La presentazione è in caricamento. Aspetta per favore

La presentazione è in caricamento. Aspetta per favore

CoRe 2 Competences in Education and Recognition 2 Il Progetto CoRe2 Una presentazione dal punto di vista dei fisici LF Donà dalle Rose, Università di Padova,

Presentazioni simili


Presentazione sul tema: "CoRe 2 Competences in Education and Recognition 2 Il Progetto CoRe2 Una presentazione dal punto di vista dei fisici LF Donà dalle Rose, Università di Padova,"— Transcript della presentazione:

1 CoRe 2 Competences in Education and Recognition 2 Il Progetto CoRe2 Una presentazione dal punto di vista dei fisici LF Donà dalle Rose, Università di Padova, nellambito del Seminario su A learner-centered approach: mettere lapprendimento al centro del sistema a cura del Gruppo Italiano dei Bologna Expert Università degli Studi di Pisa, 13 maggio 2011

2 sommario I progetti CoRe CoRe 2 Il Profilo del CdS (Degree Profile) Competenze (Cs) e Learning Outcomes (LOs) Regole per scrivere buone Competenze e LOs Esempi tratti dai tre cicli di Fisica

3 I progetti CoRe CoRe: Nome: Competences in Education and Cross Border Recognition Scopo: valutare lutilità dei profili TUNING basati sulle competenze ai fini della international credential evaluation CoRe 1 finalizzato nel 2007 aree tematiche: History, Nursing, Chemistry, Business CoRe 2 finalizzato in autunno 2010 Project team: Tuning & NARICs aree tematiche: History, Nursing, Physics

4 Obiettivo di CoRe 2 Dare seguito al progetto CoRe 1 È il Profilo del CdS (Degree profile) utile per lacredential evaluation? Scopo principale è lo sviluppo di 3 strumenti: 1.Fac-simile (Template) di Profilo del CdS (degree profile) 2.Linee guida su come scrivere competenze (competenze) e risultati (o esiti) dellapprendimento (learning outcomes) 3.Glossario di termini Guida (nella Collana Tuning)

5 Team di progetto 5 NARICs Nuffic (NL) UK NARIC CIEP (FR) Archimedes Foundation (EE) Czech NARIC (CZ) Tuning network Coordinator Physics History Nursing NVAO/ ECA (NL)

6 Fasi del Progetto & metodi PHASE 1 PHASE 2PHASE 3 Mandate Kick off 1st Draft Meeting CWG ENIC NARIC Test phase 9 HEIs Feedback HEIs Continue Test Phase 2nd draft Meeting FINAL VERSION BROCHURE Autumn 2009Spring 2010 Autumn 2010 ENIC/NARIC Test partners

7 Fasi del Progetto & metodi partner di prova per la Fisica ( reti STEPS TWO & TUNING) PHASE 2PHASE 3 1st Draft della Guida CoRe2 Test phase 9 HEIs Feedback HEIs Continue Test Phase 2nd draft Meeting FINAL VERSION BROCHURE Spring 2010 Autumn 2010 ENIC/NARIC Test partners 3 Test Partner per la FISICA University of Bucharest (L. Tugulea) Imperial College London (W.G. Jones) Radboud University Nijmegen (H. Geurts) 6 altri test partner in Storia ed Infermieristica

8 Struttura della Guida CoRe 2 Introduction Chapter 1: Background and Context Chapter 2: Degree profile Degree profile Template How to complete the Template Chapter 3: Glossary Annex 1 - Designing study programmes and defining its programme learning outcomes Annex 2 - Tuning generic competences Annex 3 – Examples: Degree profiles for History, Nursing and Physics from the universities of Utopia, Solaris and Galaxy

9 Profilo del CdS Degree profile Il Profilo del CdS descrive i tratti caratteristici del programma di studio in termini di competenze e di Risultati dellApprendimento [in inglese Learning Outcomes (LOs) ] Può essere: Un documento a sè stante, per es. Nel catalogo dei CdS di una data Istituzione di Formazione Superiore Come facilitatore per trovare un impiego appropriato o per continuare negli studi una parte del Diploma Supplement (al punto 4.2), così giocando un ruolo importante nelle procedure di riconoscimento Quindi fa il servizio di uno strumento di transparenza, comunicazione ed innovazione Non deve essere più lungo di due pagine; deve potersi leggere in 5 minuti Dovrebbe dare un chiara idea del programma di studio a: credential evaluators, admissions officers, recruiters, employers, potential students and potential partner institutions; Non è stato disegnato ai fini dellaccreditamento o per soddisfare a vincoli (nazionali) di regolamenti/autorità competenti.

