workshop 1 writing learning outcomes
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Workshop 1Writing Learning Outcomes
Training Seminar Bologna ExpertsMadrid
June 30th - July 1st 2008
Introductory Questions Do we need this workshop? Why can´t we write learning outcomes right
away? What is really different? Just rhetorics – or?
Who are we in here? Let´s introduce ourselves
Why do we meet? What are our expectations?
Is the objective of the session suitable, acceptable, feasible, sustainable?
Introductory Questions What kind of material could help? Would a case study help at this time?
Which information do we require about a case?
Possible Examples National Framework Sectoral Framework Institutional Framework Module description
Session 1
From the identification of social and employability needs to profile
definitions
Tuning
Profile (of a degree programme)Developed from awareness of social needsOutcomes of consultation process of stakeholdersDiversity based on institutional strengthsIn dialogue with European reference pointsDescribed in competences and learning outcomes
The StrategicPosition
Europeanisation(Internationalisation)
of curriculum
The EnvironmentBologna Declaration
EU +46 Countries
Expectations and PurposesStakeholders:Action Lines
Do it right first time Resources and competencesEuropean diversity of Structures, processes,OutcomesEU-Programmes…
Strategic Choices
Implementation
The Environment
Macro-Environment: PESTEL
Industry: Porter´s Five Forces
Markets: geographic / product
HE institution: SWOT
PESTEL Political governments withdraw Economic globalisation – skill shortage Social LLL – continuous
updating Technological job enrichment, new
jobs (cutting across) Ecological awareness – new industries Legal federalism – fragmentation?
Porter´s Five Forces• Industry: education and training
CompetitorsHE institutions
ApprenticeshipsForeign HEI
SuppliersFormal Informal
non-formal education
BuyersIndustryHigher
education
SubstitutesCorporate universities
Barriers to entryLegal permission
Accreditation
Markets
In geographic terms DAAD
Brasilia, Jordan, Mexico, Namibia, Russia, Singapore, South Africa, Turkey, Vietnam
What does this mean? EU
Through their programmes – not only of the General Directorate Education and Culture: the world
In product terms Bologna
Overarching European Qualification Framework National Frameworks Third countries (Asia, South America, Australia, Africa…)
Individual Institution Their interpretation of the Qualification Framework / Profile
SWOTEuropean higher education institutions: Strengths
Grants, living costs Variety of cultures….
Weaknesses Not one language (EAIE experience) No transparency
Seen in the light of the analyses of the environment, expectations and purposes
to arrive at Opportunities and Threats
Critical Success Factors
Unique resources? European diversity European QA European QFW
Core competences? Mobility Joint development of curricula Academic recognition
Bologna DeclarationBrugges / Copenhagen Process
ECTS/ ECVETDiploma SupplementInformation PackagesLearning Agreements
Strategic Choices
Strategic Choices
Institutional level
Departmental level
Development-Directions and
Methods
The strategticposition
Implementation
Scenario• Highest impact
1. EHEA2. Quality Assurance3. Qualification Framework4. Academic Recognition5. Credits6. LLL7. Governance8. Market9. WTO – education is a public good?10.Education and training merge11.Australia / US will penetrate the European market12.Increasing concentration of suppliers13.Increasing power of HE institutions of various type14.Substitutes: corporate universities15.The growth of education and training in developing market (Africa, Asia -----see
DAAD)16.Beginning of mergers and acquisitions, not just strategic alliances across
countries, leading to more rapid concentration in the industry of education and training
Scenario Scenario 1: Benign
Education is a public good Education and training merge Australia and US will not penetrate the
EU Corporate universities will not be able to
substitute Growth of education and training in
developing areas No increase in concentration
Scenario Scenario 2: Hostile
Education is a market good / service Education and training do not merge Australia and US will penetrate the EU Corporate universities will be able to substitute No growth of education and training in
developing areas Increase in concentration
Scenario Scenario 3:„Industry wisdom“
Education is a market good / service Education and training merge Australia and US will not penetrate the EU Corporate universities will not be able to
substitute Growth of education and training in developing
areas No increase in concentration but in cooperation
(platform, hub-and-spoke, one-stop-shop)
Consequences: Example cooperation
Types Partnerships Networks Joint ventures Strategic alliances Franchising
Consequences: Example cooperation
Forms of cooperation Strategic Alliances „Dual“ Study-Programmes
Models for Curricula design Platform Hub-and-spoke One-stop-shop Screwdriver institution
One-stop-shopFH OS
Regional E&TCenter
UniOS
BA Lingen
BereichNordhorn
BereichBramsche
BereichQuakenbrück
BereichMelle
HUBLH
HUBUA
Atlant
ik
Hub-and-SpokeCode Sharing
Berlin
FMODüsseldorf
Hannover
LA
New York
Dallas
Spokes
Spokes
Spokes
Spokes
Consequences:Examples of concentration
Mergers (floated on the Stock Exchange, Humboldt Berkeley University)
Acquisitions (floated, Chelsea Abramovitch University)
Corporate Universities (floated, Microsoft Intel Google University) …..
The issue: Shareholder value
Regular platform Questionnaire Events Teaching Projects Dissertations…..
Examples
How to choose the relevant stakeholders
and about which
issues should consultation take place?
