Het zorgvuldig en accuraat formuleren van leeruitkomsten en competenties

Transcription

1 TRANSPARANTE LEERUITKOMSTEN Workshop Bologna Experts 20 en 27 september 2011 Het zorgvuldig en accuraat formuleren van leeruitkomsten en competenties Een toelichting op de Tuning Guide to Formulating Degree Programme Profiles Robert WAGENAAR, Opleidingsdirecteur Rijksuniversiteit Groningen Joint coordinator TUNING Process / Bologna Expert

2 CoRe 2 Project Opzet presentatie 1. Tuning filosofie: programmaprofielen, -kerncompetenties en leeruitkomsten 2. De Context: kwalificatieraamwerken en referentiepunten 3. Opzet gids 4. Belang van Kerncompetenties 5. Schrijven van goede Leeruitkomsten

3 1. Tuning filosofie Tuning methodologie: Elk onderwijsprogramma is gebaseerd op: Een academisch / professioneel profiel Niveau-descriptoren (Dublin / EQF) Competenties / leeruitkomsten Werklast- en tijdgerelateerde ECTSstudiepunten

4 Tuning filosofie Programma-profiel (Degree profile) A description of the character of a degree programme or qualification. This description gives 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.

5 Tuning filosofie Opleidingsprofielen dienen verschillende doelen: A good profile takes into account different users perspectives & interests Profile

6 2. De context Qualifications frameworks and Subject Area Reference Points EQF for Lifelong Learning (an EC initiative) (27 countries) EQF for Higher Education (Bologna Process - 47 countries) Dublin descriptors National Qualifications Frameworks Sectoral Qualifications Frameworks TUNING reference points for Higher Education programmes

7 De context Word wide perspective: Tuning and Qualifications Frameworks International environment NQF Sectoral QF European QF QFs of other world regions NQF Sectoral QF Internationally established (subject specific) Tuning reference points OECD- AHELO pilot

8 De Context Qualifications frameworks and cycle level descriptors Tuning Australia Tuning reference points have global relevance Tuning America Latina Tuning Africa Tuning East-Asia? Tuning South Asia? Tuning Canada? EQF for Higher Education Tuning USA National Qualification Tuning Russia Sectorial Qualification Frameworks Frameworks Tuning Europe Tuning Georgia Tuning reference Tuning reference points for points HE are generic programmes and subject specific

9 De context: Tuning Subject Area Reference Points publications Other subject area brochures: Business Administration, Earth Sciences, Educational Sciences, Gender Studies, Music, Social Sciences To be published soon: Architecture, Arts and Design, Dance and Theatre, History, Mathematics, Medicine, Nursing, Physiotherapy Also published: Tuning AHELO conceptual frameworks for Economics and Engineering (first cycle)

10 3. Opzet gids A TUNING Guide to Formulate Degree Programme Profiles

11 Opzet gids Degree profile (professional and/or academic) Key elements: A. Purpose B. Characteristics C. Employability & further education D. Education style E. Programme competences F. List of programme learning outcomes As part of the CoRe-project a Template as been developed which also contains guidelines for formulating Programme Competences and good Programme Learning Outcomes.

12 From the Guide: Opzet gids

13 4. Belang van kerncompetenties (E) Verschil tussen (kern) competenties en leeruitkomsten:

14 Kerncompetenties (E) Source: Jeremy Cox (Polifonia Network) for Tuning

15 Kerncompetenties (E)

16 Kerncompetenties (E) Voorbeeld van een generieke kerncompetentie: Creativiteit: capacity to be creative in developing ideas and in pursuing research goals

17 Kerncompetenties (E) Levels of Achievement : TEAMWORK FIRST LEVEL OF ACHIEVEMENT: Actively participates and collaborates in team tasks, and encourages trust, friendliness and focus on the common goal through the attitudes he/she conveys. SECOND LEVEL OF ACHIEVEMENT: Contributes to the consolidation and development of the team, encouraging communication, fair distribution of tasks, a pleasant atmosphere, and cohesion. THIRD LEVEL OF ACHIEVEMENT: Is capable of running work groups, guaranteeing the integration of all group members, and their focus on an excellent level of work achieved.

18 TEAMWORK: THIRD LEVEL OF ACHIEVEMENT (1/2) DESCRIPTIONS INDICATORS LEVELS OF ACHIEVEMENT THIRD LEVEL: Is capable of running work groups, guaranteeing the integration of all group members, and their focus on an excellent level of work achieved. Actively cooperates in the planning of group work, the distribution of tasks, and deadlines. Efficiently manages meetings. Suggests ambitious and well-defined goals for the group. Does things without any prior planning Is not capable of coordinating a meeting for which he/she is responsible. Is incapable of forming clear objectives for the group. Makes last minute plans, and leaves loose ends. Unrealistic deadlines. Attempts to manage the meeting but is not in control of the timetable, commitments made, nor the results. Suggests fuzzy goals that confuse the group Makes concrete suggestions for the distribution of tasks, and sets reasonable deadlines. Efficiently manages meetings, and achieves objectives. Suggests attractive goals for the group, and defines them clearly. Stimulates the participation of other group members, coordinating their contributions. Efficiently manages meetings, achieving balanced participation from all those present. Encourages the team, defining achievable goals and a clear vision for the future. Distributes feasible tasks to members, along with clear aims, in timepressured situations when there are many elements to be dealt with. Achieves balanced participation and commitment from all team members. Energizes the team so that they take on group objectives as their own.

19 TEAMWORK: THIRD LEVEL OF ACHIEVEMENT (2/2) LEVELS OF ACHIEVEMENT INDICATORS DESCRIPTIONS THIRD LEVEL: Is capable of running work groups, guaranteeing the integration of all group members, and their focus on an excellent level of work achieved Facilitates the positive management of differences, disagreements, and conflicts that arise within the team. Encourages all team members to commit themselves to the management and running of the group. Encourages conflicts by exaggerating differences. Does not get a personal commitment from the members of the team, damaging group dynamics and motivation. Gets lost and does not know how to reconcile differences expressed by others without completely removing him/herself from the situation. Finds it difficult to get a basic commit-ment from members for the functioning of the group. Faces up to conflicts, dealing with all contributions and differences that there are in the team. Gets the commitment of every participant, meaning that the team works as such. Faces up to conflicts, balancing contributions, and coming out successfully. Gets a personal and collective commitment from the team regarding all key aspects of the project. Developed by Aurelio Villa and Manuel Poblete (Universidad de Deusto, 2007) Makes others see differences are enriching, and enables the achievement of agreements pleasing to everybody. Achieves a state in which team members show commitment and accept the suggestions of others as their own.

20 5. Schrijven van goede leeruitkomsten (F)

21 Schrijven van goede leeruitkomsten (F) CoRe - Tuning model to define Learning Outcomes A Learning Outcome should contain 5 elements:

22 Schrijven van goede leeruitkomsten (F) Het CoRe - Tuning model in de praktijk:

23 Schrijven van goede leeruitkomsten (F) Voorbeelden van niveau s in GESCHIEDENIS BA MA PhD

24 Schrijven van goede leeruitkomsten (F) Verschillende niveaus en typen: Verpleegkunde

25 Dank voor de aandacht!