Transcript ReProTool and UNILO Information Day

Dr Philippos Pouyioutas
University of Nicosia Research Foundation
ReProTool and UNILO Information Day/Workshop
2nd March 2012
ReProTool and UNILO Information Day/Workshop March 2, 2012, Nicosia, Cyprus
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Learning Outcomes – Background
Information and Definitions
Intended Learning Outcomes of the
Presentation
Re-engineering Academic Programmes
Using ECTS and Learning Outcomes
A Case Study – A 2-year Project at the
University of Nicosia
Conclusions
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“Learning outcomes describe what a learner is
expected to know, understand and be able to
do after successful completion of a process of
learning.”
“Learning outcomes statements are typically
characterised by the use of active verbs
expressing knowledge, comprehension,
application, analysis, synthesis and
evaluation, etc.”
http://ec.europa.eu/education/lifelonglearning-policy/doc/ects/guide_en.pdf
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To be Used
◦ create, plan, revise, analyze, design, select, utilize,
apply, demonstrate, prepare, use, compute,
discuss, explain, predict, assess, compare, rate,
calculate, etc
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Not to be used
◦ know, become aware of, appreciate, learn,
understand, become familiar with, etc.
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make students aware of the various database models
(emphasis on post-relational models) and database
systems
provide students with deep knowledge for developing
database applications and fundamental knowledge
for developing web-based database applications
cover in detail all aspects of the SQL language
(including security, authorization, optimization,
embedded SQL)
thoroughly discuss the object-oriented database
model, standards and languages and compare this
model with the relational model
discuss Data Warehousing, OLAP, Data Mining, Web
Technology and XML
introduce state-of-the art research in the area of
databases.
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critically compare and evaluate database models and
database systems
design and develop database applications using
commercially available database systems
enhance and fine-tune database applications with
regards to security, authorization and optimization
develop web-based database applications at an
intermediate level
critically assess post-relational database models and
especially the object-relational database model,
standards and languages
develop advanced queries using the SQL language
research in state-of-the art areas in databases
systems.
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Specific (clear and unambiguous, clearly
communicated to and understood by
students)
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Measurable (objectively assessed)
Achievable (at the right level and possible to
be achieved by students)
Realistic
 Time Specific (possible to be achieved within
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the timeframe of the programme/course)
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Bologna Process
European Qualifications Framework
European Standards in Disciplines/Subject
Areas
National Qualifications Framework
Institutional Level – Programme Level
Course Level
Task Level
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http://ec.europa.eu/education/policies/educ/eqf/rec08_en.pdf
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Figure 1 : Mapping NQFs to EQF (adopted from EQF Newsletter April 2010
[email protected])
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Provide a common platform for Transparency,
Comparability, Transferability and Recognition of
Programmes
Students become aware of what they will be able to do
after completion of the courses and the programme
Faculty are forced to rethink of the curriculum and make
sure that each LO is assessed
Employers know what graduates are able to do
Careers Officers can match employers requirements to
graduates knowledge, skills and competences (L0s)
Erasmus co-ordinators and Academic Departments are
facilitated when developing exchange agreements for
students and faculty
Professional Associations can map Programmes to their
requirements
Quality Assurance Agencies are facilitated when
conducting audits of programmes and when evaluating
European awards (through the EQF-NQF mapping)
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QAA are in the process of modifying their
accreditation/validation rules and procedures to
incorporate L0s. Most probably QAA audits will be
looking at evidence that
◦ all stakeholders were involved in the formulation of a
programme’s LOs
◦ there is consistency of LOs according to their level (e.g. 1st
Cycle LOs match EQF and NQF corresponding level)
◦ there is consistency of a programme’s LOs with the LOs
specified in European Standards/Sector frameworks,
benchmarks, etc.)
◦ a programme’s LOs comply with technical qualifications
frameworks at National Level
◦ there is consistency and comparability among LOs across
the institution and its programmes
◦ the institution provides all resources so that LOs are
SMART, are assessed and are met by students
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Compare and contrast the LO approach in re-engineering
academic programmes with the one currently used at your
institution
Develop a plan (with scheduled actions and tasks) to reengineer the programmes of your institution using the LO
approach
Re-engineer your courses using LOs
Work with colleagues in building a programme’s LOs and
ensuring that the supporting courses provide support for
the LOs
Provide supporting arguments as to how your courses
achieve the programme’s LOs
Defend your programmes and courses in front of
evaluation/audit/accreditation teams
Develop reports that provide evidence for the correct
implementation of the LO approach
Strengthen the link between employers and students
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Rethinking of the Business Processes
Not automating existing processes
Redesigning Business Processes
Restructuring the organization
Automating the newly designed processes
Sometimes creating a new type of
organization
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Rethinking of the academic programmes
Redesigning the academic programmes
Restructuring the academic programmes
Sometimes creating new academic
programmes
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Programme Structure (thematic areas and
clusters of courses, core, elective, etc. courses,
pre-requisites, co-requisites, semester
breakdown, etc.)
