ects new developments professor luc françois director of educational affairs

ECTS

New developments

Professor Luc François

Director of Educational Affairs

ECTS

1. Tuning• Competences

• Knowledge & curricula

• ECTS accumulation system

• Teaching & assessment

2. ECTS in LLL

3. Grading scale

4. Evaluation study load

5. Key features

ECTS: new developments

Bologna Introduction of a system of readable

and comparable degrees

Following summits: Profiles, competencies, , learning

outcomes, …

New developments

Start: objectives of the learning process

From teacher- to student oriented approach

From knowledge to competencies From input to output Changing role of the teacher

New European approach

Quality Assurance, to be realised by

Evaluation Internal External

Accreditation

New European programmes Tuning Higher Education Structures

in Europe Quality Culture Project TEEP 2002 (Transnational European

Evaluation Project in 2002)

Dublin descriptors: competencies and learning outcomes for Ba and Ma

1. Tuning: objectives Implementing the Bologna process Implementing two cycle system Common reference points (discipline,

HEI) Professional profiles and compatible

learning outcomes Employability: LLL Language understood by

stakeholders

1. Tuning: 4 lines 1 Competences

2 Knowledge and curricula

3 ECTS as accumulation system

4 Methods of teaching, learning and assessment

1. Tuning – line 1Competences

Questionnaires to graduates, employers, academics

Distinction between ‘importance’ and ‘achievement’ of learning outcomes

Distinction between general, academic and subjectrelated competences

1. Tuning – line 1Competences

Correspondance between ‘graduates’ and ‘employers’

‘internationalisation’: low importance and achievement

Academics ‘general knowledge’: high ‘Social skills’: low

1. Tuning – line 2Knowledge and curricula Agreement on discipline related

competencies Aversion for external pressure for

harmonising content Agreement about relation between

learning outcomes and content QA accepted as instrument for

accreditation

1. Tuning – line 2Knowledge and curricula

Core curriculum in the first cycle? Common elements in all European

curricula (beta) Common elements in a common

European programme (Eurobachelor) Common set of expected learning

outcomes

1. Tuning – line 2Knowledge and curricula

Second cycle

Common framework is contra-productive

Strategic alliances and Joint Masters

1. Tuning – line 3ECTS as accumulationsystem

Importance of credits for comparison and combination of studytracks

One system (ECTS) is preferable ECTS-credits: from relative to

absolute value

1. Tuning – line 3ECTS as accumulationsystem Relation with

competencies course descriptions levelindicators

Relation with non-formal tracks Integration of new units, modules and

grades Importance of Diplomasupplement:

portfolio


Relation between credits and QA Recognition if credit related to level

and learning outcomes Description of complexity, creativity

and profundity Credit related to academic standards Established (international) system of

QA


Studytime Related to discipline By academics Influenced by

Concept of curriculum Methods of teaching, learning and

evaluation Attitude and possibilities of student

1. Tuning – line 3ECTS as accumulationsystem Length of the academic year

34-40 weeks a year 40-42 hours a week 1520 hours a year on average 1 credit = 25-26 hours on average 60 cr = 9 months (34-40 weeks) 75 cr = 12 months (46-56 weeks) 90 cr = 14 months (54-60 weeks)


2 Ma

2 Ma 2 Ma 1 Ma 1 Ma

1 Ma 1 Ma 4 Ba 4 Ba 1 Ma

3 Ba 3 Ba 3 Ba 3 Ba 3 Ba



Entrance


2Ma 2Ma 2Ma

1Ma 1Ma 1Ma 1Ma 1Ma

3Ba 3Ba 4Ba 4Ba 3Ba

2Ba 2Ba 3Ba 3Ba 2Ba

1Ba 1Ba 2Ba 2Ba 1Ba

entrance

1Ba 1Ba

1. Tuning – line 4Teaching and assessment

Teaching, learning and evaluation is task for HEI

Attention for transfer of general skills and competencies

Focus on competencies = attention to New methods of teaching New criteria for evaluation

2. ECTS in LLL

Designing a coherent system how toallocate credits in absolute and relativeterms allowing students to choose

variouspathways to a specified degree anddeveloping the institutions to offercustomised forms of study-programmesand not only institutional programmes

2. ECTS in LLL

Allocation of ECTS credits to all forms of LearningFor the recognition of ECTS credits independent of the form of learning based on their absolute value.By integrating them into the various pathways so that they will receive a relative value

3. Evaluation study load

1. Prospective method: difficult approach

2. Retrospective method: minimal approach

3.1. Prospective methodAd random:- All students of a study year

- 10 research groups at random- representative for gender/educational group

- Every group is registrating in the same time during 4 weeks in the academic year- 2 ‘normal’ weeks- 1 week in the study period - 1 week in exam period

- Recall in case of non-response (alternative week)

3.1. Prospective method

Form with a timetable and the following information:

1. Planned activity?2. Who?3. Place?4. Study materials?5. Study activity?6. Discipline?


- Advantages:- - stronger design - feasible for students

- high student participation: 60-65%- short time to registrate the information and data- difficult to manipulate- a lot of information given


- Disadvantages:

- complex procedure- too much information and data- a lot of procedures to evaluate it- high development costs

3.2. Retrospective method- After a semester or a year- For every course the following information:

- participation in the planned activities- preparation time for the planned activities- tasks- completing and structuring the courses- studying during the semester- preparation of exams- other study activities

3.2. Retrospective method

- Advantages:

- easy procedure - little information and data- fast analysis is possible- low cost

3.2.Retrospective method

- Disadvantages:

- student participation > 50%- frequently forms incorrect filled in- spontaneous reaction of the students- different memories- other factors

ects new developments professor luc françois director of educational affairs

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