Outcome-Based Education (OBE) Curriculum Design
Towards the Paradigm Shift of KKU Education Transformation
Introduction: Why Do We Need to Talk About Outcome-Based Education Today?
The 21st-century world is facing rapid and disruptive changes in every dimension, from advancements in Artificial Intelligence (AI) to an aging society and unprecedented new challenges. Higher education can no longer remain static with the traditional teaching paradigm, which focuses on "transmitting knowledge" from instructor to student.
Khon Kaen University, under its "KKU Transformation" strategy, has declared a clear intention to transition towards a "Learning Paradigm." This aligns with the university's educational philosophy, which aims to produce graduates equipped with Knowledge & Skills (Wittaya), Ethics & Characters (Jariya), and Wisdom (Panya). The cornerstone of this transformation is an educational design that begins with the "end in mind"—defining what we want our graduates to be and what they should be able to do upon graduation. This concept is the very essence of Outcome-Based Education (OBE).
This article, therefore, aims to serve as a guide for Khon Kaen University's academic staff to understand the concepts, processes, and essential tools of OBE curriculum design. Together, we can drive the creation of a new generation of graduates who are ready for the future and capable of enhancing the nation's competitiveness sustainably.
What is OBE? How Does It Differ from the Traditional Approach?
Outcome-Based Education (OBE) is an educational design paradigm that prioritizes "Learning Outcomes." In other words, it is a philosophy of "beginning with the end in mind." Instead of starting by defining the "content" to be taught, we first ask the question: "At the end of the learning process, what will the learners be able to do?"
Comparison of Educational Paradigms
| Dimension | Traditional Paradigm (Input-Based) | OBE Paradigm (Outcome-Based) |
|---|---|---|
| Starting Point | Course Content/Input | Expected Learning Outcomes |
| Focus | Teacher-Centered | Student-Centered |
| Instructor's Role | Transmitter of knowledge | Designer of learning experiences, Facilitator |
| Assessment | Focuses on assessing knowledge recall (Assessment of Learning) | Focuses on assessing the ability to perform (Assessment for Learning) |
| Success Metric | Completion of accumulated credit hours | Demonstration of achieving defined learning outcomes |
The OBE approach is directly in line with national (TQF) and international quality assurance standards, such as the AUN-QA (ASEAN University Network Quality Assurance) criteria, which Khon Kaen University adheres to for its program quality assurance.
The OBE Curriculum Design Cycle
Designing an OBE curriculum is not merely about revising course syllabi; it is a systematic and interconnected process. It revolves around a four-step cycle based on John Biggs's principle of Constructive Alignment, which means that teaching/learning activities and assessment tasks are creatively designed to be consistent with, and supportive of, the intended learning outcomes.
Step 1: Defining Expected Learning Outcomes (ELOs)
This is the most critical step, as the ELOs act as the "North Star" guiding every component of the curriculum. ELOs must be defined at two levels:
- Program Learning Outcomes (PLOs): These describe what graduates of the program will be able to do upon completion. Good PLOs must reflect the needs of internal and external stakeholders.
- Course Learning Outcomes (CLOs): These describe what students will be able to do at the end of a specific course. The CLOs of all courses must collectively contribute to the achievement of the PLOs.
The principle of writing good ELOs: Use action verbs that denote observable and measurable behaviors, often guided by a learning taxonomy like Bloom's Taxonomy, to specify the desired level of competency.
Step 2: Structuring Content through Curriculum Mapping
Once PLOs and CLOs are established, the next step is to create a "Curriculum Map." This map visually demonstrates which courses are responsible for developing which PLOs, and to what extent (e.g., I = Introduced, R = Reinforced, M = Mastered).
Example of a Curriculum Map
| Course | PLO1: Analytical Thinking | PLO2: Communication | PLO3: Teamwork |
|---|---|---|---|
| Course 101 | I | I | |
| Course 201 | R | R | I |
| Course 301 | M | R | R |
| Course 401 (Project) | M | M | M |
Step 3: Designing Teaching and Learning Activities (TLAs)
TLAs must be designed to give students practice in doing what the ELOs require. If an ELO is to "solve problems," then the TLA must provide opportunities for students to actually practice problem-solving. This approach aligns with KKU's philosophy of shifting from passive lectures to more Active Learning, such as Problem-Based Learning, Project-Based Learning, or Flipped Classroom.
Step 4: Designing Assessment
In an OBE system, assessment is the process of "gathering evidence" to determine whether students have achieved the stated ELOs. Crucially, this involves a shift from "Assessment of Learning" (to assign a grade) to "Assessment for Learning" (to improve learning), as emphasized in KKU's philosophy. This means providing timely and constructive feedback. A key tool for this is the Rubric, a detailed scoring guide that makes assessment criteria transparent and fair.
Conclusion
Outcome-Based Education is not an educational "trend"; it is a fundamental paradigm essential for building a learning ecosystem that meets the demands of the modern world. It is a journey that Khon Kaen University has already begun, and its success depends on the collaboration of all academic staff. By shifting our roles from "lecturers" to "learning designers," we can collectively produce graduates who possess Knowledge, Ethics, and Wisdom, ready to dedicate themselves to the betterment of society.