ehea and efolios
DESCRIPTION
How Web 2.0 apps and eFolios in particular can help practitioners to meet the Bologna Process requirementsTRANSCRIPT
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How eFolios Meet the How eFolios Meet the EHEA RequirementsEHEA Requirements
Florence Lojacono, Ph.D.
Universidad de Las Palmas de Gran CanariaSpain
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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.”
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Hummm … Hummm …
STUDENTS
100,000learning paths
FACULTY
1teaching path
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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
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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?
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EU = euro, yes …
… but = GREATACADEMIC OPPORTUNITIESalso !
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Find texts and references HERE
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Europe of knowledge
Sorbonne Declaration1998
Prague Communiqué2001
BerlinCommuniqué2003
BergenCommuniqué2005
Leuven/LouvainCommuniqué2009
BolognaDeclaration1999
Click on the name to access the original text
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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
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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
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Common European Framework of References (2001)Common European Framework of References (2001)
Descriptors of Language Proficiency
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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 …
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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
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WEB 2.0
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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
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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.
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Multidirectional
(SLIDE 11)
Output technology
(SLIDE 14)
Portable
Network oriented
Easy to carry, carry, update
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Multidirectional
(SLIDE 11)NO YES YES
Output technology
(SLIDE 14)
Portable
Network oriented
Easy to carry, carry, update
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Multidirectional
(SLIDE 11)NO YES YES
Output technology
(SLIDE 14)NO NO YES
Portable
Network oriented
Easy to carry, carry, update
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Multidirectional
(SLIDE 11)NO YES YES
Output technology
(SLIDE 14)NO NO YES
Portableyes YES YES
Network oriented
Easy to carry, carry, update
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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
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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!
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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!
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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
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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
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“We can use technique to manifest more fully the gift of self from which our best teaching comes.”
Parker Palmer (1998:24)