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The document discusses competencies and learning outcomes for university students. It outlines the key categories of knowledge, skills, and competences that students should achieve at both the bachelor's and master's levels. At the bachelor's level, students should possess relevant knowledge and understand theories, apply methodologies, evaluate issues, and communicate solutions. At the master's level, students should have in-depth knowledge of their field based on research, understand and reflect on their subject scientifically, master relevant skills and tools, and independently manage complex work. The document also discusses taxonomies for classifying learning outcomes and competencies.
The document discusses competencies and learning outcomes for university students. It outlines the key categories of knowledge, skills, and competences that students should achieve at both the bachelor's and master's levels. At the bachelor's level, students should possess relevant knowledge and understand theories, apply methodologies, evaluate issues, and communicate solutions. At the master's level, students should have in-depth knowledge of their field based on research, understand and reflect on their subject scientifically, master relevant skills and tools, and independently manage complex work. The document also discusses taxonomies for classifying learning outcomes and competencies.
The document discusses competencies and learning outcomes for university students. It outlines the key categories of knowledge, skills, and competences that students should achieve at both the bachelor's and master's levels. At the bachelor's level, students should possess relevant knowledge and understand theories, apply methodologies, evaluate issues, and communicate solutions. At the master's level, students should have in-depth knowledge of their field based on research, understand and reflect on their subject scientifically, master relevant skills and tools, and independently manage complex work. The document also discusses taxonomies for classifying learning outcomes and competencies.
study behaviour Teacher Training course 28.10.10 Lone Krogh Third group discussion Which are (in our opinion) the most important competences (learning ourtcome) students may achieve during university studies (professionally, technically, generally and personally)?
Please, write max 5 statements on flipover paper What do we have to learn students? The kind of learning we are interested in is learning which implies that the learners develop capabilities for seeing or experiencing situations or phenomena in certain ways..Students must be prepared for the unknown variation among situations in the future through experiencing variation in their education, which will enable them to discern critical aspects of novel situations (Bowden og Marton, 1998, s. 24). A new Qualification framework
The new QF is being implemented in Danish accreditation legislation Goals are here defined as the learning outcome, which you may expect new candidates to have achieved. What is a qualifications framework? A comprehensive and systematic description of what a student is able to know, understand and do after a given period (with completion of a program, after a module, a semester, a course, laboratory work, field work or project work). A specific characteristic of the qualifications framework is that levels and degrees are described in terms of what learning outcomes a student has achieved at the end of a process (at the end of the study programme, after a module, field work, lab. work, a course a.s.o.) and with focus on the students learning (knowledge, skills and competences). A qualification framework increases the transparency and comparability of qualifications and may thereby
facilitate credit transfer and mobility on a national and international scale facilitate recognition of foreign qualifications make the degree structures more transparent improve the basis for educational planning and evaluation.
Information about the hew Qualification framework can be found here: http://www.udiverden.dk/Default.aspx?ID=3792
The learning outcome in the new QF is divided into 3 overall categories: Key words: 1. Knowledge: Knowledge, understanding and reflection 2. Skills: Different type of skills related to workplace occupation, evaluation of theoretical and practical problems and decisions, Communication of subject relevant problems and solutions 3. Competences: Action, collaboration, responsibility, learning
Still within the framework: 1) Employability 2) Mobility 3) Lifelong Leaning,
http://www.iu.dk/dokumentation/kvalifikationsrammer/dansk-videregaaende- uddannelser/?searchterm=Ny dansk kvalifikationsramme
Learning outcome
Learning outcome is statements of what a learner is expected to know, understand and/or able to do at the end of a period of learning (Bologna Conference in Edinburgh 1-2 July, 2004)
Learning outcome statements are typically characterized by use of active verbs, which express knowledge, understanding, application, analyses, synthesis and evaluation An example ..after module xxx ....... the student has knowledge of, can analyze and reflect on and understand the application of it and the methodology, can master methodologies at a high level within the field and can, independently as well as in collaboration with others, develop the subject areas methodologies and techniques in a work context and evaluate the quality of the results.
