​

Unit 2

Recognition of Learning

in the Formal Education System

Unit 2

Index

Introduction and learning outcomes (slide 4)

Chapter 1: The European Qualifications Framework - EQF

1. What is the European Qualifications Framework? (slide 7)
2. Why the European Qualifications Framework? (slide 9)
3. The levels structure of the European Qualifications Framework (slide 14)
4. National Qualifications Frameworks and EQF (slide 19)
5. Recap and reflect (slide 22)

Chapter 2: The European Credit Transfer System (ECTS)

1. What is the ECTS? (slide 25)
2. ECTS and the European Higher Education Area (slide 27)
3. Why ECTS? (slide 31)
4. Key features and mechanisms of the European Credit Transfer System (slide 32)
5. Non-formal and informal learning in the ETCS (slide 35)

​

​

​

​

Unit 2

Index

Chapter 3: The European Credit System for Vocational Education and Training (ECVET)

• What is the European Credit System for Vocational Education and Training? (slide 38)
• Why ECVET? (slide 40)
• Features of ECVET (slide 41)
• Non-formal and informal learning in the ECVET (slide 46)
• Recap and reflect (slide 48)

Chapter 4: Basic Features of Design and Delivery of Formal Education

• What is programme design and delivery? (slide 50)
• What is a qualification? (slide 53)
• What are Learning Outcomes? (slide 56)
• Why using Learning Outcomes? (slide 58)
• Writing learning outcomes (slide 63)
• Recap and reflect (slide 70)

Assessment (slide 74)

​

​

​

​

Unit 2

Introduction and Learning Outcomes

“Qualifications express what people know, understand and are able to do. They can take different forms such as a (university) diploma or (skills crafts) certificate. Transparency about what people actually learned in order to obtain a qualification (‘learning outcomes’) is key to ensuring that individuals, employers and education and training providers give the appropriate economic, social and academic value to qualifications.”

(“The European Qualifications Framework: supporting learning, work and cross-border mobility”, 2018)

​

Transferability of qualifications is the cornerstone for people mobility and employability. In 2008 the European Qualifications Framework opened the door to portability of European citizens qualifications, acting as a translation device between education and training providers across Europe, mainly regarding formal education structures, but also towards those non-formal and informal.

​

Unit 2

Introduction and Learning outcomes

After completing this Unit, you will be able to:

1. Recognise the formal educational structures of Europe for adult learners
2. Discuss the key formal structures of EQF, ECTS and ECVET
3. Reflect on the relevance of formal educational structures of Europe in a volunteering context
4. Explain the basic elements of the design and delivery of the formal educational structures of Europe for adult learners
5. Reflect on the relevance of the design and delivery of formal educational structures of Europe in a volunteering context
6. Discuss the key elements of knowledge, skills and competences with learning outcomes as the key element of formal educational design and delivery
7. Describe the basic elements of learning, teaching and assessment elements in formal education��

Unit 2

CHAPTER 1. The European Qualifications Framework - EQF

Unit 2 - Chapter 1

What is ….?

“The European Qualifications Framework (EQF) is a translation tool that helps communication and comparison between qualifications systems in Europe. Its eight common European reference levels are described in terms of learning outcomes: knowledge, skills and competences. This allows any national qualifications systems, national qualifications frameworks (NQFs) and  qualifications in Europe to relate to the EQF levels. Learners, graduates, providers and employers can use these levels to understand and compare qualifications awarded in different countries and by different education and training systems.”

​

Source: European Commission, Learning Opportunities and Qualifications in Europe

​

Unit 2 - Chapter 1

What is the European Qualifications Framework?

• The overall purpose of the EQF is increased lifelong learning and mobility
• The EQF was formalised with a Treaty- based Recommendation in 2008, after a long development period
• In 2017, a new Recommendation consolidated the EQF as a common reference framework.

Click on the image to watch the video and learn some more about EQF.

Duration: 4 minutes�

Unit 2 - Chapter 1

Why the European Qualifications Framework?

