1. How do we design Programmes at Third Level using Learning Outcomes within the Bologna Framework?
Presentation 2
20 May 2016
Don State Technical University
Rostov-on-Don, Russia.
Dr Declan Kennedy,
Department of Education,
University College Cork, Ireland. 1 1

2. What are Programme Learning Outcomes?
How do I write Programme Learning Outcomes?
How do I link Programme Learning Outcomes to Module Learning Outcomes.
How do I design programmes using Learning Outcomes within the Bologna Framework? 2 2

3. Writing Programme Learning Outcomes
Programme learning outcomes are learning outcomes that describe the essential knowledge, skills and attitudes that it is intended that graduates of the programme will be able to demonstrate.
The rules for writing learning outcomes for programmes are the same as those for writing learning outcomes for modules.
The general guidance in the literature is that there should be 5 – 10 learning outcomes for a programme and that only the minimum number of outcomes considered to be essential be included. 3

4. Two types of Programme Learning Outcomes
The first type of learning outcome refers to those learning outcomes that can be assessed during the programme, i.e. within the various modules.
“Aspirational” or “desirable” learning outcomes indicate what a good quality student would be expected to achieve by the end of the programme. This type of learning outcome may not be assessed at all but gives an indication to employers and other agencies the type of standard of practical performance that graduates of the programme will display at the end of the programme. 4

5. Example of Programme Learning Outcomes [BSc(Ed)]
On successful completion of this programme, students should be able to:
Recognise and apply the basic principles of classroom management and discipline.
Identify the key characteristics of excellent teaching in science.
Develop comprehensive portfolios of lesson plans that are relevant to the science curricula in schools.
Evaluate the various theories of Teaching and Learning and apply these theories to assist in the creation of effective and inspiring science lessons.
Critically evaluate the effectiveness of their teaching of science in the second-level school system.
Display a willingness to co-operate with members of the teaching staff in their assigned school.
Foster an interest in science and a sense of enthusiasm for science subjects in their pupils.
Synthesise the key components of laboratory organisation and management and perform laboratory work in a safe and efficient manner.
Communicate effectively with the school community and with society at large in the area of science education.

6. Further Example of Programme Learning Outcomes [Undergraduate Engineering Degree]
On successful completion of this programme, students should be able to:
Derive and apply solutions from knowledge of sciences, engineering sciences, technology and mathematics.
Identify, formulate, analyse and solve engineering problems.
Design a system, component or process to meet specified needs and to design and conduct experiments to analyse and interpret data.
Work effectively as an individual, in teams and in multi-disciplinary settings together with the capacity to undertake lifelong learning.
Communicate effectively with the engineering community and with society at large. 6

7. Further Example of Programme Learning Outcomes
On successful completion of this programme, students should be able to:
Perform problem solving in academic and industrial environments.
Use, manipulate and create large computational systems.
Work effectively as a team member.
Organise and pursue a scientific or industrial research project.
Write theses and reports to a professional standard, equivalent in presentational qualities to that of publishable papers.
Prepare and present seminars to a professional standard.
Perform independent and efficient time management.
Use a full range of IT skills and display a high standard of computer literacy. [Postgrad Comp Sc degree] 7

8. Skills in broad sense
Cognitive
Note the overlap!
Affective

10. Beware of this Tuning Publication!
The authors of this publication:
Have invented their own incorrect definition of learning outcomes and give incorrect information on how to write Learning Outcomes
Use a definition of Competences which is in conflict with the definition of Competence used in the European Qualifications Framework.
Are confused about the relationship between Competence and Learning Outcomes and Incorrectly links learning outcomes to competences
Confuses the concept of learning outcomes with the assessment of learning outcomes. The authors do not appear to realise that the extent to which a learning is achieved is measured by the assessment of the learning outcome.
Incorrectly link learning outcomes to particular levels in degree programmes.
Many of the exemplars given of Learning Outcomes are incorrectly written.
Give misleading statements implying that in order to be compliant with Bologna you must be compliant with Tuning. The authors fail to point out that the Bologna Process does not require any compliance with Tuning project.
Fail to point out the problem with Competences and Quality Assurance Systems.
A dreadful publication!

