SCL_toolkit_ESU_EI

8/4/2019 SCL_toolkit_ESU_EI

http://slidepdf.com/reader/full/scltoolkitesuei 1/82

The European

Students’ Union

Student-Centred

Learning

ToolkiT or sTudenTs, sTa andhigher educaTion insTiTuTions





You cannot teach a man anything. You can only help him discover it with-

in himsel.

Galileo Galilei

It is important that students bring a certain ragamufn, bareoot irrev-

erence to their studies; they are not here to worship what is known, but toquestion it.

Jacob Bronowski

The European

Students’ Union

Student-Centred

Learning

ToolkiT or sTudenTs, sTa andhigher educaTion insTiTuTions



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This publication is part of the project »Time for

a New Paradigm in Education: Student Centered

Learning«, funded with support from the Euro-

pean Commission.

This publication reects the views only of the

authors, and the Commission cannot be held

responsible for any use which may be made of the

information contained therein.

ImprInt



TaBle o conTenT

1 Principles and Denition ............................................................................. 1

2 The Benets .................................................................................................... 7

3 An SCL Checklist ........................................................................................... 13

4 Changing the Mindset ................................................................................ 17

5 Implementation by Teachers ................................................................... 29

6 Implementation by Institutions ............................................................... 41

7 Maintaining a Culture of SCL .................................................................... 51

8 Common Misconceptions .......................................................................... 61

9 SCL and the Bologna Process ................................................................... 65

10 Sources for further Reading ...................................................................... 73



aBBreViaTions

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PrinciPles and deiniTion


inTroducTion

T ook orm r o roj nd ime or a New Paradigm in Eduation:Student-Centred Learning (scl), jony d y Eron Sdn’ Unon (esu)nd Edon Inrnon (ei).T n EU-ndd roj ndr LonLrnn Prormm (llp) dmnrd y Edon, Adov nd CrExv Any (eacea).

scl, onr nv, m o oy mkr n dnn ond dn-nrd rnn (scl) r nd ro nd o nr y o -

dn nd rrnv ornon o v rnr nrdn r o scl n r don non roEro. T roj m o rovd omrnv n no nry oo, n nd or o scl n-dmn or on rnn (lll). I o m o rovdonr oy n—drn nd yond roj m—o

onon don o r o EU Edon & rnn Prormm nd nx o Boon Pro.

Foown on rom n dk rr nd rvy ndrkn w o ei ndesu mmr ornon (r don non nd non dn nonrvy), d n My 2010, ook on o nv, mrkn nd o roj. I rrn ky oom o roj. T ookoow xnv rr nd r o vn o Eron nd non v,omnd w rnn on j-mtr.

T ook dnd or eetive, pratia impementation o scl by teahing ta,tudent and intitutiona eader. I m o ow ow pratia and ahievabe scl ,

w n y n or rnr.

slc pt

vb, w

b b



Sude ceeed leaig

TiMe or a ParadigM change

The concePT o scl

scl w rdd o Hywrd ry 1905 nd o Dwy’ work n 1956. Cr Ro-

r w n od w xndn ro no ory o don n 1980 nd rnn ro o n od w work o P(dvomn rnn) nd Mom Know (-drd rnn). Som o scl rr n mmrd no oown mn (. L , 2003):

T rn on ative rather than paive earning ;

An m on deep earning and undertanding ;

Inreaed reponibiity and aountabiity on r o dn;

An inreaed ene o autonomy n rnr;

An interdependene between teaher and earner ;

Mutua repet within the earner-teaher ron; nd

A reexive approah to the teahing and earning proeon r o o r nd rnr.

scl rody d on onrvm ory o rnn, w on d rnr m onr nd ronr knowd n ordr o rn -vy, w rnn n mo v wn, r o n vy, rnr x-rn onrn mnn rod. scl o k n o tranormative earn-ing w onm ro o qv n n rnr n ononro o rnormon w o on nnn nd mowrn rnr,dvon r r y.

PrinciPles underlying scl

On o n xmnon o ory nd scl nd oown n nnvdon w r nd dn on w y ondr scl o , w ook nn onrn o 4scl Proj—ime or a New Paradigm in

Eduation: Student-Centred Learning —n Br, Romn n My 2010, ow o nr rn ndryn scl. T rn do no m o orm om-rnv r o w scl o. Rr y orwrd rr ndrnd-

n nd d o o.




Prinipe I: scl require an Ongoing Reexive Proe. Pr o ndry-n ooy o scl no on onx n v on scl y nrmn ro m. T ooy o scl -

r, dn nd non nd o onnoy r o r n,rnn nd nrr r ym n wy wod onnoy mrov rnn xrn o dn nd nr nnddrnn oom o vn or or rormm omonn r vdn wy m rnr’ r nkn nd rnr k .

Prinipe II: scl doe no have a ›One-Size-Fi-A‹ Souion. A ky on- ndryn scl ron r don nonr drn, r r drn nd dn r drn. T or n vry dvr onx nd d w vro j-dn.Tror scl rnn ro rqr rnn or r-r w r ror o vn onx nd n nd rnny ror o o ndrkn m.

Prinipe III: Suden have Dieren Learning Sye. scl ron dn v drn do nd. Som rn tr ror nd rror, or rn ro r xrn. For om rn-r m rnd y rdn rr, or nd o d nd dory n ordr o ndrnd .

Prinipe IV: Suden have Dieren Need and Inere. A dnv nd xnd yond room. Som r nrd n -r v, or n or or n rrnv ornon. Sdnn v drn or n d w yoo ondon, n ordy.

Prinipe V: Choie i Cenra o Eeive Learning in scl. Sdn ko rn drn n nd n ny or od nvov ron

mon o o. Lrnn n ornd n r orm, o o r r or o n ord n mor rdon, d-nry y.

Prinipe VI: Suden have Dieren Experiene and Bakground

Knowedge. Lrnn nd o dd o nd roon x-rn o ndvd onrnd. For nn, dn rdy vondr xrn n n ic, r no on n ryn o m m n n; y rdy v ondr rr k,

r wod tr o m n ory. Pron xrn n



Sude ceeed leaig


o d o mov dn, or nn, y own dn o r ron ory o r on.

Prinipe VII: Suden houd have Conro Over heir Learning. Sdnod vn oorny o nvovd n dn o or,rr nd r von. Sdn od n v rnr

wo v k n wy r don non. T wy o nr rnn o mor on dn y nn dnmv n ow r rnn od d.

Prinipe VIII: scl i abou ›Enabing‹ no ›eing‹. In my mr-n nd knowd o dn (n) nv, rron ndonn om mny rom r. T scl ro m o v dn rr rony nn dn o nk, ro, n-y, yn, r, y, ov rom, .

Prinipe IX: Learning need Cooperaion beween Suden and Sa. I morn dn nd oor o dvo rd ndrnd-n o o rom xrnd n rnn, w r rom kodr wn r vn non, jony roon oon m work or o ro. In room, ooron wv ov wo ro nrny om o ondr

or rnr. S rnr nr o ooy o scl w rnn kn n onrv nron wn wo ro.

a WorkaBle deiniTion o scl

scl rmn dd on w no on r dnon v, n mnrron o-x w xd or. Non, on w ry o

rmvn y rrvn work dnon o scl.

I nrn r o ondr w rn nn onrn o 4scl Proj ondrd n nr omonn o scl. T nd:

Fxy nd rdom n rm o m nd rr o rnn;

Mor nd tr qy r wo rv o r r knowd;

A r ndrndn o dn y r;




A rry wn r don non;

r ron y or dn mowrmn;

A onno onon mrovmn ro;

A ov td y r nd dn w m o mrovn

rnn xrn;

A ron o m rvn wn dn nd r; nd

A o on rnn oom w n nn rnn nd d n-

drndn.

On o o ov nd o r on orwrd ow, ook roon oown dnon o scl:

»Student-Centred Learning repreent both a mindet and a uture within a givenhigher eduation intitution and i a earning approah whih i broady reatedto, and upported by, ontrutivit theorie o earning. It i harateried by inno-vative method o teahing whih aim to promote earning in ommuniation withteaher and other earner and whih take tudent eriouy a ative partiipant

in their own earning, otering tranerabe ki uh a probem-oving, ritiathinking and reetive thinking.«

W dnon rvn rn on, ook w now mov ono r wy n w scl n mmnd n mnn mnnr,kn n mnd n rnn ro rod nd ky r-r w r nry n ordr or n non o wr sclro n d y .





The BeneiTs

The BeneiTs

inTroducTion

scl, mmnd rory, or n o , ndn non, dnnd nvovd, r don non, dn’ non nd oy

wo. Gvn rrn onx o r don ro Ero— nnon, mon o r don nd workod or n —r r mny n o rd y mmnn scl ro.

BeneiTs or sTudenTs

T n o scl or dn nvovd r mny nd vrd. Comn no ndm ommny oy or r m n wy dn nk or r o r v. scl rovd k or , r ndndn rnr nd r-ond o nn nd drn nd o ndvd dn. Bow o

w n n nd:

Making Suden an Inegra Par o he Aademi Communiy: Sdnr d o r o dm ommny, n r n d o v d o vrd r o rd n rr. Vscl, dn n om r o ommny m rr, vn r or, rr n n nror. In norndn o nk or mv, ny k nd r nkn rnd rr on. In onx, rr-d n om mor o. r r o d r rr nd r vw

o dn on mtr. Inrd ooron nd n o vnon’ vw vd n rr nr nron nd nmn o dn. T n d o ron n dvomn o rr ndo o dvo vn or, d o n o ownr -dn . L y, my o nor mor dn o nr dmommny mmr. W m no or dn r ro r!



8Sude ceeed leaig


An Inreaed Moivaion o Learn: scl n nor dr rnn, own n Lrnn Pyrmd ow. Knowd rnon drdndn on wy n w mr rnd, y o vrnn ow r rnon r n rdon orm o rnn. Tdn o ofn mor movd o rn ro scl, k rqr orn o nd nr nr n j-mtr. A Lrnn Pyrmd ow , dn rn mor o norm-on y rn wr r n o v rnn nd v r-on.

Independene and Reponibiiy in Learning: Wn scl, dn mn w or mr nd r n onro o r rnn. Tmk dn mor ndndn nd d o fr r d-on. T ndndn o dn n m o rn mor vy nd o n or k mwork, v wrtn nd vr om-mnon, roron o k nd r ny. In rn, dnn dvo rnr k nd wod o work mor vy nr rr nd v n nr.

Learning Pyramid g.

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The BeneiTs

Due Conideraion or Suden Need: Mon o r don d o dvryn dn ody. Invy dn vdrn nd r wdr n vr or. scl n n dn

o dy n x mnnr, ro o r-m dy, dnrnn nd -rnn. T scl ro dmonr rnn no md o vn m or n wy rdon rnn

n. Drn rnn nd o dn n o m dnn n w mr n drn wy. For xm, om dnn mor w dov mr wr or rr rdn. Fr-rmor, y xrnn rn o n mod dn r rrnd dmy.

BeneiTs or Teachers

W n o scl or dn m ovo, om my qon wr o or n . Indd, r n n rom scl m dn n r . Bow o w n n nd:

A More Inereing Roe or he eaher: scl, d ov, onon dn o rn. T r r o nd n .

