Tuning Africa II Second General Meeting Student …tuningafrica.org/upload/evento/editor/doc/2/tuning...Robert Wagenaar and Pablo Beneitone Addis, 29 February 2016 Tuning Africa II

Robert Wagenaar and Pablo Beneitone

Addis, 29 February 2016

Tuning Africa II

Second General Meeting

Student Workload and its link to Tuning

First steps to define an African credit system

Content

1. Student workload and TuningWhy having a credit systemDifferent credit systems in the World Student workload and Tuning

2. Measuring Student Workload

3. Credit system in Africa: country report

MAP

Why having (a) credit system(s)

• Improve the comparability and compatibility of study programmes• Make study programmes more transparent• Allow for more flexibility and diversity of pathways• Make it easier to construct well-balanced programmes• Promote the feasibility of programmes• Enhance the quality of programmes• Facilitate and promote student mobility• Facilitate and improve the recognition of periods of studies taken elsewhere

successfully• Facilitate different types of learning (informal, non-formal, formal, part-time,

etc.)A credit system is a key element for the accumulation of knowledge and skills expressed and measured in terms of (workload / time-based) credits

1. Carnegie Credit hour: USA 2. UCTS: UMAP Credit Transfer Scheme*3. AACs: Asian Academic Credits4. ECTS: European Credit Transfer and

Accumulation System 5.CLAR : Credit Reference system for LA6.CATS: Credit for Accumulation and Transfer

Scheme (in UK)7.ACTS : ASEAN Credit Transfer System

(under ASEAN University Network)**

* UMAP: University Mobility in Asia and Pacific**ASEM: Asia-Europe Meeting

Different credit systems in the World

Carnegie credit hour (USA)

Oldest credit system in the world.

Has been set-up as an administrative system. Confirmed by Carnegie Foundation in a report published in Feb. 2015 that credit hour is an administrative unit not a Learning Unit

System is inflexible; does not accommodate modern types of Learning, Teaching and Assessment

Student-workload based Model: the Tuning student-centredapproach

The learning credit: Allows for more flexibility / individual pathwaysModularization and tailor made study programsDifferentiation in size of modules / unitsInclusion of work placement / trainee ships, entrepreneurships (Work-based learning)Fair crediting of final thesisStrategy for planning degree profilesDoes justice to the time a student needs to meet the intended Learning Outcomes of an educational module

Student workload and Tuning

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

6Microbiology and Genetics I 6Agrometeorology and Climate Change 6Food Science and Technology 6Agricultural Engineering and Applications 6Statistical Methods for Agricultural Sciences 5Biochemistry and Biotechnology 6Pests, Diseases and Weeds Control 6Animal Production and Science I 6Botany and Crop Physiology 4Scientific Communication Skills 8Microbiology and Genetics II 6Animal Science and Production II 6Crop Production Technologies 6Postharvest Management and Agricultural Produce Processing 6Project I 8Agricultural Management and Marketing

6Entrepreneurship 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


An example

Basing degree programmes on learning outcomes: opportunities and difficulties

Workload / time based credits and learning outcomes: two sides of the same coin!

Opportunities• Learning outcomes allow for better comparison and

recognition of periods of successful learning• Time required to achieve intended learning outcomes can

be expressed in credits• Learning outcomes allow for different approaches to reach the same results

Difficulties• Formulating learning outcomes requires expertise and experience• Learning outcomes should express reality• Learning outcomes should always be measurable


The role of time in the learning process

Time is an unchangeable dimension and the basis for organising live

Becoming competent requires effort and time (experience)

Although time is absolute, it is relative at the same time …

What (really) counts is productivity: what can be done in a given timeframe depends on many factors.

The concept of productivity is related to the concept of learning outcomes.

Tuning works with the concepts of notional learning time and the typical student to obtain the expected learning outcomes.


