EHEA And eFolios

How eFolios Meet the EHEA Requirements Florence Lojacono, Ph.D. Universidad de Las Palmas de Gran Canaria Spain

GEORGETOWN COLLEGE, DC.
“ In the first two years, students in the College choose from a variety of courses to fulfill general education requirement […]. During their second year, students begin to construct their academic programs from more than 30 majors, 40 minors and 8 certificate programs. The depth and dimension of these programs is broad: there are more than 100,000 different combinations of majors, double- majors and minors possible in the College.”

Hummm …
STUDENTS
100,000
learning paths
FACULTY
1
teaching path

Top 4 destinations of US study abroad students are EUROPEAN UK – Italy – Spain – France More than 50% of students going abroad choose the EHEA. Complete data here: http://opendoors.iienetwork.org/?p=131556

Why does EHEA matter to me / to us / to the US?

Ask yourself these questions:
Do my students study abroad?
Am I working in LLL?
Am I working in International Affairs
Am I working with Erasmus Mundus or Atlantis Programs ?
Am I working in Higher Education Admission?
Am I interested as a faculty or staff member in International research?
Is my Institution interested in joint/dual degrees?

EU = euro, yes … … but = GREAT ACADEMIC OPPORTUNITIESalso !

Find texts and references HERE

Europe of knowledge Sorbonne Declaration 1998 Prague Communiqué 2001 BerlinCommuniqué 2003 BergenCommuniqué 2005 Leuven/LouvainCommuniqué 2009 BolognaDeclaration 1999 Click on the name to access the original text

Summary of significant changes
3 cycle system : Bachelor/ Master/ Doctorate Licence/Master/Doctorat (LMD in France) Grado/Máster/Doctorado in Spain.
ECTS (European Credit Transfer System): based on student workload required to achieve a set of Learning Outcomes.
60 ECTS = full academic year (2 semesters X 30 ECTS each)
1 ECTS = 25 – 30 student working hours
Bachelor: 180 – 240 ECTS
Mobility (students – teachers – staff): Erasmus Mundus .
Diploma Supplement : in 2 languages, free of charge, standardized presentation of information on qualification gained
Lifelong Learning

THE COMMON EUROPEAN FRAMEWORK OF REFERENCE
CEFR (2001)
DEFINE the competences necessary for communication
CLASSIFY these competences into 6 levels
RELATE knowledge and skills
DESCRIBE the situations and domains of communication

Common European Framework of References (2001) Descriptors of Language Proficiency

Celestin Freinet ( 1896-1966) A French educator with content-based teaching approoach The Bologna Process is not ALL novelties …

Traditional teaching technology eTeaching technology Television, labs, computers … WWW devices Production oriented Communication oriented Isolation Network (social computing) Human-machine Human-human Student-centered Teacher-centered Information-centered Communication-centered LINEAR MULTIDIRECTIONAL

WEB 2.0

EHEA Bologna Process TUNING - JQI - CEFR WWW TECHNOLOGIES Semester as modular learning formats TUNING: *Modularized system CEFR: 6 levels Granularity Lifelong learning TUNING: Flexible learning paths - professional profiles CEFR: Europass Language Passport Personal devices and tools Mobility *ECTS CEFR: available in 30 languages Portable devices and apps European cooperation European Research Area (ERA, 2000) TUNING: *Learning outcomes CEFR: Communicative competences Output technology Student-centered TUNING: *Competence-based curricula CEFR: Competence-based levels Authoring tools

Granularity : a purposeful aggregation of digital items. It is easy to move no sequentially through tracks. Personal devices and tools: eFolios are an excellent example of a web-based tool that learners can develop and grow alongside the learning experience. Portable devices and apps: t here is a growing use of mobile technologies in learning. Output technology: items can be selectively shared with other parties such as peers, teachers, assessors and employers. Authoring tools: personally managed and owned by the learner. Learner-led.

Multidirectional (SLIDE 11) Output technology (SLIDE 14) Portable Network oriented Easy to carry, carry, update

Multidirectional (SLIDE 11) NO YES YES Output technology (SLIDE 14) Portable Network oriented Easy to carry, carry, update

Multidirectional (SLIDE 11) NO YES YES Output technology (SLIDE 14) NO NO YES Portable Network oriented Easy to carry, carry, update

Multidirectional (SLIDE 11) NO YES YES Output technology (SLIDE 14) NO NO YES Portable yes YES YES Network oriented Easy to carry, carry, update

Multidirectional (SLIDE 11) NO YES YES Output technology (SLIDE 14) NO NO YES Portable yes YES YES Network oriented NO NO YES Easy to carry, carry, update

Multidirectional (SLIDE 11) NO YES YES Output technology (SLIDE 14) NO NO YES Portable yes YES YES Network oriented NO NO YES Easy to carry, carry, update carry: yes show: no update : no carry: YES show: no update : NO 3 times YES!

eFolio and the EHEA agenda
Leaner-led process
Formal and informal learning
Digital literacy
Competence-based
Employability
Lifelong learning
Mobility
Communication oriented

SHIFTS NEEDED in the learning/teaching process Granularity From casual technology to technology by design Portable devices and apps (cloud computing) From the school as a place to the school as a space Output technology From working in isolation to collaborative working Authoring tools From employment to employability

“ We can use technique to manifest more fully the gift of self from which our best teaching comes. ” Parker Palmer (1998:24)

EHEA And eFolios

by Florence Lojacono

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