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The focus on skills for improving students' engagement: the Tuning educational structures approach
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The focus on skills for improving students' engagement: the Tuning educational structures approach

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Slides for the presentation by Maria Pilar Canedo Arrillaga, Luis Gordillo Perez, Paula Cornellas and Naiara Arriola Echaniz (University of Deusto) at the Learning in Law Annual Conference 2011.

Slides for the presentation by Maria Pilar Canedo Arrillaga, Luis Gordillo Perez, Paula Cornellas and Naiara Arriola Echaniz (University of Deusto) at the Learning in Law Annual Conference 2011.

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    The focus on skills for improving students' engagement: the Tuning educational structures approach The focus on skills for improving students' engagement: the Tuning educational structures approach Presentation Transcript

    • The focus on skills for improving students María Pilar Canedoengagement: Tuning Paula Comellas educationalstructures approach Naiara Arriola pp Luis GordilloLearning in Law Annual g Conference 2011 UKCLE University of U i it f Deusto Law@deusto.es
    • The Tuning Logo Background: European Blue Tuning fork – tuning structures University – Universal – Union Open-ended, co-ordinated, flexible U Diverse, multi-coloured, dynamic
    • The TUNING project is a project by and for universities. It is the Universities’ response to the challenge of the Bologna Declaration TUNING MOTTOTuning of educational structures and p g g programmes on the basis of diversity and autonomy
    • WHY TUNING?Comparable QualificationComparable graduatesThe objectives: j To identify common reference points from discipline and university perspective To develop professional profiles and comparable and compatible learning outcomes To facilitate employability by promoting transparency in educational structures (easily readable and comparable degrees):New skills for new jobs j b To develop a common language which is understood by all stakeholders (Higher education sector employers professional bodies) sector, employers,
    • THE TUNINGMETHODOLOGY Line 1: Professional profile Equivalence in the capacities (be able to do). Line 2: Generic competences Consultation with graduates, employers and academics on th C lt ti ith d t l d d i the importance of 30 generic competences and an evaluation of how well HE institutions develop them. Line 3: Subject specific competences (knowledge understanding (knowledge, and skills) Mapping of subject areas and development of common reference points and subject specific competences of each of the pilot disciplines. Line 4: Mapping of approaches to teaching / learning and assessment in different countriesTeaching methodologies. How to implement the skills and competences. Knowledge management as skill. Line 5 Quality h Li 5: Q lit enhancement t
    • Why Focus on competences?1. Further transparency of professional profiles in study programmes and emphasis on learning outcomes2. Shift to a more learner oriented approach to education3. Growing demands of a lifelong learning society which requires more flexibility4. Need for higher levels of employability and citizenship5. Need for a shared language for consultation with all stakeholders
    • EUROPEAN COMMISSION Tuning Europa Tuning Latin America Tuning Rusia Tuning Georgia Tuning North America Tuning Africa… Deusto International ALFA ECTS Tuning Academy T i A d ERASMUS 2010
    • A SYSTEM based on competences centered on the student
    • Based on competencesDefine The pathway we have followed leads us to recognise that we have jointly found a way tto: Define the learning competences and outcomes
    • DefineDefine Identify the generic competences and th i t d their relevance in a changing world Build consensus on the specific competences and Identify their value to identify each Build subject area j consensus
    • Define Define Definir Consult the different social stakeholders (importance – carrying out) IdentifyConsult Build consensus
    • Define Define Definir Analyse Analyse the results of the consultation f th lt ti and redefine the different degrees IdentifyConsult Build consensus
    • Define Define Definir Analyse Designl the professional profiles and Design build consensus on the most relevant competences for each of p them, combining both what is common for academic recognition and what i diff d h t is different (th t (the Identify specific features)Consult Build consensus
    • Define Define Definir Analyse Measure the required q Design student workload to reach competence levels (Credits) ( ) Measure IdentifyConsult Build consensus
    • Define Define Definir Analyse Develop the teaching p g Design and learning processes of the competences Measure IdentifyConsult Build consensus Develop
    • Define Define Definir Analyse Formulate the Design required assessement processes Measure Formulate IdentifyConsult Build consensus Develop