See inspiration material on INS homepage: http://ins.aau.dk/Udarbejdelse+af+studieordning er Bachelors level: Persons optaining degrees at this level must Knowledge and understanding Possess knowledge of theories, methodologies and practice of a professions or one of more subject areas Be able to understand and reflect on theories, methodologies and practice Skills Be able to apply the methodologies and tools of one or more subject areas as well as apply skills related to work whithin the subject area(s) or in the profession Be able to evaluate theoretical and practical issues as well as explain the reasons for and choose relevant solution models Be able to communicate academic issues and solution models to peers and non-specialists or collaboration partners and users Competences Be able to handle complex and development-oriented situations in study or work contexts Be able to independently participate in discipline-specific and interdisciplinary collaboration with a professional approach Be able to identify their own learning needs and organise their own learning in different learning enviroments Masters level: Persons optaining degrees at this level must Knowledge and understanding Possess knowledge of one or more subject areas which, in selected fields, is based on the highest international research within a subject area Be able to understand and, on a scientific basis, reflect on the knowledge of the subject area(s) as well as be able to identify scientific issues Skills Master scientific methodologies and tools of the subject area(s) as well as master general skills related to work within the subject area(s) Be able to evaluate and select among the scientific theories, methodologies, tools and general skills of the subject area(s), and set up, on a scientific basis, new analysis and solution models Be able to communicate research-based knowledge and discuss professional and scientific issues with both peers and non-specialists Competences See next slide. Masters level (continued) : Persons optaining degrees at this level must Competences Be able to manage work situations and developments that are complex, unpredictable and require new solution models Be able to independently initiate and carry out discipline- specific and interdisciplinary collaboration and assume professional responsibility Be able to independently take responsibility for their own professional development and specilisation
Taxonomy (Bloom,1956/Anderson & Krathwohl, 2000) Competence Skills Demonstrated 1. Remember Rote learning. Recalling and recognizing knowledge from memory, when used to produce definnitions, facts or recite or retrieve material 2. Understanding Constructing meaning from different types of functions (written or graphic) messages activities like interpreting, exemplifying, classifying, summarizing, comparing, explaining 3. Applying Carrying out or using a procedure through executing or implementing 4. Analyzing Mental actions incl.the function of differentiating, organizing, attributing and being able to distinguish between components 5. Evaluating Making judgements based on criteria and standards thorugh checking and critiquing 6. Creating Reorganizing elements into a new pattern or structure through generating, planning or producing. (synthesize parts into someeting new) Low level High level Deep Learning
Prestrucural: Misses points Unistructural Multistructural: Unistructural: Extended abstract: Simple naming, identifying, rote-learning, referring, summarizing a.s.o. Disorganized collection of items (shopping-list), Knowledge-telling Relationel: Analysing, integration of data. Understanding how to apply the concept to a familiar data set or to a problem Apply, transfer, relate, question and go beyond existing principles, reflect scientifically, theorise, gene- ralise, set up hypothesis, critizise known theory a.s.o. Dimensions of students learning/competence development Level of knowledge and abilities (Bloom or SOLO) X Learning goals/Com- petence goals Content Learning goals (examples): When the course/seminar/project a.s.o. is ended it is expected that the student is acquanted with//has knowledge about, understand and masters .,can understand, explain and make use of basic methods and results. identify and precisely understand. argue deeply analyse and evaluate demonstrate the ability to use Formulate.. Carry out A.s.o. Insp. Rump, 2007 Students their backgrounds and study behaviour
4th group discussion
Try to characterize your students what do you know about them, their backgrounds and how is their study behaviour (How do they work)? What does your knowledge about students means for the choices you have to make in relation to your teaching
Please, write max 5 statements on Flipover paper Facts about students at Danish universities
Most women Very few among ethnic minorities Far more students from families with parents with a higher education background The recruitment to higher education is almost as wrong to day as it was 30 years ago (in spite of a general political consensus about giving all young people equal possibilites for education) There are big differences between university students social backgrounds, dependent on which university education and educational institution we are talking about!
