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Design and Delivery of Quality History Programmes A European Strategy Ann Katherine Isaacs Coordinat

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HUMAN PLUS: The 'Archipelago' of Humanistic Thematic Networks, a Network of Networks ... History is the forerunner, a pilot discipline... Madrid, 25 October 2007 ... – PowerPoint PPT presentation

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Title: Design and Delivery of Quality History Programmes A European Strategy Ann Katherine Isaacs Coordinat


1
Design and Delivery of Quality History
Programmes A European Strategy Ann Katherine
Isaacs Coordinator CLIOHnet2, CLIOHRES, Tuning
EU/LA Management
  • Madrid, 25 October 2007

2
Scheme Background Context Results News Where to
find infomation
  • Madrid, 25 October 2007

3
Roots in ECTS Pilot Project, beginning in
1988-89 Discovery of the other (next door)
(periodisation, interests, contents,
methods) History is the most diversified subject
area History faces the greatest challenges but
has the most to gain from international
interaction
  • Madrid, 25 October 2007

4
From those roots CLIOH CLIOHnet CLIOHnet2 CLIOHR
ES.net Tuning Educational Structures in
Europe/Latin America HUMAN PLUS
  • Madrid, 25 October 2007

5
CLIOH (Curriculum Development) CLIOHnet (Thematic
Network) CLIOHnet2 (Thematic Network 2
cycle) CLIOHRES.net (FP6 Network of
Excellence) Tuning Educational Structures in
Europe/Latin America (University designed and
driven project to give substance to the Bologna
Process)
6
HUMAN PLUS The Archipelago of Humanistic
Thematic Networks, a Network of Networks
7
All with the support of the European Commission
(EAC, Research, EuropeAid)
8
The context European Expansion and
Integration Bologna Process Lisbon Strategy
9
A change in paradigm first of all, the student.
10
In this context, Quality means fostering the
competences for employability, citizenship, and
personal satisfaction (ESIB-ESU) The student is
the real stakeholder the student has the most at
stake
11
General (Tuning/Bologna) Principles -
output-based and student centered - not
input-based and teacher centered)
  • Madrid, 25 October 2007

12
Are we able to make this shift in paradigm?
13
Can the Decreto and autonomy be translated into
practice?
14
Ten steps to curriculum design 1. first, is
there a need? 2. Define the academic and
professional profile 3. Express the expected
results in learning outomes, defining the key
competences (e.g.10)
15
4. Modularise?Using ECTS credits 5. Define
outcomes and competences for each course unit.
16
6. Choose the best approaches to learning
teaching and assessment, ensuring variety 7.
Check that all desired competences have been
taken into account.
17
8. Describe the programme in terms of
competences 9. Check for balance 10. Implement,
monitor and improve.
18
Specific to History what we discovered in
Tuning 1. from consultation with employers,
graduates, academics a. History is important b.
History graduates find employment c. About 50 in
non History related work d. History Graduates
have valuable competences
  • Madrid, 25 October 2007

19
Specific to History what we did in Tuning 2.
we elaborated reference points, cycle level
descriptors (overarching objectives) and
subject specific competences (17 countries, with
input from 30 countries)
  • Madrid, 25 October 2007

20
Specific to History what we did in Tuning 3.
We surveyed approaches to learning/teaching/and
assessment, linking them to competances and
recommending use of many different approaches
  • Madrid, 25 October 2007

21
Specific to History what we did in Tuning 4.
We elaborated tools to help universities to apply
the new principles in pratice (published in
Tuning 2)
  • Madrid, 25 October 2007

22
Specific to History what we did in Tuning 5.
We contributed to elaborating the Tuning Quality
Cycle including the use of ECTS as a tool for
planning curricula and enhancing Quality
  • Madrid, 25 October 2007

23
Some CLIOHnet findings History matters,
essential critical competences for
citizenship Gender history as part of all
history, not a ghetto History has new resources
thanks to ICT and e-learning National history is
not enough
  • Madrid, 25 October 2007

24
More CLIOHnet findings History is associated
with memory more exactly with amnesia. Teaching
of eastern and southern European History is
largely absent in other countries All history is
contemporary we need ancient, medieval and
modern history too
  • Madrid, 25 October 2007

25
CLIOHnet and CLIOHRES Higher education and
research must be linked all along the students
experience. Not just at the Masters or Doctoral
level.
  • Madrid, 25 October 2007

26
CLIOHnet and CLIOHRES have prepared materials,
books available in hard copy and on line (26 to
date) guidelines coming, e-learning for history
guidelines Sample teaching learning units (core
of the core, Materials Commission, virtual book
on Migration) Childrens books Spin-off projects
(Masters in Mediterranean studies)
  • Madrid, 25 October 2007

27
Prospects We have many resources, esperiences
and tools which can be of use in designing and
implementing new curricula. History is the
forerunner, a pilot discipline…
  • Madrid, 25 October 2007

28
Tuning results for Latin America are published
(in Spanish, Portuguese and English) one of the
disciplines is History
  • Madrid, 25 October 2007

29
Guidelines and reference points for History are
now being developed in Russia and in Central Asia
(Kyrgyzstan) and will soon be published
  • Madrid, 25 October 2007

30
Third cycle (Doctorado), Tuning-CLIOHnet with
CLIOHRES.net - have conducted a pan-European
survey of History doctoral candidates - developed
a new view of the necessary competences - suggest
L/T/A approaches and use of ECTS as a planning
tool.
31
Third cycle Main findings - students are
aware that most will not find jobs immediately or
ever as academic researchers. - students need and
want broader competences and a better
methodological overview of History and related
disciplines.
32
Third cycle Main findings (2) - students
need better structured programmes - ECTS can make
programmes fairer, more effective and more
transparent.
33
EQF for the Third cycle Includes important
competences not often considered by doctoral
supervisors
34
.
  • Qualifications that signify completion of the
    third cycle are awarded to students who
  • have demonstrated a systematic understanding of a
    field of study and mastery of the skills and
    methods of research associated with that field
  • have demonstrated the ability to conceive,
    design, implement and adapt a substantial piece
    of research with scholarly integrity
  • have made a contribution through original
    research that extends the frontier of knowledge
    by developing a substantial body of work, some of
    which merits national or international refereed
    publication

35
.
  • AND ALSO…..
  • are capable of critical analysis, evaluation and
    synthesis of new and complex ideas
  • can communicate with their peers, the larger
    scholarly community and with society in general
    about their areas of expertise
  • can be expected to be able to promote, with
    academic and professional contexts,
    technological, social or cultural advancement in
    a knowledge based society.

36
  • The draft study on the Doctorate is available
    on-line for comment (www.clioh.net)
  • The final version will soon be published on the
    new Tuning Journal

37
  • The immediate future
  • Tuning Validation Panel for History will meet
    with the Subject Area Group on 5 November.
  • A Project for SQF for Humanities including
    History will define necessary competences on
    entry to University
  • HUMAN PLUS 2008 Structuring Intercultural
    Dialogue will establish scientific and technical
    competences for Humanities students and vice
    versa.

38
  • www.clioh.net
  • www.cliohres.net
  • www.uni-deusto.org/tuning
  • www.archhumannets.net
  • www.bolognakg.net
  • isaacs_at_stm.unipi.it

39

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