European Higher Education Area (EHEA) and E-learning. Athens - - PowerPoint PPT Presentation

European Higher Education Area (EHEA) and E-learning.

Athens University of Economics & Business Department of Informatics

21 of June of 2005

Alfredo Pina Universidad Pública de Navarra Pamplona, Spain

Contents

What is the EHEA? Why the EHEA? How we can construct the EHEA? Macro level Micro level E-learning in “physical presence” universities G9 experience EHEA end E-learning Why? What? How?

The path already done....

1987

• Programa ERASMUS

1989

• Programa ECTS

1996

• Programas SOCRATES y LEONARDO

1998

• Declaración de LA SORBONNE (4 estados)

1999

• Declaración de BOLOGNA (29 estados)

2000

• Consejo Europeo de Lisboa

2001

• SALAMANCA - GÖTEBORG
• Comunicado de PRAGA (33 estados)

2002

• Consejo Europeo de Barcelona
• Parlamento Europeo

2003

• GRAZ (EUA)
• Comunicado de BERLÍN (40 estados)

2005

• BERGEN (45 estados)

1987

• Programa ERASMUS

1989

• Programa ECTS

1996

• Programas SOCRATES y LEONARDO

1998

• Declaración de LA SORBONNE (4 estados)

1999

• Declaración de BOLOGNA (29 estados)

2000

• Consejo Europeo de Lisboa

2001

• SALAMANCA - GÖTEBORG
• Comunicado de PRAGA (33 estados)

2002

• Consejo Europeo de Barcelona
• Parlamento Europeo

2003

• GRAZ (EUA)
• Comunicado de BERLÍN (40 estados)

2005

• BERGEN (45 estados)

European Convergence

Global changes:

• To harmonize European University

Systems:

• Homogeneous degree systems (Bachelor &

MsC/PhD)

• Same value fo student workload
• Course structure and contents compatible

across countries.

COMPATIBILITY // COMPARABILITY // COMPETITIVENESS

Key aspects in the convergence

Diploma Supplement Information TRANSPARENCY

ECTS

(Learning)

QUALITY (assurance) STRUCTURE

(2 Cycle)

ECTS demands new education models centered in students work and learning

Convergence implementation

Adoption of: ECTS credits Comparable assesments Quality level measurement (National & transnational parameters) Degrees revision: Structure (cycles) Duration (60 ECTS/year) New curricula based on contents & competences Normalized docs Diploma Supplement

TRANSPARENCY

COMPETITIVENESS SOCIAL DEMANDS EMPLOYABILITY Implementation of Bologna process

Adoption of: ECTS credits Comparable assesments Quality level measurement (National & transnational parameters) Degrees revision: Structure (cycles) Duration (60 ECTS/year) New curricula based on contents & competences Normalized docs Diploma Supplement

TRANSPARENCY

COMPETITIVENESS SOCIAL DEMANDS EMPLOYABILITY Implementation of Bologna process

Current disparity

Estat Estructura Estat de l’adaptació Inici estructura Alemanya 3 + 2 En curs 2002-2003 Àustria 3 + 2 En curs 2002-2003 Bèlgica (Flandes) 3 + 1 Inici pels Bachelor 2004-2005 Bèlgica (Walonia) 3 + 1 / 2 Inici pels Bachelor 2004-2005 Dinamarca 3 + 2 Bachelor anteriors a Bolonya Anys 90 Eslovàquia 3 + 2 Progressiva 2002-2003 Eslovènia Per definir No iniciada No iniciada Estònia 3 + 2 Quasibé completa 2002-2003 Finlàndia 3 + 2 Bachelors anteriors a Bolonya. 2005-2006 Us progressiu d’ECTS (ECTS) França 3 + 2 En curs 2002-2003 Grècia Ara és 4+2 Es considera que el sistema ja és adaptat No prevista Hongria 3 + 2 Encara en discussió 2006 Irlanda Mixta 3 / 4 + 1 / 2 No es considera que calguin canvis No prevista Estat Estructura Estat de l’adaptació Inici estructura Itàlia 3 + 2 Pendent d’iniciar tots els Master 2001-2002 Letònia Mixta 3 / 4 + 1/ 2 Bachelors des del 1991 Variable Lituània 4 + 1 / 2 Completa 1999 Luxemburg Mixta 3 / 4 + 1/ 2 Completa 2003-2004 Malta 3 + 2 En curs 2003-2004 Països Baixos 3 + 1 / 2 Completa en els Bachelor 2002-2003 Polònia Per definir Pendent de legislació No prevista Portugal Per definir Documents preliminars del Ministeri No prevista Regne Unit 3 + 1 No es considera que calguin canvis No prevista

