ECTS AND LEARNING OUTCOMES THE PROJECT AT THE UNIVERSITY OF CYPRUSDr. Gregory Makrides, Director of Research and International Relations ServiceERASMUS Institutional Coordinator

www.ucy.ac.cy

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Procedure

Project started in July 2011 with a target to be completed by Summer of 2013

Step 1 Investigation and listing of those degree programmes, which are not structured at 30 ECTS per semester, 60 ECTS per year

Analysis

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Procedure

Step 2: Preparation of Templates for Study Programmes and UnitsThe templates will be used to collect the missing information needed based on the ECTS guidelinesWaiting for decision by the Senate so that all departments will be required to respond to the requested information.

Step 3: Preparation of a plan of meetings and seminars at the academic departments :

Development of Learning Outcomes for each unit and for each study programmeCollection of information from each department and from each academic person in charge of a unit

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Procedure

Step 4: Design and development of a special platform to host the study programme with the structure of the ECTS guidelines

Step 5: Begin validation exercise for measuring the work load for each unit

Plan of action Pilot application during Fall of 2012

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Procedure adapted for introducing the Learning Outcomes for units

ΜAS101 - Calculus Ι Properties of real numbers. The basic properties of supA, infA. Sequences of real numbers, limits of sequences. Real valued functions, the inverse of a function, limits of functions, continuous functions, uniform continuity, the Intermediate Value Theorem, the Extreme Value Theory. Derivatives, graphs of functions, the Mean value theorem, L’Hopital’s rule.Students should be able to

-apply correctly the properties of real numbers

-apply the basic properties of supA and infA in solving problems-solve problems on sequences of real numbers and limits of sequences-identify real valued functions and their properties-compute the inverse of a function, limits of functions and their applications-prove theorems introduced in the course (such as the MVT)-apply the theorems introduced in the course to solve problems-compute the derivative of RVF-analyze and construct the graph of RVF

-apply L’Hopital’s rule in solving problems

Bloom’s Taxonomy

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ExamplesΜAS101 - Calculus Ι Using Bloom’s TaxonomyLevel2: COMPREHENSION (compute,prove,…Level3: APPLICATION (apply, solve,…Level4: ANALYSIS (identify,analyze,…Level 5: SYNTHESIS (construct,….Students should be able toAPPLICATION-apply correctly the properties of real numbers

-apply the basic properties of supA and infA in solving problems-apply the theorems introduced in the course to solve problems-apply L’Hopital’s rule in solving problems-solve problems on sequences of real numbers and limits of sequences ANALYSIS-identify real valued functions and their properties-analyze the graph of RVF COMPREHENSION-compute the inverse of a function, limits of functions and their applications-compute the derivative of RVF

-prove theorems introduced in the course (such as the MVT) SYNTHESIS

-construct the graph of RVF

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Examples

UNIT MAS101 - Calculus Ι

LEARNING OUTCOMES1. apply correctly the properties of real numbers, the basic properties of supA and infA in solving problem, the theorems introduced in the course to solve problems, L’Hopital’s rule in solving problems and solve problems on sequences of real numbers and limits of sequences

2. identify real valued functions and their properties and analyze the graph of RVF

3. compute the inverse of a function, limits of functions and their applications and the derivative of RVF and prove theorems introduced in the course (such as the MVT)

4. construct the graph of RVF

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Examples

CS 131 Programming Principles IPresentation of the software development process and introduction to the basic principles of programming and program design using the C language. Global overview of the C language with emphasis on data types, control structures, data structures, functions and modular programming.

Students should be able to :Demonstrate the software development process Learn the basic principles of programming Learn program design using the C language. Locate data types, Analyze control structures, Compose data structures, Prescribe functions Employ modular programming.

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Examples

APPLICATION-Demonstrate the software development process -Locate data types, -Employ modular programming. ANALYSIS-Classify the basic principles of programming -Analyze control structures,  SYNTHESIS-Create program design using the C language. -Compose data structures, -Prescribe functions  LEARNING OUTCOMES1. Demonstrate the software development process, Locate data types and Employ modular programming.2. Classify the basic principles of programming, Analyze control structures, 3. Create program design using the C language, Compose data structures and Prescribe functions

