Programme Learning Outcomes

1. Programme Learning Outcomes RaimondaMarkeviciene With thanks to Dr. Jeremy Cox

2. How important… “Learning Outcomes represent one of the essential building blocks for transparent higher education systems and qualifications… It is important that there should be no confusions about their role, nature and significance or the educational foundations of the Bologna process will be weakened” (Adams S, 2004)

3. Aims and Objectives The AIM of a module or programme is a broad general statement of teaching intention, i.e. it indicates what the teacher intends to cover in a programme, module or learning activity. Example: To give students an introduction to organic chemistry The OBJECTIVE of a module or programme is a specific statement of teaching intention, i.e. it indicates one of the specific areas that the teacher intends to cover. Examples: 1. Give students an appreciation of the unique nature of carbon and it ability to bond to other carbon atoms. 2. To give students an understanding of the concept of hybridisation. 3. To ensure that students know some characteristic properties of alkanes and alcohols. 4. To make students familiar with a range of families of organic compounds: alkanes, alcohols, carboxylic acids and esters.

4. LO not replacement but a supplement of describing teaching and learning

5. Types of LO Assessable Aspirational or desirable indicate what a good quality student would be expected to achieve by the end of the programme. This type of learning outcome may not be assessed at all but gives an indication to employers and other agencies the type of standard of practical performance that graduates of the programme will display at the end of the programme. those learning outcomes that can be assessed during the programme within the various modules.

6. “Learning outcomes represent what is formally assessed and accredited to the student and they offer a starting point for a viable model for the design of curricula in higher education which shifts the emphasis form input and process to the celebration of student learning” (Allan J, 1996)

7. Example of Programme Learning Outcomes [BSc(Ed)] On successful completion of this programme, students should be able to: • Recognise and apply the basic principles of classroom management and discipline. • Identify the key characteristics of excellent teaching in science. • Develop comprehensive portfolios of lesson plans that are relevant to the science curricula in schools. • Evaluate the various theories of Teaching and Learning and apply these theories to assist in the creation of effective and inspiring science lessons. • Critically evaluate the effectiveness of their teaching of science in the second-level school system. • Display a willingness to co-operate with members of the teaching staff in their assigned school. • Foster an interest in science and a sense of enthusiasm for science subjects in their pupils. • Synthesise the key components of laboratory organisation and management and perform laboratory work in a safe and efficient manner. • Communicate effectively with the school community and with society at large in the area of science education.

8. International environment EQF for LLL NQF NQF EQF for HE Sectoral QF Sectoral QF Internationally established (subject specific) reference points in Tuning

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

10. Active Learning Outcomes • Programme LOs • Matching Qualification Framework (NQF); National regulations (subject area bentchmarks) • Level LOs • What cognitive complexity is needed? • Module LOs • What outcomes & skills/competencies are sought to be achieved? • Session LOs • Specifying what the learner will – know, understand and be able to do – at the end of the session using specific content as the vehicle for the cognitive skills to be developed

12. Programme LO

13. Programme Competences and Programme Learning Outcomes

14. Programme Competences and Programme Learning Outcomes Competence Learning outcome

15. Writing LO: demonstrate knowledge of European and world chronology, especially from 1500 on, and is able to describe in synthetic terms the main approached to the study of European empires and to world and global history. Writing LO: demonstrate capability to address a research problem, retrieving the appropriate sources and bibliography, and giving critical, narrative form to his/her findings in a text of around 60 pages.

16. Methodology Choose generic competences and levels for you degree programme. (Tuning)

17. All units are – in one way or another – related to each other.

18. The relationship is not like this:

19. Matrix is a solution! Example from music:

20. Example from Music: In the Principal Study lesson (the 1-to-1 sessions with the teacher of the main instrument/voice or of composition) six out of the eight learning outcomes need to be addressed. The unit description for these lessons should include specifically formulated LOs to cover the six areas identified Even at final level, these may not be simply a re-statement of the programme LOs

21. In the example of practising and rehearsing skills, these differ with solo, chamber and orchestral activity Each unit LO must be separately formulated Collectively, the final-year unit LOs will equate to the relevant Programme LO

22. The above only deals with the relationship between Unit and Programme LOs at the final level There is also the question of how LOs are built towards throughout the levels of the programme. It is helpful to have some notion of the typical milestones towards each Programme LO by Level/Year. An example for a four-year Bachelor programme in Music:

23. Keep in mind!....

24. How to establish generic and subject specific competences: • Analyze professional competences that denominate the level of qualification and degree • National legal documents: National qualification framework ; subject area benchmark statements • Having an opportunity - carry out employment field research to establish the need for the generic competences in the job market; • Having no such opportunity – establish an expert represented by stakeholders to help to develop competence list.

25. Reference points for the programmes in Music Typical qualifications and degree programmes (Lithuanian HE Law) Reference documents National subject area benchmark statements (reindrafted) national qualification/degree profiles (reindrafted) EQF (European Qualification Framework) LQF (Lithuanian Qualification Framework) EHEA – Dublin Descriptors Polifonia-Dublin Descriptors (PDD) • professional bachelor of music (1st cycle) • bachelor of music (1st cycle) • master of music (2nd cycle) • doctor of arts (3rd cycle)

26. Generic competences and LO in social work of Master degree Competence LO

27. Relationship between subject areas competences and LO (programme level)

28. Subject specific competences English Philology

29. Subject specific competences and programme learning outcomes