https://padlet.com/pedagogy412/xa53oqxhgnzq71bu en-us 2023-07-09 06:05:40 UTC 2023-07-28 10:38:28 UTC hello@padlet.com pedagogy412 https://padlet.com/pedagogy412/xa53oqxhgnzq71bu/wish/2641016583 CBE is award academic credit based on mastery of clearly defined competence. in this module the student is free how much time is needed to understand the material.
CBE can recognize prior learning and learning outside the course scope, that is mean that if he have information.

CBE is allow student to progress on base as they can master academic content regardless of time, place, or pace of learning.
it establish a closer link between the educational programes and societal requirements. it enhance the interactions with stakeholders including world of work and wider society.
the difference between education department and study program.
competencies need to be measurable, transferable, student proceed when they have satisfied the measured learning objective at what ever level that has been set.
what is the significance of CBE?
1. the rising cost of education
2. concern about what ever the graduate is adequately prepared for work placed.
3= CBE replace that time  of learning is different but the basic of learning is the same.
4- the primary goal is that that prior education have a role .
5- special skill set will change their job and lives.
6-this system had control on money investment and time.
7- so this system personalize their education journey.
8-recognition of knowledges and skills that he got before from workplace and elsewhere.

Then we discussed the goal of education:
1- is preparing skills and education to be get benift in the work places.
2- learner personal growth
3- citezinship
providing factual information cannot guarantee above.


 ]]> 2023-07-09 07:10:44 UTC https://padlet.com/pedagogy412/xa53oqxhgnzq71bu/wish/2641016583 pedagogy412 https://padlet.com/pedagogy412/xa53oqxhgnzq71bu/wish/2641016826 Group A1
Do a SWOT Analysis for CBE:
which is about the streanghtes, weak points, oppourtunities and threats of the problem. 

Group A3
Teacher competences is important in education personality, fexibility, formal relation is needed.

then Dr. Twana start discussion about the dlilemma what is the meaning of teacher?
teacher can guide student to learn, motivate, helping socially and psychologicaly to support learning.

Group A4
What are the interpersonal and intrapersonal skills.
the effective comunications and biulding relationships is important for interpesonal relations at the same time personal growth and sucsess and self awareness. so for teaching both inter and intra personal is are important.

Group A5
soft skill comeptence or transversal competence 

Group A6
CBE examples in different aspect of educations for example in human rights what are the knowledges and skills and attitudes.
another example is in engenering using it in ultrasonic detector and sensor.
anothe example was teaching in arabaic languages, what are use in arabic grammers.

Group A7
Global citezinshipe competence first was introdaction and then the mail keys was discussed.





]]> 2023-07-09 07:12:43 UTC https://padlet.com/pedagogy412/xa53oqxhgnzq71bu/wish/2641016826 pedagogy412 https://padlet.com/pedagogy412/xa53oqxhgnzq71bu/wish/2641027169 competency is a combination of skills and attitude and and knowledges.
for example driving training need all the three above. So it is a competency.
another example is teachering.
the cometency need to me measurable, transferable learning objectves that power student.
knowledges mean of fact and figures, concepts that already established.
skill is the ability to carry out yhe procedures and use knowledg.
attitutde  desposition and mind set to act.

there are 2 types of copmetencies:
1- Transversal skills or 21th centuyr skill or soft skills, as digital competencies communication in native and foergn language.
these skill are needed like:
1- critical and innovative thinking
2-problem solving creativity, enterpreneurship.
3- inter personal skill (with other people)and intra personal skills (with other people) like presentations,


]]> 2023-07-09 08:12:33 UTC https://padlet.com/pedagogy412/xa53oqxhgnzq71bu/wish/2641027169 pedagogy412 https://padlet.com/pedagogy412/xa53oqxhgnzq71bu/wish/2645682250 first we started with a question what is bologna mean?
the union of europ make them to take new secintion and to unifiy their system even in the stydy feild and higher education
maim feature
a learner centerd system as student has freedom to choose what they study and when to study.
acridet accumilation and transfer
based on the principle of transperency of the learning, teaching and assessment processes.
the quality ensurance is also one of the significant point thet they discuseed between eorpian countries.
How it started
before bologna proscess a huge vaiety of national higher education degree exsisted in europ.
with increasing moibilty of student more and more  problem for recognition did arise.
bologna declaration is  established in 1999, 29, june.
the main aim is to establish a structure of easily understandable regulation.

what are the cycles of bologna processes.
all countries conveyed their national to 2 cycle structure which are under graduate and the second cycle is graduate which is post graduate
the first cycle is is under graduate is 180 to 240 ects cirdets.
study years are not an issue.
programs of the first cycle typically 3 years.

the second cycle leads to accquisation  of master which is need 60=120 ects.
MA, MSc, MFell
the use of ects is mot established for 3rd cycle (Ph D)
european cridits and transfer system (ECTS) express the volume of learning based on the defined learning outcome and their associated workload.
60 ects cridits are allocated to the learning outcome and associated workload of a full time academic year and its equivalent.
each degree has three to 4 year academic year based on the program and the country.

ects meassuring unit
im 1999 ects adopted in europian higher education area, as a national cridit system
also in other countries of the world try to be interact and join this system.
implementation of this ects is shift to student based center.

Basic term"
Learning outcome
are the statements what individual know, understand and its able to do on a completion of a learning process.

