TUNING Introduced: A tool for developing competence … Strategies for Curriculum Design The Tuning...
Transcript of TUNING Introduced: A tool for developing competence … Strategies for Curriculum Design The Tuning...
Tuning Educational Structures in Europe, Asia and the World
TUNING Introduced: A tool for developing competence based degree programs
Robert WAGENAAR, University of Groningen (NL)Joint co-ordinator Tuning Process
Co-director International Tuning Academy
Tuning Workship - A tool for developing competence based degree programs
Tokyo, 9 December 2013
Outline of presentation1. TUNING Process
i. What is Tuning?
ii. Contribution of Tuning to Modernize HE programmes
3. New Strategies for Curriculum Design
The Tuning Process is coordinated by the University of Deusto, Bilbao, Spain
and the University of Groningen, the Netherlands
The TUNING Project is a project by and for Higher Education Institutions.It started as the Universities’ response
to the challenge of the Bologna Process, but has evolved into a world
wide Process
TUNING MOTTO:Tuning of educational structures and programmes on the basis of diversity
and autonomy
Tuning received and receives financial and strong moral support from the European Commission
Why Tuning?
To develop one language understood worldwide by all stakeholders: competences and learning outcomes
To stress the importance of general academic competences and skills for society
To involve stakeholders in the process of curriculum design and enhancement
To develop shared international reference points at disciplinary / subject area level
To give academics a key role in the process of reforming Higher Education structures and its degree programmes and qualifications
To focus on diversity by promoting flexibility
To facilitate (inter)national mobility and recognition of studies
Student centred learning:
An approach or system that supports the design of learning programmes which focus on learners’ achievements, accommodate different learners’ priorities and are consistent with reasonable students’ workload (i.e workload that is feasible within the duration of the learning programme). It’s accommodates for learners’ greater involvement in the choice of content, mode, pace and place of learning.
Tuning Definitions
What is a competence according to Tuning?
Tuning definition of competences
• Competences represent a dynamic combination of knowledge, understanding, skills and abilities.
• Fostering competences is the object of educational programmes.
• Competences are formed in various course units and assessed at different stages.
[competences are obtained by the student]
Tuning Definitions
Academic area vs. professional area and competences
Academic field
Employment profile
Competence Circle
Academic field
Academic field
TUNING Philosophy
What is a learning outcome according to Tuning?
Level of competence is expressed in terms of Learning outcomes:
• Statements of what a learner is expected to know, understand and be able to demonstrate after completion a period of learning.
• They can refer to a single course unit or module or else to a period of studies, for example, a first or a second cycle programme.
• Learning outcomes specify the requirements for award of credit.
[learning outcomes are formulated by academic staff]
Tuning Definitions
Source: Jeremy Cox (Polifonia Network) for Tuning
TUNING Philosophy
Set of practical TOOLS for academics / institutions to implement the three cycle system:
a.A methodology to design / enhance, deliver student centred degree programmes (for all three cycles) based on the Competences and Learning Outcome approachb.Meta-profiles for a growing number of Sectors and Subject Areas c.A Guide to formulating degree programme profiles. Including Programme Competences and Programme Learning OutcomesAnd many more ....
ii. Tuning’s Contributions to modernize HE programmes
TUNING METHODOLOGY in Translation
Tuning approach based on 6 consistent features for degree programs:
• an identified and agreed need
• a well described profile• corresponding learning outcomes phrased in terms of generic and
subject specific competence (lines 1 and 2)
• the correct allocation of ECTS credits to units (line 3)
• appropriate approaches to learning, teaching and assessment (line 4)
• methodology for quality enhancement (line 5)
TUNING focuses on:
<< fitness of purpose >> (meets expectations)
and
<< fitness for purpose >> (meets aims)
TUNING Model: Profiles, Competences and Learning Outcomes
Large scale consultations among stakeholders
(academics, employers, graduates and students)
to identify most relevant competences and levels
of achievement in degree programs
Tuning methodology:
Degree programmes based on:
(Cycle) level descriptors (Qualifications Frameworks)
Academic and professional meta-profiles
Competences / Learning outcomes
Student workload / time-related and Learning Outcomes based(ECTS) credits
Tuning’s Contribution
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
Tuning Subject Area Meta-Profile publications …
Other subject area brochures: Business Administration, Educational Sciences, Gender Studies, History, Mathematics, Nursing, etc.
