1. Alicante 24-26/4/2013 Tuning Approach 1 2 nd DoQuP Training Seminar University of Alicante, 24-26 April 2013 Session on Design and Planning of the Educational Process Design and Planning of the Educational Process: the Tuning approach Alfredo Squarzoni University of Genoa

2. Alicante 24-26/4/2013 Tuning Approach 2 What is Tuning ‘ Tunin g’ is a university driven initiative, which was originally set up to offer a concrete approach to implement the European Bologna process at the level of Higher Education Institutions (HEIs) and subject areas.

3. Alicante 24-26/4/2013 Tuning Approach 3 The name Tuning (in the dictionary, among the possible meaning of tuning, there are those of ‘bringing into harmony’, ‘adjusting for effective functioning’) was chosen to reflect the idea that universities do not look for uniformity in their degree programmes but simply for points of reference, convergence and common understanding.

4. Alicante 24-26/4/2013 Tuning Approach 4 Over time Tuning has developed into an approach to (re-) design, develop, implement (and evaluate) study programmes for each of the Bologna cycles - bachelor, master and, more recently, doctorate -, which nowadays can be considered valid worldwide, since it has been tested and found fruitful in several continents.

5. Alicante 24-26/4/2013 Tuning Approach 5 Necessity of a new approach for designing study programmes after Bologna According to the Tuning approach, the Bologna process, with the introduction of a three cycle system, makes it necessary to revise all existing study programmes which are not based on the concept of cycles and implies a drastic change in the design of study programmes. In practice existing programmes have to be re- designed because in a cycle system each cycle should be seen as an entity in itself. In particular, the first two cycles should not only give access to the following cycle but also to the labour market.

6. Alicante 24-26/4/2013 Tuning Approach 6 As a consequence, degree programmes based on the concept of cycles should be organised in view of their desired results. From that point on programmes leading to a bachelor or master degree are no longer to be described and planned solely according to their content, but mainly according to a degree profile, the competences expected in the graduates at the end of the educational process and the learning outcomes to be achieved by students during the educational process.

7. Alicante 24-26/4/2013 Tuning Approach 7 Competences and learning outcomes It is important to remind what the Tuning approach intends for competences and learning outcomes and why it makes a distinction between them. According to the Tuning approach, (programme) ‘competences’ represent a dynamic combination of knowledge, understanding, skills (that is learned capacities, according to the Tuning glossary) and abilities (acquired or natural capacities). This definition is in line with the international ISO 9000 norm which defines competences as “demonstrated ability to apply knowledge and skills”. They should correspond to the competences necessary to carry out the role expected for the graduates in the labour market. Fostering competences is the object of all educational programmes.

8. Alicante 24-26/4/2013 Tuning Approach 8 Always according to the Tuning approach, (programme) ‘ learning outcomes’ are statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of a process of learning. They can refer to a period of studies (in our case, a study programme, and in this case we speak of programme learning outcomes ) or to a single course unit. According to Tuning, learning outcomes have to be expressed in terms of (the level of) competence (knowledge, understanding, skills and abilities ) to be obtained by the learner. Consequently, the programme learning outcomes should align with the programme competences, not necessarily on a one to one basis, but overall. Learning outcomes specify the requirements for award of credits.

9. Alicante 24-26/4/2013 Tuning Approach 9 Tuning makes the distinction between competences and learning outcomes to distinguish the different roles of the most relevant players: students/learners and academic staff. Competences are obtained or developed during the process of learning by the student/learner. Competences can be developed by the student to a higher or lower degree than expected by the learning outcomes. The level to which competences are obtained is expressed in a mark or grade. On the other hand, desired learning outcomes of the learning process are formulated by the academic staff, even if preferably with the involvement of student representatives in the process, on the basis of input of internal and external stakeholders.

10. Alicante 24-26/4/2013 Tuning Approach 10 Tuning approach to design, develop, implement and evaluate study programmes Tuning developed a model for the designing, implementing, delivering and evaluating student centred degree programmes. The main steps of the Tuning approach can be summarised as follows. 1.Meeting the basic conditions, articulated in: demonstration of the programme need and identification of the stakeholders’ needs; availability of the necessary resources.