10 Degree profile TEMPLATE il TEMPLATE contiene UN CAMPO INIZIALE 6 SEZIONI A.Purpose - Scopo del CdS B.Characteristics (Discipline, general/specialist, orientation, distinctive features) – tratti caratteristici C.Employability & further education – potenziale di impiego e di prosieguo negli studi D.Education style – metodologia educativa E.Programme competences – competenze sviluppate dal CdS (sia trasversali che specifiche, in tutto ~ 15) F.Complete list of Programme Learning Outcomes (PLOs) Lista completa dei risultati dellapprendimento derivanti dal CdS (da 15 a 20)

11 cosa si intende per competenza e risultati (esiti) dellapprendimento secondo Tuning e CoRe2

12 Tuning Educational Structures in Europe Tuning II: 27 countries 135 higher education institutions 9 subject areas Tuning III: 33 countries 143 higher education institutions

13 13 I RISULTATI DELLAPPRENDIMENTO (in inglese LEARNING OUTCOMES ) : NB - sono formulati dai docenti responsabili ex ante specificano cosa lo studente dovrebbe conoscere, comprendere ed essere in grado di fare al termine di un processo di apprendimento; si riferiscono ad un singolo insegnamento (o unità didattica o modulo) oppure ad un intero corso di studio, ad esempio un corso di primo o secondo ciclo. specificano i requisiti necessari per lacquisizione dei crediti (da parte degli studenti). Concetti base della metodologia Tuning - 1

14 14 Le competenze: NB - sono acquisite dagli studenti alla fine del percorso (ex post) rappresentano una combinazione dinamica di conoscenze, comprensione ed abilità; possono essere generali (o trasversali) o specifiche della disciplina; si sviluppano in varie unità didattiche (insegnamenti) e si valutano a tempi diversi; la loro acquisizione costituisce lobiettivo dei corsi di studio. Concetti base – 2

15 Esempio: le competenze specifiche di un primo ciclo in fisica (Tuning Project, 2008) legame con i DDs Donà dalle Rose, 13 maggio "Rating of importance order" Physics-related cognitive abilities and competencies Physics-related practical skills Physics-related additional generic competencies RELATED DUBLIN DESCRIPTOR 1Estimation skillsA 2 Mathematical skills A-B 3 Deep knowledge & understanding A-D 4 Experimental skill B 5 Problem solving A-B 6 Modelling skills B 7 Physics culture A-D 8 Familiarity with Basic & Applied Research A-B-C 9 Literature search skills E 10 Learning ability E 11 Human / professional skills A-B 12 Absolute standards awareness A-C 13 Ethical awareness (relevant to physics) C 14 Foreign Language skills (relevant to physics) E 15 Specific Communication Skills D

16 Competences and Learning Outcomes CoRe2 - precisazioni una competenza: Appartiene a ed è sviluppata dallo studente; Riguarda comprovata conoscenza, comprensione, competenze (specifiche dellarea tematica e trasversali), abilità, attitudini e valori (etici); Si costruisce in maniera cumulativa nel CdS ed attraverso i cicli successivi Dovrebbe informare sul contesto in cui la competenza viene applicata; (simile a ciò che si richiede in una breve descrizione di una opportunità di lavoro) Un risultato dellapprendimento (Learning Outcome) è: Una frase più lunga che descrive un risultato misurabile di un processo di apprendimento; Una espressione del grado di estensione/livello/standard della competenza; e Non una proprietà dello studente, ma un mezzo per le istituzioni di formazione superiore di misurare se gli studenti hanno sviluppato le loro competenze al livello richiesto.

