How to define the modules of my course?
There are three basic elements involved in the process of designing a module:
- Defining the learning outcomes;
- Choosing the learning and teaching methods that can lead to attainment of outcomes;
- Assessing student learning outcomes.
For the last one (3), the ASSESSMENT TABLE provides you with a general framework for the assessment of each learning outcome in terms of criteria and methods, which you can use.
As stated by EU standards and tools in the field of VET, the Units of Learning Outcomes (UoLOs):
- should be designed in such a way as to provide as cohesive and structured a learning process as possible, with agreed coherent learning outcomes and clear criteria for assessment;
- can be determined on the basis of complete work assignments, working processes, areas of work, fields of action or fields of competence which are typical of the particular profession.
- should be designed in such a way that they can be completed as independently as possible of other units;
- should include all necessary learning outcomes (specialist, social and personal);
- should be structured and dimensioned in such a way that the relevant learning outcomes can actually be achieved in the given time.
- should be assessable.
1. The Modules coincide with the proposed 7 Units of Learning Outcomes:
A. Needs Assessment
B. Decision Making Process
C. Health Promotion And Education
E. Navigation As Care Coordinator And Patient Advocate
F. Evidence Based Approach
G. Enhance And Promote Individual And Family Health Including E-Health To Support The Quality Of Nursing Care
2. The Modules refer to the Groups of Core Competences/Key Activities identified by the project, but you group them in a different way with respect to the defined Units
“an integrated group of professional competences, which are in their entirety necessary to perform a task relevant to the job profile; the key activities of one profession must together cover all activities for the performance of a profession, regardless of its application context.”
A. Health Promotion And Education
B. Evidence Based Practices
D. Navigation As Care Coordinator And Patient Advocate
E. Enhance And Promote Individual And Family Health Including E-Health To Support The Quality Of Nursing Care.
3. The Modules can be organized by grouping the 52 Learning Outcomes without taking into account the suggested Groups of Core Competences, Key Activities and Units of Learning Outcomes.
It is up to designers deciding which LOs can be grouped together and how the modules can be named.
Taking into account all these elements, designer will find the best solution for their localized curricula
- DOWNLOAD the FLEXIBILITY TABLE
- DOWNLOAD the ASSESSMENT TABLE
- DOWNLOAD the "BUILDING MODULES CHECKLIST" in order to assess your work
- CLICK HERE TO DOWNLOAD THE CONTENTS OF THIS PAGE IN A PDF DOCUMENT