The Application of Eportfolio in Higher Education: implications for Student Learning

Nowadays universities are introducing educational changes in their teaching practices and their assessment strategies. These changes are involving many areas in the university. One of the places where most of the changes are initiated is from the classroom settings. To support them, eportfolios in general are being used as a form to align the principles stated from the Bolonia Process towards a teaching more centred on the student supporting other aspects like mobility and recognition. Therefore, developing effective use of technology applied to education for teaching and learning has become an important challenge. In this regard, the main goal of this thesis was to identify learning environment characteristics when applying eportfolios for teaching and learning and students’ characteristics that could influence a meaningful learning

Pedagogical and digital tool for the tertiary level: the learning eportfolio

This is a descriptive study about electronic portfolio and its utilisation in Higher Education. It presents and reflects upon the conceptual framework, purposes and benefits of e-portfolios and analyses the different implications of its implementation in the process of learning at the tertiary level of education. The study has been guided by the following research question: How can teachers and students make use of e-portfolios in the process of teaching and learning? Therefore the importance of the utilisation of e-portfolio as a tool for learning has been in the centre of the study and discussions about its applications. This study examines in depth the process and products of eportfolios and how they can be used as a pedagogical tool integrated to “learning to learn” activities. The author has kept the focus on three main purposes, which are followed throughout the study: · To present a practical experience about the use of student e-Portfolio at the tertiary level; · To contribute to the search for improvement of teaching practice at tertiary education covering the new demands European convergence; · To raise discussions about the use and design of e-portfolio as a valid tool for teaching at the university level. The practical activities carried out in two different universities located in two different countries provided the author with the opportunity to examine the implementation of eportfolios in two totally different contexts. Both experiences are described and reflected upon in the study. The main conclusions point out to the importance of using e-portfolios in Higher Education. If properly implemented and used well, e-portfolio can be a powerful tool for capturing student learning because it allows mentors, lecturers or trainers to keep the trace of the students learning. Institutions need to be aware of the impact that electronic portfolio development can have. Results suggest that it is recommendable to integrate e-portfolios with the new forms of pedagogy oriented towards student centered contexts.Mundusfor Erasmus Mundus Master Degree - Education of Professionals in Educatio

The application of eportfolio in higher education: implications on students' learning

