European Learning Plan

1. European Learning Plan

2. European Learning PlanCurriculum Conference #3, march 2006 drs. Nicolai van der Woert Neuro-Sensory department Radboud University Nijmegen Medical Centre nEUroBlend 3rd Curriculum Conference Helsinki march 2006

3. From ECP to ELP Function ProfileCompetence ProfileLearning PlanModule description, learning pathsBlended Learning Plan  nEUroBlend 3rd Curriculum Conference Helsinki march 2006

4. How things fit together EFP ECP BLP PPT ELP FLP MD nEUroBlend 3rd Curriculum Conference Helsinki march 2006

5. Competences and learning Context Knowledge Skills Attitudes Meta-action action Result/product A competence describes behaviour needed to be successful in a professional context. Levels criteria, reflection Competence development requires the use of knowledge, skills and attitudes in an integrated way within an authentic learning environment Different every time   standards & routines Anticipate Plan care or treatment roles Reflection Justify actions Explain why Criteria for action Evaluate Product criteria nEUroBlend 3rd Curriculum Conference Helsinki march 2006

6. Contents of ELP • How to shape and organize learning processes ??? • What is competence based learning • Vision on learning and the learner • Vision on teaching and coaching • Vision on educating and life long learning • Vision on educational institutes • Vision on HRM and competences • Vision/guidelines on testing and assessment • Guidelines for programming • Didactical & pedagogical guidelines and models • Guidelines for shaping the primary process nEUroBlend 3rd Curriculum Conference Helsinki march 2006

7. What is competence based learning? • Focus: • Performance in concrete working situation • Prestation up to certain criteria, on different levels • Results, outcomes, products • Focus is less on singular knowledge and skills, more on integrated whole • Changes in the working environment/profession  shift in competences, •  life long learning  learning to learn • Personal Development Plan (PDP) • Personal learning paths • Elswhere gained competences • Flexibility • A competence is connected to a specific context, where a nurse performs a certain role in choosing the best fitting actions and means to perform professional tasks leading to the required results. Performance and results are assessible with predetermined criteria. nEUroBlend 3rd Curriculum Conference Helsinki march 2006

8. Vision on learning and learner A competence describes behaviour needed to be successful in a professional context. Levels criteria, reflection Competence based learning and teaching philosophy could include: ……… ·Learning is aimed at actively constructing “knowledge” in a meaningful context ·A competence is connected to meaningful job/task-specific learning contexts ·Integrative learning aimed at coherence rather than loose facts ·Active reflection ·Working together as on the workfloor where possible ·Flexible learning paths ·Adjusted to needs and EGC’s of individual learner ·Competences cannot be learned in one click, they grow in a process ·Individual learner is responsible for own learning process nEUroBlend 3rd Curriculum Conference Helsinki march 2006

9. Vision on teaching and coaching • Teacher is facilitator or coach for learning process • Role of the mentor • Coaching and mentoring also happens on the workfloor nEUroBlend 3rd Curriculum Conference Helsinki march 2006

10. Vision on educating • Development and growth of competences are personal processes,different for everyone • Specific professional contexts as learning contexts • Facilitate learning with a powerfull learning environment • Self-steering grows as competences grow • Steering by tutors fade out as learner gets more competent • Learning from peers, collaborative learning nEUroBlend 3rd Curriculum Conference Helsinki march 2006

11. Vision on HRM and competences • Life long learning • Needs of learner and ward • Choice or fixed • HRM  talk with boss and coach  • PDP  flexible learning pathreflection,portfolio, assessment  PDP nEUroBlend 3rd Curriculum Conference Helsinki march 2006

12. Vision/guidelines on testing and assessment • Pre-assessment, elsewhere gained competences • Diagnostic tests  PDP • Following criteria from guidelines and systematic approach • Formative and summative testing & assessments • Individual or group • Practical situation or simulation • Self assessment – reflection • Peers, tutors, coaches • Performance assessment • Portfolio assessment • PDP-reflection-portfolio • Case based tests • Practical work • Leading to a new PDP in context of lifelong learning • Connected to HRM nEUroBlend 3rd Curriculum Conference Helsinki march 2006

13. Guidelines for programming • Realistic cases in authentic context are the core • Supportive content available • Concentric: growth in competence level, complexity • Personal and flexible learning paths • Fixed program  free choice • Learning individually-in a group nEUroBlend 3rd Curriculum Conference Helsinki march 2006

14. Didactical & pedagogical guidelines and models • Adapt as well as possible to personal interest, EGC, prior knowledge, FLP • Offer meaningfull contexts • Space for personal experiences • Space for reflecting,learning to reflect • Learning together, exchange of experiences • Discussion and dialogue • Realistic learning tasks, cases • Learning by doing • Growing complexity level • Instruction,steering, coaching fade out as learner can take responsibility for own learning process • Learning from peers nEUroBlend 3rd Curriculum Conference Helsinki march 2006

15. Guidelines for shaping the primary process • Bologna structure: Ba, Ma, Advanced • ECTS and certificates • Problem: certificates for TIME SPENT or COMPETENCES GAINED • Grouping students and cohorts, individual • Which educational organisation? – school, hospital, national association, european association, european academy, teachers and sudents from other countries, mobility • Mix of case based learning, problem based learning, knowledge&skills, projects, self-steering • Loose courses – whole curriculum • Accrediation and quality care nEUroBlend 3rd Curriculum Conference Helsinki march 2006

16. Competences • Fixed or flexibe, Context/role, Personal growth path • Level • Competent, proficient, expert, specialized • Assessment and testing • Assessment alternatives in relation to different certifications and regulations • Shape of educational program • Number and type of learning paths, degrees of freedom for student, amount of demand driven vs. what the market offers • Amount of time available, studypoints • Standardised, tailor made, Dual: learning and working, On thejob, part-time, selfstudy, The right Blend/blended, action learning, problem based learning • Personal and group coaching and guidance • Peers, teacher-coach, mentoring, amount of steering • Learning resources • RLO’s, modules, distance-near, human, ICT, skillslab, … • Entry level, prior learning, EGC’s • Human resources for learning (teachers, coaches, mentors, peers) • Human resource management (personnel management) nEUroBlend 3rd Curriculum Conference Helsinki march 2006