A Software Suite for Efficient Use of the European Qualifications Framework in Online and Blended Courses
Issue No. 03 - July-Sept. (2013 vol. 6)
DOI Bookmark: http://doi.ieeecomputersociety.org/10.1109/TLT.2013.18
B. Florian-Gaviria , EISC, Univ. del Valle, Cali, Colombia
C. Glahn , Int. Relations & Security Network (ISN), Swiss Fed. Inst. of Technol. Zurich, Zurich, Switzerland
Ramon Fabregat Gesa , Inst. of Inf. & Applic., Univ. of Girona, Girona, Spain
Since introduction of the European qualifications framework (EQF) as one instrument to bridge from learning institutions to competence driven lifelong learning, it remains a challenge for instructors and teachers in higher education to make efficient use of this framework for designing, monitoring, and managing their lessons. This paper presents a software suite for enabling teachers to make better use of EQF in their teaching. The software suite extends course design based on well-defined learning outcomes, monitoring performance and competence acquisition according to the EQF levels, assessment using scoring rubrics of EQF levels and competences in a 360-degree feedback, as well as visualizations of learning analytics and open student models in dashboards for different social perspectives in social planes. This paper includes a case study with 20 teachers who used the software suite in all phases of the course lifecycle for three programming courses. The results show that integrated applications for adopting the EQF in teaching practice are strongly needed. These results also show that the suite can assist teachers in creating contextual awareness, kindling reflection, understanding students and course progress, and inferring patterns of success and failure in competences development.
Computer architecture, Qualifications, Monitoring, Software, Europe, Data models
B. Florian-Gaviria, C. Glahn and R. Fabregat Gesa, "A Software Suite for Efficient Use of the European Qualifications Framework in Online and Blended Courses," in IEEE Transactions on Learning Technologies, vol. 6, no. 3, pp. 283-296, 2013.