Aquesta tesis estudia la relació entre els conceptes i teories sobre educació aplicats amb eportafolis, tant com les aplicacions pràctiques d'aquests a l'àmbit de l'educació superior. Els eportafolis representen la unió d'un concepte pedagògic a l'ensenyament amb les eines digitals que influeixen els processos d'ensenyament-aprenentatge, adaptables a forma presencia i en línia. Es planteja una revisió a fons sobre els conceptes que influeixen l'avaluació i els processos d'ensenyament-aprenentatge amb eportafolis; aquests estan basats en diversos factors estudiats sobre les preferències d'avaluació, els enfocaments d'aprenentatge, i l'aprenentatge auto-regulat. Els resultats experimentals confirmen els beneficis percebuts pels estudiants analitzats des de les característiques dels estudiants y les característiques de l'ambient d'aprenentatge mitjançant el suport de les tecnologies educatives. En el primer estudi s'evidencia l'aplicació de la reflexió i la projecció cap a la pràctica docent, En el segon estudi, no hi ha un canvi en els enfocaments d'aprenentatge en profunditat, però hi han diferencies en l'ús del eportafoli en les dos disciplines aplicades. En el tercer estudi, hi ha un canvi en l'estudi en profunditat dels alumnes, i l'aplicació d'habilitats d'autoregulació i projecció de la pràctica docent. Tenint com a premissa l'exposició dels estudiants a ambients d'aprenentatge que han sigut sistemàticament dissenyats amb la finalitat de ser integrats amb els eportafolis i d'aquesta manera avaluar els canvis en l'aprenentatge que poden ser manifestats pels estudiants. També es plantegen estudis que analitzen aquests processos des de diversos enfocaments pedagògics, i amb eines digitals orientades a la Web i els ambients personals d'aprenentatge.Aquesta tesis estudia la relació entre els conceptes i teories sobre educació aplicats amb eportafolis, tant com les aplicacions pràctiques d'aquests a l'àmbit de l'educació superior. Els eportafolis representen la unió d'un concepte pedagògic a l'ensenyament amb les eines digitals que influeixen els processos d'ensenyament-aprenentatge, adaptables a forma presencia i en línia. Es planteja una revisió a fons sobre els conceptes que influeixen l'avaluació i els processos d'ensenyament-aprenentatge amb eportafolis; aquests estan basats en diversos factors estudiats sobre les preferències d'avaluació, els enfocaments d'aprenentatge, i l'aprenentatge auto-regulat. Els resultats experimentals confirmen els efectes percebuts pels estudiants analitzats des de les característiques dels estudiants y les característiques de l'ambient d'aprenentatge mitjançant el suport de les tecnologies educatives. En el primer estudi s'evidencia l'aplicació de la reflexió i la projecció cap a la pràctica docent, En el segon estudi, no hi ha un canvi en els enfocaments d'aprenentatge en profunditat, però hi han diferencies en l'ús del eportafoli en les dos disciplines. En el tercer estudi, hi ha un canvi en l'estudi en profunditat dels alumnes, i l'aplicació d'habilitats d'autoregulació i reflexiò sobre la pràctica docent. Tenint com a premissa l'exposició dels estudiants a ambients d'aprenentatge que han sigut sistemàticament dissenyats amb la finalitat de ser integrats amb els eportafolis i d'aquesta manera avaluar els canvis en l'aprenentatge que poden ser manifestats pels estudiants. També es revisen estudis que analitzen aquests processos des de diversos enfocaments pedagògics, i amb eines digitals orientades a la Web i els ambients personals d'aprenentatge.This thesis examines the relationship between concepts and theories applied to education with the use of eportfolios, as well as practical applications thereof in the field of higher education. Eportfolios represent the union of a pedagogical concept in teaching with digital tools to influence the teaching-learning processes, adaptable to in presence and online. A thorough review of the concepts that influence the assessment and the teaching and learning with eportfolios have arised; these various factors have been studied based on feedback, students’ learning approaches, and self-regulated learning. The experimental results confirm the benefits perceived by students analyzed from the characteristics of the students and the characteristics of the learning environment supported by educational technologies. In the first study the application of reflection and projection into the teaching practice was evidenced in the eportfolios. In the second study, there was no change in students’ deep learning approach, but there were differences in the use of eportfolio applied in both disciplines. In the third study, there was a change in the students’ deep study approach and, the application self-regulated skills and reflection in their teaching practice. Taking as a premise the student exposure to learning environments that have been systematically designed to be integrated with eportfolios, then analyzed the changes in learning documented by the students. Also, there is a revision of the studies that take different pedagogical approaches and use different Web based digital tools and personal learning environments

Comportamiento Mediático y Estrategias de aprendizaje informales en adolescentes ecuatorianos

This research investigates the media behavior of young Ecuadorians between 9 and 16 years old in their daily reality interacting with various digital media, in order to identify their informal learning strategies. For this investigation, a smaller and short-term ethnographic study was followed. The results demonstrated the use that young people make, moves towards the use of videos, as tutorials, to learn and also for fun, the use of social networks for informational purposes, and the culture of participation in social media It reflects the reality and context in which they develop. The profiles of young people in changing contexts are described and evidence of the previously identified competencies, of which they are representative as part of informal strategies and the ability to self-regulate media consumption, ability to search for sources of information, ability to self-manage resources and time, ability to use transmedia resources, ability to analyze multimedia content, and use offline resources. This study is part of a transnational project whose objective is the observation of youth practices in relation to participatory culture.La presente investigación indaga sobre el comportamiento mediático de jóvenes ecuatorianos entre 9 y 16 años en su realidad cotidiana interactuando con diversos medios digitales, con el fin de identificar sus estrategias de aprendizaje informal. Para esta investigación, se siguió un estudio etnográfico en menor escala y de corto tiempo. Los resultados demostraron el uso que hacen los jóvenes, se traslada hacia la utilización de videos, como tutoriales, para aprender y también para la diversión, el uso de las redes sociales con propósitos en ocasiones informativos, y la cultura de participación en los medios sociales que refleja la realidad y el contexto en el que se desarrollan. Se describen los perfiles de jóvenes en contextos cambiantes y evidencian las competencias identificadas previamente, de las que son representativas como parte de las estrategias informales y la capacidad para autorregular el consumo mediático, capacidad para buscar fuentes de información, capacidad para autogestionar los recursos y el tiempo, capacidad para usar recursos transmedia, capacidad para analizar contenido multimedia, y utilizar recursos offline. Este estudio es parte de un proyecto transnacional que tiene por objetivo la observación de las prácticas juveniles en relación con la cultura participativa