W m n y om nv, ood oorny o

dmy n dn, n ordr o nn r rnn.

Souion o aking Maiaion and Diveriy: In ry o m-on n r don nd mor dvrd dn ody, ky scl w v o d n mny o nrd dmnd o qy rom dn, nrd o o r don od

w nd dvry o dn ody, mnn dn nd r vrd.

Poiive Impa on Working Condiion: Gvn scl rovd o-orny or rnn o k n drn wy, work o rn mor nrn nd nv o workn ondonnormy od w n n vd y scl.



Sude ceeed leaig


Coninuou Se-Improvemen: scl n n r o rvw nd d- vo r or nd n mod o o mrov o onno r or nd r mod o dvry r. T ondn

nd rom mmnn scl ro o mr n r on rvn nd onrv dk rom mor y-n-d dn.

Inreaed Learner Moivaion and Engagemen: Inrd nmn y dn nd r v o dn ron mk jo o -n mor nrn. T y o rn nw rr no or or - om ry n scl. T ondn ord o d n onr o rr o r nd nrod dn o rr nd -dm ommny n ry n r rnn ro.

Proeiona Deveopmen or Aademia: scl n or m r vo roon dvomn w rrd o dvomn o knowd,k nd omn rvn o or ron dvomn nd rrdvnmn. I o nn r’ xy n dnn wy o rnnn or or rormm omonn nd n yn nw wy o n or rr.

The Wider BeneiTs o scl

Covy o n nd dn v n nr n, nd n rom, scl.T rod ro-ovr nd n or r rrnv ornon. Bow o w n n nd:

Quaiy Enhanemen: Any nr n qy o o workn ond-on nd dn dm xrn o womd y o -r’ nd dn’ non.

Te Sau o he eahing Proeion: Gvn rnd n non o o- on rr, o n roon n ony mrovd

w doon o scl ro. scl k no on nnovonnd ow r o dvo r or n wy y w, w -own dn xy o dvo n r own wy.

Inreaed Repreenaion in Governane Sruure: Gvn scl n ndo rqr r v o ooron wn non v,

r-o rry wn r don non



The BeneiTs

rr . scl ror vor mor oorv ro wn n-on, own or mor rrnon o o dn nd wn rvn ovrnn rr.

scl o rod n o o non n w rnn ro nd w o oy, w ky nry o rd wo r nnovv,r nd rv nkr nd wo r o drv dvomn orwrd n rvn oy. Bow o w n n nd:

Beter Reenion Rae in Higher Eduaion: Wr non moy scl ro, r nd o owr nmr o dn wo oono o om r d. T my d o xy wn or nd my o d o , v scl, dn n wr d mor n wn rdon mod o nron. Indd,dn mor vd wn rnn wn n scl nvronmn r rnn nd r rmon. In m o mon, orm-on nd nonymon o r don, n ony womd.

Atraing Suden: Wr dn’ rnn nd r ry ond-rd, n w n n o r qy. Mn dn x-on nd mnn m o rmon morn. Frrmor,mny o scl n mmnd wo oy mr nd n

mk non w y ro m mor trv o o-n dn, o trn mor moy no ron n w non ond, ntn o dvomn o oy.

An Ongoing Improvemen Proe: T y o non o vr or nd dn dm xrn wo mn y rod tr rd. T mn n o oy wo rd r mor ny nd tr zn r o mvn o nk or mv roo r r don d.

Foering a Lieong Learning Cuure: Sdn wo v xrnd sclr ky o rn mor on y mv nd r ky o mor r- nd o, w n y o k or o rom n wny r, rnn no rnn xrn. scl n v rdk or on rnn, mkn m mor v n r o work nd nn m o onr xnvy o oy n w y v.





an scl checklisT

an scl checklisT

T r o ook rovd n ndv k o w my rqrd nrm o mmnon o scl ro:

qI on nd n r om non non or w o mn mn-ond ow r rn, n qn r w nn o dny mnnr n w scl n d. In rr,Cr 4 ook ow o mk n n n ordr o mov owrdyn scl ro.

qI, on or nd, on nd mny o mn mnond ow r rn n r om non, n ndon non on r rk, wod o on qn rn ny , n scl n nd o o k kn o m-rov on rrn mod.

1. Cosulaio wih Sudes [tick as Aoiae] Yes no

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b v b t qt t t p?❍ ❍

a tt t m tt? ❍ ❍

a tt t t t vt mt

?❍ ❍

a tt vv p pmm qt vw? ❍ ❍

a tt vv q mmb mmt

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6

a ttw p p tt t p

p t m ttmt p

?❍ ❍



Sude ceeed leaig


2. ECtS (Euoea Cedi tase Syse) ad Leaig Ou

coes [tick as Aoiae]Yes no

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?❍ ❍

a tt t vt t vt tt

p w tm?❍ ❍

a tt m t t tm

b t tt pmm mpt?❍ ❍

a ecTs t t wt t

m?❍ ❍

a t tb btw ttt? ❍ ❍

6

a t m b tt w, p

t tt ?❍ ❍

a tt w t tvt tt p tm t

t t tm t t t

ttt?❍ ❍

8d ttt t qt t Qt

mw?❍ ❍

3. Qualiy Assuace [tick as Aoiae] Yes no

a bt t tt t t tttqt p?

❍ ❍

a bt pttv t tt vv

q mmb t p t ttt

qt vw?❍ ❍

d ttt qt vw t

t t t v mt t ?❍ ❍

d pmm qt vw t t t t

tm?❍ ❍

d pmm qt vw t t t t

mt mt ?❍ ❍

6d t qt vt t t t

p?❍ ❍



an scl checklisT

4. mobiliy, recogiio ad pio Leaig [tick as Aoiae] Yes no

a t p t b tt t ttt

wt v mbt m b tt

t?❍ ❍

d m mb tt t ttt bt m

ppt t b b t p wt t w t

t vmt?❍ ❍

a mp pt t tt

mb t m t tt wt m

t t t ttt v?❍ ❍

i p ( m vmt)

b ttt t pp t

t pmm?❍ ❍

i t p t ? ❍ ❍

6c t p b wtt t

t b?❍ ❍

5. the Social Diesio [tick as Aoiae] Yes no

a p ppt m p t p t

t m vt b?❍ ❍

a pt b t pmt mbw/m t? ❍ ❍

6. teachig ad Leaig mehods [tick as Aoiae] Yes no

6 d ttt p mt p ? ❍ ❍

6d ttt v pmm w t

tvtb ?❍ ❍

6i pw t p wt t

tt?❍ ❍

6a t tvt tt pt

t pt t p?❍ ❍

6i t vpmt tv b tt t

bjtv t p ttt?❍ ❍



6Sude ceeed leaig


7. Sude Assesse mehods [tick as Aoiae] Yes no

a t t p p btw

t tt?❍ ❍

a p mt mt t tt mt p? ❍ ❍

a pjt t mt tt? ❍ ❍

a mt t › ‹ tt t

mt tt?❍ ❍

8. Leaig Evioe [tick as Aoiae] Yes no

8d tt v t pppt t

t bt mp?❍ ❍

8 i mt t wt t p? ❍ ❍

8d b bt wt t t

tt’ p?❍ ❍

8d ttt tbt t pmt t/

t scl?❍ ❍

9. poessioal Acadeic Develoe [tick as Aoiae] Yes no

d ttt v t

?❍ ❍

d ttt v p vp

mt pmm t t?❍ ❍

i , t pmm ttv

t ppt t mt?❍ ❍

d t pmm scl pp pv t

t vtv t mt tt

t m vpmt?❍ ❍



changing The MindseT


inTroducTion

Wr non or w o m d n ov k r rn wn vnr don non, n ro wod nd o nd n ordr omov r don non or ym owrd yn scl ro. Inordr or n o k n vn r don tn , ry ndd

w m o oorn w nd onvnn or. Coy nr vn r don. A r y d on oron nd owr w no ony or v ooon. Sr od wy d on v dmrdom nd roonm y r o v n r. T n ror o or oon w o wo wn o n nd o rd or

wo r . Bow, om dn vn on orn rorm n. Tr w rn ro x n rv oy y, rn w nnnnd ndn w n von o n ro, w m o mmnnrorm dn o on o scl ro.

The Policy cycle

M d x n r don oy on wr n n mor -vy n o-down or otom- mnnr. Tr r ron rmn on o do d. Sorr o o-down ro r dmory-ddr n r don od onro ror o mmn onn oy v o r don ym. o-down mod w, r-on, mnr dr, non mon nd rorm nd n rn

onny ro vn r don tn. Proonn o otom- -ro r no n rrd ro no ord y o wo wdo n, w n mor v nv r w ndv d- mv nd r rd y mn o ro o nron nd rn o r.

In ryn o mk n n o d owrd doon o scl ro, dv o rm nd knowd mor rv wy o oy-mkn.In rm von, o o nd otom v v drn ro o y

nd nr od ovr-md. Hr don dr r ndd



8Sude ceeed leaig


y v o ror nd o ronn nd ood ovrvw o ym. On or nd, owr v v xr on rond. Ty o v nnovvd nd rovd movon o mmn ny vn oy. A ood oy y

knowd ro or o v nd m o n m o work or.

T oy y knowd oy md n rv nno y-nnd rom o. I rnd n mod, n ook oow:

In omn rr, x rrrd o ov r ord n rn on y on, n ordr o rovd om d on ow o mk n n.

The policy cycle in six stepsg.

Aalysis o

oble

Ideiy oles o

difee acos

Ideiy dives

o chage

Evaluae he iac

o he chage

Ilee

he chage

Ideiy saegieso ovecoe

baies o chage




sTeP one: analysis o The ProBleM

Mny r v, rormr do no ry know w

y wn o n. T r wy nd o ny o rrnon nd mn-o o xn rom. Ao xn nd do w tr n don w dr rom on on o nor, onk ry o w mn rom nd n ndrndn o rom rd w o nd or kodr n vn r don ommn y.Evn r no vryn n nnd, r oom nd mnod n ordr o v nndd n.

Yo n o ry o k nmr o qon:

How mny o k-m mnond ov r rn?

How do yo dn scl?

How yor r don nvronmn no dn-nrd?

W rdy n don o ov rom?

o w xn v tm n or wy v y no

n ?

Wo nd w nd o n?

W omn nd ror r ndd o ov rom?

Anyn rom vry m nkd o nkn o o-on. T nd nkn o rv oon ndr o ddr rom ro-vy. In ordr no o

k n m oon, o nr mny drn do d w rom nd o w m n orony fr omn w vr o or on. T wno mr rvy n dvon oon. T y m-orn or scl rod on. Soon n ndondron rd o doy, dn ron or rod-r o nkd o dn xrn.

