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On the Chaoxing and Zhihuishu course platforms, there are application sections based on the OBE concept for knowledge graphs. Chaoxing refers to it as the target map, while Zhihuishu calls it OBE teaching management. Both are forms of application that measure, evaluate, and provide feedback on the achievement of course objectives under the guidance of the OBE concept. They serve well for current review assessments and professional certification work. The main distinction from subject knowledge graphs is that it is planned and designed based on professional construction rather than subject construction. This short article focuses on several important aspects that need attention when constructing target maps, some of which are challenges while others are key points.
1. Set Target Maps or OBE Course Management Based on OBE Course Syllabus
In current review assessments and professional certifications, courses are required to use the OBE course syllabus as the core material for course operation. There are no unified formal requirements for the OBE course syllabus, but they all demonstrate the relationship between course sub-objectives and graduation requirements, the relationship between course sub-objectives and evaluation schemes, the relationship between unit teaching objectives and course sub-objectives, and the relationship between unit teaching objectives and teaching content, teaching methods, and teaching evaluations. Currently, the construction of target maps on the Chaoxing and Zhihuishu platforms directly associates course sub-objectives with corresponding knowledge nodes. This information is clearly planned and designed in the OBE course syllabus. We only need to identify the parts suitable for online presentation for construction.
2. Substantially Implement the OBE Concept
The OBE educational philosophy is a systematic thinking method that comprehensively implements a student-centered talent cultivation concept through a production-oriented engineering technical route, constructing a quality assurance closed loop of “purpose – means – evaluation – improvement” at different levels of talent cultivation. Therefore, even if a target map is constructed for just one course, it still needs to be systematically planned and designed within the framework of the entire talent cultivation program. Furthermore, when the core courses in the talent cultivation program have completed their target maps, integrating them forms what is referred to as the “professional knowledge graph.” As discussed in the previous WeChat post about the types of knowledge graphs, the construction of professional knowledge graphs can provide a richer imaginative space for talent cultivation. It is evident that the construction of target maps lays the foundation and prepares for the construction of professional knowledge graphs.
3. Attention to Target Decomposition
The work of constructing target maps or OBE teaching management manifests at the individual course level by establishing the relationship between knowledge points and course sub-objectives. In practical applications, it evaluates the achievement of each course sub-objective through the statistics and calculations of relevant attributes on knowledge points. First, it should be noted that target maps are best planned based on the subject knowledge graph. This is because the knowledge nodes of the subject knowledge graph are associated with attributes that evaluate the learning effectiveness of knowledge nodes (test questions, assignments, exams, etc.), and in application, directly summarizing and counting the evaluation attributes related to each sub-objective can assess the achievement situation. Secondly, course sub-objectives often involve components of knowledge, skills, and qualities (including ideological and political education), while target maps are more adept at measuring and evaluating knowledge and skills-related objectives. This means that target maps may not fully reflect all the relevant connotations of course sub-objectives, and appropriate selection is needed during the decomposition process. Those objectives that cannot be constructed in the map are almost always difficult to measure because they struggle to establish connections with knowledge nodes and course sub-objectives. In real practice, participation in offline teaching activities is often required to evaluate the achievement of relevant objectives based on students’ actual performance.
4. Application of Target Maps
Both students and teachers can use target maps to meet some learning, teaching, and management needs. The core value of target maps for students lies in timely understanding the achievement of course objective requirements, as course assessments are based on these objectives. This information not only facilitates self-assessment but also provides students with a reference for coping with assessments. For teachers, target maps are more about the statistics, observation, and analysis of the achievement of course sub-objectives. With the support of platform technology, it is possible to understand the overall situation of the class in real time, as well as the individual situations of students. In the process dimension, targeted adjustments can be made to teaching support, while in the result dimension, the calculation of course sub-objective achievement can inform planning for the next round of teaching. For management personnel, it allows for a comprehensive assessment and understanding of the construction situation of courses or even the entire major, thereby empowering teaching services and management work. Overall, target maps are constructed based on subject knowledge graphs and need to be used in conjunction with them. Compared to subject knowledge graphs, target maps are primarily used at the macro level of courses, with the core function being teaching evaluation.
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