Strengthening Higher Education in BiH III

1. Strengthening Higher Education in BiH III 2nd workshop on implementing the BiH Framework for HE Qualifications Zenica, Oct 16-17 2009 gehmlich@wi.fh-osnabrueck.de

2. Introductory Questions • Do we need this session? • Why can´t we write learning outcomes right away? • What is really different? • What kind of material could help? • Which information do we require? • Just rhetorics – or? gehmlich@wi.fh-osnabrueck.de

3. Available Material • Educational science • Theory: Bloom et al • Practice: UK, IRL… • Business and Management science • Theory: Johnson / Scholes et al • Practice: Go back to slide 6 • Across disciplines • Practice: TUNING, pilot projects in LLL (Leonardo da Vinci) gehmlich@wi.fh-osnabrueck.de

4. Timing Objectives Mobility Substitute Add-on Resources Type of Pro- gramme Structure Complement Timing Mode of Study Syllabus/ Learning Outcomes Synergy Type Of Student Core Curriculum Learner centred Workload Document- ation ECTS Key Features Assessment Rating User´s Guide Grade Employability Profile QFR Learning Chain QA Recognition Social Dimension gehmlich@wi.fh-osnabrueck.de

5. The layers/levels of Qualifications Frameworks Learning Outcomes What a workload Enjoy your meal (later) gehmlich@wi.fh-osnabrueck.de

6. We need (to) gehmlich@wi.fh-osnabrueck.de

7. Qualitatively Related Learning Outcomes EQF LLL EHEA National Level BiH Quality assured Sectoral Level Organisational Level Learning Programme Quantitatively Related Credits Learning Unit / Module Quality assured gehmlich@wi.fh-osnabrueck.de

8. Learning Outcomes as Profile of Competences = Qualification • Qualification is the formal standard, which is defined as being the „end“ of a learning path (credential). • It depicts those Learning Outcomes which have been achieved on this pathway (formal learning) • Qualification in the „British sense“ means to be able to do….To this extent Learning Outcomes are what the student should know and is able to do gehmlich@wi.fh-osnabrueck.de

9. How to write Learning Outcomes From the definition of LO it becomes obvious, the focus is • on the learner • His/her ability to do something While aims and objectives of teaching are e.g. to know, understand, be familiar with Learning focuses on the ability of the learner to define, list, recall, analyse… gehmlich@wi.fh-osnabrueck.de

10. Challenge at Programme level In outcome-based education the educational outcomes are clearly and unambiguously specified. These determine the curriculum content and its organisation, the teaching methods and strategies, the courses offered, the assessment process, the educational environment and the curriculum timetable. They also provide a framework for curriculum evaluation. (Harden et al., 1999a) gehmlich@wi.fh-osnabrueck.de

11. Definition of LO (fill-in) gehmlich@wi.fh-osnabrueck.de

12. Bloom´s Taxonomy No categorisation Presents processes of thinking hierarchically. Each level of the hierarchy is determined by the ability of the learner to operate on this level or the ones below. Cognitive Domaine gehmlich@wi.fh-osnabrueck.de

13. Examples of verbs to assess knowledge Arrange, collect, define, describe, duplicate, enumerate, examine, find, identify, label, list, memorise, name, order, outline, present, quote, recall, recognise, recollect, record, recount, relate, repeat gehmlich@wi.fh-osnabrueck.de

14. Some examples of learning outcomes that demonstrate evidence of knowledge are: • Recall genetics terminology: homozygous, heterozygous, phenotype, genotype, homologous chromosome pair, etc. • Identifyand consider ethical implications of scientific investigations. • Describe how and why laws change and the consequences of such changes on society. • Listthe criteria to be taken into account when caring for a patient with tuberculosis. • Definewhat behaviours constitute unprofessional practice in the solicitor -client relationship. • Describe the processes used in engineering when preparing a design brief for a client. gehmlich@wi.fh-osnabrueck.de

15. Affective Domaine gehmlich@wi.fh-osnabrueck.de

16. Psychomotor Domaine (Dave 1970) gehmlich@wi.fh-osnabrueck.de

17. Good Practice • The key word is DO and the key need in drafting learning outcomes is to use active verbs. (Jenkins and Unwin, 2001; Fry et al., 2000) • Try to avoid ambiguous verbs such as “understand”, “know”, “be aware” and “appreciate”.(Bingham J., 1999) • Concrete verbs such as “define”, “apply” or “analyse” are more helpful for assessment than verbs such as “be exposed to”, “understand”, “know” “be familiar with”.(Osters and Tiu, 2003) • Vague verbs such as “know” or “understand” are not easily measurable. Substitute, “identify”, “define”, “describe” or “demonstrate”.(British Columbia Institute of Technology, 1996) • Vague verbs such as “know” or “understand” are not easily measurable. Substitute, “identify”, “define”, “describe” or “demonstrate”. • (British Columbia Institute of Technology, 1996) gehmlich@wi.fh-osnabrueck.de