11. Alicante 24-26/4/2013 Tuning Approach 11 2.Definition of the degree profile, including programme competences and programme learning outcomes, articulated in: definition of the degree profile; identification and definition of the programme competences to be developed; definition of the programme learning outcomes to be met. Degree profile : a description of the character of a study programme or qualification. This description gives the main features of the study programme which are based on the specific aims of the programme, how it fits into the academic map of disciplines or thematic studies and how it relates to the professional world.

12. Alicante 24-26/4/2013 Tuning Approach 12 3.Definition of the degree programme, articulated in: definition of the course units (modules and other educational units) or of the curriculum ; definition of the course unit characteristics [specific learning outcomes, content (topics to be covered), approaches to teaching and learning as well as assessment methods]. Degree programme : a complete programme of study leading to a degree or an approved set of didactic units recognized for the award of a specific degree, which should be defined through the set of learning outcomes, expressed in terms of competences, to be achieved in order to obtain the specified credits. Curriculum : an approved set of course units.

13. Alicante 24-26/4/2013 Tuning Approach 13 Let us examine one by one the steps of the designing, implementing and delivering of the educational process, pointing out the expectations and recommendations suggested by the Tuning approach but also by the European best practices in this field.

14. Alicante 24-26/4/2013 Tuning Approach 14 1. Meeting the basic conditions Deciding to institute a new degree profile should normally be the outcome of a process of analyzing the needs of society combined with those of the specific subject area as well as the financial and personnel means which can be made available to establish the study programme.

15. Alicante 24-26/4/2013 Tuning Approach 15 Identification of the stakeholders’ needs The social need for the programme must be demonstrated through a broad consultation. The consultation should not only include the academic community, but also employers, professional bodies and other stakeholders. The consultation process should also identify the educational needs of the stakeholders, in terms of competences required of the future programme graduates.

16. Alicante 24-26/4/2013 Tuning Approach 16 Availability of the necessary resources The availability of adequate resources is a pre- condition for delivering a programme. Resources include both academic staff and facilities. The teaching staff in charge of the course units should be quantitatively and qualitatively adequate to favour the achievement of the intended programme learning outcomes by the students.

17. Alicante 24-26/4/2013 Tuning Approach 17 The facilities (in particular: classrooms, rooms for individual studies, laboratories, libraries) should be quantitatively and qualitatively adequate to the development of the didactic activities according to what designed and planned and to actuate the established didactic methods.

18. Alicante 24-26/4/2013 Tuning Approach 18 2. Definition of the degree profile, including programme competences and programme learning outcomes Definition of the degree profile In an output-based study programme the main emphasis lies on the degree or qualification profile.

19. Alicante 24-26/4/2013 Tuning Approach 19 The degree profile must clearly define the aims and purposes of the programme, describe, in terms of competences and learning outcomes, what graduates will know, understand and be able to do by the time they have successfully completed the programme, spell out what can be expected of the graduates in terms of the kinds of tasks they are equipped to undertake, their level of expertise and the responsibilities they can assume.

20. Alicante 24-26/4/2013 Tuning Approach 20 The formulation of degree profiles, the definition of key programme competences and the writing of good programme learning outcomes are the object of the Tuning Guide to Formulating Degree Programme Profiles, Including Programme Competences and Programme Learning Outcomes, available on the Tuning web site (http://www.unideusto.org/tuningeu/publications.html).http://www.unideusto.org/tuningeu/publications.html

21. Alicante 24-26/4/2013 Tuning Approach 21 According to the indication of the Guide, the degree profile should : be readable in five minutes; not be longer than two pages; provide a coherent impression of the specific degree; be succinct and to the point, yet provide detailed information and references where necessary.

22. Alicante 24-26/4/2013 Tuning Approach 22 Identification and definition of the programme competences to be developed Subject-specific and generic competences Competences can be distinguished in subject- specific (that is specific to a field of study) and generic (common to any degree programme) competences.

