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One of the demands that today’s society is making of the European Space of Higher Education (ESHE) is the establishment of a system that favors providing students with a comprehensive education that aims to achieve the optimum development of the skills needed in our current society. Another requirement concerns reforming the methodologies applied in classrooms, focusing the emphasis on learning and evaluation (personal, social and professional) based on competences and giving students a more prominent role in these processes. This social and academic framework is based on an organic model of information in which information is reused, reinterpreted and returned. We are talking about promoting complex methodological changes which involve the redefinition of the whole concept of learning and evaluation which are key aspects of the education system. Faced with this outlook, the Open University of Catalonia (UOC) has devised a new transverse evaluation instrument based on learning competences: the eTransfolio.
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How to evaluate generic Competencies using Web 2.0: the eTransfolio . A Case of Education and ICT Master’s Degree at UOC
Lourdes Guàrdia, Phd.Master’s Program Director
Education and ICT (eLearning)lguardia@uoc.edu
September 27, 2012, Leicester University, UK
• Fully online University since 1995• More than 60.000 students• 250 Full professors and 3.155 online tutors• 15 university degrees• 14 university masters• 46 masters and 31 postgraduate programs• 2 doctoral programs and 2 research institutes
Contextualizing the project
eLearn Center – MediaTIC Building
Master in Education and ICT (eLEarning) (CAT/SP) 60 ECTS
Application Project (6 ECTS)
Research Seminar
(12 ECTS)
Organization & management (6 ECTS)Techno-pedadogical Design (6 ECTS)Teaching & Learning Online (6 ECTS)
Learning Virtual Environments (6 ECTS)
Research in eLearning
PD*(24 + 6 ECTS)
Techno-pedagogical
design of programs
and resources
PD(24 + 6 ECTS)
Innovation & creative
uses of ICT in education
PD(24 + 6 ECTS)
eLearning management
PD (24 + 6 ECTS)
Online Teaching
PD(24 + 6 ECTS)
Technologies for eLearning
PD (24 + 6 ECTS)
Practice at Workplace (6 ECTS)
Core courses
24 ECTS
Specialization courses
24 ECTS
Practice at WP6 ECTS
Dissertation6 ECTS
(*) PD = Postgraduate Diploma 30 ECTS
• comprehensive education
• development of the skills needed in our current society
• lifelong learning
• methodologies reform
• learning and evaluation (personal, social and professional) based on competencies
• new competencies profiles
• competitive labor market
• lifelong learning
Society demands EHEA (European Higher Education
Area)
Competency-based learning
Core coursesLeadership & Management / Design & Development / Teaching & Learning / Research
L & M specialisation
D & D specialisation
T & L specialisation
Research specialisation
PBL approach
Professional orientation: Applied project
Research orientation:Master’s thesis
Generic competenciesPlanning and Time Management / Teamwork in a virtual environment / Take decisions /
Independent work / Analyse and synthesise / Critical thinking
Reflexion Activity
• How and When the students learn and put in practice the skills related to the competencies?
• What’s the main source that provides learning evidences for the students? Evidences from other sources should be accepted?
• Who is evaluating this generic competencies?
How?When?
What? Who?
• Students are the main actors in their own learning
• Reflection and decision taking around learning evidences
• Negotiation with teacher and others
If the approach is Competency-based learning...
How?
eTransfolio is an ePortfolio tool that enables
generic competencies to be evaluated
based on a methodology which involves the presentation
and negotiation of evidence between the student and the tutor
during the learning process, as well as the publication of the products created during degree or postgraduate courses with the aim of creating communities of learning based on networks of interests.
How?
Framework 3-D Making decisions around the ePortfolios design. Adapted from Gibson (2006, p.138)Reference: Guàrdia,. L. (2011) El diseño tecno-pedagógico del ePortfolio
When designing eP……..
Artefacts/Products:
Audiences:
Personal
Teachers/ExpertsPublic
Purposes:Sonnet Mirror Map
Media
Owner
Focus
How?
1.- Knowing the definition of the generic competences.
2.- Knowing the assessment criteria of the competence.
Through the rubric…
How?
Templates and guidelines about rubricss and scales
http://www.rcampus.com/indexrubric.cfm
How? 3.- Filling out the initial self-assessment form
5 different types of evidences that the students could work on:
• a) A new evidence proposed by the student: result or sample of an action developed on the basis of a concrete need of the student to achieve certain skills or knowledge.
• b) A new evidence proposed by the tutor: result or sample of an action exposed on the basis of a specific learning need detected by the tutor.
• c) An academic evidence related to a specific topic or course: result or sample of an action carried out in the course context and developed by the student.
• d) A non-academic evidence related to a professional, social or personal context: result or sample of an action not connected with an academic activity but directly related to the competencies related to the course curriculum.
• e) Generic evidences: results or samples of actions generally proposed to all the students of a graduate or postgraduate program and related to the competencies described in the rubric.
NO INICIATED
PROPOSAL
IN PROCESS
FINISHED
REVISIÓN NEEDED
OK
NO OK
The student built the evidence. [Title; presentation; Justification; Reflexion; Files related, etc.]
OK
NO OK
COMUNICATION with the TUTOR
SAVE
Inicial Self-assessment
The student starts working on a proposal of which evidence could be right… Just the introduction
Final Self-assessment
COMUNICATION with the TUTOR
Evidences cycle/process
ProfessionalSocial
Academic (formal and non formal)
4.- Submitting proposal of evidences
5.- Negociating with tutor
6.- Reflecting in the diary
How?
4 5
6
How? 7.- Sending the complete evidence8.- Evaluating the evidence and also the competence9.- Filling out the final self-assessment form
789
The concrete activities that were expected to be carried out by the tutor can be resumed as followed:
• a) Welcoming and introduction
• b) Interpretation of the proposed evidences regarding their coverage of the aspects and levels of competencies defined in the rubrics.
• c) Feedback (validation or submission to further development of the proposed evidence) and discussion/negotiation.
• d) Validation of acceptable proposals and further support regarding the use of publication tools.
• e) A continuing activity of support and orientation in case of technological or conceptual problems.
Implications
• New roles assumed by teachers and students.• Curricula based on competencies. Shapes the
way that programmatic and curricular decisions are made.
• New strategies and evaluation demands.• New learning and teaching approach.
The eTransfolio based on the philosophy of an electronic portfolio with an integrated use of Web 2.0 applications and approaches:
The eTransfolio Social role
Structure of eP. Examples• http://www.clemson.edu/caah/languages/eportf
olio/
• http://lafolio.lafayette.edu/fllsample/
• http://academictech.doit.wisc.edu/blogs/learnuw/learnuw-eportfolio-pilot-demo
• http://electronicportfolios.org/
Thanks
Lourdes Guàrdia, Phd.Master’s Program Director
Education and ICT (eLearning)lguardia@uoc.edu
September 27, 2012, Leicester University, UK
Sonnet
http://www.youtube.com/watch?v=70iSEMNVE_M
http://anemapamsambcristinaperez.blogspot.co.uk/2012/07/el-secret-de-les-galetes-de-la-nuria.html
http://socmestre.cat/socpetit/nuria-fuste-massana-fent-galetes/
A teacher from secondary school loose her job for the crisis.
A way she decided to show to the employers that she has a lot of comepetencies
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