Blogs have been widely used at all educational levels and in different ways (Bartololmé & Steffents, 2010). Often blogs are being used as diaries or digital portfolios, in combination with self-regulation of one’s own activities. According to Farmer, Yue & Brooks (2008), blogs facilitate this because they generate a satisfactory and useful learning experience. During the last decade, self-regulated learning has been considered to be a key competence in higher education (Steffens, 2006) and it is acknowledged that the development of competences includes a component of reflection or self-regulation (Boekaerts, Pintrich & Zeidner, 2000). Blogs are also being used for formative evaluation; the same holds true for rubrics (Raposo et al., 2012). In our contribution, we compare the use of blogs in two subjects: “New Technology applied to Childhood Education” (University of Vigo) and “Didactics and Curriculum” (University of Barcelona). In the first case, blogs have been complemented with the use of rubrics by professors and students. At Barcelona, blogs served as a means to organise students’ work. In both universities, students prepared their own blogs which were then revised by the professor. We found that rubrics complemented blogs in improving structure and organization of students’ work.