Workload:
is an estimation of the time the individual typically need to complete all learning activities such as lectures , seminars , practical work, work placement and individual study requirement to achieve the defined learning outcome in formal learning environment.

Pre-requisite:
a course or other requirement that the student must have taken prior to enrolling in a specific course or program.

Co-requisite:
 a course or other requirement that the student  must take as another course or requirement.

in most cases the work load is from 1500 to 1800 hr wcich mean 25 to 30 hrs.

it should include recognition of prior learning (APL)



]]> 2023-07-16 06:17:59 UTC https://padlet.com/pedagogy412/xa53oqxhgnzq71bu/wish/2645682250 pedagogy412 https://padlet.com/pedagogy412/xa53oqxhgnzq71bu/wish/2645698671 Counseling 
Soft skills
Physical education
English language 
Different teaching methods


EQF
NQF





]]> 2023-07-16 08:02:35 UTC https://padlet.com/pedagogy412/xa53oqxhgnzq71bu/wish/2645698671 pedagogy412 https://padlet.com/pedagogy412/xa53oqxhgnzq71bu/wish/2647003734 there are 2 course book desgn:

standersd course desgn planning
whixh includ
chessing text then write syllybus write revives lecture  prepare ppt write exam innstructer concern

Backward design
formulate broad learning goals
set specific learning objective
design assesment
formative and summetives
develope learnig acitvity
this type is a student centerd

Mission and vision
 
vison is our expectation for what the student get and is the outcome
but mission is the method used to achieve vision

program outcome is vision
program study is mission

Outcome is what do the need to do assessment what the student know
outcome must be measurable and specific

steps of wiriting learning otcome

how to write learning objectives

all objective must be SMART
S-Specific
M-Measurable
A-Attainable or achievable
R-Relevant
T-Timely


at the end of the module student should use

the formative assessment is for knowing the level of student and know their weak and strong point.

Summative assessment to evaluate the student by multiple modality of grading value and having rubrics.






]]> 2023-07-18 06:28:06 UTC https://padlet.com/pedagogy412/xa53oqxhgnzq71bu/wish/2647003734 pedagogy412 https://padlet.com/pedagogy412/xa53oqxhgnzq71bu/wish/2647083529 Lerning outcome
modules are the ingreident of the  learning outcome .

Parts of learning outcomes
Mapping of LO
process of link  of course LO and to the to the department LO

 



]]> 2023-07-18 08:50:37 UTC https://padlet.com/pedagogy412/xa53oqxhgnzq71bu/wish/2647083529 pedagogy412 https://padlet.com/pedagogy412/xa53oqxhgnzq71bu/wish/2650733435 who is prepare curriculum ?
1-Faculty member
2-student alumni
3-employers of the graduates
4-current student
5-non academic staffs

content based curri CBC
sturcture (who)
experts(committie)
teachers 
students
stakeholders

Processs (How)
draft prepared as apilop study
then feed back 
rhen workshop
then developong
new curric




]]> 2023-07-25 07:14:57 UTC https://padlet.com/pedagogy412/xa53oqxhgnzq71bu/wish/2650733435 pedagogy412 https://padlet.com/pedagogy412/xa53oqxhgnzq71bu/wish/2650780542
1- In higher education should correspond
to the demands of non-academic work.

2- The competencies developed during a study should be  relevant to the needs of work life. 
3-The curriculum should disclose what a student is capable
of doing after finishing the study programme. This demands close cooperation with the employers.

4-The future demands of society and its changes should be foreseen and predicted in collaboration with stakeholders from world of work. 

5- In a competence-based curriculum, both the general and subject-specific competences and areas of expertise directly relate to the current and predicted future demands of working life. 

6-A student's transition into employment in 
A education is viewed as a good metric by which to measure the work life relevance of the expertise developed. 
7-Knowledge and expertise, as well as the ways in which these are deepened and developed

8- General professional competences must be connected to subject-specific competences alongside the overall
competence area and the learning objectives of the programme, courses or modules in question. The
cooperation between the worlds of work and education in different projects and initiatives is crystallised
through the specific ways in which the overall learning experience is realised, the choice of learning
environments, and during study counselling. Project-based cooperation and learning in authentic work
settings are facilitated and made apparent in the description of the curriculum at various levels from the first
year of study onwards. Multi-disciplinary supervision and peer learning conducted in a genuinely
collaborative way naturally support and foster relationships with professional-level experts interested in multi-
professional activities.
Thanks to the work life relevancy, it is also possible for teachers and students alike to develop connections
with the world of work during their own teaching or studies. As such, the implementation of the curriculum
should enable students to have a job and learn things that directly connect to this work. Carrying out their
a
own teaching work, as well as participating in research and development projects, provides teachers with
valuable insight into changes in the world of work and new demands placed on students and graduates in
relation to knowledge and expertise.]]> 2023-07-25 08:35:45 UTC https://padlet.com/pedagogy412/xa53oqxhgnzq71bu/wish/2650780542 pedagogy412 https://padlet.com/pedagogy412/xa53oqxhgnzq71bu/wish/2651351767 some mind blowing 

what is philosophy of education?

Dose the education system in kurdistan have a philosophy?

how to evaluate the education system of a community?


]]> 2023-07-26 06:17:30 UTC https://padlet.com/pedagogy412/xa53oqxhgnzq71bu/wish/2651351767