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Tuning Educational Structures in Europe

J. González, R. Wagenaar
01 Jan 2003-pp 70-96
Abstract: The Bologna Declaration The Bologna Declaration of June 1999 calls for the establishment by 2010 of a coherent, compatible and competitive European Higher Educatio n Area, attractive for European students and for students and scholars from other c ontinents. The European Education Ministers identified six action lines in Bologna an d they have added three more in Prague in May 2001 and one more in Berlin in September 2003:

Content maybe subject to copyright    Report

Tuning Educational
Structures in Europe
Tuning Educational
Structures in Europe
Informe Final
Fase Uno
Editado por
Julia González
Robert Wagenaar
2003
Universidad de Universidad de
Deusto Groningen
El Proyecto Tuning fue financiado por la Comisión
Europea en el marco del Programa Socrates.
Esta publicación refleja los puntos de vista solo de los
autores, y la Comisión Europea no puede asumir res-
ponsabilidades por ningún uso que se haga de la infor-
mación contenida en el presente libro.
Los editores quieren expresar su gratitud a los Asistentes
del Proyecto Tuning Robert Alcock, Pablo Beneitone, Almu-
dena Garrido e Ingrid van der Meer por su dedicación y
contribución significativa al proyecto. Particularmente,
quieren agradecer a Pablo Beneitone por la coordinación
de la edición de la presente versión en castellano.
Ninguna parte de esta publicación, incluido el diseño
de la cubierta, puede ser reproducida, almacenada o
transmitida en manera alguna ni por ningún medio, ya
sea eléctrico, químico, mecánico, óptico, de grabación
o de fotocopia, sin permiso previo del editor.
Publicación impresa en papel ecológico
© Universidad de Deusto
Apartado 1 - 48080 Bilbao
ISBN: 84-7485-892-5 (obra completa)
ISBN: 84-7485-893-3
Depósito legal: BI - 1.862-03
Impreso en España/Printed in Spain
Fotocomposición: IPAR, S. Coop. - Bilbao
Imprime: RGM, S.A.
Lista de Participantes
Coordinadores Generales
Julia González - Universidad de Deusto (ES)
Robert Wagenaar - Rijksuniversiteit Groningen (NL)
Miembros del Comité de Gestión y de Dirección
Expertos en Educación Superior
Chantal Zoller - Université Libre de Bruxelles (BE)
Volker Gehmlich - Fachhochschule Osnabrück (DE)
Maria Sticchi-Damiani - Consejero ECTS (IT)
Ann Katherine Isaacs - Università degli Studi di Pisa (IT)
Estela Pereira - Universidade de Aveiro (PT)
Stephen Adam - University of Westminster (UK)
Coordinadores de Area Temática
Peder Ostergaard —Coordinador del Area de Administración y Di-
rección de Empresas— Aarhus School of Business (DK)
Lars Gunnarsson —Coordinador del Area de Ciencias de la Educa-
ción— Göteborg University (SE)
Paul D. Ryan —Coordinador del Area de Geología— National Uni-
versity of Galway (IE)
Jean-Luc Lamboley —Coordinador del Area de Historia— Université
Pierre Mendès France, Grenoble, (FR)
Citations
More filters
Entwicklung eines berufsbegleitenden, interdisziplinären Masterstudiengangs "Ambient Assisted Living" (MAAL).

[...]

