Estudio de los Portafolios en el Practicum: An álisis de un PLE - Portafolio

The specialized literature agrees to notice that even existing some conditions, it is not a generalized methodology at universities. In the new grades and knowledge areas is found the subject of external practices that would be able to show conditions for using the portfolios. Whereas, there are some questions in the educational area: What conditions exist for the use of the portfolios in the Practicum of the education grades in Spain? What level of utilization are evident? What problems of understanding, the students express about the documentation of evidences in portfolios? The research performs a mixed methodology: a first quantitative study with descriptive methodology, interview to 31 coordinators of Practicum of all grades in 10 (20%) Faculty of Education, along with a qualitative study and content analysis of 256 Practicum guides of all grades of 36 (72%) Faculties of Education of public universities in Spain. A second case study, perform a content analysis of 592 annotations of 212 students to show and evaluate the evidences in ePortfolios of the Practicum of the degree of Pedagogy. The results reveal that there are 11 students per tutor 2,88h medium for tutoring and assess ePortfolios. Being mail (between 37.77% and 46.66%) followed by the platforms most used technologies. The eRúbricas and video annotations help document the evidence, however, students still show difficulties in some competencesFunded by Spanish Plan of R+D+i Excellence (2014-16) No. EDU2013-41974P. Project entitled: “Study of the Impact of Federated eRubrics on Assessing Competences in the Practicum”. http://goo.gl/u07aN

Use of ePortfolio as Integrated Learning Strategy in Computer Integrated Manufacturing Online Course

Integrated learning is a vital strategy for engaging undergraduate Engineering students in the higher levels of learning, as it encourages students to reflect on their learning processes and draw connections between course-work and real-world experiences. Specifically, ePortfolios encourage novice engineers to consider their learning processes over time, drawing connections between coursework and their intended profession, as well as cultivating an online identity that supports their efforts to pursue a career in Engineering. The use of ePortfolios is one method for fostering integrative learning, focusing on the application of digital communication and assessment and awareness of self-competence. By training students to archive digital artifacts related to their learning, ePortfolios encourage student to draw connections between course content and their future careers. Digital portfolios also provide students with the opportunity to develop an online presence, demonstrating through multi-modal content the skills they gained through their education. At the same time, students develop basic digital literacies, from creating and curating digital artifacts throughout the learning process, managing their data, to displaying knowledge and skills which are important for their future engineering careers. This paper examines the efforts of students at Old Dominion University (ODU), Norfolk, Virginia who created ePortfolios in a variety of contexts, as a part of a course which was specifically developed as part of a university wide ePortfolio initiative. In May 2015, faculty attended a professional development workshop, eP3: Praxis, Process, and Production, in order to learn about basic ePortfolio strategies and ways in which to foster students\u27 archival habits. The project presented in this paper was established in the summer 2015 semester in the undergraduate course Computer Integrated Manufacturing at the senior level

What is it like learning with an eportfolio for online distance learners?

This paper reports on a doctoral research project which examines the nature of the learning experience of using an eportfolio and whether it enhances the development of critical thinking among online distance learners. It aims to interrogate the process of the development of critical thinking rather than the product. The project adopts a case study approach, following 24 online distance learners over the course of one academic year in a Dublin based third level institution. The research question for the study is: How can eportfolios enhance the nature of the learning experience and the development of critical thinking among online distance learners? This study is using an exploratory holistic single-case design where the “object of the study” is the of the learner experience of using an eportfolio and the process of developing critical thinking are investigated. The participants are intermediate online distance sociology learners studying a module called Soc3A- Power, Social Order, Crime, Work and Employment as part of the BA (Hons) in Humanities which is a modular humanities programme whereby learners can study a combination of history, sociology, literature, psychology and philosophy. Participants have used their eportfolios to create a critical commentary of their learning and completed five eportfolio entries over the course of one academic year at key points in their learning journey. Eportfolio entries follow a prescribed structured template of critical questions intended to encourage reflection about their learning. Within this case study 37 interviews were conducted for an in-depth exploration of the learner experience of using an eportfolio and the development of criticality. The participants were interviewed with their eportfolios, written, visual and physical artefacts from the participant’s eportfolios were used as stimulus during the interviews using the technique of “photo elicitation”

