Tuning Workship - A tool for developing competence based degree programs Tokyo, 9 December 2013 Tuning Educational Structures in Europe, Asia and the World TUNING Introduced: A tool for developing competence based degree programs Robert WAGENAAR, University of Groningen (NL) Joint co-ordinator Tuning Process Co-director International Tuning Academy Outline of presentation 1. TUNING Process i. What is Tuning? ii. Contribution of Tuning to Modernize HE programmes 3. New Strategies for Curriculum Design The Tuning Process is coordinated by the University of Deusto, Bilbao, Spain and the University of Groningen, the Netherlands
The TUNING Project is a project by and for Higher Education Institutions. It started as the Universities response to the challenge of the Bologna Process, but has evolved into a world wide Process TUNING MOTTO: Tuning of educational structures and programmes on the basis of diversity and autonomy Tuning received and receives financial and strong moral support from the European Commission Why Tuning? To develop one language understood worldwide by all stakeholders: competences and learning outcomes To stress the importance of general academic competences and skills for society To involve stakeholders in the process of curriculum design and enhancement To develop shared international reference points at disciplinary / subject area level To give academics a key role in the process of reforming Higher Education structures and its degree programmes and qualifications To focus on diversity by promoting flexibility To facilitate (inter)national mobility and recognition of studies
Tuning Definitions Student centred learning: An approach or system that supports the design of learning programmes which focus on learners achievements, accommodate different learners priorities and are consistent with reasonable students workload (i.e workload that is feasible within the duration of the learning programme). It s accommodates for learners greater involvement in the choice of content, mode, pace and place of learning. Tuning Definitions What is a competence according to Tuning? Tuning definition of competences Competences represent a dynamic combination of knowledge, understanding, skills and abilities. Fostering competences is the object of educational programmes. Competences are formed in various course units and assessed at different stages. [competences are obtained by the student]
TUNING Philosophy Academic area vs. professional area and competences Competence Circle Employment profile Academic field Academic field Academic field Tuning Definitions What is a learning outcome according to Tuning? Level of competence is expressed in terms of Learning outcomes: Statements of what a learner is expected to know, understand and be able to demonstrate after completion a period of learning. They can refer to a single course unit or module or else to a period of studies, for example, a first or a second cycle programme. Learning outcomes specify the requirements for award of credit. [learning outcomes are formulated by academic staff]
TUNING Philosophy Source: Jeremy Cox (Polifonia Network) for Tuning ii. Tuning s Contributions to modernize HE programmes Set of practical TOOLS for academics / institutions to implement the three cycle system: a.a methodology to design / enhance, deliver student centred degree programmes (for all three cycles) based on the Competences and Learning Outcome approach b.meta-profiles for a growing number of Sectors and Subject Areas c.a Guide to formulating degree programme profiles. Including Programme Competences and Programme Learning Outcomes And many more...
TUNING METHODOLOGY in Translation TUNING Model: Profiles, Competences and Learning Outcomes Tuning approach based on 6 consistent features for degree programs: an identified and agreed need a well described Large scale profile consultations among stakeholders corresponding (academics, learning employers, outcomes graduates phrased and in terms students) of generic and subject specific competence (lines 1 and 2) to identify most relevant competences and levels the correct allocation of ECTS credits to units (line 3) of achievement in degree programs appropriate approaches to learning, teaching and assessment (line 4) methodology for quality enhancement (line 5) TUNING focuses on: << fitness of purpose >> (meets expectations) and << fitness for purpose >> (meets aims)
Year Semester Course/Module Credits Agricultural Chemistry and Soil Science 6 Animal Production: Principles and Techniques 1st 6 Semester Agronomy and Horticultural Crop Production 1 6 Applied Economics, Extension and Systems 6 Microbiology and Genetics I 6 2nd Agrometeorology and Climate Change 6 Semester Food Science and Technology 6 Statistical Methods for Agricultural Sciences 5 3rd Biochemistry and Biotechnology 6 Semester 2 Botany and Crop Physiology 4 4th Scientific Communication Skills 8 Semester Crop Production Technologies 6 Postharvest Management and 5th Agricultural Produce Processing 6 Semester Project I 8 Agricultural Management and Marketing 3 6 Entrepreneurship for Small and Medium 6th Agribusiness 4 Semester Project II 8 Practical Training 10 Tuning s Contribution Tuning methodology: Degree programmes based on: (Cycle) level descriptors (Qualifications Frameworks) Academic and professional meta-profiles Competences / Learning outcomes Student workload / time-related and Learning Outcomes based(ects) credits Meta profile Degree profile Agricultural Engineering and Applications 6 Pests, Diseases and Weeds Control 6 Animal Production and Science I 6 Microbiology and Genetics II 6 Animal Science and Production II 6 Programme GC SSC Competences LEARNING OUTCOMES