11. Gibbs, A, Kennedy D and Vickers A (2012) Learning Outcomes, Degree Profiles, Tuning Project and Competences. Journal of the European Higher Education Area 15 (5) 71 – 87

12. Relating competences, objectives and learning outcomes
The relationship between competences, objectives and learning outcomes is discussed by Hartel and Foegeding (2004) in area of Food Engineering.
In this paper they define competence as “a general statement detailing the desired knowledge and skills of students graduating from our course or program”.

13. Competence:
The student should be able to use the mass and energy balances for a given food process.
Objectives:
Understand scope of mass balances in food processing systems.
Understand appropriate use of mole fractions and mass fractions in mass balances
Learning outcomes:
Describe the general principles of mass balances in steady state systems.
Draw and use process flow diagrams with labels on flow streams for mass balance problems.
Solve mass balance problems associated with food processing operations.
Design and solve mass balances for complex process flow systems, including batch mixing problems, multiple stage flow problems, problems with multiple inflows and outflows, recycle streams and multiple components, and processes where chemical reactions take place.
Hartel and Foegeding (2004)

14. Competence – a “fuzzy” concept (Van der Klink and Boon)
Van der Klink and Boon (2002) describe competence as a “fuzzy concept”
On the positive side they state it is a “useful term, bridging the gap between education and job requirements”.

15. Van der Klink and Boon (2002) attempt to trace the different interpretations of the concept of competence within the educational systems of various countries:
There is considerable confusion about what competency actually means… First, differences can be observed between nations along the lines of different national educational policies and different types of relations between education and the labour market, many of which have an historic origin. In the British approach it refers to the ability to meet the performance standards for functions and professions such as those developed for National Vocational Qualifications (NVQs) in the UK. In the USA, competencies refer to the skills, knowledge and characteristics of persons, that is traits, motives and self-concept, which contribute to performance excellence. ….. More than in the UK or the USA, the German perspective stresses a holistic view of competency. It is not just a random collection of skills and knowledge. Competencies are defined as integrated action programmes that enable individuals to perform adequately in various job contexts within a specific profession
(Van der Klink and Boon, 2002)

17. Conclusions re Competence
There is no single definition of the term competence. Descriptions of the term competence range from that of a broad overarching attribute to that of a very specific task. This is in contrast with the clear definition of the concept of a learning outcome found in the literature .
One of the big problems encountered when using competences is that there does not appear to be any clear guidelines on how they should be written. In contrast to this, the guidelines for writing learning outcomes are very clearly laid out in the literature.
In general, if someone achieves a Learning Outcome they reach a level of competence. Competence may be viewed as a result of achieving a set of Learning Outcomes in the workplace.
Achieving of Learning Outcomes is a stage on a way to becoming competent, i.e. Learning Outcomes and Competences can complement each other but we must be careful how we define competences.

18. “One of the reasons for the debate about the usefulness of managerial competence may be the soft focus and blurred edges of the term ‘competence’. Social science has the habit of taking a word from our common vocabulary and altering the meaning by it adoption as a technical or academic term. This process is still happening to ‘competence’ and a common consensus has yet to be established as to what the word should mean when used in management applications.
(Brown, 1994)

19. “The fact that the concept of competencies serves as a remedy for solving rather different problems probably has to do with its diffuse nature. It is actually an ill-defined concept with no clear content, thus allowing ample interpretations. This major vagueness is partly caused by the application of the concept in various countries, different settings and for different purposes. Its vagueness is probably at the same time the explanation for its prominent status today but it makes it difficult to use the concept as a sound cornerstone for designing HRD [Human Resource Development] and educational practices.”
(Van der Klink and Boon, 2003)

20. Recommendations
It is obvious from the literature that within certain professions, the term competence has a shared meaning. Hence, there is no problem with using the concept of competence since there is a common understanding of its meaning among the members of that profession.
The problem arises when the term competence is used in a general context without defining what is meant by the term.
Given the considerable confusion in the literature, if the term competence must be used, then its meaning needs to be clearly defined for the context in which it is being used.