Tuning works with the notion of:

Notional learning time and the typical studentDefinition: the notional learning time is the time an average student will need to meet the expected learning outcomes. These learning outcomes can be formulated at threshold (minimum) level or at desired level

These concepts are used to design a degree programme or a course unit or module: a realistic estimation for calculating time

However ….. the average student does not exit in reality

Warning!

The notional learning time is not the actual time that any particular learner needs to spend. The actual time will differ from student to student

Credits are also a tool for planning !


Tuning distinguishes different types of interrelated elements that influence ‘productivity’, that is the time to obtain the required level of competence:

• Diversity of traditions

• Curriculum design and context

• Coherence of curriculum

• Teaching and learning methods

• Methods of assessment and performance

• Organization of teaching and learning

• Ability and diligence of the student

• Personal and material means available


Doctrine:

• Student has a fixed amount of time which is depending on the length / type of degree programme.

• Overall responsibility for designing a degree programme and the allocation of credits lies with the responsible legal body.

• Final responsibility for TLA activities for particular amount of time is delegated to the teacher.

• Teacher should be aware of specific competences and LO for course.

• Teacher should reflect on most effective TLA strategies for LO.

• Teacher should have a good notion of time required for each activity.

• Student has crucial role in monitoring process.


Agric.Sciences

Medicine

TeacherEducation Mech.

Eng.

CivilEng.

STUDENT WORKLOAD

AND CREDITS

HEManag.Appl.

Geology

Economics

STUDENT WORKLOAD

AND CREDITS

Elementos constitutivos de la consultaAcademics Students

Contact hours Independent workSTUDENT WORKLOAD

Measure student workload








10

1st Semester

2nd Semester

3rd Semester

4th Semester

1

2

3

5th Semester

6th Semester

Bachelor in AgriculturalSciences

University XYZ

Duración: 4 years


Each University has to identify the

units/courses/modules which are part of the semester

to be consulted (the number of unit/courses/modules

will differ from one University to another)










10

1st Semester

2nd Semester

3rd Semester

4th Semester

1

2

3

5th Semester

6th Semester








10

1st Semester

2nd Semester

3rd Semester

4th Semester

1

2

3

5th Semester

6th Semester








10

1st Semester

2nd Semester

3rd Semester

4th Semester

1

2

3

5th Semester

6th Semester

Bachelor in Agricultural

Sciences

Semesterchosen:

5th

Unit/Course A

Unit/Course B

Unit Course C

Unit Course D

Unit/Course A

Unit/Course B

Unit Course C

Unit Course D

Unit/Course E

Unit/Course F

Unit/Course A

Unit/Course B

Unit Course C

Unit Course D

Unit Course E


Each University has to consult 1 teacher and 10

students of EACH unit/course/module of the semester

chosen









10

1st Semester

2nd Semester

3rd Semester

4th Semester

1

2

3

5th Semester

6th Semester








10

1st Semester

2nd Semester

3rd Semester

4th Semester

1

2

3

5th Semester

6th Semester








10

1st Semester

2nd Semester

3rd Semester

4th Semester

1

2

3

5th Semester

6th Semester

Bachelor in Agricultural

Sciences

Semesterchosen:

5th

On- Line survey

1. Subject area: _________________________________________________________2. University: ___________________________________________________________3. Programme: _________________________________________________________4. Semester_________5. Number of calendar weeks in the semester __________6. Unit/Course/Module___________________________________________7. Academic hour in your university is ______ minutes.

Questionnaire for Teachers

Points 1-7 are pre-filled by the university administration staff

Questionnaire forTeachers

[1]

8.How many CONTACT HOURS in total are there in your unit/course/module during the SEMESTER?

......... hours

9.

