CoRe 2 Competences in Education and Recognition 2 Il Progetto CoRe2 Una presentazione dal punto di...

CoRe 2 Competences in Education and Recognition 2

Il Progetto CoRe2

Una presentazione dal punto di vista dei fisiciLF Donà dalle Rose, Università di Padova

,

nell’ambito del Seminario su

“A learner-centered approach:

mettere l’apprendimento al centro del sistema”

a cura del Gruppo Italiano dei Bologna ExpertUniversità degli Studi di Pisa, 13 maggio 2011

sommario

• I progetti CoRe → CoRe 2

• Il Profilo del CdS (Degree Profile)

• Competenze (Cs) e Learning Outcomes (LOs)

• Regole per scrivere “buone Competenze e LOs”

• Esempi tratti dai tre cicli di Fisica

I progetti CoRe

CoRe: Nome: Competences in Education and Cross Border Recognition

Scopo: valutare l’utilità dei profili TUNING basati sulle competenze ai fini della international credential evaluation

• CoRe 1

finalizzato nel 2007

aree tematiche: History, Nursing, Chemistry, Business

• CoRe 2

finalizzato in autunno 2010

Project team: Tuning & NARICs

aree tematiche: History, Nursing, Physics

Obiettivo di CoRe 2

Dare seguito al progetto CoRe 1 È il Profilo del CdS (Degree profile) utile per la

“credential evaluation”?

Scopo principale è lo sviluppo di 3 strumenti:1. Fac-simile (Template) di Profilo del CdS (degree profile)

2. Linee guida su come scrivere competenze (competenze) e risultati (o esiti) dell’apprendimento (learning outcomes)

3. Glossario di termini

Guida (nella Collana Tuning)

Team di progetto

5 NARICs Nuffic (NL) UK NARIC CIEP (FR) Archimedes Foundation (EE) Czech NARIC (CZ)

Tuning network Coordinator Physics History Nursing

NVAO/ ECA (NL)

Fasi del Progetto & metodi

PHASE 1 PHASE 2 PHASE 3

Mandate

Kick off

1st Draft

MeetingCWG

ENICNARIC

Test phase

9 HEI’s

Feedback

HEI’s

Continue Test Phase

2nd draft

Meeting

FINAL

VERSION

BROCHUREAutumn 2009 Spring 2010

Autumn 2010

ENIC/NARIC

Test partners

Fasi del Progetto & metodipartner di prova per la Fisica (reti STEPS TWO & TUNING)

PHASE 2 PHASE 3

1st Draft della Guida CoRe2

Test phase

9 HEI’s

Feedback

HEI’s

Continue Test Phase

2nd draft

Meeting

FINAL

VERSION

BROCHURESpring 2010

Autumn 2010

ENIC/NARIC

Test partners

3 Test Partner per la FISICA

University of Bucharest (L. Tugulea)

Imperial College London (W.G. Jones)

Radboud University Nijmegen (H. Geurts)

6 altri test partner in Storia ed

Infermieristica

Struttura della Guida CoRe 2

• Introduction• Chapter 1: Background and Context• Chapter 2: Degree profile

• Degree profile Template• How to complete the Template

• Chapter 3: Glossary

• Annex 1 - Designing study programmes and defining its programme learning outcomes

• Annex 2 - Tuning generic competences• Annex 3 – Examples: Degree profiles for History, Nursing and Physics from the

universities of Utopia, Solaris and Galaxy

Profilo del CdS Degree profile Il Profilo del CdS descrive i tratti caratteristici del programma di studio

in termini di competenze e di Risultati dell’Apprendimento [in inglese Learning Outcomes (LOs) ]

Può essere:• Un documento a sè stante, per es.

Nel catalogo dei CdS di una data Istituzione di Formazione Superiore Come facilitatore per trovare un impiego appropriato o per continuare

negli studi • una parte del Diploma Supplement (al punto 4.2), così giocando un ruolo

importante nelle procedure di riconoscimento

Quindi fa il servizio di uno strumento di transparenza, comunicazione ed innovazione

Non deve essere più lungo di due pagine; deve potersi leggere in 5 minuti Dovrebbe dare un chiara idea del programma di studio a:

credential evaluators, admissions officers, recruiters, employers, potential students and potential partner institutions;

Non è stato disegnato ai fini dell’accreditamento o per soddisfare a vincoli (nazionali) di regolamenti/autorità competenti.

