Plenary Session III: Exploring Learning Outcomes · Plenary Session III: Exploring Learning...

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Plenary Session III:

Exploring Learning

Outcomes

5th European Quality

Assurance Forum

Lyon Nov 18-20 2010

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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 ...

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This is a circling miracle !

Thousands of roundabouts all in one

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Any relationship to Learning Outcomes, QFW and QA?

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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

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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%

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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


To be decided:

Profile

Where do we want to be?

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

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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




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



LearningUnit / Module

Learning Programme

OrganisationalLevel

Sectoral Level

National Level

EQF LLLQuality assured

Quality assured

EH

EA

D:

HE

QF



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

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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




…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

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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





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



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





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



That´s not too

(heavy) difficult

– or?

Can we do it?



YES,

WE

CAN


Do it

better

Evidence?


You never stop to learn


But changing education and training is a slow

process! It may take more than a life-time

Plenary Session III: Exploring Learning Outcomes · Plenary Session III: Exploring Learning...

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