Font size
A-
A
A+
Site color
R
A
A
A
Skip to main content
Side panel
Home
More
Search
Close
Search
Toggle search input
English
Čeština
Deutsch
English
Français
Íslenska
Lietuvių
Polski
Türkçe
You are currently using guest access
Log in
Home
VDU2 OLAREX final Revive VET Curriculum CD
Curriculum revive
VDU2 OLAREX final Revive VET Curriculum CD
Click
VDU2_OLAREX_final_Revive_VET_Curriculum_CD.xlsx
link to view the file.
Previous activity
VDU1 TeaCamp Revive VET Curr CD
Jump to...
Jump to...
EFQUEL2 curr revive-vet-ehlers CD
EDEN4 Revive VET Curriculum CD FREE Tool
KaunasVET2 Revive VET Curriculum CD cook
BME2 final Revive VET Curriculum CD MT
VDU5 EMENTOR VDU final Curriculum CD
KaunasVET1 Revive VET Curriculum CD bakers
KaunasVET3 Revive VET Curriculum CD meat
LieDM1 VERTYBES CPDlevel case
LieDM2 Baziuke Revive VET Curriculum CD
LieDM3 Revive VET Curriculum TH law CD
LieDM4 ITSMC Curr CD
Scienter2 Revive VET Curriculum ECIPAR CD
VDU1 TeaCamp Revive VET Curr CD
VDU3 Revive VET Curriculum CD GGM
VDU4 Revive VET Curriculum CD NM
A.1.1. Learning objectives are formulated in a measurable way and are presented for learners
A.1.2. Learning objectives and learning outcomes are formulated on the basis of competences.
A.1.3. Learning objectives are presented in synergy with learning resources, tasks and learning outcomes
A.2.1. Learning method consistency with the learning objectives is clearly established and explained.
A.2.2. There is a variety of learning methods used in curriculum
A.2.3. The variety of learning methods allows active and passive learning.
A.2.4. The variety of learning methods supports individual and group work
A.2.5. Learning methods used support ceativity and critical thinking skill development
A.2.6. The variety of learning methods supports task differentiation (e.g. mandatory and supplementary tasks and resources)
A.3.1. Overall assessment strategy is clearly presented in the syllabus.
A.3.2. Assessment criteria are measurable and clear in terms of grading (weight and summative evaluation)
A.3.3. Learners have a possibility to discuss and suggest assessment strategy improvement
A.3.4. Metacognitive tools for progress assessment are used in curriculum
A.3.5. Self-assessment tools are used
A.3.6. Feedback and discussion of learning results is organized
A.3.7. Portfolio opition is used and/ or assignments can be exported to personal portfolio after learning
A.3.8. Various assessment strategies, tools and assignments are used for learning result evaluation
A.4.1. Open educational resources (in multi-media format) are used in curriculum
A.4.2. Learners are encouraged to search for and re-use OER respecting their licences
A.4.3. Learners are encouraged to search and use alternative theoretical and practical resources to reach learning results
A.4.4. References and suggestions to OER and OER practices are indicated to facilitate and promote OER use during learning
A.4.5. Curriculum licencing is enabled in virtual learning environment and copy-right issues are clearly indicated
A.5.1. Learning is based on activities and learner interaction to discuss different points of view on a given subject
A.5.2. Learners are encouraged for systematic thinking by reflecting on how separate segments work in a system
A.5.3. Debates are organized along with the presentations of individual and group work
A.5.4. Individual follow up on learning progress in terms of learning outcomes is planned
A.6.1. Learning objectives are inline with the learning outcomes are presented in each learning assignment
A.6.2. Steps necessary to implement each assignment (or recommended stratedy) are suggested when needed
A.6.3. Tools to implement each assignment (or recommended stratedy) are suggested when needed
A.6.4. Assignment evaluation criteria are indicated under each assignment description
A.6.5. Assignment performance schedule and expected outcomes are clearly described
A.7.1. Tasks and assignments are related with professional activities and application of learning results in practice
A.7.2. Learners are involved in active practical training and application of learning results in real-life situations
A.7.3. Consultations and/ or interviews or/and (online) meetings with employers are organized during the learning
