Download - Dublin descriptors
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Quality Assurance Netherlands Universities
Dublin descriptors
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Three perspectives
Domain (informatics, chemistry, law, etc.). Level (short, first, second cycle)
Orientation (research, applied, professional)
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How to?
How to define the domain and come to domain specificrequirements -> ? We have talked about this yesterday.
How to make sure the intended learning outcomes fit in theright level? -> National Qualification Frameworks and Dublindescriptors
How to be sure the intended learning outcomes have the rightorientation?
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Topics to address
Agreed is to address the following topics in intended learningoutcomes:
Knowledge Application of knowledge Judgement Communication
Learning skills
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qualifications
Qualifications that signify compleation of the cycle areawarded to students who:
We will walk through the descriptors to illustrate what thedifferences are
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Knowledge
short cycle: have demonstrated knowledge and understanding in a field of
study that builds upon general secondary education and is
typically at a level supported by advanced textbooks; suchknowledge provides an underpinning for a field of work or vocation, personal development, and further studies tocomplete the first cycle;
first cycle:
have demonstrated knowledge and understanding in a field of study that builds upon and their general secondary education,and is typically at a level that, whilst supported by advancedtextbooks, includes some aspects that will be informed byknowledge of the forefront of their field of study;
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Knowledge
first cycle: have demonstrated knowledge and understanding in a field of
study that builds upon and their general secondary education,
and is typically at a level that, whilst supported by advancedtextbooks, includes some aspects that will be informed byknowledge of the forefront of their field of study;
second cycle: have demonstrated knowledge and understanding that is
founded upon and extends and/or enhances that typicallyassociated with Bachelors level, and that provides a basis or opportunity for originality in developing and/or applying ideas,often within a research context;
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application
Short cycle can apply their knowledge and understanding in occupational
contexts;
First cycle :can apply their knowledge and understanding in a manner that indicates a professional approach to their work or vocation, and have competences typically demonstratedthrough devising and sustaining arguments and solvingproblems within their field of study;
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application
First cycle: can apply their knowledge and understanding in a manner
that indicates a professional approach to their work or vocation, and have competences typically demonstratedthrough devising and sustaining arguments and solvingproblems within their field of study;
Second cycle can apply their knowledge and understanding, and problem
solving abilities in new or unfamiliar environments withinbroader (or multidisciplinary) contexts related to their field of study;
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Judgement
Short cycle : have the ability to identify and use data to formulate
responses to well-defined concrete and abstract problems;
First cyclehave the ability to gather and interpret relevant data (usuallywithin their field of study) to inform judgements that includereflection on relevant social, scientific or ethical issues
Second cyclehave the ability to integrate knowledge and handle complexity,and formulate judgements with incomplete or limitedinformation, reflecting on social and ethical responsibilitieslinked to their knowledge
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Communication
Short cycle can communicate about their understanding, skills and
activities, with peers, supervisors and clients;
First cycle Can communicate information, ideas, problems and solutions
to both specialist and non-specialist audiencesSecond cycle
Can communicate their conclusions, and the knowledge andrationale underpinning these, to specialist and non specialistaudiences
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Learning skills
Short cycle have the learning skills to undertake further studies with some
autonomy.
First cycle have developed those learning skills that are necessary for
them to continue to undertake further study with a high degreeof autonomy.
Second cyclehave the learning skills to allow them to continue to study in amanner that may be largely self-directed or autonomous
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Summary of differences
Knowledge builds on the previous cycle:- From advanced textbooks in the first cycle, via textbook plus to
originality and research context
ApplicationFrom applying in an occupational context, via competences in
devising and sustaining arguments and solving problems to
application and problem solving in new environments
JudgementIdentify-> interpret-> integrate
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summarizing
Communicateinformation -> solutions -> own conclusions
Learning skillslevel of autonomy
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DD
So far about Dublin descriptors
They can be used as tools to check whether the level of the
intended learning outcomes is right and fits into the NQF
More tools and theory in the next presentation
Some words about orientation
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Orientation
ResearchTechnical
Design AppliedProfessional
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orientation
In the Netherlands there is a difference between broad researchoriented universities, technical oriented universities anduniversities of applied sciences or higher professionaleducation.
The orientation of the programmes and therefore the intendedlearning outcomes are also differing.
Some research university programmes however are alsoeducating for a profession e.g. medical doctors, dentistry.
These programmes and therefore their learning outcomes arenext to the research orientation also professionally oriented.
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Any questions?
Example of research orientation in the first cycle:-The graduate is able to design and conduct under
supervision an elementary scientific study;
Example of professional orientation in the first cycle:- The graduate has the competences to design, plan
and implement a project for an IT company;
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Assignment
On the basis of the description of the Course Management andInformation Systems formulate four learning outcomes usingthe description .
Apply what has been learned about domain specificrequirements, orientation, Dublin Descriptors and the Bloomstaxonomy.
Write it down on the poster