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osnabrueck.de
1
Plenary Session III:
Exploring Learning
Outcomes
5th European Quality
Assurance Forum
Lyon Nov 18-20 2010
2
Imagine you travelled in England by car
You are already puzzled
because you have to drive on the wrong side of the road…
Then you see the following signpost:
And ask yourself what does that mean ?
And a few seconds later you learn ...
Any relationship to Learning Outcomes, QFW and QA?
Definition of LOTo Know Be able to do
What should the learner
achieve in terms of
knowledge?
broadening…
deepening
What can a learner
demonstrate that he has
achieved?
Methods/Instruments….
communicate…
systemic….
Intended?
Student is prepared to do?
Competences?
6
How do
we know
what
the learner
should know
and
be able to do?
Or: Does anybody
know at all?...in
absolute terms?
You never stop to learn
7
Desired „Can Do“ Profile -
Communication
/ Ability to work
in teams
99%
(Tuning Empl 5)Can analyse 88%
(3)
Problem solving 97%
(2)Broad subject
related
knowledge
87%
(Academics 1)
Learn to learn 97%
(1)Knowledge
about the EN
78%
-
Independent
working
96%
-Managerial
competence
70%
(bottom 5)
Adaptability 96%
(4)Specialisation 68%
-
8
LO Intended quality characteristics of the Bologna
degrees
Knowledge Knowledge
broadening
Broad subject oriented knowledge: 87%
Knowledge
deepening
Knowledge about the enterprise –
Leadership etc.: 68-78%
Ability
to do
Knowledge
Acquisition
/
Develop-
ment
Comprises:
Instrumental Can analyse: 88%
communicative Can communicate –
work in groups – adapt:
99%
Systemic
LO
Can solve problems,
learn to learn: 97%
What to do?
You cannot do without discussing … It is
not a top-down approach:
• Learning is much more than the sum of learning
outcomes
– Intended/planned – achieved
– Unplanned /non-formal /informal
• It is more than employability
• Own research
• Positioning helps to find „your way“
Where are we?
Position
Environment
Capabilities
Expectations /
Purposes
Culture
11volker gehmlich Osnabrueck University
of Applied Sciences - Member of EUA11
HEI
Governance-Whom should the
HEI serve?
-How are the
purposes
determined?
Institutional
purpose-Institutional values
-Mission Statement
-Objectives
Cultural
context-Which purposes are
prioritised?
-Why?
Institutional
ethics-Which purposes
should be prioritised?
-Why?
Stakeholders´
expectations-Whom does the
institution serve?
LO reflect
1313
In outcome-based education the educational outcomes are clearly and unambiguously specified.
These determine the curriculum content and its organisation, the teaching methods and strategies, the courses offered, the assessment process, the educational environment and the curriculum timetable.
They also provide a framework for curriculum evaluation.
(Harden et al., 1999a)
Challenge at Programme level
Profile:Levels of Description –
Model: Integrated Universities
• University - Philosophy,
Mission Statement
• Faculty - Bundle of Qualifications
• Programme - Profile Qualification
(Bundle of Learning
Outcomes)
• Module - Learning Outcomes
[email protected] 15volker gehmlich Osnabrueck University
of Applied Sciences - Member of EUA15
We need (to)
Example of Learning Outcomes
After your meal (sorry, you had
it…)
According to EQF: Learning Outcomes
Knowledge
• Layers
Skills
• Getting into your mouth
Competence
• Responsibility for your stomach
volker gehmlich Osnabrueck University
of Applied Sciences - Member of EUA17
1818volker gehmlich Osnabrueck University
of Applied Sciences - Member of EUA18
According to HEA-QF (Dublin
Descriptors): Knowledge
• Layers
Applying knowledge
• Getting into your mouth
Making judgements
• Hmmmmm (?)
Communicate
• Friends…
Learn to learn
• Criteria for (fast)food
How do we get there?
Discourse essential
Investigation
•Suitability
•Acceptability
•Feasibility
•Sustainability
[email protected] 20volker gehmlich Osnabrueck University
of Applied Sciences - Member of EUA20
LearningUnit / Module
Learning Programme
OrganisationalLevel
Sectoral Level
National Level
EQF LLLQuality assured
Quality assured
EH
EA
D:
HE
QF
[email protected] 21volker gehmlich Osnabrueck University
of Applied Sciences - Member of EUA21
Change of Paradigm
Put into Practice:
Learning Chain
Programme Profile
Learning OutcomesLearner´s Profile
Learning Space
Modular Structure
Module Learning Outcomes
Assessment
Learning and Teaching Material
Internal Quality Management
-Labour Market
-Qualificationsframeworks
-Strategy
General / Vocational
Education and
Training
Communication
Principles in Practice
Information, Consultation, Analysis processes
Information, Consultation, Analysis processes
Employability
et al
Learning
Space Information Pack.
Learning
Agreement
Award /
Diploma
Supplement
Transcript
of Records
Credit
Transfer /
Accumulation
Profile
Level
Modularisation
Learning Outcomes
Workload
Individual
Selection
Performance•Credits•Grade
Descriptors
[email protected] [email protected] 23
Learning ChainTools at work for internal and external
Quality Assurance
Programme-Level
Learning OutcomesSubject-related
Generic
-QFR-NQR-HQR-SQR
LearnerCredit Transfer +
Accumulation
Application /CV /
Learning Agreement/
TOR / Mobility Pass
Language Pass
Diploma/Certificate
Supplement
Learning Space
Module-Level LOTeaching and Learning,
Assessment
Information Package /
Course Catalogue
Change of Paradigm
Quality Assurance/ -enhancementStandards & Guidelines / Register
[email protected] 24volker gehmlich Osnabrueck University
of Applied Sciences - Member of EUA24
…I know what you have to learn….Follow
me…Listen….