• Rep. Txeca

3 + 2 Adaptació progressiva 2002-2003 Suècia Per definir Proposta del ministeri en discussió Pendent Xipre 4 + 2 Es considera ja feta Abans de Bolonya

Current disparity

DE PROPERA INTEGRACIO EUROPEA

Estat Estructura Estat de l’adaptació Inici estructura Bulgària Actual 4 + 1 No prevista Pendent Islàndia 3 + 2 No es considera que calguin canvis No prevista Liechtenstein 3 + 2 No necessita adaptació Abans de Bolonya Noruega 3 + 2 Completa 2003-2004 Romania 3 + 2 Regulada pel Ministeri 2004-2005 Suïssa 3 + 2 Les Universitats s’estan adaptant 2005-2006 (2004-2005) Turquia 4 + 2 No s’ha fet cap canvi Pendent

Current disparity

Comparability & Competitiveness

Comparability & Competitiveness

A significative number of the best European “brains” prefer to go to North America:

• better job conditions and research

facilities.

• others stop research and remain in Europe

in “normal” jobs.

EUROPE USA JAPAN PhD & Graduates in Science & Tec (1999)

5,4 Res./1000 Work. 8,7 Res./1000 Work. 9,7 Res./1000 Work.

Research funding (2000)

1,94% of GDP 2,80% of GDP 2,98% of GDP

Degree design (Macro level)

Involved entities (Macro level)

Convergence

Teaching changes (Micro level)

Basic purposes:

• Student centered teaching: autonomous learning.
• Different Prof. role : learning process manager.
• A clearer definition of the goals: competences
• New activities organization: shift from input to output
• Changes in the organization of the learning

process: modularity

TO REINFORCE HOMOGENEITY BETWEEN COUNTRIES

Teaching changes (Micro level)

A DIDACTIC BASIC PRINCIPLE:

“The shift from teaching to learning, from input to

• utput, and to the processes and the contexts of

learner”

• Autonomy with company.
• Using learning tools is as important as

gathering knowledge

• Equilibrium in the demand-support relation in

learning process (Prof.-Student)

• Curricular parameters in teaching: continuity

• Competences
• Autonomous learning
• Lifelong Learning
• Didactic materials

To propose a new approach to the teaching-learning process, to the assesment and to quality maintenance

Teaching changes (Micro level)

COMPETENCES

COMPETENCES (ACADEMIC or PROFESSIONAL)

They help to describe the expected results when learning some course program in terms of generic and subject- specific competences. They may express needs in knowledge, skills or application, and attitude & responsabilities. To know more….Project TUNING……

COMPETENCES.

SPECIFIC COMPETENCES UNIVERSITY COMPETENCES ENTERPRISE COMPETENCES GENERIC COMPETENCES COMPETENCES Of a SUBJECT

PHILOSOPHICAL COMPETENCES

Autonomous Autonomous Learning Learning

• The control- autonomy axis: (Brown & Atkins, 1988)

Control & participation

• f the lecturer

Control & participation

• f the student

Master class Small group teaching Research tutoring Lab work Self-learning systems

Autonomous Autonomous Learning Learning

A way of learning where the student asumes an important part of the responsibility of his work organization, tuning it to his own rythm.