21. Therefore, in order to avoid confusion it is recommended that when using the term competence, the following guidelines should be followed:
State the definition of competence that is being used in the particular context.
To ensure clarity of meaning, write competences using the vocabulary of learning outcomes, i.e. express the required competence in terms of the students achieving specific programme learning outcomes or module learning outcomes.

22. Since there is not a common understanding of the term competence, learning outcomes have become more commonly used than competences when describing what students are expected to know, understand and/or be able to demonstrate at the end of a module or programme.
The “fuzziness” of competences disappears in the clarity of learning outcomes!
In short, use Learning Outcomes to clarify what is meant by a statement of Competence.
In short, use Learning Outcomes to clarify what is meant by a statement of Competence.
In short, use Learning Outcomes to clarify what is meant by a statement of Competence.

23. Examples of Language used when writing Programme Learning Outcomes
Knowledge
Discuss a wide variety of….
Outline a broad range of fundamental concepts…..
Describe the theories and concepts in the field of….
Identify a range of processes used in….
Discuss relationships between the various areas of…..
Examine current theory in the area of…
Critique modern theories in the area of ….
Examine and evaluate current problems in the area of ….. etc.

24. Skills (in broad sense – as in European Qualifications Framework)
Apply a range of techniques to solve…
Modify techniques in the area of ….. to solve….
Link theory with practice in order to…
Analyse data to facilitate decision making in the area of…
Utilise appropriate methods, skills and techniques to solve….
Exhibit proficiency in using a broad range of routine laboratory techniques in the field of…..
Recognise limitations in the areas of…
Link relevant theories to the development of a design to….
Utilise appropriate models and techniques in the area of …. to ………
Select and apply the most suitable techniques to solve problems in the areas of…..

25. Skills (continued)
Apply appropriate decision making to achieve high standards of performance in the area of….
Identify appropriate solutions to plan future developments in the area of…
Select appropriate instrumental methods to…
Utilise existing strategies to design……
Evaluate existing problems in the area of ….in order to….
Initiate research ides and evaluate research related publications in the area of….
Implement work objectives and exercise leadership in …..

26. Skills (continued)
Combine technical skills to define a problem in the area of ….. and implement suggested solutions to….
Apply technical knowledge in the area of … to solve problems related to…
Recognise existing strategies to facilitate solutions in the area of…..
Formulate options and solutions to…
Diagnose problems and suggest solutions in the area of….
Transfer methodologies to new applications in the area of…..
Integrate a range of acquired transferable skills such as …….

27. Skills (continued)
Develop your personal capabilities in order to ….
Engage with new developments and practices in order to…
Recognise the need for life-long learning and professional development in the area of….
Identify and address continuing requirements for professional development in the area of
Contribute to the future development of the field of…….
Interpret relevant regulations in the area of ..
Recognise the relationship between science, technology and society in the area of….
Critically appraise research in the area of…. and evaluate the work of peers.
etc.

28. Attitudes
Display an appropriate standard of professional practice in the area of…
Embrace responsibility for the welfare of others….
Display personal ethical standards in the area of…
Articulate and defend the need for personal responsibility and ethical considerations in the workplace for…..
Work ethically and professionally as part of a team…..
Act appropriately in unfamiliar situations in the area of….
Apply appropriate ethical considerations when …
Work as a member of a team to manage….
Accept accountability for achieving…
Work autonomously or as a member of a team in order to….. etc.

