The EU Commission for Higher Education through the Bologna Process declaration has put into action a series of reforms. One of the reforms is the development of learning outcomes in the European Credit Transfer and Accumulation System (ECTS). One part of these reforms requires European universities to identify and describe learning outcomes students will achieve after attending a course or program. There is no exact way of writing the learning outcomes, and there seems to be an indistinctly use of terms when explaining outcomes (1). This can naturally cause some possible confusions in relation to what the learning outcomes should consist of, and make it difficult to write the learning outcomes for a course or a program. The purpose of this paper is to promote some explanations and clarifications that can ease the writing of the learning outcomes. The research question is How to write meaningful learning Outcomes? This paper presents a reflection on how the learning outcomes might be written. It is taken into account recommendations from relevant literature and framework intended for Europe. In this paper, the online course Applied Programming for Teachers is an example of how meaningful learning outcomes may be written with a focus on digital competence.

As a result of innovations within the computer field, educational content changes continuously. The constant change can make it challenging for some students to understand what competencies they have gained. Relevant literature indicates that ePortfolios can help students gain awareness of competencies if given technological-and pedagogical support. The potential benefits of ePortfolios are the motivation behind the research questions: What types of support do students need when developing an ePortfolio for the first time, and how should the support be designed to make students independent when developing ePortfolios? Data is collected by observation and analysis of four student assistants' reflection notes on the experience of developing ePortfolios for the first time. The finding shows that the identified support process was appropriate but needs some adjustments to make students able to develop ePortfolios without further support from teachers or others. The support process identified and explored in this study will be customized based on the findings. Subsequent studies will try out the customized support among a larger group of students.

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