Maxine Saborowski, Ingrid Kollak, Andrea Schuster, Gerhard Hörber
01 Jan 2012
TL;DR: Das BMBF-Projekt „Entwicklung eines berufsbegleitenden, interdisziplinären Masterstudiengangs im Bereich Ambient Assisted Living – MAAL“ vorgestellt werden fachbezogene Kompetenzen vermittelt.
Abstract: In diesem Beitrag wird das BMBF-Projekt „Entwicklung eines berufsbegleitenden, interdisziplinären Masterstudiengangs im Bereich Ambient Assisted Living – MAAL“ vorgestellt. Der Studiengang wird gemeinsam von der Alice Salomon Hochschule Berlin und der Hochschule für Technik und Wirtschaft Berlin sowie weiteren, außeruniversitären Partnern entwickelt. Es werden fachbezogene Kompetenzen vermittelt, die die Absolventinnen und Absolventen für die Entwicklung von AAL-Produkten und -Dienstleistungen sowie für die Beratung zu diesen Angeboten qualifizieren. 1 Herausforderungen für marktfähige und sinnvolle AAL-Lösungen zur Unterstützung selbstbestimmten Lebens Technik, die auch von älteren Menschen oder Menschen mit Behinderungen mühelos genutzt werden und sie im alltäglichen Leben unterstützen kann, steht in besonderer Weise in einem Spannungsfeld zwischen individuellen Bedürfnissen und Anforderungen an Standardisierung [Kl09, S. 30]. An diesem Spannungsfeld wird die Notwendigkeit von neuen Strategien, von Fachkräften und Geschäftsmodellen deutlich, die es ermöglichen, Technologien zur Alltagsunterstützung für ganz spezifische Nutzergruppen zu entwickeln. Insbesondere ältere Menschen werden eine wichtige Nutzergruppe, denn die Generation der über Fünfzigjährigen wird mit einem Anteil von 78 % im Jahr 2050 zur beherrschenden Konsumentengruppe [VD08]. Leider ist das bisherige Angebot an Produkten und Dienstleistungen oft nur bei oberflächlicher Betrachtung für ältere Menschen oder Menschen mit Behinderungen geeignet [De10, S. 125]. Dies mag auch daran liegen,
Una metodología docente para aprender y desarrollar competencias transversales en la asignatura interfaces y periféricos

[...]

José Manuel Soto Hidalgo, Pedro Manuel Martinez Jimenez
01 Jan 2010
TL;DR: In this article, a metodologia docente planteada desde la optica de fixmeimplantacion de creditos ECTS and conducente a la obtencion de competenciastransversales.
Abstract: En este trabajo se muestra una metodologia docente planteada desde la optica de implantacion de creditos ECTS y conducente a la obtencion de competencias transversales. La metodologia se aplica en la asignatura Interfaces y Perifericos de Ingenieria Tecnica en Informatica de Sistemas y se centra en la construccion de una tarjeta de sonido USB y la programacion del funcionamiento de esta, sirviendo como base para desarrollar varias competencias transversales.

Cites background from "Tuning Educational Structures in Eu..."

  • ...La construcción de ésta nos permitirá desarrollar varias de las competencias transversales que se contemplan en el Proyecto Tuning [5]....

    [...]

  • ...Entre las competencias transversales contempladas por el Proyecto Tuning [4], pueden destacarse la capacidad para el análisis y la síntesis, la capacidad de trabajo en equipo, la capacidad de liderazgo y la capacidad para generar nuevas ideas (creatividad e innovación)....

    [...]

La tutoría grupal: nuevas experiencias

[...]

