How to evaluate genericCompetencies using Web 2.0: theeTransfolio . A Case of Education and ICT Master’s Degree at UOC    ...
Contextualizing the project•   Fully online University since 1995•   More than 60.000 students•   250 Full professors and ...
eLearn Center – MediaTIC Building
Master in Education and ICT (eLEarning) (CAT/SP) 60 ECTS                          Organization & management (6 ECTS)      ...
Society demands            EHEA (European Higher                                    Education Area)• new competencies prof...
Core coursesLeadership & Management / Design & Development / Teaching & Learning / Research   L&M                     D&D ...
Reflexion Activity• How and When the students learn and put in practice the skills  related to the competencies?• What’s t...
If the approach is Competency-basedlearning...• Students are the main actors in their own learning• Reflection and decisio...
How?eTransfolio is an ePortfolio tool that enables   genericcompetencies        to be evaluated based on amethodology   wh...
When designing eP……..                      Purposes:                                      Sonnet Mirror Map Artefacts/Prod...
How?1.- Knowing the definition of the generic competences.
How?   2.- Knowing the assessment criteria of the competence.       Through the rubric…
Templates and guidelines about rubricss and scaleshttp://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 samp...
Evidences cycle/processInicial Self-assessment                           NO INICIATEDThe student startsworking on a propo...
4.- Submitting proposal of evidences    Academic                                                  (formal andHow?       5....
7.- Sending the complete evidenceHow?   8.- Evaluating the evidence and also the competence       9.- Filling out the fina...
The concrete activities that were expected to be carriedout by the tutor can be resumed as followed:• a) Welcoming and int...
Implications• New roles assumed by teachers and students.• Curricula based on competencies. Shapes the way that  programma...
The eTransfolio based on the philosophy of an electronicportfolio with an integrated use of Web 2.0 applications andapproa...
The eTransfolio Social role
Structure of eP. Examples• http://www.clemson.edu/caah/languages/eportf  olio/• http://lafolio.lafayette.edu/fllsample/• h...
Thanks      Lourdes Guàrdia, Phd.    Master’s Program Director   Education and ICT (eLearning)             lguardia@uoc.ed...
Sonnet                http://www.youtube.com/watch?v=70iSEMNVE_Mhttp://anemapamsambcristinaperez.blogspot.co.uk/2012/07/el...
Professor Lourdes Guàrdia, How to evaluate generic Competences using Web 2.0: the eTransfolio . A Case of Education and IC...
Professor Lourdes Guàrdia, How to evaluate generic Competences using Web 2.0: the eTransfolio . A Case of Education and IC...
Professor Lourdes Guàrdia, How to evaluate generic Competences using Web 2.0: the eTransfolio . A Case of Education and IC...
Professor Lourdes Guàrdia, How to evaluate generic Competences using Web 2.0: the eTransfolio . A Case of Education and IC...
Professor Lourdes Guàrdia, How to evaluate generic Competences using Web 2.0: the eTransfolio . A Case of Education and IC...
Professor Lourdes Guàrdia, How to evaluate generic Competences using Web 2.0: the eTransfolio . A Case of Education and IC...
Professor Lourdes Guàrdia, How to evaluate generic Competences using Web 2.0: the eTransfolio . A Case of Education and IC...
Professor Lourdes Guàrdia, How to evaluate generic Competences using Web 2.0: the eTransfolio . A Case of Education and IC...
Professor Lourdes Guàrdia, How to evaluate generic Competences using Web 2.0: the eTransfolio . A Case of Education and IC...
Professor Lourdes Guàrdia, How to evaluate generic Competences using Web 2.0: the eTransfolio . A Case of Education and IC...
Professor Lourdes Guàrdia, How to evaluate generic Competences using Web 2.0: the eTransfolio . A Case of Education and IC...
Professor Lourdes Guàrdia, How to evaluate generic Competences using Web 2.0: the eTransfolio . A Case of Education and IC...
