Marek Frankowicz

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Definition of an expert (O. Wilde): „Ordinary man, away from home, giving advice”

Some experts propose answers for which there are no questions

… or teach & preach useless things I would like to be useful; please

help me

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Globalization Change From Stone Age to Conceptual Age European Higher Education Area,

TUNING, TEMPUS etc.

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Good working definition (ECTS Users’ Guide):

Learning outcomes are statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of a process of learning.

Learning outcomes focus on what the learner has achieved rather than the intentions of the teacher.

Learning outcomes focus on what the learner can demonstrate at the end of learning activity

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Aims – broad purposes or goals e.g. this course aims to…They are generally aspirational at programme level but are more specific and achievable at the level of modules/courses.

Objectives – the specific steps that take us from where we are now towards our goals. They can be formulated as teaching objectives (what the teacher does to promote students’ learning), as curriculum objectives (how the curriculum supports the achievement of the intended learning) and as objectives for students’ learning (what the students do to learn).

Intended learning outcomes – what students will know and be able to do as a result of engaging in the learning process. They represent statements of achievement expressed from the learners’ perspective…at the end of the course learners will know … and be able to do…. Course/module learning outcomes must be achievable and measurable. They should connect directly to the assessment criteria that are used to judge achievement.

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A focus on student learning Clarity Overal vision and progression Realism Clear connection between goals,

teaching and assessment The process of educational

development in the academy Better quality assurance

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Ability to LearnAbility to Adapt

Along with „Lifelong Learning” (LLL) conceptwe shall also promote

„Lifelong Mobility” (LLM)(EURASHE WG „Mobility & International Openness”)

Prerequisites for successful LLL and LLM: Clear and precise information on educational offer Efficient recognition mechanisms (based on evidence)Learning Outcomes!

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„Employability is the Art of Converting Learning Outcomes

into Earning Incomes”(M.F.)

Short version: From Learning to Earning

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Bloom’s Taxonomy SOLO (Structure of Observed Learning Outcomes)

Taxonomy Fink’s Taxonomy …. Niemierko Taxonomy ….

Bloom’s Taxonomy: Cognitive Domain Affective Domain Psychomotor Domain

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Bloom1. Knowledge2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation

Anderson et al.1. Remember2. Understand3. Apply4. Analyse5. Evaluate6. Create

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1. Receiving2. Responding3. Valuing4. Organisation & Conceptualisation5. Characterisation by Value

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Bloom1. Imitation2. Manipulation3. Precision4. Articulation5. Naturalisation

Dave, Ferris & Aziz1. Perception/

Observing2. Guided Response/

Imitation3. Mechanism 4. Complex Response5. Adaptation6. Origination

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Examples:Knowledge → define, describe, listComprehension → classify, explain,

illustrateApplication → apply, prepare, useAnalysis → analyse, deduce, compareSynthesis → design, explain, formulateEvaluation → assess, criticise, justify

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List the criteria to be taken into account when caring for a patient with tuberculosis

Classify reactions as exothermic and endothermic Relate energy changes to bond breaking and formation Compare classical and quantum harmonic oscillator Organise a patient education programme Discuss the role of Internet in physics teaching Design a poster presentation Examine a patient Use MS Office effectively and skilfully Display a willingness to communicate well with patients Resolve conflicting issues between personal beliefs and ethical

considerations

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During the Gupta period in India (AD 300–600), craftmen's associations, which may have had archaic antecedents, were known as shreni.

Greek organizations in Ptolemaic Egypt were called koinon, starting from their 3rd century BC origins of Roman collegia, spread with the extension of the Empire.

The Chinese hanghui probably existed already during the Han Dynasty (206 BC - AD 220):, but certainly they were present in the Sui Dynasty (589 - 618 AD).

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Describe what the learner can accomplish as a result of completing a program

They should be aligned with the institution’s mission

They should focus on broad conceptual knowledge and higher order skills

They represent the minimum requirements to complete a program

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Describe what the learner can accomplish as a result of completing a module

They should be aligned with the program LO

They represent the minimum requirements to complete a module

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1. Determine need and potential2. Define the profile and the key competences3. Formulate programme LO4. Decide whether modularise or not5. Identify competences and LO for each module/course unit6. Determine the approaches to teaching, learning and

assessment7. Check whether the key generic and subject specific

competences are covered8. Describe the programme and the course units9. Check balance and feasibility10. Implement, monitor and improve

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WRITEStep 1. Formulate: What? Subject-related content in LO

Step 2. Formulate: How? The format of LO (active verbs etc.)

REVISEStep 3. Focus distinguish between LO and other descriptions

Step 4. Specify make LO observable and clear

Step 5. Refine distinguish between learning activities and results

Step 6. Clarify vague outcomes

Step 7. Limit the number of LO

CHECKStep 8. Adjust check that LO can be assessed

Step 9. Estimate student learning time

Step 10. Calibrate check the module in relation to other modules21

Program aims and objectives

Intended learning outcomes

Curriculum

Evaluation of students

Achieved learning outcomes

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