    • Define Define Definir Analyse Design Incorporate the learning Incorporate competences and outcomes into the Measure Formulate programme quality enhacement IdentifyConsult Build consensus Develop
    • Define Define Definir Analyse Design A coherent system based on Incorporate learning Measure Formulate competences and outcomes that have been jointly IdentifyConsult developed. Build consensus Develop
    • Tuning Law:-Tuning Europe- Tuning LatinAmerica
    • Tuning Law: gMethodologyFirst part of the Consultation Process + Personal contact/On-line process P l t t/O li - Graduates: Generic competences - Employers: Generic competences - Academics: Specific and Generic competencesSecond part of the Consultation Process - Academics: Specific and Generic competences
    • Tuning Law:Results Generic competences:1. Ability to analyse and synthesis2.2 Ability to apply knowledge in practice3. Planning and time management4.4 Basic general knowledge in the field of law5. Grounding in basic knowledge of the field of employment in practice p y p6. Oral and written communication in your native language7. Knowledge of a foreign language8. Elementary computing skills9. Ability t d9 Abilit to do research h10. Ability to learn (independently)
    • Tuning Law:Results Generic competences:11. Information management skills (ability to retrieve and analyse information from different sources)12. Ability to give and receive criticism about your performance13. Ability to adapt to new situations14. Ability to g y generate new ideas ( (creativity) y)15. Problem solving16. Decision-making17. Teamwork17 T k18. Interpersonal skills19.19 Leadership20. Ability to work in an interdisciplinary team
    • Tuning Law:Results Generic competences:21. Ability to communicate with non-experts (in the field)22. Appreciation of diversity and multiculturalism23. Ability to work in an international context y24. Understanding of cultures and customs of other countries25.25 Ability to work autonomously and efficiently26. Project design and management27. Initiative and entrepreneurial spirit28. Ethical commitment29. Concern for quality30. Will to succeed
    • GRADUATES: Generic competences ranking 2. Ability for applying know ledge in practi y pp y g g p 1. Ability for analysis and synthesis (sum m Decre 15. Problem solving 4. Basic general know ledge in the field of 6. Oral and w ritten com m unication in your n 16. Decision-m aking g easing p 25. Ability to w ork autonom ously and efficie 9. Ability to do research 10. Ability to learn (independently) 3. Planning and tim e m anagem ent 7. Know ledge of a foreign language g g g g position in ranking 29. Concern for quality (w anting to succeed) 30. Will to succeed 13. Ability to adapt to new situations 11. Inform ation m anagem ent skills 14. Ability for generating new ideas (creati n 28. Ethical com m itm ent (to w ork in an ethica 18. Interpersonal skills (ability to relate 5. Grounding in basic know ledge of the fiel 21. Ability to com m unicate w ith non-experts 17. Team w ork 27. Initiative and entrepreneurial spirit 19. Leadership 23. Ability to w ork in an international cont 12. Critical and self-critical abilities (ab 20. Ability to w ork in an interdisciplinary 8. Elem entary com puting skills 26. Project design and m anagem ent 22. Appreciation of diversity and m ulticultu24. Understanding of cultures and custom s of 0 1 2 3Ordered by average ranking position
    • EMPLOYERS: Generic competences ranking 2. Ability for applying know ledge in practi y pp y g g p 1. Ability for analysis and synthesis (sum m Decre 4. Basic general know ledge in the field of 15. Problem solving 6. Oral and w ritten com m unication in your n 28. Ethical com m itm ent (to w ork in an ethica ( easing p 29. Concern for quality (w anting to succeed) 16. Decision-m aking 10. Ability to learn (independently) 17. Team w ork 25. Ability to w ork autonom ously and efficie y y position in ranking 13. Ability to adapt to new situations 5. Grounding in basic know ledge of the fiel 3. Planning and tim e m anagem ent 9. Ability to do research 14. Ability for generating new ideas (creati n 18. Interpersonal skills (ability to relate 21. Ability to com m unicate w ith non-experts 30. Will to succeed 7. Know ledge of a foreign language 11. Inform ation m anagem ent skills (ability t 20. Ability to w ork in an interdisciplinary 27. Initiative and entrepreneurial spirit 19. Leadership 12. Critical and self-critical abilities (ab 23. Ability to w ork in an international cont 8. Elem entary com puting skills24. Understanding of cultures and custom s of 22. Appreciation of diversity and m ulticultu 26. Project design and m anagem ent 0 1 2 3Ordered by average ranking position
    • Analysis of the g y generic competences p FIVE MOST RELEVANT FIVE MOST RELEVANT FOR GRADUATES FOR EMPLOYERS 2. Ability to apply 2. Ability to apply knowledge in practice knowledge in practice 1. Ability to analyse and 1. Ability to analyse and synthesis synthesis 16. Decision-making 4. Basic general 4. Basic general knowledge in the field knowledge in the field k l d i th fi ld of law of law 16. Decision-making 6. 6 Oral and written 6. 6 Oral and written communication in communication in your native language your native language