Jens Peter Thomasen, Dpt. of Psychology and Educational Research, Roskilde University (phd.project)
Who are the students? Studens have very diverse background and motivations
Very much motivated (20 %) Moderate motivated (30-40%) The minimalists (40-50%)
Challenges: Among the minimalists we find an unknown group of late bloomers
(Lauvs, 2004)
Different learning strategies Deep approach to learning
Focus on understanding Demonstration of the relationship between connections and the whole Connections beyond the immediate subject area Generalisation and transfer of the principles from the specific to the abstract
(Biggs, 2007)
Surface approach to learning
Focus on demands Try to remember Acquiring pieces of unconnected information No organization no overall sense Simple and obvious connections The significance of connections is not demonstrated (a number of connections) The significance of the relationship between connections is not demonstrated
Susan Is academically committed, bright, interested in her studies and wants to do well Has clear academic career plans What she learns is important to her. (She goes about learing in a more traditional academic way) Comes to the lectures with sound, relevant background knovledge and possible some questions, she wants answered or it may not be the answer she is looking for, and she speculates, wondering why it isnt
Students like Susan virtually teach themselves, with little help from teachers Robert Is at university in order to obtain a qualification for a decent job He is not studying in the area of his first choice He is less committed than Susan He comes to the lecure with few questions He wants to put in just sufficient effort to pass Robert hears the lecturer saying the same words as Susan, but he does not see a keystone, - just another brick to be recorded in his lecture notes He belives that if he can record enough of these bricks, and remember them on cue, he will keep out of trouble on examn.
We are told that there ar many Roberts! Johnny Study oriented Strategic Goal-oriented (the most necessary things) Focussed on exams Strategic-minimalistic
http://www.youtube.com/watch? v=dGCJ46vyR9o YouTube video: A vision for students today: a short video summarizing some of the most important characteristics of students today - how they learn, what they need to learn, their goals, hopes, dreams, what their lives will be like, a.s.o.
Michael Wesch is Professor of Cultural Anthropology at Kansas State University, among other things head of the project Digital Ethnography with intensions: to exploring and extending the possibilities of digital ethnography. See some of the groups YouTube videos for instance. Web 2.0 The Machine is Us/ing Us, der []
How can we plan and conduct excellent and effective teaching? possibilites and challenges To be continued.. 5th group discussion Now please, suggest some examples on/or principles for excellent and relevant teaching and lesson plans, which take into consideration and meet some of the formal demands for students learning outcome within different areas and at the same time meet students diversity. what do you have to consider in the planning and which would be the best methods and enviroments to support students in their learning processes?
Please, write suggestions on the flip over-paper Some kind of evidence for good teaching and learning enviroments Well defined and clear structure for teaching Enough time for learning Learning supported working climate Clearness and transparency in terms of content Meaningful communication Variety of teaching methods Individuality (students individual learning needs) Intelligent training Transparency in expectations to the students Stimulating learning environments (Meyer, 2005 p. 17 f)
Excellent teaching from the teachers and students point of view . The teacher. (Ramsden, 1996 p. 86-87)
The teacher: Has a desire to share his/her love of the subject with the students, Has abilities to make the material being taught stimulating and interesting, Has facilities for engaging with students at their level of understanding, Has a capacity to explain absolutely clear what has to be understood, at what level, and why, Shows concern and respect for students, Feels committed to encourage student independence, Has abilities to improvise and adapt to new demands, Uses teaching methods and academic tasks that require students to learn thoughtfully, responsibly and cooperatively, Uses valid assessment methods, Focuses on key concepts, and students misunderstandings of them, rather than on covering the ground, Give the highest-quality feedback on students work, Has a desire to learn from students and other sources about the effects on teaching and how it can be improved.