29. HOW DO I MAP PROGRAMME LEARNING OUTCOMES TO MODULE LEARNING OUTCOMES?

31. Example: Programme Learning Outcomes for MSc in Toxicology
PLO1 Discuss the interdisciplinary relationship between the various specialised areas of Toxicology in providing informed scientific debate of current, topical issues in Toxicology.
PLO2 Evaluate current scientific problems which are at the forefront of Toxicology, Pharmacology, Biotechnology, Molecular Biology, Environmental Science, Nanomaterials and Food Science.
PLO 3 Exhibit proficiency in a broad range of routine laboratory experimental and advanced specialised research techniques in the field of Toxicology.
PLO 4 Select and apply the most suitable experimental techniques necessary to solve a Toxicological problem and develop new skills to a high level in emerging experimental techniques in the field.

32. PLO 5 Integrate the range of acquired generic, transferable skills (e
PLO 5 Integrate the range of acquired generic, transferable skills (e.g. business skills, communication skills, numerical and statistical skills, ITC, problem- solving, decision making, management, team-work, innovation and entrepreneurship) necessary for graduates working as a Professional Toxicologists.
PLO 6 Initiate research proposals, interpret and critically evaluate research related publications in the domain of Toxicology and demonstrate leadership skills as part of an interdisciplinary scientific research/industrial or management group.
PLO 7 Contribute professionally to the future development of the field of Toxicology through applied study or further research.
PLO 8 Critically appraise scientific research and apply integrated approaches to accurately assess and critically evaluate the work of scientific peers.

33. Example of Mapping of Programme Learning Outcomes on to Module Learning Outcomes

34. What are the benefits and potential problems of Learning Outcomes?34

35. The benefits of Learning Outcomes
Help to explain more clearly to students what is expected of them and thus help to guide them in their studies – motivation and sense of purpose
Help teachers to focus more clearly on what exactly they want students to achieve in terms of knowledge and skills.
Help teachers to clarify their thinking about what they want to achieve and the common language of learning outcomes helps to facilitates discussion with colleagues.
Helps to define the assessment criteria more effectively.
Help to provide guidance to employers about the knowledge and understanding possessed by graduates of programmes, i.e. show the value of the programme in terms of programme learning outcomes and module learning outcomes.
Help to start discussion on Teaching and Learning in third level institutions.
Moving from objectives which can often be unclear and wooly to Learning Outcomes which are specific and measurable.
The more you clarify the outcomes the more you are likely to succeed.
The students are helped to individualise their learning.
Comments on 35

36. Transnational Implications of Learning Outcomes
Learning Outcomes have applications at three levels:
Local level – individual third level institutions for describing modules and programmes.
National level – within each country for describing National Qualification Frameworks and systems for Quality Assurance.
International Level – facilitate clarity and transparency of qualifications and mutual recognition of qualifications.
Learning outcomes provide the common language in the clear description of programmes and modules. The ECTS system provides the common currency.

37. International Recognition and Mobility
“Learning outcomes are important for recognition, since the basis for recognition procedures is in the process of shifting from quantitative criteria such as the length and type of courses studied, to the outcomes reached and competencies obtained during these studies. The principal question asked of the student or the graduate will therefore no longer be “What did you do to obtain your degree?” but rather “What can you do now you have obtained your degree?”. This approach is of more relevance to the labour market and is certainly more flexible when taking into account issues of lifelong learning, non-traditional learning and other forms of non-formal educational experiences”
Council of Europe, 2002.