Expectations and Purposes Stakeholders / Tool: Stakeholder
mapping Students Parents Economy Society Enterprises Government Teachers The institution
Stakeholder Mapping
Impact /Power
High Low
High ParentsEnterprises
Society
Low Friends Teachers
3434 [email protected]@wi.fh-osnabrueck.de
Exercise: Prepare a profile Exercise: Prepare a profile (Each of you)(Each of you)
Write a short profile of one of the bachelor Write a short profile of one of the bachelor study programme in which you are study programme in which you are involved: pp 135-139involved: pp 135-139
Session 2
From profile description to identification of critical
competences and learning outcomes for the degree
programme
Which methods can be applied to select the main
generic and subject specific competences?
When of relevance, to what extent
should particular professions play a role in this selection process?
Who should play a role in the selection of key
competences? What
should be their role?
How can progression of learning outcomes be secured regarding the competence
development of students in degree design?
4141 [email protected]@wi.fh-osnabrueck.de
Exercise: Prepare a set of learning Exercise: Prepare a set of learning outcomesoutcomes
LO can be written for a study-programme LO can be written for a study-programme as well as for individual modules or course as well as for individual modules or course unitsunits
pp154-155pp154-155
pp147-159pp147-159
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Workshop 2Using Learning Outcomes
Training Seminar Bologna ExpertsMadrid
June 30th - July 1st 2008
Session 3
From learning outcomes to a suitable structure and a fair
workload weight of the degree programme units
Module
Definition A module is a self-contained, formally structured learning
experience with a coherent and explicit set of learning outcomes and assessment criteria.
Require Define learning outcomes Allocate credits
Facilitate Design of individual study-programmes (profiles) modularisation Different routes to identifiable degrees, certificates,
profiles etc.
ECTS Good Practice to the advantage of LLL
Modules are not a prerequisite for the introduction of ECTS but they facilitate it.
A module carries credit as a whole. It is not possible to achieve credits for parts of a module.
Good Practice
It is advisable that a module lasts for a specified period of time preferably for no longer than one semester A module should neither be too small nor
too large It is suggested that a module should not
carry less than 5credits. It is also proposed that a module should
carry 5 or a multiple of 5 credits.
Student-centred system Based on workload required to achieve
learning outcomes “Convention” that 60 credits represents an
annual workload of a full-time student Allocated to all aspects of study programme Based on completion + assessment Respects the Learning Agreement between
student and institutions (transfer + accumulation)
ECTS - Key Features
ECTS – Key Features
About 40 weeks of full-time learning Workload of 1,500 – 1,800 hrs per year Normally 1 credit equals 25-30 hours Time to be invested by the learner to achieve the
learning outcomes, including independent studies Credits are allocated in such a way that the first
academic degree can be obtained on the basis of 180-240 credits predetermined in a respective study-programme
This has to be stated in the ECTS documents
ECTS and Qualifications Framework
By the „percentage“, „analytical“ or „determination“ method and by formative evaluation. A requirement is to know the profile of the learner or have at least an idea about him or her.
Terminology
Workload A quantitative measure of all learning
activities that may be feasibly required for the achievement of the learning outcomes
Credit A quantified means of expressing the
volume of learning based on the achievement of learning outcomes and their associated workload
Workload in detail
In ECTS the workload comprises the time spent for lectures, seminars, self-directed studies, preparation for and
participation in examinations, etc. with the objective to learn
ECTS - Links
Workload = Learning Learning assessed = Credits Requirement = Learning has to
be assessed this must be possible)
„Assessability“ = by defining the learning outcomes
Need = adequate method of assessment
5858 [email protected]@wi.fh-osnabrueck.de
Exercise: Outline of a degree Exercise: Outline of a degree programmeprogramme
Prepare an outline of a degree programme in Prepare an outline of a degree programme in terms of units/modules with their appropriate terms of units/modules with their appropriate weight of ECTS creditsweight of ECTS credits One for the degree programme One for the degree programme Chapter 2Chapter 2
Should be developed with the LO to be achieved and the Should be developed with the LO to be achieved and the competences to be developed in mind. It should contain competences to be developed in mind. It should contain possible course unit titles and/or topics to cover. possible course unit titles and/or topics to cover.
One in which the units are related to the competences One in which the units are related to the competences to develop to develop Chapter 42 pp 88Chapter 42 pp 88
Identify the competences to be developed for one course unit Identify the competences to be developed for one course unit and write the set of related LOand write the set of related LO
Session 4
From learning outcomes to best strategies for teaching, learning
and assessment
In how far does the new paradigm of student centred learning
have an impact on the teaching, learning and assessment
approaches to be applied?
Can new approaches be identified
in your field which suits this new paradigm better?
Can convincing arguments
be identified to move from more traditional approaches to the new identified ones?
Should the design of a course unit start with the identification of the
method to assess the learning outcomes identified
for the unit?
6565 [email protected]@wi.fh-osnabrueck.de
Exercise: Prepare a document in which the ideal Exercise: Prepare a document in which the ideal teaching, learning and assessment methods/ teaching, learning and assessment methods/
strategies for one educational unit are describedstrategies for one educational unit are described
Tuning planning formTuning planning form
