IMPACTS ON : Education systems Educational structures Educational processes Delivery mechanisms

1. IMPACTS ON: Education systems Educational structures Educational processes Delivery mechanisms + Students / citizens Employers Academics Administrators + International transparency, recognition, mobility, competitiveness, efficiency and attractiveness of European higher education The Bologna process – represents a revolution for European higher education ... About better qualifications A huge reform agenda to modernise European higher education

3. DANGER! The Bologna Process and learning outcomes are huge and highly complex topics that can easily send you to sleep – please ask questions - interrupt!

4. WARNING!Learning outcomes are just educational tools that are complex and easy to misuse. They are a means to an end, not an end in themselves.

5. LEARNING OUTCOMES DEFINITION They are explicit statements about the outcomes of learning – the results of learning. They are usually defined in terms of a mixture of knowledge, skills, abilities, attitudes and understanding that an individual will attain as a result of his or her successful engagement in a particular set of higher education experiences. In reality, they represent much more than this. They exemplify a particular methodological approach for the expression and description of the curriculum (modules, units and qualifications) and levels, cycles, subject benchmark statements and the ‘new style’ Bologna qualifications frameworks. NB. For more information see the outputs of the Bologna Seminar on Learning outcomes held in Scotland 21-22 February 2008 • Learning outcomes are often expressed thus: • ‘On the successful completion of this module/qualification/lecture students • will be able to…’

6. TOWARDS A TYPOLOGY OF LEARNING OUTCOMES AND THEIR MULTIPLE APPLICATIONS

9. LEARNING OUTCOMES AID EDUCATIONAL REFORM – WHY USE THEM? LEARNING OUTCOMES CAN: • Overcome some problems associated with traditional input-focused ways of expressing the curriculum – are more precise + focus on achievements and not the aims/hopes of teachers • Have a positive impact on the teaching-learning-assessment relationship and thus benefit the curriculum design (module + course); • Aid quality assurance and standards (way to express external reference points; • Benefit learners and employers – focus on progression, skills and knowledge; • Can (with credits) provide a ‘common currency’ that links vocational education, training and academic education that facilitates integrated lifelong learning educational frameworks; • Helps national and international progression, transparency and recognition; • Are intimately linked to all Bologna Action Lines; • Contribute to learner-centred learning (focus on the learner not the teacher);

10. It is arguable that the main end product of the Bologna reforms is better qualifications based on learning outcomes and certainly not just new educational structures. For this sort of bottom-up reform it is recognised that there is a need for fundamental changes at the institutional level where academics are responsible for creating and maintaining qualifications. Learning outcomes are the basic building blocks of the Bologna education reforms:

11. Teacher-centred and learner-centred education LEARNING OUTCOMES AND CURRICULA REFORM Teacher-centred: • Teachers serve as the centre of epistemological knowledge, directing the learning process and controlling students’ access to information. • Students are viewed as 'empty' vessels and learning is viewed as an additive process. • Instruction is geared for the 'average' student and everyone is forced to progress at the same rate. Student-centred: • Students are not passive. They come with their own perceptual frameworks (Erikson, 1984). • Students learn in different ways (Briggs-Myers, 1980; Kolb, 1984). • Learning is an active dynamic process (Cross, 1991). • Students construct their own meaning by talking, listening, writing, reading, and reflecting on content, ideas, issues and concerns (Meyers and Jones, 1993) (Source: University of Bath)

12. Teacher-centred education? Be quiet and write down everything I say!

13. However… • Both teacher and learner-centred learning have a role. • learner-centred learning puts the focus of learning activity on the learner and: • the role of a teacher is to manage the learning; • recognises that much learning takes place outside the classroom; • students should be actively involved in the planning and management of their own learning + take more responsibility for this. • The move towards more learner-centred learning leads to a focus on the relationship between teaching, learning and assessment. • Learning outcomes are the first logical step in moving towards learner-centred learning and impact at module/pathway/course/national/international levels.

14. Old versus new qualifications • Problems with traditional qualifications (see the ‘Trends’ reports): • long first study cycles + high dropout rates • little flexibility + not fit for purpose in 21st century • lack of recognition • failing to lead to employment • Professor-centred not student-centred (input not output focused) • Advantages of ‘Bologna’ degrees based on learning outcomes: • flexible, promoting mobility • allow more interaction with working life + transferable skills • help satisfy the labour market’s need for more higher education graduates • Share common standards + are more precise and measurable • facilitate better recognition + attractiveness of European higher education • Student-centred, output/outcome focused (paradigm shift)

15. The curriculum development process – influences on the curriculum

16. THE USE AND ABUSE OF LEARNING OUTCOMES • The creation and implementation of learning outcomes is a highly complex and difficult process. There is no simple and correct way forward as much depends on the local situation and conditions. It is a matter of local and national autonomy exactly how they might best practically be introduced with the appropriate mix of top-down and bottom-up measures. • Things are made more problematic as learning outcomes are frequently met with strong and widespread scepticism by higher education staff. They are often viewed as a threat that will dumb down education and constrict academic studies by reducing them to mere ‘Tick box’ training and rote learning. These objections should be taken seriously, as learning outcomes, if poorly conceived and badly implemented, can damage education. • There are numerous texts, handbooks and in-house university publications providing good practice and step by step advice on the writing and implementation of learning outcomes.