Study programmes are to develop study-activities which support the students in their learning processes towards the objectives and goals for the sudies
A good teaching system alligns teaching methods and assessment to the learning activities stated in the objectives, so that all aspects of this system act in accord to support appropriate learning
Biggs, 2007 The didactics: Constrsuctive alignment (Biggs 2003) Students background and diversity Motivation Experiences Study context Regulations Required competencies Students freedom of choice Study enviroments Exam regulations Study- and learning activities Problem-oriented project-work in groups (or individually) Problem-solving Courses etc. Students freedom of choices students perception of knowledge and skills Learning outcome Higher order skills and knowledge (analytical, methodological, transferable skills, and inter- disciplinarity etc.) Process Product Presage The theory and practice of teaching and learning: Didaktik - A frame for analysing, planning and teaching: Alignment Students/ Learners Aims/ objectives
Teacher/ supervisor
Context National and International Politics (Bologna) Stakeholder inerests Economy Law Organization Traditions Values a.s.o. Topics (syllabus)
Knowledge Skills Competences Aalborg PBL model Research based teaching Stratetic Johnny Research-based teaching? Ideals: You work together with the students and discuss the basis of the subjects not just educational books and theories Basic activities, related to the subject and its methods are being practicised not only mentioned Students are invited to participate in the community of professional researchers and teachers Students are being guided in working and writing academically Students are involved in authentic research projects The professional academic community (the university) is in contact with academic practioners outside the university The teachers are researchers
(T. K. Jensen, 2006) Evaluation/assessment - 3 integrated functions 1. The summative function: assessment of students learning outcome 2. The formative function: feedback to students about their strengths and weaknesses (feedback) 3. Students evaluation of teaching and the educational system. Goal: to improve practice (also formative)
NB: Summative evaluation must have formative functions
Evaluation/assessment of students have a much greater influence on how and what students learn than any other single factor 3 critical points:
The validity of exams are generally low (it often does not measure learning outcome such as understanding and relevant competence development) Tests and exams have very strong controling effect on study activities (not in a way that the students learn leading subject related concepts, principles a.s.o but rather learn to solve predictable assignments) Exams often keep students in a passive role
Ref. Lauvs and Jakobsen, 2002) and (Sadler, 2005), (Boud,1988), (Gibbs,1999), (Cowan, 2003). If we want to encourage them (the students) to take a deep rather than a surface approach to the development of ..skills, we need to design practical assignments intelligently. We need to think not just about the assessment criteria but also about weighting, timing, agency and fitness for purpose, with imaginative consideration of methods and approaches that can challenge students, be inclusive and suit the topic, context, cohort and level (Boud in Pickford and Brown, 2006) Some advices for assessment in higher education Link assessment to learning (alignment) Never assess without giving comments to students about how they might improve Learn from your students mistakes. Use assessment to discover their misunderstandings, then modify teaching to address them Deploy a variety of assessment methods Try to get students participating in the assessment process, through; a. Discussions of appropiate methods and how the methods relate to the (course) goals b. Joint staff-student design of assessment questions and negotiation of criteria for success and failure c. Self- and peer assessment activities d. Offering students responsible choices among different methods Focus on validiy (what you are measuring important?) and then reliability (is your test consistent?) Do everything in your power to lessen the anxiety raised by assessments (Ramsden, 1996, s. 204-205)
Formative evaluation of teaching is a tool for the teacher to be wiser about the teaching and then afterwards improving it But
never ask the students directly if they are satisfied with the teaching without asking them about their own work-rate? People learn 10% of what they read 20% of what they hear 30% of what they see 50% of what they see and hear 70% of what they talk over with others 80% of what they use and do in real life 95% of what they teach someone else
William Glasser, quoted by Association for Supervision and Curriculum Department, Guide 1988. Different teaching and learning situations