There is a variety of reasons that support the need and benefits of EQF:

• “The necessity of promoting workers’ and learners’ mobility and LLL has been explicitly included as general theme in European policies
• Increased transparency of qualifications should be one of the main components necessary to adapt education and training systems in the Community to the demands of the knowledge society
• To keep up to date with the changing society.
• To aim at smart, sustainable and inclusive economic growth”

​

Source: State of play of the European Qualifications Framework implementation (pages 24-28)

​

​

Unit 2 - Chapter 1

Why the European Qualifications Framework?

BENEFITS OF EQF FOR LEARNERS:

​

• better understand their qualifications in terms of what they should know, understand and are able to do.
• understand the level of their qualification in all European countries and how it relates to others.
• more easily find a job or engage in further learning.

​

Source: 10 years of the European Qualifications Framework

​

Unit 2 - Chapter 1

Why the European Qualifications Framework?

BENEFITS OF EQF FOR EDUCATION AND TRAINING PROVIDERS:

​

• more easily understand the content, the level and therefore the value of quali cations of those who wish to continue their learning.

​

• more easily compare and assess quali cations from different countries and contexts.

​

Source: 10 years of the European Qualifications Framework

Unit 2 - Chapter 1

Why the European Qualifications Framework?

BENEFITS OF EQF FOR EMPLOYERS:

​

• better understand what potential employees know, understand and are able to do.
• compare the qualifications of foreign applicants with national quali cations, to understand their relevance and how they match company or sector needs.
• more easily compare and interpret the quali cations of applicants from different countries and institutions.

​

​

Source: 10 years of the European Qualifications Framework

Unit 2 - Chapter 1

Why the European Qualifications Framework?

BENEFITS OF EQF FOR QUALIFICATION RECOGNITION BODIES:

​

• access useful information to better assess qualifications from another country, in particular in relation to their level and content.
• ... more easily recognise foreign qualifications.

​

Source: 10 years of the European Qualifications Framework

​

​

Unit 2 - Chapter 1

The levels structure of the European Qualifications Framework

“The EQF is defined by eight learning outcomes-based levels. Accompanying level descriptors show how expectations of knowledge, skills, autonomy and responsibility increase as learners progress from level 1 to level 8. These levels, along with the descriptors, function as a translation grid and make it possible to compare qualifications from different countries and institutions.”

Source: The European qualifications framework

​

EQF covers all levels of education

​

​

Unit 2 - Chapter 1

The levels structure of the European Qualifications Framework

EQF levels 1-2

Unit 2 - Chapter 1

The levels structure of the European Qualifications Framework

EQF levels 3-4

Unit 2 - Chapter 1

The levels structure of the European Qualifications Framework

EQF levels 5-6

Unit 2 - Chapter 1

The levels structure of the European Qualifications Framework

EQF levels 7-8

Unit 2 - Chapter 1

National Qualifications Frameworks and EQF

​

​

A National Qualifications Framework (NQF) means an instrument for the classification of qualifications according to a set of criteria for specified levels of learning achieved, which aims to integrate and coordinate national qualifications subsystems and improve the transparency, access, progression and quality of qualifications in relation to the labour market and civil society.”

​

Recommendation of the Council, 20 December 2012, on the validation of informal and non-formal learning. (page 5)

Unit 2 - Chapter 1

National Qualifications Frameworks and EQF

• NQF include all education qualifications, or all higher education qualifications in some cases.
• Each level or cycle in a NQF is linked to a level in the European Qualifications Framework (EQF)
• Not all European countries/Member States have a National Qualifications Framework. You can check the state of play here.
• NQFs bring transparency of qualifications for individuals and employers
• NQF Influence national reforms of education, training and qualifications system, especially is addressing challenges of lifelong learning

​

​

Unit 2 - Chapter 1

National Qualifications Frameworks and EQF

Since EQF levels are described in terms of learning outcomes, any national qualifications framework (NQF) can relate their levels to EQF.

​

Therefore, students, education institutions (and employers) across Europe can read and compare qualifications awarded in different countries, even if they have different education and training systems.

​

ENIC-NARIC is a joint initiative of the European Commission, the Council of Europe and UNESCO, provides an online resource to help individuals to compare their qualifications across countries.

