Andy Gibbs Yerevan 2009 Winter School “Promoting European Dimension in Higher Education”

Day Two – Some Pointers You will not design anything without learning to write learning outcomes They are the building blocks of the Bologna Process Tuning will mean nothing without understanding learning outcomes Competencies won’t be in the curriculum if you don’t write learning outcomes Specialities need learning outcomes What are national peculiarities? Why do they exist?

So what? We need to spend some more time on outcomes before we can move on We need to look at levels We need to look at components of a learning outcome

SCQF levels SQA Qualifications Qualifications of Higher Education Institutions Scottish Vocational Qualifications 12Doctoral Degree 11 Masters Degree Integrated Masters degree Post Graduate Diploma Post Graduate Certificate SVQ 5 10 Honours Degree Graduate Diploma Graduate Certificate 9 Professional Development Award Bachelors/Ordinary Degree Graduate Diploma Graduate Certificate SVQ 4 8 Higher National Diploma Diploma in Higher Education 7Advanced Higher Higher National Certificate Certificate of Higher Education SVQ 3 6Higher 5 Intermediate 2 Credit Standard Grade SVQ 2 4 Intermediate 1 General Standard Grade National Certificate National Progression Award SVQ 1 3 Access 3 Foundation Standard Grade 2Access 2 1Access 1 The Scottish Credit and Qualifications Framework

Anti Discriminatory Practice – an example from nursing showing benchmarks and external reference points on completion of first cycle SCQF Level HE Qualification QAA Benchmarks NMC Standards Programme Aims 9DegreeValue and demonstrate a commitment to promoting health and social care for individuals families and communities irrespective of gender, age, race, ability, sexuality, economic status, lifestyle, culture, religious or political beliefs Practice in a fair and non discriminatory way, acknowledging the differences in beliefs and cultural practices of individuals and groups Understand the principle and importance of cultural diversity, anti discriminatory practice and patient involvement

SCQF Level` HE Qualification Module Outcomes Learning Outcomes 7CertificateRecognise the contribution of the social and behavioural sciences to :understanding health, the development of skills which promote the dignity, welfare and human rights of clients patients and carers in health and social care settings Discuss concepts of health, health determinants and inequalities by exploring personal beliefs, values and attitudes Appreciate the ethical principles of fairness and justice by recognising the barriers to communication in health and social care settings 8DiplomaIntroduce students to the number of ways in which mental health and distress may be understood or conceptualised from a number of perspectives and a range of influences that may effect how mental health and ill health may be represented Consider issues of gender, ethnicity and culture in relation to mental health and distress Distinguish between different theories/explanations of mental health 9DegreeUnderstand the principle and importance of cultural diversity, anti discriminatory practice and patient involvement Apply legal and ethical frameworks to own practice ensuring the primacy of clients interests well being and primacy Practice in a fair and anti discriminatory way acknowledging the differences in beliefs and cultural practices of individuals and groups

SVQ L2 (SCQF L5) SVQ L3 (SCQF L6/7) HNC (SCQF L7) 2 nd Year pre- registration course (completion SCQF L9) KSF outline– informs education and training requirements Education and training aligned to SCQF level descriptors Achievement of learning outcomes result in: academic accreditation and /or portfolio of competency Transferability through RPL and achievement of KSF outline

Categories of Learning Knowledge Comprehension Application Analysis Synthesis Evaluation

Associate verbs with categories of learning Define,describe,list,count Show,name,identify Knowledge Summarise,classify,compare Discuss,estimate,explain Understanding Apply,assess,change,verify Construct, translate,select Application

AIMS Be able to write precisely learning outcomes Know how to develop programs and curriculum based on the students’ competences Have the knowledge and understanding of the basic competences for the bachelor’s and master degrees

Your presentation Make a ten minute presentation with an example of a first cycle programme learning outcome and explain how it would be assessed to ensure it had been achieved at the correct level Make a ten minute presentation illustrating a competency that students would be expected to have by the end of the first cycle. Write a learning outcome that if successfully achieved would demonstrate that the student had this competency Make a ten minute presentation outlining the differences between competences at first and second level. Describe two differences you would expect to see in student behaviour at these levels.

The Tuning Methodology