Competence-oriented course development

It is important to determine which competencies students will acquire upon completion of the degree program so that a coherent picture with an overall strategy without "patchwork" and gaps is created on the basis of planned foundations and planned focal points:

• Analyze demand: A systematic analysis of the labour market needs, i.e. the labour market relevance of the degree programme, the intended target group (e.g. school leavers, working professionals) and the consideration of social trends (e.g. digitalization, sustainability) is carried out in order to align the degree programme in a targeted manner. This analysis is documented in the metadata of the degree program and serves as the basis for accreditation (see section Creating and editing a degree program / PO version).
• Define the competence framework: Subject-specific (e.g. scientific level), methodological (e.g. data analysis) and interdisciplinary competencies (e.g. ability to work in a team) are structured and prioritized in a framework. The formulation of the learning objectives is based on the Bloom taxonomy and the German Qualifications Framework (HQR) in order to describe the competencies at the level of the Bachelor's (level 6) or Master's degree (level 7) (see section Creating and editing a degree program / PO version, see section Appendices).
• Create a qualification profile: Link degree objectives with occupational fields (e.g. 'Graduates carry out project analyses in NGOs'). The profile describes specifically which professional fields graduates can enter once they have successfully completed the degree program. These objectives are recorded in the module tool under "Study objectives and learning outcomes" and are legally binding (see section Creating and editing a degree program / PO version).

Further assistance for creating the qualification and competence profile at degree program level can be found here. In the instructions for the module tool, you will also find further information in the sections of the handout mentioned in brackets.

The modules must make a coherent contribution to the overall objectives of the degree program:

• Define areas of study: Modules are grouped into predefined study areas (e.g. "undergraduate studies", "focus on sustainability") in order to structure the outline of the degree program and increase clarity for students (see section Creating and editing study areas).
• Derive learning objectives per module: In order to distribute the study program objectives to modules, the overarching study program objectives are broken down to modules. This is done by creating module descriptions in the module tool, whereby the learning objectives (learning outcomes) are the central component (see section Creating and editing a module description, Learning objectives).
• Assign taxonomy levels: Learning objectives are formulated according to Bloom's taxonomy, with foundation modules using verbs such as 'describe' and advanced modules targeting 'evaluate' or 'design'. Bloom' s taxonomy and the HQR serve as guidelines for the formulation (see section Creating and editing a module description, see section Appendices).
• Justify credit points: Coordinate workload and depth of competence per module. The workload (e.g. 180 h for 6 CP) is determined on the basis of the complexity of the learning objectives and the depth of competence to be acquired. The CP are recorded in the module description and must amount to 30 hours per CP (see section Creating and processing a module description, credits). The polyvalence of modules is used in a targeted manner by importing modules from other degree programs in order to make the interconnectedness of the degree programs visible (see section Creating and editing import modules).

Further assistance for creating the qualification and competence profile at module level can be found here. In the instructions for the module tool, you will also find further information in the sections of the handout mentioned in brackets.

The courses should contribute to the competencies to be acquired in the (planned) module.

• Create a learning objective matrix: A matrix is created for each course that links content (e.g. 'Statistical methods') with action components (e.g. 'Interpreting data'). This matrix is supported by the learning outcomes of the module and the course types (VL, Ü, S, Pr) in the module tool (see section Creating and editing a module description, Learning outcomes, section Creating and editing a module description, Course types).
• Select teaching formats: Lectures serve to impart knowledge, seminars promote application (e.g. case studies), and projects enable transfer to practical contexts. The selection of teaching and learning methods is documented in the module tool (see section Creating and editing a module description, Teaching and learning methods).
• Define examination formats: Align assessments with competencies. The examination formats (e.g. assignments, oral examinations) are adapted to the learning objectives, e.g. for problem-solving skills via an examination with transfer questions based on a case study. The examination achievements are recorded in the module description and are legally binding (see section Creating and editing a module description, examination achievements).

• Integrate activating methods: Group work, e-learning units and practical collaborations (e.g. company projects) are used specifically to teach skills in an action-oriented way. The teaching and learning methods are documented in the module tool (see section Creating and editing a module description).
• Determine the learning objectives of individual learning units/sessions on the basis of the learning objectives of the courses. Care must be taken to ensure that the individual learning units/sessions contribute to the acquisition of skills in the course.
• Incorporate feedback mechanisms: Reflection exercises, peer reviews and interim tests enable continuous feedback on the achievement of learning objectives. The comment function in the module tool enables collaborative revision of module descriptions.
• Provide resources: Scripts, software tools (e.g. statistics programs) and mentoring opportunities are provided to support the acquisition of skills. The literature and media forms are documented in the module descriptions. The module coordinators can update their descriptions at any time and these changes are automatically visible on the website (see section Introduction, The module tool offers you).

Planning the evaluation based on the evaluation quality concept (HERE). The following steps can be carried out later when the program is in operation.

• Review learning outcomes: Exam results, student surveys and graduate tracking (e.g. career entry) serve as a basis for monitoring success.
• Make adjustments: Modules are readjusted if necessary, e.g. by increasing practical components or integrating current research findings. The status of the degree program (e.g. "Senate decision", "Expiring") shows the progress (see section Creating and editing a degree program / PO version, Status). Modules can be moved, copied or deleted (see section List of functions, Move module, Copy module, Delete module).
• Prepare accreditation: The documentation (module handbooks, competence matrices) is optimized for assessment by accreditation agencies. The requirements and recommendations from the accreditation are documented centrally in the module tool and can be exported directly (see section Creating and editing a degree program / PO version, requirements from accreditation, recommendations from accreditation).

The module tool is therefore not just a tool for documentation, but a living process manager that digitizes and makes transparent the entire course development process from planning to evaluation (see section Introduction, The module tool offers you).