The role of E-portfolios in higher education: their perceived value and potential to assist undergraduate computing students

Whilst not a new concept, ePortfolios embrace the interactive nature of Web 2.0 technology and are beginning to show signs of bringing about a new pedagogy in education. The wide range of commercial and open source ePortfolio and associated tools currently available allows students to maintain an online repository of digital artefacts. These tools can facilitate reflective, collaborative and lifelong learning, and allow students to showcase skills, knowledge and understanding. A key benefit identified in the literature is the ability to create a personalised and reflective learning experience. Previous research has shown that the lack of competent and effective use of ePortfolios and the inability of students fully to recognise the benefits to them as learners, are hindering their widespread use. This paper focuses on a small pilot research project, which seeks to identify the Web 2.0 tools that students following undergraduate awards in technology subjects across various levels at the authors’ institution are currently using. It investigates the extent to which students keep a digital record of their learning and how they perceive ePortfolios as a learning tool. The students were surveyed by questionnaire providing quantitative data. Qualitative information was also gained by interviewing a smaller group of those students individually to ascertain whether they were able to identify the value of an ePortfolio and how they might envisage using one in their learning. The outcome of this initial study has helped to determine whether an ePortfolio application was worthy of further development and trialling as a subsequent project

ePortfolios beyond pre-service teacher education: a new dawn?

The context of this paper is the final phase of a longitudinal action research project investigating whether an ePortfolio, created as a pre-service teacher to evidence a digital story of developing professional identity, could transition into employability, ie the first year as a newly qualified teacher. Thus this paper focuses on a new area of ePortfolio related research in teacher education; the transition from university into employment. The research findings indicate a changing purpose of the ePortfolio from training to the workplace, along with an increasing strength of ownership as part of the transition, and empowerment in becoming a teacher. Key outcomes are discussed and arguments presented for an ePortfolio to support professional development from university to employment

ALT-SURF seminar: ePortfolios and Digital Repositories, 22 and 23 April 2004, Edinburgh UK

ALT (Association for Learning Technology) and SURF (collaborative organisation for IT innovation in Dutch HE) have similar goals and started working together in 1999. In 2001 they signed a Memorandum of Understanding to bring together learning technologists from the UK and the Netherlands in a variety of exchange activities. Sharing experiences and views internationally between peers proved to be an excellent way to learn new things, find inspiration to meet joint challenges and engage in healthy reflection. ALT and SURF organised mutual study visits (50 Dutch learning technologists visited universities in the UK in 2002 and 40 UK colleagues visited Dutch institutes in 2003), joint conferences and seminars, and a expert study trip to Australia (8 UK and 8 Dutch experts visited 14 institutes in 2002). SURF and ALT reported on these in presentations and publications. A new activity is the joint working seminar, where a specific theme can be discussed by experts in the field with the purpose of describing in a so-called ‘briefing paper’ the current state of affairs, the underlying beliefs, hopes and desired situation, and possible ‘next steps’ in joint conceptualisation and/or developing activities. In the process of composing the briefing papers differences between the countries will surface, e.g. organisational, cultural or political. The themes are therefore not isolated topics but seen as developments within a context. The first joint ALT-SURF working seminar took place in April 2004 in Edinburgh, immediately following an ALT spring conference, and addressed two related topics: e-(or Digital) Portfolios and Digital Repositories. The aim was to establish working relationships between experts in both countries through discussion and collaborative writing of briefing papers aimed at experts, researchers, managers and policy makers. The objectives of the working seminar were threefold: • describe the basic belief that leads to so much energy being put into these concepts • outline current thinking in ePortfolios and Digital repositories as a common reference point for deeper understanding • devise a roadmap to meet required conditions to further develop ePortfolios and Digital Repository concepts and use. This report is the result of that seminar, namely a briefing paper on ePortfolios and another on Digital Repositories. In the papers the potential and ultimate goal of using ePortfolios and Digital Repositories for learning and teaching is outlined; the current state of achievements is described, and thirdly the briefing paper concludes with desired next steps to reach the ultimate goals, what conditions need to be in place, what activities need to be set in motion. The papers highlight any apparent differences in approaches between UK and Netherlands as well as opportunities for future collaboration. SURF and ALT will use the conclusions and suggestions as input for joint future development and networking activities