38. Potential problems with Learning Outcomes
Could limit learning if learning outcomes written within a very narrow framework – lack of intellectual challenge to learners.
Learning outcomes should not be reductionist but rather expansive and intended to promote the higher order thinking skills.
Danger of assessment-driven curriculum if learning outcomes too confined.
Could give rise to confusion among students and staff if guidelines not adhered to when drawing up learning outcomes, etc.
Web sites of many universities contain objectives rather than Learning Outcomes. 38

39. Assessment of Learning Outcomes
Having designed modules and programmes in terms of learning outcomes, we must now find out if our students have achieved these intended learning outcomes.
How will I know if my students have achieved the desired learning outcomes? How will I measure the extent to which they have achieved these learning outcomes?
Therefore, we must consider how to match the method of assessment to the different kinds of learning outcomes e.g. a Learning Outcome such as “Demonstrate good presentation skills” could be assessed by the requirement that each student makes a presentation to their peers.
When writing learning outcomes the verb is often a good clue to the assessment technique.

40. Formative Assessment
Assessment FOR learning – gives feedback to students and teachers to help modify teaching and learning activities, i.e. helps inform teachers and students on progress being made.
Assessment is integrated into the teaching and learning process.
Clear and rich feedback helps improve performance of students (Black and Williams, 1998).
Usually carried out at beginning or during a programme, e.g. coursework which gives feedback to students.
Can be used as part of continuous assessment, but some argue that it should not be part of grading process (Donnelly and Fitzmaurice, 2005) 40

41. Summative Assessment
Assessment that summarises student learning at end of module or programme – Assessment OF Learning.
Sums up achievement – no other use.
Generates a grade or mark.
Usually involves assessment using the traditional examination.
Only a sample of the Learning Outcomes are assessed – cannot assess all the Learning Outcomes. 41

42. Continuous Assessment
A combination of summative and formative assessment.
Usually involves repeated summative assessments.
Marks recorded.
Little or no feedback given. 42

43. Assessing learning outcomes: points to consider
Learning outcomes: “statements of what a student will know, understand, and/or be able to do at the end of a learning experience”.
Having described your courses in terms of learning outcomes, you now want to find out whether students have achieved them
Specify the types of student performance that will provide evidence of learning

44. Common assessment techniques in Higher Education
Paper/thesis
Project
Product development
Performance
Exhibition
Case study.
Clinical evaluation
Oral exam
Interview
Research assignment
Portfolio
Others??

45. One of the big challenges is to move away from assessment based solely on terminal exams – not intelligence fair, forcing all kinds of learning to fit into the paper and pencil test straight jacket.
Purposes of Assessment: feedback, diagnosis, motivation, guidance, learning support, selection, grading, certification, progression, professional recognition, gate-keeping…..

46. Example of Matching the Assessment to the Learning Outcome
Learning outcomes
Demonstrate good presentation skills.
Formulate food product
Identify an area for research
Identify signs and symptoms of MS in a patient
Assessment?
Multiple choice questions
Prepare a 1000-word research proposal
Lab-based project
Make a presentation to peers

47. Assessing your assessment – is it doing the job you want it to do
Assessing your assessment – is it doing the job you want it to do? Is it comprehensive?
Assessment Task 1
e.g. Written Exam
Assessment Task 2
e.g. Project
Assessment Task 3
e.g. Presentation
Assessment Task 4
e.g. Lab work
Learning Outcome 1
Describe…
Learning Outcome 2
Investigate..
Learning Outcome 3
Demonstrate..

48. To what extent has each Learning Outcome been achieved?
Not a question of “yes” or “no” to achievement of Learning Outcomes.
Rubric: A grading tool used to describe the criteria which are used in grading the performance of students.
Rubric provides a clear guide as to how students’ work will be assessed.
A rubric consists of a set of criteria and marks or grade associated with these criteria.

