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WP4 Training workshops | October / November 2017

WP4 Training workshops | October / November 2017. STUDY PROGRAMMES: ORGANIZATIONAL CHALLENGES Assoc. Prof. Dr. Jurga Cibulskiene Assoc. Prof. Dr. Algimantas Sventickas Danguole Bylaite - Salavejiene, M.A. Lithuanian University of Educational Sciences. ADDRESS AND CONTACTS.

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WP4 Training workshops | October / November 2017

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  1. WP4 Training workshops| October / November 2017 STUDY PROGRAMMES: ORGANIZATIONAL CHALLENGES Assoc. Prof. Dr. Jurga Cibulskiene Assoc. Prof. Dr. Algimantas Sventickas Danguole Bylaite - Salavejiene, M.A. Lithuanian University of Educational Sciences ADDRESS AND CONTACTS

  2. BOLOGNIA DECLARATION: DEGREE PROGRAMMES STUDENT-CENTRED OUTCOME-BASED TRANSPARENT NAME OF HEI | October 2017

  3. STUDENT WORKLOAD: CREDIT

  4. The notion of a credit • A unitofmeasurementforstudies; • It should be universal– understandable to allEuropeans; • Credits are measured in the amount of student time needed to accomplish various tasks in the course of studies. • Fixedin numerous HE-related documents, an ECTS credit is a unit of measurement standing for 25–30 hours of student working hours; 26.6 hours

  5. Programme, study year, semester • Programmes 120 – 240 credits • Study year - 60 credits (1500-1800 hours of work) • Semester – 30 credits (750-900) hours of work

  6. Modular VS. NON-MODULAR

  7. The modularsystem The subject system

  8. A module is part of a study programme consisting of several related course-units with a clearly defined aim expressed in terms of students’ competencies. • Modular system

  9. Study programme: English Philology and Pedagogy (240 credits)

  10. An example of a module

  11. DESIGNING A STUDY PROGRAMME: TEN STEPS

  12. STEP 1 Determine need and potential • Consult stakeholders (potential students, academics, potential employers) to verify that the degree is needed. • Decide whether the programme proposed satisfies established or new professional and/or social demands.

  13. STEP 2 • Identify the main discipline(s) / subject area(s) which form the basis of the degree programme; • Specify whether the focus of the degree programme is to be general and/or specialist. • Identify and describe the potential fields / sectors where its graduates may find employment. • Define the profile and the key competencies

  14. STEP 2 • Identify and describe its contribution to developing citizenship and personal culture. • Identify and formulate the Key Programme Competences, making if possible a distinction between generic and subject specific competences, most relevant for the degree programme proposed (up to 15). (examples in Handout 1) • Define the profile and the key competencies

  15. STEP 3. Formulate the Programme Learning Outcomes Formulate the Programme Learning Outcomes related to the Key Programme Competences identified (up to 15 to 20) Forexample:

  16. APPLICATION OF BLOOM’S TAXONOMY OF COGNITIVE OBJECTIVES (Handout 2)

  17. STEP 4 Decide whether to ‘modularise’ or not • Decide whether each course unit should carry a set number (e.g. 5 or its multiples) or carry a random number based on the workload foreseen. • Allocate ECTS credits to each course unit, based on the convention that a semester carries 30 ECTS credits and a normal academic year 60 ECTS credits and the recommendation that one ECTS credit corresponds to 25-30 hours of student workload.

  18. STEP 5Identify competences and formulate learning outcomes for each course unit or module • Select the generic and subject specific competences to be formed or enhanced in each course unit / module on the basis of the Key Programme Competences identified under step 3. • Formulate the learning outcomes for each competence to be developed in the course. (Handout 3 Table 6)

  19. STEP 6Determine the approaches to teaching, learning and assessment (Handout 3, Tables 6, 8, 9) • Decide how the competences can best be (further) developed and assessed, to achieve the intended learning outcomes. • Foresee a variety of approaches to learning, teaching and assessment.

  20. STEP 7Check whether the key generic and subject specific competences are covered(Handout 4) • Check progression paths of the key generic and subject specific competences identified. • Check whether all programme key generic and subject specific competences are covered by the modules / course units.

  21. STEP 8Describe the programme and the course units • Prepare a programme description (Handout 5)and course unit descriprions(Handout 3) on the basis of the profile, key Programme Competences, Programme Learning Outcomes, allocation of credits and the teaching, learning and assessment approaches identified.

  22. Step 9 Check balance and feasibility • Check whether the completed programme is balanced in terms of the effort it requires and the competences to be achieved. • Check whether the credits have be allocated on sound principles and that the students can complete the individual units and the whole programme within the allotted time.

  23. STEP 10Implement, monitor and improve • Implement the degree programme and its components according to a clear structure and transparent implementation plan. • Monitor the degree programme and its components by making use of both student and staff questionnaires to evaluate teaching, learning and assessment, as well as output information in terms of success rates. • Use a feed back and feed forward system to analyse the outcomes of the evaluations and expected developments in the field with respect to society as well as to academia. • Use the information collected to enhance the degree programme and its components.

  24. Which steps seem to be the most challenging, taking into consideration Belarusian context? • QUESTIONS TO DISCUSS?

  25. Bulajeva, T.Lepaitė, D., Šileikaitė-Kaishauri, D. (2012). Degree Programme Development: Methodological Guide for Study Programme Teachers. Vilnius. • Šeškauskienė, I., Cibulskienė, J., Kalėdaitė, V., Roikienė, D. (2012). Guidelines of Competence Development. Subject Area: English Philology. Vilnius. • Grossary of Terms. http://www.unideusto.org/tuningeu/documents/glossary-of-terms.html • Lokhoff, J., Wegewijs, B., Durkin, K., et al. (eds.) (2010). A TUNING Guide to Formulating Degree Programme Profiles. Including Programme Competences and Programme Learning Outcomes. 2010. Bilbao, Groningen and the Hague. • Sanchez, A.V., Ruiz M.P. (2008). Competence-based learning. University of Deusto. • Republic Of LithuaniaLaw On Higher Education And Research https://e-seimas.lrs.lt/portal/legalAct/lt/TAD/548a2a30ead611e59b76f36d7fa634f8?jfwid=rp9xf47k7 • Lithuanian Centre for quality assessment in higher education http://www.skvc.lt/default/en/lawacts • REFERENCES

  26. Thank you for your attention

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