17

18 Author: Jeremy Cox, Polifonia Network, for TUNING Projects

19 CoRe 2 : Come descrivere le competenze sviluppate dal CdS 2 elementi a short name – un nome breve a qualifying/informative statement: – una frase qualificante / ricca di informazione esempi Flexible mind: acquisition of a flexible mind, open to apply basic physical knowledge and competences in a wide range of job opportunities and in everyday life. Problem solving: ability to formulate, analyse and synthesize solutions to scientific problems at an abstract level by dividing them into testable sub-problems, differentiating between major and minor aspects. International Outlook: Ability to work in large international groups appreciating different national and cultural traditions and ways of working. Donà dalle Rose, 13 maggio

20 CoRe2: come scrivere i Risultati dellapprendimento (RdA) del CdS 5 componenti chiave (notare il color code) code) Active verb un verbo attivo Type of learning outcome: Tipo di RdA Knowledge, Cognitive process, Skills, Other competences, i.e. other abilities, attitudes and (ethical) values. Topic area of the learning outcome area disciplinare dello RdA Indication of the extent, standard or the level that is intended – estensione/ standard / livello atteso The scope and/or the context of the learning outcome – contesto dello RdA Donà dalle Rose, 13 maggio

21 esempio tratto dalla guida CoRe2 la descrizione di un RdA (o LO) Donà dalle Rose, 13 maggio

22 CoRe2: come scrivere i Risultati dellapprendimento (RdA) del CdS un altro esempio (con codice a colori) Donà dalle Rose, 13 maggio

23 CoRe2 ALTRI ESEMPI tratti dallarea della FISICA Donà dalle Rose, 13 maggio

24 esempi tratti dalla guida CoRe2 – Annex 3 la descrizione delle competenze trasversali in Fisica – primo ciclo Donà dalle Rose, 13 maggio G ENERIC Capacity for analysis and synthesis using logical arguments and proven facts. capability to perform guided teamwork in a lab setting and related special skills demonstrating capacity for handling the rigor of the discipline and for time management (including meeting deadlines). Ability to communicate effectively and to present complex information in a concise manner orally and in writing and using ICT and appropriate technical language. Ability to communicate with non-experts, including some teaching skills Ethical commitment from the point of view of both professional integrity and awareness of possible physics social impact

25 esempi tratti dalla guida CoRe2 – Annex 3 la descrizione delle competenze trasversali in Fisica – secondo ciclo Donà dalle Rose, 13 maggio G ENERIC Graduates will have acquired a way of thinking that will enable them to penetrate and solve problems, while maintaining a critical stance towards established scientific insights Graduates will be able to hold an oral presentation and to write a lucid article on the research conducted and on modern concepts in physics and astronomy for a general, non-specialist public Graduates will have gained sufficient knowledge of and insights into the role of physics and astronomy in society in order to function adequately in their future professions and reflect on societal problems

26 esempi tratti dalla guida CoRe2 – Annex 3 la descrizione delle competenze trasversali in Fisica – terzo ciclo Donà dalle Rose, 13 maggio G ENERIC Research Ability: Competence to initiate and carry out (individually and/or as part of a team) investigations which contribute to the advancement of knowledge and understanding of the physical universe and to produce results. Team-work: Capacity for working in a complex research team and for assuming responsibility for tasks including taking into account budgetary and personnel constraints. Creativity: Capacity to be creative in developing ideas and in pursuing research goals. Communication skills: Ability to communicate effectively to specialist and non-specialist audiences and to present complex information in a concise manner orally and in writing using appropriate technical language and methods. Ethical Commitment: To demonstrate ethical commitment and an appreciation of the ethos of scientific research.

27 esempi tratti dalla guida CoRe2 – Annex 3 descrizione di alcune competenze specifiche in Fisica -1 Donà dalle Rose, 13 maggio Primo ciclo Deep knowledge and understanding: Ability to analyze physical phenomena (both natural and technological) in terms of fundamental physics principles and knowledge and by means of appropriate mathematical methods. Estimation skills: ability to make order-of-magnitude estimates and find approximate solutions with explicit statements of assumptions and the use of special and limiting cases. Secondo ciclo Graduates will be able to formulate new questions and hypotheses in the fields of physics and astronomy, and to select the appropriate pathways and research methods for solving these questions, on the occasion of presentations and/or reports submission and taking into account the available resources. Graduates will be able to formulate and analyse scientific problems at an abstract level by dividing them into testable sub-problems, differentiating between major and minor aspects

