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USING LEARNING OUTCOMES

Footnotes

1. Berlin Communiqué 2003, page 4.
2. This includes all the study leading to a particular qualification or award.
3. APEL is also known as Prior Learning Assessment and Recognition (PLAR).
4. The definition used by the SEEC, NICCAT, NUCCAT Credit and Qualifications - Credit Guidelines for Qualifications in England Wales and Northern Ireland, November 2001.
5. Source: Final Report of the Socrates Project (Phase 1), Tuning Educational Structures, glossary. This is also the definition used by ECTS in the new 2004 ECTS Users' Guide.
6. Source: Credit and Qualifications Framework for Wales, working document, June 2003, page 8.
7. Source: US, Council for Higher Education Accreditation (CHEA)
8. Source: American Association of Law Libraries: http://www.aallnet.org.
9. Source: University of Hertfordshire: http://www.herts.ac.uk/tli/locguide_main.html.
10. Source: Transnational European Evaluation Project (TEEP).
11. Source: Government of British Colombia Ministry of education.
12. One way to distinguish aims from learning outcomes is that aims indicate the general content, direction and intentions behind the module from the designer/teacher viewpoint. Learning outcomes and objectives are more difficult to distinguish as objectives can be written in terms of learning outcomes. This issue is discussed in depth in, Moon J , (2002) The Module and Programmes Development Handbook, Kogan Page, page 62.
13. Gosling D and Moon J, (2001) How to Use Learning Outcomes and Assessment Criteria, SEEC publications, page 5.
14. Bloom B (1956) Taxonomy of Educational Objectives - The Cognitive Domain., Longman, New York.
15. There are many texts that explore how to write learning outcomes including Moon J, (2002) The Module and Programme Development Handbook, chapter 5, Kogan Page.
16. See SCQF (2003) Introduction to the Scottish Credit and Qualifications Framework, Second edition, Pages 4-5.
17. Inevitably, as ECTS moves from a limited credit transfer, to a full credit accumulation and transfer, instrument that links VET and HE in a framework for lifelong learning within the over-arching European Qualifications framework.
18. The accreditation of prior experiential learning (APEL) is predicated upon a learning outcomes approach.
19. Similarly many national qualifications frameworks reflect this traditional approach in their methodology and tools used to explain their systems. The movement toward new-style qualification frameworks based on levels, level indicators, learning outcomes and subject reference points are intimately linked to the adoption of output approaches and learning outcomes.
20. In Europe this approach is declining in favour of one that examines total student workload - that includes all learning activities inside and outside the university.
21. 1500-1600 hours per annum appears to be the average workload for a European student according to the Tuning project survey.
22. Notional learning time is defined as the number of hours a learner will spend, on average to achieve the specified learning outcomes at a particular level.
23. For example, in the workplace, at home and in social situations where non-formal and informal leaning is the norm.
24. The development of modular credit-based frameworks invariably involves a high degree of choice (multiple study routes) and a progression and sequence in the modules studied. This sort of framework provides sufficient flexibility to facilitate the progressive assumption of more responsibility, by the student, for the choice and management of their studies - they develop as independent learners as the course progresses.
25. Coles M and Oates T (2004) European Reference Levels for Education and Training, CEDEFOP study. Coles M and Behringer F (2003) The Role of National Qualifications Systems in promoting Lifelong Learning. OECD Educational working paper number 3.
26. Berlin Communiqué, preamble, paragraph one.
27. Berlin Communiqué, section on progress, paragraph 2.
28. In particular, section 4.2 of the Diploma Supplement requires information about the programme requirements and the contents of qualifications.
29. Programme specifications are the concise summary of the main features of a programme of study and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate.
30. Berlin Communiqué, section on quality assurance, final paragraph.
31. Full details of the Tuning project can be obtained from: http://www.relint.deusto.es/TuningProject/index.htm and http://www.let.rug.nl/TuningProject/index.htm.
32. The documentation for Tuning phase two will be finalised and published at the end of 2004.
33. Details of the Tuning findings and approach to competences can be obtained at: http://www.relint.deusto.es/TUNINGProject/line1.asp.
34. The final version of the report by the rapporteur Dr Pavel Zgaga of the Stockholm seminar can be obtained at http://www.bologna-bergen2005.no.
35. Vaduz statement on the European Higher Education Area issued by the ENIC-NARIC networks 18-20 May 2003, Section 8e: http://www.enic-naric.net.
36. Council of Europe, Seminar on Recognition Issues in the Bologna Process, Lisbon. April 2002: http://www.coe.int.
37. ECTS Users' Guide - European Credit Transfer and Accumulation System for Lifelong Learning, European Commission May 2004.
38. Concluding comments made by N. Van Der Pas at the Irish Presidency Conference on Themes and Approaches Across HE and VET, March 2004.
39. ENQA, (2003) Benchmarking in the Improvement of Higher Education, ENQA Workshop Report 2, Preface.
40. Transnational European Evaluation Project - Methodological Reflections, ENQA Occasional Paper 6, pages 9, 12-13.

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