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Module LO

Module LO. Raimonda Markeviciene. Teacher centered. Implicit student : Time Workload LO ( Competences ). Teacher’s workload And time. Student-centered. Competences. Study programme In ECTS credits. Stud. time + workload  Learning outcomes. Reminder….

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Module LO

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  1. Module LO RaimondaMarkeviciene

  2. Teacher centered Implicit student: Time Workload LO (Competences) Teacher’s workload And time

  3. Student-centered Competences Study programme In ECTS credits Stud. time+workloadLearning outcomes

  4. Reminder… Learning outcomes state the extent and the level or standard of competence, including knowledge, that the student will develop As a consequence, the learning outcomes of units/modules which develop the competences at the highest level should precisely match the Programme Learning Outcomes.

  5. However The learning outcomes are not just seen as happening at the end, but are built in from the very start in: • the ongoing feedback and discussion • in the working out of the problem and discussing it with the students – making the learning visible as we go along

  6. Recommendations from students • Learning outcomes should not be used in a tokenistic way e.g., only referred to in course handbooks. • Learning Outcomes should be communicated to students so that they can articulate the knowledge and skills they have acquired. • Learning Outcomes should be neither so prescriptive as to impede freedom of learning nor so broad as to become meaningless. (Jill Little National Union of Students Scotland)

  7. Module Title: Dental Surgery – 5th Year Dental Students Module Code: DS5001 On successful completion of this module, students should be able to: • Summarise relevant information regarding the patient’s current condition to generate a differential diagnosis • Formulate an appropriate treatment plan and justify the proposal giving due consideration to patient expectations and limitations • Arrange appropriate tests and demonstrate the ability to interpret tests and reports • Administer local anaesthetics safely and perform basic dento-alveolar surgical procedures in a professional manner showing good clinical governance • Recognise, evaluate and manage medical and dental emergencies appropriatelynot be safely treated by a GDP • Manage competing demands • Differentiate between patients that can/can on time, including self-directed learning & critical appraisal • Master the therapeutic and pharmacological management of patients with facial pain and oro-facial disease (Learning outcomes written by Dr. Eleanor O’Sullivan)

  8. 1. Identify aims and objectives of module 2. Write learning outcomes using standard guidelines 3. Develop a teaching and learning strategy to enable students to achieve learning outcomes 4. Design assessment to check if learning outcomes have been achieved 5. If necessary modify module content and assessment in light of feedback

  9. Development of the module • NOTE: • Small modules – information more specialized but less integrated • Big modules – clearer structure of the programme, better coherence in the studied subject, but more difficult to transfer to other context and compare. NOTE: Module – a course unit in a system where each course unit carries the same number of credits or a multiple thereof (ECTS)

  10. Basic suggestions on writing LO Start with the phrase: “On successful completion of this module, students should be able to:”

  11. Further suggestions: • Be realistic: take into account prior knowledge, available time and the learning opportunities • Avoid LO that are too broad or too narrow • Avoid verbs like: “know”, “understand”, “learn”, that are vague and subject to interpretation • May use open-ended lo to allow creativity, e.g. “apply theory critically to analyse a given situation” • Ensure that LO are assessable

  12. Points to consider: is the student’ learning process observable? Progress measurable? Performable, therefore assessable?

  13. AIMS Learning outcomes

  14. Possible assessment tasks for LO

  15. Assessment criteria of mobility LO Case study Diary

  16. Check list for writing module LO

  17. 2011.05.12/13

  18. Example: Aspects of Marital Law and Practice in the 17th Century(by R. de Lavigne) A student who successfully completes this module will be expected to be able: 1. To demonstrate detailed knowledge of both the legal and the social framework of marriage in Western Europe in this period. 2. To analyse the reasons for variations in legal frameworks and of social practice in both space and time. 3. To explore the link between marriage, on the one hand, and natality and mortality, on the other hand, as determinants of population trends. 4. To display the analytical tools and skills of the socio-legal historian, with particular reference to the selected legal and social texts of the period. 5. To deploy statistical information using information and communication technology where appropriate. 6. To demonstrate an ability to work both independently and in groups in order to propose solutions to problem areas within this field. 7. To work in more than one European language.

  19. Example: Calculation of the workload The planned third-year tutorial model comprises 10 ECTS (250-300 hours): • Tutorial: 2 hours per week x 14 weeks (25/30 hours = 1 ECTS credit) • Studying a textbook (500 pages) and sitting exam – 6 paged per hour = 83 hours = 3 ECTS credits • Writing a 7-10 page paper (700-1000 pages of literature must be read) = 140 hours = 5 ECTS credits • Reading and commenting on assignments written by group members (critical reflection) – (2 hours per week x 14 weeks = 28 hours = 1 ECTS credit) 1+3+5+1 = 10 ECTS credits

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