Setting up guidelines, curriculum design and learning outcomes to develop Higher Education in Asia

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1 Setting up guidelines, curriculum design and learning outcomes to develop Higher Education in Asia Dr. Valcke Martin Ghent University - Department of Educational Studies Dr. Hoang Huu Hanh Hué University, Department of International Cooperation Workshop November 14-15,

2 Before we start We are both fully supportive of international mobility We are both in favour of bilateral academic recognition We are both adepts of QA We stick to ECTS specifications 2

3 Before we start BUT Sensitive to negative side effects of the procedures, paper work Teacher at the CENTRE Research reputation Catfood and shopping mall metaphor) ECTS is the RESULT of a design process Collaboration in developing programmes 3

4 ?? 4

5 Structure Context op the workshop experience Problems with curriculum design in view of Academic Recognition and Credit Exchange New approach: Research Based Learning Replicating the approach in Vietnam and Ecuador: hands-on Conclusions 5

6 Conclusions Curriculum development CT & AR Top level involvement Rethink learning outcomes (top bottom top) Long-lasting process Go for collaboration with (external) partners Consider research linkage Staff involvement and professional development ECTS and mobility natural part of design process 6

7 Beware!! Perspectives of Faculty staff International relations officers QA staff department/staff Student administration 7

8 Context: our problem International collaboration academic recognition credit transfer Who do you want to collaborate with? What is the main criterion to collaborate Quality of teaching Quality of the research Research quality is critical element in choosing partners 8

9 Context: our problem Problems in curriculum design Weak thinking in terms of learning outcomes ( catfood metaphor) Hardly collaboration with other experts (within university) or other experts (between-universities) Weak linkage with research teaching central Reuse of what is on the shelf No critical planning of resources (who, what, $, ) No/hardly thinking about credits and exchange 9

10 10

11 Context: our setting International collaboration - curriculum design Linkage between curriculum development and research program development Mostly: interuniversity collaboration within a country with international input; example: Master in Food Technology Master in Water Resource Management Multiple years, all staff, university authorities! 11

12 Legal framework 12

13 Context: our setting Linked to new law on higher education in Vietnam (May 2013): Masters programmes must be research based Joint masters programmes are possible with credit exchange International collaboration and joint degrees are possible 13

14 Workshops Food Technology Aquaculture February and August /

15 15 15

16 16 16

17 Context: our setting New approach in curriculum design Collaboration with other experts of other units and other universities (e.g., 5 universities in Vietnam) Direct linkage with research programme New courses directly linked to research Learning outcomes central! Planning of resources (who, what, when, $/ ) Credits and exchange central to approach 17

18 Context New approach in curriculum design Research Based Learning Student activities are at the centre of the learning process (student centered learning) Study time of students: base for calculations Explicit thinking about Credits and potential for exchange 18

19 Research Based Learning Research Based Learning Involve students in your ongoing-research Courses = Research Work 19

20 Introduction Your research is the context of the teaching Stop teaching ABOUT research, make them DO research Courses Projects Projects Master Thesis 20

21 21

22 22

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25 Learning 25

26 26

27 Excell file Predefined variables (instruments) Students add data 27

28 28

29 Structure of the design approach 29

30 Structure design process Continued Define key learning outcomes at university level Define learning outcomes at programme level 30

31 Structure design process Continued Define your research program = Topics Define your research cycle = Steps Define the partner that you can build upon in relation to your research = Partners Recheck the learning outcomes when developing students competences to carry out the research activities = LO 31

32 Structure of the design approach Define your (C)ourses Define your (P)rojects Build up your programme (two years) Develop your Courses/Projects 32

33 Structure of the design approach Define key learning outcomes university level Look for five key learning outcomes of your university education Consider the qualification frameworks (see Dublin descript 33

34 34

35 35

36 Structure of the design approach Define key learning outcomes at programme level Look for maximum key learning outcomes of your programme They have to be aligned with the university LO! 36

37 37

38 38

39 39

40 40

41 Structure design process Define your research program = Topics Define your research cycle = Steps Define the partner that you can build upon in relation to your research = Partners (society/industry/research) C T S 41

42 Structure of the design approach ECTS Check learning outcomes when carrying learning/research activities Define your Courses LO C P Define your Projects Build up your programme (two years) Develop your Courses/Projects 42

