OBE Oriented Constructing Method of Educational Knowledge Graph for Automatic Control Discipline

Introduction. The concept of outcomes-based education (OBE) was first put forward in 1981 by the educator W. Spady, and has been widely valued and applied in a rapid speed. During the next 10 years, OBE has formed a relatively complete theoretical system and became the mainstream ideas of national education reform in the United States, Britain, Canada and other counties. At present, the technology and tools of OBE, despite the criticism, remain relevant for the development and optimisation of the humanities education system.The aim of the present research is to study and analyse the theory of OBE and the practice on the application of pedagogical principles for modernisation of the humanities education in China.Results and scientific novelty. Chinese education certification system has made notable progress in recent years. More universities and colleges are pursuing a quality improvement strategy focused on three main components – learning outcomes, student personality and continuous improvement. OBE establishes the same priorities; OBE is considered as a special type of effective pedagogical design. The features of this model implementation are briefly described – the structure of the training process, its stages and characteristics. The opportunities for improving humanities education based on OBE framework were considered. The OBE operates within the framework of the following core issues: the things students learn and the extent of student success, not the manner of learning; the place, the time of learning and the duration of training.OBE process implies ultimate involvement of students’ individual cognitive abilities to master competencies, which help adapt to future life. The knowledge of actual material (content of the programme) is not the key element of the education process, but the skills of knowledge application are important when solving specific tasks. The curricula, educational process, its methods, tools are adjusted, rebuilt and replaced if they do not contribute to the development of such skills, e. g. the results of the training determine its system and act not as a goal, but as a means of achieving it. The structure of results manages all educational activities, and their evaluation is carried out according to clear initially defined criteria, combined with flexible personalised requirements in order to get students to fully self-realise personal potential during a training course. To improve the initial design of curriculum, it is necessary to provide constant feedback “student-teacher”. The teacher has to organise and focus the learning process to give each student confidence in the acquired experience and to guarantee his or her success in further professional activities and life in general.Practical significance. The OBE concept fully complies with the needs and demands of modern society and modern people – it is no coincidence that such training has become one of the most popular forms of education in many countries, including the field of the humanities education in China. The present research leads to the conclusion that in the humanities field, notably in the teaching of foreign languages, a significant improvement in the quality of training of students can be achieved through the use of OBE teaching tools. In this model of training, practice is more important than theory. Moreover, this model assumes understanding to be more valuable than memory; the traditional “cramming” of educational information by students can be completely excluded; also, such model provides an opportunity to establish a continuous productive dialogue between the participants of educational process and to transform a classroom into a laboratory. The student becomes an active, self-motivated and responsible actor of his or her own individual educational trajectory, not a passive consumer of information, and the teacher – active assistant and coordinator of education.

Outcome-based education (OBE) is the buzzword these days in the education field which boosts students’ creativity through their active engagement in learning course contents. Their participatory learning in the OBE model is well supported by making them aware of learning goals and course outcomes. Due to this, the students develop themselves nicely in their working surroundings along with peers. This helps develop their interpersonal skills along with improving academic performance. This paper primarily outlines the implementation of a few key standards of OBE in teaching-learning of two fundamental courses in Electronics and Telecommunication Engineering. It then covers how OBE, and its consequences demand paradigm shifts in instructional design and evaluation practices. The discussion on OBE for courses on Digital Communication and Digital Signal Processing is explored with Program-Outcomes (POs), Program-Specific-Outcomes (PSOs), besides Course-Outcomes (COs). Analysis of POs along with COs attainment for these two courses reflects the importance of the OBE framework. The inclusion of engineering pedagogy and active learning strategies in this framework leads to enhancing students’ creativity leading to their growth in their professional careers. Keywords— Outcome-based evaluation (OBE), Course- Outcomes (COs), Program-Outcomes (POs), Program-Specific- Outcomes (PSOs), Performance Indicators (PIs)

