ReProTool Kick-off-Meeting University of Nicosia Nicosia March 1-2 / 2012

ReProToolKick-off-Meeting

University of NicosiaNicosia March 1-2 / 2012

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LEARNING OUTCOMES AND

QUALIFICATIONS FRAMEWORKS

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Definition of LOTo Know Be able to doWhat should the learner achieve in terms of knowledge?

What can a learner demonstrate that he has achieved?

Learning outcomes state what the learner is expected to know and able to do at an identified stage of the learning process.

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Learning Outcomes• Basis

– to identify the workload – to allocate credits

• Link – to assessment– to teaching and learning methods

• Characterise – the profile of the programme– educational component (module, course, learning unit…)

• Respect– governance – shareholders´ views– ethics – culture

• Credits– Based on workload required to achieve specific learning outcomes – Evidence of success of having achieved specified learning outcomes

• Grade– Qualifying the succes of the achievement of specified learning outcomes

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Challenge:

How do we know whatthe learner should knowand be able to do?

You never stop learning

Options

• Literature (Bloom, EU publications…)• Interviews et al• Four lenses:

– Experience– Ideas– Design– Discourse

6volker gehmlich Osnabrueck University of Applied Sciences - Member of EUA 6

Experience Design

Ideas Discourse

Qualifications FrameworksElements

• Descriptors• Levels• Level Descriptors• Learning Outcomes

Sometimes: creditsSometimes: qualifications (credentials) - which means:

Qualifications Frameworks are generic descriptions of achievements of learning outcomes

Qualifications FrameworkLevel Descriptors6 Level indicator (generic description of the level)

Qualification(credential, or…)

To knowKnowledge

Able to doSkills

Bachelor(Dublin Descriptors)

……….text…. e.g.advanced skills, demonstrating mastery and innovation, in a complex and specialised field of work or study (Copenhagen-LLL

Master(KSC)

e.g. provides a basis or opportunity for originality in developing or applying ideas often in a research context (Bologna)

……text….

Qualificationsframeworks-Referenceframeworks-

Levels of Qualifications-

-Bachelor-Master

-Doctorat

Min. of EducationHigher EducationQFW for EHEA

Bologna-Process

EU-CommissionQFW for LLL

Brugges-Copenhagen- Maastricht-

Process

Described by bundling learning outcomes according to the „Dublin Descriptors“ with Credits

Knowledge and

understanding

Applying k&u

Making judgements

Communication Learn to learn

Levels of Qualifications

1 – 2 – 3 – 4 – 56 – 7 - 8

Described by bundling learning outcomes

according to descriptors

Knowledge &

Under-standing

Skills Competences

Level Descriptors (DQR)Level 5 Be in possession of competences for the autonomous planning and

processing of comprehensive technical tasks assigned within a complex and specialised field of study or field of occupational activity subject to change

Level 6 Be in possession of competences for the processing of comprehensive technical tasks and problems set and be in possession of competences for autonomous management of processes within subareas of scientific subject or within a field of occupational activity. The structure of requirements is characterised by complexity and frequent change

Level 7 Be in possession of competences for the processing of new and complex professional tasks and problems set and be in possession of competences for autonomous management of processes within a scientific subject or within a strategically oriented field of occupational activity. The structure of requirements is characterised by frequent and unpredictable change.

Level 8 Be in possession of competences for the obtaining of research findings in a scientific subject or for the development of innovative solutions and procedures within a field of occupational activity. The structure of requirements is characterised by novel and unclear problem situations.

Volker Gehmlich - Osnabrueck University of Applied Sciences 10

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Imagine you travelled in England (Cyprus?) by carYou are already puzzled

because you have to drive on the wrong (?) side of the road…Then you see the following signpost:

And ask yourself what does that mean ?And a few seconds later you learn ...


This is a circling miracle ! Thousands of roundabouts all in one


Any relationship to Learning Outcomes and Q.Frameworks?


Qualifications Framework

Mobility

QualityRecognition

Open Access - ExitLLL

Learning Outcomes: Employability (Driving Licence)

Question

• Threshold/ minimum versus

• Standard

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LearningUnit / Module/

Course/component

Learning Programme

OrganisationalLevel

Sectoral Level

National Level

EQF LLL

Qualitatively Related Learning Outcomes

Quantitativ

ely Related Credits

Quality assured

Quality assured

EHEA

D: HE QF


Guidelines

• The guiding principles for learning outcomes are the Qualifications Frameworks, specified within a changing environment (PESTEL), the capabilities of the learner and the expectations of the society (stakeholders)

• The guiding principles for ECTS are the Key Features (User´s Guide)

• LO and ECTS got married

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osnabrueck.de1818

In outcome-based education the educational outcomes are clearly and unambiguously specified.

These determine the curriculum content and its organisation, the teaching methods and strategies, the courses offered, the assessment process, the educational environment and the curriculum timetable.

They also provide a framework for curriculum evaluation.

(Harden1999a)

Challenge at Programme level


Paradigm Shift

Seitenwechsel Switch sidesChange times


ChallengeWhere do we want to be?

Profile!

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…I know what you have to learn….Follow me…Listen….