18. Bloom „compared“ o gehmlich@wi.fh-osnabrueck.de

19. gehmlich@wi.fh-osnabrueck.de

20. BA/Ma in Principle • Self-contained • De-coupled • Independent • Each represent a cycle • But – it is possible to link the two;….. gehmlich@wi.fh-osnabrueck.de

21. BA/MA Models In principle School, VET, HE DQR institution Level Q institution Q Level gehmlich@wi.fh-osnabrueck.de

22. Bosnia-Herzegovina Qualifications Frameworks Master the challenge Jointly gehmlich@wi.fh-osnabrueck.de

23. Timing Objectives Mobility Substitute Add-on Resources Type of Pro- gramme Structure Complement Timing Mode of Study Syllabus/ Learning Outcomes Synergy Type Of Student Core Curriculum Learner centred Workload Document- ation ECTS Key Features Assessment Rating User´s Guide Grade Employability Profile QFR Learning Chain QA Recognition Social Dimension gehmlich@wi.fh-osnabrueck.de

24. Ideas: Group 1 LanguagesContemporary EnglishModule: Essay writing -dictation, translation…-essay-writing -this is what we all do! Four lenses -INPUToriented OUTCOME -can write an essay -is that all? -is thatSpecificMeasurableArticulateReasonableTransferable? -assessment: at home or in class -Afraid of copying gehmlich@wi.fh-osnabrueck.de

25. Ideas: Group 2 EngineeringModule: Robotics • -“to be on the safe side“ • OUTCOME First Cycle (BiH QF?) • Recognise basic components • Recognise programme on-/off-line • ….Now: from recognition to design! • Design mechanics • Design a robot • KNOWLEDGE • Detailed? – General? gehmlich@wi.fh-osnabrueck.de

26. Group 2 continued • Programme: industrial production manufacturing • INPUT • Core modules • „relatively easy“ • Optional • Logistics • CAD…. • What is your basis for these proposals? Structure? • Outcome? – See module!? • Assessment? gehmlich@wi.fh-osnabrueck.de

27. Ideas: Group 3 BusinessM: Introduction into Business • The following:„Assumptions: – as noone of us teaches this…“ • 8 OUTCOMES • Define the role and function of management • Create • Analyse business environment • Recognise leadership • Monitoring the process of control • Analyse decision making • …hrm • …company gehmlich@wi.fh-osnabrueck.de

28. Business cont. • Assessment • List for checking how the students recognise…(realise?) • Design organigramm • Case study in terms of analysing • Research • Design process of control • Case study how to make decision • Simulate the processes • Security of employees • Crisis management gehmlich@wi.fh-osnabrueck.de

29. Lessons learned? gehmlich@wi.fh-osnabrueck.de

30. Profile gehmlich@wi.fh-osnabrueck.de

31. Profile:Levels of Description • University - Philosophy, Mission Statement • Faculty - Bundle of Qualifications • Study- Programme. - Profile of Qualification (Bundle of Learning Outcomes) • Module - Learning Outcomes gehmlich@wi.fh-osnabrueck.de

32. General / vocational Schools Vocational Training Learning Chain -Labour Market -Qualificationsframework -HE-strategy Paradigm Shife Profile of Learners Profile of study programme Learning Outcomes Learning Space Definition of Module Structure of Module Learning Outcomes Examinations Teaching and Learning Materials Total Quality Management Communikation gehmlich@wi.fh-osnabrueck.de

33. MOPPS Example: FH Osnabrueck, D Key question: How to write a new module? Framework: EU, national, sectoral, institutional, modular gehmlich@wi.fh-osnabrueck.de

34. Module • Definition • A module is a self-contained, formally structured learning experience with a coherent and explicit set of learning outcomes and assessment criteria. • Require • Define learning outcomes • Allocate credits • Facilitate • Design of individual study-programmes (profiles) • modularisation • Different routes to identifiable degrees, certificates, profiles etc. gehmlich@wi.fh-osnabrueck.de

35. Example: Cultural Management • Structure • Input: Interested? • Outcome: Interested? • Write • Do not forget: focus and assessment And…. gehmlich@wi.fh-osnabrueck.de

36. Quality Assurance • Internal • External gehmlich@wi.fh-osnabrueck.de

37. OUTCOME OF PROCESS: A coherent system based on learning outcomes and competences has been developed Definir Define Analyse Design Incorporate Measure Formulate Identify Consult Build consensus Develop

38. Step 1 • Analysis of existing business study-programmes: Results • Results were later on tested with several other disciplines gehmlich@wi.fh-osnabrueck.de

