Introduction: why learning outcomes?

1. Introduction: why learning outcomes? Raimonda Markeviciene

2. Why institutions resist change? It is usually easier and less risky to do nothing than to attempt to change. Universities exist in a culture of competition among institutions, programmes and faculty. Result - cooperation is often rarely rewarded. Faculty and admin staff will rarely be willing to exchange what they already do, even if they are not happy with it, for the unknown. Tradition is an extremely powerful force both within and outside of the academy.

3. Assessment and accountability are viewed by many as evils to be avoided rather than as tools for improving what they do or the quality of their institution. Significant change will never occur until the forces for change are greater in combination than the forces preserving the status quo.  Why institutions resist change? Therefore

4. 5 good reasons for the constant change • Rapidly changing technology • Growing cooperation with professional world • Need for constant modernization of curricula • Mass education • Growing number of higher education providers

5. Student-centred learning

6. Is it that we are moving from this…

7. ...to this? Principles • The learner has full responsibility for her/his learning • Involvement and participation are necessary for learning • The relationship between learners is more equal, promoting growth, development • The teacher becomes a facilitator and resource person • The learner experiences confluence in his education • The learner sees himself/herself differently as a result of the learning experience.

8. Student-centred Learning – teaching & learning, knowledge & understanding

9. ‘the student is supported in making sense of their ‘journey’ through knowledge construction’ • The teacher has already made an equivalent journey of his or her own • Support is informed by this experience • Learning proceeds through discussion and interaction, but it is not symmetrical The teacher’s conceptual knowledge enriches the student Reflection on the interaction with the teacher leads the student to modify his actions reflection on the student’s performance also leads to adaptation of the teacher’s construction of the world

10. The focus is not just on what is taught but on how effective learning should be promoted • Student learning becomes the main preoccupation of the teacher (not the facts to be fed into the students) • The student is supported in making sense of their ‘journey’ through knowledge construction Teaching and learning The unique character of each student and the abundance of information sources in the modern technological age

12. Student-centred Learning – consequences for Competences and Learning Outcomes

13. Benjamin Bloom(1913 – 1999) • He looked on learning as a process – we build upon our former learning to develop more complex levels of understanding • Carried out research in the development of classification of levels of thinking behaviours in the process of learning. PhD University of Chicago in 1942. • Worked on drawing up levels of these thinking behaviours from the simple recall of facts at the lowest level up to evaluation at the highest level. The taxonomy consists of a hierarchy of increasingly complex processes which we want students to acquire. Provides the structure for writing learning outcomes Bloom’s Taxonomy is frequently used by teachers in writing learning outcomes as it provides a structure and list of verbs.

14. Bloom (1956) - knowing is composed of six successive levels arranged in a hierarchy. This area is the cognitive (“knowing” or “thinking”) domain Bloom suggested certain characteristic werbs verbs These verbs are the key to writing learning outcomes.

15. 1. Knowledge: ability to recall or remember facts without necessarily understanding them Active verbs like: Arrange, collect, define, describe, duplicate, enumerate, examine, find, identify, label, list, memorise, name, order, outline, present, quote, recall, recognise, recollect, record, recount, relate, repeat, reproduce, show, state, tabulate, tell.

16. 2. Comprehension - ability to understand and interpret learned information Active verbs: Associate, change, clarify, classify, construct, contrast, convert, decode, defend, describe, differentiate, discriminate, discuss, distinguish, estimate, explain, express, extend, generalise, identify, illustrate, indicate, infer, interpret, locate, predict, recognise, report, restate, review, select, solve, translate.

17. 3. Application: ability to use learned material in new situations, put ideas and concepts to work in solving problems Active verbs: Apply, assess, calculate, change, choose, complete, compute, construct, demonstrate, develop, discover, dramatise, employ, examine, experiment, find, illustrate, interpret, manipulate, modify, operate, organise, practice, predict, prepare, produce, relate, schedule, select, show, sketch, solve, transfer, use.

18. 4. Analysis: ability to break down information into its components (understanding of organisational structure) Active verbs: Analyse, appraise, arrange, break down, calculate, categorise, classify, compare, connect, contrast, criticise, debate, deduce, determine, differentiate, discriminate, distinguish, divide, examine, experiment, identify, illustrate, infer, inspect, investigate, order, outline, point out, question, relate, separate, sub-divide, test.

19. 5. Synthesis - ability to put parts together Active verbs: Argue, arrange, assemble, categorise, collect, combine, compile, compose, construct, create, design, develop, devise, establish, explain, formulate, generalise, generate, integrate, invent, make, manage, modify, organise, originate, plan, prepare, propose, rearrange, reconstruct, relate, reorganise, revise, rewrite, set up, summarise.

20. 6. Evaluation: Ability to judge value of material for a given purpose Active verbs: Appraise, ascertain, argue, assess, attach, choose, compare, conclude, contrast, convince, criticise, decide, defend, discriminate, explain, evaluate, interpret, judge, justify, measure, predict, rate, recommend, relate, resolve, revise, score, summarise, support, validate, value.