23. Alicante 24-26/4/2013 Tuning Approach 23 Subject-specific competences have been identified for nine subject areas: Business Administration, Chemistry, Education Sciences, European Studies, History, Geology (Earth Sciences), Mathematics, Nursing and Physics. These sets of competences are reflected in documents prepared by each of the nine subject area groups of the project and available on the Tuning web site (http://www.unideusto.org/tuningeu/home.html).http://www.unideusto.org/tuningeu/home.html The documents which resulted should be understood to be working documents, subject to further elaboration and change.

24. Alicante 24-26/4/2013 Tuning Approach 24 With regard to generic competences, Tuning distinguishes three types of generic competences: instrumental competences : cognitive abilities, methodological abilities, technological abilities and linguistic abilities; interpersonal competences : individual abilities like social skills (social interaction and co-operation); systemic competences : abilities and skills concerning whole systems (combination of understanding, sensibility and knowledge; prior acquisition of instrumental and interpersonal competences required). An up-to-date list of generic competences as developed in the Tuning process is reported in three following slides.

25. Alicante 24-26/4/2013 Tuning Approach 25 Instrumental competences Ability to communicate in a second (foreign) language Ability to communicate both orally and through the written word in first language Ability to plan and manage time Ability to search for, process and analyse information from a variety of sources Ability to identify, pose and resolve problems Ability to make reasoned decisions Knowledge and understanding of the subject area and understanding of the profession Ability for abstract and analytical thinking, and synthesis of ideas Ability to use information and communications technologies

26. Alicante 24-26/4/2013 Tuning Approach 26 Interpersonal competences Ability to be critical and self-critical Ability to act on the basis of ethical reasoning Ability to work in a team Ability to communicate key information from one’s discipline or field to non-experts Ability to interact constructively with others regardless of background and culture and respecting diversity Ability to interact with others in a constructive manner, even when dealing with difficult issues Ability to work in an international context

27. Alicante 24-26/4/2013 Tuning Approach 27 Systemic competences Capacity to learn and stay up-to-date with learning Capacity to generate new ideas (creativity) Ability to work autonomously Ability to apply knowledge in practical situations Ability to undertake research at an appropriate level Ability to motivate people and move toward common goals Commitment to conservation of the environment Ability to design and manage projects Ability to show awareness of equal opportunities and gender issues …

28. Alicante 24-26/4/2013 Tuning Approach 28 … Commitment to health, well-being and safety Ability to take the initiative and to foster the spirit of entrepreneurship and intellectual curiosity Ability to evaluate and maintain the quality of work produced Commitment to tasks and responsibilities Ability to adapt to and act in new situations and cope under pressure Ability to act with social responsibility and civic awareness

29. Alicante 24-26/4/2013 Tuning Approach 29 Level of competences Of course, in the Tuning approach the level of the programme competences (and learning outcomes) has to be adequate to the reference cycle (I or II) of the study programme. From the European perspective, an important step in constructing the European Higher Education Area (EHEA) has been the development of an agreed set of general descriptors (that is generic statements of the broad expected outcomes) to outline the essential components of any degree programme that leads to the completion of a Bologna cycle.

30. Alicante 24-26/4/2013 Tuning Approach 30 These are known as the Dublin Descriptors and are based on the following inter-related dimensions : acquiring knowledge and understanding; applying knowledge and understanding; making informed judgments and choices; communicating knowledge and understanding; capacities to continue learning.

31. Alicante 24-26/4/2013 Tuning Approach 31 The Dublin Descriptors have been endorsed by the European Ministers of Education as part of the report A Framework for Qualifications of The European Higher Education Area (http://www.bolognaprocess.it/content/index.php ?actionread_cnt&id_cnt=6118).http://www.bolognaprocess.it/content/index.php ?actionread_cnt&id_cnt=6118 They form the backbone of the Qualifications Framework for the European Higher Education Area (QF for EHEA).

32. Alicante 24-26/4/2013 Tuning Approach 32 The Dublin Descriptors form general reference points at the European level in which any specific degree programme has to be situated. Of course programme competences (and learning outcomes) defined according to Tuning approach have to be consistent with the corresponding Dublin descriptors. This is not a problem, being both approaches based on the development of level of competences.