Luis Froilán Bayón Arnau, José María Grau Ribas, José Aurelio Otero Corte, María del Mar Ruiz Santos1, Pedro María Suárez Rodríguez •
University of Oviedo1
01 Jan 2015
TL;DR: Group mentoring is an accompaniment and teaching support that seeks to help students adapt to the university environment, foster the development of skills and the achievement of academic goals as discussed by the authors, which is considered a crucial issue within the European Higher Education Area.
Abstract: espanolLa tutoria, como acompanamiento y apoyo docente, buscando la adaptacion clel alumno al ambiente universitario, el desarrollo de competencias y el logro de los objetivos academicos, es un tema de crucial importancia en el marco del Espacio Europeo de Educacion Superior En este trabajo, presentamos algunas propuestas sobre Tutoria Grupal que nuestro grupo de trabajo ha desarrollado en los ultimos cursos En la linea de apoyo al alumno, se efectuaron tutorias de Fundamentos, Apoyo y Recuperacion buscando evitar la desercion, facilitar la urgente asimilacion de conceptos que requieren las asignaturas semestrales y el incremento del rendimiento academico. En segundo lugar, se trabajo en la adquisicion de competencias instrumentales e interpersonales con las tutorias de Aplicacion y Taller de Lectura-debate. Para finalizar, el logro de algunos objetivos academicos que capacitan para enfrentarse a los compromisos de la practica profesional se abordo mediante tutorias en las que se trabajo con tecnicas del Puzle EnglishMentoring is an accompaniment and teaching support that seeks to help students adapt to the university environment, foster the development of skills and the achievement of academic goals. It is considered a crucial issue within the European Higher Education Area. ln this paper, we present some proposals on Group Mentoring that our working team has developed in recent years. On-line student support, Fundamental Concepts, Support and Remedial Group Mentoring sessions were carried out aimed at avoiding students dropping out of the course, as well as facilitating urgent assimilai lion of the concepts that semester subjects require and increased academic performance. Secondly, we worked on the acquisition of instrumental and interpersonal skills via the application or mainstreaming tutorials and a reading/discussion workshop. Finally, the academic achievement of some goals that enable students to meet the requirements of professional practice are addressed through tutorials in which we worked with Puzzle Solving techniques.
Dissertation•
Confiabilidad y validez de las listas de cotejos del exámen clínico objetivo estructurado para el aprendizaje por competencias de cirugía

[...]

Chávez Gil, Mario Alberty
01 Jan 2015
TL;DR: OSCE list of collations have satisfactory reliability and validity inaccurate and the performance of surgical skills of 86 students was satisfactory and the average qualification was 16 points qualifier.
Abstract: Objective: To determine the validity and reliability of the check lists structured clinical examination (OSCE) for the 6th Year students of the Faculty of Medicine of the “Universidad Nacional de Trujillo” in 2011, in evaluating clinical performance of surgical skills of students. Methods: The research was carried out using check lists comparisons of the ten stations of the OSCE in different rotations. The stations used in general surgery patient simulator. In neurosurgery station used a plate computed tomography (CT) and the second used the Glasgow coma scale. In urology station used a patient simulator for renal colic and the second a model for Foley catheter placement. In ophthalmology, a station used a red-eye image and the second patient simulator study of fundus; Otolaryngology, a station used a CT simulator and the second patient assessment hearing test with fork. Results: We found that: the performance of surgical skills of 86 students was satisfactory (average qualification: 16 points); lists the 10 comparisons ECOE tests, in six stations reliability, using the split-half and correction Spearman-Brown, reached levels from 0.33 to 0.90 and four had reliability; as to the validity using Pearson correlation coefficient, Four Seasons had lists of valid comparisons and lists six stations were inaccurate comparisons. For statistical analysis SPSS version 15.0 was used. Conclusions: OSCE list of collations have satisfactory reliability and validity inaccurate. The performance was very satisfactory and the average was 16 points qualifier. Recommendations: Consider the results to reevaluate OSCE stations
Creación de un equipo docente para la coordinación de experiencias orientadas al desarrollo de competencias adaptadas a diferentes perfiles de grupo

[...]

Cristina García Palao, Montserrat Boronat Navarro, María Luisa Flor Peris, María José Oltra Mestre
01 Jan 2009
References
More filters
Journal Article•DOI•
Testing for Competence Rather Than for "Intelligence"

[...]

David C. McClelland1•
Harvard University1
01 Jan 1973-American Psychologist
TL;DR: The testing movement in the United States has been a success, if one judges success by the usual American criteria of size, influence, and profitability, but what assumptions is the success of the movement based?
Abstract: The testing movement in the United States has been a success, if one judges success by the usual American criteria of size, influence, and profitability. Intelligence and aptitude tests are used nearly everywhere by schools, colleges, and employers. It is a sign of backwardness not to have test scores in the school records of children. The Educational Testing Service alone employs about 2,000 people, annually administers Scholastic Aptitude Tests to thousands of aspirants to college, and makes enough money to support a large basic research operation. Its tests have tremendous power over the lives of young people by stamping some of them "qualified" and others "less qualified" for college work. Until recent "exceptions" were made (over the protest of some), the tests have served as a very efficient device for screening out black, Spanish-speaking, and other minority applicants to colleges. Admissions officers have protested that they take other qualities besides test achievements into account in granting admission, but careful studies by Wing and Wallach (1971) and others have shown that this is true only to a very limited degree. Why should intelligence or aptitude tests have all this power? What justifies the use of such tests in selecting applicants for college entrance or jobs? On what assumptions is the success of the movement based? They deserve careful examination before we go on rather blindly promoting the use of tests as instruments of power over the lives of many Americans.

