C. Royo1, R. Falcao2, A. Soeiro2

2Universidade do Porto (PORTUGAL)
The main objectives of VIRQUAL are to help educational and training institutions to (a) achieve Virtual Mobility, and (b) guarantee EQF implementation through eLearning. This project promotes cooperation and joint work among partner organisations and links with related initiatives. Since summer 2010 the consortium has concentrated in three tasks and in the preparation of webinars that will take place in during 2011. The three tasks have now collected enough materials and results to be shared widely.

Task 1) eLearnig and EQF: a comprehensive analysis of the (EQF) implementation in Europe compiling 32 country reports on EQF/NQF implementation, at levels 5 to 8 has been collected. Additionally, the situation of e-learning in what concerns legislation and practice in each of the 32 countries was also reported. The information compiled is being edited in a report by country. Each country will include the following information:
Relevant topics to “e-learning and EQF”
Comparability of qualification levels
Use of learning outcomes in HE & CE
National legislation on EQF levels 5-8
Level of implementation of NQF
Recognition of prior learning
e-learning implementation
Are virtual courses (undergraduate/graduate/continuing education levels) legally equivalent to face to face courses?
Openness to virtual mobility
The analysis of this information pack will allow access to updated information on EQF, recognition of competences and e-learning legislation by country as a consulting instrument.

Task 2) Three webinars are being organised. Each one will have one expert invited speaker on the general theme of e-learning and EQF. Each one will be focusing in three different topics:
Virtual Mobility (27/Apr/11)
Learning outcomes and e-assessment(18/Ma/11)
EQF - Recognition of competences (20/Oct/11)
The webinars will have a presentation by an expert followed by an online discussion with the participants.
These 3 webinars will be integrated the online courses organized by task 1 and 3, and with the participation in other dissemination events.

Task 3) How can we support teachers and curriculum developers defining, writing, or choosing high quality learning outcomes? How can we contribute to a global architecture of learning outcomes / competences? What is a useful classification system for learning outcomes / competences? These are the central questions of task 3.
The means to answer them is a web-based data base, the ILO repository on One of the fundaments of its data structure is the classification of learning outcomes according to EQF which distinguishes knowledge, skills and competences; this scheme is completed by adding the category attitudes (according to Bloom, 1964). Two more classification criteria of learning outcomes are used: domains of abilities (see Tippelt et al., 2003) and stages of competences (see Dreyfus & Dreyfus, 1980). For the classification of the corresponding subject matters we use the ISCED code (UNESCO, 2006) and the ERASMUS subject code.