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Presented by: Anna Karapetyan Mkrtich Ayvazyan Sona Hovhannisyan Marina Martikyan

WINTER SCHOOL ON PROMOTING EUROPEAN DIMENSION IN HIGHER EDUCATION December 2009. DIFFERENCES BETWEEN COMPETENCES AT I AND II CYCLES. Presented by: Anna Karapetyan Mkrtich Ayvazyan Sona Hovhannisyan Marina Martikyan Vachagan Melkonyan Anna Alexanyan Anna Erznkyan. OUTLINE.

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Presented by: Anna Karapetyan Mkrtich Ayvazyan Sona Hovhannisyan Marina Martikyan

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  1. WINTER SCHOOL ON PROMOTING EUROPEAN DIMENSION IN HIGHER EDUCATION December 2009 DIFFERENCES BETWEEN COMPETENCES AT I AND II CYCLES Presented by: Anna Karapetyan Mkrtich Ayvazyan Sona Hovhannisyan Marina Martikyan Vachagan Melkonyan Anna Alexanyan Anna Erznkyan

  2. OUTLINE • Tuning Project approach to degree profile(s) for Physics as a subject area • Competences • Differences between I & II cycle competences • Conclusion • Learninig Outcomes of the course devoted on “Tuning Project”

  3. Degree profile(s) for Physics as a subject areaExamples I CYCLE • Knowledge of basic mathematics and related subjects (including mathematical methods for physics; computing; numerical analysis) • Knowledge of basic elements in theoretical physics • Knowledge of basic elements in modern physics • Knowledge of experimental methods and awareness about professional integrity and how to avoid plagiarism I I CYCLE • Deep knowledge of mathematics and related subjects (advanced mathematical methods for physics; computing algorithms; advanced numerical analysis) • Advanced knowledge of theoretical physics • Knowledge of specialized core(s) of modern physics • Knowledge of experimental methods at advanced level and careful attention to matters related to professional integrity and honesty

  4. Competences • Generic competences in the I & II cycles Within the frames of Tuning Survey on 30 generic competences, 16 were selected for Physics • Subject specific competences for the I & II cycles • I Cycle • Deep knowledge & understanding • Familiarity with basic & applied research • II Cycle • Deep knowledge & understanding • Familiarity with basic & applied research • Frontier research • Updating skills • Managing skills

  5. Differences between I & II cycle competences The differentiation between the competences that are the same at I & II cycles can be seen by B. Bloom’s taxonomy expressed in intellectual behavior important in learning process. Classification of levels:

  6. Conclusion The competence development is a cumulative process, moreover, confirm the idea that in a given “dimension” the Dublin Descriptors show the level of development appropriate to the cycle. • I difference – there are certain competences that are appropriate for the II cycle • II difference – the same competences are formed at different levels at Bachelor’s & Master’s degrees.

  7. Learninig Outcomes of the course devoted on“Tuning Project” I Cycle • Have knowledge on Tuning Project • Understand basic approach, methodology of the project • Apply the knowledge gained in terms of designing curriculum based on learning outcomes II Cycle • Analyze the Tuning Project and its results • Synthesize and develop other approaches of designing curriculum • Evaluate Tuning and other projects

  8. REFERENCES • Tuning Project (2008) “Reference Points for the Design and Delivery of Degree Programmes in Physiscs” • B. Bloom’s Taxonomy (1956) http://www.officeport.com/edu/blooms.htm

  9. THANK YOU FOR ATTENTION!

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