Creating a New Historical Perspective: EU and the Wider World ...

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of their perceived relevance (using the results of the Tuning 1 consultation) for the first two cycles and in such a way as to include a variety of different kinds of competences. Members of the subject area (two for each competence) were asked to describe each competence and discuss the ways it is perceived, taught and assessed or, if this does not happen today, how it could be best taught and assessed in the national context in the future. The results of this analysis showed many interesting aspects: first of all it was striking to see how the various competences were interpreted differently in the various countries, and second (partly as a consequence) how learning/teaching strategies designed to form seemingly identical competences may actually be quite different. Both observations suggest that, to ensure transparency, an agreed series of terms and definitions will be needed. Competence 1 Critical awareness of relationship between present and past Teaching Method Learning Activities Way of Assessment Confronting students with the fact that current events and issues have historical roots, precedents and/or analogies; showing how historigraphical debate is formed and is related to current events and issues; sometimes course units are designed specifically to do this. Attending lectures or courses, reading assigned bibliography, participating in discussion groups, using e-learning materials, writing papers or making presentations; in some cases by comparing specific historical events or processes to comparable present events or processes. This competence, or awareness, permeates the learning/teaching activities and is not necessarily assessed separately; however when specific course units or activities address this issue it is explicitly taken into account. Competence 2 Teaching Method Awareness of the differences in historiographical outlooks in various periods and contexts Lectures, and group work discussing, presenting examples of historical texts 38
Learning Activities Way of Assessment Attending lectures or course, reading assigned bibliography, participating in discussion groups, using e-learning materials, writing papers or making presentations, comparing and contextualising historiographical texts relative to different periods and orientations. Written and/or oral examinations; assessment of presentation, and participation in discussion groups or exercise course. Competence 5 Teaching Method Learning Activities Way of Assessment Knowledge of the general diachronic framework of the past Lectures, exercise courses and/or tutorials on different periods of history or diachronic themes. Attending lectures or course, reading assigned bibliography, participating in discussion groups, using e-learning materials. Written and/or oral examinations; assessment of participation in discussion groups or exercise course. Competence 7 Teaching Method Learning Activities Way of Assessment Detailed knowledge of one or more specific periods of the past Lectures, group work, site visits. Attending lectures or course, reading assigned bibliography, participating in discussion groups, using e-learning materials, writing papers or making presentations, reading and contextualising texts relative to the period. Written and/or oral examinations; assessment of presentations, and participation in discussion groups or exercise course. Competence 12 Teaching Method Learning Activities Ability to write in one’s own language using correctly the various types of historiographical writing Reading and commenting historiographical texts either in class assisted by the teacher or autonomously. Writing assignments to practise producing different kinds of texts such as essays, reviews and summaries. 39
Page 1 and 2: Creating a New Historical Perspecti
Page 3 and 4: Guidelines and Reference Points for
Page 5 and 6: Contents Preface Ann Katherine Isaa
Page 7 and 8: The History Subject Area Group: Mem
Page 9 and 10: Preface This is a special edition o
Page 11 and 12: A final section lists useful links
Page 13 and 14: Introduction to the 2007 edition Tu
Page 15: lin descriptors”. From the beginn
Page 18 and 19: pan-European setting - can give rea
Page 20 and 21: Learning, Teaching and Research Amo
Page 22 and 23: health or even in expansion. In the
Page 24 and 25: 3. Learning outcomes & competences
Page 26 and 27: states and candidate countries were
Page 28 and 29: Awareness of the necessity of analy
Page 30 and 31: on competences and learning outcome
Page 32 and 33: 22. Knowledge of world history 23.
Page 34 and 35: e required or wish to take a small
Page 36 and 37: and methodologies, and those which
Page 38 and 39: order to have a basis for understan
Page 40 and 41: diversity of European traditions an
Page 42 and 43: moments. For example, competence 29
Page 44 and 45: number of students (but with variat
Page 46 and 47: Although the learner is to be place
Page 48 and 49: often used in history studies excep
Page 52 and 53: Way of Assessment Correction of tex
Page 54 and 55: Competence 15 Teaching Method Learn
Page 56 and 57: marised in the ‘overarching’ co
Page 59 and 60: 6. The Validation Report After the
Page 61 and 62: 7. Another level of recommendation
Page 63: The members of the Group judged tha
Page 66 and 67: - are able to write and speak accor
Page 68 and 69: 7 (Second C y c l e H i g h e r Edu
Page 70 and 71: B 1 Disciplines(s) / Subject area(s
Page 72 and 73: F 1 Programme learning outcomes The
Page 74 and 75: B 1 Disciplines(s) / Subject area(s
Page 76 and 77: 2 Subject specific — World histor
Page 78 and 79: Level QF for EHEA: 3rd cycle; EQF l
Page 80 and 81: 1 2 — Communication: ability to w
Page 83: 9. Tuning in other Countries The Hi
Page 86 and 87: professional skills of reading hist
Page 88 and 89: 10. Useful Links http://tuning.unid
Page 90: Publications of the CLIOHWORLD Eras

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