A n ry , morn o wr rrn rnd n

oy-mkn evidene-baed-poiy. In or, mn r-

a t t t

t t t SWOT

analysis, t :

stt

W

opptt

Tt

t t tt,

b

t



Sude ceeed leaig


mn nd d nd o kd- y ny ndrkn oy-rr.T oy-mkr rr o dm rr d rom nd nd rd-nd-d oon o . Ao my rv-

y n dnyn oon, rvn o ondr dn ky o dm nd w jd rmn orwrd n n wy. In ordro mrov n o rmn, oown jorn nd oror n rov o or o on:

Ative Learning in Higher Eduation jorn;

T Journa o Higher Eduation;

T Internationa Journa o Aademi Deveopment ;

eahing in Higher Eduation jorn;

Shoarhip Reonidered. Prioritie o the Proeoriate (Boyr, 1990); nd

Student-Centred Learning. An Inight into Teory and Pratie (ei, esu, 2010).

sTeP TWo: idenTiying roles or dierenT acTors

Afr kn don n ndd nry, mrv o dny or ron wo o wn m n. Cn ofn nd y ›o-on o wn‹ or m ron o o wo r on rom nd nd o n.

o mk r don mor dn-nrd, o onn w r-r, roon oon nd dn ornon n or nroj nd nr morn. A nmr o ondron n md n

oon n rnr vy. T nd:

T y o upport y n rovd (mor, nn, xr, m, n-n);

T y o reationhip yo v w m (r, ron, rr);

T y o reitane r nvovmn ky o r-m ( nvovmnyy d o ron nd o ooon); nd




T egitimay y w rn o rorm (on rm mry onrd rnr ond mor onvnn).

Bow o on drn or my nvovd n nro nd nr w y my v:

Suden’ Union: No rrny, dn r ofn n -orr o scl ro. T jon esu-ei rvy (2010) ndrkn dr-n n o scl roj ow td o dn’non r mo ov owrd d. Gnry, r rory oromo o , rn or mor orv rnn nv-ronmn. In mny , dn’ non r o rdy o dvo rojn non, o dny xrnd dn rrnv or roj-

work or o rry o rvw o rnn ro non ory v. In om on, dn’ non my od on non-dm . Tror, w o ry dny rodr

n o scl ro.

Higher Eduaion eaher’ Union: Smry o dn’ non, -r’ non r onrnd w roon n nd r-r w w mor rdon non workn ondono r don n . Ty n rovd xrnd r

nd rrr nd n -morn ry-k o ondon n-ry or n o mmnd. r’ non r morn r r ofn n vn nv td owrd scl -ro. I r vo nvovd n ry , nm or n nrow on rond w.

Reor’ Conerene or Aoiaion o Higher Eduaion Iniuion: T modrnon o r don nd o n r rory or mo oon o r don non. Ao ofn on-

rnd w rr nd ndn, ornon n vry morn or mmnon o n. Ty -vy nn ror o r don ym, y rovdror nd v nwork o nn nkr n r don. By mon om o ror, n roj n nnd y mn o tr vy nd ror. Wn nn oon, morn o wr y rqr r n nd von o rom nd or nn n n roj.



Sude ceeed leaig


Leaderhip o Higher Eduaion

Iniuion: Lk r mrornon, dr o ndvd-

non n rovd rornd xr nd n nnror. Uy r r - rr wn nono d w don mtr, v-ror or dmr, qy rn n or roon dvomn n.In mor dnrd non,y x y or drmn- v. T rr r noy mod, y d wmny drn nv m m nd ofn n rr owy.Hvn r n nd n or rmnon w o n-

vov m n n roj.

Empoyer Organiaion: Bn ornon y n nrny m-orn ro n r don ovrnn. Ao r knowd onr don y no vry , y y know rom

o rd moymn q w. Tror, y r nry n voro mor dn-nrd ro md ron ndndnnd mor v rnn. Ty n rovd xr on moymn -, w ror or roj o w y r noom.

Example o Responsibility Charting or a Project Involving Four Actors

Aco reso sibiliy

Aovalo Veo

Suo oCosul

Io

stt’ u r V . .

T’ u r V . .

rt’ c . a c .

Mt . . . i

TIPo v t

mb pp t tb,

rpbt ctt tbt t tv h

t t mp t w vv

pjt wt t

v t tvt y

t t p

tt: rpbt (r);

appv rt t Vt (aV); sp

pt ct (sc); im (i)

B t t v

v tvt!




Te Media: T r roy no vry nrd n wrn o mk-n r don mor dn-nrd. Non, drn mdn morn w r o m o r don

ym. By n d nd xm o rom nonrd y dn n ym, rmn n orwrd y or ndor mor tnon nd ror o nd o scl.

Individua: Exr, ndvd dn, o or rnd n o rovd xr o mmr o n m. By rn r mx o rn, w r own r o xr, mn o movd nd n mmnn nroj o d owrd mmnon o scl ro. For x-m, don rrr workn on o o scl wod ov vdn-d n dv o mmnn scl n mnnr o vn non’ ro.

sTeP Three: idenTiying The driVers or change

In ordr o onvn o o n, morn o know w movm. Tror, nry o dn-

y ›drvr‹, ›y‹ or ›nnv‹or n. A on rom or ororm ndvd nd o

n n nn. T n n km orm ( monry r-

wrd, qy mrovmn nd rmovon) nd nd o dndxy. Bn nd o nrdno onr nd x oy n ordr

or m o om drvr or n.Foown on n o scl dn-d ov n Cr 2, o drvror n od :

R = (D × B × V × F) > C

W:

R t r ;

D t dtt wt t

tt q;

B t t pv Bt

t t t;

V t t t V

wt pb;

F t t bt t

tp t mpmt w ; C t t ct



Sude ceeed leaig


Perona inenive: For r, n om mor njoy, nr-v nd rwrdn dn-nrd. For dn, rnn ommor nrn nrv;

Eduaiona inenive: n n mor v nvov on-rv rnn. Sdn w o rn tr n n nvron-mn, mkn m y nd n r don mor mnn;

Shoarhip inenive: Rr work n nrd no n, ro-dn or onnon w rr v o r. Fordn, nk w dm word nd oorn or n -dm rr w o mrov; nd

Filling in Gleicher’s Formula can Expose the Problems o People who you think g. 3

should Change!

B e e f t s o hag i g

e as i b i l i t y o o i g s o me t hi g i e r t

c l ar i t y o v e r s i o o w hat t o o

d i s s t i s a t i o w i t h t he s t at u s q u o

n o t k o w i g w hat t o o

M o r e w o r k

dv cct c




Eonomi inenive: I dm mrov r n, my o- or m o r v o rr ddr. For dn, r-qy don my v o r-v jo n or mrk

I o o wr or no o r rdy o n. An dd vrono Gr’ orm n oo. I nry o n orm wr o mn or nvovd n vn rorm nd wr orow o o n. I y do, rdn o n w ov.In orm, or D, B, V nd C n nnd n ordr o nn rd-n or n.

Innv o n r ofn rdy r o r n r don n-on. Con ndx or, dm rr ddr or qy von ormr j w xm o oo d y non o nn dm’ -vor. I morn o nk o ow xn oo nk n w, or work n, m o nnd n roj.

sTeP our: sTraTegies To oVercoMe Barriers To6

change

Idnyn rrr o n qy morn o rn nnv. Nv

td owrd n r roy mo rom or rorm. Ronor nv td n nmro ndnd xrn o vn n kd on n vr drn dron mm, or vn xrnd d tm n. In ny , nry o n or nmr o nv td.

I o dny drn y o nv -

d owrd nnd n roj, o wo v onrv dk, o

wo r rmy nd o woory r ny n n. Drn yo rn n kd y mn o drnr. T my nd normn o

mor, ndn m n don-mkn, ryn o d omn nd ondnro rnn or ryn o rd m nd no w m o ddr rnd mor dry.

B t v

m :

amttv ;

ot pt t;

l ppt;

T t ( t)

m;

Mt t pt;ntv ttt tw t

pt;

a t t t v

t t



6Sude ceeed leaig


sTeP iVe: iMPleMenTing The change

A , mrv o nd nd ror o d w rom. I no n o o ook o rn d or nd-rn or o v nr -on on roj mnmn. Howvr, n ndn o rr x on , om o w n ond n Cr 10 ow, w or or rrrdn. Mny oy mn o x w ow n n rn no nmro d. A n roj dvo, nnn oo mnond ov

nd ow n d o rr n roj wn ndd.

Ooon o n n rov o mod owrd ov. I ooon d w ro-

y, w n xon nv o n n, w nn dd ordny. In ny , ood o n or y o rrr my r w nnn ow rrr od d w on wy.

An example o a orce-eld analysis, using some o the actors presented above.g.

Sudes' Uio:

Pv tt

pttv

h tv

mtt

teaches' Uio:

l t

a m

m

recos' Coeece

Pv

st pt

ttm

SudeCeedLeaig

TIPa a b

t t t t T

t wt t m t t t, t

t t pp

t tt m v

mpp t t

v v t tt




sTeP six: eValuaTing The iMPacT o The change8

I roy no o y o v m o n roj. Sm qn-

v ndor mon o o md, mon o rrnd or nmr o ov rn dn von orm do no xom o n n n dn’xrn. Morovr, dn wroy no v xrnd o on or nd fr mmn-on o n roj, dn

mv w o nd rd o jd m o n fr m-mnon o S Fv. Sndrd v-on mod r ror roy n-dq n n wr or no n w d o mmnono scl ro w . Lk-y, qy rn r n rdon rovd om oo o v

m o n ndrkn.

a tt m p

vt t

Pdcat m

mp t Pdca m T

tt t t pt

tt t pjt,

m t pb t t

wt wt w p

t b v i t›‹ p, t mptt t t

t t t btw

wt w p t t

v i t ›t‹ p, t

t t t w p

t t mt t t

t pp t pppt t

t p



8Sude ceeed leaig


I morn o r mmr o m ron or rn n r n oon o v m o work mv. T n don y mn o -von w r o nwr nmr o qon. T

nd oown:

W wr m o n roj nd mod n tmn o

r o m?

Hv mod n onny d?

Wr ror or n roj dq nd v y n d

rony?

Hv drn rnr rrd o r ro n n roj o n

dq v?

Hv drn rrr n y ovrom?

Hv ny nv d- o n roj rn?

In -von o n roj, m mmr od ry o o r ownxrn nd onon o roj. Afr , o mod n

d o mon o vn o roj wr orr, y kn o or dn wo v n d y roj o jd m’ -von. Smry dn’ non, r’ non nd or -or mnond ov n ond o m o n roj. Tornon y v mor or ovrvw ovr ym nd m

jd m mor rody. I mo morn o on w o wo r n- vovd n rnn ro y w tr d o jd ›dn-nrdn‹ o ym.



iMPleMenTaTion By Teachers

Tct l ↔ sttct l

lw tt

Pvt tt

T pw

↔

↔

↔

h tt

atvt tt

stt mpwmt

In xmnn ow m ook n r, wor nkn ow r on-nm r, n r ndvd ro, r o mov wn onx-

rrr o r vn on. T nd ondron o r j-dn, roomz, non nrrr nd nonrdon, mon or n. Bow r w -mn o kn no ondron y rn r don wn r vn room

nvronmn n ordr o m o mov onnm owrd mmnon o scl ro, or n o rdn’ rnn xrn.


inTroducTion

Lrnn ofn rnd n jxoon o r dn-nrd or r-nrd rnn. In ry o r on k nd w. A mor rnon o scl o omnon o wo w r rnd r nd o onnm, n r on rry d o dr scl, oow:

Talk to me … and I will orget

Show me … and I will remember

Involve me … and I will understand

Step back … and I will act

c

The Learning Continuum



Sude ceeed leaig


sTudenTs MoTiVaTion and Teachers’ knoWledge o

sTudenTs

Wn drn ro scl nv or o r nddn, ky or n mmnn nw ro o rnn movon o dn. Grr nvovmn w dn y r nr o . Wr dn r movd o omo n ndrndn o, nd n w, mr w wy r rnd, y r mor ky o do r wd o dr v o rnn.