A.7.4. Practical tasks are related or require exploration, knowledge and/ or information from employers and their staff , as well as contextualization of assignment results in real-life situations
B.1.1. General navigational structure of the course
B.1.2. Funcionality of links and external resources
B.1.3. Soundness of navigational design elements
B.2.1. Reading materials
B.2.2. Learning activities
B.2.3. Materials are supposed to be read online
B.2.4. Download materials
B.3.1. Tools to support active learning
B.3.2. Individual accounts
B.3.3. Group organization
B.4.1. Grading tools
B.4.2. Feedback tools
B.4.3. Compatability of tools used
B.4.4. Assignment tools
B.5.1. Availability of term explanation
B.5.2. Terms are linked with glossary from the resources
B.6.1. Virtual classroom
B.6.2. Lecture records
B.6.3. Other recorded video materials
Virtual Classroom Example with OpenMeetings
Example of Recorded Lecture with PanOpto
C.1.1. The language of course material is clear and logic
C.1.2. Sound of video and audio is clear
C.1.3. The style used in curriculum meets academic standards
C.1.4. The style used in curriculum should be friendly
C.1.5. There are not grammar mistakes
C.2.1. Overall curriculum learning objecitives and outcomes, as well as competences to be achieved are presented in the syllabus
C.2.2. Learning objectives, outcomes and competences of every chapter are presented
C.2.3. Chapters are logically presented and planned in terms of overall stucture and learning hours
C.2.4. Assessment times and methods are presented clearly
C.2.5. Every chapter includes self-assessment
C.2.6. Clear information about graduate certificate.
C.3.1. Clear information about institution and its department is presented for technological and pedagogical help
C.3.2. Learners are informed about content pre-requisites for learning
C.3.3. Learners are informed about technical pre-requisites for learning
C.3.4. Target group's learning needs are considered in the design of the curriculum
C.3.5. The curriculum workload is consistent with the target group's requirements
C.4.1. Media rich content is utilized with a fixed and definite purpose
C.4.2. The utilization of pictures, graphs, audio, video empower implementation of the educational strategies
C.4.3. Software used in the course should conform to recent standarts of version and use
C.4.4. Elements (font, format, placement, presentation, etc.) should be consistent
C.4.5. The main important places (concepts, issues, etc.) of the curriculum material must be emphasize
C.5.1. The material (text, pictures, research, graphs, audio, video) of the curriculum abides by all relevant national and international legislation to content
C.5.2. Notice in the curriculum must provide clear information about the use of the curriculum
C.5.3. Intellectual property rights policies for the curriculum material should be developed
C.6.1. The curriculum content is clearly represented in table of contents
C.6.2. The curriculum material is organized in a logical sequence from simpler to the most complicated concepts
C.6.3. The curriculum ensures the possibility to individualize learning of the curriculum
C.7.1. Learners are informed about compulsory and additional resources
C.7.2. Learners have an access to bibliography of the curriculum
C.7.3. The distinction between compulsory and recommended resources is required
C.8.1. Curriculum provides a glossary
D.1.1. Students are encouraged to present temselves using various ICT tools (i.e. Moodle profile or other profiles)
D.1.2. Course teacher presents him/herself for the students using various ICT tools (i.e. Moodle or other profiles)
D.1.3. Discussion or other collaborative tools are planned to use
D.1.4. Synchronous communication is used
D.1.5. Asynchronous communication possibilities are used
D.2.1. Curriculum organzation guide is provided
D.2.2. Provided material is easy to read online
D.2.3. Provided material is easy to print
D.3.1. Pedagogical help information is provided
D.3.2. Technical help information is provided
D.4.1. Curriculum workload is based on ECTS credits/ or competences
D.4.2. The schedule of meetings/lectures or consultations is provided
D.4.3. The schedule of assignments is provided
D.4.4. Hours are distributed equally
D.5.1. Curriculum learning organization corresponds to the target group focus and characteristics
D.6.1. Learner feedback possibility is planned
Next activity
VDU3 Revive VET Curriculum CD GGM