1. Quality Assurance Netherlands Universities Dublin descriptors

2. Three perspectives ▪Domain (informatics, chemistry, law, etc.). ▪Level (short, first, second cycle) ▪Orientation (research, applied, professional)

3. How to? ▪How to define the domain and come to domain specific requirements -> ? We have talked about this yesterday. ▪How to make sure the intended learning outcomes fit in the right level? -> National Qualification Frameworks and Dublin descriptors ▪How to be sure the intended learning outcomes have the right orientation?

4. Topics to address Agreed is to address the following topics in intended learning outcomes: ▪Knowledge ▪Application of knowledge ▪Judgement ▪Communication ▪Learning skills

5. qualifications ▪Qualifications that signify compleation of the ……… cycle are awarded to students who: We will walk through the descriptors to illustrate what the differences are

6. Knowledge short cycle: ▪have demonstrated knowledge and understanding in a field of study that builds upon general secondary education and is typically at a level supported by advanced textbooks; such knowledge provides an underpinning for a field of work or vocation, personal development, and further studies to complete the first cycle; first cycle: ▪have demonstrated knowledge and understanding in a field of study that builds upon and their general secondary education, and is typically at a level that, whilst supported by advanced textbooks, includes some aspects that will be informed by knowledge of the forefront of their field of study;

7. Knowledge first cycle: ▪have demonstrated knowledge and understanding in a field of study that builds upon and their general secondary education, and is typically at a level that, whilst supported by advanced textbooks, includes some aspects that will be informed by knowledge of the forefront of their field of study; second cycle: ▪have demonstrated knowledge and understanding that is founded upon and extends and/or enhances that typically associated with Bachelor’s level, and that provides a basis or opportunity for originality in developing and/or applying ideas, often within a research context;

8. application Short cycle ▪can apply their knowledge and understanding in occupational contexts; First cycle: can apply their knowledge and understanding in a manner that indicates a professional approach to their work or vocation, and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study;

9. application First cycle: ▪can apply their knowledge and understanding in a manner that indicates a professional approach to their work or vocation, and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study; Second cycle ▪can apply their knowledge and understanding, and problem solving abilities in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study;

10. Judgement Short cycle: ▪have the ability to identify and use data to formulate responses to well-defined concrete and abstract problems; First cycle have the ability to gather and interpret relevant data (usually within their field of study) to inform judgements that include reflection on relevant social, scientific or ethical issues Second cycle have the ability to integrate knowledge and handle complexity, and formulate judgements with incomplete or limited information, reflecting on social and ethical responsibilities linked to their knowledge

11. Communication Short cycle ▪can communicate about their understanding, skills and activities, with peers, supervisors and clients; First cycle ▪Can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences Second cycle Can communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non specialist audiences

12. Learning skills Short cycle ▪have the learning skills to undertake further studies with some autonomy. First cycle ▪have developed those learning skills that are necessary for them to continue to undertake further study with a high degree of autonomy. Second cycle have the learning skills to allow them to continue to study in a manner that may be largely self-directed or autonomous

13. Summary of differences ▪Knowledge builds on the previous cycle: -From advanced textbooks in the first cycle, via textbook plus to originality and research context Application From applying in an occupational context, via competences in devising and sustaining arguments and solving problems to application and problem solving in new environments Judgement Identify-> interpret-> integrate

14. summarizing ▪Communicate information -> solutions -> own conclusions Learning skills level of autonomy

15. DD ▪So far about Dublin descriptors ▪They can be used as tools to check whether the level of the intended learning outcomes is right and fits into the NQF ▪More tools and theory in the next presentation ▪Some words about orientation

16. Orientation Research Technical Design Applied Professional

17. orientation In the Netherlands there is a difference between broad research oriented universities, technical oriented universities and universities of applied sciences or higher professional education. The orientation of the programmes and therefore the intended learning outcomes are also differing. Some research university programmes however are also educating for a profession e.g. medical doctors, dentistry. These programmes and therefore their learning outcomes are next to the research orientation also professionally oriented.

18. Any questions? Example of research orientation in the first cycle: -The graduate is able to design and conduct under supervision an elementary scientific study; Example of professional orientation in the first cycle: - The graduate has the competences to design, plan and implement a project for an IT company;

19. Assignment On the basis of the description of the Course Management and Information Systems formulate four learning outcomes using the description. Apply what has been learned about domain specific requirements, orientation, Dublin Descriptors and the Bloom’s taxonomy. Write it down on the poster