1. 00 Workshop 2 “Elaboration of educational programmes according to qualifications framework” 16. und 17. February 2011 Georgia, Bakuriani Margret Schermutzki Christopher Moss

2. 11 Map to European Qualification Framework National Qualifications Framework Institutional Level Description Programme Outcomes Module Outcomes Professional Body requirements University Strategic Plan Research and scholarship of the contributing teaching staff & other resources Tuning project subject outcomes Other national experiences, e.g. subject benchmarks Institutional Plans and Policies Research-Ied teaching Margret Schermutzki

3. 22 Agenda  Nature of learning outcomes  Issues and benefits  Alingning and mapping learning outcomes  Writing programmes and module outcomes Margret Schermutzki

4. 33 Statements of what a student is expected to know, Understand and/or be able to demonstrate after the Completion of a process of learning Competences are „Can do Statements“ presenting the employability of a learning programme. They become measurable as learning outcomes. Benefit: They are used as reference framework or link between the labour market the degree the study programme module workload teaching and learning methods selection of learners LO are formulated by academic staff Using a common language: Learning outcomes formulated in terms of competences Margret Schermutzki

5. 44 How do I write learning outcomes? Schermutzki@fh-aachen.de Visual comparison of the two taxonomies Margret Schermutzki

6. 55 Description of levels, knowledge deepening How do I write learning outcomes? Margret Schermutzki

7. 66 Write you own programme/module learning outcome Sample programme outcome On successful completion of this programme, students will be able to:  Give an oral presentation in a team to a specialist audience, critically evaluating both the team‘s performance and your own contribution to the team Sample module learning outcome On successful completion of this course, students will be able to:  identify effective online marketing strategies and incorporate them into a marketing plan Margret Schermutzki

8. 77 How are learning outcomes formulated?  Level descriptors have to be adopted to the subject area/study programme (e.g. Business studies)  Learning Outcomes should not refer to the content – however, this facilitates the classification in categories and the relation to the profile and profession  Generic and subject-specific  Increasing autonomy and responsibility  description: verb („is able“) + infinitive („to...“) + level  Learning Outcome as a benchmark  not more than 10 learning outcomes per module  grading separately  Size of Module /Credits (How much time does a student need to reach a certain outcome) determine level descriptors Should enable valuation method of valuation Learning Outcome (module / course of studies) Learning Outcome (module / course of studies) Margret Schermutzki

9. 88 Basic Competencies Checklist Course Oral and Written Communication Interpersonal and interaction skills Ability to apply knowledge in practical situations Ability for abstract thinking analysis and synthesis Ability to plan and manage time Ability to identify, pose and resolve problems Ability to work in a team Ability to make reasoned decisions Skills in the use of information and communications technologies Elements of Business Studies / Accounting Personal Introduction to theEconomics Business mathematics and Statistic Economic Private Law I Language / Social Competence A: Introduced B: Used C: Further developed D: Comprehensive Assessment Margret Schermutzki, Jean-Luc Lamboley

10. 99 Thank you for your attention! Margret Schermutzki Christopher Moss Tuning Europe: http://tuning.unideusto.org/tuningeu www.rug.nl/let/tuningeu http://tuning.unideusto.org/tuningeu We must not forget that learning outcomes, credits and qualification frameworks are just tools to help us and if we fail to use them correctly we will end up with something useless! Vgl Kennedy, Writing and using learning outcomes, Cork, ISBN 978-0-9552229-6-2