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)