49. Linking learning outcomes and assessment criteria.
Grade 1
Grade 2 : 1
Grade 2 :2
Pass
Fail
On successful completion of this module, students should be able to:
Summarise evidence from the science education literature to support development of a line of argument.
Outstanding use of literature showing excellent ability to synthesise evidence in analytical way to formulate clear conclusions.
Very good use of literature showing high ability to synthesise evidence in analytical way to formulate clear conclusions.
Good use of literature showing good ability to synthesise evidence in analytical way to formulate clear conclusions
Limited use of literature showing fair ability to synthesise evidence to formulate conclusions.
Poor use of literature showing lack of ability to synthesise evidence to formulate conclusions

50. Important to ensure that there is alignment between teaching methods, learning outcomes and assessment criteria.
Clear expectations on the part of students of what is required of them are a vitally important part of students’ effective learning (Ramsden, 2003)
This correlation between teaching, learning outcomes and assessment helps to make the overall learning experience more transparent and meaningful for students.
For the good teacher, learning outcomes do not involve a “paradigm shift”.
Teaching for
understanding
Teaching for Understanding ensures that our Learning Outcomes are achieved.
Clearly defined Learning Outcomes inform the design of the Teaching for Understanding framework.
Thus the two are inextricably linked or are in a state of dynamic equilibrium.
Continuous interaction
Learning outcomes
There is a dynamic equilibrium between teaching strategies and Learning Outcomes. 50 50 50

51. Biggs (2003) represents this graphically as follows:
It is important that the assessment tasks mirror the Learning Outcomes since, as far as the students are concerned, the assessment is the curriculum: “From our students’ point of view, assessment always defined the actual curriculum” (Ramsden, 1992).
Biggs (2003) represents this graphically as follows:
Teacher Learning Teaching
Perspectives: Objectives Outcomes Activities Assessment
Student
Perspectives: Assessment Learning Activities Outcomes
Paul Ramsden: Learning to Teach in Higher Education.
John Biggs
Note that the two cannot run on parallel tracks. The downward arrow is very important.
“To the teacher, assessment is at the end of the teaching-learning sequence of events, but to the student it is at the beginning. If the curriculum is reflected in the assessment, as indicated by the downward arrow, the teaching activities of the teacher and the learner activities of the learner are both directed towards the same goal. In preparing for the assessment, students will be learning the curriculum” (Biggs 2003) 51 51 51

52. “Constructive Alignment” (Biggs, 2005)
The students construct understanding for themselves through learning activities. “Teaching is simply a catalyst for learning” (Biggs, 2003).
“If students are to learn desired outcomes in a reasonably effective manner, then the teacher’s fundamental task is to get students to engage in learning activities that are likely to result in their achieving those outcomes…. It is helpful to remember that what the student does is actually more important in determining what is learned than what the teacher does” (Shuell, 1986)
Alignment
Alignment refers to what the teacher does in helping to support the learning activities to achieve the learning outcomes.
The teaching methods and the assessment are aligned to the learning activities designed to achieve the learning outcomes.
Aligning the assessment with the learning outcomes means that students know how their achievements will be measured.
Align = lined up, fit in, co-ordinated with.

53. Constructive alignment is the deliberate linking within curricula of aims, learning outcomes, learning and teaching activities and assessment.
Learning Outcomes state what is to be achieved in fulfilment of the aims.
Learning activities should be organised so that students will be likely to achieve those outcomes.
Assessment must be designed such that students are able to demonstrate that they have met the learning outcomes.
Constructive alignment is just a fancy name for “joining up the dots”.
(Morss and Murray, 2005)

54. Steps involved in linking Learning Outcomes, Teaching and Learning Activities and Assessment
Clearly define the learning outcomes.
Select teaching and learning methods that are likely to ensure that the learning outcomes are achieved.
Choose a technique or techniques to assess the achievement of the learning outcomes.
Assess the learning outcomes and check to see how well they match with what was intended
If the learning outcomes are clearly written, the assessment is quite easy to plan! 54

55. Linking Learning Outcomes, Teaching and Learning Activities and Assessment
Cognitive
(Demonstrate:
Knowledge, Comprehension, Application, Analysis,
Synthesis, Evaluation)
Affective
(Integration of beliefs, ideas and attitudes)
Psychomotor
(Acquisition of physical skills)
Lectures
Tutorials
Discussions
Laboratory work
Clinical work
Group work
Seminar
Peer group presentation
etc.
End of module exam.
Multiple choice tests.
Essays.
Reports on lab work and research project.
Interviews/viva.
Practical assessment.
Poster display.
Fieldwork.
Clinical examination.
Presentation.
Portfolio.
Performance.
Project work.
Production of artefact 55

