201 9 . 02. Baku

1. FormulationofLearningOutcomesandMapping Prof.Tatjana Koķe, Vicerector RSU, Latvia The EU TwinningProject Support to strengthening HE SysteminAzerbaijan 2018-2020; Activity 1.5 2019. 02. Baku

2. Learningoutcomesofthissession • Learningoutcomesofthesession: • IdentifyweaknessessofthecurrentStudyPrograms/Courses • List major LO ofyourstudycourse • Identifyresourceswhichmayhelp to formulate LO • Discovervalueofmapping as a meansforimprovementofStP/StC

3. Being a good coach • Team work • Communication • Listening well Broad Learning skills • Adaptability, • flexibility, • entrepreneurship • Possessing insights into others • Able to make connectionsacross complex ideas • Learning to learn • Good critical thinker, • Problem-solver • Having empathy being supportive michiganfuture.org

4. Somereasonsfortheweaknessess: • Vagueconnections to employers • Lackoroutdatedoccupational standarts • Facultyorientationtowardssubjectinsteadof students andtheirlearningoutcomes • Curriculumfocusonknowledgeinsteadofitsapplication • Less developedassessmentmethodsforskillsevidence

5. Whatare LO? • LO are statements of what a student is expected to know, understand and/or be able to demonstrate after completion of a process of learninginorderto meet complex demands. • Formulationof LO is a prerequisite to implementchangefromsubjectandteacher –centerededucation to student centeredlearning. It meansthat: • At thecentreofstudy process is student whoisable to learnindependently; • LO areclearlyformulatedandknown to students whostudyinorder to attainthem; • Students areaware, involvedandtheyunderstandformulated LO ateachstudycourseandprogram; • Learningactivitiesareimplementedin a waythathelps to achieve LO; • Student performanceassessmentallows to makesurethat students haveachievedtheir LO andatwhatlevel; • Facultyroleis to stimulate students learninginorder to achieve LO.

6. How to write LO LO shouldbeobservableandmeasurable. ClearunderstandingofwhatLO andhowwillbeassessedshouldbestated (how student willbeable to demonstrateachieved LO andWhatwill serve as a proofthat LO isachieved). LO shouldbeattainablewithinthetimeframeofcourseorprogram Unclearandgeneralstatementsshouldbeavoided , e.g.–know, improve, getacquainted, be familiar with, be exposed to, be acquainted with, be aware of, etc. These terms are associated with teaching objectives rather than learning outcomes.

7. What do LO promote? • Unanimousunderstandingbothfor students andfacultywhatisexpected to beachievedbytheendofcourseorprogram; • Students efficiency as theyhaveclearunderstandingwhattheyneed to obtainin terms ofknowledge, skills, attitudesandvaluesinorder to covertheprogramsuccessfully; • Organisationofstudy process moreefficientlybychoosingappropriatethemes, materials, learningactivitiesthatsuitachievementof LO; • Facultymembers to developcommonunderstandingonmostefficientmethodsforachievingproposed LO; • Provisionofclearinformationforemployersonwhatgraduateshaveattainedwithintheprograminaccordancewiththerequirementsofprofessionalqualification.

8. Structureof LO • LO – unityofknowledge, skillsandcompetencesacquiredduringstudy process andisable to demonstratethisunity. • Knowledge: the outcome of the assimilation of information through learning, workandlifeexperience; • Skills: ability to performactivitiesatadequatelevelandquality; • Competence: flexibleanddynamicunityofknowledge, skills, attitudes, valuesandemotions to performrequiredactivities.

9. Bloom’staxonomyindefining LO Benjamin Bloom’s (Benjamin Bloom, 1956) taxonomyisoftenused to define LO. According to thisapproach, educationisacquiredthroughsixhierarchiclevels, whereeachlevelcorrespondswithparticularability, starting from thelowest – knowledgeorrememberingofthefacts, to higherlevelssuchasanalysisandevaluation.

10. Bloom’staxonomyindefiningLO • Knowledge– theability to rememberfactswithouttheneed to understandthem (recallingfacts, terms, basicconceptions, answers, definitions, rulesandperceiveparticularinformation). • Comprehension– theability to understandand interpret theacquiredinformation (comparing, interpretingandsummarizingdemonstratestheunderstandingandprocessingoffactsandideasandthelevelofcomprehension). • Application– theability to use a conceptin a newsituationorunprompteduseofabstraction (usingexistingknowledge, facts, abilities, strategiesandrulesinnewsituationsordifferentways). • Analysis– theability to dividematerialintocomponentpartsso that its organizational structure may be understood, distinguishingbetweenfactsandinferences (dividinginformationintoparts, findingcausesandmotives, provingcomprehensionofcoherence. • Synthesis– theability to joinseveralparts, ideas, concepts,methodscreating a wholeor a newapproach (summarizinginformation, findingalternatesolutions to a problem, combiningexistingknowledgeinnewways, creatingoriginalconclusionsandopinionsandusingtheminproblemsolving). • Evaluation – theability to judgetheusefulnessofthematerialcorresponding to its’ goals (evaluatingthecontent, knowledge, conceptionaccording to thestatedcriteria).

12. Examplesof LO • Knowledge: • Identify and consider ethical implications of scientific investigations. • Define what behaviours constitute unprofessional practice in theteacher– parentrelationship. • List the criteria to be taken into account when caring for a pupilwith delinquentbehaviour. • Comprehension: • Explain the social, economic and political effects of World War Ion the post-war world. • Classify reactions as exothermic and endothermic. • Application: • Construct a timeline of significant events in the history of Australiain the 19th century. • Apply knowledge of infection control in the maintenance of patientcare facilities.ofevidence-based medicine to determine clinicaldiagnoses.

