Presentation on theme: "Module LO Raimonda Markeviciene. 2 Implicit student: Time Workload LO (Competences) Teacher’s workload And time Teacher centered."— Presentation transcript:
Module LO Raimonda Markeviciene
2 Implicit student: Time Workload LO (Competences) Teacher’s workload And time Teacher centered
3 Student-centered Study programme In ECTS credits Stud. time + workload Learning outcomes Competences
Reminder… Learning outcomes state the extent and the level or standard of competence, including knowledge, that the student will develop As a consequence, the learning outcomes of units/modules which develop the competences at the highest level should precisely match the Programme Learning Outcomes.
However The learning outcomes are not just seen as happening at the end, but are built in from the very start in: the ongoing feedback and discussion in the working out of the problem and discussing it with the students – making the learning visible as we go along
Recommendations from students Learning outcomes should not be used in a tokenistic way e.g., only referred to in course handbooks. Learning Outcomes should be communicated to students so that they can articulate the knowledge and skills they have acquired. Learning Outcomes should be neither so prescriptive as to impede freedom of learning nor so broad as to become meaningless. (Jill Little National Union of Students Scotland)
Module Title: Dental Surgery – 5th Year Dental Students Module Code: DS5001 On successful completion of this module, students should be able to: Summarise relevant information regarding the patient’s current condition to generate a differential diagnosis Formulate an appropriate treatment plan and justify the proposal giving due consideration to patient expectations and limitations Arrange appropriate tests and demonstrate the ability to interpret tests and reports Administer local anaesthetics safely and perform basic dento-alveolar surgical procedures in a professional manner showing good clinical governance Recognise, evaluate and manage medical and dental emergencies appropriatelynot be safely treated by a GDP Manage competing demands Differentiate between patients that can/can on time, including self-directed learning & critical appraisal Master the therapeutic and pharmacological management of patients with facial pain and oro-facial disease (Learning outcomes written by Dr. Eleanor O’Sullivan)
1. Identify aims and objectives of module 2. Write learning outcomes using standard guidelines 3. Develop a teaching and learning strategy to enable students to achieve learning outcomes 4. Design assessment to check if learning outcomes have been achieved 5. If necessary modify module content and assessment in light of feedback
Development of the module Aims and competences of the module Aims are reflected in the module LO (LO written in a way that they may be tested) Assessment tasks Criteria for grading the assessment Teaching and learning strategy NOTE: Module – a course unit in a system where each course unit carries the same number of credits or a multiple thereof (ECTS) NOTE: Small modules – information more specialized but less integrated Big modules – clearer structure of the programme, better coherence in the studied subject, but more difficult to transfer to other context and compare.
Basic suggestions on writing LO have to be clearly written to be understood by students, colleagues and external examiners Focus on expectations of what students will be able to demonstrate at the end Avoid complicated sentences. One sentence is enough Keep in mind assessment outcomes per module is enough Start with the phrase: “On successful completion of this module, students should be able to:”
Further suggestions: Be realistic: take into account prior knowledge, available time and the learning opportunities Avoid LO that are too broad or too narrow Avoid verbs like: “know”, “understand”, “learn”, that are vague and subject to interpretation May use open-ended lo to allow creativity, e.g. “apply theory critically to analyse a given situation” Ensure that LO are assessable
NOYes Students will summarize their feelings about cultural diversity Students will be able to list 10 reasons for change Students will appreciate cultural diversity Students will understand 10 reasons for change Points to consider: is the student’ learning process observable? Progress measurable? Performable, therefore assessable?
