Workshop 1 Writing Learning Outcomes

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Workshop 1Writing Learning Outcomes

Training Seminar Bologna ExpertsMadrid

June 30th - July 1st 2008

gehmlich@wi.fh-osnabrueck.de 2

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

4gehmlich@wi.fh-osnabrueck.de

Session 1

From the identification of social and employability needs to profile

definitions

Why to start and

how to start an academic programme?

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

Ressources and Competences

Bologna, a unique selling point?

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

Institutional level

Departmental level

Development-Directions and

Methods

The strategticposition

Implementation

Why / When should consultation of

stakeholders take place?

Scenario technique might help:

Highest impact - most unlikely

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

Forms of cooperation Strategic Alliances „Dual“ Study-Programmes

Models for Curricula design Platform Hub-and-spoke One-stop-shop Screwdriver institution

Common Platform – plus customised modules = individual study-programmes

One-stop-shopFH OS

Regional E&TCenter

BA Lingen

BereichNordhorn

BereichBramsche

BereichQuakenbrück

BereichMelle

Atlant

Hub-and-SpokeCode Sharing

Berlin

FMODüsseldorf

Hannover

New York

Dallas

Spokes

WTO Dumping Local content Rule of origin

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

Which methods of consultation

might be applied?

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 gehmlich@wi.fh-osnabrueck.degehmlich@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

gehmlich@wi.fh-osnabrueck.degehmlich@wi.fh-osnabrueck.de 3535

Group reflectionGroup reflection

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?

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

gehmlich@wi.fh-osnabrueck.de

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

Which methods can be applied to

programme the learning units?

If thought useful, how

to decide on a modular structure?

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.

Which methods can be applied to decide

on the appropriate weight of ECTS 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.

Which leading criteria should play a role in the

credit allocation?

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

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?

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

Workshop 1 Writing Learning Outcomes

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