ePortfolios: Mediating the minefield of inherent risks and tensions

The ePortfolio Project at the Queensland University of Technology (QUT) exemplifies an innovative and flexible harnessing of current portfolio thinking and design that has achieved substantial buy-in across the institution with over 23000 active portfolios. Robust infrastructure support, curriculum integration and training have facilitated widespread take-up, while QUT’s early adoption of ePortfolio technology has enabled the concomitant development of a strong policy and systems approach to deal explicitly with legal and design responsibilities. In the light of that experience, this paper will highlight the risks and tensions inherent in ePortfolio policy, design and implementation. In many ways, both the strengths and weaknesses of ePortfolios lie in their ability to be accessed by a wider, less secure audience – either internally (e.g. other students and staff) or externally (e.g. potential employees and referees). How do we balance the obvious requirement to safeguard students from the potential for institutionally-facilitated cyber-harm and privacy breaches, with this generation’s instinctive personal and professional desires for reflections, private details, information and intellectual property to be available freely and with minimal restriction? How can we promote collaboration and freeform expression in the blog and wiki world but also manage the institutional risk that unauthorised use of student information and work so palpably carries with it? For ePortfolios to flourish and to develop and for students to remain engaged in current reflective processes, holistic guidelines and sensible boundaries are required to help safeguard personal details and journaling without overly restricting students’ emotional, collaborative and creative engagement with the ePortfolio experience. This paper will discuss such issues and suggest possible ways forward

The potential role of ePortfolios in the Teaching Excellence Framework

Current debates on HE policy in the UK are dominated by the evolving Teaching Excellence Framework (TEF) which will soon involve the government establishing key metrics.  In this context, and seizing this valuable moment in policy formation, we here provide a brief foray into the multiple aspects of ‘teaching excellence’ (TE) as a basis to highlight both the complexity of identifying ways to measure it and the shortcomings of existing official developments.  In the absence of a clear conceptual understanding of the learning processes and the role of teaching which apparently underpins the TEF, we present a model of the learning process to which the indicators currently proposed by the authorities can be related.  We propose that ePortfolios can play a special role in the TEF in capturing the qualitative outcomes of learning processes which, importantly, reflect the student perspective in terms of goals, learning experiences and achievement.  These are both crucial yet missing elements of the proposals to date. Finally, we provide some examples of how information from ePortfolios could be used by HE institutions to enhance their institutional submissions to the TEF.

Assessment of an ePortfolio : developing a taxonomy to guide the grading and feedback for personal development planning

This paper describes the rationale for, and the design, implementation and preliminary evaluation of a taxonomy to guide the grading and feedback of ePortfolio assessment of personal development planning (PDP) in a module where PDP is integrated into the curriculum. Conventional higher education assessment methods do not adequately address the requirements of this innovative approach to learning and assessment, and a new assessment tool was felt to be necessary. Drawing on recent theories in the fields of constructive alignment, reflective practice and assessment for learning, a criteria-based taxonomy was designed with the aims of articulating criteria for achievement aligned with the learning outcomes of the module, and of ensuring valid and reliable evaluation of student achievement. Analysis of student and tutor feedback and statistical comparison of marks achieved after the pilot study have produced encouraging results. While this taxonomy was designed to be used in specific circumstances, it is capable of being adapted for use by others who deliver modules or courses where PDP embedded in the curriculum is supported and assessed by means of an ePortfolio

Critical assessment issues in work-integrated learning

Assessment has long been a contentious issue in work-integrated learning (WIL) and cooperative education. Despite assessment being central to the integrity and accountability of a university and long-standing theories around best practice in assessment, enacting quality assessment practices has proven to be more difficult. Authors in this special issue on assessment highlight the need for balanced assessment approaches that reflect the highly variable experiences students encounter, and the need to keep validity and reliability paramount when constructing assessment structures. Increasingly quality and standards policies driven by more regulatory university environments are impacting on the design of assessment profiles. The value of workplace supervisors’ feedback in WIL contexts is discussed and the challenges of measuring the nuances of unpredictable, context-dependent WIL outcomes are explored. The benefits of ePorftolios are advocated and the use of these platforms as assessment tools that enable a creative way for students to provide evidence of employability capabilities highlighted