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Examples

EDU 105 History of Education (5 ECTS)Introduction to historiography and the concept of the archive.  Grand narratives and nation state.  History of education as national myth/heritage/collective memory.  Ideological conflicts and debates on historiographic paradigms (case studies: “secret school” [kryfό scholiό], the “Greek Letters” in Cyprus [ta Helliniká Grámmata stin Kýpro], irredentism [alitrotismós].  British colonial rule of Cyprus and educational politics: educational laws, ideological contradictions and, colonial cultural hegemony and curricula, modernization and teacher training, colonial codification, appropriation and administration of ethnic identities and institutionalization of ethnic separation in/through education.  The role of the Orthodox church and EVKAF in educational politics.  Historical aspects and phases of the multicultural discourse in Cyprus (recognition of minorities and communities, minor narratives, orality and history).  Students should be able to :Discuss historiography and the concept of the archive.  Analyze Grand narratives and nation state.  Debate History of education as national myth/heritage/collective memory.  Discuss Ideological conflicts and debates on historiographic paradigms (case studies: “secret school” [kryfό scholiό], the “Greek Letters” in Cyprus [ta Helliniká Grámmata stin Kýpro], irredentism [alitrotismós].  Evaluate British colonial rule of Cyprus and educational politics.Determine educational laws, Determine ideological contradictions , Criticize colonial cultural hegemony and curricula, Illustrate modernization Analyze teacher training, Judge colonial codification, Explain appropriation and administration of ethnic identities Debate institutionalization of ethnic separation in/through education.  Examine the role of the Orthodox church and EVKAF in educational politics. Assess Historical aspects and phases of the multicultural discourse in Cyprus (recognition of minorities and communities, minor narratives, orality and history).

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ExamplesCOMPREHENSIONDiscuss historiography and the concept of the archive.  Discuss Ideological conflicts and debates on historiographic paradigms (case studies: “secret school” [kryfό scholiό], the “Greek Letters” in Cyprus [ta Helliniká Grámmata stin Kýpro], irredentism [alitrotismós].  Explain appropriation and administration of ethnic identities  ANALYSISAnalyze Grand narratives and nation state.  Debate History of education as national myth/heritage/collective memory.  Analyze teacher training, Debate institutionalization of ethnic separation in/through education.   EVALUATIONEvaluate British colonial rule of Cyprus and educational politics.Criticize colonial cultural hegemony and curricula, Judge colonial codification, Assess Historical aspects and phases of the multicultural discourse in Cyprus (recognition of minorities and communities, minor narratives, orality and history).  APPLICATIONDetermine educational laws, Determine ideological contradictions , Illustrate modernization Examine the role of the Orthodox church and EVKAF in educational politics

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Examples

Developing LEARNING OUTCOMESDiscuss historiography and the concept of the archive.  Discuss Ideological conflicts and debates on historiographic paradigms (case studies: “secret school” [kryfό scholiό], the “Greek Letters” in Cyprus [ta Helliniká Grámmata stin Kýpro], irredentism [alitrotismós].  Explain appropriation and administration of ethnic identities  1. Discuss historiography and the concept of the archive, the ideological conflicts and debates on historiographic paradigms (case studies: “secret school” [kryfό scholiό], the “Greek Letters” in Cyprus [ta Helliniká Grámmata stin Kýpro], irredentism [alitrotismós].Explain appropriation and administration of ethnic identities.  Analyze Grand narratives and nation state.  Analyze teacher training, Debate History of education as national myth/heritage/collective memory.  Debate institutionalization of ethnic separation in/through education.   2. Analyze grand narratives and nation state and teacher training. Debate history of education as national myth/heritage/collective memory and institutionalization of ethnic separation in/through education. 

 

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ExamplesEvaluate British colonial rule of Cyprus and educational politics.Criticize colonial cultural hegemony and curricula, Judge colonial codification, Assess Historical aspects and phases of the multicultural discourse in Cyprus (recognition of minorities and communities, minor narratives, orality and history).   3. Evaluate British colonial rule of Cyprus and educational politics. Criticize colonial cultural hegemony and curricula. Judge colonial codification. Assess Historical aspects and phases of the multicultural discourse in Cyprus (recognition of minorities and communities, minor narratives, orality and history).   Determine educational laws, Determine ideological contradictions , Illustrate modernization Examine the role of the Orthodox church and EVKAF in educational politics 4. Determine educational laws and ideological contradictions. Illustrate modernization and examine the role of the Orthodox Church and EVKAF in educational politics

 

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Examples

LEARNING OUTCOMES1. Discuss historiography and the concept of the archive, the ideological conflicts and debates on historiographic paradigms (case studies: “secret school” [kryfό scholiό], the “Greek Letters” in Cyprus [ta Helliniká Grámmata stin Kýpro], irredentism [alitrotismós].Explain appropriation and administration of ethnic identities.

2. Analyze grand narratives and nation state and teacher training. Debate history of education as national myth/heritage/collective memory and institutionalization of ethnic separation in/through education. 

3. Evaluate British colonial rule of Cyprus and educational politics. Criticize colonial cultural hegemony and curricula. Judge colonial codification. Assess Historical aspects and phases of the multicultural discourse in Cyprus (recognition of minorities and communities, minor narratives, orality and history).

4. Determine educational laws and ideological contradictions. Illustrate modernization and examine the role of the Orthodox Church and EVKAF in educational politics

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THANK YOU