43 Partner Research program Research cycle Learning outcomes Courses/Pr ojects P_1 Topic 1 Step 1 LO_A C1 P_2 Topic 2 Step 2 LO_B C2 P_3 Topic 3 Step 3 LO_C C3 P_4 Topic 4 Step 4 LO_D C4 P_5 Step 5 LO_E P1 Step 6 LO_F P2 LO_G 43

44 Partner Research program Research cycle Learning outcomes Courses/Pr ojects P_1 Topic 1 Step 1 LO_A C1 P_2 Topic 2 Step 2 LO_B C2 P_3 Topic 3 Step 3 LO_C C3 P_4 Topic 4 Step 4 LO_D C4 P_5 Step 5 LO_E P1 Step 6 LO_F P2 LO_G 44

45 Partner Research program Research cycle Learning outcomes Courses/Pr ojects P_1 Topic 1 Step 1 LO_A C1 P_2 Topic 2 Step 2 LO_B C2 P_3 Topic 3 Step 3 LO_C C3 P_4 Topic 4 Step 4 LO_D C4 P_5 Step 5 LO_E P1 Step 6 LO_F P2 LO_G 45

46 Partner Research program Research cycle Learning outcomes Courses/Pr ojects P_1 Topic 1 Step 1 LO_A C1 P_2 Topic 2 Step 2 LO_B C2 P_3 Topic 3 Step 3 LO_C C3 P_4 Topic 4 Step 4 LO_D C4 P_5 Step 5 LO_E P1 Step 6 LO_F P2 LO_G 46

47 Define your research program (Topics) Look at your CURRENT research program Define Topics dominant in research program Define the KEY Topic you want/can involve students in Don t consider Topics to be developed, future, go for what yo do NOW 47

48 48

49 Define your research cycle (Steps) 49

50 Define your research cycle (Steps) What are the typical steps you follow when developing a research project? Draw your research cycle Define the (sub)steps 50

51 51

52 52

53 53

54 54

55 55

56 Define your partners (Partner) Who are the partners your research is valid for? Who presents their problems to be studied? With whom do you work together (consider student research Projects, Master Thesis projects) 56

57 Define your partners (Partner) Who are the partners your programme/research is valid for? Who presents their problems to be studied? With whom do you work together (consider student research Projects, Master Thesis projects) 57

58 Research Internship (P)artnerships 58

59 Define set of courses (Course) Look at your research Topics Look at your Learning Outcomes What courses (N 3) could you define that guarantee that students will be involved in the activities? (We will further develop one of these courses) You are allowed to define 1 preliminary course to refresh conditional knowledge 59

60 60

61 Define set of projects (Projects) Group based Build on activities in prior courses you defined earlier Focus on FULL mini-research cycle In-context: (P)artners Mostly 2 projects for 1 semester 1 project could be a research internship 61

62 62

63 Build up programme How would you structure your curriculum over semesters? What should come first, considering that in the second year you focus on Projects and the Master Thesis. 63

64 Mostly max. 5 courses/se mester Semester 1 Semester 2 Semester 3 Semester 4 C1 C6 Project 1 Master thesis C2 C7 Project 2 C3 C8 C4 C5 C9 C10 64

65 66

66 67

67 Develop a course/project Decisions: What is the size of the course What will the students do: define 3 key activities 1 activity = link with LO, link with Step(s) in learning cycle, concrete student work, concrete set of materials, resources (lab), assessment approach (report, presentation, ) How much time for each activity 68

68 Develop a Course/Project Size of course?? Master programme = 2 years 1 year = 60 credits 2 years 120 credits 1 semester = 30 credits 1 credit = hours of student work (all-in) Course between 5 to 10 credits Thesis = credits Project = 10 credits 69

69 Develop a Course/Project (5 credits) Define for each of 3 Tasks Number of hours for each task Link to LO for each task Link to Research cycle Steps in the task Supporting Learning Materials for the task What should students DO (observable!) in the task What is outcome (process/product) to be assessed (report, presentation, draft article, abstract, draft protocol, draft instrument (think about research type output? Extra resources (lab, )? 70

70 72

71 73

72 Conclusions Curriculum development for AR and CT: Top level involvement Rethink learning outcomes (top bottom top) Long-lasting process Go for collaboration with (external) partners Consider research linkage Staff involvement and professional development ECTS and mobility natural part of design process 77

73 Setting up guidelines, curriculum design and learning outcomes to develop Higher Education in Asia Dr. Valcke Martin Ghent University - Department of Educational Studies Dr. Hoang Huu Hanh Hué University, Department of International Cooperation Workshop November 14-15,

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