Introduction: why learning outcomes? Raimonda Markeviciene.
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Transcript of Introduction: why learning outcomes? Raimonda Markeviciene.
Introduction: why learning outcomes?
Raimonda Markeviciene
Why institutions resist change?It is usually easier and
less risky to do nothing than to attempt to change.
Universities exist in a culture of competition among institutions, programmes and faculty. Result - cooperation is often rarely rewarded.
Faculty and admin staff will rarely be willing to exchange what they already do, even if they are not happy with it, for the unknown.
Tradition is an extremely powerful force both within and outside of the academy.
Why institutions resist change?Assessment and
accountability are viewed by many as evils to be avoided rather than as tools for improving what they do or the quality of their institution.
Significant change will never occur until the
forces for change are greater in
combination than the forces preserving
the status quo.
Therefore
5 good reasons for the constant change
• Rapidly changing technology• Growing cooperation with professional world• Need for constant modernization of curricula• Mass education• Growing number of higher education
providers
Student-centred learning
Is it that we are moving from this…
...to this?
•The learner has full responsibility for her/his learning•Involvement and participation are necessary for learning•The relationship between learners is more equal, promoting growth, development•The teacher becomes a facilitator and resource person•The learner experiences confluence in his education•The learner sees himself/herself differently as a result of the learning experience.
Principles
Student-centred Learning – teaching & learning, knowledge & understanding
•‘the student is supported in making sense of their ‘journey’ through knowledge construction’•The teacher has already made an equivalent journey of his or her own•Support is informed by this experience•Learning proceeds through discussion and interaction, but it is not symmetrical
The teacher’s conceptual knowledge enriches the student
Reflection on the interaction with the teacher leads the student to modify his actions
reflection on the student’s performance also leads to adaptation of the teacher’s construction of the
world
Teaching and learning
The unique character of each student and the
abundance of
information sources in
the modern technologic
al age
•The focus is not just on what is taught but on how effective learning should be promoted•Student learning becomes the main preoccupation of the teacher (not the facts to be fed into the students)•The student is supported in making sense of their ‘journey’ through knowledge construction
Student-centred Learning – consequences for Competences and Learning Outcomes
Benjamin Bloom(1913 – 1999)
• He looked on learning as a process – we build upon our former learning to develop more complex levels of understanding• Carried out research in the development of classification of levels of
thinking behaviours in the process of learning. PhD University of Chicago in 1942.
• Worked on drawing up levels of these thinking behaviours from the simple recall of facts at the lowest level up to evaluation at the highest level.
The taxonomy consists of a hierarchy of increasingly complex processes which we want students to acquire.Provides the structure for writing learning outcomesBloom’s Taxonomy is frequently used by teachers in writing learning outcomes as it provides a structure and list of verbs.
Bloom (1956) - knowing is composed of six successive levels arranged in a hierarchy.
Bloom suggested certain
characteristic werbs verbs
These verbs are the key to writing learning outcomes.
This area is the cognitive
(“knowing” or “thinking”)
domain
1. Knowledge: ability to recall or remember facts without necessarily understanding them
Active verbs like: Arrange, collect, define, describe, duplicate, enumerate, examine, find, identify, label, list, memorise, name, order, outline, present, quote, recall, recognise, recollect, record, recount, relate, repeat, reproduce, show, state, tabulate, tell.
2. Comprehension - ability to understand and interpret learned information
Active verbs:
Associate, change, clarify, classify, construct, contrast, convert, decode, defend, describe, differentiate, discriminate, discuss, distinguish, estimate, explain, express, extend, generalise, identify, illustrate, indicate, infer, interpret, locate, predict, recognise, report, restate, review, select, solve, translate.
3. Application: ability to use learned material in new situations, put ideas and concepts to work in solving problems
Active verbs: Apply, assess, calculate, change, choose, complete, compute, construct, demonstrate, develop, discover, dramatise, employ, examine, experiment, find, illustrate, interpret, manipulate, modify, operate, organise, practice, predict, prepare, produce, relate, schedule, select, show, sketch, solve, transfer, use.
4. Analysis: ability to break down information into its components (understanding of organisational structure)
Active verbs:Analyse, appraise, arrange, break down, calculate, categorise, classify, compare, connect, contrast, criticise, debate, deduce, determine, differentiate, discriminate, distinguish, divide, examine, experiment, identify, illustrate, infer, inspect, investigate, order, outline, point out, question, relate, separate, sub-divide, test.
5. Synthesis - ability to put parts together
Active verbs:Argue, arrange, assemble, categorise, collect, combine, compile, compose, construct, create, design, develop, devise, establish, explain, formulate, generalise, generate, integrate, invent, make, manage, modify, organise, originate, plan, prepare, propose, rearrange, reconstruct, relate, reorganise, revise, rewrite, set up, summarise.
6. Evaluation: Ability to judge value of material for a given purpose
Active verbs: Appraise, ascertain, argue, assess, attach, choose, compare, conclude, contrast, convince, criticise, decide, defend, discriminate, explain, evaluate, interpret, judge, justify, measure, predict, rate, recommend, relate, resolve, revise, score, summarise, support, validate, value.
2nd - AFFECTIVE DOMAIN (“Feeling”) concerned with value issues : involves attitudes.
