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Dublin descriptors
Three perspectives
Domain (informatics, chemistry, law, etc.). Level (short, first, second cycle) Orientation (research, applied, professional)
How to?
How to define the domain and come to domain specific requirements -> ? We have talked about this yesterday. How to make sure the intended learning outcomes fit in the right level? -> National Qualification Frameworks and Dublin descriptors How to be sure the intended learning outcomes have the right orientation?
Topics to address
qualifications
Qualifications that signify compleation of the cycle are awarded to students who:
We will walk through the descriptors to illustrate what the differences are
Knowledge
short cycle: have demonstrated knowledge and understanding in a field of study that builds upon general secondary education and is typically at a level supported by advanced textbooks; such knowledge provides an underpinning for a field of work or vocation, personal development, and further studies to complete the first cycle; first cycle: have demonstrated knowledge and understanding in a field of study that builds upon and their general secondary education, and is typically at a level that, whilst supported by advanced textbooks, includes some aspects that will be informed by knowledge of the forefront of their field of study;
Knowledge
first cycle: have demonstrated knowledge and understanding in a field of study that builds upon and their general secondary education, and is typically at a level that, whilst supported by advanced textbooks, includes some aspects that will be informed by knowledge of the forefront of their field of study; second cycle: have demonstrated knowledge and understanding that is founded upon and extends and/or enhances that typically associated with Bachelors level, and that provides a basis or opportunity for originality in developing and/or applying ideas, often within a research context;
application
Short cycle can apply their knowledge and understanding in occupational contexts; First cycle: can apply their knowledge and understanding in a manner that indicates a professional approach to their work or vocation, and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study;
application
First cycle: can apply their knowledge and understanding in a manner that indicates a professional approach to their work or vocation, and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study; Second cycle can apply their knowledge and understanding, and problem solving abilities in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study;
Judgement
Short cycle: have the ability to identify and use data to formulate responses to well-defined concrete and abstract problems; First cycle have the ability to gather and interpret relevant data (usually within their field of study) to inform judgements that include reflection on relevant social, scientific or ethical issues Second cycle have the ability to integrate knowledge and handle complexity, and formulate judgements with incomplete or limited information, reflecting on social and ethical responsibilities linked to their knowledge
Communication
Short cycle can communicate about their understanding, skills and activities, with peers, supervisors and clients; First cycle Can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences Second cycle Can communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non specialist audiences
Learning skills
Short cycle have the learning skills to undertake further studies with some autonomy. First cycle have developed those learning skills that are necessary for them to continue to undertake further study with a high degree of autonomy. Second cycle have the learning skills to allow them to continue to study in a manner that may be largely self-directed or autonomous
Summary of differences
Application From applying in an occupational context, via competences in devising and sustaining arguments and solving problems to application and problem solving in new environments
Judgement Identify-> interpret-> integrate
summarizing
Communicate information -> solutions -> own conclusions Learning skills level of autonomy
DD
So far about Dublin descriptors
They can be used as tools to check whether the level of the intended learning outcomes is right and fits into the NQF
Orientation
orientation
In the Netherlands there is a difference between broad research oriented universities, technical oriented universities and universities of applied sciences or higher professional education. The orientation of the programmes and therefore the intended learning outcomes are also differing. Some research university programmes however are also educating for a profession e.g. medical doctors, dentistry. These programmes and therefore their learning outcomes are next to the research orientation also professionally oriented.
Any questions?
Example of research orientation in the first cycle: -The graduate is able to design and conduct under supervision an elementary scientific study;
Example of professional orientation in the first cycle: - The graduate has the competences to design, plan and implement a project for an IT company;
Assignment
On the basis of the description of the Course Management and Information Systems formulate four learning outcomes using the description .
Apply what has been learned about domain specific requirements, orientation, Dublin Descriptors and the Blooms taxonomy. Write it down on the poster