Winter School “Promoting European Dimension in Higher Education”

1. Winter School“Promoting European Dimension in Higher Education” Andy Gibbs Yerevan 2009

2. Day Two – Some Pointers • You will not design anything without learning to write learning outcomes • They are the building blocks of the Bologna Process • Tuning will mean nothing without understanding learning outcomes • Competencies won’t be in the curriculum if you don’t write learning outcomes • Specialities need learning outcomes • What are national peculiarities? Why do they exist?

3. So what? • We need to spend some more time on outcomes before we can move on • We need to look at levels • We need to look at components of a learning outcome

4. The Scottish Credit and Qualifications Framework

5. Anti Discriminatory Practice – an example from nursing showing benchmarks and external reference points on completion of first cycle

7. 2nd Year pre-registration course (completion SCQF L9) HNC (SCQF L7) SVQ L3 (SCQF L6/7) SVQ L2 (SCQF L5) KSF outline– informs education and training requirements Education and training aligned to SCQF level descriptors Achievement of learning outcomes result in: academic accreditation and /or portfolio of competency Transferability through RPL and achievement of KSF outline

8. Categories of Learning

9. Associate verbs with categories of learning

10. AIMS • Be able to write precisely learning outcomes • Know how to develop programs and curriculum based on the students’ competences • Have the knowledge and understanding of the basic competences for the bachelor’s and master degrees

11. Your presentation Make a ten minute presentation with an example of a first cycle programme learning outcome and explain how it would be assessed to ensure it had been achieved at the correct level Make a ten minute presentation illustrating a competency that students would be expected to have by the end of the first cycle. Write a learning outcome that if successfully achieved would demonstrate that the student had this competency Make a ten minute presentation outlining the differences between competences at first and second level. Describe two differences you would expect to see in student behaviour at these levels.

12. The Tuning Methodology