56. Teaching and Learning Activities Assessment 10 credit module
Learning outcomes
Module ED2100
Teaching and Learning Activities
Assessment
10 credit module
Mark = 200
Cognitive
Recognise and apply the basic principles of classroom management and discipline.
Identify the key characteristics of high quality science teaching.
Develop a comprehensive portfolio of lesson plans
Lectures (12)
Tutorials (6)
Observation of classes (6) of experienced science teacher
(mentor)
End of module exam.
Portfolio of lesson plans
(100 marks)
Affective
Display a willingness to co-operate with members of teaching staff in their assigned school.
Participate successfully in Peer Assisted Learning project
Participation in mentoring feedback sessions in school (4)
Participation in 3 sessions of UCC Peer Assisted Learning (PAL) Programme.
Peer group presentation
Report from school mentor
End of project report.
(50 marks)
Psychomotor
Demonstrate good classroom presentation skills
Perform laboratory practical work in a safe and efficient manner.
Teaching practice
6 weeks at 2 hours per week.
Laboratory work
Supervision of Teaching Practice
Assessment of teaching skills 56

57. Does every learning outcome have to be assessed?
In theory “yes” but in practice “no”.
In some cases they have to be assessed, e.g. licence to practice (e.g. medicine) or to perform essential tasks (e.g. aircraft pilot).
When assessment is limited purely to an examination paper, it may not be possible to assess all the Learning Outcomes in such a short space of time – sampling of Learning Outcomes.
Even if all the Learning Outcomes are assessed on an examination paper, due to choice of questions, a student may not be assessed on all of them.

58. Learning Outcomes and Level Descriptors on Qualification Frameworks
A Learning outcome on its own does not give us an indication of the level of that learning outcome in a National Qualifications Framework.
The level of the programme in which the learning outcome (programme learning outcome or module learning outcome) is written must be indicated in the programme description.
The institution in which the programme is being taught must ensure:
(a) that the programme learning outcomes map on to the relevant level in the National Qualifications Framework
(b) that the module learning outcomes map on to the programme learning outcomes.
(c) that within each module there is alignment between the Learning Outcomes, the Teaching and Learning Activities and the Assessment.

59. What other information, apart from the Learning outcomes is needed to describe a module?
Credit Weighting: Number of ECTS credits.
Teaching Period(s): Term 1, Term 2 or both. .
No. of Students: Maximum number of students allowed to take the module.
Pre-requisite(s): Module(s) that should already have been passed by student.
Co-requisite(s): Another module that the student must take with this module.
Teaching Methods: Details of number of lectures, tutorials, etc.
Module Co-ordinator: Name of person in charge of module.
Lecturer(s): Name(s) of person(s) teaching the module. .

60. Module Description (continued)
Module Objective: A sentence stating the objective of the module.
Module Content: A list of topics covered in the module.
Learning Outcomes: On successful completion of this module, students should be able to:
[List of learning outcomes].
Assessment: Details of total mark for module and details of the breakdown of this total mark, e.g. written paper, continuous assessment, project, etc.
Compulsory Elements: Any part of assessment that MUST be passed in order to pass the module, e.g. professional practice component.
Penalties (for late submission of Course/Project Work etc.): Details of marks deducted for late submission.
Pass Standard and any Special Requirements for Passing Module: The minimum mark that must be obtained in order to pass the module.
End of Year Written Examination Profile: Number and duration of examination papers.
Requirements for Supplemental Examination: Number and duration and date of repeat examination for those who fail the module.