This work is devoted to one of the key problems of existing Russian education: creating conditions for access to education for children with limited health capacities (LHC) and disabilities. The authors analyze in details the issues of determination and development of special (personnel, program and methodical, material and technical, organizational) conditions in educational entities of various levels of learning. The monitoring results of readiness of managerial and pedagogical teams of schools and colleges for inclusive education are presented. The monitoring was performed in schools of Moscow and vocational educational entities (colleges) implementing the programs of training qualified workers, officers, and experts of middle level in ten subjects of the Russian Federation. The following methods were applied during the monitoring: questionaries, surveys for heads of educational entities, subject teachers, supporting specialists, teachers, foremen of vocational training and parents of trainees with LHC and disabilities. According to the monitoring results, the conclusions have been made and key problems have been determined regarding provision of the educational entities with specialists skilled in professional competences in the field of inclusive education. In addition, staff deficits have been revealed in each educational entity and trends of development have been described regarding development of managerial and pedagogical teams concerning organization and implementation of inclusive education.

Education field is facing new numerous challenges to cope with the dynamic demands of the industry. In this direction teaching and learning process framework has undergone rigorous rethink. The development of a new way of learning strategy called outcome based education (OBE) is the rapid transformation made in the modern field today. The need for reformation was identified and the opportunities are highly stretched with huge expectations. The paper discusses the reasons and results for transformations of outcome based education and describe the process of using blooms taxonomy as a tool for educator in assessing and enhancing the one’s ability to learn with respect to the set learning objectives.

With the gradual development and penetration of contemporary information technology in the field of education, the teaching mode of linear algebra courses is changing rapidly. In recent years, Outcome Based Education (OBE), as an advanced teaching model, has been increasingly accepted by many universities and implemented in the teaching reform and practice of linear algebra courses. This paper, based on the OBE educational concept and combined with the current teaching situation of linear algebra, proposes innovative teaching suggestions for ideological education in the linear algebra course group, aiming to improve the ideological education teaching system of Linear Algebra course groups under the OBE educational concept.

Evaluation is an essential process for the measurement of transformation that a student attains after a teaching learning process. Outcome-based education (OBE) in academics especially in the field of engineering is an accepted philosophy in recent years. The OBE system departs from the traditional method where assessment of students is based only on grades and/or ranks. Output has been the traditional measurement criterion in education field, which does not address the level of transformation in the learner, whereas outcome is the measurement of level of achievement showing the transformation. Assessment tools are required for the measurement of outcome. These tools could be direct tools for direct assessment or indirect tools for indirect assessment. An assessment can be a formative assessment or summative assessment. Learning is complete only if transformation is observable in all the vital aspects of attitude, skill, and knowledge. It is widely accepted that all these aspects can be measured in OBE.

From the late 1980s, when an apparently long-lasting and difficult process of democratisation and humanisation of life began, people increasingly expected to see deep transformations occur, that would be relevant to their ambitions and aspirations. In the field of education, there were some efforts aimed at rendering schools – together with the various processes and pedagogical relations they involve – more communal. Two conceptions were formed: namely, that of giving them autonomy, and that of establishing relations of communality between what are, in effect, two educational entities – the school itself, and the family. In this context, both in the educational theory and in practice, there reappear certain tendencies towards the transformation of the model of family and school relations. But the model still suffers from imperfections and defects. These tendencies are accompanied by an awareness that, in the attempt to create new, democratized and humanized family and school relations, it is necessary not only to regard contemporary times critically, but also to combine in an effective manner the various threads pertaining to the historical development of these relations that were lost during the interwar period. Research into the history of pedagogical thought and work is significant not only in terms of broadening our knowledge about the past, but also because it may contribute to more effectively resolving contemporary pedagogical problems – not only through imitation, but also thanks to a more mature and comprehensive approach to reflection. Driven by this conviction, an answer was sought to the question to what extent the issue of relations between family and school was present in the history of Polish pedagogy, and what demands and solutions were suggested and applied in this field. In Poland of the interwar period, there were numerous initiatives aimed at enhancing the development of relations between family and school. There was a noticeable increase in the activities of nation-wide and local family associations. Family and school became closer than ever before. In particular, the scope of the various forms taken by their cooperation expanded. The outbreak of World War II changed things dramatically. In the first years after its end, it became clear that this development was impossible to continue. The new social and institutional system determined a different model of relations. These relations were subjected to ideologization and politicization. They came under a centralized school-system authority, administered by educational politicians and subordinated to the regulations of the new educational law. Although certainly an unequal partner of schools, in the first decade of the Polish People’s Republic families proved themselves capable of constituting an environment immune to indoctrination and manipulation. That is why the pedagogical value of the family can be seen as once more furnishing us with an opportunity “to weave the threads of cooperation torn after the war”.