Definition:

Lifelong Lifelong Learning Learning

2 Key ideas: 1.- The university as the first stage of an education or learning process that lasts the whole life. 2.- “Not all that can be taught, has to be taught in this first education stage” CONSEQUENTLY…

Lifelong Lifelong Learning Learning

• To focus on fundamental aspects (those that

better prepare for continous education).

• To distribute contents in the different stages of

the educational process (bachelor-Master-PhD- continous education)

• To create resources and devices for continous

education

CONSEQUENTLY….

Didactic Didactic material aterial

Teaching guides: New didactic materials to help the autonomous learning in the new context of EHEA

New New Teaching eaching Guides Guides

1.- It is to reconstruct the subject taking the role of the student. 2.- It permits to the authors a deep analysis and decision making about contents, activities design, reinforcement of the principal ideas of the subject, preventing errors, etc… It is like the “program” but more developed, better “guide” for learning.

New New Teaching eaching Guides Guides

Instruments: ECTS

Academic activity measure unity Total student workload Integrates theory, practice and others

directed activivities

¿What is it? ECTS = European Credit Transfer System

STUDENT TOTAL WORKLOAD

Theoretical classes Practical classes Preparing assignments from Theoretical classes Preparing assignments from Practical classes Studying & Preparing classes Solving problems & Preparing practices Studying & Preparing exams Doing exams Consultancy (Office hours) Seminars & activities participation

Presence hours + personal work hours

ECTS:

STUDENT TOTAL WORKLOAD 25 – 30 hours Hours / credit 1,5 ECTS credits Credits / week 60 ECTS credits Credits / year 1.600 hours Hours / year 40 hours Hours / week 40 weeks Weeks /year Proposed Value Academic Year

ECTS:

¿How to organize our subject?

150 99,5 66,33% 50,5 33,6% Total 20 16 4 4

Exams

1,5 1,5

Compulsory Office hours

30 15 1 15

Lab

8 24,5 16 50 Total 3 2,5 15 1,5 Factor 6 2

Discussion

17,5 7

Work Groups

15 1

Assignments

30 20

Master Lessons

Personal time Presence time

Activities

6 ECTS credits subject (4 t.+2p.)

Instruments: Assessment

Assessment

Instruments: Diploma Supplement

This Diploma Supplement model was developed by the European Commission, Council of Europe and UNESCO/CEPES. The purpose of the supplement is to provide sufficient independent data to improve the international ‘transparency’ and fair academic and professional recognition of

• qualifications. It is designed to provide a description of the

nature, level, context, content and status of the studies that were pursued and successfully completed by the individual named on the original accompanying qualification. It should be free from any value judgements, equivalence statements or suggestions about recognition. Information in all eight sections should be provided. Where information is not provided, an explanation should give the reason why.

Diploma Supplement

In the case of Spain we can see an example at:

http://wwwn.mec.es/educa/ccuniv/html/set/EJEMPLO.pdf

Diploma Supplement & ECTS Label

E-learning in our Univ.

The G9 experience

The G9 experience

The G9 experience: CVC

The G9 experience: CVC

Number of students in the CVC-G9 (Campus Virtual Compartido, Shared Virtual Campus)

Why e-learning for EHAE

Autonomy for students Control tools for Lecturers and Universities

Control & participation

• f the lecturer

Control & participation

• f the student

Master class Small group teaching Research tutoring Lab work Self-learning systems

Why e-learning for EHAE

Autonomy for students Control tools for Lecturers and Universities

What e-learning for EHAE

For a lecturer: helping in designing didactic activities

What e-learning for EHAE

Collaborative work of group of lecturers

How e-learning for EHAE

Examples: virtual course for EHAE Telematic support for presence subjects Course design to be used within E-learning platform

A virtual course for EHAE

Thanks for your attention

• A. Pina
• A. Pina

pina@unavarra.es pina@unavarra.es