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Learning Outcomes and Competences

Learning Outcomes and Competences. Janerik Lundquist Linköping University 2010. Knowledge area (t.ex. Biophysics). 1). BSc. LOs. LOs. 1). MSc. LOs. LOs. LOs. Dr. LOs. Qualification Framework. 1 = Progression. LOs = Learning Outcomes and Competences.

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Learning Outcomes and Competences

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  1. Learning Outcomes and Competences Janerik Lundquist Linköping University 2010

  2. Knowledge area (t.ex. Biophysics) 1) BSc LOs LOs 1) MSc LOs LOs LOs Dr LOs Qualification Framework 1 = Progression LOs = Learning Outcomes and Competences

  3. Why is Learning Outcomes and Competences so important? They are the fundamental and joining link in the new European educational system

  4. Aims vsLearning outcomes TEACHING • AIMS– statement of input, i.e. what the teacher intends to cover • Teacher-centred LEARNING • LEARNING OUTCOMES– statement of output i.e. what the student is expected to learn • Student-centred

  5. Wrong Alternatives to LOs Qualifications are described in terms of: • Curriculum content • Theories • Processes Learningis categorised in terms of: • Contact hours • Years of study

  6. Two approaches to curriculum design Teacher-based Content – Delivery – Assessment Outcome-based Be able to do – Assessment – Delivery Student-centred

  7. A sequence for course development 1. Start with level descriptors (LD)2. Translate LD into subject descriptors3. Identify the aim of the course4. Write learning outcomes (LO) of the course5. Design assessment tasks6. Define threshold assessment criteria7. Develop a teaching strategy to reach the LOs8. Develop the course

  8. Levels and Credit Level is an indicator of relative demand, complexity, depth of study and learner autonomy Level descriptors are generic statements describing the characteristics and context of learning at each level Credit is awarded where students have achieved the learning outcomes

  9. Level Descriptors (Master’s level) Knowledge and understanding (subject specific) Knowledge based; Ethical issues; Disciplinary methodologies Cognitive/Intellectual skills (generic) Analysis; Synthesis; Evaluation; Application Key/transferable skills (generic) Group working; Learning resources; Self evaluation; Mana- gement of information; Autonomy; Communication skills; Problem solving Practical skills (subject specific) Application of skills; Autonomy in skill use; Technical ex- pertise

  10. Learning Outcomes Statement of what the learner is expected to know, understandand/or be able to demonstrate at the end of the learning pro-cess. Also related to level descriptors. Learning Outcomes are Student-centred Example: ‘Students who successfully complete this module/unit/ programme will be able to …’

  11. Outcomes-based approach ADVANTAGES • Enhances curriculum design, delivery and assessment • Increases flexibility • Improves progression • Increases transparency for students and employers • Assures consistency of quality and standards Facilitates recognition of prior learning/training

  12. Writing Learning Outcomes KEY COMPONENTS Words to describe: • what the learner is expected to be able to do (verb) • whatthe learner is acting on or with (content) • howthe performance demonstrates the achievement of the learning outcomes (quality) Example ‘understand fundamental scientific conceptsof use in biosciences, both theoretically and practically’ (BSc year 1)

  13. Example Learning outcome: “Demonstratedetailed understanding of the influences of the historical and social context within which the chosen text is set, both from the study of the text itself and of the study of other contemporary literature.”

  14. Common problems with LOs

  15. Learning outcomes Formulated by academic staff, students and off- campus people Statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of learning Relevant to a single course unit or module or else to a period of studies (e.g. a first or a second cycle programme) Specific requirements for award of credit expressed in terms of competences

  16. Principles 1. All learning at whatever level can be expressed in terms of outcomes to be demonstrated. 2. Modules of learning are described in terms of their LOs and assessment criteria. 3. The specified number of credits at a given level is based on LOs and assessment criteria rather than the mode of delivery.

  17. Competencies Obtained by the student A dynamic combination of knowledge, understanding, skills, abilities and attitudes The key objectives of an educational programme are formed in various course units and assessed at different stages

  18. Conclusions LEARNING OUTCOMES Paradigm shift from teaching to learning Basic educational building blocks: - Improve curriculum design & progression - Emphasise link between teaching, learning and assessment - Improve transparency of qualifications - Provide frameworks for quality and standards by relating to external reference points

  19. The greatest threat …….. …….is that we don’t derive advantage from the possibilities!

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