A large-scale policy experimentation will evaluate the assessment of transversal skills in schools in 10 european countries. The hypothesis of the Erasmus+ Project ATS2020 (Assessment of Transversal Skills): Assessment can support the development of 21st century skills, such as digital competency, self-regulated learning or cooperation. A meeting of the project partners in Krems, Austria, showed the state of the art of the project. Danube University Krems was also the venue of a trainers' workshop for the piloting countries.On November 11 and 12, 2015 ATS2020 project partners met in order to discuss further steps for the large-scale experimentation of „Assessment of Transversal Skills“. The framework of reference for digital skills and cooperation skills was presented. As transversal skills cannot be easily divided from each other, self-regulated learning was another topic of the presentation of Anastasia Economou (Cyprus), who is coordinator of the project and leading...
Research
20.11.2015
Implementing Open Badges, emerging conclusions from the first Europortfolio Survey
The contextThe development of work on Open Badges, alongside e-portfolios, has been a strong feature if the Europortfolio Project, see the work on the Matrurity Matrix at  http://europortfolio.org/matrix for example.  But just how far on are with implementation?  The recent extension of a UK survey on Open Badge implementation gave us the opportunity to find out.Five-six colleagues from twenty-four countries represented within the Europortfolio community responded to this first survey, which gathered information on the implementation of Open Badges across Europe...
Research
01.10.2015
“Game Based Learning to support employability – Supporting Girls Career Choices in the field of ICT and Entrepreneurship” A Europortfolio webinar hosted by the Centre for Recording Achievement.
“Game Based Learning to support employability – Supporting Girls Career Choices in the field of ICT and Entrepreneurship” A Europortfolio webinar hosted by the Centre for Recording Achievement. Led by Bernhard Ertl Professor of technology-enhanced learning - Department for Interactive Media and Educational Technology, Danube University Krems, AustriaStudies have shown that female students show less active classroom participation in STEM (sciences, technology, engineering, and mathematics) and ICT courses (e.g. Blickenstaff 2005). They also report a lower level of self-...
Europortfolio
08.09.2015
Thematic report: Higher Education
Thematic report on the use of ePortfolios in Higher Education was developed using the information available at the Europortfolio portal and a literature review on the topic. The main goal of this report is to provide an overview of current work on the use of ePortfolios in HE. In addition, it offers some insights into areas and topics that need further development.  
Europortfolio
31.08.2015
Thematic report: teachers' training
The report reviews the initiatives of e-portfolio used for supporting teachers’ professional development in various countries across Europe and beyond.It screens the practices reflected in the resources and presents the current status of developments.The report focuses on the presentation of resources targeted at the teachers published on Europortfolio Portal by its members in two sections: teaching practice and professional development.The appendixes provide the list of organisations and institutions dealing with e-portfolio at various levels and the briefing of the resources available...
Blog
24.07.2015
Don’t forget the e of ePortfolios by Toni Soto
For some years now, the Colegio Apóstol Santiago of Vigo (Spain) has had a Mahara ePortfolio available to students and teachers of the secondary school. Our Mahara is linked to Moodle for single sign-on. I started to use Mahara to introduce my students (and myself) to the concept of ePortfolios. The goal was to create an ePortfolio for science to present at the end of the course. I already had an idea about what I wanted and expected from my students. But the first problem I had to face was not a pedagogical but an ICT issue. I soon realized that I had to teach my students to use Mahara....