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ECEL 2012: DAC x TFM


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ECEL 2012: DAC x TFM

  1. 1. http:/ / Nati Cabrera, Ana Rodera & Montse GuitertOpen University of Catalonia, Barcelona, Spain
  2. 2. topics1. The need2. Our project3. Description of our work4. Results5. Next steps we do... Open Research Practice
  3. 3. The NEED 1… holistic scenarios (MFP) that support theassessment of knowledge andcompetences attained by students in amore integrated way (Brown, S. and Glasner, A., 2003, Prades, 2005) to identify and assess key aspects that facilitate the competences development of students through the final project within the virtual learning environment (VLE) at the UOC
  4. 4. Our PROJECT 2 WINTER "Developing and Evaluating competences Template Final Master" through theour goals… 1. A multimedia guide for students, for developing a MFP in a virtual learningDevelop environment 2. A multimedia guide for tutors, for MFP3 tools mentoring and assessment 3. Methodological guidelines for MFP virtual defense
  5. 5. Description of our work (I) 3BlocksBlock 1: Concept of competence. Types of competences thatare addressed in the MFPBlock 2: The process of development and evaluation of MFP.PhasesBlock 3: Guidelines, strategies and resources for the MFPBlock 4: Validation of the Methodologyproposed methodology and 1. Group work sessionsguides 2. Master tutors Interviews 3. Online surveys (Masters students) 4. Follow-up meetings
  6. 6. RESULTS (Block 1: Competence) 41 Own definition of COMPETENCE A competency is a complex knowledge, the result of integration, mobilization, and adequacy of knowledge skills and attitudes developed to perform a task, duty or role, in the context of professional practice2 Own definition of INSTRUMENTAL COMPETENCES These are skills common to various professional profiles, referring for example to the capacity of analysis and synthesis, general knowledge, communication, leadership, etc.3 Unanimous consensus about the definition of: a) 4 basic competences listed in the DUBLIN DESCRIPTORS + SPECIFIC COMPETENCES (AQU, 2004, p. 18) b) Need to work and evaluate both instrumental and specific types of competences c) Need to pre-select each specific program competences that are used in the MFP, depending on the scope and type of project
  7. 7. RESULTS (Block 2: Phases) 43 phases1. OPENING: in establishing the topic and a first contact between the tutor and / or MFP coordinator, student and the MFP itself2. DEVELOPMENT: where it generates an iterative process from proposals to the student and the tutor, the design and development by the student and the continuous feedback sent by the tutor3. CLOSING: divided into two stages: 1. Stage: Focused on the final drafting and preparation of the defense 2. Stage: Emphasizes the process of defending itself and the virtual debate or discussion
  8. 8. RESULTS (Block 3: Guidelines) 4 Student Guide>OPENING PhaseMilestones (Activities) Core Actions Tools 2.0 Information search tools: OER (Open EducationalAction 1: Identify the issue Resources), Open BBDD or Finding information and open institutional repositories, resources Open Journals, YoutubeAction 2: Project definition Teachers 1.Rationale / motivation Tools for collecting, organizing 2.Description of context and managing information: 3.Identify the objectives Bibliographic Managers: Zotero, 4.Identify sources of information Mendeley, Socialbookmarking: 5.Propose a working methodology Organization and management Diigo, Delicious,, 6.Planning (schedule) of information and resources Evernote, Virtual Hard Disk: 7.Provision of resources / needs Dropbox, Google Drive, CX Organization and editing toolsAction 3: Development proposal of ideas: Mind42, CmapTools,  Presentation of the proposed Brainstorming, Popplet, project or temporary work Editing tools and collaborative  Presentation of the final proposal review: (revised) Preparation of a draft of the Google Docs: document, proposal presentation, Titanpad, Prezi, Crocodoc