33. Alicante 24-26/4/2013 Tuning Approach 33 Instructions for definition The competences to be established are a selection of the ‘specific’ and ‘generic’ competences that will have to be acquired by the time the programme is completed. Keep in mind that the degree profile aims to characterise the degree as a whole. This will be reflected especially in the sets of competences and sets of the learning outcomes to be established.

34. Alicante 24-26/4/2013 Tuning Approach 34 To select the key competences, single out the main competences of the programme that, listed together, provide a good insight into the character of the programme to a relatively uninformed reader. A minimum of 8 and a maximum of 15 key competences are suggested.

35. Alicante 24-26/4/2013 Tuning Approach 35 With regard to the subject specific competences, if the programme subject area is one of those for which the key subject-specific competences have been identified, use them as reference framework (http://www.unideusto.org/tuningeu/competences /specific.html).http://www.unideusto.org/tuningeu/competences /specific.html

36. Alicante 24-26/4/2013 Tuning Approach 36 With regard to the generic competences, use the standard list of generic competences developed by Tuning (http://www.unideusto.org/tuningeu/competences/generhttp://www.unideusto.org/tuningeu/competences/gener c.htmlc.html). Do not copy it: rather, use it as a starting point to write a more detailed competence statement tailored to the programme.

37. Alicante 24-26/4/2013 Tuning Approach 37 Example Tuning lists ‘teamwork’ as a generic competence. This description is very general and does not show what the student is able to demonstrate. Therefore, it is necessary to give more detail and context to the competence so that the reader can understand exactly what the competence entails. An example of a competence statement might be: capacity for working in a team and for assuming responsibility for certain tasks. The example meet the requirement that the description of the competence should be as short as possible, while at the same time providing enough context and detail as to give the reader some insight into what the student is able to do.

38. Alicante 24-26/4/2013 Tuning Approach 38 Definition of the programme learning outcomes to be met PLOs have to be aligned with, and informed by, relevant international and national frameworks at both the general educational level and the specific subject level. When they are available, it is - in addition - strongly advised to consult subject specific frameworks, such as the relevant Tuning subject area reference frameworks and/or national conceptual frameworks of subject related descriptors. A minimum of 15 and a maximum of 20 key programme learning outcomes are suggested.

39. Alicante 24-26/4/2013 Tuning Approach 39 The following are characteristics of good, verifiable, comprehensible and observable PLOs. They should be: specific (giving sufficient detail, written in clear language); objective (formulated in a neutral way, avoiding opinions and ambiguities); achievable (feasible in the given timeframe and with the resources available); useful ( they should be perceived as relevant for higher education studies and civil society); relevant (should contribute to the aim of the qualification involved); standard-setting (indicate the standard to be achieved).

40. Alicante 24-26/4/2013 Tuning Approach 40 The language used to describe the learning outcomes is of crucial importance. While there are a variety of different ways of outlining a learning outcome, each one normally contains five key components : 1.an indication of the type of PLO : knowledge, cognitive processes, skills, or other competences. The PLO should clearly reflect the type of learning to be achieved: this means making it explicit whether the PLO is about acquiring knowledge, developing understanding and cognitive processing, learning a mechanical skill, a professional stance or the like. The language should also indicate whether the PLO is predominantly focused on one or more of the types of learning.

41. Alicante 24-26/4/2013 Tuning Approach 41 2.An active verb form. At this regard different taxonomies or classification systems have been developed to explain how people learn and what features distinguish the beginner from the expert. The taxonomies have specific verbs and expressions associated with their classification system. While these systems can be helpful in writing PLO statements, each of these taxonomies has its strengths and shortcomings. Each has been developed in a particular timeframe and for a particular purpose and might not always be applicable to present day learning.

42. Alicante 24-26/4/2013 Tuning Approach 42 3.The subject or topic area of the learning : this can be specific or general and refers to the subject matter, a field of knowledge, a professional activity, an ability to perform or a particular skill. 4.An indication of the standard or the level that is intended / achieved by the PLO. This needs to reflect the breadth, depth and complexity of the learning as well as the relevant qualification descriptor. 5.The scope and/or context of the PLO.