28 esempi tratti dalla guida CoRe2 – Annex 3 descrizione di alcune competenze specifiche in Fisica - 2 Terzo ciclo Particle Physics Research Ability: Competence to carry out original research in experimental high energy physics and to achieve research results which constitute an advancement of knowledge of the field coupled with an appreciation of the most important questions to be addressed and the research methods to be employed. Data Analysis Ability: Competence in the analysis of data from particle physics experiments which may be on a very large scale and which may require the use of powerful computing resources, e.g. grid computing. Critical and Evaluative Ability: Competence to interpret resultsfrom experiments and to take part in discussions with experienced research physicists concerning the scientific implications of new results. Donà dalle Rose, 13 maggio

29 ESEMPI presi dallarea della FISICA - primo ciclo 1 complete list of programme learning outcomes 1.Ability to demonstrate knowledge and understanding of physics fundamentals in: classical mechanics, vibrations and waves, acoustics, optics and spectroscopy, thermodynamics, electromagnetism, quantum physics. The level of this knowledge of core physics is a basic one, i.e. the level needed for working with established areas of applications but not as high as is needed for research at the frontiers of knowledge. 2.Ability to demonstrate knowledge and understanding of mathematics relevant for physics at a basic level, i.e. differential and integral calculus, algebra, analytic functions of real and complex variables, vectors and matrices, vector calculus, ordinary and partial differential equations, statistics, Fourier methods and – furthermore –capability of using such tools in physics applications. Donà dalle Rose, 13 maggio

30 ALTRI ESEMPI presi dallarea della FISICA - primo ciclo 1 C OMPLETE LIST OF PROGRAMME LEARNING OUTCOMES VERB IN BLACK ; TYPE IN BLUE ; SUBJECT IN RED ; STANDARD I N G REEN ; CONTEXT IN VIOLET 1.Ability to demonstrate knowledge and understanding of physics fundamentals in: classical mechanics, vibrations and waves, acoustics, optics and spectroscopy, thermodynamics, electromagnetism, quantum physics. The level of this knowledge of core physics is a basic one, i.e. the level needed for working with established areas of applications but not as high as is needed for research at the frontiers of knowledge. 2.Ability to demonstrate knowledge and understanding of mathematics relevant for physics at a basic level, i.e. differential and integral calculus, algebra, analytic functions of real and complex variables, vectors and matrices, vector calculus, ordinary and partial differential equations, statistics, Fourier methods and – furthermore –capability of using such tools in physics applications. Donà dalle Rose, 13 maggio

31 ESEMPI presi dallarea della FISICA - primo ciclo 2 complete list of programme learning outcomes 3. Ability to demonstrate experimental skills in physics (i.e. knowledge of experimental methods and how to perform physics experiments) under supervision, in order to test hypotheses and to investigate phenomena and their physical laws (i.e. being able to ask for the right questions; familiar with most common instrumentations; designing, assembling, conducting experiments; collecting and analyzing data, including careful error analysis and critical evaluation of experimental results) Acquisition of good working habits concerning both working alone (e.g. diploma thesis) and in teams, including team-leading, (e.g. lab reports) achieving results within a specified time-frame with an emphasis on awareness about professional integrity and on how to avoid plagiarism. 10. Demonstrated proficiency in using English language, including subject area terminology, for literature search. Donà dalle Rose, 13 maggio

32 ESEMPI presi dallarea della FISICA - primo ciclo 2 C OMPLETE LIST OF PROGRAMME LEARNING OUTCOMES VERB IN BLACK ; TYPE IN BLUE ; SUBJECT IN RED ; STANDARD I N G REEN ; CONTEXT IN VIOLET 3. Ability to demonstrate experimental skills in physics (i.e. knowledge of experimental methods and how to perform physics experiments) under supervision, in order to test hypotheses and to investigate phenomena and their physical laws (i.e. being able to ask for the right questions; familiar with most common instrumentations; designing, assembling, conducting experiments; collecting and analyzing data, including careful error analysis and critical evaluation of experimental results) Acquisition of good working habits concerning both working alone (e.g. diploma thesis) and in teams, including team-leading, (e.g. lab reports) achieving results within a specified time-frame with an emphasis on awareness about professional integrity and on how to avoid plagiarism. 10. Demonstrated proficiency in using English language, including subject area terminology, for literature search. Donà dalle Rose, 13 maggio

