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Digital Competence Development in Higher Education

An International Perspective


Edited By Maria Luisa Pérez Cañado and Juan Ráez Padilla

This book seeks to foster the successful incorporation of digital competence in Bologna-adapted language degrees. To this end, it pools the insights of a set of international practitioners and investigators who report on classroom- and research-based experiences which have integrated ICT (information and communication technology) for specific and generic competence development within the Higher Education language context. Their research has evinced that digital competence can act as a catalyst for the development of other linguistic and generic competencies of crucial relevance in Higher Education language degrees, as well as the multiple literacies involved not only in digital and linguistic skills, but also cooperative learning, critical thinking and literary aspects. Thus, the contributions included in this volume seem to make a compelling case for the incorporation of ICT into the new language learning scenario provided by the implementation of the European Credit Transfer System.
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Competency Development and Evaluation: Student-centred Assessment Methodologies Related to the EHEA

The Bologna Process and the EHEA


Kent Löfgren


This paper concerns university teachers’ evaluations of their students’ competences (knowledge and skills) and discusses student-centred and competency-based higher education in the European Higher Education Area (EHEA). The argument is that a dramatic shift of focus has taken place in European higher education, from teacher-centred to student-centred education, and teachers in this system need to familiarize themselves with this shift and the related concepts. For example, the curricula and assessment methodologies in today’s universities emphasize competences and focus on what students can perform and how these competences can be related to work. In order to acquire a comprehensive understanding, knowledge about the historical roots behind student-centred education and competency development may be required, and this paper attempts to provide some of this information. With these new insights, a choice will need to be made: should these trends be resisted and the old methods of providing courses be adhered to, or should the winds of change be accepted and adaptations be made –or perhaps the best choice lies somewhere in between these two options? Regardless of one’s emotions, such a personal choice should be based upon and motivated by the best information available.

The European Higher Education Area (EHEA) is an international project in Europe and beyond, in which higher education systems are made more transparent and in sync with one another. Founded in 2010 as a result of the Bologna Declaration (1999), it currently comprises 47 national states...

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