43. Alicante 24-26/4/2013 Tuning Approach 43 Examples To illustrate the above, we analyse here two examples, one from the field of History and one from the field of Physics. a)‘ Knowledge of European and world chronology, especially from 1500 on, and ability to describe in synthetic terms the main approaches to the study of European empires and to world and global history ’. TypeVerb Subject or Topic area Standard or Level Scope and/or Context Knowledge European and world chronology, especially from 1500 on Abilityto describe in synthetic terms the main approaches to the study of European empires and to world and global history

44. Alicante 24-26/4/2013 Tuning Approach 44 b)‘ Ability to make measurements of physical quantities and to pursue an investigation by the design, execution and analysis of experiments, to compare results with existing knowledge and theories, and to draw conclusions (including degree of uncertainty) ’. TypeVerb Subject or Topic area Standard or Level Scope and/or Context Ability to make measurement physical quantities to pursueinvestigation by design, execution and analysis of experiments to compare results with existing knowledge and theories, and to draw conclusions (including degree of uncertainty)

45. Alicante 24-26/4/2013 Tuning Approach 45 Finally, after completing the list (which should contain no more than 15 to 20 PLOs), it is important to check whether the list of programme learning outcomes accurately reflects the nature of the programme and is complete.

46. Alicante 24-26/4/2013 Tuning Approach 46 3. Definition of the degree programme According to the Tuning glossary, the degree programme is a set of coherent educational components, based on learning outcomes, that are recognized for the award of a specific qualification through the accumulation of a specified number of credits and the development of specified competences. The formulation of a degree programme requires: the definition of the curriculum with its course units (modules and other educational activities); the definition of the course-unit characteristics (specific learning outcomes, content, etc.); the planning of the curriculum development.

47. Alicante 24-26/4/2013 Tuning Approach 47 Definition of the curriculum On the side of degree programme documentation, generally the information required by programme evaluation/accreditation agencies operating at European level are: the curriculum, with the list of the course units, their sequence (year and semester of delivery), the number of ECTS credits associated at each unit and the unit lecturer (see the following table). Year/ Semester Course Unit ECTS Credits Lecturer/s …………

48. Alicante 24-26/4/2013 Tuning Approach 48 The main Tuning comments to the definition of the study programme curriculum may be summarised as follows: curriculum should be coherent with the degree profile and, in particular, with the intended learning outcomes; curriculum should not overload students with excessive and redundant content; curriculum should be organized in a consistent and efficient way by using workload-based credits.

49. Alicante 24-26/4/2013 Tuning Approach 49 European Credit Transfer and Accumulation System (ECTS) Furthermore, according to the Tuning approach, an important role in the definition of the curriculum should be played by the European Credit Transfer and Accumulation System (ECTS).

50. Alicante 24-26/4/2013 Tuning Approach 50 As a matter of fact, ECTS credits today are increasingly used as a tool for designing curricula. Because they express student workload measured in time, they allow HEIs to plan the most effective way to achieve desired results within the time constraints of the length of their degree programmes. In other words, ECTS permits us to plan how best to use students’ time to achieve the aims of the educational process, rather than considering teachers’ time as a constraint and students’ time as basically limitless.

51. Alicante 24-26/4/2013 Tuning Approach 51 Teaching, learning and assessment methods According to Tuning, the use of competences and learning outcomes approach implies changes regarding the teaching, learning and assessment methods which are used in a programme. In particular, with reference to the assessment methods, Tuning consultation has evidenced that in many institution requirements and guidelines have been developed for the assessment of learning, but European wide guidelines have been established in the document Standards and Guidelines for Quality Assurance in the European Higher Education Area (http://www.enqa.eu/pubs_esg.lasso).http://www.enqa.eu/pubs_esg.lasso

52. Alicante 24-26/4/2013 Tuning Approach 52 They establish that: “Student assessment procedures are expected to: be designed to measure the achievement of the intended learning outcomes and other programme objectives; be appropriate for their purpose, whether diagnostic, formative or summative; have clear and published criteria for marking; be undertaken by people who understand the role of assessment in the progression of students towards the achievement of the knowledge and skills associated with their intended qualification; where possible, not rely on the judgements of single examiners.”