Outcome based education is a buzzword in all fields of technical education specifically in engineering education. We talk of active , cooperative and collaborative learning to achieve the desired outcomes and to make the students learn because the faculty is teaching , but are the students learning ? This a critical question to ponder upon as the learning style of the students have a big impact on the way they perceive and learn. An analysis of their learning styles is definitely going to improve the engineering education. The present study aims to assess the learning style of undergraduate students in engineering by using Felder's and Solomon's Learning style index so as to accommodate the streamlining of pedagogy in classroom teaching.

Modernisation in higher education is one of the major objectives to meet the universal challenges and provide higher knowledge-based and sustainable development levels. It is decisive to encourage the quality of teaching and innovative pedagogy. Technological advancement has led to the development of many efficient methods for innovative pedagogies in the field of education. Engineering education is built on a new-fangled standard in which engineering is to be practiced with technical expertise as well as social responsibility. The teaching fraternity has incorporated a lot of teaching strategies for changing teacher-centric education to learner-centric education. This paper aims to present the aspects of the teaching–learning process, teaching pedagogy and curricular approaches of engineering pedagogy and study the teaching strategies followed by engineering teachers. To study the different teaching strategies followed by teachers in engineering education, an online survey on teaching strategies was conducted for the engineering teaching fraternity all over India. The survey depicts that there is a change in the teaching and learning process from teacher-centric education to learner-centric education. Almost 80%–90% of the teachers follow student-centric teaching by using different tools and strategies, which in turn results in outcome-based education. Keywords: Engineering education, learning, learner-centric, outcome-based education, pedagogy, teaching, teaching strategies.

With the deepening of global education reform, the concept of outcome based education (OBE) has gradually become an important guide in the field of higher education. Based on the OBE education concept and in the context of the development of digital intelligence, this paper explores the teaching of Internet Finance in vocational colleges in a “student-centered, results oriented” way. The teachers should try teaching reform from the three aspects of teaching objectives, teaching content and evaluation system, so that the Internet Finance course in vocational colleges can be upgraded from a course providing a brief introduction to professional Frontiers to an important carrier that can truly cultivate high-quality technical and skilled talents.

The concept of Outcome-Based Education (OBE) has become a paradigm shift in the field of education by placing a strong emphasis on student accomplishment and measurable learning outcomes. This study undertakes a thorough investigation of OBE practices and concepts, exploring its impact on pedagogical techniques, implementation strategies, and theoretical underpinnings. The paper tackles the essential elements of OBE, such as curriculum design, evaluation techniques, and the alignment of educational objectives with societal demands, by synthesizing recent literature and case experiences. In addition, the research critically analyzes obstacles and possible remedies related to OBE adoption, taking into account various educational environments. This thorough analysis fosters a deeper knowledge of OBE's implications for reshaping education by providing educators, policymakers, and academics with important insights into the complex environment of OBE.

Enhancing the quality of education through focusing on the outcomes of the educational process is an increasingly highlighted area in the field of education. Outcome-based education (OBE) has been considered as the best approach to enhance the quality of education, and it is implementing inserted of traditional teacher-centered content-based education approach in most educational reforms. Also, there are research findings about this change in the literature. It is important to explore challenges and recommendations for OBE implementation especially for ‘those who are struggling with the same challenges’ and ‘who are planning for the same reforms.’ The purpose of this study is to discuss challenges and recommendations for OBE implementation in previous literature. The ‘conceptual content analyses’ on phenomenological and case study-based recent research publications were conducted. PRISMA article selection process was employed to identify suitable research papers. Twelve research papers published in the last ten years fulfilled all inclusion criteria. These research papers were selected from ‘Google Scholar’, Emerald Insight’ and ‘SAGE’ databases. Findings in both, challenges and recommendations were compiled under four categories. The first three categories: ‘defining intended learning outcomes’, ‘deciding teaching-learning activities’, and ‘student assessment’ were derived from the theory of constructive alignment. All other challenges and recommendations were discussed in the last category, ‘general’. However, there are more improvements with the OBE. However, it should not be considered as a magic solution for all issues and should be implemented carefully because there are no chances to learn through mistakes in educational reforms.