​

​

​

Unit 2 - Chapter 1

Recap and reflect

National Qualifications Frameworks offer added value:

• Increased consistency and portability of qualifications
• Better transparency for individuals and employers
• A broader range of learning forms are recognised
• A national/external reference point for qualifications standards
• Clarification of learning pathways and progression
• Strengthened cooperation and commitment among stakeholders
• Greater coherence of national reform policies
• A stronger basis for international co-operation, understanding and comparison

Source: Added Value of National Qualifications Frameworks in Implementing the EQF, 2010

Unit 2 - Chapter 1

Recap and reflect

• Visit the EU Web site (Link Compare NQF EQF ) to compare different qualifications from different countries to the EQF and across EU qualifications.

​

• This exercise allows you to enhance your learning on National Qualifications Frameworks and EQF comparing across qualifications from different EU countries.

Reflection Activity

Unit 2

CHAPTER 2. The European Credit Transfer System - ECTS

Unit 2 - Chapter 2

What is the European Credit Transfer System?

​

​

“The European Credit Transfer and Accumulation System (ECTS) is a credit system designed to make it easier for students to move between different countries.”

​

​

Source: European Commission. Education and training �

Unit 2 - Chapter 2

What is the European Credit Transfer System?

• Since they are based on the learning achievements and workload of a course, a student can transfer their ECTS credits from one university to another so they are added up to contribute to an individual's degree programme or training.

​

• ECTS helps to make learning more student-centred. It is a central tool in the Bologna Process, which aims to make national systems more compatible.

​

• ECTS also helps with the planning, delivery and evaluation of study programmes, and makes them more transparent.”

Source: European Commission. Education and training �

Unit 2 - Chapter 2

ECTS and the European Higher Education Area

The European Higher Education Area (EHEA) is an international collaboration on higher education of 48 countries, all with different political, cultural and academic traditions.

​

It is the result of 20 years of work on the construction of an area implementing a common set of commitments: structural reforms and shared tools.

​

​

Unit 2 - Chapter 2

ECTS and the European Higher Education Area

“These 48 countries agree to and adopt reforms on higher education on the basis of common key values– such as freedom of expression, autonomy for institutions, independent student unions, academic freedom, free movement of students and staff.”

​

This means that countries in the EHEA keep adapting their higher education systems, to make them more compatible and strengthening their quality assurance mechanisms.

​

Again, the main goal of EHEA is to increase staff and students' mobility and to facilitate employability.

Unit 2 - Chapter 2

ECTS and the European Higher Education Area

ECTS is the national credit system in most countries of the European Higher Education Area (EHEA) and builds on the Bologna Process.

�ECTS in the EHEA means:

• Studies and courses are more transparent
• Helps to enhance the quality of higher education
• Encourages a learner-centred approach to learning (instead of teacher-centred)�

Source: ECTS Users’ Guide

Unit 2 - Chapter 2

ECTS and the European Higher Education Area

​

Student-Centred Learning implies:

​

• active learning
• increased student autonomy, responsibility and accountability
• emphasis on critical/analytical learning
• reflective learning and teaching �

​

All formal higher education qualifications in Europe are classified under the 3 cycles within the EHEA:

​

• 1st Cycle: Bachelor level qualifications (Degree level)
• 2nd Cycle: Master level qualifications
• 3rd Cycle: Doctoral level qualifications ��� �

Unit 2 - Chapter 2

Why European Credit Transfer System?

Because ECTS...

• Simplifies recognition of educational qualifications awarded in other countries or during periods of study abroad
• Allows for a Framework for Bologna Process- Bachelor, Masters and Doctoral Study level (3 cycles of higher education)
• Merges different types of learning, (e.g. university and work-based learning) within the same programme of study or in a LLL perspective
• Allows higher education institutions to plan, structure student-centred learning programmes of study
• Provides transparency in learning achievements

�

Unit 2 - Chapter 2

Key features and mechanisms of the ECTS

ECTS is a learner-centred system for credit accumulation and transfer

​

​

ECTS Credits

=

Volume of learning based on defined learning outcomes and workload

​

statement of what an individual knows, understands and is able to do after following a learning process

estimation of time to complete learning activities- lectures, projects, individual study

Source: ECTS Users Guide

Unit 2 - Chapter 2

Key features and mechanisms of the ECTS

• Assigning number of credits to qualifications, degree programmes, educational components (e.g. dissertations, work-based learning)
• 60 credits per full-time academic year�

Allocation of ECTS Credits

• Formally granting credits to learners if the defined learning outcomes are achieved
• ‘If students and other learners have achieved learning outcomes in other formal, non-formal or informal learning contexts or timeframes, credits may be awarded through assessment and recognition of these learning outcomes.��

Awarding

ECTS Credits

Source: ECTS Users Guide

Unit 2 - Chapter 2

Key features and mechanisms of the ECTS

• Collecting credits to obtain qualifications, document personal achievement for LLL�

Accumulation of Credits

• Process of credits awarded in one context (e.g. programme, institution) recognised in another formal context for the purpose of obtaining a qualification
• Key to study mobility
• Institutions may make agreements to guarantee automatic transfer of credits�

Transfer of credits

ECTS Documentation

• Supporting documents (Course catalogue, Learning Agreement, Transcript of Records, Work Placement Certificate)
• Contribute to the transparency of Diploma Supplement��

Source: ECTS Users Guide

Unit 2 - Chapter 2

Non-formal and informal learning in the ETCS

In ECTS, non-formal learning is defined as…

​

“Learning which takes place through planned activities (in terms of learning objectives, learning time) where some form of learning support is present (e.g. learner-teacher relationships); it may cover programmes to impart work skills, adult literacy and basic education for early school leavers; very common cases of non-formal learning include in-company training through which companies update and improve the skills of their workers such as ICT skills, structured on-line learning (e.g. by making use of open educational resources), and courses organised by civil society organisations for their members, �their target group or the general public.”

Source: ECTS Users’ Guide�

Unit 2 - Chapter 2

Non-formal and informal learning in the ETCS

In ECTS, informal learning is defined as…

“Learning resulting from daily activities related to work, family or leisure which is not organised or structured in terms of objectives, time or learning support; it may be unintentional �from the learner’s perspective; examples of learning outcomes acquired through informal learning are:

• skills acquired through life and work experiences
• project management skills
• ICT skills acquired at work
• languages learned
• intercultural skills acquired during a stay in another country
• ICT skills acquired outside of work
• skills acquired through volunteering, cultural activities, sports, youth work
• and through activities at home (e.g. taking care of a child)

​

Source: ECTS Users’ Guide�

Unit 2

CHAPTER 3. The European Credit System for Vocational Education and Training (ECVET)�

Unit 2 - Chapter 3

What is the European Credit System for Vocational Education and Training?

​

“The European Credit System for Vocational Education and Training (ECVET) is a European instrument to support lifelong learning, the mobility of European learners and the flexibility of learning pathways to achieve qualifications.”

​

Source: Get to know ECVET better: Questions & Answers

​

Unit 2 - Chapter 3

What is the European Credit System for Vocational Education and Training?

ECVET allows vocational competences to be:

• Comparable

&

• Understandable

across Europe, based on learning outcomes to show what a learner knows, understands and can do.

​

Click on the image to watch the video and learn some more about ECVET.

Duration: 4 minutes�

Unit 2 - Chapter 3

Why ECVET?

1. “make it easier for people to get validation and recognition of work-related skills and knowledge acquired in different systems and countries – so that they can count towards vocational qualifications

​

2. make it more attractive to move between different countries and learning environments

​

​

3. increase the compatibility between the different vocational education and training (VET) systems in place across Europe, and the qualifications they offer

​

4. increase the employability of VET graduates and the confidence of employers that each VET qualification requires specific skills and knowledge.”

​

​

Source: ECVET website

Unit 2 - Chapter 3

Features of ECVET

LEARNING OUTCOMES

To implement ECVET, qualifications use learning outcomes to create units

​

UNITS

“A unit is a component of a qualification, consisting of a coherent set of knowledge, skills and competence that can be assessed and validated.”

Source: Get to know ECVET better: Questions & Answers

Unit 2 - Chapter 3

Features of ECVET

“Units enable progressive achievement of qualifications through transfer and accumulation of learning outcomes.”

