1

IT Tralee : Context

Changing to Credit Based Modular LearningA Paradigm Shift?

Dr. Noel Mulligan, Modularisation Project ManagerInstitute of Technology, Tralee.

Accreditation and Assessment in Higher Education - The Emerging ScenarioNUI, Maynooth, 25th January 2007

2

NOTE for Audience

Handout of Presentation includes

Visible Slides – bullet pointsHidden Slides - notes

3

Credit Based Modular Learning – How much of a change?

Education Super SystemEducation SystemsInstitutionsAcademics

Learners

5

What we are doing at IT Tralee

Major Programmatic ReviewModularisation/SemesterisationRestructuringReconstructingChanging how we fulfil our MissionChallenging ourselves

7

Why we are Restructuring/Reconstructing/Changing

Bologna ProcessNational Framework of Qualifications (NFQ)Learner FocusMarket for Higher Education ServicesPursuing Best Practice

9

Our Experience of Change as Academics

Becoming a ‘Lecturer’/TeacherGradual Development of ProgrammesInstitutional and Programmatic ReviewDelegation of AuthorityTransfer of Programmes to the NFQNo experience of ‘Fundamental Change’

11

Bologna and NFQ Require and Facilitate ‘Fundamental Change’

TransparencyRecognitionMobility

13

Centrality of Learning Outcomes and Credits – The Paradigm Shift

Learner Input (ECTS Credits)Learning ProcessAssessment and GradingProgrammesAwards

15

‘Real’ Learner Centred Education

Exclusive v Inclusive Institutional Status v Learning Community

Academic ‘Freedom’ v Learner Needs & Wants Field Expertise v Pedagogy

Teaching v LearningInput v Output

Syllabus Content v Learning Outcomes(Familiar) v (Unfamiliar)

17

Importance of Learning Outcomes and Credits for Academics

Academics Conceive/Design/Develop/Deliver/Assess Education Programmes and Award Credits for the learning that is achievedAcademics are at the coalface of the Bologna Process and are ultimately responsible for

• Transparency• Recognition• Mobility

Academics must have an in-depth understanding of Learning Outcomes and Credits

19

Foundation for Understanding of Learning Outcomes and Credits

Learning and LearnersStandards, Level and Volume (Knowledge, Skill and Competence)Assessment

21

Learning Outcomes and Credits –A Shared Interpretation

A Common Currency in a Seamless SectorOpportunity for ConvergenceRisk of DivergenceAvoid cul-de-sacs

23

We’re in the Learning Business

Simple ConceptsComplex Problems

24

IT Tralee : Context

Thank You

Accreditation and Assessment in Higher Education - The Emerging ScenarioNUI, Maynooth, 25th January 2007