Transcript CLIOHnet/CLIOH

Design and Delivery of Quality
History Programmes
A European Strategy
Ann Katherine Isaacs
Coordinator CLIOHnet2, CLIOHRES, Tuning EU/LA
Management
Madrid, 25 October 2007
Scheme:
Background
Context
Results
News
Where to find infomation
Madrid, 25 October 2007
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
From those roots:
CLIOH
CLIOHnet
CLIOHnet2
CLIOHRES.net
Tuning Educational Structures in Europe/Latin
America
HUMAN PLUS
Madrid, 25 October 2007
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)
HUMAN PLUS: The “Archipelago” of
Humanistic Thematic Networks, a Network of
Networks
All with the support of the European
Commission (EAC, Research,
EuropeAid)
The context:
European Expansion and Integration
Bologna Process
Lisbon Strategy
A change in paradigm:
first of all,
the student.
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
General (Tuning/Bologna) Principles
- output-based and student
centered:
- not input-based and
teacher centered)
Madrid, 25 October 2007
Are we able to make this “shift in
paradigm”?
Can the ‘Decreto’ and autonomy be
translated into practice?
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)
4. Modularise?Using ECTS credits
5. Define outcomes and competences for
each course unit.
6. Choose the best approaches to
learning teaching and assessment,
ensuring variety
7. Check that all desired competences
have been taken into account.
8. Describe the programme in terms of
competences
9. Check for balance
10. Implement, monitor and improve.
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
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
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
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
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
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 elearning:
National history is not enough
Madrid, 25 October 2007
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
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
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)
Children’s books
Spin-off projects (Masters in Mediterranean studies)
Madrid, 25 October 2007
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
Tuning results for
Latin America are
published (in Spanish,
Portuguese and
English):
one of the disciplines
is History
Madrid, 25 October 2007
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
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.
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.
Third cycle: Main findings (2):
- students need better structured
programmes
- ECTS can make programmes fairer,
more effective and more transparent.
EQF for the Third cycle:
Includes important competences not
often considered by doctoral
supervisors
“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;
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.
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”
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.
www.clioh.net
www.cliohres.net
www.uni-deusto.org/tuning
www.archhumannets.net
www.bolognakg.net
[email protected]