  9. 9. RESULTS (Block 3: Guidelines) 4 Student Guide>DEVELOPMENT PhaseMilestones (Activities) Core Actions Tools 2.0 Information search tools:Action 1: State of the art OER (Open Educational  Theoretical and practical Finding information and Resources), Open BBDD en or resources open institutional repositories , Open Journals, YoutubeAction 2: Design Teachers  Context analysis Tools for collecting, organizing  Methodological design or technical and managing information: Bibliographic Managers:Action 3: Development and application Organization and Zotero, Mendeley,  Development work in field management of Socialbookmarking: Diigo, or application Project information and resources Delicious,, Evernote,  Data analysis and interpretation Virtual Hard Disk: Dropbox, or application or implementation Google Drive, CX of the proposed practice Project development: mind Editing tools and collaborative map, field review and editing andAction 4: Conclusions and Assessment work (organization, information organization of ideas: Google • Develop conclusions of the , data collection, etc. ..), Docs (shared with the tutor), research project or proposal analysis of data or information, Mind42 (shared with the evaluation practice development of product tutor), Cmaptools (shared with designs, programs, etc. the tutor), Crocodoc
  10. 10. RESULTS (Block 3: Guidelines) 4 Student Guide>CLOSING PhaseMilestones (Activities) Core Actions Tools 2.0 Final editing: Preparation of the Organization and editing tools of defense ideas: Virtual board:, Spaaze, Brainstorming Action 1: Development outcome of MFP (organization and order) Mind map: Mind42, Cmaptools (textual document: report, article or other) Tools for editing and Action 2: Development of the Presentation sending feedback collaborative:Virtu of the MFP Final product al editor (compartido con el tutor): Google Docs, Titanpad, Crocodoc Final defense: Virtual Debate (feedback) Action 1: Presentation of the MFP Organizational tools of learning Public Defense (through textual documents, products, diffusion and conversion: graphics and / or audiovisual media) Online broadcast and Online repository: Calameo, Scribd, Action 2: Defender of MFP (ask the Net etiquette Slideshare, Youtube, Vimeo, evaluators, or court-the student, answers, ePersonal web space: blog, wiki, discussion and closing) web, Institutional online space,  Synchronous: Debate on a stage Online Converter: Online Convert which allows time synchronous discussion Presentation tools, Streaming  Asynchronous: virtual discussion Conduct of defense Presentation: Zipcast (Slideshare), possibly temporal and spatial Big Blue Button, Zentation asynchronous
  11. 11. RESULTS (Block 3: Guidelines) 4 Student Guide>Opening PhaseEVALUATION Specific for EVALUATION 1.Essentially formative evaluation: Check the Checklist Tools for the student receives feedback and (guidelines for the editing online surveys: MFP coordinator / tutor, but was publication of the proposal) Google Docs Form, Jotform not eligible Student Guide>DEVELOPMENT Phase Specific for EVALUATION Tools for the Evaluation of the tutor and development of individual 1. Formative the Partners work (e-portfolio): Blog, evaluation and accrediting skills Wiki, Web 2. Self-assessment activities Tools for Check the Self- editing online questionnaire Assessment Checklist : Google Docs: form, Jotform
  12. 12. RESULTS (Block 3: Guidelines) 4 Student Guide>CLOSING PhaseEVALUATION Specific for EVALUATION Final editing: Preparation of the defense Evaluation of the tutor Tools for the development of and the Partners individual work (e-portfolio): 1.Formative Blog, Wiki, Web evaluation and accrediting skills pri marily listed above Final defense: Virtual Debate 1.Evaluation proving eminently main Check the Self- ly from the following powers: Assessment Checklist 2. Transverse: Tools for editing online surveys: Check the -  Interpersonal skills Google Docs: form, Jotform Assessment Checklist  Critical Thinking of the reviewers  Critical capacity and self- 1. Assessment of basic competency 4
  13. 13. Next steps 5We are…… looking for different scenarios for MFP virtualdefense in both synchronous and asynchronous modesin virtual learning environments for the closing phase… designing a pilot project, in order to apply themethodology contained in guides and tutorials, andvalidate their adequacy… developing the following products: 1. A Guide to tutoring and assessing aimed at MFP tutors 2. A Protocol for virtual defense of MFP which will provide students methodological guidelines to keep in mind when preparing and conducting the defense of the MFP
  14. 14. We do… Open Research PracticeOur Blog: DAC x TFM WINTER Template Our group
  15. 15. heel hartelijk bedankt!!! Dr. Ana Rodera Dr. Nati Cabrera Dr. Montse Guitert mguitert@uoc.eduOur presentation is here http:/ /