Blockchain in the university - a digital technology to design, implement and manage global learning itineraries - Edublocs project

Oct 15, 2026

Making universal access to education compatible with different learning paths is a core challenge. Blockchain is proposed as a technology to support an evaluation model for individualized learning itineraries in mass university courses. The Edublocs project was designed and executed to record activity results via Blockchain, enabling students to follow personal itineraries while teachers provide formative evaluation and accrediting appraisal. Preliminary results from the University of Barcelona are presented, with discussion of viability and applicability.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

I. Introduction: Blockchain and transparent learning activities

Blockchain and the need to manage learning activities

Formative evaluation and learning monitoring

Edublocs project implementation overview

II. General background

What is Blockchain? Why use it in education?

B lockchain in the university: digital technology design, implement and manage global learning itineraries Blockchain in the university: a digital technology to design, implement and manage global learning itineraries Pablo Rivera Vargas [pablorivera@ub.edu](pablorivera@ub.edu) Universitat de Barcelona, Spain Universidad Andrés Bello, Chile Carles Lindín Soriano [carles.lindin@ub.edu](carles.lindin@ub.edu) Universitat de Barcelona, Spain Abstract Making universal access to education compatible with different paths of learning isone 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 ina 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. Keywords Learning Itineraries; Blockchain in Education; University; Digital Education; Privacy. P. Rivera Vargas & C. Lindín Soriano Digital Education Review-Number 35, June 2019-[http://greav.ub.edu/der/](http://greav.ub.edu/der/ 130)[ 130](http://greav.ub.edu/der/ 130) I. Introduction: Blockchain and transparent learning activities The context in which the necessity to manage learning activities through Blockchain arises from the need to address individual differences in learning processes (Liu & Ot, 2017), and, at the same time make it compatible with the accreditation mechanisms used in the formal education systems of today (Autor, 20177) . The problem, however, focuses on how to evaluate different kinds of learning to different students whilst at the same time establishing some type of criteria that allows one to justify the accreditation of the student for having achieved certain skills, at a specific level. It is, on the one hand, a practical problem . If the students follow different learning itineraries, how can the teacher evaluate all of them? The problem is not focused so much on summative evaluation but rather on a formative one, which relies on the monitoring of the student on a daily basis . It does not seem that this problem has been sufficiently solved in the last fifty years (Selwyn, 2016 ; Autor, 20185) . The inability to carry out a personalised follow-up even for groups that are not excessively large has led to the development of “machine-managed” solutions such as TEALE (Technology Enhanced Adaptive Learning Environments) . In them, the work of the student is evaluated through computer systems, algorithms, and information gathered from large samples of students, and ultimately the itinerary to be followed is determined. However, these systems, based conceptually on an associationist vision of learning, encounter serious constraints for more complex learning. In addition, shortcomings exist in the social dimension of learning (Autor, 20183) . This current article is the result of the implementation of the Edubl

FAQs

What problem does the article address about learning activities and blockchain?

It addresses how to manage learning activities for different students while remaining compatible with formal education accreditation mechanisms.

What is the Edublocs project designed to do?

Edublocs designs and implements a system to record results of learning activities through Blockchain, supporting personal learning itineraries and formative teacher-tutor evaluation with accrediting appraisal.

What question guides the writing of the work?

The work focuses on the possibilities and limitations of using Blockchain to manage the evaluation of learning itineraries.

Oct 15, 2026

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