17. Good practice and the creation and implementation of learning outcomes (useful tips) • Writing good learning outcomes takes time and reflection. • It is pointless to write them to fit existing, unmodified modules. • The benefits in the creation of learning outcomes result from the dynamic and cathartic process of creation. This will involve a simultaneous reflection on possible learning outcomes, their mode of delivery and their assessment. • The creation of learning outcomes is not a precise science and they require considerable thought to write – it is easy to get them wrong and create a learning straitjacket. • Learning outcomes are commonly further divided into different categories of outcomes. The most common sub-divisions are between subject specific outcomes and generic (sometimes called transferable or transversal skills). • The best learning outcomes are the product of sincere reflection about realistic and attainable combinations of any of the following: knowledge and understanding, practical skills (including applying knowledge and understanding), subject specific and transversal/transferable skills, etc. (see BLOOM: cognitive, affective and psychomotor domains).

18. Learning outcomes should be fit for their purpose + appropriate for the user in question. • Regular stakeholder input (at some stage) is important in the creation and review of learning outcomes. • Sensitive and constructive support from appropriate national authorities is important to sustain the effort required at institutional level. • The introduction of learning outcomes at an institutional level requires a carefully tailored strategy and the primary goal should be quality enhancement, never just compliance with outside (national, ministry or quality assurance agency) edicts. • At the level of the module and individual qualifications learning outcomes must be written in the context of appropriate national and international external reference points. • Learning outcomes must be capable of assessment. Applied at the level of the individual module they should be linked to comprehensive assessment criteria, also expressed in terms of learning outcomes. • It is important to ensure that at the institutional level not only is assessment directly linked to learning outcomes but also firmly aligned with an appropriate delivery strategy.Teaching , learning and assessment are intimately linked in the process of curriculum development

19. Bad practice and the creation and implementation of learning outcomes Unfortunately, there are plenty of examples of poor learning outcomes that fail at both ends of the spectrum – they are either over-prescriptive or are too vague, and fail to inform about the level and nature of any skills, understanding and abilities that are to be acquired. Beware the pitfalls: • Avoid the use of simplistic terms such an ‘understand’ or ‘explain’ as these are imprecise and convey little. • Generic qualifications descriptors, subject specific benchmarks/sectoral statements and national level descriptors should always be presented as guidance. They are not straitjackets. • Existing qualifications should never be repackaged with newly minted but fake learning outcomes used to decorate old and substantially unchanged units. • Beware of creating an assessment-driven curriculum where learning outcomes are over-prescribed and confine the learners’ ability to make imaginative jumps and insights. • The adoption of learning outcomes should never be regarded as part of a move towards the national or European standardisation of content.

20. Examples of learning outcomes: Exampled from: Writing and using learning outcomes – a practical guide by Declan Kennedy (UCC 2007) On successful completion of this module/programme the student will be able to: MODULE IN RESTORATIVE DENTISTRY: (2/7) • examine a patient extra-orally and intra-orally; • Formulate an appropriate treatment plan based on an understanding of the disease process present and a prediction of the likely success; MODULE IN ECONOMICS: (3/9) • Interpret national income and expenditure accounts; • Differentiate between monetary and fiscal policy; • Criticise budgetary decisions using economic criteria; PROGRAMME LEARNING OUTCOME FOR A SECOND CYCLE COMPUTER SCIENCE DEGREE: (3/8) • Use, create and manipulate large computational systems; • Work effectively as a team member; • Write thesis/report to a professional published standard; PROGRAMME LEARNING OUTCOME FOR A FIRST CYCLE ENGINEERING DEGREE: (2/5) • Identify, formulate and solve engineering problems; • Design a system component or process to meet specified needs and to design and conduct experiments to analyse and interpret data;

21. BOSNIA HERZEGOVINA - STAKEHOLDER CONSULTATIONS, 22 May 2009 Huge implications for BiH HE: • Long term restructuring of higher education (mission diversity) • Impact on Higher Education Institutions: • More autonomy (ministry-HEI relationships change) • Rethink to whom, where, when and how to deliver learning • Curriculum development based on learning outcomes • More student-centred learning • Rethink programme delivery and assessment • Closer relationship to stakeholders (employers, students, etc.) • Massive staff development/training agenda • Implementation/embedding of the new academic infrastructure: • Qualifications frameworks (FQEHEA + EQFLLL) • Quality assurance (S & G) • Recognition tools and processes • Credit systems (flexible, modular + joint degrees) • Application of learning outcomes • Develop measurable targets + monitor progress of implementation • (adjust/review strategies) + prepare for self-certification and • EQAR register/ENQA membership – beware these requires evidence

22. Expectations and Purposes Stakeholders: Action Lines Do it right first time The Environment Bologna and Copenhagen Processes Resources and competences European diversity of Structures, Processes, Outcomes EU-Programmes… The Strategic Position Globalisation of curriculum Implementation Strategic Choices

23. Implications for a university • Need for a strategy with measurable targets and deadlines supported by resources • Red-defined mission statement • New staff recruitment and promotion strategy • New QA processes • Updated management information systems • Redevelopment of facilities – buildings • IT implications • Massive staff development plan • Process to revise and validate new curricula

24. Profile:Levels of Description • University - Philosophy, Mission Statement • Faculty - Bundle of Qualifications • Study- Profile of Qualification Programme. (Bundle of Learning Outcomes) • Module - Learning Outcomes

25. FINAL THOUGHT… Academic reform is a slow and difficult process!