Recent publications: Psychology, Art History, Linguistics, Literature and Culture, Theology and Religious Studies.
Also published: Tuning AHELO conceptual frameworks for Economics and Engineering (first cycle)
2. New strategies for curriculum design
Competences / Learning Outcomes model versus Traditional model
Opportunities and Challenges
Misunderstandings / Misconceptions
CONSULTING
PROFILING
DESIGNING
LEARNING
EVALUATING
ENHANCINGSTUDENT CENTRED LEARNING
Construction of relevant curricula
181
Case studies
Two types of first cycle programmes: number 1
Traditional (first cycle) programme:
• Constructed on the basis of rather loose course units
• Course units content is responsibility of individual academics
• (Very) limited cooperation and consultation between academic staff
• Danger of limit balance between course units
• Feasibility not guaranteed
• Academia oriented, limited concern for employability and educating for citizenship
• Outcome (level) of programme not quite clear
Bottom-up
Two types of first cycle programmes: number 2
Degree programmes to be based on:
(Cycle) level descriptors
Academic and professional meta-profiles / reference points
Competences / Learning outcomes (not Learning objectives !!!)
Student workload / time-related and Learning Outcomes based credits
New strategies for curriculum design
60 ECTS
60 ECTS
FIRST CYCLE PROGRAMME
COURSE UNIT
60 ECTS
Two types of first cycle programmes: number 2
Degree programme based on the Tuning methodology:
• Programme based on profile, sets of competences to be obtained, desired learning outcomes to be achieved, ECTS credits to be awarded
• Programme design is team work, based on consultation, discussion, cooperation
• Learning outcomes / competences to be developed are basis for credit allocation
• Teaching, learning and assessment approaches respect credit allocation: feasibility key factor
Top-down
New strategies for curriculum design
Programme Design and Delivery
Ten steps for designing/improving new programmes (or improving existing ones)
1.Determine need and potential
2.Define the profile and the key competences
3.Formulate the Programme Learning Outcomes
4.Decide whether to ‘modularise’ or not
5.Identify competences and formulate learning outcomes for each module
6.Determine the approaches to teaching, learning and assessment
7.Check whether the key generic and subject specific competences are covered
8.Describe the programme and the course units
9.Check balance and feasibility
10.Implement, monitor and improve
Ten steps for designing/improving new programmes (or improving existing ones)
1.Determine need and potential• Consult stakeholders (potential students,
academics, potential employers) to verify that the degree is needed.
• Decide whether the programme proposed satisfies established or new professional and/or social demands.
Programme Design and Delivery
Programme Design and Delivery
Conditions for designing new programmes (or improving existing ones)
Establish whether there are sufficient incentives for setting up a new programme or enhancing an existing degree programme.
Indicators:
Government policies
Quality Assurance Agency policies / indicators
Institutional policies
Faculty / Departmental policies
Foundation among academic and supporting staff
Relevance and attractiveness of existing programme(s)
Programme Design and Delivery
Conditions for designing new programmes (or improving existing ones)
Establish a workgroup for designing / enhancing degree programme:
Appoint as members: Academic Staff + one or two students
Identify and involve external expertise
Inform academic staff and relevant policy levels about initiative (keep these informed during process)
Challenges:
Formulation of a degree profile
Identification of most appropriate set of general competences to be developed
Formulation of reliable programme and course unit Learning Outcomes statements
Commitment of Academic Staff
Programme Design and Delivery
Challenges: Commitment of Academic Staff members
How to motivate and involve them?