39. The Seven Steps to Heaven Approach • Example: • Applied in the Business and Management Group of the Project Tuning educational structures in Europe gehmlich@wi.fh-osnabrueck.de

40. Step 1 Key questions: 1. Which syllabi are the essential characteristics of this degree programme? Without which module would no one consider this as the identified degree programme? Conclusion: Core modules gehmlich@wi.fh-osnabrueck.de

41. Step 1 (cont.) 2. Which areas could be identified – vertically, horizontally or laterally – for further useful studies (profiling)? (vertical: specialisation in a narrow sense = deepening; backward/forward integration; horizontal: interdisciplinary = enlargement; lateral: unrelated diversification) Conclusion: Specialisation modules / major / minor / electives / options gehmlich@wi.fh-osnabrueck.de

42. Step 1 (cont.) 3. What else is needed to understand issues, identify and to express them in various ways? To which extent can a quantitative approach help to explain these issues? Conclusion: Support modules 4. How can I learn and organise myself? How can I present / express best what I want to say Conclusion: Organisation and Communication modules gehmlich@wi.fh-osnabrueck.de

43. Step 1 (cont.) 5. How does theory relate to practice? How can I relate theory to practice? What are the methods? Conclusion: Transfer modules gehmlich@wi.fh-osnabrueck.de

44. Result of Step 1 • Structuring of degree programmes into Core modules Objective of Learning Outcomes: • Knowledge Acquisition and Widening Specialisation modules (level dependent) Objective of Learning Outcomes: • Knowledge Acquisition and Deepening gehmlich@wi.fh-osnabrueck.de

45. Result of Step 1 (cont.) Support modules Organisation and communication modules Transfer modules Objective of Learning Outcomes: Methodology: Skills / Competences to learn and transfer Knowledge acquisition (independent learning), developing and creating gehmlich@wi.fh-osnabrueck.de

46. Step 2 • Brainstorming • The Value Chain • Result: Design of a student-centred model: The Learning Chain gehmlich@wi.fh-osnabrueck.de

47. Step 3 • Results from the questionnaire • Repeated later on (national and international) • Specification of learning outcomes • Consequences / Results of the learner centred approach • Specification of Learning Chain • Assessment • The Promise gehmlich@wi.fh-osnabrueck.de

48. Learning Chain Design Profile: Regional-National-International / General-Special / Research-Applied Study-Programme Learning Outcomes First Cycle Subject-related Generic 180 credits Bachelor IQF-SQF DQR BA-level 6 BA-level 6-2 Knowledge -Widening -Deepening Capability Accessing/ Opening / Developing BA-level 6-1 Knowledge -Widening -Deepening Capability Accessing/ Opening / Developing Knowledge -Widening -Deepening Capability Accessing/ Opening / Developing Internal Quality Assurance+Enhancement Quality (LO)/Quantity (Credits)/Assessment External Quality A+E gehmlich@wi.fh-osnabrueck.de

49. Knowledge widening -present tools to design a strategy and to develop business organisations strategically -interpret alternative tools to make a choice -outline consequences of strategic decisions Knowledge deepening -apply tools to implement a strategic development successfully -identify and interpret strategic issues in different contexts -realise how strategy development can be seen, how processes can be understood and what the implications are for strategy development -differentiate between strategic management in different contexts Capability – Knowledge accessing / opening / developing Instrumental (methodological) capability -apply techniques of strategic analysis -apply techniques to select adequate strategies -apply techniques to implement strategy Communicative / interpersonal capability -use different viewpoints on strategy to explain observable processes in organisations -explain implications of diffrent scenarios and different strategies Systemic capability -to demonstrate the impact of national and organisational culture on strategy formulation and implementation -to apply techniques in specific business positions LO in detail BA-level 6-1 Knowledge -Widening -Deepening Capability Accessing/ Opening / Developing gehmlich@wi.fh-osnabrueck.de

50. Forms of Assessment -Quizzes („best two“) -Oral Presentation (Case Study- Group) -Oral exam (20 min. Individual) -Case Study („Open Book Exam“-Notes) Knowledge widening -present tools to design a strategy and to develop business organisations strategically -interpret alternative tools to make a choice -outline consequences of strategic decisions Knowledge deepening -apply tools to implement a strategic development successfully -identify and interpret strategic issues in different contexts -realise how strategy development can be seen, how processes can be understood and what the implications are for strategy development -differentiate between strategic management in different contexts Capability – Knowledge accessing / opening / developing Instrumental (methodological) capability -apply techniques of strategic analysis -apply techniques to select adequate strategies -apply techniques to implement strategy Communicative / interpersonal capability -use different viewpoints on strategy to explain observable processes in organisations -explain implications of diffrent scenarios and different strategies Systemic capability -to demonstrate the impact of national and organisational culture on strategy formulation and implementation -to apply techniques in specific business positions gehmlich@wi.fh-osnabrueck.de