E-learn Weblog of Willem van Valkenburg

Last week the DCU's National Institute for Digital Learning (NIDL) and the Centre for Assessment Research, Policy and Practice (CARPE) published an interesting report on portfolio use in higher education. The report synthesizes and reviews the literature on the use of the 'learning portfolio' in universities and higher education institutions.

Traditionally the (paer-based) portfolio was associated with the fine arts/design as a means for individuals to showcase samples of their work. Nowadays the portfolio is used as a pedagogical and assessment tool in all different kind of disciplines and in all levels of education. The definition the authors mention is a good reflection of this:

‘a portfolio is an organized compilation that demonstrates knowledge, skills, values and/or achievements and that includes reflections or exegesis which articulate the relevance, credibility and meaning of the artefacts presented.’

In the report they distinguise three types of portfolios:

• showcase portfolio: this most closely resemble the original paper-based portfolio
• summative/evalution portfolio: students receive a grade based on the work submitted in their portfolio.
• Learning Portfolio: Unlike showcase and assessment portfolios, learning portfolios may include drafts and ‘unpolished’ work, with the focus broadened to include the process of compiling the portfolio, as well as the finished product. 

The report focuses on the learning portfolio.

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Last month the European Commission published the report European Framework for the Digital Competence of Educators: DigCompEdu. This report presents a common European Framework for the Digital Competence of Educators (DigCompEdu). The DigCompEdu framework is directed towards educators at all levels of education, from early childhood to higher education and non-formal learning contexts. It can help to guide policy and to adapt training programmes (such as BKO/UTQ).

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Two weeks ago I attended the F2F kickoff meeting of the recently granted Erasmus+ project EMBED: European Maturity Model for Blended Education. EMBED is a strategic partnership with frontrunner universities in blended education. The project is coordinated by EADTU and partners are KU Leuven, TU Delft, University of Edinburgh, Tampere University, Dublin City University and Aarhus University.

Withing the project we will develop an multi-level maturity model on blended education:

• micro-level of teaching and learning processes
• meso-level of institutional innovation and enabling strategies
• macro-level of governmental policy and support structures.

The first discussion was how do we define blended education. On the micro-level we talk about blended learning. Blended education is broader than just the learning, it also includes policy, support organisation, etc. The blend is focused on the mix of face-to-face and online:

“Blended learning refers to a deliberate, integrated combination of online and face-to-face (on-site) learning outcomes.”

The first activities are focused on developing the model. Katie Goeman, Veerle van Rompaey and Stephan Poelmans of KU Leuven are coordinating this. In the process we already identified many blended learning models, but I would like to invite you to reply with your favorite blended learning or education model.