FACULTY OF HEALTH Course Learning Outcomes Workshop Australian Qualifications Framework Compliance [ENTER COURSE/MAJOR NAME] Sept 2014

Checklist for facilitator/coordinator prior to workshop Task Completed Slide 7. Vision (decide on approach) Slide 8. Point Difference (decide on approach) Slide 10. Task 1. Consider the questions before the workshop do you need a T&L committee discussion or policy on these issues? Slide 11. Task 2. Download Curriculum Themes Template from AQF module on MyLO site: L&T in the Faculty of Health Map all relevant standards, TLOs and identify emergent Themes using Curriculum Themes Template provided. Send completed Curriculum Themes Template & relevant standards to workshop participants 1 week prior to workshop. Slide 14. Task 3. Download Six Hats Template. Enter the relevant details (eg. name of professional standards). As per Template some should be left blank. Provide copies of Six Hats Template (in workshop). Slide 15. Task 4. Download Blooms verbs and find example CLOs from your discipline or equivalent courses nationally (Provide in workshop). Slide 20. Scholarship: Do you have time to submit ethics & do a Delphi? 2 Please delete this slide once you have completed the checklist and prior to your teaching team workshop

Course Co-ordinators’ Decision Tree 3 1 (FH) 2 (SERRU) Download CMRS* Fill in CMRS & attach evidence Upload using ePortal AQF Co-ordinators Workshop MYLO Materials for 2 workshops: CLOs, Mapping Yes No Developing CLOs Workshop Curriculum Mapping Workshop With your teaching teams *Course / Major Report Summary (CMRS) Yes Can you fill it in?

FACULTY OF HEALTH 4 ItemItem name and description Introduction by Time 1Welcome and apologies [Coordinator enters names] Introduction to the CLO workshop What is AQF? Teaching Team and co-ordinators role What is our vision for Discipline/Course[optional] Course differentiation[optional] Development of CLOsGroups Short break Development of CLOs (refinement)Groups Finalisation of Draft CLOsGroup Where to from here?

02. What is AQF? –AQF is the national policy for regulated qualifications in Australian education and training. –It incorporates the qualifications from each education and training sector into a single comprehensive national qualifications framework. –The AQF was first introduced in 1995 to underpin the national system of qualifications in Australia encompassing higher education, vocational education and training and schools. –So in other words: Like the Bologna process in Europe it allows us to compare and calibrate courses more accurately nationally. FACULTY OF HEALTH 5 AQF due by Jan 1, AQF course/major review reports are due to SERRU 15 December 2014

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03. Vision for our Discipline/Course? –Statement of Curriculum Philosophy –Curriculum principles document –Course coordinator of Head of discipline to fill this in OR –Course Coordinator to facilitate a discussion with teaching team on this 7 FACULTY OF HEALTH

04. Point of Difference Why come to study XXXX at UTAS? –Graduate qualities statement –Course coordinator of Head of discipline to fill this in OR –Course Coordinator to facilitate a discussion with teaching team on this. 8 FACULTY OF HEALTH

9 05. Developing CLOs

What are CLOs? –Upon completion of their program of study, healthcare graduates at professional entry-level* will be able to: ……. –What a graduate should look like –Anchor to prevent curriculum drift (change in unit ILOS process) –Essential for Mapping & Evidencing curriculum for accreditation (AQF, professional bodies) 10 Task 1 (5 mins) For discussion in groups: 1.Recent = have CLOs been renewed in the last 2 years. 2.Are all staff aware of the CLOs? 3.Are they stored centrally? Where? 4.Are changes in unit ILOs cognisant of CLOs and other units in the course/major ? What is the process? FACULTY OF HEALTH

Developing CLOs Process –Engagement of Staff = Ownership by staff =Use by staff –Write them once and write them clever –Suggested Template –Health, Medicine & Vet Science TLOs –Professional Standards –University Graduate Attributes –International Standards –AQF: do the CLO’s match AQF level? –Descriptors (Verbs- Blooms Taxonomy) –Mapping: CMT (now) and Romy’s Tools (future) 11 Task 2. Refer to the Curriculum Themes Templates and the standards and other relevant documents distributed to the group prior to workshop. 1. Are there any themes missing? 2. Review template and insert in “other”. 3. Now discuss the themes in your groups. FACULTY OF HEALTH

Curriculum Principles Statement –UTAS is adopting a Curriculum Principles statement – and the below can alternatively apply –Demonstrate how the UTAS Curriculum Principles are applied through the units Curriculum-Principles1.pdf Curriculum-Principles1.pdf 12 FACULTY OF HEALTH