3,404 citations

"Tuning Educational Structures in Eu..." refers background in this paper

  • ...7 McClelland 1973....

    [...]

  • ..., MCCLELLAND, D.C. y SPENCER, S.M. (1994): Competency Assesment Methods. History and State of the Art. Hay-McBer Research Press, Boston. THOMAS, Edward, (2000). «Increading lifelong learning in European Higher Education: the challenges and the prospects». In F2000 European Higher Education Expert Forum, Brussels, 24-25 January 2000 UNIVERSITY OF DEUSTO (2000). internal document about competences. VAN DAMME, Dirk (1999). Internationalization and quality assurance: towards worldwide accreditation? Paper commissioned for the IAUP XIIth Triennial Conference, Brussels. VAN DAMME, Dirk (2001). Higher Education in the age of Globalisation: The need for a new regulatory framework for recognition, quality assurance and accreditation. Introductory Paper for the UNESCO Expert Meeting Paris VAN DEN BERGHE, W. (1997). La calidad de la enseñanza y formación profesional en Europa: cuestiones y tendencias. CEDEFOP, Salónica. VARGAS, F.; CASANOVA, F. y MONTANARO, L. (2001). El enfoque de competencia laboral: manual de formación. Montevideo: Cinterfor. VILLA, Aurelio (2001). Marco pedagógico de la Universidad de Deusto....

    [...]

  • ..., MCCLELLAND, D.C. y SPENCER, S.M. (1994): Competency Assesment Methods. History and State of the Art. Hay-McBer Research Press, Boston. THOMAS, Edward, (2000). «Increading lifelong learning in European Higher Education: the challenges and the prospects»....

    [...]

  • ..., MCCLELLAND, D.C. y SPENCER, S.M. (1994): Competency Assesment Methods. History and State of the Art. Hay-McBer Research Press, Boston. THOMAS, Edward, (2000). «Increading lifelong learning in European Higher Education: the challenges and the prospects». In F2000 European Higher Education Expert Forum, Brussels, 24-25 January 2000 UNIVERSITY OF DEUSTO (2000). internal document about competences. VAN DAMME, Dirk (1999). Internationalization and quality assurance: towards worldwide accreditation? Paper commissioned for the IAUP XIIth Triennial Conference, Brussels. VAN DAMME, Dirk (2001). Higher Education in the age of Globalisation: The need for a new regulatory framework for recognition, quality assurance and accreditation. Introductory Paper for the UNESCO Expert Meeting Paris VAN DEN BERGHE, W. (1997). La calidad de la enseñanza y formación profesional en Europa: cuestiones y tendencias. CEDEFOP, Salónica. VARGAS, F.; CASANOVA, F. y MONTANARO, L. (2001). El enfoque de competencia laboral: manual de formación. Montevideo: Cinterfor. VILLA, Aurelio (2001). Marco pedagógico de la Universidad de Deusto. WILLIAMS, Peter (2002). QAA. Council of Universties. Transparency for European Higher Education. Madrid. WRIGHT, P. (1995) Draft paper «Identifying the Notion of Graduateness» HEQC Quality Enhancement Group, London....

    [...]