1.Enhance learner’s knowledge and understanding of their discipline by exposing them to a different system of learning and teaching; 2. Foster awareness of the international dimension of knowledge; 3. Give access to techniques, equipment, technologies, and expertise other than those available in their home institution; 4. Improve competence in a second language; 5. Provide context for the development of critical reflection capacity and self-directed learning; 6. Encourage to become more resourceful, adaptable and self- confident; 7. Develop awareness of and ability to work within cultural diversity; 8. Prepare for work in novel situations and to take into account social and cultural circumstances. By the end of the module, learners will be able to: Describe and explain how their knowledge and understanding of their discipline has been enhanced by their experience of studying in different learning and teaching environment (aims 1,2 ir 5); Demonstrate improvement in their second language competence (aim 4); Reflect critically on how their mobility experience has prepared them to work successfully in novel situations and to adapt their practice to take account of different social and cultural circumstances (aims 5,7, ir 8). AIMS Learning outcomes
Possible assessment tasks for LO Write a case study or prepare and deliver oral presentation in the home institution that a) explains one particular feature of the way in which the discipline is taught in comparison to home institution; b) evaluates the relative effectiveness of that feature. Case study Keep a reflective diary that a) records weekly challenges and opportunities of living and studying in the host country; b) sums up conclusions about the personal and professional value of the experience. Reflective diary Acquisition of the second language could be assessed directly ( e.g. testing learner at the beginning and end of mobility) or indirectly (e.g. case study written in the second language or performance in the course). Second language acquisition
Assessment criteria of mobility LO Learning outcome LO 1: Describe and explain how their knowledge and understanding of their discipline has been enhanced by their experience of studying in different learning and teaching environment LO 3: Reflect critically on how their mobility experience has prepared them to work successfully in novel situations and to adapt their practice to take account of different social and cultural circumstances The learner will demonstrate achievement by being able to: Choose relevant feature to show the difference in practice between learner's host and home countries; Provide a clear description of the feature chosen; Give valid explanation of the reasons for the difference; Make reasoned evaluation of the feature’s relative effectiveness (e.g. use evidence, arguments, form conclusions) Provide a clear description and analysis of the challenges and opportunities encountered; Analyse and evaluate their own responses in a critical way; Explain what (s)he has learned from the experience about themselves and their host culture; Summarize the personal and professional value of the experience. Case study Diary
Check list for writing module LO Verb Have I begun each outcome with an active verb? Terms Have I avoided terms like know, understand, learn, be familiar with, be exposed to, be acquainted with, be aware of and appreciate? Leve l Have I included learning outcomes across the range of levels of Bloom’s Taxonomy? Assessme n t Are my outcomes observable and measurable? Fitness Do all the outcomes fit within the aims and content of the module?
/13 AIM of the module based on competences foreseen by the study programme To acquaint with German speaking countries and their main cultural features, develop cultural understanding of these countries as well as intercultural competence: tolerance to other cultures and ability to work in multicultural environment, teach to learn. Learning outcomes of the moduleTeaching/learning methods Assessment methods -Demonstrate knowledge on German speaking countries: find and indicate important places on the map, identify architectural objects and persons from photos an paintings. -Demonstrate understanding of German, Austrians and Swiss customs’ peculiarities Problem- based teaching, demonstration Active teaching/learning methods (brainstorm, group discussions), research methods (search for information, development of presentation) Test (open and closed questions/ tasks), Presentation -Apply knowledge on German speaking countries and their culture in official and non-official communication situations, or making presentations on German/Austrian/Swiss person or place. Active teaching/learning methods (brainstorm, group discussions, role-play games, modeling of the situations), presentation), delivery of presentation. -Compare German, Austrian, Swiss and Lithuanian customs and traditions: describe similarities and differences of traditional holidays, everyday communication conventions, youth life, etc in German speaking countries; distinguish essential German, Austrian and Swiss mental features and self-perceptions, to prove their opinion. -Critically analyze information on socio-cultural context of these countries and propose adequate solutions. -Able to obtain data on his own on German speaking countries and deepen understanding about them and their culture. Able to find, evaluate and systemize information on a person or place; develop and deliver presentation on this theme. Research methods (search for information, reading literature, development and making presentation). Presentation
Example: Aspects of Marital Law and Practice in the 17 th Century (by R. de Lavigne) A student who successfully completes this module will be expected to be able: 1.To demonstrate detailed knowledge of both the legal and the social framework of marriage in Western Europe in this period. 2.To analyse the reasons for variations in legal frameworks and of social practice in both space and time. 3.To explore the link between marriage, on the one hand, and natality and mortality, on the other hand, as determinants of population trends. 4.To display the analytical tools and skills of the socio-legal historian, with particular reference to the selected legal and social texts of the period. 5.To deploy statistical information using information and communication technology where appropriate. 6.To demonstrate an ability to work both independently and in groups in order to propose solutions to problem areas within this field. 7.To work in more than one European language.
Example: Calculation of the workload The planned third-year tutorial model comprises 10 ECTS ( hours): Tutorial: 2 hours per week x 14 weeks (25/30 hours = 1 ECTS credit) Studying a textbook (500 pages) and sitting exam – 6 paged per hour = 83 hours = 3 ECTS credits Writing a 7-10 page paper ( pages of literature must be read) = 140 hours = 5 ECTS credits Reading and commenting on assignments written by group members (critical reflection) – (2 hours per week x 14 weeks = 28 hours = 1 ECTS credit) = 10 ECTS credits