Gone! Those were
the days…
Today:
Learner centred!
Examples CD:
Common Platform + customised modules
HUB
LH
HUB
UA
Hub-and-Spoke
Code Sharing
Berlin
FMODüsseldorf
Hannover
LA
New York
Dallas
Spokes
Spokes
Spokes
Spokes
Curricular Form of Mobility Window
Type I
Full Semester = 30 CreditsLearning
Outcomes
30
Credits
Learning Outcomes of the Semester abroad have to be defined as a whole and not according to individual modules
Curricular Form of Mobility Window
Type II
Full Semester = 30 Credits
M
M
Learning Outcomes defined for
1 MOCCA Module (MM)
plus 5 „traditional“ Modules
29
Assessment Requires
• Forms / Types
– Written
– Oral
– On-line
– Theoretic
– Practical
– QA
– Report
– Essay…
• SMART Criteria eg
- Context (5%)
- Research Question (10%)
- Methodology (15%)
- Analysis (20%)
- Conclusion (20%)
- Recommendations (20%)
- Literature (5%)
- Presentation, Language,
Quotation
volker gehmlich Osnabrueck University
of Applied Sciences - Member of EUA29
[email protected] [email protected] 30
BA-level 6-1
Knowledge
-Widening
-Deepening
Capability
Accessing/
Opening /
Developing
Knowledge widening
-present tools to design a strategy and to develop
business organisations strategically
-interpret alternative tools to make a choice
-outline consequences of strategic decisions
Knowledge deepening
-apply tools to implement a strategic development successfully
-identify and interpret strategic issues in different contexts
-realise how strategy development can be seen, how processes
can be understood and what the implications are for strategy development
-differentiate between strategic management in different contexts
Capability – Knowledge accessing / opening / developing
Instrumental (methodological) capability
-apply techniques of strategic analysis
-apply techniques to select adequate strategies
-apply techniques to implement strategy
Communicative / interpersonal capability
-use different viewpoints on strategy to explain observable processes
in organisations
-explain implications of diffrent scenarios and different strategies
Systemic capability
-to demonstrate the impact of national and organisational culture on
strategy formulation and implementation
-to apply techniques in specific business positions
LO in detail
[email protected] [email protected] 31
Knowledge widening
-present tools to design a strategy and to develop
business organisations strategically
-interpret alternative tools to make a choice
-outline consequences of strategic decisions
Knowledge deepening
-apply tools to implement a strategic development successfully
-identify and interpret strategic issues in different contexts
-realise how strategy development can be seen, how processes
can be understood and what the implications are for strategy development
-differentiate between strategic management in different contexts
Capability – Knowledge accessing / opening / developing
Instrumental (methodological) capability
-apply techniques of strategic analysis
-apply techniques to select adequate strategies
-apply techniques to implement strategy
Communicative / interpersonal capability
-use different viewpoints on strategy to explain observable processes
in organisations
-explain implications of diffrent scenarios and different strategies
Systemic capability
-to demonstrate the impact of national and organisational culture on
strategy formulation and implementation
-to apply techniques in specific business positions
Forms of
Assessment
-Quizzes
(„best two“)
-Oral Presentation
(Case Study-
Group)
-Oral exam (20 min.
Individual)
-Case Study
(„Open Book
Exam“-Notes)
ExampleCriteria <40 <50 <60 <70 <80 80+ Comment
s
Clarity and relevance of terms of
reference/aims and objectives and these
have been fully met
Demonstration of knowledge, understanding
and critical evaluation of relevant literature
Justification and use of appropriate methods
and data collection
Evidence of systematic data collection and
clear presentation and findings
Critical analysis and interpretation of findings
linking both secondary and primary research
Appropriateness of conclusions and, where
required, realistic and appropriate
recommendations
Evidence that personal learning has been
reviewed – skills reflection
Satisfactory presentation of material,
consistent and appropriate referencing and
clear and accurate use of English
Overall Grade
volker gehmlich Osnabrueck University
of Applied Sciences - Member of EUA32
[email protected] 33volker gehmlich Osnabrueck University
of Applied Sciences - Member of EUA33
34volker gehmlich Osnabrueck University
of Applied Sciences - Member of EUA34
External QA
External QA
Learning Outcome
Orientation -
Learner Centred
Internal QA
Internal QA
Levels:
-Institution
-Faculty
-Study-Programme
-Module
Focus: Consistency
-Mission, Philosophy
-Qualifications Portfolio
-Profile of Qualifications
-Programme LO
-Module LO
CSF
Requirements:LO have to be
SMART
-specific
-measurable
-achievable
-realistic
-time specific
And
-clear
-unambiguous
CSF
Consequences:
LO determine
-curriculum content
-its organisation
-teaching methods &
strategies
-courses offered
-assessment process
-educational environment
-curriculum timetable
[email protected] 35volker gehmlich Osnabrueck University
of Applied Sciences - Member of EUA35
That´s not too
(heavy) difficult
– or?
Can we do it?
[email protected] 36volker gehmlich Osnabrueck University
of Applied Sciences - Member of EUA36
YES,
WE
CAN
You never stop to learn
[email protected] [email protected] 39
But changing education and training is a slow
process! It may take more than a life-time