New Publication: Blockchain in the university: a digital technology to design, implement and manage global learning itineraries.
Pablo Rivera Vargas and Carles Lindín publish this article in the Digital Education Review about the experience of the Edublocs project whose objective is to design and implement a system for recording the results of activities, along with the management of process evaluation through the use of Blockchains.
Abstract
Making universal access to education compatible with different paths of learning is one of the great challenges of the last century. Technology has provided solutions to access information, for communication and collaborative work. Blockchain emerges as a technology that can be useful for the development of an evaluation model of individualized learning itineraries in mass university subjects. In this line, the Edublocs project has been designed and executed, an initiative where these itineraries have been designed, incorporating elements of peer learning, teamteaching, PLEs, microlearning, technology-enhanced assessment…
The objective of the Edublocs project is to design and implement a system of recording the results of activities through Blockchain that allow the student to follow a personal itinerary, and the teacher-tutor of the subject to carry out a formative evaluation and an accrediting appraisal of their work. The project is well underway in the evaluation of the implementation process.
The experience with some elements of the design and the experimental execution in a formal university context during the present academic course, has allowed us to obtain important indications on the viability and relevance of the use of Blockchain in education. These, together with the explanation and justification of explaining the context of its applicability, will be laid out in the broad development of the article.
Reference
Rivera-Vargas, P.; Lindin, C. (2019). Blockchain in the university: a digital technology to design, implement and manage global learning itineraries. Digital Education Review, 35.