Learning Outcomes in Europe: Bologna and Mobility

Transcription

1 Learning Outcomes in Europe: Bologna and Mobility Bob Johnson Commissioner for Accreditation European Council for Business Education 1

2 1. INTRODUCTION Learning outcomes are statements of what a learner is expected to know, understand and/or be able to demonstrate at the end of a period of learning. explicit assertions about the outcomes of learning - the results of learning. particular approach to the description of the curriculum (modules, units and qualifications) and level, cycle and qualifications descriptors associated with the Bologna qualifications frameworks. 2

3 to the implementation of ECTS based on learning outcomes and student workload. Qualifications frameworks should help HEIs to develop modules and study programmes based on learning outcomes develop partnerships and cooperation with employers curriculum innovation based on learning outcomes. London Communiqué

4 Learning outcomes are the basic building blocks of the Bologna education reforms: 4

5 Current developments in Europe A paradigm change is underway; Move from input to output focus + student-centred approach; Multiple uses for Learning outcomes: QF, LLL, ECTS, recognition + QA A very difficult process + terminological minefield; Real danger of fake/superficial reforms; Much progress in Eire, UK, Belgium, Croatia, Denmark, Estonia, Hungary, Italy, Moldova, Portugal, Romania, Spain, Sweden and Switzerland; learning outcomes are part of a massive reform package with enormous structural and process changes. The process of introduction must not be rushed careful and measured implementation simultaneously with other reforms is crucial. 5

6 3. THE PLACE OF LEARNING OUTCOMES IN THE BOLOGNA PROCESS 3.1 Learning outcomes and qualifications frameworks 3.2 Learning outcomes and lifelong learning 3.3 Learning outcomes, credits, workload and credit systems 3.4 Learning outcomes, mobility and recognition 3.5 Learning outcomes and curricula reform 3.6 Learning outcomes and quality assurance 6

7 3. THE PLACE OF LEARNING OUTCOMES IN THE BOLOGNA PROCESS Modules/courses Assessment and Grading Criteria Individual Qualification Descriptors National Qualification Descriptors National Subject benchmarks National Level Descriptors Cycle Descriptors 7

8 Learning Outcomes Learning Outcomes Learning process Assessment Award of credit 8

9 Learning Outcomes CREDIT is awarded for DEMONSTRATING the ACHIEVEMENT of the LEARNING OUTCOMES 9

10 Learning Outcomes 5-8 LOs per course/module or programme Threshold standard Unambiguous easy to understand Significant a major achievement Assessable - reasonable 10

11 Learning Outcomes Writing Learning Outcomes Verb expected to be able to do Words on/with what learner is acting Words nature of evidence of achievement 11

12 Good practice (useful tips) Writing good learning outcomes takes time and reflection. Do NOT write them to fit existing unmodified modules. simultaneous reflection on possible LOs, their mode of delivery and their assessment. The creation of LOs is not a precise science and they require considerable thought to write it is easy to get them wrong and create a learning straitjacket. 12

13 Good practice (useful tips)- 2 Learning outcomes subject specific outcomes and generic (transferable or transversal) skills. The best learning outcomes sincere reflection about realistic and attainable combinations of any of the following: knowledge and understanding, practical skills (including applying knowledge and understanding), cognitive intellectual skills (subject specific and transversal), levels of autonomy, learning skills, etc. 13

14 Good practice (useful tips)- 3 Learning outcomes should be fit for their purpose + appropriate for the user. Regular stakeholder input is important creation and review of learning outcomes. Sensitive and constructive support from appropriate national authorities is important to sustain the effort required at institutional level. Introduction of learning outcomes at an institutional level requires a carefully tailored strategy and the primary goal should be quality enhancement, never just compliance with outside (national, ministry or quality assurance agency) edicts. 14

15 Good practice (useful tips)- 4 At the level of the module and individual qualifications learning outcomes must be written in the context of appropriate national and international external reference points. Learning outcomes must be capable of assessment. assessment directly linked to LOs AND aligned with delivery strategy. 15

16 Learning Outcomes Points to remember about LOs Developed with reference to Level Descriptors Statements of ESSENTIAL learning Ideally ALL LOs should be assessed Any learning can be described by LOs Not all anticipated learning is within LOs Consider the audience, use simple language Realistic achievement within the course, time frame Written at threshold standard Grading does NOT affect number of credits 16

17 4. THE USE AND ABUSE OF LEARNING OUTCOMES The creation and implementation a highly complex and difficult process. depends on the local situation and conditions. local and national autonomy meet with strong and widespread scepticism by faculty dumb down education - reducing to Tick box training and rote learning. 17

18 Bad practice OOver- prescriptive or too vague fail to inform about the level and nature of any skills, understanding and abilities that are to be acquired. Beware the pitfalls: Avoid the use of simplistic terms such an understand or explain as these are imprecise. Generic qualifications descriptors, subject specific benchmarks/sectoral statements and national level descriptors are for GUIDANCE. Existing qualifications should never be repackaged Beware of creating an assessment-driven curriculum LOs are NOT part of move to a national or European standardisation of content. 18

19 5. CONCLUDING ISSUES Role of Los at national regional and institutional levels. individual countries ensure the necessary reforms are implemented not a simple process! Sometimes difficult HE-VET relations and confused policies towards lifelong learning Each of the 47 Bologna countries is in a different situation. There are various unresolved practical and technical issues associated with learning outcomes which could effect our mutual understanding and confidence in their quality and transparency.: 19

20 Practical and technical issues include Lack of recognition of transferable skills including language Lack of understanding International and inter-cultural aspects of professions Pedagogical shift to facilitate achievement of LOs Lack of consistency: LO versus Assessment Terminology: competence/competency LOs v Objectives 20

21 Target Groups: profiles and Student purposes Cycles, disciplines, mobility, study skills, transferable skills, LLL. Professional Domains, employability, workplace needs, international operations Academic Researcher, teaching, academic staff needs (for internationalisation) 21

22 LOs a student perspective Emphasises scope of Higher Education Facilitates student choice Permits flexible learning paths Improves the recognition of RPL Increases the objectivity of assessment Permits the development of qualification frameworks Makes teaching/learning more transparent Helps emphasise generic skills Fosters student-centred learning 22

23 Quality Assurance and Learning Outcomes European Consortium for Accreditation Take LOs into account in assessment Stakeholders assist in designing LOs LOs and assessment transparent Curriculum design and content enable achievement of LOs Programme/course LOs consistent with national/international requirements Annual reports: Institution, programme, course section on LOs, design, implementation, achievement 23

24 It is not the strongest of the species that survives, nor the most intelligent, but the one most responsive to change. CHARLES DARWIN

25 Learning Outcomes LO: The learner will be able to plan and structure a major piece of written work using referencing appropriate to a published paper Task. In week 9 you are required to submit a plan for the dissertation. The plan should include Summary of main argument (200 words) Indication of structure, section headings/outline content (500 words) Indication of texts consulted and those to be discussed Assessment Criteria Evidence of study/research in preparation of plan (20%) Articulation of clear idea/theme to be discussed (30%) Design of workable and defensible structure (30%) Indication of texts to be used using Harvard referencing (20%) 25