European Learning Plan

European Learning Plan

nEUroBlend 3rd Curriculum Conference Helsinki march 2006

European Learning PlanCurriculum Conference #3, march 2006

drs. Nicolai van der WoertNeuro-Sensory department

Radboud University Nijmegen Medical Centre


From ECP to ELP

Function ProfileCompetence ProfileLearning PlanModule description, learning pathsBlended Learning Plan

EFP European function profile Task oriented, gives clues about how to do the job

ECP European competence profile Competence oriented, gives clues about roles, contexts, outcomes & products and their criteria, reflection

ELP European Learning Plan Gives info about the philosophy of learning and teaching

MD Module Descriptions Describes the content areas in relation to competences

FLP Flexible Learning Paths Alternatives for an individual to acquire competences at a certain level

BLP Blended Learning Plan Describes alternatives for using different modes of learning

EO Educational Organisation Alternatives for institutes at different levels of maturity to implement ECP in learning and teaching

PPT Plan for Professionalising Teachers Train the trainer plan

IMP Implementation plan Strategies, do’s and don’ts for different contexts


How things fit together

BLP

ELP

ECPEFP

PPT

FLP

MD


Competences and learning

A competence describes behaviour needed to be successful in a professional context.

Levels criteria, reflectionCompetence development requires the use of knowledge, skills and attitudes in an integrated

way within an authentic learning environment

Different every time

Context

Meta-action

Result/product

action

Knowledge

Skills

Attitudes

rolesAnticipate

Plan care or treatment

Reflection

Justify actions

Explain why

Criteria for action

Product criteria

standards & routines

Evaluate


Contents of ELP

•How to shape and organize learning processes ???

•What is competence based learning

•Vision on learning and the learner

•Vision on teaching and coaching

•Vision on educating and life long learning

•Vision on educational institutes

•Vision on HRM and competences

•Vision/guidelines on testing and assessment

•Guidelines for programming

•Didactical & pedagogical guidelines and models

•Guidelines for shaping the primary process


What is competence based learning?

•Focus:•Performance in concrete working situation•Prestation up to certain criteria, on different levels•Results, outcomes, products

•Focus is less on singular knowledge and skills, more on integrated whole

•Changes in the working environment/profession shift in competences, life long learning learning to learn

•Personal Development Plan (PDP)•Personal learning paths•Elswhere gained competences•Flexibility

•A competence is connected to a specific context, where a nurse performs a certain role in choosing the best fitting actions and means to perform professional tasks leading to the required results. Performance and results are assessible with predetermined criteria.


Vision on learning and learner

A competence describes behaviour needed to be successful in a professional context.

Levels criteria, reflection Competence based learning and teaching philosophy could include: ………

Learning is aimed at actively constructing “knowledge” in a meaningful context

A competence is connected to meaningful job/task-specific learning contexts

Integrative learning aimed at coherence rather than loose facts

Active reflection

Working together as on the workfloor where possible

Flexible learning paths

Adjusted to needs and EGC’s of individual learner

Competences cannot be learned in one click, they grow in a process

Individual learner is responsible for own learning process


Vision on teaching and coaching

•Teacher is facilitator or coach for learning process

•Role of the mentor

•Coaching and mentoring also happens on the workfloor


Vision on educating

• Development and growth of competences are personal processes,different for everyone

• Specific professional contexts as learning contexts

• Facilitate learning with a powerfull learning environment

• Self-steering grows as competences grow

• Steering by tutors fade out as learner gets more competent

• Learning from peers, collaborative learning


Vision on HRM and competences

• Life long learning

• Needs of learner and ward

• Choice or fixed

• HRM talk with boss and coach •PDP flexible learning pathreflection,portfolio, assessment PDP


Vision/guidelines on testing and assessment

• Pre-assessment, elsewhere gained competences

• Diagnostic tests PDP

• Following criteria from guidelines and systematic approach

• Formative and summative testing & assessments

• Individual or group

• Practical situation or simulation

• Self assessment – reflection

• Peers, tutors, coaches

• Performance assessment

• Portfolio assessment

• PDP-reflection-portfolio

• Case based tests

• Practical work

• Leading to a new PDP in context of lifelong learning

• Connected to HRM


Guidelines for programming

• Realistic cases in authentic context are the core

• Supportive content available

• Concentric: growth in competence level, complexity

• Personal and flexible learning paths

• Fixed program free choice

• Learning individually-in a group


Didactical & pedagogical guidelines and models

• Adapt as well as possible to personal interest, EGC, prior knowledge, FLP

• Offer meaningfull contexts

• Space for personal experiences

• Space for reflecting,learning to reflect

• Learning together, exchange of experiences

• Discussion and dialogue

• Realistic learning tasks, cases

• Learning by doing

• Growing complexity level

• Instruction,steering, coaching fade out as learner can take responsibility for own learning process

• Learning from peers


Guidelines for shaping the primary process

•Bologna structure: Ba, Ma, Advanced

•ECTS and certificates

•Problem: certificates for TIME SPENT or COMPETENCES GAINED

•Grouping students and cohorts, individual

•Which educational organisation? – school, hospital, national association, european association, european academy, teachers and sudents from other countries, mobility

•Mix of case based learning, problem based learning, knowledge&skills, projects, self-steering

•Loose courses – whole curriculum

•Accrediation and quality care


1. Competences• Fixed or flexibe, Context/role, Personal growth path

2. Level• Competent, proficient, expert, specialized

3. Assessment and testing• Assessment alternatives in relation to different certifications and regulations

4. Shape of educational program• Number and type of learning paths, degrees of freedom for student, amount of demand driven vs.

what the market offers

5. Amount of time available, studypoints• Standardised, tailor made, Dual: learning and working, On thejob, part-time, selfstudy, The right

Blend/blended, action learning, problem based learning

6. Personal and group coaching and guidance• Peers, teacher-coach, mentoring, amount of steering

7. Learning resources• RLO’s, modules, distance-near, human, ICT, skillslab, …

8. Entry level, prior learning, EGC’s

9. Human resources for learning (teachers, coaches, mentors, peers)

10. Human resource management (personnel management)

Documents

European Learning Plan