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


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


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.



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)


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


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).


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.


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.



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


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


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.


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.


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.


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.


Tuning Quality Circle

Thank you for your attention !

http://www.unideusto.org/tuningeu/

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