This institution participates in the Tempus programme

1.

2. ECTS European Credit Transfer and Accumulation System

Tuning/Reconstructing
existing modules to ECTS format

3. Agenda

Strategies of reconstructing existing modules:
• Competence-based approach to designing a
curriculum
• Developing the special competences matrix
(learning outcomes)
• Choice of the strategy: global versus local
• Course/discipline place in the curriculum
structure
• Student workload calculation

4. Strategies of reconstructing existing modules:

Competence-based approach

5.

6. Learning outcomes

“Learning outcomes describe
what a learner is expected to
know, understand and be able to
do after successful completion
of a process of learning.”
(Bologna Working Group on Qualifications Frameworks (2005) A Framework
for Qualifications of the European Higher Education Area, p. 38)

7.

• Compare the list of the special
competences of a graduate with the
performance standard of a teacher.
• Are the teacher professional
requirements met in the core
curriculum? Where are the changes
necessary?

8.

9.

10.

11.

12. Planning an educational module

Developing the special competences
matrix (learning outcomes) for each
curriculum/syllabus
Choice of the strategy: global versus
local
Course/discipline place in the
curriculum structure (pre-requisites,
further studies)

13. CORE

– professional core: essential for
professional practice
– academic core: essential
component of each subject
(discipline)
– integrated core: relevant to many
disciplines

14. CORE

– compulsory core: should be mastered
by all students
– minimum core: the minimum required
by a student in a specialty for further
studying
– pragmatic core: content that can be
taught within the time allocated for a
given ystem

15. ACADEMIC WRITING

• Essential
knowledge
• Supplementary
knowledge
• Specialised
knowledge

16. Student workload

• student’s potential
for learning
• learning outcomes
• core substance
(contents)
• working methods

17.

Workload
Contact hours
Assessment
Independent work

18. Contact hours:

Lectures
workshops
seminars
webinars
e-learning

19. Independent work

• Reading
• assignments
• individual/group
projects

20. Assessment

• Traditional exam
• Project
assignment
• Continuous
assessment
(small tasks,
observations,
exercises or case
assignments )

21. Academic Writing

22.

23. Thank for your participation!

24. Resources

http://www.unideusto.org/tuningeu/workload-a-ects/
179.htm
l
www.europa.int.eu/comm/education/socrates/ects
http://bppuc.academia.edu/SimonAtkinson
http://www.bologna-bergen2005.no/Docs/00Main_doc/050218_QF_EHEA.pdf
http://ec.europa.eu/education/lifelong-learning-polic
y/doc/ects/guide_en.pdf
Karjalainen, A., Alha K., Jutila, S. (2008). Give me
time to think: determining student workload in
higher education. Oulu University Press