Te oowing are exampe o good pratie and idea or teaher toenhane tudent motivation:

Indn dn n o-rn omn or;

Exon dn o xrm o j-mtr;

Mkn dn wr o drn rr my v o

m on omon o r d;

Mkn dn wr o morn o w y r don nd on-

x n n d on w ow v o or;

Ayn r own rr o rnn xrn o dn, q-

onn d mod nd kn or rnv; nd

Invn rrnv rom oy w xr nd xrn-

rrdn d o dy or nvn mn o ro mod, onn-n r nd rnn xrn n r roon w xrnnd drn r dy.

By mkn r xrn mor x, dn w roon w o r ory nd knowd nd o r knowd nd k.

In ddon, r dmonr nk wn dn’ rvo xrn ndr rormn rnr. By n no normon, r wod n tr oon o dn y nrn rvn nd ry nrndn’ ndrndn. Prvo xrn nn dn’ v w o rnn,r movon or rnn nd wy n w y ro rnn. r

Wt tt’

b?

Wt t

w?

hw t

t pt?

Wt bt tm t

m?

Wt t

tt?

Wt t

pt?




n onn w dn, nd v vr, y know o wo y r,r rvo xrn nd r ndrndn o j mtr.

Tr r vro wy n w r n o know normon o rdn. T oown r w xm:

In ma group: r n k dn o nrvw or, kn wy y o , w y o o o o nd w y -rdy know o j-mtr. E dn n n nrod rnrvw o r .

In arger eture group: T r n ry n m ro o ry m-mr ro’ knowd o j, rn w wo.

choice o Teaching and learning MeThods

In scl r n m on k nd omn w dmonr ron-y or on’ own rnn, ndndn nd ooron, rom-ovn, ndr-ndn nd nk n or on. Tr r nmr o r d n nronn ordr o nor y o rnn. T nd:

Making uden more aive in aquiring knowedge and ki: T nk orm o v n , dwork, nd o omr--d rnn k, mon or;

Making uden more aware o wha hey are doing and why hey are do-

ing i: T n don y n rnn o, ny rnon nd k;

Fouing on ineraion: S y o or, zz ro ndrr don ro; nd

Fouing on ranerabe ki:

Lookn yond mmdor rqrmn o or n- o dn r on n rrr nd n .

TIPc t mt

tt , t v

m scl mt w pb



Sude ceeed leaig


Wn room, r mmnon o n scl ro n nd nmr o omonn. T oown r w xm o :

Prom-d rnn ( pbl);

Gro roj work;

Sdn-nrd v rnn;

Ror-d rnn;

U o mod;

Ro y;

Croom worko;

Gro rnon;

U o w-onrnn nvronmn, rry n dn don;

nd

U o rnn o or dn o rord r don xrn.

Sm ro work, ofn d n pbl, n dn o rn ow o work n m,n ro o w y dny nd n r knowd. T n -

v mod o rnn v ror knowd, nn-n rnn rry wr rom-d ro -d n rvn onx (.. w md dn n o).

Bdn on ov, oown rovd m o scl

n mod. I onn om d or r o wnnd od room.

W r nd o k n mnd wn on or on scl n mod ovrnor dn y v— dn ro y v o d w.No dn r movd o rn n m wy, o drn m or omnon o m my nry n drn .

Wtv t

t mt ,

t mt mptt

t acTiVe

t




Iside he Lecue Foa Ouside he Lecue Foa

Bzz p (t tw)

swb (t bzz p

t p)

cv (m tt t

p)

u tt p

r (v t t v

tt t t)

Qzz

Wt t (

t mt)

stt ptt

Pt ptt

r p

stt p mmp

ipt pjtgp

P mt t tt

Tm w

dbt

tp

Pt

rtv ,

cmptt

Wt m t

Pt vpmt

choice o sTudenT assessMenT MeThods

Sdn mn on o mo morn mn o r don. Toom o mn v roond on dn’ r rr. I r-or morn mn rrd o roony m nd

k no on xnv knowd w x o -n nd xmnon ro.

Wn scl ro, r r nmr o d wr o on o dn mn. T -

mn yy omr dn w on nor, -n omon rr n ron mrovmn. T r-ry w mmv mod o dn mn, n

w vn o mrk nd rd yy ovr-md, w vn o dv nd rnn non r ndr-m-d.

Sdn mn r nd o r, nor nd rwrd scl ro.r nd o wr o ny drn wn w y r kn dn

nd w y ry wn m o know.

l tt

t b t

tt p

t p,

w t tt wt t t

tm wt t

t w t b

Learning methods



Sude ceeed leaig


T do no mn dn mn nonrn w scl ro.Rr, nd o ord o r ooy nd o o scl. In scl, n m wy n modoo d nd o dnd o v dk o

dn on rnn ro n vw o drd rnn oom, orm o mn nd o nd w rnn o. T orm o -mn nd o d ow vdn o dn vmn o rnnoom. Orw dn w no k o roy. In ddon, dnod ry normd o mn ry n d or r ro-rmm, w xmnon or or mn mod y w jd o,

w w xd o m nd rr w d o mno r rormn.

Exampe o Good Pratie in erm o Aement Method Compatibe with the scl Ap- proah inude:

Formaive Aemen: A ood o mmv mn, m- nd o v dk o dn on r rnn mkndn’ rnn xrn mor n nd rovdn o or -dn y n r rnn nd r y n dvo.T n k nmr o orm ndn: dr, o nd jorn, or-oo, r- or -mn, rnn onr nd nod -mn, roj, ro work, ron nd dnon o own k nd

omn.

Crierion-Reerened Aemen: T mr dn n rn-n rr n r or, nk norm-d mn w mrdn n or dn. On o n o y o -mn o r nd dn n mor y wr dnr dn nd wr y r no. T n nv n mrovn or or r dn.

Pr- nd -mn o v rony k o dn, m-

n n nrd n o onomy n rnr. In tn qonn ny orm o mn, o od on wy nd ow rrn my on normon.

In ordr o rnn oom w r no rn on or-rm

mmorn, rn o mn mod n d y r wr ojv n mnd. T oown nd w xm wn d:




Possible Assessment Methods and their Objectives

s: uvt a,

Assesse Exale o Objecives Assesse Exale o Objecives

Take-home

essay or

assignment

Pp mt

s vt

mt

o tv

ptt

itt

t

ep

pppt m

Coursework

(continuous

assessment)

Mt pppt

mtvt

Ptpt

w

dvp tq

wt

st tt

rt t tt t

Open-book

examination

rtv m

t m

r mt

qt

app mt t

vt tt

rmmb

tt

Simulated

tasks

sw pppt t

tt

itt wt t

pp w

p

a t

dp tvt

mt

Assignments

proposed by

students

sw w

m

dp t

t

t mt

dp t

Group

projects

cpt

Bt m ›

‹ tt

evt p

itt wt t

vw m

Oral commu-

nication

cp wt qt

mt

sw b

ttmt

itt wt t

u /t

pppt m

ep

t

Project work

s mt

r

P t pp

pt pt

o m

t p p

p

Pt

B

st pppt

mtvt



6Sude ceeed leaig


Aeas o ivolvig sudes

whe he ask is se

Aeas o ivolvig sudes

ae he ask is coleed

c t mt t

stt t mt t

d t mt t

stt t mt t

M mt mmt

M pmt b

mmt

st mt /

m

ntt mt /

m

a mt /

m

a pmt /

m

r m ondr movn mn r y r/dn-nrd onnm w m nn n, or nn y rovdn o o y o nd xm qon mn rn on. I mor-n o rmmr on rnr r rory rrd or mn, y

w dj o vro orm o .

Co on o ky rm n scl ro. In mn, o n ron o rr nd ndrd o d, jdmn rmd nd y wom jdmn r md. I no y or r o

y rovd dn w onomy nd don-mkn nn nn r mn, y n vw o mnnr n w -mn rdony kn . T oown r w d o ow n don, w r o wo ky —wn k nd fr k omd.

Areas or Involving Students in Assessment




using course eValuaTion in scl

In ddrn qy o rnn xrn or or rormm

omonn v, qon o nwrd n von : Do rormmnr dn v nndd rnn o-om o or or rormm omonn?

Cor von n wn wo rod or(. Unvry o Add, 2000):

Ouome Evauaion: T ook q orn n dn. In y o von, rm wn o nd o ny o oown:

Dd my dn qr knowd o I or m?

Ar y tr r nkr n wn y n?

Ar y tr rom-tn nd ovn n my rvo dn

n mr mnnr?

Proe Evauaion: T ondr w n drn rnn/n ro-

nd xmn or n oron. T von dnd on w rm o do. I my nvov oown qon:

Did I give my tudent the inentive

(through aement and truture)to deveop their own independent earning?

Did the ativitie I oered reay get

my tudent invoved?

Coud the tudent generaie their

ubjet-knowedge to apet o thenon-aademi word?

Wa I an eetive ommuniator?

What is Eective

Evaluation?

e tt t

pmm

mpt b

tt t v

t t

tm

A

Q

TIPi tm vt, b

m

e T t t v

btt pbmv t

ptvt v, t w

t w t t pbmv v t

TIP T t t vt t m

t tm it btt t vt

w t m

b pt t



8Sude ceeed leaig


I morn or r o oo mo ror ry o von or o r or. Tr r nmr o or o normon w my v or n von. T nd (. d):

Learner: For normon on mmnon nd n qy;

Oberver: For dron o ro;

Proeiona Aoiation: For omrv d d o rd ndrd;

Empoyer: For normon on on w rd k;

Coure Materia: For normon on n n nd oo;

Graduate: For ron o rvn o or o word o work; nd

Aement Reut: For normon on wr rnn oom v n vd.

Drn mod r v o r normon rom or, ndnqonnr, nrvw, rnn o/dr, don, ommn (n/o-

d), orvon, dk on on w- nd r o dn work.

In rr, n n qy o rnn xrn, rnr n kd o v r onon o vr-y o mtr, ndn:

Lr nd r;

xook d;

n d v;

Sdn workod;

Lrnn v;

m d y rnr or drn v;

TIPW qt p

, t t t w

bt tt b;

smp qt t tt

p t

tt mt pv

t b m t qt;

ct b m tt

t v pp—

t t b

w t p




Cor onn nd ny ovr w or or;

Pron rrdn rnr k tnd;

Room or don v drn or or rormm omo-

nn;

Adqy o mn mod d; nd

Pron rrdn wr nndd rnn oom v n -

nd.

using inorMaTion Technology To enhance scl6

A mod o n nd rnn d- vo ovr m, o do wy n wknowd mrd nd oo dn o rn. T td n r o onn nd dn donnd n vrydy dy o omr, nrn nd onn nrv

n n nd rnn w n dvnd normon mnmn y-m r nmr o non.