UTAS Graduate Attributes TRANSITION UTAS Graduate Qualities Statement INSERT FACULTY NAME IN FOOTER 13 Subject and multidisciplinary knowledge and skills Skills of inquiry Shape and respond to the opportunities and challenges of the twenty-first century Accomplished communicators Culturally competent citizens Respect diversity Critical literacies Ethical conduct Recognise and critically evaluate issues of social responsibility Work in interdisciplinary ways

The Six Thinking Hats (adapted) The White Hat –What do you think a graduate should look like. The Red Hat –What do students want to achieve. The Black Hat –What does industry/the profession want from graduates. The Yellow Hat –What do regulatory bodies want your program to achieve. The Green Hat –Who are you marketing the program at. The Blue Hat –What does your institution want a graduate to look like? DE BONO’S THINKING HATS- ADAPTED BY ROMY LAWSON (UNI WOOLONGONG) 14

Developing CLOs Considerations when constructing CLOsSupporting documents What do you think a graduate should look like? What do students want to achieve? What does industry/the profession want from graduates?  Professional Standards  Threshold Learning Outcomes  Accreditation Standards  International standards What do regulatory bodies want your program to achieve?  Professional Standards  Threshold Learning Outcomes  Accreditation Standards  International standards Who are you marketing the program at? What does your institution want a graduate to look like?  UTAS Graduate Attributes /Curriculum Principles statement 15 Task 3. Consider the Six Hats Template. Discuss in groups and complete the blank sections. FACULTY OF HEALTH

Development of CLOs Task 4 1.Break into groups and divide up Themes equally amongst groups. –e.g. If 20 UC present and 5 themes, split into groups of 4 UCs. 2.Write Course Learning Outcomes per group for each Theme –Refer to example CLOs and Blooms verbs 3.Swap your CLOs with another group (review team)- critique –Review the CLO. Is it written at the appropriate AQF level for the course? 4.Review team to discuss reviewed CLOs with CLO Writing Team. –Modify if required 5.Give your CLOs to the coordinator/facilitator to type up. 16 FACULTY OF HEALTH

Break 10mins –Coming up.. Development of your CLOs (refinement) 17 FACULTY OF HEALTH

06. Development of CLOs (refinement) [Facilitator displays CLOs on screen (type in here) or write on board] 18 FACULTY OF HEALTH

07. Finalisation of CLOs Task 5 Involving everyone in the workshop consider each of the questions for the CLOs. 1.How many CLOs are there? (optimal no more than 8) 2.Are any CLOs repetitive or overlapping? 3.Is there any gaps with regard to the themes initially identified? 4.Are your graduates (should your graduates) be capable of these at the conclusion of the course? 5.Do your individual unit ILOs fit under the umbrella provided by your new CLOs? 6.Do they match with the UTAS graduate qualities statement? 7.Do they address the Curriculum principles document. 19 FACULTY OF HEALTH

07. Finalisation of CLOs: Stakeholder engagement –[Facilitator can decide if more appropriate to have student reps, industry reps present for the CLOs workshop or disseminate CLOs for consultation following the workshop]. –Draft CLO Development Workshop –Draft CLOs distributed for internal consultation 1 week after workshop –CLOs distributed to stakeholder (students, industry) for input 1 week after workshop –Internal and external consultation period closes 2 weeks after consultation began –Final CLOs approved by T&L committee Next appropriate meeting (within a month of consultation period ending) 20 FACULTY OF HEALTH

Scholarship Opportunity [if it is practical to fit this into the development of CLO schedule the coordinator or facilitator may encourage members of the teaching team to lead this highlighting TPE and RPE requirements. If its is not practical coordinator to delete this slide.] –You can develop CLOs and get a publication at the same time? –Delphi method for writing CLOs –Minimum risk Ethics application (Generic/adaptable form) available on MyLO site: L&T in the Faculty of Health. AQF Module. –Relevant publications describing the Delphi method for writing Learning Outcomes are also available on the MyLO site: L&T in the Faculty of Health. AQF Module. * Contact QELT if you require further information and assistance. FACULTY OF HEALTH 21

08. Where to from Here? No Evidence of AQF requirements? Next step? –AQF Evidence & Mapping Curriculum (CMT) –[facilitator or coordinator workshop materials available on MyLO site: L&T in the Faculty of Health. AQF Module] –Requires teaching team discussion of AQF/CLOs at Unit level to complete report at Course Level. Proposed Workshop date: [entered by coordinator or facilitator] 22 FACULTY OF HEALTH

Questions? FACULTY OF HEALTH 23