1. 00 Calculating and measuring student workload …..and a method to allocate workload (StOEHn) Workshop “Elaboration of educational programmes according to qualifications framework” 16. und 17. February 2011, Georgia, Bakuriani Margret Schermutzki Jean-Luc Lamboley Christopher Moss Thierry Come Tunning – Educational structures in Europe

2. 11 Content and key questions 1.Bologna-Process - workload and its importance 2.Workload within the development of study programs 3.Workload within the development of modules 4.What is the role of academics in calculating the students workload? 5. Workload as an instrument for quality assurance and management - What is the role of the students? - How can workload be assigned to courses unit activities 6. StOEHn Tunning – Educational structures in Europe

3. 22 1. Bologna Process – workload and its importance  Student workload and ECTS-points: Definition: Time in hours to achieve a specified learning outcome measured in ECTS-points. ECTS = European standardized education currency to measure student workload European System for imputation, transfer and accumulation of course achievements Definition: The student workload in a year equals the value of 60 ECTS-points (1.500 – 1.800 h of work, 1 ECTS:25-30 h) Tunning – Educational structures in Europe

4. 33 1. Criteria in accordance to the Georgian NQF: feasible study courses, realistic assumption and Check of workload, application of ECTS 2. Referred to the system accreditation  Implementation of a system, enabling the institutions of higher education to check their range of study courses regularly and systematically for validation  Usage as a controlling instrument within a circulation 1. Bologna Process – workload and its importance Tunning – Educational structures in Europe

5. 44  Target of qualification (level) expressed in competences of a study course / profile on basis of the planed time and the duration of the study course – described in the DS  Definition of learning outcomes (expressed in competences) – Top down  Construction of the study course under consideration of the NQF (knowledge achievement, spread of knowledge, extension of knowledge) and division in semesters/modules  Size of modules ??? Minimum 3 ECTS-credits 2. Workload within the development of study programs Tunning – Educational structures in Europe

6. 55 3. Workload in the development of modules Workload LiteratureLevel Forms of learning & teaching Learning outcomes Previous knowledge / experience Methods and forms of examination Tunning – Educational structures in Europe

7. 66 Course Planning Tools Tunning – Educational structures in Europe

8. 77 4. What is the role of academics in calculation the students workload?  workload of an average student referred to the in the module description defined learning outcomes and their form of examination  can only be assessed after successful accomplishment of the module  takes in lectures, seminars, private study, preparation for exams, essays, etc.  have to assessed for all components of a study course (modules, courses, interns, thesis)  the approximation of workload is made by the teachers Is influenced by:  side activities (hobbies, jobs, etc)  tuition fees Tunning – Educational structures in Europe

9. 88 What is StOEHn about? Student Online Workload Evaluation der of Aachens institutions of Higher education StOEHn = Online questionnaire via CAMPUS Office = www.campusoffice.fh-aachen.de  Joint project = Tunning – Educational structures in Europe

10. 99 Targets of StOEHn 1.Check of feasibility of the Bachelor- and Master study courses  Successful finishing in predicted time?  Distribution of workload sensitive? (over the semester / during the complete study course) 2. Basis for workload per module  Until now: estimation of workload and determination in ECTS-credits by lecturer  Now: check of this determination by you (the students) aided by StOEHn 3. Sustainable assurance of quality of the education in the institutions of higher education Tunning – Educational structures in Europe

11. 10 © Fachhochschule Aachen - Aachen University of Applied Sciences 10 How is the questionnaire designed? Information about the time of presence at events of particular modules (e.g. lecture, seminar, etc.) – so called contact hours Information about times for private study (e.g. preparation and wrap-up at home, in the library, learning) Consideration of pre-knowledge (e.g. specific training) and time spend for part-time jobs Your proposal for improvement of workload Tunning – Educational structures in Europe

12. 11  Measurement of actual workload per module and study course  Workload-distribution during the semester  Effects of side activities and pre-knowledge  If so gender analysis  Comparison first-time passers and repeaters  As well as: further detailed analysis on this basis Has to be compared with duration of students, drop out rates, Students studying within the regular time © Fachhochschule Aachen - Aachen University of Applied Sciences 11 Analysis Tunning – Educational structures in Europe

13. 12 Workload as part of quality management I. Module (Number of credits / student workload) II. Planning of teaching activities / determining of student workload III. control of actual workload by student evaluation IV. Fitting with regard to the assigned credits or the teaching activities Tunning – Educational structures in Europe

14. 13 Thank you for listening! © Fachhochschule Aachen - Aachen University of Applied Sciences 13