Degree profile TEMPLATE il “TEMPLATE “ contiene

UN CAMPO INIZIALE

6 SEZIONI

A. Purpose - Scopo del CdS

B. Characteristics (Discipline, general/specialist, orientation, distinctive features) – tratti caratteristici

C. Employability & further education – potenziale di impiego e di prosieguo negli studi

D. Education style – metodologia educativa

E. Programme competences – competenze sviluppate dal CdS (sia trasversali che specifiche, in tutto ~ 15)

F. Complete list of Programme Learning Outcomes (PLOs) Lista completa dei risultati dell’apprendimento derivanti dal CdS (da 15 a 20)

cosa si intende per

competenza

e

risultati (esiti) dell’apprendimento

secondo Tuning e CoRe2

Tuning Educational Structures in Europe

Tuning II:

27 countries

135 higher education institutions

9 subject areas

Tuning III:

33 countries

143 higher education institutions

13

I RISULTATI DELL’APPRENDIMENTO

(in inglese LEARNING OUTCOMES) :

NB - sono formulati dai docenti responsabili “ex ante”

• specificano cosa lo studente dovrebbe conoscere, comprendere ed essere

in grado di fare al termine di un processo di apprendimento;

• si riferiscono ad un singolo insegnamento (o unità didattica o modulo)

oppure ad un intero corso di studio, ad esempio un corso di primo o

secondo ciclo.

• specificano i requisiti necessari per l’acquisizione dei crediti (da parte degli

studenti).

Concetti base della metodologia Tuning - 1

14

Le competenze:

NB - sono acquisite dagli studenti alla fine del percorso (ex post)

• rappresentano una combinazione dinamica di conoscenze, comprensione

ed abilità;

• possono essere generali (o trasversali) o specifiche della disciplina;

• si sviluppano in varie unità didattiche (insegnamenti) e si valutano a

tempi diversi;

• la loro acquisizione costituisce l’obiettivo dei corsi di studio.

Concetti base – 2

Esempio: le competenze specifiche di un primo ciclo in fisica (Tuning Project , 2008) legame con i DDs

Donà dalle Rose, 13 maggio 2011

15

"Rating of importance

order"

Physics-related cognitive abilities and competencies

Physics-related practical skills

Physics-related additional generic competencies

RELATED DUBLINDESCRIPTOR

1 Estimation skills A

2 Mathematical skills A-B

3 Deep knowledge & understanding A-D

4 Experimental skill B

5 Problem solving A-B

6 Modelling skills B

7 Physics culture A-D

8 Familiarity with Basic & Applied Research A-B-C

9 Literature search skills E

10 Learning ability E

11 Human / professional skills A-B

12 Absolute standards awareness A-C

13 Ethical awareness (relevant to physics)

C

14 Foreign Language skills (relevant to physics)

E

15 Specific Communication Skills D

CODE DUBLIN DESCRIPTOR DIMENSION A Knowledge and understanding B Applying knowledge and understanding C Making judgements D Communications skills E Learning skills

Competences and Learning Outcomes CoRe2 - precisazioni

una competenza: Appartiene a ed è sviluppata dallo studente; Riguarda comprovata conoscenza, comprensione, competenze (specifiche

dell’area tematica e trasversali), abilità, attitudini e valori (etici); Si costruisce in maniera cumulativa nel CdS ed attraverso i cicli successivi Dovrebbe informare sul contesto in cui la competenza viene applicata; (simile a ciò che si richiede in una breve descrizione di una opportunità di

lavoro)

Un risultato dell’apprendimento (Learning Outcome) è: Una frase più lunga che descrive un risultato misurabile di un processo di

apprendimento; Una espressione del grado di estensione/livello/standard della competenza;

e Non una proprietà dello studente, ma un mezzo per le istituzioni di

formazione superiore di misurare se gli studenti hanno sviluppato le loro competenze al livello richiesto.