In yn scl, o ro o o normon nooy nd:

T o -m (ron m) w nn scl n v rrn v mdm, own or omnon o dn nd on-m-

rnn n x mxr nd n o d r dk, monorn nd or rvon n ro o rnnn or;

T o (wr) nrn wn room w n mrov o-

oron nd ommnon mon m nd r nd mk mor v nd nrn;

T o nrn od room, nn rnn o or n -

wr normy do no, xndn normon o wr

no y v, xndn rnn dy nd onn rnn

TIPit mptt t t

b b t mpt t tt t

qt b t

tt t

t m—p tt

t t t btw

t t tm

qt t p



Sude ceeed leaig


. I dn nd normon rom vry o or, dno r ron rnn y nd orn r nk n.

T nrrr nry or dno n n om orm o nron

w r, dy ro nd rr-n, dn o mry o jonn, nd orm o md,

wr dd, rn or mmd.Inormon nooy ror n o o nd room o r n rn n nrvroom nvronmn, w od room, n ordr o nn -dn’ rnn ro nd ommn w rn n room tn. Tn mowr dn o normon nd ny ry n r own mnd . I n o rov o y omonn n dnn roondvomn rormm.

TIPit mptt tt t

iT t t m

w tt t ttv

t mp pv e t

pwpt ptt b pv t t

qt



iMPleMenTaTion By insTiTuTions

iMPleMenTaTion By insTiTuTions6

inTroducTion6

T on o scl xnd r yond room, mkn rnn o xmnow scl n mmnd n r n rm o wdr non ro,

w m o rn owr rnn nvronmn n oo, d-o, r, ornon nd nrrr n. In r, ro o r don non o m scl ro y rovdn r nvronmn n w scl n nrrd ovr m. In mmnn scl, rn mn-ond n Cr 1 nd o k n mnd. In rr o jvy o scl w dvry wn drnnon ky o ndrndn r no one-ize-ft-a

mod o mmnn scl, rry non v. A vry o rr xmnd ow n ron o w an don, rr n w houd don,n orm o orry o good r n mmnon o scl. In rr, morn o k n mnd w w my omy nwr o ny scl

r n or non do no mn scl no rn wn dy work o dm .

curriculuM design and The use o learning6

ouTcoMes

On o ky o o ny vn non rrm dn, mn orond w n mon o ny non nrd. Crrr dn

nr o o ornon o rnn nd o mod y w n nk n ordr o nn rnn. I morn o k n mnd, m, scl inorporate the idea that tudent have a hoie in what to tudy and how totudy. T o rd (n Ero rmry y mn o Eron Crd rn-r Sym—ecs—ro Eron Hr Edon Ar) nd y mn o modron rovd n non rr ow dn n mn o o n w o dy.

A rown r n or dn o wrn earning outome on on

w dn w o do, rr n on onn n ovrd y

»I never teach my pupils;

I only attempt to provide

the conditions in which

they can learn.«

et



Sude ceeed leaig


r. T r n ndon o mov owrd scl n rr nd o f m ono rnr. T n m on ro nd omn,rr n on j onn.

An non oy or identifation, ue and ommuniation o earning outome y r nd ro or n o non o nr r o on nd o dnro or ry o rrm dn, o-y nnn non’ n mon. Addony,it i important or earning outome to be peifay aeed and that

eedbak i provided to tudent n wy ow dn m-orn o rnn ro ndrkn y m.

I or non o rr n w rnnoom r wrtn. On wy o don o y tn rm-

work n w knowedge, ki nd ompetene o qrd y nd o ny vn or r md x. In r:

›Knowedge‹ rr o j onn, mm orm,m ron, or vn, or, mod n xn, .

›Ski‹ rr o , nrvw k, m-dr k,

.; nd

›Competene‹ rr o o ro nvovd n doyn k r nkn, v nn, rov td owrd rn-n, r or onon o or, .

Lrnn oom mn r y-y rrd y o v

vr xrn knowd, omr-

non, on, ny, yn-, von nd k. I m-orn or rnn oom o

wrtn n wy dr w dn w o do nd wknow r o r xrn,

w nn rnn o d. Aordn ECS Guide (EronCommon, 2009) wo ro x

stt’ w

t w w w

tt bt

p t

q wt t ,

m m, v

pbm, wt

m, pp

pp t

bt pt

Learning Outcomes

eb tt t t

wt pt tm

wt t v v;a t t t mt

() t m;

s t ttt t

mt tt t w

w b b t m

pt t t;

d wt b b

wtv m




w r o nororn mnno rnn oom, n:

By wrn rnn oom rod mn, own mnmm rqrmn o on ; or

By wrn rnn oom

rrn on drn y xd v o v-mn o rnr.

Smn o rnn oom odror wy omnd y r nd ror mn r-r or omon o or or or rormm omonn, wmk o o rn wr rnr qrd drd knowd,k nd omn. In ddon, y od o ry nd w ro,rom ov wo, n d.

Example 1: A First Year Level/10

Credit Unit in Biological Chemistry

o mpt t c t

w b b t:

gv mp bt;

gv mp m m

t mpt tt;

it t b

m tm;

itpt t mm t

pmt;

at b tvt wt

tt

Example 2: Similar Course, Second

Year Level

o mpt t c t

w b b t:

Apply m mt t

mpt tt;

Classiy t b

m tm;

Distinguish t mm t

pmt; Deduce b tvt m

tt

Note: The change in the use o verbs indi-

cates that the second year course credits

correspond to more advanced outcomes

than the course at rst year level.

TIPWt l otm:

l otm b clear,

positive, ›can do‹ statements :

ct vb;

ct vb tt tv

mb;

ct vb w t

p t

b tt T

refect, hypothesise, relate, argue,

theorise, explain, analyse

T mb tm

b mt!

Source: Presentation by George Francis; t4scl Launch Conerence, Romania; May 2010



Sude ceeed leaig


inTernal QualiTy PrograMMe eValuaTion o6

assessMenT PracTise

Wn nrn rormm qy von, ym v, non ndo nr r trong ou on the quaity o aement pratie , w mor-

n n vn o vd rnn oom o dn wn omrd o nndd rnn oom wrtn on o rrr dn. W o o dn mnmod ky omonn o ondron o md y r n yn scl ro, n ov, o n-r o rnn oom dnd or vn or or ro-rmm omonn.

A non v, n vw o nd o nrnk rnn oom nd -mn, o k oown ondron n mnd:

Amn m md own vmn o rnn o-

om;

Amn od ndrkn wn o rmwork do no

ovrrd vmn o or, non-x oom;

Amn od dnd o nr ror nk r md

wn mn o or or rormm omonn nd ovr- rnn oom o rormm; nd

Em nd o d on r o mn mod, n

rr n rm o r vdy nd ry.

T Standard and Guideine or Quaity Aurane in the European Higher Eduation Area (esg) (ENQA, 2005) dod y Mnr ron or Hr Edon n-

dr o Boon Pro n 2005 r vry x w r o nd or d rodr w r o d onny.

T esg (Sndrd 1.3) r o or non’ or o r qy o r mn ro. In r, esg rr o nd or dn -mn rodr o:

B dnd o mr vmn o nndd rnn oom

nd or rormm ojv;

stt b

pb

t, t

p w

pp tt

esg




B ror or r ro, wr dno, ormv or mm-

v;

Hv r nd d rr or mrkn;

B ndrkn y o wo ndrnd ro o mn n ro-

ron o dn owrd vmn o knowd nd kod w r nndd qon;

Wr o, no ry on jdmn o n xmnr;

k no on o onqn o xmnon r-

on;

Comparability

and Consistency

emp assessment strategies and procedures w:

tm;

a pp qtb ttt p

t ttt;

aw mpbt

Accountability a v mmtt vv mt

t b w , t wt, t p

tb pbt

Transparency

T vv t w mpt:

M t assessment strategy pmm

vb t t tt vv;

im tt t m tt mt

t w b bjt t wt w b pt tm;

M t t vb t t tt vv vt t t pmm’ tm

Involvement

a t vv t v pmm t pt

t b vv t mpmtt t

v mt tt tt mt v t p

ptt t t vw t mt tp

mt t t wt t

bt ›‹ ›tv‹ m t b

t

Principles to Ensure the Quality o Student Assessment

s: enQa,



6Sude ceeed leaig


B jd o r ron ovrn dn n, n nd or

mn rmn;

B ondd ry n ordn w non’ d ro-dr; nd

B jd o dmnrv vron k o nr ry o

r mmnon.

I rommndd non, n mmnn mn r, nr r:

Cry dnd nd rooron;

Rvwd on rr , ndn dk rom dn;

An nr r o, nd onror o, n ro;

Fod on dnd rnn oom;

Bd on ojv rr md v o nd dn nvovd;

nd

Sj o qy rn rormm nd non v.

T ow on or ovrrn rn w r rommndd or on-dron y non n r or o r qy o dn mn.

Prry n ron o ony nd omry, n-on v, morn y-v ror r rvwdn ror o non’ xrn xmnr wr r

v or n or non or non ndor.

I rmon non ndrk rvw o mnr n ordr o nr m o rnn nvronmn rond. T rry rnn n ryn o mmn

scl ro, n o o mod o mn n dry r wr rnn ro on mor dn- or mor r-nrd. Indd,qy rn rormm v, w o on mn, rovd v- normon or non o vn o rnr or.

a t

t tm

mt, t

qt tm t b

pt wt v

ttt




ongoing Proessional deVeloPMenT o acadeMic6

sTa

T onon dvomn o scl ro wn ny vn non ry drmnd y roon dvomn o r don n , rrxmnd n oown r o ook. r nd dn o nm o vy on o scl n r own dvomn or n or dv-omn, w od rr mrov r n. S roon dvo-mn mod scl ro n nd o mv n ordr o rn r nr don n n scl ro. T ooy nd mod d n scl r o r ky o rnn ro or n , wo, n mnnr o rnn y don, r nord o dvo r own scl ro

w r o d n r own nron. S rormm o roon dv-omn r o d o w nw r nd w r wo r mor x-rnd, rnorn d scl n ro w rqr onnon, or, ron nd dn.

using inorMaTion sysTeMs To suPPorT scl6

T o-o-room tn o nr morn n nnn scl, w tn ry dndn on o normon ym nd noo. T o

normon ry noo -or v w o normon nr n r mr o rnr o mr onn nd xndr nvon, om mor -drd, nd m rr onro ovr rown rnn. I ro o non o rovd nrrr or onnrnn .

nooy-r onn nvronmn w, n r, rv y or dn ooron, dovry nd nnovon or rnn k nd room. In ddon, y or nmr o vr rv y mk-

n n, or nd ror v onn nd m. For rnno xndd yond y onn o room, nd or rnno onn o dn-nrd, wr rnr rn o r ororw, nry to reate an inviting out-o-aroom environment or ativeearning, growth and enrihment through tudent-oued reearh aitane, outreah toa tudent and innovative intrutiona ervie w n dn o work rown .



8Sude ceeed leaig


The cenTral role o liBraries in scl66

T ov d o ondr ruia roe o ibrarie n scl, mn

wr normon k, d nd dmnd. In r, rr rxd o onnoy d or m o mnn nr ro wn -n nd rnn nvronmn. Lrrn r o xd o y vro ro nrrn m o scl.

