Dr Philippos Pouyioutas Vice Rector Professor of Computer Science University of Nicosia Cyprus Bologna Conference /Workshop September 2010

Transcription

1 Dr Philippos Pouyioutas Vice Rector Professor of Computer Science University of Nicosia Conference /Workshop 13-14

2 1. Learning Outcomes Background Information and Definitions 2. Intended Learning Outcomes of the Presentation 3. Re-engineering Academic Programmes Using ECTS and Learning Outcomes 4. A Case Study A 2-year Project at the University of Nicosia 5. Conclusions

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4 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.

5 To be Used create, plan, revise, analyze, design, select, utilize, apply, demonstrate, prepare, use, compute, discuss, explain, predict, assess, compare, rate, calculate, etc Not to be used know, become aware of, appreciate, learn, understand, become familiar with, etc.

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7 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.

8 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.

9 Specific (clear and unambiguous, clearly communicated to and understood by students) Measurable (objectively assessed) Achievable (at the right level and possible to be achieved by students) Realistic Time Specific (possible to be achieved within the timeframe of the programme/course)

10 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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12 Figure 1 : Mapping NQFs to EQF (adopted from EQF Newsletter April 2010 eac-eqf-newsletter@ec.europa.eu)

13 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)

14 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. 1 st 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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16 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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18 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

19 Rethinking of the academic programmes Redesigning the academic programmes Restructuring the academic programmes Sometimes creating new academic programmes

20 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 Delivery Methods Teaching and Learning Resources (Labs, Books, etc.) Assessment

21 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

22 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)

23 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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26 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

27 Item/Report/Form Produced Deadline Done Report - Professional Association / Industry / 31/12/2008 Advisory Council Report Student Feedback 31/12/2008 Report Similar Programmes 31/12/2008 Report - Guidelines of Professional Associations 31/12/2008 Report- Programme Learning Outcomes 31/12/2008 Degree Profile Aims, Objectives, Learning Outcomes, Entry Criteria, Teaching and Learning Methods, Assessment Methods, Career Prospects Programme Pathway (240 ECTS for Bachelors, ECTS for Masters) 31/12/ /12/2008

28 Item/Report/Form Produced Deadline Done Semester Breakdown (30 ECTS per semester) 31/12/2008 Courses LOs and estimation of ECTS 28/2/2009 Matrix - Programme LOs vs. Courses 31/3/2009 Calculation of Course ECTS by faculty using 30/4/2009 Tuning methodology/form Course Syllabi in ECTS format 31/5/2009 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 30/6/ /1/ /2/2010

29 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

30 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

31 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

32 Keep an open communication channel (through meetings, s, 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 0Papers/PhilipposPouyioutas_Cyprus.pdf

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34 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

35 UNILO PROJECT- PROMOTING THE EQF LEARNING OUTCOMES APPROACH WITHIN EUROPEAN UNIVERSITIES funded by the European Union Investigate the state-of-the-art implementation of LOs in a number of European countries (including Cyprus) Report on Best Practices Investigate the progress made in developing NQFs of European Countries Develop tools to assist the implementation of LOs ReProTool Project funded by the Cyprus Research Promotion Foundation Develop a software tool to support the use of LOs

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