​

​

ECVET facilitates the transfer, recognition and accumulation of assessed learning outcomes towards qualification achievement

​

Source: Get to know ECVET better: Questions & Answers

​

Image by Clker-Free-Vector-Images on Pixabay

​

​

Unit 2 - Chapter 3

Features of ECVET

​

Creating Units by grouping learning outcomes:

• By occupational activities/tasks Example: hair treatment/shampooing
• Same product or production technique Example: prepare grilled dishes
• Stages in a process/performing a service Example: informing the client about

nature of maintenance intervention

• Same field of knowledge, skill, competence Example: foreign language

​

Size of units depends on their purpose and can be large

(for labour market) or small (in mobility)

​

​

Unit 2 - Chapter 3

Features of ECVET

​

ECVET Points

​

• “…numerical representation of overall weight of learning outcomes in a qualification and the relative weight of units in relation to the qualification.”

​

• 60 ECVET points per year of formal full-time VET

​

• Points are for qualifications not education and training programmes

ECVET Credit

​

“Credit for learning outcomes (i.e. credit) designates individuals’ learning outcomes which have been assessed and which can be accumulated towards a qualification or transferred to other learning programmes or qualifications.”�� �

Unit 2 - Chapter 3

Features of ECVET

Points provides information on the qualification and units

​

Credit is the learning outcomes achieved by a learner

​

ECVET points = qualifications

ECVET credit = learner achievements

​

Credit accumulation: progress by successive assessment and validation of learning outcomes

Source: Get to know ECVET better: Questions & Answers

Unit 2 - Chapter 3

Non-formal and informal learning in the ECVET

In ECVET, non-formal learning …

​

“is not provided by an education or training

institution and typically does not lead to certification.

However, it is intentional on the part of the learner and

has structured objectives, times and support.”

​

​

​

Source: ECVET Questions and Answers�

Unit 2 - Chapter 3

Non-formal and informal learning in the ECVET

In ECVET, informal learning …

​

results from daily activities related to work, family life or leisure.

It is not structured and usually does

not lead to certification.

In most cases, it is unintentional on the part of the learner.”

​

​

Source: ECVET Questions and Answers

Unit 2 - Chapter 3

Recap and reflect

Reflection Activity

• How well do you know your programme of study?
• Download or get a copy of it. Check at how it is structured, how credits and points (when applicable) are allocated...
• Keep it on hand; it holds information we’ll be dealing with in the next chapter you can also check and use as a practical example

Unit 2

CHAPTER 4. Basic Features of Design and Delivery of Formal Education

Unit 2 - Chapter 4

What is programme design and delivery?

Designing a formal learning programme involves creating a Programme Profile which includes the following distinctive features of the programme:

1. Field of study
2. Level of programme
3. Overall learning outcomes for the programme
4. Learning Environment
5. Main learning, teaching and assessment activities
6. Educational Components

​

This programme profile is used in a Course Catalogue to give prospective students a transparent overview of the programme.

Source: ECTS Users’ Guide

​

​

Unit 2 - Chapter 4

What is programme design and delivery?

Higher Education (ECTS) involves:

• Planning a curriculum
• Component of curriculum into credits
• Indicating learning outcomes and associated workload
• Learning activities
• Teaching methods
• Assessment procedures/criteria

​

Source: ECTS Users’ Guide

​

Unit 2 - Chapter 4

What is programme design and delivery?

Vocational Education and Training (ECVET) involves:

​

• Constructing and organising units linked to an overall qualification
• Group learning outcomes into units (by key occupational activities, competence areas, product or service)
• Learning outcomes assessed only once

​

Source: ECVET Questions and Answers

​

​

Unit 2 - Chapter 4

What is a qualification?

​

Following the European Qualifications Framework, a qualification is …..

​

“…the formal outcome of an assessment and validation

process obtained when a competent body determines that an individual has achieved

learning outcomes to given standards’.”

​

Source: EQF Brochure, 2018

​

The Higher Education and the Vocational Training and Education systems “translate” this definition to better adapt to their context.

Unit 2 - Chapter 4

What is a qualification?

In Higher Education, a qualification is …..

​

“Any degree, diploma or other certificate issued by a competent authority attesting the successful completion of a recognised programme of study.”

​

​

Source: ECTS Users’ Guide

​

​

Photo by Banter Snaps on Unsplash

Unit 2 - Chapter 4

What is a qualification?