T ro o rr nd rrn, v o nooy, r r nd r o ro o scl n or ky r, oow:

Providing Inormaion Reoure: In wy rry’ rd-on ro o on, ornon, or nd rrv o normon om mor r normon nd o md v no-m ;

Foering Parnerhip and Coaboraion: In wy rrnoor mor w ronn rom or drmn wn r n-

on, ndn r, n nnn rr nd on, w or moyd o dvr omn rv

wn r non. T w m o nn rr-n o n n n nooy n nnovv

wy ro rrm, n n ror nooy ror nd n oorn w rnn ommny o n, dn, mmn nd onny rn n vdn-nrd nooy n. T o md nnrrn o dn v or v o mnd o omn ndrnd dn’ nd n dn nd mmnon o ic-d dn or y-m;

D eveoping Suden’ Inormaion Lieray Ski ogeher wih Membero eahing Sa: T n ordr o nr dn know wn y nd o nd normon, dny normon rvn o ddrnr rom nd nd, v, orn nd normon v-y n ddrn rom y r d w. For ro, rrnmv nd o qd w k o d w dvr dnnd nd noo n ordr o mnn rn o q o normon; nd

T pt

t, wt t

w pp t scl,

p t mpv

t tt t

tt t v

ttt, ttt t

t tt tt

scl p

p t b m

wt t w




Deveoping Oureah Programme: In ordr o nr normon n d od y w o rry dn, n ordr o o ommod vrd dn nd r nd.

Inon ror nd o nr modrn noo r mnd ndd nny no ony y r o y rrn nd onnd o dn’ rnn nvronmn n wy o o rovd m nd or rnn or dn w o dr o o norm-on nd o nron w or.

ProMoTing a naTional Policy and culTure o scl6

W ov o y on rn d nvronmn or scl dry n ron o nn rnn on nd o m, romon scl ro non v o dnd y on onx n w vn nonor. T yond y or vr w o n non, mornor non dr o rnr or o ornon wn r vnonry or ron, w nd o, don, onom or o orn-on. In r, non nd o r Mnr o don o k dr- ro y mn nd ooy o don w dn-nrd,

w vw o ody n w-dnd oy o scl.

I ror morn o r , nry ondon, n ny onx ndn ny onnn, or or or tn, nationa or regiona poiy, whih-ever i the mot appiabe, i key. W n mnd, m ond ny dn-nrd ro nd o ry nd my rd nd mnmnd o n o ow or vry kodr n don ro o y normd o ro rn rom n don ro. T,non nd o dvo, n n w non or ron oy, my , n o onn o wdr oy on scl, on o

dn-nrd ro o d w ny mr o , rry n q o mov dn nd o y nnovv mod o m rnn.





MainTaining a culTure o scl


inTroducTion

A nd or rr nd ym rvw o mn r wn vn n-on t, yond ny rqrmn o n or r-m mmnon o wdrd non scl ro, scl r o mnndro n non n n onon mnnr, o o ry r n scl ro nn, rx v nd on o dvomn nd mrovmn. scl mmnonn n onon vy. Ornon ron nd dvomn nd o k onny wn vn non w mmr o ommny n ordror ny scl ym o rmn n.

conseQuences o an un-nurTured learning

aPProach

An xm o mmnon o rom-d rnn (pbl) Mr Unvr-

y ovr n o r dd (. Mo , 2005) nd o rv rnn ro fr o rod o m, n ordr o donnnovon o mor od . T Mr Unvry xm ow ow pbl,rrrd o ov on o n mod d n scl nd d M-r Unvry n mn n 1976, rodd ovr ry-yr rod do nmr o n w r orrd y ondn, rn n rronoy nd omn d frwrd, or y ono don md y y o-. T n ndd:

Change onneed o proeing o inormaion by uden in he uoria

group. T r n ovr m nd nvy d rnn ro,rn n wrd-down ro o rnnn or ro. T mn-d n: dro n m o -dy; mnm rron y dn or or ro; mnon o rnormn nd o-ron orny dnd or or ro; droron o yn nd nron orny dnd, rdn o orror on mnor ; nd dr n dn nr nd q orrnn, mnd n dn’ tm o dy m or, mon

or;



Sude ceeed leaig


Change due o inadequae uden-a raio in a auy. T n wr dr onqn o nn onrn rd o non nd-n ondron nd mnd mv y n nr n nmr

o dn n or ro nd onrn o dvnd dn od or ro on or vr m r yr; nd

Change aued by he exaggeraed ear o eaher ha he ubje-mater

wa no being ufieny overed. T n orrd ommmr o dd no v dn wr o ovr -n mon o j-mtr ro ndndn, -drd rn-n, ryn o r r dn’ v n vro wy. T mnd n: r vn dn or rr n on o rnn ror; mkn or d or or mor j-mtr or-nd rr n ro ornd; rdy norn ny nd yn- r o or, on o n o dn’ nk-n ro; nd roon o ro o r, w w orny nndd o dvrd fr dn d oy mmrd mv n vn r.

T Mr Unvry xrn ow k o ndn, oor ndr-ndn o ndryn rn y o nd dn, mdd tm omk ro mor n nd o on onn xn o ro

onr o roon o o nrwnd rn mk pbl mod work. Ofn n, kn or, od d o o o -on o n nnovv n mod ovr m, nd dn od -om dd w n nonn nd n don rmwork.




ideas To consTanTly iMProVing The scl aPProach

T n rrrd o ov ow ow pbl ro, w rrnd -

r o rnn ro Mr Unvry, rodd ovr m. Ty o t nd or n scl r (or ny or vn rnn r) o nrrd nddvod or n o rnr, v:

Organiation Monitoring Coniteny Reguar Review ndranpareny Renewa Promotion … v nd n wn n hei.

Prn o onnd rnw d mr o wnn nr ndk o drn o rnn ro moyd n vn non.

Bdn on xrn o Mo (2005) nd o Kmr (2008), wo xm-nd mmnon o scl ro n nr nvry, om mr y wnon n onr roon n on o scl ro nd rv- r rormm r orwrd ow:

Addreing eaher’ Conern in Impemening Eduaiona Innovaion: By nvn m nd mony n roon dvomn rormm

w r ndrnd nd y d, k nd td onnovv n mod. I o rmon morn r rnd o d nd dny oon o rom n n ndrnn w ndrkn n scl ro n r rnn w;

Simuaing Good Praie in eahing Aiviie: By ronn -or o r wo r scl ro orwrd, wrdn xmry n nd vn oorny o wrd o ymy r ood rnn r;

Buiding Learning Communiie: By tn nw dn no ro w rry m or n or ro, dd y xd roo r, mkn n o dk orr nd mor v nd n-

n r nd dn o d wy n w normon n rod nd dvn nd ddvn o v ord,nn tn o v o nr or vn rnnommny;



Sude ceeed leaig


Iq norming Suden More abou he Idea underying scl: y vn -dn n rnn n scl k (.. workn n ro, rn m-n, vn dk, vn rnon) nd onronn dn on

rr w or d ndr scl, md n -dn o ndrnd ›wy‹ o ro o don;

Heping Suden more Exenivey o beome Se-Direed Learner: By qn r nd dn w r on rmwork od m o nr o o -drd nd ndndn rn-n r ndrood nd nrrd n mor onn wy, n ov o scl nnd o v. In r, r nv ondr nn on dvomn o dn -drdrnr, n m o rdy mr onv nd rv rnnk o om ndndn nd on rnr;

Oering Suden more Variey in Eduaiona Forma wihin he Con-

ex o an scl Environmen: By orn m n rry o n mod, vn m vro oorn o nn r omn ndrnn k n vro oorv nvronmn nd y own mo xrn drn -drd rnn v;

Deveoping Compuer-Suppored scl Environmen: By n mmd

o rovd rr rnn nvronmn, n mor n -mn nd ndvdn r, dk nd ron;

Adoping New Form o Aemen: By don nnovv orm o -mn w mov wy rom m r-nd-n o mormn orm oroo, r- nd -mn, nd -mn o rormn k n or ro; nd

Adoping and Improving Proee o Programme Quaiy Review: Wr-

y dn von ky omonn nd rormm m rod -von ror w ddr rormm mnmn, qy -rn, drd rnn oom, onn, rnn v, dn -mn nd roon dvomn o r, w rd mnxd o kd y vdn.

I morn o k n mnd ov r rood d nd o -d o xn o w r onx rqr, w onx nd ondr-on o dvr n dn ody nd n or w n non

onx nd non ory.




Proessional deVeloPMenT o Teaching sTa

Ao on my m ro o r om r n scl -

ro o f ono dn, nno rr rom r.T ro o r r n mmnn scl ro nd n qn

dn w r ndrndn o rnn ro. Fr-rmor scl mov wy rom on o r eturer nd nv mor nn ro or r.

I y d o nr ro o r , rom o on orwrd n rvo on, roondvomn mn ndn omonn o mnnn

n scl r w nn rnn xrn o dn nd ry m o v nndd rnn oom o vn or or rormm om-onn.

Wn rrrn o do or rqrd o r n n non n w scl d, morn o vw ny o do dvomn o r ommnry o -drd rnn o dn w onm-d n scl. I nrn o xmn wy n w roon dvomn or v n n-

drkn wn non, n ordr o o or ndmnn r r o scl.

T oown r w mn o ood r n ro-on dvomn rormm or n (.Kmr, 2008; Lvo , 2007) w n rd ndd y non, mnd o onx n wy r n d:

Uing an Ineraive scl Approah in Proeiona Deveopmen Pro- gramme: Prn o or om dn n ro ndrn ow o dn or romo v scl nd normon r-y n y . In wy r, rn ow o work o-

wrd v dn-nrd rnn ovr n n, o rondnormon ry onxy rr n o or nr ornron nd o nv m y o rnn ovr xvdoy;

T t t

t t mm

t w, bt t

t tt, m

b tt

P v

pmt t

b

mptt pt

t p

t

p t t tv

scl pp

tt t b

m

t w



6Sude ceeed leaig


T scl ro n r rnn nvov n onon rxv roor r n w y r nd n nkn o r nkn nordr o mrov r doy nd dnn ow y .

Fouing eaher’ Knowedge abou he ue o ehnoogia oo in

Learning: Wr rn rn o n nooy n mnnr w rvn o r j-dn nd o r dn, rrn n rndom mnnr;

Uing Conruive Criiim o Improve he eahing Proe: Wrr r no ony vn oorny o dvo r own ro- o rnn n r rv or r o vn o ro-

vd onrv rm o r r nd r r xrn n do ommny o or;

Fouing on Probem-Soving: Wr rn r kd o dny rom y v nonrd n r n w r n ddn ordr o dn y on r o ovrom m.

Lrnn y don n roon dvomn rormm r

dm rdom o r o ry v w r modo n wod tr. T mrror rdom nd onomn

rony o ny dn nd n rnn ro w dn-nrd.

Appying Idea and eahing Mehod in Praie: T n d y mn o ro roj w ow rn o ry o nd xrnorm o nrv n n orv nvronmn.




