1. European Learning Plan

2. nEUroBlend 3rd Curriculum Conference Helsinki march 2006 European Learning Plan Curriculum Conference #3, march 2006 drs. Nicolai van der Woert Neuro-Sensory department Radboud University Nijmegen Medical Centre

3. nEUroBlend 3rd Curriculum Conference Helsinki march 2006 From ECP to ELP Function Profile  Competence Profile  Learning Plan  Module description, learning paths  Blended Learning Plan EFPEuropean function profileTask oriented, gives clues about how to do the job ECPEuropean competence profileCompetence oriented, gives clues about roles, contexts, outcomes & products and their criteria, reflection ELPEuropean Learning PlanGives info about the philosophy of learning and teaching MDModule DescriptionsDescribes the content areas in relation to competences FLPFlexible Learning PathsAlternatives for an individual to acquire competences at a certain level BLPBlended Learning PlanDescribes alternatives for using different modes of learning EOEducational OrganisationAlternatives for institutes at different levels of maturity to implement ECP in learning and teaching PPTPlan for Professionalising TeachersTrain the trainer plan IMPImplementation planStrategies, do’s and don’ts for different contexts 

4. nEUroBlend 3rd Curriculum Conference Helsinki march 2006 How things fit together BLP ELP ECP EFP PPT FLP MD

5. nEUroBlend 3rd Curriculum Conference Helsinki march 2006 Competences and learning A competence describes behaviour needed to be successful in a professional context. Levels criteria, reflection Competence development requires the use of knowledge, skills and attitudes in an integrated way within an authentic learning environment Different every time  Context Meta-action Result/product action Knowledge Skills Attitudes roles Anticipate Plan care or treatment Reflection Justify actions Explain why Criteria for action Product criteria  standards & routines Evaluate

6. nEUroBlend 3rd Curriculum Conference Helsinki march 2006 Contents of ELP How to shape and organize learning processes ??? What is competence based learning Vision on learning and the learner Vision on teaching and coaching Vision on educating and life long learning Vision on educational institutes Vision on HRM and competences Vision/guidelines on testing and assessment Guidelines for programming Didactical & pedagogical guidelines and models Guidelines for shaping the primary process

7. nEUroBlend 3rd Curriculum Conference Helsinki march 2006 What is competence based learning? Focus: Performance in concrete working situation Prestation up to certain criteria, on different levels Results, outcomes, products Focus is less on singular knowledge and skills, more on integrated whole Changes in the working environment/profession  shift in competences,  life long learning  learning to learn Personal Development Plan (PDP) Personal learning paths Elswhere gained competences Flexibility A competence is connected to a specific context, where a nurse performs a certain role in choosing the best fitting actions and means to perform professional tasks leading to the required results. Performance and results are assessible with predetermined criteria.

8. nEUroBlend 3rd Curriculum Conference Helsinki march 2006 Vision on learning and learner A competence describes behaviour needed to be successful in a professional context. Levels criteria, reflection Competence based learning and teaching philosophy could include: ………  Learning is aimed at actively constructing “knowledge” in a meaningful context  A competence is connected to meaningful job/task-specific learning contexts  Integrative learning aimed at coherence rather than loose facts  Active reflection  Working together as on the workfloor where possible  Flexible learning paths  Adjusted to needs and EGC’s of individual learner  Competences cannot be learned in one click, they grow in a process  Individual learner is responsible for own learning process

9. nEUroBlend 3rd Curriculum Conference Helsinki march 2006 Vision on teaching and coaching Teacher is facilitator or coach for learning process Role of the mentor Coaching and mentoring also happens on the workfloor

10. nEUroBlend 3rd Curriculum Conference Helsinki march 2006 Vision on educating Development and growth of competences are personal processes,different for everyone Specific professional contexts as learning contexts Facilitate learning with a powerfull learning environment Self-steering grows as competences grow Steering by tutors fade out as learner gets more competent Learning from peers, collaborative learning

11. nEUroBlend 3rd Curriculum Conference Helsinki march 2006 Vision on HRM and competences Life long learning Needs of learner and ward Choice or fixed HRM  talk with boss and coach  PDP  flexible learning path  reflection,portfolio, assessment  PDP

12. nEUroBlend 3rd Curriculum Conference Helsinki march 2006 Vision/guidelines on testing and assessment Pre-assessment, elsewhere gained competences Diagnostic tests  PDP Following criteria from guidelines and systematic approach Formative and summative testing & assessments Individual or group Practical situation or simulation Self assessment – reflection Peers, tutors, coaches Performance assessment Portfolio assessment PDP-reflection-portfolio Case based tests Practical work Leading to a new PDP in context of lifelong learning Connected to HRM

13. nEUroBlend 3rd Curriculum Conference Helsinki march 2006 Guidelines for programming Realistic cases in authentic context are the core Supportive content available Concentric: growth in competence level, complexity Personal and flexible learning paths Fixed program  free choice Learning individually-in a group

14. nEUroBlend 3rd Curriculum Conference Helsinki march 2006 Didactical & pedagogical guidelines and models Adapt as well as possible to personal interest, EGC, prior knowledge, FLP Offer meaningfull contexts Space for personal experiences Space for reflecting,learning to reflect Learning together, exchange of experiences Discussion and dialogue Realistic learning tasks, cases Learning by doing Growing complexity level Instruction,steering, coaching fade out as learner can take responsibility for own learning process Learning from peers

15. nEUroBlend 3rd Curriculum Conference Helsinki march 2006 Guidelines for shaping the primary process Bologna structure: Ba, Ma, Advanced ECTS and certificates Problem: certificates for TIME SPENT or COMPETENCES GAINED Grouping students and cohorts, individual Which educational organisation? – school, hospital, national association, european association, european academy, teachers and sudents from other countries, mobility Mix of case based learning, problem based learning, knowledge&skills, projects, self-steering Loose courses – whole curriculum Accrediation and quality care

16. nEUroBlend 3rd Curriculum Conference Helsinki march 2006 1.Competences Fixed or flexibe, Context/role, Personal growth path 2.Level Competent, proficient, expert, specialized 3.Assessment and testing Assessment alternatives in relation to different certifications and regulations 4.Shape of educational program Number and type of learning paths, degrees of freedom for student, amount of demand driven vs. what the market offers 5.Amount of time available, studypoints Standardised, tailor made, Dual: learning and working, On thejob, part-time, selfstudy, The right Blend/blended, action learning, problem based learning 6.Personal and group coaching and guidance Peers, teacher-coach, mentoring, amount of steering 7.Learning resources RLO’s, modules, distance-near, human, ICT, skillslab, … 8.Entry level, prior learning, EGC’s 9.Human resources for learning (teachers, coaches, mentors, peers) 10.Human resource management (personnel management)