Meta profile A Meta profile is a group s representation of the structure and combination of competences which gives identity to a thematic area. The meta-profiles are referential elements and they are always mental constructions, destined to reflect and analyse the possible and diverse real degree profiles Tuning Subject Area Meta- Profile publications Other subject area brochures: Business Administration, Educational Sciences, Gender Studies, History, Mathematics, Nursing, etc. Recent publications: Psychology, Art History, Linguistics, Literature and Culture, Theology and Religious Studies. Also published: Tuning AHELO conceptual frameworks for Economics and Engineering (first cycle)
2. New strategies for curriculum design Competences / Learning Outcomes model versus Traditional model Opportunities and Challenges Misunderstandings / Misconceptions Construction of relevant curricula CONSULTING PROFILING ENHANCING STUDENT CENTRED LEARNING DESIGNING EVALUATING LEARNING 181
Case studies Two types of first cycle programmes: number 1 Traditional (first cycle) programme: Constructed on the basis of rather loose course units Course units content is responsibility of individual academics (Very) limited cooperation and consultation between academic staff Danger of limit balance between course units Feasibility not guaranteed Academia oriented, limited concern for employability and educating for citizenship Bottom-up Outcome (level) of programme not quite clear New strategies for curriculum design Two types of first cycle programmes: number 2 Degree programmes to be based on: (Cycle) level descriptors Academic and professional meta-profiles / reference points Competences / Learning outcomes (not Learning objectives!!!) Student workload / time-related and Learning Outcomes based credits
Two types of first cycle programmes: number 2 FIRST CYCLE PROGRAMME 60 ECTS 60 ECTS 60 ECTS New strategies for curriculum design Degree programme based on the Tuning methodology: Programme based on profile, sets of competences to be obtained, desired learning outcomes to be achieved, ECTS credits to be awarded Programme design is team work, based on consultation, discussion, cooperation Learning outcomes / competences to be developed are basis for credit allocation Teaching, learning and assessment approaches respect credit allocation: feasibility key factor COURSE UNIT Top-down Programme Design and Delivery Ten steps for designing/improving new programmes (or improving existing ones) 1.Determine need and potential 2.Define the profile and the key competences 3.Formulate the Programme Learning Outcomes 4.Decide whether to modularise or not 5.Identify competences and formulate learning outcomes for each module 6.Determine the approaches to teaching, learning and assessment 7.Check whether the key generic and subject specific competences are covered 8.Describe the programme and the course units 9.Check balance and feasibility 10.Implement, monitor and improve
Programme Design and Delivery Ten steps for designing/improving new programmes (or improving existing ones) 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. Programme Design and Delivery Conditions for designing new programmes (or improving existing ones) Establish whether there are sufficient incentives for setting up a new programme or enhancing an existing degree programme. Indicators: Government policies Quality Assurance Agency policies / indicators Institutional policies Faculty / Departmental policies Foundation among academic and supporting staff Relevance and attractiveness of existing programme(s)
Programme Design and Delivery Conditions for designing new programmes (or improving existing ones) Establish a workgroup for designing / enhancing degree programme: Appoint as members: Academic Staff + one or two students Identify and involve external expertise Inform academic staff and relevant policy levels about initiative (keep these informed during process) Challenges: Formulation of a degree profile Identification of most appropriate set of general competences to be developed Formulation of reliable programme and course unit Learning Outcomes statements Commitment of Academic Staff Programme Design and Delivery Challenges: Commitment of Academic Staff members How to motivate and involve them? More active students Students better prepared for employment and citizenship More attractive degree programmes: tool for marketing and recruitment Higher appreciation of degree programmes and its units by students Requirement for implementation: External pressure: role of governments and quality assurance system Financial support to be make reforms more attractive to implement Staff development scheme focusing on reforming HE programmes
Programme Design and Delivery 2. Define the profile and the key competences 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. Decide on the orientation of the degree programme. Identify and describe the potential fields / sectors where its graduates may find employment. Identify and describe its contribution to developing citizenship and personal culture. Identify 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). Role of the Degree Profiles From the Tuning glossary Degree profile A description of the character of a degree programme or qualification. This description gives the main features of the programme which are based on the specific aims of the programme, how it fits into the academic map of disciplines or thematic studies and how it relates to the professional world.
Role of the Degree Profiles Profiles have to serve different purposes A good profile takes into account different users perspectives & interests Profile Programme Design and Delivery 3. Formulate the Programme Learning Outcomes Formulate the Programme Learning Outcomes related to the Key Programme Competences identified (up to 15 to 20) by making use of the guidelines in this guide 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.