Proessional deVeloPMenT and Working

condiTions

A nn onrn o 4scl Proj, on o worko y ddrd o roon dvomn nd workn ondon o rn r don. Drn worko mrd , r rom onrn my rd o nn nd mn ror wn non o rry oroon dvomn rormm or n , r my rr rr-r o tn roon dvomn rormm. T nd o-own:

eaher’ Reiane o aking Up uh raining: T my d o r nr n rr n n n, n xvy workodor k o ron o nd or rdn r do k,mon or ron;

Lak o Awarene by Governane Sruure o he Need or eaher

raining: Tr rk o wr ovrnn rr r norrnv. In , ym my no y r -r nd nry or o n m wy dn nd nry or o rn.

W r my rn o ro-on dvomn rormm romom r, o rmon mor-n o work w o wo r wno dvo r k o nn sclro. T w o n-on o do mod d n or nd n-n m ovrm, n ordr o onny mrov rv or r.

I morn o no rormm o roon dvomn or n r o ky morn n mnnn scl ro n vn non ndr o d o w nw r nd w r wo r mor xrnd.

Wr om orm o rn o onnd r rnn my r y r wo v rdy rd n mr or, morn o dny ro or r, rry wn om o rn o ood r, rom x-rnd nd oon d.

In ddon, o key importane to addre the iue o workoad o teahing ta on-

omny w r roon dvomn. T , ndn o rn

TIPstt wt t w w

t t v

p vpmt

pmm v tm



8Sude ceeed leaig


ei dy onrm (. ei, 2010), ovr dd, dm v xrnd nnr n r workod nd rry n r rr k w r jory rdy rodd. In ec onr (. Sno , 2008) on o

mn ron or nr n rr k n mon o -r don, w w no omnd y n nr n n , rorrn r dnro nd r workod on n , om-nd y nrn dmnd or mor o n rr.

In ov-mnond worko, r nd dn rd r nd o dnry nd do rnn wn r roon dvomn ro-rmm. or y dnd w deired outome o proeiona deveop-ment programme wod . T ndd r wod o:

Conny rd r knowd o r j-dn nd

o mr o r dn;

U nnovv n mod w r o dvr or-

mon nd dvr dn ro;

U dvr mn mod n ordr o nny wr or no

r dn v rd nndd rnn oom nd o r or or rormm omonn;

Commn vy w dn, ndrndn o r rn

nd rom y my , n dn r on;

Mov dn nd m m o nnovv n r own rn-

n;

Commn w dn o scl ro y r moy-n, morn o y o rnn nd w m o v;

it mptt tt p

vpmt pmm

tmv innoVaTiVe t w

w t v!

imptt! it pmt t

t w t

t t wt t

p t p

t p vpmt

pmm




For r ny n dn— teahing tudent how to think—ndo rnr k—teahing tudent to be abe to at in every ituationthat may require their input; nd

Undrnd morn o, nd rn ow o , onrv rm,

or dvomn o o r n nd rr work.

In ddon, r nd dn n worko rd roon dvo-mn rormm od rn or r ro dnn ordr or m o o d mod d roj-r, rn nd o mod nd r -y n or dn. In r r, r nd dn n worko md the need or teaher to be abe to undertandthat they an never fnih earning about their own teahing , n scl no od ox w on mod w ro m.Rr, r nd o ndrnd uture o diuion andontrutive ritiim rrdn o r dnry nd dok w rv o rd o r n nd rr. In onx, dn n rr dvod or ommunity o materand hoar n w dn nd r rry nr, o

wn nd od room tn, w v w o orn d-on d o mrovmn o r’ ovr n xrn nd

dn’ ovr rnn xrn.

hw w t

t t?

B mp t

t mt tt

t cpt

5 t t

scl Teach teachers in

the same way that you

would teach students

wt t scl p

p

A

Q





6coMMon MisconcePTions

coMMon MisconcePTions8

Bow, mny o r-onvd d o scl r o, xnd nd d d.T r nr ronon nd monon o scl. Gvn nd n Cr 2 ov, n o o yond monon, n ordro y mr mn o scl ro.

scl does noT Mean anyThing in PracTice

W r scl do no rr o on mod n ny vn tn, do no mn scl do no mon nyn n r. Rr mn scl x no o dd nd d o r o dy nd n.On m r nr dn r nr o r own rnn nd r or n rnn ro, nn rnn, rr n nor-n . On r n , d ood r d x or on nrr . W m k n mnd r nd dn nq nd scl n dd o nd.

scl reQuires a higher aMounT o resources

T n n r-m mmnon o scl ro n n-n mnd o dn nd r w vw o n m rrv n -n o rnn ro. T omn w do no rqr dd-on ror. W non nno nry d nw room or nm-md k wo ddon nn ror, m n don ov scl wo ddon ndn n rm o norn dn o vrnr n wy xord n ov r.

scl is noT aPProPriaTe To Teach a large and diVerse sTudenT Body

W r dn ody n r don non omnnrny rr nd mor dvrd, d orwrd ov or mmn-n scl n vry v n dn w r nd dvr dn ro. A oodxm o r vn m o r o dn kn m o wrdown on o or y ry k nd nor w y r nro nd wn o k qon o. Evn vn on on onr owrd mmnn scl.

scl rqr mnv nkn, n don!



6Sude ceeed leaig


scl underMines The Teaching Proession

Som r n roon w no onr vd scl om norm k o wy rom r nd on dn. A x-

nd ov, w ro o r omw drn n scl, no d-mnd n morn. Rr ro o nn dn o rn, dnm ro or or rormm omonn, rr n dn m nor-mon. I ky n roon w y om mor vd w r m n d on scl scl rn dn n r o dm ommny, wr rr-d n n om ry nd wrdk mor onrv.

sTudenTs haVe More Work To do in scl

scl do no nry o r workod or dn. Rr rqr r-ornon o dn’ dy-m, on mor on nn rnn vrr n mmoron o normon. T n rd o mor vnd d, mkn m tr-qd o ov rom y my r.

Teachers haVe To do More PreParaTory Work in scl

In mor rdon mod o n, q ofn r v o o rrory work o do n ordr o mk r r dn w o kno rom w y y n nd n r n r xmnon. Wr my v o r-nk r wy o n, ky n on-rm

rron work w no nr nd r work w mor njoy.

ProBleM-Based learning is The saMe as scl

Prom-d rnn (pbl) mod o rnn n w dn oorv-y ov rom nd n r on r xrn. pbl on n modn w wdr scl ro n d r r mny rnv o mod, xord ov. scl ror mr ndr w pbl . Ty r no on nd m n.

scl is noT suiTaBle To all acadeMic ieldsscl y d o j nd or, o r mnnr n w mmnd my dr. In or nd rormm omonn, -dn n nr. T nrn o qy rn n r d-on, ro dm d, n oo w nn ono ro. Som drn do r wn n ro drn j-dn, w no dnon n wn mn nd n.Howvr, scl rovd n ndryn rnn ooy w n d n or.



6coMMon MisconcePTions

scl sTudenTs learn Very liTTle suBJecT-MaTTer

On onrry, dn wo v rnd n wy r ky o know mor. Ty my know wr r r ky o know mor o ovn rom

or mv, nkn or mv n n ny mnnr nd nn n r-r. Uon vn r don, mor or rd o oy rnr k rr n o rr x on o normon m-rd o m.

noT all Teachers can Teach in a sTudenT-cenTred Way

A r r o y scl ro! I do no mtr wr r n n roon or w mon or or mny yr. Non, x-nd ov, r rqr or or r n n orm o ro-on dvomn w mrv or o mmnon o scl ro.

scl reQuires Being Technologically-Minded

scl my noror o -rnn or dn nd oy o dn-rnn, rovdn ddd xy o wr nd ow rnn n k .

A n ov, o nooy o o nd nd od roomtn n nnn rnn xrn o dn, nn m o v d-

k n vro wy nd o or normon nry. Howvr, o nrn nd o onn rnn nd or rrn dvomn w

v rdy wvd r wy no r o r don non. Tscl rqr no mor n w rdy rqrd n mny .





6scl and The Bologna Process

scl and The Bologna Process

inTroducTion

Tr nr n ro Ero scl rnn ro w o- on nd o rnr rr n o o or nvovd n d-on ro. I o wdy rd scl my r-rn m on dn nd xy o rr, on or-onn, on rnn mod dnd on onon w dn.

Ofn rokn down no mr on n, Boon Pro dd no d d-ry w scl rom o. T on w ony ny nddn ommnqé o Lvn/Lovn--Nv Boon Pro mnronrn o 2009. Howvr, n ommnqé dod mn, no odnon o scl w orwrd nd rrn ony md rn o o xy nd o rodr ordn o w onon ro odk n dn owrd rrr rorm.

T nowndn, Boon Pro om o nd vr mn w n o nonn scl ym. Mny o r oo wor dn nrd xy nd ow or tr vy o qon

»We reassert the importance o the

teaching mission o higher education

institutions and the necessity or ongo-

ing curricular reorm geared toward

the development o learning outcomes.

Student-centred learning requiresempowering individual learners, new

approaches to teaching and learning,

eective support and guidance structures

and a curriculum ocused more clearly on

the learner in all three cycles. Curricular

reorm will thus be an ongoing process

leading to high quality, fexible and more

individually tailored education paths.

Academics, in close cooperation with

student and employer representatives,

will continue to develop learning out-

comes and international reerence points

or a growing number o subject areas.

We ask the higher education institutions

to pay particular attention to improv-ing the teaching quality o their study

programmes at all levels. This should be a

priority in the urther implementation o

the European Standards and Guidelines

or quality assurance.«

lv/lvnv

cmmqé, 2009



66Sude ceeed leaig


dn n, nn nrd omry nd omy ro E-ron Hr Edon Ar. A ond ow, oo o rov o - n orn scl, n Boon-nrd rorm o rovd nd oorny or

n, rn om o mor rdony rd mn n r don.

hoW can The Bologna Process helP in scl?

A scl nn onrn, wr worko y ddrd nk wn Boon Pro nd scl, mny dn nd r wo rdn onrn fn mn, nn mod nd nrn x-y n r don non xrmy d. T mn -dn nd ond morn or mov owrd n scl ro ndd:

Fx rnn d on o rnn oom;

Sdn ron n rrm dn;

Fo on ndvd rnr nd morn o rnn ow o

rn;

Poroo mod or mn;

An nrv rnn ro w nd r rnn; nd

Inrd onon nd ron o dn n rrr dn;

In ddon, nd rony o dn rd o r r nnon rr n scl w rvd n morn mn n mmnon o scl ro. T ron dvomn o rnr w o dnd v- oom o r don. Prn rd , ro scl, rnr

od mowrd nd onomo, own r rvy o or nd o-rn r nkn n on rnn ro. A o r drd dono y x n rrn r don ym. Som o drd n n

ro o y rondron o oy oon o r o mk don ym mor x nd rnr-nrd n ond n vro Bo-on Pro oo nd on.

A n n ow, Boon Pro n nn scl n ym nrodd n n r nmr o Eron onr, w n,




wr rory mmnd, ord nrd xy nd o o-om-d rnn.

ecTs and The use o learning ouTcoMes

T Eron Crd rnr Sym (ecs) ofn n mo o Boon oo w mmnd n Pro rom vry ry .I y rd Boon Pro w r d n onx o

Eron Common’ Erm xn ro-rmm n ordr o moy o dn.From vry r o Boon Pro n 1999r w r ommmn o tn o Eron-wd rd ym, w w rdrmnd o ecs mod. Mny onrrd o do ecs r rd monnd rnr ym, n Boon onn w y o o mmn r. Howvr

n mmnon w q wd r w vry t ood r v y wy o mrn workod or dnn ecs n rm o rnn oom.