From the list below, specify the types of INDEPENDENT WORKyou require in the unit/course/module during the SEMESTER. Enter the estimated number of hours which, in your opinion, the student should spend in order to complete the independent study in the unit/course/module.

a. Reading texts or literature Yes, ... hours Nob. Fieldwork (site visits, etc.) Yes, ... hours Noc. Laboratory work (not supervised by you) Yes, ... hours No

d.Preparation and presentation of written work (essays, reports, design work, modelling)

Yes, ... hours No

e. Working with Internet sources Yes, ... hours No

f. Preparing for interim assessment, final examinations, tests, etc. Yes, ... hours No

g. Other (specify): ........ hours No

10.

How many hours does an AVERAGE student need to complete all the requirements of your unit/course/module in this SEMESTER (taking into account CONTACT HOURS and INDEPENDENT WORK)?

........... hours

11.

How many hours does an AVERAGE student need to complete all the requirements of your unit/course/module per WEEK(taking into account CONTACT HOURS and INDEPENDENT WORK)?

........... hours

12.When planning your unit/course/module, did you estimate the hours students will have to spend on independent work?

Yes No

13.Did you take students’ expectations and feedback into consideration when planning the workload for your course?

Yes No

Contact hours - the amount of time spent on face to face teaching in a particular unit/course/module. It includes lectures, seminars, clinical practices, supervised labs, project work and field work.

Questionnaire forStudents

Contact hours - the amount of time spent on face to face teaching in a particular unit/course/module. It includes lectures, seminars, clinical practices, supervised labs, project work and field work.

8.How many CONTACT HOURSin total were you given to study this unit/course/module during the SEMESTER?

......... hours

9.

Using the list below, specify the types of INDEPENDENTWORK you used in the unit/course/module during theSEMESTER. Under g. add any other ways of learning thatyou use that are not included here.Enter the estimated number of hours that you needed tocomplete the independent work on unit/course/module.

......... hours

a. Reading texts or literature Yes, ... hours Nob. Fieldwork (site visits, etc.) Yes, ... hours No

c. Laboratory work (not supervised by the teacher)Yes, ... hours

No

d.Preparation and presentation of written work (essays, reports, design work, modelling)

Yes, ... hours

No

e. Working with Internet sourcesYes, ... hours

No

f.Preparing for interim assessment, final examinations, tests, etc.

Yes, ... hours

No

g. Other (specify): ........ hours No

10.

How many hours did you spend in the SEMESTER to complete all the requirements of this unit/course/module (taking into account CONTACT HOURS and INDEPENDENT WORK)?

...........hours

11.How many hours per WEEK did you spend (both CONTACT HOURS AND INDEPENDENT WORK) to complete all the requirements of this unit/course/module?

12..At the beginning of the unit/course/module, were you informed about the number of hours planned for independent work?

Yes No

13.Were you given the opportunity to provide feedback about the workload in this unit/course/module?

Yes No

42 country reports

No creditsystem With credit

system

• Was there ever a credit system in your country? If so,how was it describe it briefly and say why it is no longerbeing used? Do you know if there are there any plans fordeveloping one?

• Since there is no credit system in the country, how arethe partial periods of study recognized both betweenuniversities in your country and between theseuniversities and others in other countries? If there aremany variations, briefly describe the most commonlyused.

No credit system

• Since when was the credit system in place?

• How extensive is the system? (do all universities use it? only some?why?)

• Are there any reference documents on credit system in your countrythat you can quote? Give references to the main documents.

• How is the credit measured? (contact hours? contact hours andindependent work?, others?)

• How many credits per year does a degree programme have?

• Is the same measure of credit used for different levels (bachelor,master, PhD)? and for the different areas? (does the credit have thesame value for Law and for Medicine, for example?)

• How are the credits allocated to a degree programme?

• Other comments related to the credit that you wish to make?

With credit system

42 country reports

Discussed with Nationalauthorities

Documents

Tuning Africa II Second General Meeting Student …tuningafrica.org/upload/evento/editor/doc/2/tuning...Robert Wagenaar and Pablo Beneitone Addis, 29 February 2016 Tuning Africa II