Module LO

Raimonda Markeviciene

2

Implicit student:Time

WorkloadLO (Competences)

Teacher’s workload And time

Teacher centered

3

Student-centered

Study programme In ECTS credits

Stud. time + workload Learning outcomes

Competences

Reminder…

Learning outcomes state the extent and the level or standard of competence, including knowledge, that the student will develop

As a consequence, the learning outcomes of units/modules which develop the competences at the highest level should precisely match the Programme Learning Outcomes.

However

The learning outcomes are not just seen as happening at the end, but are built in from the very start in:

• the ongoing feedback and discussion • in the working out of the problem and

discussing it with the students – making the learning visible as we go along

Recommendations from students

Learning outcomes should not be used in a tokenistic way e.g., only referred to in course handbooks.

Learning Outcomes should be communicated to students so that they can articulate the knowledge and skills they have acquired.

Learning Outcomes should be neither so prescriptive as to impede freedom of learning nor so broad as to become meaningless.

(Jill Little National Union of Students Scotland)

Module Title: Dental Surgery – 5th Year Dental StudentsModule Code: DS5001On successful completion of this module, students should be able to:

• Summarise relevant information regarding the patient’s current condition to generate a differential diagnosis

• Formulate an appropriate treatment plan and justify the proposal giving due consideration to patient expectations and limitations

• Arrange appropriate tests and demonstrate the ability to interpret tests and reports

• Administer local anaesthetics safely and perform basic dento-alveolar surgical procedures in a professional manner showing good clinical governance

• Recognise, evaluate and manage medical and dental emergencies appropriatelynot be safely treated by a GDP

• Manage competing demands• Differentiate between patients that can/can on time, including self-directed

learning & critical appraisal• Master the therapeutic and pharmacological management of patients with

facial pain and oro-facial disease (Learning outcomes written by Dr. Eleanor O’Sullivan)

1. Identify aims and objectives of module

2. Write learning outcomes using standard guidelines

3. Develop a teaching and learning strategy to enable students to

achieve learning outcomes

4. Design assessment to check if learning outcomes have been

achieved

5. If necessary modify module content and assessment in light of feedback

Development of the module

NOTE:

Module –a course unit in a system where

each course unit carries the same number of credits or a

multiple thereof (ECTS)

NOTE:Small modules – information more specialized but less integrated Big modules – clearer structure of the programme, better coherence in the studied subject, but more difficult to transfer to other context and compare.

Basic suggestions on writing LO

Start with the phrase: “On successful completion of this module, students should be able to:”

Further suggestions:

Be realistic: take into account prior knowledge, available time and the learning opportunities

Avoid LO that are too broad or too narrow Avoid verbs like: “know”, “understand”, “learn”, that

are vague and subject to interpretation May use open-ended lo to allow creativity, e.g.

“apply theory critically to analyse a given situation” Ensure that LO are assessable

Points to consider: is the student’ learning process observable? Progress measurable? Performable,

therefore assessable?

AIMS Learning outcomes

Possible assessment tasks for LO

Assessment criteria of mobility LO

Case study

Diary

Check list for writing module LO

2011.05.12/13

AIM of the module based on competences foreseen by the study programme

To acquaint with German speaking countries and their main cultural features, develop cultural understanding of these countries as well as intercultural competence: tolerance to other cultures and ability to work in multicultural environment, teach to learn.

Learning outcomes of the module Teaching/learning methodsAssessment

methods

- Demonstrate knowledge on German speaking countries: find and indicate important places on the map, identify architectural objects and persons from photos an paintings.

- Demonstrate understanding of German, Austrians and Swiss customs’ peculiarities

Problem- based teaching, demonstration

Active teaching/learning methods (brainstorm, group discussions), research methods (search for information, development of presentation)

Test (open and closed questions/ tasks),

Presentation

- Apply knowledge on German speaking countries and their culture in official and non-official communication situations, or making presentations on German/Austrian/Swiss person or place.

Active teaching/learning methods (brainstorm, group discussions, role-play games, modeling of the situations), presentation), delivery of presentation.

- Compare German, Austrian, Swiss and Lithuanian customs and traditions: describe similarities and differences of traditional holidays, everyday communication conventions, youth life, etc in German speaking countries; distinguish essential German, Austrian and Swiss mental features and self-perceptions, to prove their opinion.

- Critically analyze information on socio-cultural context of these countries and propose adequate solutions.

- Able to obtain data on his own on German speaking countries and deepen understanding about them and their culture. Able to find, evaluate and systemize information on a person or place; develop and deliver presentation on this theme.

Research methods (search for information, reading literature, development and making presentation).

Presentation

Example: Aspects of Marital Law and Practice in the 17th Century (by R. de Lavigne)

A student who successfully completes this module will be expected to be able:1. To demonstrate detailed knowledge of both the legal and the social

framework of marriage in Western Europe in this period.2. To analyse the reasons for variations in legal frameworks and of social

practice in both space and time.3. To explore the link between marriage, on the one hand, and natality and

mortality, on the other hand, as determinants of population trends.4. To display the analytical tools and skills of the socio-legal historian, with

particular reference to the selected legal and social texts of the period.5. To deploy statistical information using information and communication

technology where appropriate.6. To demonstrate an ability to work both independently and in groups in

order to propose solutions to problem areas within this field.7. To work in more than one European language.

Example: Calculation of the workload

The planned third-year tutorial model comprises 10 ECTS (250-300 hours):

Tutorial: 2 hours per week x 14 weeks (25/30 hours = 1 ECTS credit)

Studying a textbook (500 pages) and sitting exam – 6 paged per hour = 83 hours = 3 ECTS credits

Writing a 7-10 page paper (700-1000 pages of literature must be read) = 140 hours = 5 ECTS credits

Reading and commenting on assignments written by group members (critical reflection) – (2 hours per week x 14 weeks = 28 hours = 1 ECTS credit)

1+3+5+1 = 10 ECTS credits