In ordr or ecs rd o r non, y nd o d on rnn

oom nd mrd workod. On ecs normy ondrd o orrond o25–30 or o workod, w, n n scl tn, m vry d on y o j nd o rnn y dod y dn. ecs wod wor

wo ror kn o nr o rnn oom. Vry rtnon nd o d o ow rnn oom r wrtn, o o rnr-nrd don. T w xmnd n d n Cr VI ov.

ecTs t mp t

ttmt t e

p h et a it p

m t b b

tt t pbt t t

mt t t w,

mpt q

How can ECTS beneft SCL?

ecTs bt t w p

t t pp scl Tbt w ecTs b t t

t p t

w:

n t: ecTs v tt

t pbt t v t

ttmt t m

t t t ;

Mbt m m : ecTs

t tb, b

mbt tt w qt

t p p;

ecTs b t t p: T t tt’

t t pv tt t

p t t

m t tt, b

t ecTs t t;

ecTs b t t t

ptm tt’ w w

t t v t

t t



68Sude ceeed leaig


QualiicaTion raMeWork

Qon rmwork r rrnd y ym m o xn q-

on nd orr m w tnd rnn oom nd v o don.Qon rmwork do no ony y o r don, o nrn o don v. To no Eron onr v y n-onn qon rmwork, or on dd, qon rmworkr v n orn dn x rnn nd nn m o y onron ro o r rnn ro -y- ro o rrnn ro. I omnd w ronon o ror rnn nd ror o ecs, n n mxmm ny o d o dn workod y nomkn rnn rv nd n o vn v o qon rmwork.

Irish Qualications Framework g. 5

s: db c uvt




QualiTy assurance as an aid To scl

T jon ei-esu rvy ndrkn w mmr ornon nnn o

scl roj ro o or nmr o o nd r w mon dvnmn o scl. Qy rn w on o r mo-rqn-y dnd nnn rorm n n nd rnn. T qy rvw nn non n mny wy, ndn w r o ndn ndnon r, o n nnv mor n ny or on no Boon Pro. Howvr Sndrd nd Gdn or Qy Ar-n n Eron Hr Edon Ar (esg) do no k no on o n nd rnn n n dq wy, on o qy rn rormn y rodr, on ry on mnm nd ron ,rr n on tn qy r v.

An morn nd o, nd n, kn n qy rn wn rmwork o Boon Pro o ry o nd ondron rd o qy n, non o dn n rrm dn nd mrovmn o n/rnn mod n nrn qy rn dn o vn non.Gon yond r mnmm d n esg m n ordr o nqy rn o v n m xnd yond rr rodr.

How can Qualifcations Frameworks

help in SCL?

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pt tm v

p qt;

T

p tt p t

t ;

T p tt wt t

b t w

bm t t t ;

i t mpb t ep

tt qt mw,

t bm t bt vt

zt mbt tt

b m qt b

tb

How does Quality Assurance Con-

tribute to SCL?

Qt t m B

t tt m

wt ttt W qt

m t t

, t t ptt

ttt pt;

T qt p

v t B P

t tt, t b ptv mp tt

wt m p

ttt;

Qt m t t

qt t wt ttt

w t t mt

t t m ,

mv t m ttt

t



Sude ceeed leaig


On mjor dnr od rry y oy-mkr wo mk n rrono o-on w qy rn, n orm o rnkn, yoo nd .

W v n dmd y mny kodr o dm ommny,

r nn oom r n r don o, dn o r-orn-on o nrn non o md n rr o y rnkn.

Crr or rnkn non mo ofn nvov n xv o on rr ndn r dn rom or don v. Sn n ndrnn do no rovd ry mr rmr, ofn y r dnd or rrnd ro rr w r no y rvn. T on o m dm od rnkn nr r o ovr q-y rn ro y w non v r r nd ro.

recogniTion o Prior learning6

On o r rm nd o ovrom n ordr o y scl dqy y w r don non m monooy on rnn. Lrnn,n rm o knowd nd ndvd v, k n r mor nmr-o tn n n room, ofn ony rond wn n n

dm tn.

Ronon o Pror Lrnn (pl) ry wdrd or moymn or d-on ro rry d o d rnn oom no or-n o qon dn n r o rnn ro. T, rnn oom X, Y nd Z d o omn W, mo dn n Erond o tn 3 oom n r non, rr n onr y rnnoom Z rom xrn xrn. I nowory pl no nrny

What is the Value that RPL brings to

SCL?

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t m tt wt

m tt t p

tt, v t

m t v t w t

tm tt;

it tt mpt

t tt wt

b, t w

tt w p

t; jt

wt eTcs qt m

w, t bm vt t

ppt t



scl and The Bologna Process

nkd w dvomn o omrnv Non Qon Frmwork,o rrrn pl o v o vn qon rnn n rov o doy-n.

Ovr, o pl n ordr o rn o non scl n y n o ron rnn oom o or o r don d nd orr onron n nn vro qon wn don ym.

MoBiliTy o sTudenTs and sTa

Moy rovn o v xrn or o dn nd . In ,moy o dn nd on o oo o xn xm o oodr n n nd rnn ro Ero, own nnovv n ndrnn mod o nyd nd d n drn onx. Moy om-mnry oo o n ro o rorn nd nyn ro on nd rnn. On nd no r nd rror ro n yndrn don ro wn non workn xm rom ornon n dd y dr on.

In scl ro, mo dn o v oy o v n nd d- k d on r moy xrn, n ordr o rovd d o ow d-

on r n n wn rom non. For o ndn moy rormm, on ddd v- rrnd y oorny ody n drn nvronmn w d-rn o nd n drn m-od.

I morn o d xrn

nkd o moy rod w -dn nd r xrn n d-rn non. In ordr or moy o v onr m on n-on nvovd, v o orv, rornd d w rn drn on’moy rod. Inrd ooron oow xn o ood ro rovd nnd oorn or

o nd dn moy.

Mobility and SCL

it t m

p pt btw tt

t v, pv ptv

p w p

t pt t

;

it v t pptt tt t vmt

p tm p wt t

t mt tt;

i t, t vp v

mpmt t t tt

t t p (

, pt t w t

vmt tt m

mt)



Sude ceeed leaig


The social diMension and scl8

On o mn o Boon Pro w ofn dnd nd y w

mo nry n ordr o mmn scl n nn nd v mnnr non o dmnon n r don. Sdn rom ddvnd krond ofn r r r don d w vr drwk nd o-n nd o xod o drn rnn y nd n mod n ordr od. Sdn w work or my ron o rqr xr xy n r rnn nd my nd o v r d rd o ovr onrnmr o yr n ordr o omn r onon ommmn w r dn n v wy.

Condron o o dmnon morn o o mk x donv o o wo v o o m o dvo o rnn w o o wo vmd m nd ror o or r d. T o dmnon nd odv no don ro , rrrn no ony o no r d-on, o o roron ro v o r don. Ono mo morn mn n r don o rnn modo drn dn ro. Un n o tn rnn oom morn o om dn ro ddvn.

T o dmnon, ndrood n rod n nd mnd o o o nd

don o dn’ v, n v ov m on nvno don ro, dn o drn y o dn, no j on wo n rom omm ondry don nd dq ron nn-.

The Link between the Social Dimen-

sion and SCL

T t t

tt tt tt t t vt;

T t b m

ppt t

t p stt m

vt b t

v t p p

t ft m v

mt w t b t t

t t p t

mt t b ; o qt ppt

tt tt vt

tm t pp t

b t wt pt t t

tm w t v vb t



sources or urTher reading

sources or urTher reading

Bologna handBook wbt: http://www.bologna-handbook.com

Brandes, d ginnis, P (86) a g t sttt l (o,

Bw)

BriTish higher educaTion acadeMy wbt: http://www.heacademy.ac.uk

de gra, e kolMos, a () () Mmt c: impmtt

PbmB PjtB l e (rttm, s

Pb)

ei () e Qt: am’ Ppt t B P (B,

et itt)

ei, esu () sttct l a it t T Pt (B,

et itt, ep stt’ u)

enQa () st g Qt a t ep h

et a (h, t ep at Qt a h

et)

enQa () amt Mtt: T Qt a stt amt

h et rpt itt W gp (h, t

ep at Qt a h et)

esu () B t t l (B, ep stt’ u)

euroPean coMMission () ep ct T stm u’ g

(B, ep cmmt)

euroPean sTudenTs’ union wbt: http://www.esu-online.org

euroPean uniVersiTy associaTion wbt: http://www.eua.be

giBBs, g () a sttct c (o, o ct st

l dvpmt)

henriksen, lB, nØrrekliT, l, JØrgensen, k M, chrisTensen, J B o’donnell,

d () dm c—cpt rt otr (cp, cp B s)

keMBer, d (8) ›Pmt sttct m l et

uvt‹ i: h et, 8, pp–

laVoie, d rosMan, aJ () ›u atv sttct lB

itt d t dvp t impv c d, dv,

evt‹ i: i at et, :, pp–8

lea, s J, sTePhenson, d Troy, J () ›h et stt’ attt

t sttct l: B ›et Bm‹‹ i: st h

et, 8(), pp –

http://www.bologna-handbook.com/

http://www.heacademy.ac.uk/





http://www.heacademy.ac.uk/




Sude ceeed leaig


MousT, Jhc, V Berkel, hJM schMidT, hg () ›s e: r

t t pbmb t Mtt uvt‹ i:

h et, , pp66–68

o’neill, g MMahon, T () ›sttct l: Wt t m stt lt‹? i: o’n, g, M, s, MM, B () em i

t Pt uvt l T (db, aishe)

rogers, cr (8) m t l t 8 (cmb, oh: c M)

sanTiago, P, TreMBlay, k, Basri, e, arnal, e, (8) Tt et t

kw st: oecd Tmt rvw Tt et st rpt

V (P, ot em cpt dvpmt)

uniVersiTy o adelaide () lp it … sttct l (a,

uvt a)

uniVersiTy college duBlin cenTre or Teaching and learning wbt: http://

www.ucd.ie/teaching

uniVersiTy o glasgoW () sttct l http://www.gla.ac.uk/

otherdepts/TLS/Project/Reports











esu—T ep stt’

u— t mb t

44 t tt m 37 t, t t mmb

pt v 11 m tt T m esu t tt pmt t

t, , m t tt tt t ep v

tw vt b pt t ep u, B w

up gp, c ep unesco

www.esu-online.org

et itt pt 30 m

t t w T 402 mmb

t pt 173 t tt,

m p t vt et itt ptt t t v

t t w, v tt t t ei’ ep

st cmmtt h et r (hersc) pt

t t t t B wup gp tw

vt ep ttt

www.ei-ie.org

The European Students’ Union

http://www.esu-online.org/

http://www.ei-ie.org/

http://www.ei-ie.org/

http://www.esu-online.org/



SCL_toolkit_ESU_EI

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