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Lumina and Tuning meets the DQP

Lumina and Tuning meets the DQP. Tim Birtwistle. Why ……………………….?. Tuning is a five step process comprised of: defining the discipline core; mapping employability; surveying stakeholders; honing core competencies and learning outcomes; drafting degree profiles.

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Lumina and Tuning meets the DQP

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  1. Lumina and Tuning meets the DQP Tim Birtwistle

  2. Why ……………………….?

  3. Tuning is a five step process comprised of: • defining the discipline core; • mapping employability; • surveying stakeholders; • honing core competencies and learning outcomes; • drafting degree profiles.

  4. Faculty led, students, employers and alumni involved Tuning USA is a five step process comprised of: • defining the discipline core; • mapping employability; • surveying stakeholders; • honing core competencies and learning outcomes; • drafting degree profiles.

  5. Huba, M.E. & Freed, J.E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Needham Heights, MA: Allyn & Bacon. (p. 108). From Kent State Faculty Professional Development Center – February 07 2012.

  6. Old Version New Version Remembering: can the student recall or remember the information? define, duplicate, list, memorize, recall, repeat, reproduce, state. Understanding: can the student explain ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Applying: can the student use the information in a new way? choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. Analyzing: can the student distinguish between the different parts? appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Evaluating: can the student justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate. Creating: can the student create new product or point of view? assemble, construct, create, design, develop, formulate, write. From http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm Images from http://www.learningandteaching.info/learning/bloomtax.htm

  7. Evaluation Objective : To develop an evaluation model that documents progress achieved at each Tuning site and across all sites and that provides actionable feedback to a variety of stakeholders (implementation teams, consultants and funders) Tuning Logic Model General Program Theory: Transparent learning outcomes and attainment criteria increase student access, educational quality, degree production and productivity OUTCOMES INPUTS OUTPUTS Near-term Intermediate Long-term Activities Participation SLOs/Degree Frameworks (DF)/Qualifications Frameworks (QF) and competencies established in targeted disciplines SLOs/DFs/QFs and competencies are field tested in targeted disciplines More engaged and better prepared students Discipline focused regional/state/country Teams -AA/Short-Cycle degree faculty - BA/Technical School/MA faculty -graduates -employers • Regional teams are formed • Regional teams meet • Interaction across states/countries EU Lumina US/EU consultants Higher Ed Exec Offices Increased production of certificate and degree holders, particularly among underrepresented groups Institutions engage in Tuning process DRAFT Common vocabulary established for Tuning partners Institutionalization of Tuning Process Departments engage in Tuning process Increased access into and across segments

  8. What do learners need? Skills!

  9. Changing demands for skills Preparing future professionals and citizens with the right skills • ‘21st century skills’ • Creativity and innovation, Critical thinking, Problem solving, Communication, Collaboration, Information fluency, Technological literacy Changing skill demand with the advent of the knowledge economy Economy-wide measures of routine and non-routine task input (US) Levy and Murnane Accelerating trend since 1990s

  10. Semiotics/Vocabulary • Learning outcomes (LOs) • Active LOs (not in a desk drawer) • Ratchet up – it is ALL in the verbs • Level descriptors/Levels • ALT (not TLA or even LTA) • Student centred learning (LOs/ALT) • Frameworks (Russian Dolls +) • Time – linear/volume – LLL – APL/APEL So – from the ‘bottom up’ – design, delivery, assessment, evaluation, re-design >>>>>>

  11. Tuning meets QF: L EARNING

  12. Tuning = Subjects, QF = Degrees Tuning QF

  13. The Future is about LEARNING • Students want to learn • Quality is about learning • Life long learning in a fast changing world is a must • Skills and abilities will last and develop, jobs will change ~~~ know, understand and be able to do ~~~~~~ Because the future is now.

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