YEARS AGO, my feisty mother-in-law, known as Mamacita for her tireless work for the poor in the Rio Grande Valley, was indignant about the local school's treatment of little Roberto, who lived next door. His grandmother climbed into a van before dawn every morning to go to work in the fields so her grandchildren could get ahead in this country. She never learned English, and Roberto had problems with the language. But he was a smart child. Unfortunately, he learned very little in school because he drifted listlessly through special education classes. It was the wrong place for Roberto. By describing Roberto's plight, I am offering some anecdotal input to a major federal policy debate looming on the horizon. And with this issue, anecdotes often override facts, so much so that policy makers are led to choose between the most egregious and heartbreaking examples of wrongs in their quest to decisions about the field of special education. On one hand, advocates for special education students accuse callous school officials of abridging the rights of children with disabilities by holding them to very low expectations, isolating them, filling the special education classes with students whom regular classroom teachers don't have the skills to teach, or being more concerned about discipline than about learning. Vying with these arguments are those from school officials. They add up the ever-growing costs of educating children with disabilities, which judges do not consider in their decisions. These school officials must deal with strong parent advocacy that often skews the original purposes of state and federal laws, and they contend that they are doing the right thing by placing students with problems wherever the resources can be found to serve them. Statistics, like anecdotes, can be bent to suit any argument, and both advocates and critics of special education are hard at work. Critics note that the number of children eligible for special education and special accommodations increased 65% between 1977 and 2000, partly as a result of pressure to expand the definition of those eligible for services. According to a spokesperson for the Council for Exceptional Children, most of these students make great strides, and their high school graduation rate has increased 30% in the last 10 years. During the same period, their college attendance rate has doubled. Since the 1975 passage of the first federal law guaranteeing the rights of students with disabilities - the Education for All Handicapped Children Act - there has been an enormous shift in identified problems, from predominantly speech problems to specific disabilities. The latter category jumped from 22% of those served in 1977 to 46% in 2000. However, because the definitions are so vague and so various, who gets labeled as learning depends partly on where a student lives. According to one expert, about 80% of all students in the country could be considered disabled under some of the definitions being used. These and many related issues will surely be raised this year as Congress takes up the reauthorization of the Individuals with Disabilities Education Act (IDEA). The process of reauthorizing federal laws governing the education of students with disabilities is always a difficult one because the defenders of the laws include parents and researchers who are more powerful and better organized than those who lined up behind Title I when it came up for reauthorization. In 1997 administrators and advocates battled over disciplinary policies and completely overshadowed the reauthorization's emphasis on including students served by IDEA under standards-based reforms. Consequently, many teachers and administrators have paid little attention to the matter of where these students fit into the standards-based reforms being played out in the states (other than to increase even more the number of children receiving IDEA services who are excused from state assessments). …

Information technology applications become more extensive in the field of education; its impact has become increasingly in-depth.” Information-based practice" teaching model has generally been accepted by the education sector, case teaching as imported goods in China university education, experiencing similar "formalism” the practical application of results is not significant. Due to lack of experience of education to students of cognitive development theory, information technology applications can only play a supplementary role. Nash equilibrium concerns the performance and efficiency of information transmission from the "education Ontology" departure, which makes the convergence of information characterized by a large amount of case study result can be measured and improved from the application of information technology point of view.

With the development of educational informatization, a large amount of data has been generated in the field of education through various platforms, which prompted research on educational big data among numerous researchers. The quasi-experimental research method has certain controllability. This study adopts the method of quasi-experimental research to conduct a semester of educational big data visualization experiments teaching students through the learning platform. The purpose is to explore the impact of educational big data visualization on students’ learning initiatives. Participants were divided into two different groups, namely an experimental group (52 people) and a control group (40 people) for a 4-month teaching experiment from February 2023 to June 2023. The results indicated that there was no significant difference in the mean value of the learning initiative between these two groups. However, the results for the pre-and post-tests showed one stronger effect on the experimental group and much less compared to the control group. The size effect of the experimental group was 0.314, but the control group was only 0.167. This means that the effect has been stronger for the experimental group than for the control group.