Robert WagenaarJoint Director International Tuning Academy

Workshop on program development with History as an example

Meta-profiles, Profiles, Competences and Learning

outcomes as a basis for degreeprograms in History

Year Semester Course/Module Credits

Agricultural Chemistry and Soil Science

6Animal Production: Principles and Techniques

6Agronomy and Horticultural Crop Production

6Applied Economics, Extension and Systems

6

Microbiology and Genetics I 6Agrometeorology and Climate Change 6Food Science and Technology 6Agricultural Engineering and Applications 6

Statistical Methods for Agricultural Sciences 5Biochemistry and Biotechnology 6Pests, Diseases and Weeds Control 6Animal Production and Science I 6

Botany and Crop Physiology 4Scientific Communication Skills 8Microbiology and Genetics II 6Animal Science and Production II 6

Crop Production Technologies 6Postharvest Management and Agricultural Produce Processing 6Project I 8Agricultural Management and Marketing

6

Entrepreneurship for Small and Medium Agribusiness 4Project II 8Practical Training

10

1st Semester

2nd Semester

3rd Semester

4th Semester

1

2

3

5th Semester

6th Semester

GC SSC

LEARNING OUTCOMES

Meta profile

Degree profile

Programme

Competences

Meta profile

A Meta – profile is a group´s representation of the structure and combination of competences which gives identity to a thematic area.

The meta-profiles are referential elements and they are always mental constructions, destined to reflect and analyse the possible and diverse real degree profiles

Humanities

Social Sciences

Natural Sciences

Health Care

Engineering EQF

Creative and Performing Disciplines

Sectoral Qualifications Frameworks

Tuning Generic Competences1.Ability to communicate in a second language2.Capacity to learn and stay up-to-date with learning3.Ability to communicate both orally and through the written word in first language4.Ability to be critical and self-critical5.Ability to plan and manage time6.Ability to show awareness of equal opportunities and gender issues7.Capacity to generate new ideas (creativity)8.Ability to search for, process and analyse information from a variety of sources9.Commitment to safety10.Ability to identify, pose and resolve problems11.Ability to apply knowledge in practical situations12.Ability to make reasoned decisions13.Ability to undertake research at an appropriate level14.Ability to work in a team15.Knowledge and understanding of the subject area and understanding of the profession16.Ability to work in an international context17.Ability to act on the basis of ethical reasoning18.Ability to communicate with non-experts of one’s field19.Ability for abstract thinking, analysis and synthesis20.Spirit of enterprise, ability to take initiative21.Interpersonal and interaction skills22.Ability to design and manage projects23.Ability to act with social responsibility and civic awareness24.Determination and perseverance in the tasks given and responsibilities taken25.Appreciation of and respect for diversity and multiculturality26.Ability to work autonomously27.Skills in the use of information and communications technologies28.Commitment to the conservation of the environment29.Ability to adapt to and act in new situations30.Ability to evaluate and maintain the quality of work produced31.Ability to motivate people and move toward common goals

Subject specific competences in History

Degree profile

GC1

GC2 GC3

SSC1SSC2

SSC3

SSC4

GC4

GC5

GC4

Level 1

Level 2

Level 3

Degree profile

GC1

GC2 GC3

SSC1SSC2

SSC3

SSC4

GC4

GC5

A set of key competences (Generic(GC) and Subject Specific (SS)) to be developed by the learners in the framework of a programme.

Key elements:A. PurposeB. CharacteristicsC. LenghtD. LevelE. Employability & further educationF. Key Programme competences and learning outcomes

Identifying, analysing and defining the significant elements constituting a problem in order to solve it effectively and with reliable criteria.

Identifying and analysing a problem to generate alternative solutions, applying methods learned.

Using own experience and criteria to analyse the causes of a problem and construct a more efficient, effective solution.

In teams, proposing and constructing solutions to problems in different fields, with an overall view.