Management Committee

LEARNING OUTCOMES AND COMPETENCES IN STUDY PROGRAMMES

ExampleCourse unit/learning outcome

Unit 1

Unit 2

CompetenceA B C D E F G H I F

x x

X = THIS COMPETENCE IS DEVELOPED AND ASSESSED AND IS MENTIONED IN THE LEARNING OUTCOME OF THIS UNIT

Management Committee

Unit 3

Unit 4

x x x

x x x

x x x

X

X X

Author: Jeremy Cox, Polifonia Network, for TUNING Projects

CoRe 2 : Come descrivere le competenze sviluppate dal CdS → 2 elementi a short name – un nome breve

a qualifying/informative statement: – una frase qualificante / ricca di informazione

esempi Flexible mind: acquisition of a flexible mind, open to apply basic physical

knowledge and competences in a wide range of job opportunities and in everyday life.

Problem solving: ability to formulate, analyse and synthesize solutions to scientific problems at an abstract level by dividing them into testable sub-problems, differentiating between major and minor aspects.

International Outlook: Ability to work in large international groups appreciating different national and cultural traditions and ways of working.


19

CoRe2: come scrivere i Risultati dell’apprendimento (RdA) del CdS

5 componenti chiave (notare il color code)

code) Active verb un verbo attivo

Type of learning outcome: Tipo di RdA Knowledge, Cognitive process, Skills, Other competences, i.e. other abilities, attitudes and (ethical) values.

Topic area of the learning outcome area disciplinare dello RdA

Indication of the extent, standard or the level that is intended – estensione/ standard / livello atteso

The scope and/or the context of the learning outcome –

contesto dello RdADonà dalle Rose, 13 maggio 2011

20

esempio tratto dalla guida CoRe2la descrizione di un RdA (o LO)


21

Ability to make

measurements

(knowledge)

physical

quantities

pursue an

investigation by

the design,

execution and

analysis of

experiments

compare results with

existing knowledge and

theories, and to draw

conclusions (including

degree of uncertainty).

verb type subject standard scope/context

CoRe2: come scrivere i Risultati dell’apprendimento (RdA) del CdS

un altro esempio (con codice a colori)


22

– Ability to create large computer codes in a variety of computer languages according to the needs of the doctoral thesis and to adapt, develop and incorporate software initially produced by others

CoRe2ALTRI ESEMPI tratti dall’area della

FISICA


23

esempi tratti dalla guida CoRe2 – Annex 3la descrizione delle competenze trasversali in Fisica – primo ciclo


24

GENERIC Capacity for analysis and synthesis using logical arguments and proven facts.

capability to perform guided teamwork in a lab setting and related special skills demonstrating capacity for handling the rigor of the discipline and for time management (including meeting deadlines).

Ability to communicate effectively and to present complex information in a concise manner orally and in writing and using ICT and appropriate technical language.

Ability to communicate with non-experts, including some teaching skills Ethical commitment from the point of view of both professional integrity and

awareness of possible physics social impact

esempi tratti dalla guida CoRe2 – Annex 3la descrizione delle competenze trasversali in Fisica – secondo ciclo


25

GENERIC• Graduates will have acquired a way of thinking that will enable them to

penetrate and solve problems, while maintaining a critical stance towards established scientific insights

• Graduates will be able to hold an oral presentation and to write a lucid article on the research conducted and on modern concepts in physics and astronomy for a general, non-specialist public

• Graduates will have gained sufficient knowledge of and insights into the role of physics and astronomy in society in order to function adequately in their future professions and reflect on societal problems

esempi tratti dalla guida CoRe2 – Annex 3la descrizione delle competenze trasversali in Fisica – terzo ciclo


26

GENERIC

• Research Ability: Competence to initiate and carry out (individually and/or as part of a team) investigations which contribute to the advancement of knowledge and understanding of the physical universe and to produce results.

• Team-work: Capacity for working in a complex research team and for assuming responsibility for tasks including taking into account budgetary and personnel constraints.

• Creativity: Capacity to be creative in developing ideas and in pursuing research goals.

• Communication skills: Ability to communicate effectively to specialist and non-specialist audiences and to present complex information in a concise manner orally and in writing using appropriate technical language and methods.

• Ethical Commitment: To demonstrate ethical commitment and an appreciation of the ethos of scientific research.

esempi tratti dalla guida CoRe2 – Annex 3descrizione di alcune competenze specifiche in Fisica -1


27

Primo ciclo Deep knowledge and understanding: Ability to analyze physical phenomena

(both natural and technological) in terms of fundamental physics principles and knowledge and by means of appropriate mathematical methods.