Gone! Those were the days…

Today:Learner centred!

volker gehmlich Osnabrueck University of Applied Sciences - Member of EUA 22

Change of Paradigm

Put into Practice: Learning Chain

Programme Profile Learning Outcomes

Credits

Learner´s ProfileCredits

Learning Space

Modular StructureModule Learning Outcomes

AssessmentCredits

Learning and Teaching Material

Internal Quality Management (Credits)External Quality Assurance (Credits)

-Labour Market -Qualificationsframeworks

-Strategy

General / VocationalEducation and

Training

Communication


Challenge

• Qualifications have to be characterised by Learning Outcomes which are described unambiguously to allow for:– Evidence of compability between the

various national, sectoral… and European qualifications frameworks

– Reliable validation of national frameworks

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Learning ChainAchieved (Available):

Tools at work for internal and external Quality Assurance

Programme-LevelLearning Outcomes

Subject-relatedGeneric

-QFR-NQR-HQR-SQR

LearnerCredit Transfer +

AccumulationApplication /CV /

Learning Agreement/TOR / Mobility Pass

Language PassDiploma/Certificate

Supplement

Learning SpaceModule-Level LO

Teaching and Learning, Assessment

Information Package / Course Catalogue

Change of Paradigm

Quality Assurance/ -enhancementStandards & Guidelines / Register

Labour Market

Labour Market

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 (learning pathways) to identifiable degrees,

certificates, profiles etc.


Test: Before your meal According to EQF (LLL):

Learning Outcomes: BurgerKnowledge• LayersSkills• Getting into your mouthCompetence• Responsibility for your

stomach

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2727volker gehmlich Osnabrueck University of

Applied Sciences - Member of EUA 27

According to HEA-QF (Dublin Descriptors):

Knowledge• LayersApplying knowledge• Getting into your mouth

Making judgements• Hmmmmm (?)Communicate• Friends…Learn to learn• Criteria for (fast)food

Principles in Practice


Information, Consultation, Analysis processes

Information, Consultation, Analysis processes

Employabilityet al

Learning Space

Information Pack.

Learning Agreement

Award /Diploma Supplement

Transcriptof Records

CreditTransfer /Accumulation

Profile

Level

Modularisation

Learning Outcomes

Workload

IndividualSelection

Performance• Credits• Grade

Descriptors

Learning Chain Design

Learning OutcomesFirst Cycle

Subject-relatedGeneric

180 credits BachelorIQF-SQF DQR

Internal Quality Assurance+EnhancementQuality (LO)/Quantity (Credits)/Assessment

External Quality A+E

Profile: Regional-National-International / General-Special / Research-Applied

Study-Programme

BA-level 6BA-level 6-1BA-level 6-2Knowledge-Widening-DeepeningCapabilityAccessing/Opening / Developing

Knowledge-Widening-DeepeningCapabilityAccessing/Opening / Developing

Knowledge-Widening-DeepeningCapabilityAccessing/Opening / Developing


BA-level 6-1Knowledge-Widening

-DeepeningCapabilityAccessing/Opening / Developing

Knowledge widening-present tools to design a strategy and to develop business organisations strategically-interpret alternative tools to make a choice -outline consequences of strategic decisionsKnowledge deepening-apply tools to implement a strategic development successfully-identify and interpret strategic issues in different contexts-realise how strategy development can be seen, how processes can be understood and what the implications are for strategy development-differentiate between strategic management in different contextsCapability – Knowledge accessing / opening / developingInstrumental (methodological) capability-apply techniques of strategic analysis-apply techniques to select adequate strategies-apply techniques to implement strategy Communicative / interpersonal capability-use different viewpoints on strategy to explain observable processes in organisations-explain implications of diffrent scenarios and different strategiesSystemic capability-to demonstrate the impact of national and organisational culture on strategy formulation and implementation-to apply techniques in specific business positions

LO in detail


Knowledge widening-present tools to design a strategy and to develop business organisations strategically-interpret alternative tools to make a choice -outline consequences of strategic decisionsKnowledge deepening-apply tools to implement a strategic development successfully-identify and interpret strategic issues in different contexts-realise how strategy development can be seen, how processes can be understood and what the implications are for strategy development-differentiate between strategic management in different contextsCapability – Knowledge accessing / opening / developingInstrumental (methodological) capability-apply techniques of strategic analysis-apply techniques to select adequate strategies-apply techniques to implement strategy Communicative / interpersonal capability-use different viewpoints on strategy to explain observable processes in organisations-explain implications of diffrent scenarios and different strategiesSystemic capability-to demonstrate the impact of national and organisational culture on strategy formulation and implementation-to apply techniques in specific business positions

Forms of Assessment

-Quizzes(„best two“)

-Oral Presentation(Case Study-

Group)-Oral exam (20 min.

Individual)-Case Study („Open BookExam“-Notes)

The PromiseWhat?• A learner can achieve the learning outcomes (LO)

designed for a learning activity… LO= „Statements of what a learner is expectedto know, understand, and / or be able to do atthe end of a period of learning“

How?• by investing time and effort – his workload WL)

WL= „A quantitative measure of all learning activities that may be feasibly required for the achievement of the learning outcomes“

The Promise

• The workload is expressed as a quantitative figure = credit

• The achievement is expressed as a qualitative result = learning outcomes

• This is documented = Learning Agreement


We need (to)

Qualifications Frameworks:Identity?



PS. Lunch is at 13.15pm

Harmonisation?


Standard In tuneMusic

Same Value!



Diversity

Richness

DifferenceCompatibility

Same Value


Learner Centred

Approach

Change of Paradigm

Learning Outcomes

KeyChallenge

s

How to write Learning

Outcomes?

Credits and

Workload Methods:PercentageEvaluation

Determined

Levels and their

Descriptors

Qualifications Frameworks

Quality Assured

Academic Recognition


That´s not too (heavy) difficult – or?

Can we do it?


YES,

WE CAN


Do it better

Evidence?


You never stop learning


But changing education and training is a slow process! It may take more than a life-time


However, it is possible to put lipstick on a pig – but it stays a

pig.Changing

education and training is

much more than putting on lipstick – and much more

than lipservice

ReProTool Kick-off-Meeting University of Nicosia Nicosia March 1-2 / 2012

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Transcript of ReProTool Kick-off-Meeting University of Nicosia Nicosia March 1-2 / 2012