More active students
Students better prepared for employment and citizenship
More attractive degree programmes: tool for marketing and recruitment
Higher appreciation of degree programmes and its units by students
Requirement for implementation:
External pressure: role of governments and quality assurance system
Financial support to be make reforms more attractive to implement
Staff development scheme focusing on reforming HE programmes
2. Define the profile and the key competences• Identify the main discipline(s) / subject area(s) which
form the basis of the degree programme• Specify whether the focus of the degree programme is to
be general and/or specialist.• Decide on the orientation of the degree programme.• Identify and describe the potential fields / sectors where its
graduates may find employment.• Identify and describe its contribution to developing
citizenship and personal culture.• Identify the Key Programme Competences, making if
possible a distinction between generic and subject specific competences, most relevant for the degree programme proposed (up to 15).
Programme Design and Delivery
From the Tuning glossary
Degree profile
“A description of the character of a degree
programme or qualification. This description gives
the main features of the programme which are based
on the specific aims of the programme, how it fits into
the academic map of disciplines or thematic studies
and how it relates to the professional world”.
Role of the Degree Profiles
Profiles have to serve different purposes
A good profile takes into account different users’ perspectives & interests
Profile
Role of the Degree Profiles
3. Formulate the Programme Learning Outcomes• Formulate the Programme Learning Outcomes related
to the Key Programme Competences identified (up to 15 to 20) by making use of the guidelines in this guide
4. Decide whether to ‘modularise’ or not• Decide whether each course unit should carry a set
number (e.g. 5 or its multiples) or carry a random number based on the workload foreseen.
• Allocate ECTS credits to each course unit, based on the convention that a semester carries 30 ECTS credits and a normal academic year 60 ECTS credits and the recommendation that one ECTS credit corresponds to 25-30 hours of student workload.
Programme Design and Delivery
Tuning and Learning Outcomes
Definition: What a learner is expected to know, understand and be able to demonstrate after completion (of a period) of learning. Learning outcomes are formulated as statements.
We distinguish:
Degree programme learning outcomes
Module or unit learning outcomes
These should relate to references points / standards as defined for the subject area in a national and/or an international setting.
To be measurable a learning outcome (LO) should meet a number of requirements.
Programme Design and Delivery
Programme Design and Delivery
Misunderstandings:
Difference between a Learning Objective and a Learning Outcomes
Learning Outcomes vs. Learning ObjectivesThe distinction between learning outcomes and learning objectives is not universally recognized, and many instructors may find that the term ‘learning outcomes’ describes what they have already understood by the term ‘learning objectives.’ Some scholars make no distinction between the two terms; those who do usually suggest that learning outcomes are a subset or type of learning objective. Learning objectives, for example, may outline the material the instructor intends to cover or the disciplinary questions the class will address. By contrast, learning outcomes should focus on what the student should know and realistically be able to do by the end of an assignment, activity, class, or course. For this reason, learning outcomes often start with a version of the phrase “By the end of this course, students will…”
The same goals addressed by learning objectives can be equally addressed by learning outcomes, but by focusing on the application and integration of the course content from the perspective of the student, learning outcomes can more explicitly and directly address expectations for student learning.
Source: http://www.teaching.utoronto.ca/topics/coursedesign/learning-outcomes/outcomes-objectives.htm
Degree profile (professional and/or academic)
Key elements:A. PurposeB. CharacteristicsC. Employability & further educationD. Education styleE. Programme competencesF. List of program learning outcomes
As part of the Competence and Recognition Project (CoRe) a Template as been developed which also contains guidelines for formulating Programme Competences and good Programme Learning Outcomes.