Estimation skills: ability to make order-of-magnitude estimates and find approximate solutions with explicit statements of assumptions and the use of special and limiting cases.

Secondo ciclo Graduates will be able to formulate new questions and hypotheses in the fields

of physics and astronomy, and to select the appropriate pathways and research methods for solving these questions, on the occasion of presentations and/or reports’ submission and taking into account the available resources.

Graduates will be able to formulate and analyse scientific problems at an abstract level by dividing them into testable sub-problems, differentiating between major and minor aspects

esempi tratti dalla guida CoRe2 – Annex 3descrizione di alcune competenze specifiche in Fisica - 2

Terzo ciclo Particle Physics Research Ability: Competence to carry out original

research in experimental high energy physics and to achieve research results which constitute an advancement of knowledge of the field coupled with an appreciation of the most important questions to be addressed and

the research methods to be employed.

Data Analysis Ability: Competence in the analysis of data from particle physics experiments which may be on a very large scale and which may

require the use of powerful computing resources, e.g. grid computing.

Critical and Evaluative Ability: Competence to interpret resultsfrom experiments and to take part in discussions with experienced research

physicists concerning the scientific implications of new results.


28

ESEMPI presi dall’area della FISICA - primo ciclo 1

complete list of programme learning outcomes

1. Ability to demonstrate knowledge and understanding of physics fundamentals in: classical mechanics, vibrations and waves, acoustics, optics and spectroscopy, thermodynamics, electromagnetism, quantum physics. The level of this knowledge of core physics is a basic one, i.e. the level needed for working with established areas of applications but not as high as is needed for research at the frontiers of knowledge.

2. Ability to demonstrate knowledge and understanding of mathematics relevant for physics at a basic level, i.e. differential and integral calculus, algebra, analytic functions of real and complex variables, vectors and matrices, vector calculus, ordinary and partial differential equations, statistics, Fourier methods and – furthermore –capability of using such tools in physics applications.


29

ALTRI ESEMPI presi dall’area della FISICA - primo ciclo 1COMPLETE LIST OF PROGRAMME LEARNING OUTCOMES VERB IN BLACK ; TYPE IN BLUE; SUBJECT IN RED; STANDARD IN GREEN; CONTEXT IN VIOLET1. Ability to demonstrate knowledge and understanding of physics fundamentals in:

classical mechanics, vibrations and waves, acoustics, optics and spectroscopy, thermodynamics, electromagnetism, quantum physics. The level of this knowledge of core physics is a basic one, i.e. the level needed for working with established areas of applications but not as high as is needed for research at the frontiers of knowledge.

2. Ability to demonstrate knowledge and understanding of mathematics relevant for physics at a basic level, i.e. differential and integral calculus, algebra, analytic functions of real and complex variables, vectors and matrices, vector calculus, ordinary and partial differential equations, statistics, Fourier methods and – furthermore –capability of using such tools in physics applications.


30

ESEMPI presi dall’area della FISICA - primo ciclo 2


3. Ability to demonstrate experimental skills in physics (i.e. knowledge of experimental methods and how to perform physics experiments) under supervision, in order to test hypotheses and to investigate phenomena and their physical laws (i.e. being able to ask for the right questions; familiar with most common instrumentations; designing, assembling, conducting experiments; collecting and analyzing data, including careful error analysis and critical evaluation of experimental results).

.......9. Acquisition of good working habits concerning both working alone (e.g. diploma

thesis) and in teams, including team-leading, (e.g. lab reports) achieving results within a specified time-frame with an emphasis on awareness about professional integrity and on how to avoid plagiarism.

10. Demonstrated proficiency in using English language, including subject area terminology, for literature search.


31

ESEMPI presi dall’area della FISICA - primo ciclo 2COMPLETE LIST OF PROGRAMME LEARNING OUTCOMES VERB IN BLACK ; TYPE IN BLUE; SUBJECT IN RED; STANDARD IN GREEN; CONTEXT IN VIOLET

3. Ability to demonstrate experimental skills in physics (i.e. knowledge of experimental methods and how to perform physics experiments) under supervision, in order to test hypotheses and to investigate phenomena and their physical laws (i.e. being able to ask for the right questions; familiar with most common instrumentations; designing, assembling, conducting experiments; collecting and analyzing data, including careful error analysis and critical evaluation of experimental results).