GC4PROBLEMSOLVING

Level 1

Level 2

Level 3

Year Semester Course/Module Credits

Agricultural Chemistry and Soil Science

6Animal Production: Principles and Techniques

6Agronomy and Horticultural Crop Production

6Applied Economics, Extension and Systems

6

Microbiology and Genetics I 6Agrometeorology and Climate Change 6Food Science and Technology 6Agricultural Engineering and Applications 6

Statistical Methods for Agricultural Sciences 5Biochemistry and Biotechnology 6Pests, Diseases and Weeds Control 6Animal Production and Science I 6

Botany and Crop Physiology 4Scientific Communication Skills 8Microbiology and Genetics II 6Animal Science and Production II 6

Crop Production Technologies 6Postharvest Management and Agricultural Produce Processing 6Project I 8Agricultural Management and Marketing

6

Entrepreneurship for Small and Medium Agribusiness 4Project II 8Practical Training

10

1st Semester

2nd Semester

3rd Semester

4th Semester

1

2

3

5th Semester

6th Semester

ProgrammeDegree profile

SSC3

SSC1

SSC2

GC1

GC2

GC3

SSC4

GC4

GC5

SSC5

Learning outcomes and competences in degree programs

Example

Course unit

Unit 1

Unit 2

CompetenceA B C D E F G H I J

x x

Unit 3

Unit 4

x x x

x x x

x x x

GC1

SSC4

SSC1

GC3

SSC2

GC2SSC3

SSC6

GC5

SSC5

Program

GC4SSC7

GC8

SSC9

GC6 SSC8 GC7

SSC10

Module 7

GC4

SSC 6

SSC8

What is a competence according to Tuning?

• Is a broad concept• It encompasses:

- Knowledge and understanding at different levels- Skills and abilities- Attitudes and values

• Competences are used to define degree profiles

• Competences are formed in various course units and assessed at different stages.

[competences are obtained by the student]

Module/Course/Unit 7

GC4

SSC 6

SSC8

LEARNING OUTCOME

LEARNING OUTCOME

LEARNING OUTCOME

LEARNING OUTCOME

LEARNING OUTCOME

LEARNING OUTCOME

A Learning Outcome contains 5 elements to be ‘measurable’ (the level of competence that has been achieved):

Writing good (Programme) Learning Outcomes

Some examples how to write learning outcomes

Biggs´SOLO taxonomy (4 levels of challenge)

• Unistructural: memorize, identify, recognize, count, define, draw, find, label, match, name, quote, recall, order, tell, write, imitate

• Multistructural: clasify, describe, list report, discuss, illustrate, select, narrate, compute, sequence, outline, separete

• Relational: apply, integrate, analyse, explain, predict, conclude, summarize, review, argue, transfer, make a plan, characterize, compare, contrast, differentiate, organize, debate, make a case, construct, review and rewrite, examine, translate, paraphrase, solve a problem

• Extended abstract: theorize, hypothesize, generalize, reflect, generate, create, compose, invent, originate, prove from first principles, make an original case, solve from first principles.

LEARNING OUTCOME

Some examples how to write learning outcomes

Bloom´s taxonomy (updated)

• Remembering: define, describe, draw, find, identify, label, list, match, name, quote, recall, recite, tell, write• Understanding: clasify, compare, exemplify, conclude, demostrate, discuss, explain, identifiy, illustrate, interpret, paraphrase, predict, report• Applying: apply, change, choose, compute, dramatize, implement, interview, prepare, produce, role play, select, show, transfer, use• Analysing: analyse, characterize, classify, compare, contrast, debate, deconstruct, deduce, differentiate, discriminate, distinguish, examine, organize, outline, relate, research, separate, structure• Evaluating: appraise, argue, assess, choose, conclude, critique, decide, evaluate, judge, justify, predict, prioritize, prove, rank, rate, select, monitor• Creating: construct, design, develop, generate, hypothesise, invent, plan, produce, compose, create, make, perform, plan, produce

(Anderson and Krathwohl, 2001)

LEARNING OUTCOME

Module/Course/Unit 7

GC4

SSC 6

SSC8

LEARNING OUTCOME

LEARNING OUTCOME

LEARNING OUTCOME

LEARNING OUTCOME

LEARNING OUTCOME

LEARNING OUTCOME

Ability to give narrative form to research results according to the cannons of the Historical Discipline

SSC6Research

Skills

Level 1

Level 2

Level 3

Module/Course/Unit 7

GC4

SSC 6

SSC8

LEARNING OUTCOME

LEARNING OUTCOME

LEARNING OUTCOME

LEARNING OUTCOME

LEARNING OUTCOME

LEARNING OUTCOME