  • ..., MCCLELLAND, D.C. y SPENCER, S.M. (1994): Competency Assesment Methods. History and State of the Art. Hay-McBer Research Press, Boston. THOMAS, Edward, (2000). «Increading lifelong learning in European Higher Education: the challenges and the prospects». In F2000 European Higher Education Expert Forum, Brussels, 24-25 January 2000 UNIVERSITY OF DEUSTO (2000). internal document about competences. VAN DAMME, Dirk (1999). Internationalization and quality assurance: towards worldwide accreditation? Paper commissioned for the IAUP XIIth Triennial Conference, Brussels. VAN DAMME, Dirk (2001). Higher Education in the age of Globalisation: The need for a new regulatory framework for recognition, quality assurance and accreditation....

    [...]

Book•
Medical Education in the United States and Canada: A Report to the Carnegie Foundation for the Advancement of Teaching

[...]

Abraham Flexner
10 Aug 2009

1,070 citations

Journal Article•DOI•
League Tables and Their Limitations: Statistical Issues in Comparisons of Institutional Performance

[...]

Harvey Goldstein1, David Spiegelhalter2•
Institute of Education1, Medical Research Council2
01 May 1996-Journal of The Royal Statistical Society Series A-statistics in Society
TL;DR: The paper emphasizes that statistical methods exist which can contribute to an understanding of the extent and possible reasons for differences between institutions and urges caution by discussing the limitations of such methods.
Abstract: SUMMARY In the light of an increasing interest in the accountability of public institutions, this paper sets out the statistical issues involved in making quantitative comparisons between institutions in the areas of health and education. We deal in detail with the need to take account of model-based uncertainty in making comparisons. We discuss the need to establish appropriate measures of institutional 'outcomes' and base-line measures and the need to exercise care and sensitivity when interpreting apparent differences. The paper emphasizes that statistical methods exist which can contribute to an understanding of the extent and possible reasons for differences between institutions. It also urges caution by discussing the limitations of such methods.

1,051 citations

Journal Article•DOI•
Effectiveness of problem-based learning curricula: theory, practice and paper darts.

[...]

Geoffrey R. Norman1, Henk G. Schmidt1•
McMaster University1
01 Sep 2000-Medical Education
TL;DR: Evidence is presented that (a) cognitive research is not contrived and irrelevant, (b) curriculum level interventions are doomed to fail and (c) education needs more theory‐based research.
Abstract: In a recent review article, Colliver concluded that there was no convincing evidence that problem-based learning was more effective than conventional methods. He then went on to lay part of the blame on cognitive psychology, claiming that 'the theory is weak, its theoretical concepts are imprecise. the basic research is contrived and ad hoc'. This paper challenges these claims and presents evidence that (a) cognitive research is not contrived and irrelevant, (b) curriculum level interventions are doomed to fail and (c) education needs more theory-based research.

723 citations

Book•
Time to Heal: American Medical Education from the Turn of the Century to the Era of Managed Care

[...]

Kenneth M. Ludmerer
01 Jan 1999
TL;DR: Time to Heal as discussed by the authors provides a landmark account of American medical education in the twentieth century, concluding with a call for the reformation of a system currently handicapped by managed care and by narrow, self-centered professional interests.
Abstract: Already the recipient of extraordinary critical acclaim, this magisterial book provides a landmark account of American medical education in the twentieth century, concluding with a call for the reformation of a system currently handicapped by managed care and by narrow, self-centered professional interests. Kenneth M. Ludmerer describes the evolution of American medical education from 1910, when a muck-raking report on medical diploma mills spurred the reform and expansion of medical schools, to the current era of managed care, when commercial interests once more have come to the fore, compromising the training of the nation's future doctors. Ludmerer portrays the experience of learning medicine from the perspective of students, house officers, faculty, administrators, and patients, and he traces the immense impact on academic medical centers of outside factors such as World War II, the National Institutes of Health, private medical insurance, and Medicare and Medicaid. Most notably, the book explores the very real threats to medical education in the current environment of managed care, viewing these developments not as a catastrophe but as a challenge to make many long overdue changes in medical education and medical practice. Panoramic in scope, meticulously researched, brilliantly argued, and engagingly written, Time to Heal is both a stunning work of scholarship and a courageous critique of modern medical education. The definitive book on the subject, it provides an indispensable framework for making informed choices about the future of medical education and health care in America.

534 citations

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