Programme and Course Content
◦ Aims and Objectives usually expressed from the
programme/course point of view and referring to
knowledge and skills to be given to /cultivated in
students
◦ Topic areas and description of material to be covered
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Delivery Methods
◦ Teaching and Learning
◦ Resources (Labs, Books, etc.)
◦ Assessment
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Empowering the student
Learner (student) – centre learning
Faculty members become educators and
facilitators of the learning process and not
teachers
Learner feedback/input/active participation
Industry feedback
Professional Associations feedback/input
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ECTS forces you to re-think carefully of the
programme structure (plan yearly load to 60
ECTS, semester load to 30 ECTS)
ECTS forces you to re-think carefully the
content of the programme from the point of
view of the student (Learning Outcomes (LOs)
vs. Aims and Objectives)
ECTS forces you to re-think carefully the
delivery methods of the programme
(Teaching and Learning and Assessment of
Learning Outcomes)
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A programme consists of many courses
A Programme has a number of programme
LOs (PLOs)
A Course has a number of course LOs (CLOs)
A PLO must be supported by at least one
course
A course can support many PLOs
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Cyprus Bologna
Conference/Workshop, 13-14
September 2010
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Proposal approved by the University of
Nicosia Senate in September 2008
Project Stared in October 2008 and was
completed in June 2010
Project was co-ordinated by the Vice Rector
Project was audited by the University’s
Internal Quality Assurance Auditor
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Item/Report/Form Produced
Deadline
Report - Professional Association / Industry /
Advisory Council
Report – Student Feedback
31/12/2008
Report – Similar Programmes
Report - Guidelines of Professional Associations
Report- Programme Learning Outcomes
31/12/2008
31/12/2008
31/12/2008
Done
31/12/2008
Degree Profile – Aims, Objectives, Learning
31/12/2008
Outcomes, Entry Criteria, Teaching and Learning
Methods, Assessment Methods, Career Prospects
Programme Pathway (240 ECTS for Bachelors,
31/12/2008
90-120 ECTS for Masters)
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Item/Report/Form Produced
Semester Breakdown (30 ECTS per semester)
Courses LOs and estimation of ECTS
Matrix - Programme LOs vs. Courses
Deadline Done
31/12/2008
28/2/2009
31/3/2009
Calculation of Course ECTS by faculty using
Tuning methodology/Form
Course Syllabi in ECTS format
Report - Review of Programme (Profile, LOs,
Courses, etc)
Student Calculation of Course ECTS using
Tuning methodology/form
Fine-tuning of programme and courses –Audit,
Reports for Programme, Senate Reports
30/4/2009
31/5/2009
30/6/2009
31/1/2010
28/2/2010
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Resistance to change
Initial questioning on the usefulness of the
project (was considered as a bureaucratic,
administrative process not leading to any real
academic benefits); this changed after some
time and all were very thankful that the
process helped them for the re-evaluation of
the programmes by ECPU
Difficulty in writing Learning Outcomes and
differentiating between knowledge, skills and
competences
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Confusing LOs at the programme and course
level
Difficulty in monitoring the process for
students filling the workload forms
A lot of paper work and manual processing
Use of IT packages (e.g. Excel) but not in an
integrated support IT tool
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Explain the need for using the ECTS system and
Learning Outcomes and highlight the expected
benefits for all stakeholders
Convince all stakeholders about the usefulness of
such an exercise
Plan the process, specify who is responsible for
what, set realistic deadlines, do not rush
Make sure that the project co-ordinator is
somebody who understands the issues involved
and will also have to do whatever the others will
have to do
Expect resistance, mistakes and problems
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Keep an open communication channel (through
meetings, emails, etc.)
Provide training for writing ECTS Syllabi, for
writing LOs, etc.
Hold regular meetings with Deans of Schools,
Heads of Departments, Programme co-ordinators
and faculty
Provide standard forms and templates
Utilize IT packages to reduce manual work and
avoid errors
Need for an integrated support tool - ReProTool
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There are some different definitions in the literature
with regards to LOs
There is ignorance and confusion amongst the
various stakeholders with regards to LOs
LOs at are still being implemented at various levels
(NQF, Universities, QAA)
Educational models and University and QAA
rules/regulations/procedures are being reengineered using LOs
Re-engineering academic programmes using LOs
provides a great opportunity to improve the
programme, the delivery and assessment methods
and the student learning process
LOs benefit all stakeholders and contribute to the
mobility of students/graduates/faculty/employees
within Europe
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[email protected]
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