WP 4, Learning outcomes in curriculum development

Webinar within the frame of the project

INARM

Veronika Nitsche and Michaela Handke (WUS Austria) www.wus-austria.org

Learning outcomes for MA and BA

Duration: 9 months (month 14-22) Lead partner: KNU
Role of EU partners: (according to the proposal) The EU partners will participate in the development of the learning outcomes for BA and MA, organize peer-review of the learning outcomes, feedback on the methodology for LO development and feedback on the national versions of the LOs.

WP 4

Description of WP 4
4.1 Intended learning outcomes for MA and BA 4.2 Peer-review by EU partners

4.3 Methodology of developing LOs

4.4 Adapted versions of the LOs for MA and BA

Benefits and potential problems of Learning Outcomes?

The benefits of Learning Outcomes

Help to explain more clearly to students what is expected of them and thus help to guide them in their studies. Help teachers to focus more clearly on what exactly they want students to achieve in terms of knowledge and skills. Help teachers to define the assessment criteria more effectively. Help to provide guidance to employers about the knowledge and understanding possessed by graduates of programmes. Help to start discussion on teaching and learning in third level institutions.

Potential problems with Learning Outcomes

Could limit learning if learning outcomes written within a very narrow framework lack of intellectual challenge to learners. Learning outcomes should not be reductionist but rather expansive and intended to promote the higher order thinking skills. Danger of assessment-driven curriculum if learning outcomes too confined. Could give rise to confusion among students and staff if guidelines not adhered to when drawing up learning outcomes, etc.

Learning Outcomes (summary)

Discussions at European and national level highlight the need for common ground with respect to LO this does not imply that their need to be a common approach to defining and using LO.

Where LO can be found

Occupational standards

Curricula

Assessment criteria

Learning Outcomes

Qualifications framework

Qualifications

Where LO can be found

. on the example of curriculum development at the University of Graz/Austria (I)
Structure:
Bachelor (180 ECTS, 240 ECTS) - >specific occupational field Master (min. 120 ECTS) -> oriented towards occupation and research Bachelor, Master, PhD should be clearly differentiated -> EUA recommends to use the Dublin Descriptors

Change of paradigm: from teaching to learning before: top-down on the basis of the research in the field now: bottom-up model on the basis of the potential occupational fields -> Definition of a qualification profile (now first step in curriculum development)

Curriculum development at the University of Graz/Austria (II)

Qualification profiles: Define the qualifications a graduate should have at the end of the studies (professional and social/generic competences); This qualification profil is the basis for the definition of the learning outcomes of the study programme and its modules.

Curriculum development at the University of Graz/Austria (III)

Learning outcomes: are defined on the basis of the qualification profile (for the whole study programme, phases and modules) > Basis for the definition of the type of courses, allocation of ECTS, examination, etc.
Course level: intended learning outcomes and competences are formulated under objectives

Writing Learning Outcomes

Writing Learning Outcomes is a Process not an Event (Bloom)

Some examples ...

At the end of the course students will be able to: - Identify and consider ethical implications of scientific investigations. - Differentiate between civil and criminal law - Select and employ sophisticated techniques for analysing the efficiencies of energy usage in complex industrial processes. - Compare and contrast the different electronic business models - Propose solutions to complex energy management problems both verbally and in writing - Predict the effect of change of temperature on the position of equilibrium.

Checklist for writing learning outcomes for modules

Have I begun each outcome with an active verb? Are my outcomes SMART: specific, measurable, acceptable, realistic, time-limited? Do all the outcomes fit within the aims and content of the module/program? Bloom recommends to avoid terms like know, understand, learn, be familiar with, be exposed to, be acquainted with, be aware of and appreciate

ASSESSMENT
-> STEPS involved in linking Learning Outcomes, Teaching and Learning Activities and Assessment Clearly define the learning outcomes. Select teaching and learning methods that are likely to ensure that the learning outcomes are achieved. Choose a technique or techniques to assess the achievement of the learning outcomes. Assess the learning outcomes and check to see how well they match with what was intended

Linking Learning Outcomes and Assessment Criteria

Learning outcomes imply the assessment criteria! Assessment criteria may be developed from the learning outcome or from the assessment task but in either case they should relate to the learning outcome Assessment criteria should test, assess or relate to the learning that is mentioned in the learning outcome. e.g if you say students must write something, you should not test them orally.

Further reading
Jenny Moon, Exeter University: Linking Levels, Learning Outcomes and Assessment Criteria. http://www.aic.lv/bolona/Bologna/Bol_semin/Edinburgh/ J_Moon_backgrP.pdf
Kennedy, D. et.al.: Writing and Using Learning Outcomes: a Practical Guide. http://www.tcd.ie/vpcao/academicdevelopment/assets /pdf/Kennedy_Writing_and_Using_Learning_Outcomes .pdf John Biggs: Aligning teaching and assessing to course objectives. Teaching and Learning in Higher Education: New Trends and Innovations. University of Aveiro, 2003

Next steps in WP 4?
4.1 Intended learning outcomes for MA and BA: The next step of the project would be to design and develop intended LOs drawing on the SQFs for informatics and management.

(1) Develop a general set of competences (related to occupation) in the field of IT and Management WG Management: Elena Mitrofanova, Vadym Lukianykhin, Suvaryan Arzik, Alessandro Figus, Veronika Nitsche; WG IT: Vladimir Zaslavskiy, Vasiliy Tikhomirov, Gevorg Margarov, Marcin Smolira, Jan Genci
Timeframe: - Dev. of set of competences by PCU/WG: submit it until 15/12/2013 (lists of profiles and functions, and related learning outcomes) - Feedback EU partners within the WGs: within 3 weeks - Discussion and decision on the set of competences (1 for Mgmt., 1 IT): -> at the Meeting in Kosice (Feb. 12-15, 2014) (2) based on the general set of competences (and the methodology developed under 4.3 in Kosice) to develop a set of learning outcomes -> Meeting in Kiev, Lviv (April 2014)

Next steps in WP 4?
4.2 Peer-review by EU partners (not only of the LO, but also on the SQF/WP 3)

4.3 Methodology of developing LOs: To ensure wider application of

the methodology, guidelines on the LO development will be developed. ->

WHO-> WG: Jolanta Rodzos, Veronika Nitsche, Svetlana Khapaeva, Ruben Topchan, Tetyana Daragan, Prof. Telizhenko Alexander (UKR) HOW: presentation and comparison of different approaches and taxonomies, development of (a) methodologies WHEN -> at the meeting in Kosice (Feb. 12-15, 2014) 4.4 Adapted versions of the LOs for MA and BA: PC universities will adapt the LO to the local needs. The adapted versions will be circulated among the stakeholders for feedback, the LOs will be refined and prepared for publications.

Thank you for your attention!