Integration of beliefs, ideas and attitudes
Comparing, relating, synthesising values
Commitment to a value
Active participation in own learning
Willingness to receive information
Active verbs:Appreciate, accept,
assist, attempt, challenge, combine, complete, defend,
demonstrate (a belief in), discuss, dispute, embrace,
follow, hold, integrate, order,
organise, join, share, judge, praise,
question, relate, share, support,
synthesise, value.
3rd - PSYCHOMOTOR (“Doing”) DOMAIN
*Work not completed by Bloom.*Involves co-ordination of brain and muscular activity. *Active verbs for this domain: bend, grasp, handle, operate, perform, reach, relax, shorten, stretch, differentiate (by touch), perform (skilfully).
Laboratory skillsOperate the range of instrumentation specified in the module safely and efficiently in the chemistry laboratory.Perform titrations accurately and safely in the laboratory.Construct simple scientific sketches of geological features in the field.
Clinical Skills Perform a comprehensive history and physical examination of patients in the outpatient setting and the general medical wards, excluding critical care settings. Perform venipuncture and basic CPR.
Presentation skillsDeliver an effective presentation.Demonstrate a range of graphic and CAD communication techniques. Perform basic voice and movement tasks (theatre studies).
20062007
BOLOGNA
TUNING EUROPE
PRAGUE
BERLIN
TUNING LATIN
AMERICA
LONDON
BERGEN
2001
19992000
2002
2004
2003
2005
Russia
Bologna Process and Tuning
2009
LEUVEN
Georgia
USA
AUSTRALIA
Tuning Academy – Deusto-Groningen: Tuning Academy – Deusto-Groningen: the initial structurethe initial structure
Five Units:
Unit 1: study, research and innovation
Unit 2: experimentation, training of trainers
Unit 3: policy & analysis, education- employment
Unit 4: implementation, dissemination & projects
Unit 5: organisational development
Tuning project/process that created tools:
Implementation ofBologna at subject
area level: Tuning action lines
Generic competences
Subject specific competences
ECTS for accumulation
Teaching, learning &
Assessment(TLA)
Learning Centeredness,
Common language,Flexibility
Employability and citizenship
Quality assurance
Competences and LO
Tuning vs traditional programme design: difference in approaches
Traditional: Teacher in the centre of the
learning activity; Content based programme; Individual teacher decides
on content and aims of the material;
Passive material presentation methods dominate teaching;
Passive role of the student;
Tuning: Student in the centre opf
learning activity; Study programme oriented
to result (learning outcomes) expressed through competences;
“Reverse” (top-down) approach;
Active role of the student.
60 ECTS
60 ECTS
FIRST CYCLE PROGRAMME
COURSE UNIT
60 ECTS
Degree programme according to 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 the basis for credit allocation
• Teaching, learning and assessment approaches respect credit allocation: feasibility is key factor
Top-down
Tuning model
From Project to Process
THE TUNING DYNAMIC QUALITY DEVELOPMENT CIRCLE
Definition of academic and professional profiles
Identification of resources
Programme design: definition of learning outcomes / competences
construction of curricula:
content and structure +
balanced ECTS credit allocation
Evaluation and improvement (on the basis of feed back and feed forward)
Selection of types of assessment
Selection of teaching and learning approaches
Application of ECTS at micro level -a study programme perspective
Indication of the time students need to complete all learning activities
Statements of what a learner is expected to know , understand and be able to do after the process of learning
Expressed through competences
EQF for Lifelong Learning (an EC initiative)
(27 countries)
EQF for Higher Education
47 countries)
National Qualification Frameworks
Sectoral Qualification Frameworks
TUNING reference points for Higher Education programmes
Dublin descriptors
Types of learning outcomes
Programme
Module
General cycle
Meta frameworks NQF and Sectoral QF
Ba, Ma, PhD descriptors
LO for degree programme
Module/course unit LO
Tuning reference points for
subject area
Dublin descriptors as benchmarks for LO
Five aspects: Knowledge and understanding Applying knowledge and understanding Making judgement Communication skills Learning skills
Module LO
Module LO
European Qualification Framework
National Qualification framework
12345678
12345678
III cycle
II cycle
I cycle
III pakopa
II pakopa
I pakopa
Dublin descriptors
Lietuvos aukštojo mokslo pakopos
European qualification framework for Higher
education
Study programme competences and LO
Module LO
Module LO
Lithuanian HE levels
Employment area research consultations with employers, visionaries of profession
and/or researchers in the area
Place of the study programme in the context of HE legislation, Lithuania
What is a degree profile?
ProfileProfile A good profile takes into account different users’ perspectives &
interests
A description of the character of a degree programme or qualification explaining: -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
2. Each profile has an own identity based on specific elements developed by the institute:-mission, strengths, particular constraints and opportunities derived from the local and regional economy
Guidelines for degree profile description
Sections:General informationA – PurposeB - CharacteristicsC - Employability and Further EducationD - Education StyleE - Programme CompetencesF – Complete list of Learning outcomes
Overall guidelines Be readable in 5
minutes Maximum two pages Coherent impression of
the degree Succinct and to point,
yet detailed and informative
gathers the essence of what is - “should be” - the degree holder.
detects the occupations and tasks which can be carried out by the graduate.
focuses on the environment in which the gaduate is able to function successfully.
defines the main expected learning outcomes in terms of competences –generic and specific.
IDENTITY
IDENTITY
FUNCTION
CONTEXTS
EDUCATION
Key elements academic-professional profile
10 steps for designing a programme –Tuning approach
Implement, monitor, improve
External reference points NQF, subject benchmarks,
Programme specifications