That in a multi section class probably if you
follow this kind of teaching learning methods then this kind of complaint can be avoided.

So, those are the issue I have raised, and those still issue. I have not yet utter the solution
for each and individual issue. If you follow the entire course you should able to find out
the solution for each and individual issue who is averaged. So, based on the problem, so
what kind of you can say the teaching learning process that suitable for overcome this
kind of problem I brought down two slides, but elaborately I will describe during the
entire course.
(Refer Slide Time: 24:44)

So, what I said the two improve student engagement the idea is promoting self-learning,
so that within limits learner are allowed to follow their own space and learning style.
Approach is that encourage self-learning, allow the learner their own space equip student
with 21st century attitude and skill, you would like the in example UG engineering
student need to take considerably more responsibility for their own learning, then is the
case at present.

Learning to learn, communication skill, working in a group, are to be important points in

addition to domain specific knowledge. It is not only required the domain skill, but also
domain independent skill, learning to learn, communication skill, working in a group,
ethics, all are very important parameter. Continuous improvement in curricula, include
incorporating better educational resources, from industry, domain expert, through
framework, ICT framework. I can use ICT framework to do that. So, how do you do that
I will I will explain.
(Refer Slide Time: 26:07)

Next provide adequate training to the faculty member for effective teaching. Coercive
teaching, many times we said this person is a very good teacher. This is a good teacher is
by born or good teacher is by practices. So, what kind of, you can say that practice we
should need to the new teachers, so that they become say good teachers.

Train the faculty member to evaluate the student skill using more scientific approach.
Most of the cases we have not designed the question paper. Many times many
universities, so no do not give this kind of problem they will fail, but what is the purpose
for examination; to assess whether student has achieved their target or not. If it is not, I
have to take the class again. Healthy online debates on course objective, teaching
learning, strategy, evaluation, will clarify, you can say that my course is upgraded as per
the industry requirement.
(Refer Slide Time: 27:10)

So, I have make a slides that question for engineering education you can say that I have
received this question and probable answer also I have write down, what is the full set of
knowledge skill and attitude and their levels of proficiency for a students should
developed as they graduate from any institution.

So, suppose I am teaching a course I want to know this kind of things what kind of skill
set I should develop and it at what proficiency, so that this industry get the ready
manpower. So, the solution is in the form of engineering accreditation, outcome based
education, active participation of industry for defining outcome of education. If I say
why should I teach thermodynamics and what kind of skill set is required in
thermodynamics, has to define very clearly in collaboration with industry.

How to ensure that the student developed or acquire those skill? Suitable pedagogy for
achieving the define outcome. As a teaching learning process, I have to use suitable
pedagogy, so that they can every students ensure they have reach the outcome. Valid and
reliable assessment and evaluation, I will discuss more on that. Resource share by
industry, many time people who say the I if I develop this kind of simulation problem I
required this kind of software, but industry is not sharing that, but it is the industry also
has to be come forward to share those resources to the educational institute, so that they
can get the trained manpower. So, it took skill-based education I can say. So, 21st
century education is skill based education.
To develop the skill first I have to define what kind of skill is required. Next, I have to
know how to develop those skill, pedagogy or teaching learning process. Next, I have to
develop how do I test or how do I assure the student has reach the or develop this or it
was a acquire those skill, not develop that skill acquire those skill. So, that is assessment
and evaluation.

So, again, I have defined the problem, I have not yet covered the solution. So, from the
next class I try to expose those kind of solution one by one, ok.

Thank you.