The Bologna Process Learning Outcomes How can we use them to improve our students’ learning Janerik Lundquist Linköping University 2011

The Bologna Process International collaboration project in order to create the European Higher Education Area (EHEA. Three goals: –increase mobility –increase employability –support European competitiveness as an education continent Today 47 countries

Knowledge area (t.ex. Biophysics) BSc MSc Dr Qualification Framework 1) 1 = Progression LOs LOs = Learning Outcomes and Competences LOs

Why are Learning Outcomes so important? They are the fundamental and joining link in the new European educational system

Aims vs Learning outcomes TEACHING AIMS – statement of input, i.e. what the teacher intends to cover Teacher-centred LEARNING LEARNING OUTCOMES – statement of output i.e. what the student is expected to learn Student-centred

Two approaches to curriculum design Teacher-based Content – Delivery – Assessment Outcome-based Be able to do – Assessment – Delivery Student-centred

Learning Outcomes Statement of what the learner is expected to know, understand and/or be able to demonstrate at the end of the learning pro- cess. Also related to level descriptors. Learning Outcomes are Student-centred Example: ‘Students who successfully complete this module/unit/ programme will be able to …’

Writing Learning Outcomes KEY COMPONENTS Words to describe: what the learner is expected to be able to do (verb) what the learner is acting on or with (content) how the performance demonstrates the achieve- ment of the learning outcomes (quality) Example ‘understand fundamental scientific concepts of use in biosciences, both theoretically and practically’ (BSc year 1)

Example Learning outcome: “Demonstrate detailed understanding of the influences of the historical and social context within which the chosen text is set, both from the study of the text itself and of the study of other contemporary literature.”

Conclusions LEARNING OUTCOMES Paradigm shift from teaching to learning Basic educational building blocks: - Improve curriculum design & progression - Emphasise link between teaching, learning and assessment - Improve transparency of qualifications - Provide frameworks for quality and standards by relating to external reference points

‘I am always ready to learn although I do not always like being taught’ Sir Winston Churchill