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IT Tralee : Context. Changing to Credit Based Modular Learning A Paradigm Shift? Dr. Noel Mulligan, Modularisation Project Manager Institute of Technology, Tralee . Accreditation and Assessment in Higher Education - The Emerging Scenario NUI, Maynooth, 25th January 2007. NOTE for Audience.
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IT Tralee : Context Changing toCredit Based Modular Learning A Paradigm Shift? Dr. Noel Mulligan, Modularisation Project Manager Institute of Technology, Tralee. Accreditation and Assessment in Higher Education - The Emerging Scenario NUI, Maynooth, 25th January 2007
NOTE for Audience • Handout of Presentation includes • Visible Slides – bullet points • Hidden Slides - notes
Credit Based Modular Learning – How much of a change? • Education Super System • Education Systems • Institutions • Academics • Learners
What we are doing at IT Tralee • Major Programmatic Review • Modularisation/Semesterisation • Restructuring • Reconstructing • Changing how we fulfil our Mission • Challenging ourselves
Why we are Restructuring/Reconstructing/Changing • Bologna Process • National Framework of Qualifications (NFQ) • Learner Focus • Market for Higher Education Services • Pursuing Best Practice
Our Experience of Change as Academics • Becoming a ‘Lecturer’/Teacher • Gradual Development of Programmes • Institutional and Programmatic Review • Delegation of Authority • Transfer of Programmes to the NFQ • No experience of ‘Fundamental Change’
Bologna and NFQ Require and Facilitate ‘Fundamental Change’ • Transparency • Recognition • Mobility
Centrality of Learning Outcomes and Credits – The Paradigm Shift • Learner Input (ECTS Credits) • Learning Process • Assessment and Grading • Programmes • Awards
‘Real’ Learner Centred Education Exclusive v Inclusive Institutional Status v Learning Community Academic ‘Freedom’ v Learner Needs & Wants Field Expertise v Pedagogy Teaching v Learning Input v Output Syllabus Content v Learning Outcomes (Familiar) v (Unfamiliar)
Importance of Learning Outcomes and Credits for Academics • Academics Conceive/Design/Develop/Deliver/Assess Education Programmes and Award Credits for the learning that is achieved • Academics are at the coalface of the Bologna Process and are ultimately responsible for • Transparency • Recognition • Mobility • Academics must have an in-depth understanding of Learning Outcomes and Credits
Foundation for Understanding of Learning Outcomes and Credits • Learning and Learners • Standards, Level and Volume (Knowledge, Skill and Competence) • Assessment
Learning Outcomes and Credits –A Shared Interpretation • A Common Currency in a Seamless Sector • Opportunity for Convergence • Risk of Divergence • Avoid cul-de-sacs
We’re in the Learning Business • Simple Concepts • Complex Problems
IT Tralee : Context Thank You Accreditation and Assessment in Higher Education - The Emerging Scenario NUI, Maynooth, 25th January 2007