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Professor Lourdes Guàrdia, How to evaluate generic Competences using Web 2.0: the eTransfolio . A Case of Education and ICT Master’s Degree at UOC

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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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Professor Lourdes Guàrdia, How to evaluate generic Competences using Web 2.0: the eTransfolio . A Case of Education and ICT Master’s Degree at UOC

  1. 1. How to evaluate genericCompetencies using Web 2.0: theeTransfolio . 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
  2. 2. Contextualizing the project• 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
  3. 3. eLearn Center – MediaTIC Building
  4. 4. Master in Education and ICT (eLEarning) (CAT/SP) 60 ECTS Organization & management (6 ECTS) Core courses Techno-pedadogical Design (6 ECTS) 24 ECTS Teaching & Learning Online (6 ECTS) Learning Virtual Environments (6 ECTS) Techno- Innovation & pedagogical creative SpecializationResearch in design of eLearning Online uses of ICT Technologies courses eLearning programs management Teaching in education for eLearning and 24 ECTS resources PD* PD PD PD PD PD(24 + 6 ECTS) (24 + 6 ECTS) (24 + 6 ECTS) (24 + 6 ECTS) (24 + 6 ECTS) (24 + 6 ECTS) Research Practice at Workplace (6 ECTS) Practice at WP Seminar 6 ECTS Dissertation (12 ECTS) Application Project (6 ECTS) 6 ECTS (*) PD = Postgraduate Diploma 30 ECTS
  5. 5. Society demands EHEA (European Higher Education Area)• new competencies profiles • comprehensive education• competitive labor market • development of the skills needed in our current society• lifelong learning • lifelong learning • methodologies reform • learning and evaluation (personal, social and professional) based on competencies Competency-based learning
  6. 6. Core coursesLeadership & Management / Design & Development / Teaching & Learning / Research L&M D&D T&L Researchspecialisation specialisation specialisation specialisation PBL approach Research orientation: Master’s thesis Professional orientation: Applied project Generic competenciesPlanning and Time Management / Teamwork in a virtual environment / Take decisions / Independent work / Analyse and synthesise / Critical thinking
  7. 7. 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?
  8. 8. If the approach is Competency-basedlearning...• Students are the main actors in their own learning• Reflection and decision taking around learning evidences• Negotiation with teacher and others How?
  9. 9. How?eTransfolio is an ePortfolio tool that enables genericcompetencies to be evaluated based on amethodology which involves the presentation andnegotiation of evidence between thestudent and the tutor during the learning process,as well as the publication of the products createdduring degree or postgraduate courses with the aim ofcreating communities of learning based on networks ofinterests.
  10. 10. When designing eP…….. Purposes: Sonnet Mirror Map Artefacts/Products: Media Audiences: Owner Personal Teachers/Experts Focus Public 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
  11. 11. How?1.- Knowing the definition of the generic competences.
  12. 12. How? 2.- Knowing the assessment criteria of the competence. Through the rubric…
  13. 13. Templates and guidelines about rubricss and scaleshttp://www.rcampus.com/indexrubric.cfm
  14. 14. How? 3.- Filling out the initial self-assessment form
  15. 15. 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.
  16. 16. Evidences cycle/processInicial Self-assessment  NO INICIATEDThe student startsworking on a proposalof which evidencecould be right… Just COMUNICATION with thethe introduction TUTOR  PROPOSAL NO OK OKThe student built the evidence.[Title; presentation;Justification; Reflexion; Files  IN PROCESSrelated, etc.] COMUNICATION with the TUTOR SAVE  REVISIÓN NEEDED NO OK OK  FINISHED Final Self-assessment
  17. 17. 4.- Submitting proposal of evidences Academic (formal andHow? 5.- Negociating with tutor non formal) 6.- Reflecting in the diary Social Professional 6 4 5
  18. 18. 7.- Sending the complete evidenceHow? 8.- Evaluating the evidence and also the competence 9.- Filling out the final self-assessment form 9 8 7
  19. 19. The concrete activities that were expected to be carriedout 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.
  20. 20. 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.
  21. 21. The eTransfolio based on the philosophy of an electronicportfolio with an integrated use of Web 2.0 applications andapproaches: e-portfolios 1.0 eTransfolio 2.0 hierarchic design network organisation, emergent design checklist as a metaphor the portfolio is conceived as a history unidirectional feedback from an authority feedback open to the learning community figure built based on forms built based on the use of Web 2.0 tools, such as blogs, wikis, social networks, etc. developed with license software developed with open standards unique and localized storing system open (interoperable) and network based storing system
  22. 22. The eTransfolio Social role
  23. 23. 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/
  24. 24. Thanks Lourdes Guàrdia, Phd. Master’s Program Director Education and ICT (eLearning) lguardia@uoc.eduSeptember 27, 2012, Leicester University, UK
  25. 25. Sonnet http://www.youtube.com/watch?v=70iSEMNVE_Mhttp://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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