Outline of Tuning Guide to Formulating Degree Programme LOs
Degree Programme Learning Outcomes
According to the Tuning Guide to Formulate Degree Programme Profiles:
A Learning Outcome contains 5 elements to be ‘measurable’ (the level of competence that has been achieved):
Writing good Programme Learning Outcomes
Writing good Programme Learning Outcomes
In other words:A Learning Outcome indicates a level of achievement which can be broken down in terms of indicators and descriptors and has been verified in tests and/or examinations which should be transparent, reliable and valid.
Each degree programme should be described in up to 15 to 20 learning outcomes statements.
Each module or unit should be based on up to 8 learning outcomes statements. More is not feasible to be measured.
Crucial is the quality and comparability of tests and examinations !In particular for mobility and (trans)national joint programmesValidity of the content of the programme as reflected in the degree:
What can an employer expect?
Examples:
ARCHITECTURE
EQF Categories: Knowledge Skills (Wider) Competences
Architectural Creation & Architectural Creativity
Level/ Dimension Graduates of Architecture are expected at level ….
6 / Conceptualising,Designing, MaterialisingArchitecture
To have advanced knowledge of the processes, concepts and cultural values guiding architectural creation
To have the advanced skills to formulate critically , elaborate creatively and translate innovatively into spatial forms their own architectural concepts
To be able to draw upon the knowledge and skills gained within their architectural studies so as to act and respond critically and creatively in different situations
7 / Conceptualising,Designing, MaterialisingArchitecture
To have highly advanced knowledge of the processes, concepts and cultural values guiding architectural creation, some of which will be at the forefront of their field
To have developed to a high professional level their ability as architects to formulate critically , elaborate creatively and translate innovatively into spatial forms their own architectural concepts
To emerge as well-developed personalities, able to draw upon the knowledge and skills gained within their architectural studies so as to act and respond critically and creatively in situations that are complex, unpredictable and require new strategic approaches
8 / Conceptualising,Designing, MaterialisingArchitecture
Knowing in depth all the relevant methods and techniques of inquiry related to a particular field of study of architecture
Integrating previous experience so as to demonstrate original creative insights in the domain of architecture
Functioning with complete creative autonomy
Comprehending the transferability of their research capabilities to other fields
Displaying professional, creative and scholarly integrity
5. Identify competences and formulate learning outcomes for each module
• Select the generic and subject specific competences to be formed or enhanced in each module on the basis of the Key Programme Competences identified under step 3.
• Formulate the learning outcomes for each competence to be developed in the course unit.
6. Determine the approaches to teaching, learning and assessment
• Decide how the competences can best be (further) developed and assessed, to achieve the intended learning outcomes.
• Foresee a variety of approaches to learning, teaching and assessment.
Programme Design and Delivery
7. Check whether the key generic and subject specific competences are covered
• Check progression paths of the key generic and subject specific competences identified.
• Check whether all programme key generic and subject specific competences are covered by the modules/course units.
8. Describe the programme and the course units• Prepare a programme description and course unit
descriptions on the basis of the profile, key Programme Competences, Programme Learning Outcomes, allocation of credits and the teaching, learning and assessment approaches identified.
Programme Design and Delivery
Progression of Mastery
Tuning Methodology
9. Check balance and feasibility
• Check whether the completed programme is balanced in terms of the effort it requires and the competences to be achieved.
• Check whether the credits have be allocated on sound principles and that the students can complete the individual units and the whole programme within the allotted time.
Programme Design and Delivery
10. Implement, monitor and improve• Implement the degree programme and its components according to a
clear structure and transparent implementation plan. • Monitor the degree programme and its components by making
use of both student and staff questionnaires to evaluate teaching, learning and assessment, as well as output information in terms of success rates.
• Use a feed back and feed forward system to analyse the outcomes of the evaluations and expected developments in the field with respect to society as well as to academia.
• Use the information collected to enhance the degree programme and its components.
Programme Design and Delivery
Tuning Quality Circle
Thank you for your attention !
http://www.unideusto.org/tuningeu/