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.

1. How to evaluate generic
Competencies using Web 2.0: the
eTransfolio . 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. 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. eLearn Center – MediaTIC Building

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 Specialization
Research 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. 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. Core courses
Leadership & Management / Design & Development / Teaching & Learning / Research
L&M D&D T&L Research
specialisation specialisation specialisation specialisation
PBL approach
Research orientation:
Master’s thesis
Professional orientation: Applied
project
Generic competencies
Planning and Time Management / Teamwork in a virtual environment / Take decisions /
Independent work / Analyse and synthesise / Critical thinking

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. If the approach is Competency-based
learning...
• Students are the main actors in their
own learning
• Reflection and decision taking
around learning evidences
• Negotiation with teacher and others
How?

9. How?
eTransfolio is an ePortfolio tool that enables generic
competencies to be evaluated based on a
methodology which involves the presentation and
negotiation of evidence between the
student and the tutor during the learning process,
as well as the publication of the products created
during degree or postgraduate courses with the aim of
creating communities of learning based on networks of
interests.

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

13. How?
1.- Knowing the definition of the generic competences.

14. How? 2.- Knowing the assessment criteria of the competence.
Through the rubric…

15. Templates and guidelines about rubricss and scales
http://www.rcampus.com/indexrubric.cfm

16. How? 3.- Filling out the initial self-assessment form

17. 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.

18. Evidences cycle/process
Inicial Self-assessment
 NO INICIATED
The student starts
working on a proposal
of which evidence
could be right… Just COMUNICATION with the
the introduction TUTOR
 PROPOSAL NO OK
OK
The student built the evidence.
[Title; presentation;
Justification; Reflexion; Files  IN PROCESS
related, etc.] COMUNICATION with the
TUTOR
SAVE
 REVISIÓN NEEDED NO OK
OK
 FINISHED Final Self-assessment

20. 4.- Submitting proposal of evidences Academic
(formal and
How? 5.- Negociating with tutor non formal)
6.- Reflecting in the diary
Social Professional
6
4 5

21. 7.- Sending the complete evidence
How? 8.- Evaluating the evidence and also the competence
9.- Filling out the final self-assessment form
9 8
7

22. The concrete activities that were expected to be carried
out 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.

23. 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.

24. The eTransfolio based on the philosophy of an electronic
portfolio with an integrated use of Web 2.0 applications and
approaches:
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

25. The eTransfolio Social role

26. 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/

27. Thanks
Lourdes Guàrdia, Phd.
Master’s Program Director
Education and ICT (eLearning)
lguardia@uoc.edu
September 27, 2012, Leicester University, UK

36. Sonnet
http://www.youtube.com/watch?v=70iSEMNVE_M
http://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