    • EMPLOYERS: IMPORTANCE, IMPORTANCE Generic Competences4321 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30Confidence intervals 95% confidence level Ordered by competence number
    • EMPLOYERS : ACHIEVEMENT, Generic Competences4321 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30Confidence intervals 95% confidence level
    • EMPLOYERS :IMPORTANCE vs ACHIEVEMENTGeneric Competences, ordered by importance4321 2 6 1 29 25 15 4 28 16 10 30 18 21 11 13 3 17 8 9 12 14 5 27 7 20 19 23 22 26 24 Blue line: Importance Pink line: Achievement
    • GRADUATES: IMPORTANCE, IMPORTANCE Generic Competences4321 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30Confidence intervals 95% confidence level Ordered by competence number
    • GRADUATES: ACHIEVEMENT, ACHIEVEMENT Generic Competences4321 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30Confidence intervals 95% confidence level
    • GRADUATES:IMPORTANCE vs ACHIEVEMENTGeneric Competences, ordered by importance4321 1 2 6 15 25 29 16 4 10 11 30 13 3 21 18 8 9 14 28 12 7 5 17 27 23 19 20 22 26 24 Blue line: Importance Pink line: Achievement
    • Tuning Law:Results Specific competences: p p1 Demonstrate1. knowledge of principal features of the legal system including general familiarity with its institutions and procedures2. Demonstrate knowledge of legal principles and values in a wide range of topics extending beyond the core curriculum3. Demonstrate some in-depth knowledge of specialist areas4. Demonstrate critical awareness in the analysis of the legal order5. Ability t id tif5 Abilit to identify and apply primary legal sources d l i l l
    • Tuning Law:Results Specific competences:6. Ability to identify and apply all legal sources of relevance for a specific legal issue7. Ability to identify societal concerns and values behind l b hi d legal principles and rules l i i l d l8. Ability to identify contemporary debates and engage with these while accurately reporting the applicable law9.9 Ability to make a distinction between reasoning founded on law and policy-based arguments10. Ability to identify and work with principal aspects of a foreign legal system
    • Tuning Law:Results Specific competences:11. Ability to act independently in planning and undertaking complex legal tasks d t ki l l lt k12. Ability to identify and comprehend legal issues13. Abilit to identify l13 Ability t id tif relevant legal (including tl l (i l di procedural) issues from a large body of unstructured facts14. Ability to create new or imaginative solutions through approaching a problem by using legal material in different ways15.Ability to decide whether factual circumstances are y sufficiently elucidated for a legal decision
    • Tuning Law:Results Specific competences:16. Ability to render a reasoned legal y g decision17. Ability to draft legal provisions y g p (legislation, contracts)18. Ability to conduct legal research for y g giving legal advice19. Ability to be aware of the need for a y multidisciplinary view of legal problems20. Ability to conduct academic legal y g research
    • Tuning Law:Results Specific competences:21. Ability to present knowledge with range of professional presentation skills (oral and written)22. Ability to write fluent and technically sophisticated prose, using legal terminology accurately i l lt i l t l23. Ability to read a range of complex works within and about law and to summarise their arguments accurately24. Ability to work in cross-disciplinary teams as the legal expert of the team and contribute effectively to its task25. Ability to advise an interested person on the possible outcome of a case, and outline alternative strategies , g leading to different solutions
    • Tuning Law:Results Specific competences:26. Ability to identify and collate relevant statistical or numerical y y information and use it in a report27. Ability to use relevant IT-tools, i.e. word-processing, y p g standard information retrieval systems, web-resources, and ability to specify technological tools needed for personal support28. Ability to reflect on own learning29. Ability to seek and make use of feedback30. Awareness of the ethic dimension of legal work31. Ability to use a foreign legal language
    • SPECIFIC COMPETENCES : ACADEMICS:432 FIRST CYCLE SECOND CYCLE1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
    • Ranking of specific competences Most appreciated competences Demonstrate knowledge of principal features of the legal system including general familiarity with its institutions and procedures (1) ith it i tit ti d d Ability to identify and comprehend legal issues (12) Ability to identify and apply primary legal sources (5) Ability to make a distinction between reasoning founded on law and policy based arguments (9) policy-based Ability to render a reasoned legal decision (16)
    • Thank you for your attentionE-mail:mpcanedo@deusto.esmpcanedo@deusto esSubj:TuningWebsites:http://www.transnational.deusto.eshttp://www transnational deusto eshttp://www.unideusto.org/tuning