Programme Design and Delivery Tuning and Learning Outcomes Definition: What a learner is expected to know, understand and be able to demonstrate after completion (of a period) of learning. Learning outcomes are formulated as statements. We distinguish: Degree programme learning outcomes Module or unit learning outcomes These should relate to references points / standards as defined for the subject area in a national and/or an international setting. To be measurable a learning outcome (LO) should meet a number of requirements. Programme Design and Delivery Misunderstandings: Difference between a Learning Objective and a Learning Outcomes Learning Outcomes vs. Learning Objectives The distinction between learning outcomes and learning objectives is not universally recognized, and many instructors may find that the term learning outcomes describes what they have already understood by the term learning objectives. Some scholars make no distinction between the two terms; those who do usually suggest that learning outcomes are a subset or type of learning objective. Learning objectives, for example, may outline the material the instructor intends to cover or the disciplinary questions the class will address. By contrast, learning outcomes should focus on what the student should know and realistically be able to do by the end of an assignment, activity, class, or course. For this reason, learning outcomes often start with a version of the phrase By the end of this course, students will The same goals addressed by learning objectives can be equally addressed by learning outcomes, but by focusing on the application and integration of the course content from the perspective of the student, learning outcomes can more explicitly and directly address expectations for student learning. Source: http://www.teaching.utoronto.ca/topics/coursedesign/learning-outcomes/outcomes-objectives.htm
Outline of Tuning Guide to Formulating Degree Programme LOs Degree profile (professional and/or academic) Key elements: A. Purpose B. Characteristics C. Employability & further education D. Education style E. Programme competences F. List of program learning outcomes As part of the Competence and Recognition Project (CoRe) a Template as been developed which also contains guidelines for formulating Programme Competences and good Programme Learning Outcomes. Degree Programme Learning Outcomes According to the Tuning Guide to Formulate Degree Programme Profiles:
Writing good Programme Learning Outcomes A Learning Outcome contains 5 elements to be measurable (the level of competence that has been achieved): Writing good Programme Learning Outcomes In other words: A Learning Outcome indicates a level of achievement which can be broken down in terms of indicators and descriptors and has been verified in tests and/or examinations which should be transparent, reliable and valid. Each degree programme should be described in up to 15 to 20 learning outcomes statements. Each module or unit should be based on up to 8 learning outcomes statements. More is not feasible to be measured. Crucial is the quality and comparability of tests and examinations! In particular for mobility and (trans)national joint programmes Validity of the content of the programme as reflected in the degree: What can an employer expect?
Examples: ARCHITECTURE EQF Categories: Knowledge Skills (Wider) Competences Architectural Creation & Architectural Creativity Level/ Dimension 6 / Conceptualising, Designing, Materialising Architecture 7 / Conceptualising, Designing, Materialising Architecture 8 / Conceptualising, Designing, Materialising Architecture To have advanced knowledge of the processes, concepts and cultural values guiding architectural creation To have highly advanced knowledge of the processes, concepts and cultural values guiding architectural creation, some of which will be at the forefront of their field Knowing in depth all the relevant methods and techniques of inquiry related to a particular field of study of architecture Graduates of Architecture are expected at level. To have the advanced skills to formulate critically, elaborate creatively and translate innovatively into spatial forms their own architectural concepts To have developed to a high professional level their ability as architects to formulate critically, elaborate creatively and translate innovatively into spatial forms their own architectural concepts Integrating previous experience so as to demonstrate original creative insights in the domain of architecture Functioning with complete creative autonomy To be able to draw upon the knowledge and skills gained within their architectural studies so as to act and respond critically and creatively in different situations To emerge as well-developed personalities, able to draw upon the knowledge and skills gained within their architectural studies so as to act and respond critically and creatively in situations that are complex, unpredictable and require new strategic approaches Comprehending the transferability of their research capabilities to other fields Displaying professional, creative and scholarly integrity Programme Design and Delivery 5. Identify competences and formulate learning outcomes for each module Select the generic and subject specific competences to be formed or enhanced in each 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 unit. 6. Determine the approaches to teaching, learning and assessment 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.
Programme Design and Delivery 7. Check whether the key generic and subject specific competences are covered 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. 8. Describe the programme and the course units Prepare a programme description and course unit descriptions on the basis of the profile, key Programme Competences, Programme Learning Outcomes, allocation of credits and the teaching, learning and assessment approaches identified. Tuning Methodology Progression of Mastery
Programme Design and Delivery 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. Programme Design and Delivery 10. Implement, 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.
Tuning Quality Circle Thank you for your attention! http://www.unideusto.org/tuningeu/