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Paradigm Shift: Transitioning to Credit-Based Modular Learning at IT Tralee

This presentation by Dr. Noel Mulligan, Modularisation Project Manager at the Institute of Technology, Tralee, examines the fundamental changes brought about by the shift to credit-based modular learning. It discusses the educational super system, including institutions, academics, and learners, and explores the Bologna Process and the National Framework of Qualifications. Key topics include programmatic review, learner-centered education, and the importance of learning outcomes and credits. This session aims to highlight best practices and our experiences of institutional change in higher education.

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Paradigm Shift: Transitioning to Credit-Based Modular Learning at IT Tralee

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  1. IT Tralee : Context Changing toCredit Based Modular Learning A Paradigm Shift? Dr. Noel Mulligan, Modularisation Project Manager Institute of Technology, Tralee. Accreditation and Assessment in Higher Education - The Emerging Scenario NUI, Maynooth, 25th January 2007

  2. NOTE for Audience • Handout of Presentation includes • Visible Slides – bullet points • Hidden Slides - notes

  3. Credit Based Modular Learning – How much of a change? • Education Super System • Education Systems • Institutions • Academics • Learners

  4. What we are doing at IT Tralee • Major Programmatic Review • Modularisation/Semesterisation • Restructuring • Reconstructing • Changing how we fulfil our Mission • Challenging ourselves

  5. Why we are Restructuring/Reconstructing/Changing • Bologna Process • National Framework of Qualifications (NFQ) • Learner Focus • Market for Higher Education Services • Pursuing Best Practice

  6. Our Experience of Change as Academics • Becoming a ‘Lecturer’/Teacher • Gradual Development of Programmes • Institutional and Programmatic Review • Delegation of Authority • Transfer of Programmes to the NFQ • No experience of ‘Fundamental Change’

  7. Bologna and NFQ Require and Facilitate ‘Fundamental Change’ • Transparency • Recognition • Mobility

  8. Centrality of Learning Outcomes and Credits – The Paradigm Shift • Learner Input (ECTS Credits) • Learning Process • Assessment and Grading • Programmes • Awards

  9. ‘Real’ Learner Centred Education Exclusive v Inclusive Institutional Status v Learning Community Academic ‘Freedom’ v Learner Needs & Wants Field Expertise v Pedagogy Teaching v Learning Input v Output Syllabus Content v Learning Outcomes (Familiar) v (Unfamiliar)

  10. Importance of Learning Outcomes and Credits for Academics • Academics Conceive/Design/Develop/Deliver/Assess Education Programmes and Award Credits for the learning that is achieved • Academics are at the coalface of the Bologna Process and are ultimately responsible for • Transparency • Recognition • Mobility • Academics must have an in-depth understanding of Learning Outcomes and Credits

  11. Foundation for Understanding of Learning Outcomes and Credits • Learning and Learners • Standards, Level and Volume (Knowledge, Skill and Competence) • Assessment

  12. Learning Outcomes and Credits –A Shared Interpretation • A Common Currency in a Seamless Sector • Opportunity for Convergence • Risk of Divergence • Avoid cul-de-sacs

  13. We’re in the Learning Business • Simple Concepts • Complex Problems

  14. IT Tralee : Context Thank You Accreditation and Assessment in Higher Education - The Emerging Scenario NUI, Maynooth, 25th January 2007

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