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Outcome Based Learning

Seer programs focus on developing meta-cognitive knowledge in its students rather than gathering factual knowledge. Seer has applied Two Dimensional Bloom’s Taxonomy (2DBT), which evaluates the extent to which our programs allow students to achieve their goals.
In his famous book “7 habits of Highly Effective People” Stephen Covey mentioned one of the habits as “Begin with the End in Mind”. Seer exactly follows it and therefore, before designing a program, its learning outcomes are articulated. To articulate the learning outcomes, job proficiencies are defined. It requires active involvement of the industry. Once the learning outcomes & job proficiencies are articulated, program design along with the curriculum is developed.
After defining the learning, it is absolutely critical to measure the outcomes. Or in other words, we need to measure if the program that we have designed will achieve the learning outcomes.
To measure the learning outcomes, Seer is proud to implement Two Dimensional Bloom’s Taxonomy (2DBT) to engineering education. It is an extremely simple yet powerful technique to keep the focus on the outcomes of the program. It helps in measuring the outcomes of a learning program. It also works as a guideline for instructors for creating the assignments/labs. An assignment is mapped to the below matrix in terms of which cognitive learning process is being used and which knowledge dimension is used to solve the problem. Ideally, as the course progresses, the matrix should be completely filled. Ideally, for a course, the lower right corner of the below table should have more labs/assignments/project in comparison to the top left corner.

Knowledge Cognitive Process of Learning
Remember Understand Apply Analyze Evaluate Create
Factual
Knowledge
Conceptual
Knowledge
 
Procedural
Knowledge
   
Meta cognitive
Knowledge
 

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