How eFolios Meet the How eFolios Meet the EHEA RequirementsEHEA Requirements

Florence Lojacono, Ph.D.

Universidad de Las Palmas de Gran CanariaSpain

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 … Hummm …

STUDENTS

100,000learning paths

FACULTY

1teaching 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 = GREATACADEMIC OPPORTUNITIESalso !

Find texts and references HERE

Europe of knowledge

Sorbonne Declaration1998

Prague Communiqué2001

BerlinCommuniqué2003

BergenCommuniqué2005

Leuven/LouvainCommuniqué2009

BolognaDeclaration1999

Click on the name to access the original text

Summary of significant changesSummary of significant changes

3 cycle system: Bachelor/ Master/ DoctorateLicence/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 hoursBachelor: 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)Common European Framework of References (2001)

Descriptors of Language Proficiency

Celestin Freinet (Celestin Freinet (1896-1966)1896-1966)A French educator with content-based teaching approoachA 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 systemCEFR: 6 levels

Granularity

Lifelong learning TUNING: Flexible learning paths - professional profiles CEFR: Europass Language Passport

Personal devices and tools

Mobility *ECTSCEFR: available in 30 languages

Portable devices and apps

European cooperationEuropean Research Area (ERA, 2000)

TUNING: *Learning outcomesCEFR: Communicative competences

Output technology

Student-centered TUNING: *Competence-based curriculaCEFR: 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: there 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

Portableyes YES YES

Network oriented

Easy to carry, carry, update

Multidirectional

(SLIDE 11)NO YES YES

Output technology

(SLIDE 14)NO NO YES

Portableyes YES YES

Network orientedNO NO YES

Easy to carry, carry, update

Multidirectional

(SLIDE 11)NO YES YES

Output technology

(SLIDE 14)NO NO YES

Portableyes YES YES

Network orientedNO NO YES

Easy to carry, carry, update

carry: yesshow: no

update : no

carry: YESshow: no

update : NO 3 times YES!

Multidirectional

(SLIDE 11)NO YES YES

Output technology

(SLIDE 14)NO NO YES

Portableyes YES YES

Network orientedNO NO YES

Easy to carry, carry, update

carry: yesshow: no

update : no

carry: YESshow: no

update : NO 3 times YES!

eFolio and the EHEA agendaeFolio 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)