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IT Tralee : Context

IT Tralee : Context. Changing to Credit Based Modular Learning A Paradigm Shift? Dr. Noel Mulligan, Modularisation Project Manager Institute of Technology, Tralee . Accreditation and Assessment in Higher Education - The Emerging Scenario NUI, Maynooth, 25th January 2007. NOTE for Audience.

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IT Tralee : Context

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  1. IT Tralee : Context Changing toCredit Based Modular Learning A Paradigm Shift? Dr. Noel Mulligan, Modularisation Project Manager Institute of Technology, Tralee. Accreditation and Assessment in Higher Education - The Emerging Scenario NUI, Maynooth, 25th January 2007

  2. NOTE for Audience • Handout of Presentation includes • Visible Slides – bullet points • Hidden Slides - notes

  3. Credit Based Modular Learning – How much of a change? • Education Super System • Education Systems • Institutions • Academics • Learners

  4. What we are doing at IT Tralee • Major Programmatic Review • Modularisation/Semesterisation • Restructuring • Reconstructing • Changing how we fulfil our Mission • Challenging ourselves

  5. Why we are Restructuring/Reconstructing/Changing • Bologna Process • National Framework of Qualifications (NFQ) • Learner Focus • Market for Higher Education Services • Pursuing Best Practice

  6. Our Experience of Change as Academics • Becoming a ‘Lecturer’/Teacher • Gradual Development of Programmes • Institutional and Programmatic Review • Delegation of Authority • Transfer of Programmes to the NFQ • No experience of ‘Fundamental Change’

  7. Bologna and NFQ Require and Facilitate ‘Fundamental Change’ • Transparency • Recognition • Mobility

  8. Centrality of Learning Outcomes and Credits – The Paradigm Shift • Learner Input (ECTS Credits) • Learning Process • Assessment and Grading • Programmes • Awards

  9. ‘Real’ Learner Centred Education Exclusive v Inclusive Institutional Status v Learning Community Academic ‘Freedom’ v Learner Needs & Wants Field Expertise v Pedagogy Teaching v Learning Input v Output Syllabus Content v Learning Outcomes (Familiar) v (Unfamiliar)

  10. Importance of Learning Outcomes and Credits for Academics • Academics Conceive/Design/Develop/Deliver/Assess Education Programmes and Award Credits for the learning that is achieved • Academics are at the coalface of the Bologna Process and are ultimately responsible for • Transparency • Recognition • Mobility • Academics must have an in-depth understanding of Learning Outcomes and Credits

  11. Foundation for Understanding of Learning Outcomes and Credits • Learning and Learners • Standards, Level and Volume (Knowledge, Skill and Competence) • Assessment

  12. Learning Outcomes and Credits –A Shared Interpretation • A Common Currency in a Seamless Sector • Opportunity for Convergence • Risk of Divergence • Avoid cul-de-sacs

  13. We’re in the Learning Business • Simple Concepts • Complex Problems

  14. IT Tralee : Context Thank You Accreditation and Assessment in Higher Education - The Emerging Scenario NUI, Maynooth, 25th January 2007

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