Competency-based higher education syllabus need curricular proposals in which the student has a central role in the construction of the content and an active role in the assessment process. Formative assessment seems to be the key to the development of evaluative judgment and the achievement of sequential levels of self-regulated learning (SRL) and autonomy so that students progressively take responsibility for evaluating the quality of their learning processes and assignments.
For this to be achieved, the element that becomes as central is feedback. This can be understood as information that is provided to the students about the difference between their assignments and the exemplar or ideal production. However, current research has shown that the passive role of the students as a consumer of this information barely generates an impact. On the contrary, those strategies derived from conceiving feedback as the set of actions that the student performs to make sense of the information received from various sources and plan their future learning processes seem to have more effect. In this sense, developing self-monitoring technologies that contribute to this self-regulated feedback can have a high impact on university students learning.
This project is based on the development of three proposals: 

• (a) didactic sequences for the SRL following the Zimmerman cyclical model, which are adaptable to any virtual classroom, subject and task; 
• (b) a conversational agent or chatbot that helps to guide the self-regulation processes 
• and (c) a dashboard of the students' activity in the virtual classroom that shows their progression in the sequence and offers some clues for reflection suggesting some questions to think about.

It is proposed, in the first place, the three developed proposals to be consolidated, making proofs of concept in broader environments and raising their level of TRL. Secondly, it is intended to transfer the monitoring technologies that contribute to the promotion of the SRL by creating an e-platform for the SRL. It will integrate the created products and it will be accessible from any LMS.
During the pandemics, institutions, teachers and students made a great effort to deliver hybrid courses and to strengthen digital skills.

However, there were pedagogical difficulties from a translation of face-to-face proposals to online environments without considering the online instructional design features; technological challenges of the LMS that the institutions use and personal challenges due to lack of digital skills and assessment competence in teachers and students. In the post-pandemic, this effort could be made profitable, and the dysfunctions identified could be corrected. New products for the self-regulation process be fostered in friendlier environments and with deeper engagement from teachers and students could be a significant contribution.

The proposed e-platform for SRL called Uptitude, is aligned with the Sustainable Development Goals, which seek environmental sustainability (reducing displacement) and social sustainability (adapting to the community and considering maintenance capacity and adapting to future needs) and aim to contribute to the development of lifelong learning.

Code reference: PDC2022-133248-I00

Principal researcher: Elena Cano

Research and develop team: Eloi Puertas, Mireia Ribera, Oliver Díaz, Laura Igual, Ludmila Martins, Mariona Grané, Marcos Palomino, Roger Añor, Laia Lluch, Antonio Bartolomé.