63. Introducing Learning Outcomes at Third Level

64. Learning Outcomes in UCC
UCC participated in the European Universities Association Network on Quality in Teaching and Learning in 2003 – 2004. ”Implementing a Learning Outcomes Approach to Teaching” – Quality Culture Project IV (EUA).
Network of six EU universities involved.
Headed up by Prof. Aine Hyland, Education Dept. and Dr Norma Ryan Quality Promotion Unit UCC  An 18 month project - the report was published in 2005. The project concentrated on Learning Outcomes rather than Competences

65. A number of international conferences on Bologna Process were held in University College Cork – how I became involved.  

67. Centre for the Integration of Research, Teaching and Learning
Set up in October 2006 – Dr Marian McCarthy and Dr Bettie Higgs.
Has provided a continuous series of lunchtime seminars on Teaching and Learning throughout each academic year.
“Taking a Learning Outcomes approach to Teaching and Learning”
“Learning Outcomes-how can we be sure they have been achieved?”
“Getting to Grips with Assessing Creative and Original Student work - Unpredictable Learning Outcomes”
Drop-in workshops on Learning Outcomes.

70. Postgraduate Certificate, Diploma and MA in Teaching and Learning in Higher Education
Initiated in October 2004.
To date 4 cycles of the Postgraduate Certificate course have been completed involving 170 staff – now online.
A total of 90 staff members have completed the Postgraduate Diploma course.
The MA in Teaching and Learning at Higher Education has been completed by 20 staff members.
Has provided a great resource throughout the university – seminars based in individual Departments.

71. “Bottom up” approach for existing modules
1. Identify aims and objectives of module
“Bottom up” approach for existing modules
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
Objective To develop an understanding of magnets.
Learning outcome:
Define the term magnet.
List the metals that can be magnetised.
Describe how magnets are made.
Explain how to draw the magnetic field around a bar magnet
Move towards the teacher as researcher.
5. Check for Constructive Alignment. If necessary modify module content, Teaching and Learning Strategies and Assessment in light of findings 71 71 71

72. “Top Down” Approach for designing new programmes
1. Identify Programme Learning Outcomes
“Top Down” Approach for designing new programmes
2. Design modules so that all Programme Learning Outcomes are reflected in the module Learning Outcomes
3. Assign ECTS credits to each module (1 year = 60 ECTS credits)
4. Design Teaching, Learning and Assesment strategies for each module (module descriptions).
Objective To develop an understanding of magnets.
Learning outcome:
Define the term magnet.
List the metals that can be magnetised.
Describe how magnets are made.
Explain how to draw the magnetic field around a bar magnet
Move towards the teacher as researcher.
5. Check that Constructive Alignment exists between module LOs, Teaching and Learning Activities and Assessment 72 72 72

73. Issues raised when introducing Learning Outcomes
Opposition to Bloom's Taxonomy. This should not present a problem to the writing of Learning Outcomes AS mentioned already, Bloom's Taxonomy is simply a very useful toolkit to assist us in writing learning outcomes. If staff members do not wish to use Bloom’s Taxonomy, they can use other taxonomies or use their own system to write learning outcomes. As long as staff members write learning outcomes that are correctly written, that is all that is important.
Preference to write competences. It is not a problem if people like to describe their courses in terms of competences. However, the Bologna Agreement specifies that modules and programmes must be written in Learning Outcomes. If staff members wish to write competences as well as Learning Outcomes, that is not a problem. Learning outcomes bring clarity to competences.

74. Concluding Points Momentum generated by Keep it simple.
European University Association project.
International Bologna conferences.
Setting up of Teaching and Learning Centre (Ionad Bairre).
Postgraduate Cert/Diploma and MA in Teaching and Learning in Higher Education
Lunchtime seminars for staff.
Keep it simple.
Provide support to staff.
Staff training is the key.
Setting up of expertise within each Department – Postgraduate Cert/Diploma course.
The UCC Quality Promotion Unit - the driving force.
A team effort.

75. “Writing Learning Outcomes is a Process not an Event”75 75