dublin descriptors

7/28/2019 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

dublin descriptors

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