53. Alicante 24-26/4/2013 Tuning Approach 53 Definition of the course unit characteristics For each course unit a study programme should define at least: name ; number of ECTS credits ; lecturer/s ; learning outcomes specific of the didactic unit and consistent with the established learning outcomes of the SP; contents and schedule ;

54. Alicante 24-26/4/2013 Tuning Approach 54 typologies of the educational activities (e.g.: theoretical lessons, practical lessons, laboratories, projects, etc.), also in terms of number of hours/credits for each typology, and relative instructional forms of education (e.g.: face to face education, distance education, etc), also in terms of hours/credits for each form; assessment methods (e.g.: written examinations, oral examinations, etc.) and criteria (descriptions of what the learner is expected to do and to what level, in order to demonstrate that a learning outcome has been achieved and to what extent); criteria for measuring students’ learning (e.g.: attribution of a final grade, fitness declaration, etc.) and criteria of attribution of the final grade, if any;

55. Alicante 24-26/4/2013 Tuning Approach 55 preparatory didactic units, if any; didactic material of reference (e.g.: textbooks, lecture texts, etc.). The assessment methods and criteria should provide evidence of their capacity to check the effective achievement of the intended learning outcomes by the students and ensure trust that the level of achievement by the students is assessed in a credible way.

56. Alicante 24-26/4/2013 Tuning Approach 56 The definition of the characteristics of the didactic units should be coordinated by the SP, particularly in order to avoid gaps or superimpositions in the definition of the specific learning outcomes and contents and to assure the suitability of the assessment methods to a correct assessment of the students’ learning. The SP should define how to manage the coordination activity.

57. Alicante 24-26/4/2013 Tuning Approach 57 The main Tuning comments to the definition of the course unit characteristics may be summarised as follows: One of the main objectives of the Bologna process is to make study programmes and periods of learning more comparable and compatible. This objective is strongly promoted by making use of the concept of levels, learning outcomes, competences and ECTS credits, but a further way to promote this aim is to base study programmes on units of equal size. ‘Modularization’ of educational programmes will promote transparency, and will facilitate mobility and recognition.

58. Alicante 24-26/4/2013 Tuning Approach 58 In a well designed programme, minors and electives should strengthen the profile of the programme while giving learners the ability to ‘custom fit’ the programme to their needs.

59. Alicante 24-26/4/2013 Tuning Approach 59 The learning outcomes of course units which develop the competences at the highest level should precisely match the programme learning outcomes.

60. Alicante 24-26/4/2013 Tuning Approach 60 Once the characteristics of the course units have been defined, at least two checks are necessary. One regards whether the key generic and subject specific competences are covered, that means: to check progression paths of the key generic and subject specific competences identified; to check whether all programme key generic and subject specific competences are covered by the course units.

61. Alicante 24-26/4/2013 Tuning Approach 61 To this aim one of the two following tables can be used. Programme learning outcomes Course units which contribute to the accomplishment of the learning outcome ……

62. Alicante 24-26/4/2013 Tuning Approach 62 Course Unit Programme Learning Outcomes ABCDEFGHIJ Unit 1 XXX Unit 2 XXXXX Unit 3 XXX Unit 4 XXX …

63. Alicante 24-26/4/2013 Tuning Approach 63 The other regards the curriculum balance and feasibility, that means: –to check whether the completed programme is balanced in terms of the effort it requires and the competences to be achieved; –to check whether the credits have been allocated on sound principles and that the students can complete the individual units and the whole programme within the allotted time.

64. Alicante 24-26/4/2013 Tuning Approach 64 Planning of the curriculum development The planning of the curriculum development should promote the accomplishment of learning objectives by the students in the scheduled period of time, through a gradual process and activities which are consistent and co-ordinated with one another.

65. Alicante 24-26/4/2013 Tuning Approach 65 Thanks for your attention !