33 ESEMPI presi dallarea della FISICA - secondo ciclo complete list of programme learning outcomes For all variants in general: Graduates will be able to make measurements of physical quantities and to pursue an investigation by the design, execution and analysis of experiments, to compare results with existing knowledge and theories, and to draw conclusions (including degree of uncertainty). For the Research variant: Graduates will have gained adequate knowledge and insights pertaining to the basic sub-areas of physics and astronomy. The scope of this basic knowledge will be sufficient to allow them to do practical training in one of the research groups For the Communication variant: Graduates will have sufficient knowledge of various theories of communication that will enable them to reflect critically on the literature in the field of communication Graduates will possess skills in the fields of scientific journalism and technical communication and knowledge of recent developments in these fields Donà dalle Rose, 13 maggio

34 ESEMPI presi dallarea della FISICA - secondo ciclo C OMPLETE LIST OF PROGRAMME LEARNING OUTCOMES VERB IN BLACK ; TYPE IN BLUE ; SUBJECT IN RED ; STANDARD I N G REEN ; CONTEXT IN VIOLET For all variants in general: Graduates will be able to make measurements of physical quantities and to pursue an investigation by the design, execution and analysis of experiments, to compare results with existing knowledge and theories, and to draw conclusions (including degree of uncertainty). For the Research variant: Graduates will have gained adequate knowledge and insights pertaining to the basic sub-areas of physics and astronomy. The scope of this basic knowledge will be sufficient to allow them to do practical training in one of the research groups For the Communication variant: Graduates will have sufficient knowledge of various theories of communication that will enable them to reflect critically on the literature in the field of communication Graduates will possess skills in the fields of scientific journalism and technical communication and knowledge of recent developments in these fields Donà dalle Rose, 13 maggio

35 ESEMPI presi dallarea della FISICA – terzo ciclo Complete list of programme learning outcomes – Achieving knowledge and understanding of advanced high energy and particle physics and related fields including experimental techniques and detector technology; the level of this knowledge is that needed for research at the frontiers of knowledge and directed to extending those frontiers. – Ability of writing clearly and effectively an extensive, deep and detailed account of research work. – Ability to give subject-specialised research seminars and to produce research publications for major research journals. – NB. It must be understood that the most important and essential outcomes in this doctoral programme are not learning outcomes but rather research outcomes in which new knowledge is created and/or applied (through thesis report, journal papers, spin-offs and patents, etc.). Donà dalle Rose, 13 maggio

36 ESEMPI presi dallarea della FISICA – terzo ciclo C OMPLETE LIST OF PROGRAMME LEARNING OUTCOMES VERB IN BLACK ; TYPE IN BLUE ; SUBJECT IN RED ; STANDARD I N G REEN ; CONTEXT IN VIOLET – Achieving knowledge and understanding of advanced high energy and particle physics and related fields including experimental techniques and detector technology; the level of this knowledge is that needed for research at the frontiers of knowledge and directed to extending those frontiers. – Ability of writing clearly and effectively an extensive, deep and detailed account of research work. – Ability to give subject-specialised research seminars and to produce research publications for major research journals. – NB. It must be understood that the most important and essential outcomes in this doctoral programme are not learning outcomes but rather research outcomes in which new knowledge is created and/or applied (through thesis report, journal papers, spin-offs and patents, etc.). Donà dalle Rose, 13 maggio

37 CoRe2 a further step towards a common language in EUR H OPE

38 Grazie per la vostra attenzione! CoRe2 contact details Website Jenneke Lokhoff Policy Officer Lupo Donà dalle Rose Tuning physics coordinator


Scaricare ppt "CoRe 2 Competences in Education and Recognition 2 Il Progetto CoRe2 Una presentazione dal punto di vista dei fisici LF Donà dalle Rose, Università di Padova,"

Presentazioni simili


Annunci Google