1. Istog-Burim 11 th and 12th of July 2013 Josep Juandó & Magüi Pérez Cabaní Quality of teaching-learning process and teacher training RESEARCH GROUP University of Girona Strategic support for the development of sustainible QA structures in the University of Prizren Competence Based Teaching –CBT- and QA system. Workshop 2

2. First steps in preparation of a competence catalogue (What do I need to prepare to be able to set up a competence Catalogue, how could it work)

3. Structure of this presentation and workshop 1.-Why a competence catalogue? 2.-What really is it? 3.-How to formulate competences 4.-Steps to have a CC. 5.-How to landing the competences.

4. 1.-Why a competence catalogue? To really prepare better the graduates to satisfy the needs of the society (reorientation of the teaching- learning process)

5. 2.-What really is a competence catalogue? It is a list of competences that serves: -As outcome profile of the whole program. -To link the needs of the society with the educational program. -As a guide to plan teaching (for professors). -As a guide to learn (for students). -To show information about the work of the university (qualified dissemination).

6. The challenge Real curriculum Competences To avoid that competences remain floating over the curriculum

7. Our needs to overcome the challenge: 3.-How to formulate competences. From the very beginning and during all the planning process, have in mind the classrooms, the lessons, our real possibilities and involve the most possible quantity of professors. Internal dissemination in process. (connected to sustainability) To consider that the catalogue of competences is the commitment from university to society => We have to be able to evaluate their level of acquisition: Every competence must to be easily evaluable.

8. To know To do To live together To be The “Delors report” helps us in this point. If a student is able to do, he knows about it. While he is doing, he lives with others, and he is  through the “to do”, we can evaluate the knowledge, the capacity to live together and the way of being.

9. Social needs What University offers Keyword: COMPETENCE

10. Looking for competence means looking beyond knowledge: the use of knowledge. Competences ≠ something to add to the learning content. Competences = the learning horizon. They use the content as their raw material.

11. C O M P E T E N C E In relation with teaching-learning process Before teaching, it is an objective During teaching, it is a learning activity reference After teaching, it is the learning outcome Competences, aims, learning outcomes

12. COMPETENCE

13. How to formulate competences (learning horizons). -As complex actions that we expect from our graduates. -Using verbs of voluntary actions. -Easily and directly evaluable (observable).

14. -To know the integral character of the actions required to manage water. -To design plans to manage water resources.

15. Types of competences GenericSpecific The set of competences of a study plan contains its contents in whole

16. 4.-Steps to have a catalogue 1.-If you are preparing a COMPLETLY NEW study plan: 1.1.-Make a study of the needs of the society. 1.2.-Express the needs in competence form. 1.3.-Give visibility to the catalogue 2.-If your starting point is an existing study plan (or several of them): 1.1.-Identify competences into the exiting plan. 1.2.-Consult the result with the society 1.3.-Rectify if necessary. 1.4.-Give visibility to the catalogue Always we need two points of view: external and internal, and in both cases we need visibility; competence based education will the soul of our teaching.

17. Course: Architecture SubjectContentCompetence targeted Graphic Representation 1 Slopes, roofs, ground surfaces. -To do graphic representation of areas and objects. -….. …... … How to identify possible implicit competences into existing study plans NOT based on competences.

18. Once we have our catalogue, useful for the society and fully and easily evaluable, second big step: landing on the curriculum (learning activities) 5.-

20. A. Planning B. Teaching C. Evaluation The teaching-learning process

21. A. B.C. A. B. C. A. B.C. Continuous improvement The teaching-learning process

22. Competence based planning Competence based evaluation

23. Next steps to close the circle Step 1. Defining every student activity (learning and evaluation activity), specifically to promote (or to evaluate) the development of a concrete competence (generic or specific competence). Step 2. Carrying out the activities, and awarding marks competence by competence (the linked competences with each evaluation activity). Step 3. A results manager (software) gives us the marks in terms of subjects and competences.

24. EXAMPLE. Competence: To design plans to manage water resources. Level 1. To identify the diversity of water resources, both, natural and artificial. Learning activities: 1-Search information about... 2-Participate in lectures on... 3-Water analysis finding... -... For every evaluation activity among the learning activities, define the evaluation criteria. Considerate if one activity could evaluate more than one competence, for example an specific competence and a generic one. Outcomes management: Evaluation activity one mark related to each linked competence average of each competence.

25. Competence mark. Average of the collected marks from different activities in different subjects for the same competence. Evaluation activities →12 … Subject mark Evaluated competences →ABGlobal (Average)BGlobalC Students ↓ Outcomes management:

26. Istog-Burim 11 th and 12th of July 2013 Josep Juandó & Magüi Pérez Cabaní Quality of teaching-learning process and teacher training RESEARCH GROUP University of Girona Strategic support for the development of sustainable QA structures in the University of Prizren Thank your for your attention