13. Examplesof LO • Analysis: • Compare and contrast cognitiveandconstructivelearningapproaches. • Debate the economic and environmental effects of energy conversionprocesses. • Synthesis: • Propose solutions to complex energy management problems bothverbally and in writing. • Summarisethe causes and effects of the 1917 Russian revolutions. • Evaluation: • Predict the effect of change of temperature on the position of equilibrium. • Summarisethe main contributions of Michael Faraday to the fieldof electromagnetic induction.

14. Mappingof LO: caseof RSU

15. Unity of Quality Assurance Policy and Strategic Management Programmedevelopment, implementation, modernisation Student- centred learning Qualityassurancepolicy Continuous professional development Partnership Management, incl.information Resources, incl.human, IT, etc.

16. MonitoringofthequalityofStPcontent TEACHING GOALS AND TASKS CONTENT ASSESSMENT LEARNING

17. IDENTIFY RELEVANCE • ASSESS TOTAL FRAME • ANALYSE THEMATIC COVERAGE • IMPROVE SEQUENCE OF CONTENT, ITS SCOPE AND CONFORMITY • ANALYSE BALANCE OF THEORY AND PRACTISE • DETERMINE CREATIVITY/ DEFICIT

18. Whatis «mapping» • Mapping– validationofcomponentsofonecluster to anothercluster’scomponents, depictingsequence, compatabilityandlinkageofthesecomponents. • Programmapisvisualreflectionofprogramstructure. • Programmapincludescontent, resources, teaching/learningandassessmentmethods, thus, allowing to forseehowthe LO willbeachieved. • Revealingtheconnectionsbetweendifferentprogramcomponents, mappingshowsthatprogram LO ismorethat just thesumofitsseperateparts.

19. AimofMappingStCtowardsStP LO • To depicthoweachstudycoursefitsinthestudyprogramandensures to achieveprogram LO. • Allincludedstudycoursesensure to achieveprogram LO; • Themostimportantresultsareachievedbyacquisitionofcompulsarystudycourses; • Achievementof LO issequentandlogical; • Learningactivitiesmeet LO.

20. Riga Stradiņš University

21. Riga Stradiņš University

22. Mapping: results – Bachelorsprogramme «PhysicalTherapy» To acquire basicand specialized knowledge in research methodology inorderto participate in research projectsand conduct innovationsin the profession. MethodsofResearch II EnglishinRehabilitation WritingBachelor’s Thesis and itsDefence HistoryofMedicine Biometrics MethodsofResearch I On successful completion of the course, the students will be able to: • use appropriate language devices to communicate their ideas both in written and spoken language; • summarize the information from any kind of source in written and spoken language using relevant terminology in English; • retell the general idea and specific information in different kinds of texts. As the result of study course student will be able to: • formulate and justify a research problem; • prepare and defend the proposal for bachelor thesis; • increase skills in a systematic search of the scientific literature and critical analysis of scientific publications in field; • look for scientific evidence to answer clinical questions. Upon successful acquisition of the course, the students will be able: -to research and evaluate historical sources, - gather andcritically evaluate facts about discoveries, events and processes in the development of medicine, - systematize and make theoretical generalisations. Upon successful acquisition of the course, the students will be able to: • create and interpret scatter plots and histograms; • draw a normal distribution and calculate its main parameters; • compute and interpret simple linear regression between two variables; • calculate regression coefficient and Pearson’s or Spearmen’s coefficient of correlation; • draw and analyse Kaplan-Meier survival curve. Participates in research and the development of physical therapy as a science, using the principles of evidence-based practice. Uses different activities according to the needs of society, explaining the link between occupations, health and well-being. Understands and applies strategies for provision of services at regional level, according to health and social needs. As the result of study course student will acquire basic skills in: • formulation of research questions; • independent scientific literature searching, • critical reviewof scientific publications; • understanding, choosing and justifying appropriate research design and methodology, taking into account the ethical aspects; • writing a researchreport.

23. Weaknessesofgraduates • Skills • Researchactivities Apply creative and innovative solutions Fear of Risk taking Failing to move beyond personal curiosity Synthesiseanalyseandevaluate ideas Apply ethical frameworks Not establishing priorities Plan and develop research projects Poor project management Not seeing the big picture Build on and connect diversedisciplines Demonstrate communication skills Reflect on the learning process Lacking openness to other problems and needs Not valuing time Use critical and creative thinking skills Poor «people skills» Use research methods from diverse disciplines

24. Fear of Risk taking Moving beyond personal curiosity Synthesiseanalyseandevaluate ideas Establishing priorities Poor project management Seeing the big picture Lacking openness to other problems and needs Not valuing time Poor «people skills»

25. Fear of Risk taking Moving beyond personal curiosity Synthesiseanalyseandevaluate ideas Apply ethical frameworks Establishing priorities Excellent project management Seeing the big picture Lacking openness to other problems and needs Not valuing time Good «people skills»

26. Skills StrengthsofPhDholders • Researchactivities Moving beyond personal curiosity Synthesiseanalyseandevaluate ideas Risk taking Apply ethical frameworks Establishing priorities Establishing priorities Excellent project management Seeing the big picture Reflect on the learning process Openness to other problems and needs Valuing time Good «people skills»

27. Conclusions • Studyprogrammsshouldundergopermanentchanges. Mappingis a valuabletool to implementchangesmeaningfully. • Competencebasedcurriculum: • helps to convertweaknessesintostrengths • providesvaluablelifeskillsdue to status changeof students andlecturers • enrichesstudyenvironment • promotesintrinsiclearningmotivation • widensexperienceoutsideuniversityandinternationalcooperation • demandsorganizationalchange

28. Thankyouforyourattention!