In Vocational Training and Education, as seen previously …..

​

“A unit is a component of a qualification, consisting of a coherent set of knowledge, skills and competence that can be assessed and validated.”

​

Source: ECVET. Questions and answers

Photo by NeONBRAND on Unsplash

Unit 2 - Chapter 4

What are Learning Outcomes?

As we already saw in Unit 1, Chapter 2, the EQF defines learning outcomes as…

​

“Statements of what a learner knows, understands and is able to do on

completion of a learning process, which are defined in terms of

knowledge, skills and competence.”

​

Click on the image to watch the video and learn some more about Learning Outcomes.

Duration: 5 minutes�

Unit 2 - Chapter 4

What are Learning Outcomes?

​

LEARNING OUTCOMES vs. LEARNING OBJECTIVES

​

​

​

​

Learning outcomes are what are expected of the learner at the end of the programme

Learning objectives are what the teacher sets out to teach in the programme (e.g. the content, skills, theories)

Unit 2 - Chapter 4

Why using Learning Outcomes?

Learning Outcomes focus on active learning:

​

“people build up their own meanings, based on what they already know

and how they see the world around them”

​

“different people give different interpretations to the same thing, may retain

different aspects and may act differently based on the same information”

​

“there are many ways through which people can learn without

someone else passing on pieces of expert knowledge”

​

Source: CEDEFOP (2009) The Shift to Learning Outcomes

Unit 2 - Chapter 4

Why using Learning Outcomes?

Learning Outcomes are…

• Precise
• Student/learner-centred
• Clearer to understand by the learner than objectives
• Aid in the transparency of educational components (e.g. modules)
• Can encompass knowledge, skills and competences
• Align across the EQF and NQF, allowing for understanding and transferability

​

Source: Kennedy, 2007. Writing and Using Learning Outcomes: A Practical Guide

​

Unit 2 - Chapter 4

Why using Learning Outcomes?

For the learner and learning process…

​

• Focus on the learner
• Supports a holistic view of learning
• Setting the expectations about the capacities of a person having completed a qualification
• Guiding the teaching process
• Guiding the assessment

​

Source: CEDEFOP (2011) Using Learning Outcomes

Unit 2 - Chapter 4

Why using Learning Outcomes?

For the formal educational structures...

​

• Simplify the validation of non-formal or informal learning “…to make qualification systems more coherent and understandable.”
• Reducing the barriers to lifelong learning
• Increase the accountability of education and training institutions and systems
• A common language enabling a better dialogue between education and labour market stakeholders

​

Source: CEDEFOP (2011) Using Learning Outcomes

​

Unit 2 - Chapter 4

Why using Learning Outcomes?

​

​

For the purpose of validation of non-formal and informal learning, as long as National Qualifications Frameworks have a base on learning outcomes (that is in what the learner knows, understands and is able to do), regardless of the context where the learning took place, recognition becomes more feasible.

Unit 2 - Chapter 4

Writing Learning Outcomes

Learning outcomes need to be clear, observable and measurable.

In general, learning outcomes description begin with action verbs and provide information to demonstrate actionable attributes.

​

1. BEGIN WITH AN ACTION VERB that denotes the level of learning expected
2. FOLLOW WITH A STATEMENT that should describe the knowledge and abilities to be demonstrated

​

Unit 2 - Chapter 4

Writing Learning Outcomes

Bloom’s taxonomy is a classification system used to define and distinguish different levels of human cognition, and its use is widely extensive and a reference for writing learning outcomes.

Click on the image to watch the video and learn some more about Bloom’s Taxonomy.

Duration: 4 minutes�

Unit 2 - Chapter 3

Writing Learning Outcomes

Here you have some action verbs based on Bloom’s Taxonomy that you can use to describe learning:

​

Unit 2 - Chapter 3

Writing Learning Outcomes

Here you have some action verbs based on Bloom’s Taxonomy that you can use to describe learning:

​

Unit 2 - Chapter 3

Writing Learning Outcomes

These are some examples of learning outcomes extracted from different qualification components:

​

Component: Customer Service

Learning Outcomes: Learners will be able to:

1. Examine the principles of customer service within a range of environments
2. Identify the key features of good customer service, to include distinguishing between different kinds of customers, making a good first impression, meeting customer needs, catering for diversity and disability, understanding and responding to customer perceptions
3. Explain the standards or rating system by which customer service is developed and measured in an industry-specific area
4. Identify, for a vocationally-specific area, key elements of consumer legislation and the functions of associated regulatory organisations providing customer protection, representation and redress

Source: Quality and Qualification Ireland website

​

​

​

​

Unit 2 - Chapter 3

Writing Learning Outcomes

Component: Teamworking

​

Learning Outcomes: Learners will be able to:

• Analyse the roles, responsibilities, characteristics and skills of team members, including leaders, coaches and trainers
• Analyse the elements and stages of team development
• Summarise key opportunities and challenges of inter and intra-teamwork or of multi-team environments
• Participate in setting team objectives and subsequent evaluation, to include control mechanisms such as ongoing feedback and documentation, and performance measurement
• Demonstrate appropriate communications, problem solving and negotiation techniques in a range of

teamworking situations and roles, to include leadership roles and giving and receiving feedback

​

Source: Quality and Qualification Ireland website

Unit 2 - Chapter 3

Writing Learning Outcomes

Component: Behavioural Studies

​

Learning Outcomes: Learners will be able to:

• Explore the concept of Behavioural Studies including the methods used to study human beings, particularly the scientific approach
• Explore the impact of Social Psychology on the human being
• Describe the process of human perception from initial sensations through to how learning facilitates the transfer and development of sensory information to human memory
• Outline various, selected theories of human Personality and Motivation to include an explanation of how they are measured
• Communicate personal examples of the influence of these psychological processes on own life
• Produce research proposals relating psychological theories to the investigation of specific problem

​

Source: Quality and Qualification Ireland website

Unit 2 - Chapter 4

Recap and reflect

Reflection Activity - What have you learned today?

• Watch the video
• Think how learning moves up as we have a broader and deeper contact with objects and environment

​

Unit 2 - Chapter 4

Recap and reflect

Reflection Activity - What have you learned today?

• Think of some course you have completed recently
• Using Bloom’s Taxonomy and its more recent versions, try to write 4-5 learning outcomes
• Remember they must reflect what you are able to do after its completion
• Take now the course programme, and check if they are similar to those you wrote

​

Unit 2 - Chapter 4

Recap and reflect

Reflection Activity - One step beyond

• Now, think of what activities you carry out when volunteering

​

• Following Bloom’s Taxonomy and its more recent versions, try to write 4-5 learning outcomes that reflect what you are able to do after your experience

​

• Check them using the checklist in the next slide

​

Unit 2 - Chapter 4

What is ….?

Reflection Activity - One step beyond

This checklist is extracted from “Using and Writing Learning Outcomes” (Kennedy 2007)

​

• Have I focussed on outcomes not processes, i.e. have I focussed on what I am able to demonstrate?
• Have I begun each outcome with an active verb?
• Have I used only one active verb per learning outcome?
• Have I avoided terms like know, understand, learn, be familiar with, be exposed to, be acquainted with, and be aware of?
• Are my outcomes observable and measurable?
• Are my outcomes capable of being assessed?
• Have I included learning outcomes across the range of levels of Bloom’s Taxonomy?

Unit 2

Assessment

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Click here to go to the final assessment

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Immediately after answering the questionnaire, you will receive by email the results of your assessment as well as a Certificate.

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Unit 2

Copyright

This educational resource has been produced by the partners of the evavol project with the support of the Erasmus+ Programme of the European Union.

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Unless otherwise stated, this educational resource is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0). It is attributed to the partners of the evavol project. Further information can be found at www.evavol.eu

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The authors are committed to respecting the intellectual property rights of others, and have taken all reasonable efforts to ensure that the reproduction of content (text, pictures, etc.) has been done with the full consent of copyright holders and that all copyright holders are acknowledged in such reproductions. If you feel that your copyright has not been fully respected, please contact us by email at info@evavol.eu

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If you are going to use parts of the content with materials whose copyright holder(s) is/are not the authors, it is your responsibility to make sure you do so, respecting the original holder’s copyrights.

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This content is the sole responsibility of the project partners and can in no way be taken to reflect the views of the European Union.

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