.......9. Acquisition of good working habits concerning both working alone (e.g. diploma

thesis) and in teams, including team-leading, (e.g. lab reports) achieving results within a specified time-frame with an emphasis on awareness about professional integrity and on how to avoid plagiarism.

10. Demonstrated proficiency in using English language, including subject area terminology, for literature search.


32

ESEMPI presi dall’area della FISICA - secondo ciclo


For all variants in general: Graduates will be able to make measurements of physical quantities and to pursue

an investigation by the design, execution and analysis of experiments, to compare results with existing knowledge and theories, and to draw conclusions (including degree of uncertainty).

For the Research variant: Graduates will have gained adequate knowledge and insights pertaining to the basic

sub-areas of physics and astronomy. The scope of this basic knowledge will be sufficient to allow them to do practical training in one of the research groups

For the Communication variant: Graduates will have sufficient knowledge of various theories of communication that

will enable them to reflect critically on the literature in the field of communication Graduates will possess skills in the fields of scientific journalism and technical

communication and knowledge of recent developments in these fields


ESEMPI presi dall’area della FISICA - secondo ciclo COMPLETE LIST OF PROGRAMME LEARNING OUTCOMES VERB IN BLACK ; TYPE IN BLUE; SUBJECT IN RED; STANDARD IN GREEN; CONTEXT IN VIOLETFor all variants in general: Graduates will be able to make measurements of physical quantities and to pursue

an investigation by the design, execution and analysis of experiments, to compare results with existing knowledge and theories, and to draw conclusions (including degree of uncertainty).

For the Research variant: Graduates will have gained adequate knowledge and insights pertaining to the basic

sub-areas of physics and astronomy. The scope of this basic knowledge will be sufficient to allow them to do practical training in one of the research groups

For the Communication variant: Graduates will have sufficient knowledge of various theories of communication that

will enable them to reflect critically on the literature in the field of communication Graduates will possess skills in the fields of scientific journalism and technical

communication and knowledge of recent developments in these fields


ESEMPI presi dall’area della FISICA – terzo ciclo

Complete list of programme learning outcomes

– Achieving knowledge and understanding of advanced high energy and particle physics and related fields including experimental techniques and detector technology; the level of this knowledge is that needed for research at the frontiers of knowledge and directed to extending those frontiers.

– Ability of writing clearly and effectively an extensive, deep and detailed account of research work.

– Ability to give subject-specialised research seminars and to produce research publications for major research journals.

– ......

• NB. It must be understood that the most important and essential outcomes in this doctoral programme are not ‘learning outcomes’ but rather “research outcomes” in which new knowledge is created and/or applied (through thesis report, journal papers, spin-offs and patents, etc.).


35

ESEMPI presi dall’area della FISICA – terzo ciclo COMPLETE LIST OF PROGRAMME LEARNING OUTCOMES VERB IN BLACK ; TYPE IN BLUE; SUBJECT IN RED; STANDARD IN GREEN; CONTEXT IN VIOLET

– Achieving knowledge and understanding of advanced high energy and particle physics and related fields including experimental techniques and detector technology; the level of this knowledge is that needed for research at the frontiers of knowledge and directed to extending those frontiers.

– Ability of writing clearly and effectively an extensive, deep and detailed account of research work.

– Ability to give subject-specialised research seminars and to produce research publications for major research journals.

– ......

• NB. It must be understood that the most important and essential outcomes in this doctoral programme are not ‘learning outcomes’ but rather “research outcomes” in which new knowledge is created and/or applied (through thesis report, journal papers, spin-offs and patents, etc.).


36

CoRe2 a further step towards a common language in

EURHOPE

Grazie per la vostra attenzione!

CoRe2 contact details

Website

www.core-project.eu

Jenneke Lokhoff

Policy Officer

[email protected]

Lupo Donà dalle Rose

Tuning physics coordinator

[email protected]

http://www.core-project.eu/

mailto:[email protected]

mailto:[email protected]

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