sits diagonally across the canal, the flow of bubbles combines with the natural flow of the water to help push plastic to the side, where it lands in a catchment system and can be collected by the city. In a previous test in a Dutch river, the system was able to capture 86% of the plastic flowing through the water.

Amsterdam already has a set of garbage boats that travel through canals collecting all types of trash that end up in the water. Waternet, the organization that manages water for the city, collects around 90,000 pounds of plastic waste each year. But the system tends to miss small pieces of plastic and plastic that has drifted below the water surface. The screen of bubbles can catch more. Unlike aHOW TO CARRY OUT MASTERS’ FINAL PROJECTS IN VIRTUAL LEARNING ENVIRONMENTS FOR DEVELOPING AND EVALUATING COMPETENCES. THE E-TUTOR PERSPECTIVE

Currently, the supply of master's programs at universities is characterized, on the one hand, by providing comprehensive training to its students based on developmental competences, and on the other hand, by favoring meaningful and transferable learning to social and employment context (Brown, S. & Glasner, A., 2003).

Within masters programs, the Masters’ Final Projects (MFP) are defined as a key instrument in the service of the implementation of global teaching-learning process as well as its designing process. This enables students to develop their skills as well as obtaining their accreditation. Presenting our project "Developing and Evaluating Competencies through the Master's Final Project", we want to identify and evaluate key elements that