21. 2nd - AFFECTIVE DOMAIN (“Feeling”) concerned with value issues : involves attitudes. Active verbs: Appreciate, accept, assist, attempt, challenge, combine, complete, defend, demonstrate (a belief in), discuss, dispute, embrace, follow, hold, integrate, order, organise, join, share, judge, praise, question, relate, share, support, synthesise, value. Integration of beliefs, ideas and attitudes Comparing, relating, synthesising values Commitment to a value Active participation in own learning Willingness to receive information

22. 3rd - PSYCHOMOTOR (“Doing”) DOMAIN *Work not completed by Bloom. *Involves co-ordination of brain and muscular activity. *Active verbs for this domain: bend, grasp, handle, operate, perform, reach, relax, shorten, stretch, differentiate (by touch), perform (skilfully).

23. Laboratory skillsOperate the range of instrumentation specified in the module safely and efficiently in the chemistry laboratory.Perform titrations accurately and safely in the laboratory.Construct simple scientific sketches of geological features in the field. Clinical SkillsPerform a comprehensive history and physical examination of patients in the outpatient setting and the general medical wards, excluding critical care settings. Perform venipuncture and basic CPR. Presentation skillsDeliver an effective presentation.Demonstrate a range of graphic and CAD communication techniques. Perform basic voice and movement tasks (theatre studies).

24. TUNING LATIN AMERICA TUNING EUROPE USA AUSTRALIA Russia Georgia 2009 2007 LEUVEN 2006 2005 LONDON 2004 BERGEN 2003 2002 BERLIN 2001 2000 PRAGUE Bologna Process and Tuning 1999 BOLOGNA

25. TuningAcademy – Deusto-Groningen: theinitialstructure FiveUnits: Unit 1: study, research and innovation Unit 2: experimentation, training of trainers Unit 3: policy & analysis, education- employment Unit 4: implementation, dissemination & projects Unit 5: organisationaldevelopment

26. Tuning project/process that created tools: Competences and LO

27. Tuning vs traditional programme design: difference in approaches Traditional: Teacher in the centre of the learning activity; Content based programme; Individual teacher decides on content and aims of the material; Passive material presentation methods dominate teaching; Passive role of the student; Tuning: Student in the centre opf learning activity; Study programme oriented to result (learning outcomes) expressed through competences; “Reverse” (top-down) approach; Active role of the student.

28. FIRST CYCLE PROGRAMME 60 ECTS 60 ECTS 60 ECTS COURSE UNIT From Project to Process Tuning model • Degree programme according to the Tuning methodology: • Programme based on profile, sets of competences to be obtained, desired learning outcomes to be achieved, ECTS credits to be awarded • Programme design is team work, based on consultation, discussion, cooperation • Learning outcomes / competences to be developed are the basis for credit allocation • Teaching, learning and assessment approaches respect credit allocation: feasibility is key factor Top-down

29. THE TUNING DYNAMIC QUALITY DEVELOPMENT CIRCLE Definition of academic and professional profiles Identification of resources Programme design: definition of learning outcomes / competences construction of curricula: content and structure + balanced ECTS credit allocation Evaluation and improvement(on the basis of feed back and feed forward) Selection of types of assessment Selection of teaching and learning approaches

30. Application of ECTS at microlevel -a study programme perspective Indication of the time students need to complete all learning activities Statements of what a learner is expected to know , understand and be able to do after the process of learning Expressed through competences

31. EQF for Higher Education 47 countries) EQF for Lifelong Learning (an EC initiative) (27 countries) Dublin descriptors National Qualification Frameworks Sectoral Qualification Frameworks TUNING reference points for Higher Education programmes

32. Types of learning outcomes Tuning reference points for subject area NQF and Sectoral QF Meta frameworks General cycle Ba, Ma, PhD descriptors LO for degree programme Programme Module/course unit LO Module

33. Dublin descriptors as benchmarks for LO Five aspects: • Knowledge and understanding • Applying knowledge and understanding • Making judgement • Communication skills • Learning skills

34. Place of the study programme in the context of HE legislation, Lithuania European qualification framework for Higher education European Qualification Framework National Qualification framework Dublin descriptors Lietuvos aukštojo mokslo pakopos III cycle III pakopa Lithuanian HE levels II cycle II pakopa 8 8 I cycle I pakopa 7 7 6 6 5 5 4 4 3 3 2 2 1 1 Study programme competences and LO Module LO Module LO Module LO Module LO Employment area research consultations with employers, visionaries of profession and/or researchers in the area

35. What is a degree profile? • A description of the character of a degree programme or qualification explaining: • the main features of the programme which are based on the specific aims of the programme, • how it fits into the academic map of disciplines or thematic studies and • how it relates to the professional world • Each profile has an own identity based on specific elements developed by the institute: • mission, strengths, particular constraints and opportunities derived from the local and regional economy student society A good profile takes into account different users’ perspectives & interests Profile professional academics

36. Guidelines for degree profile description Sections: General information A – Purpose B - Characteristics C - Employability and Further Education D - Education Style E - Programme Competences F – Complete list of Learning outcomes Overall guidelines • Be readable in 5 minutes • Maximum two pages • Coherent impression of the degree • Succinct and to point, yet detailed and informative

37. Key elements academic-professional profile IDENTITY gathers the essence of what is - “should be” - the degree holder. detects the occupations and tasks which can be carried out by the graduate. focuses on the environment in which the gaduate is able to function successfully. defines the main expected learning outcomes in terms of competences –generic and specific. IDENTITY FUNCTION CONTEXTS EDUCATION

41. 10 steps for designing a programme –Tuning approach External reference points NQF, subject benchmarks, Programme specifications Implement, monitor, improve