National Board of Accreditation, India has become the signatories of the Washington Accord adopting outcome based education guidelines in order to impart the quality education in engineering institutes. Outcome Based education (OBE) requires thorough assessment and evaluation of the students individually, with special focus on the overall development of the students. OBE is based more on student centric learning and less on the role of a faculty or the content part (taught) which requires modifications at grass root level in the University teaching learning scheme. It demands a transition of a lecturer into a facilitator. It also requires a paradigm shift in teaching learning process in engineering education (EE) system as OBE focuses more on development of all the three learning domains, contradictory to the traditional teaching learning process which focuses more on development of the cognitive domain and psychomotor domain only. According to the World Bank Report, the modern volatile and complex world demands from the engineers the core employability skills like critical thinking, problem solving, creativity and innovation, collaboration skill, communication skill which must be developed and honed during the course tenure so that they could become competent global engineers. This paper brings forth the out of box thinking and implementation concept of the OBE for UG program, through activity based students' engagement, specially designed activity to achieve Programme Educational Outcomes (PEOs), Programme Outcomes ( POs) and Course Learning Outcomes (CLOs). It intends to solve the problem of large classes through the implementation of the FLIP classroom model. A six month activity based teaching learning model had been adopted for different streams, involving more than 1500 engineering students. The outcome/s achieved by each activity had been termed as Activity Outcomes (AOs). This paper discusses the problems encountered during the implementation of OBE frame work for large class in context with Indian environment and also strives to provide some methods to implement activity based learning to achieve desirable outcomes.
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机译：印度国家认证委员会（National Board of Accreditation）已成为华盛顿协议的签署国，该协议采用基于结果的教育指南，以便向工程学院传授高质量的教育。基于结果的教育（OBE）需要对学生进行单独的全面评估和评估，特别关注学生的整体发展。 OBE更多地基于以学生为中心的学习，而较少基于教师或内容部分（教课）的作用，而这需要在大学教学学习计划的基层进行修改。它要求将讲师转变为主持人。这也需要工程教育（EE）系统中的教学学习过程发生范式转变，因为OBE更加关注所有三个学习领域的发展，而与传统的教学学习过程相反，传统的教学学习过程仅关注认知领域和心理运动领域的发展。 。根据世界银行的报告，现代多变和复杂的世界要求工程师掌握核心的就业技能，例如批判性思维，解决问题的能力，创造力和创新能力，协作能力，沟通能力，在任职期间必须加以发展和磨练，以便他们可以成为称职的全球工程师。本文通过基于活动的学生参与度，为实现计划教育成果（PEO），计划成果（PO）和课程学习成果（CLO）而特别设计的活动，提出了针对UG计划的OBE的即开即用的思维和实施概念。 。它旨在通过实施FLIP课堂模型来解决大班教学的问题。针对不同的流派，采用了基于活动的六个月的教学学习模型，涉及1500多名工程专业学生。各项活动取得的成果被称为活动成果（AO）。本文讨论了在印度环境下针对大型班级实施OBE框架时遇到的问题，并努力提供一些方法来实施基于活动的学习以取得理想的结果。
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