Mortality from gastrointestinal congenital anomalies at 264 hospitals in 74 low-income, middle-income, and high-income countries: a multicentre, international, prospective cohort study

Summary Background Congenital anomalies are the fifth leading cause of mortality in children younger than 5 years globally. Many gastrointestinal congenital anomalies are fatal without timely access to neonatal surgical care, but few studies have been done on these conditions in low-income and middle-income countries (LMICs). We compared outcomes of the seven most common gastrointestinal congenital anomalies in low-income, middle-income, and high-income countries globally, and identified factors associated with mortality. Methods We did a multicentre, international prospective cohort study of patients younger than 16 years, presenting to hospital for the first time with oesophageal atresia, congenital diaphragmatic hernia, intestinal atresia, gastroschisis, exomphalos, anorectal malformation, and Hirschsprung’s disease. Recruitment was of consecutive patients for a minimum of 1 month between October, 2018, and April, 2019. We collected data on patient demographics, clinical status, interventions, and outcomes using the REDCap platform. Patients were followed up for 30 days after primary intervention, or 30 days after admission if they did not receive an intervention. The primary outcome was all-cause, in-hospital mortality for all conditions combined and each condition individually, stratified by country income status. We did a complete case analysis. Findings We included 3849 patients with 3975 study conditions (560 with oesophageal atresia, 448 with congenital diaphragmatic hernia, 681 with intestinal atresia, 453 with gastroschisis, 325 with exomphalos, 991 with anorectal malformation, and 517 with Hirschsprung’s disease) from 264 hospitals (89 in high-income countries, 166 in middleincome countries, and nine in low-income countries) in 74 countries. Of the 3849 patients, 2231 (58·0%) were male. Median gestational age at birth was 38 weeks (IQR 36–39) and median bodyweight at presentation was 2·8 kg (2·3–3·3). Mortality among all patients was 37 (39·8%) of 93 in low-income countries, 583 (20·4%) of 2860 in middle-income countries, and 50 (5·6%) of 896 in high-income countries (p<0·0001 between all country income groups). Gastroschisis had the greatest difference in mortality between country income strata (nine [90·0%] of ten in lowincome countries, 97 [31·9%] of 304 in middle-income countries, and two [1·4%] of 139 in high-income countries; p≤0·0001 between all country income groups). Factors significantly associated with higher mortality for all patients combined included country income status (low-income vs high-income countries, risk ratio 2·78 [95% CI 1·88–4·11], p<0·0001; middle-income vs high-income countries, 2·11 [1·59–2·79], p<0·0001), sepsis at presentation (1·20 [1·04–1·40], p=0·016), higher American Society of Anesthesiologists (ASA) score at primary intervention (ASA 4–5 vs ASA 1–2, 1·82 [1·40–2·35], p<0·0001; ASA 3 vs ASA 1–2, 1·58, [1·30–1·92], p<0·0001]), surgical safety checklist not used (1·39 [1·02–1·90], p=0·035), and ventilation or parenteral nutrition unavailable when needed (ventilation 1·96, [1·41–2·71], p=0·0001; parenteral nutrition 1·35, [1·05–1·74], p=0·018). Administration of parenteral nutrition (0·61, [0·47–0·79], p=0·0002) and use of a peripherally inserted central catheter (0·65 [0·50–0·86], p=0·0024) or percutaneous central line (0·69 [0·48–1·00], p=0·049) were associated with lower mortality. Interpretation Unacceptable differences in mortality exist for gastrointestinal congenital anomalies between lowincome, middle-income, and high-income countries. Improving access to quality neonatal surgical care in LMICs will be vital to achieve Sustainable Development Goal 3.2 of ending preventable deaths in neonates and children younger than 5 years by 2030

Pedagogical and digital tool for the tertiary level: the learning eportfolio

This is a descriptive study about electronic portfolio and its utilisation in Higher Education. It presents and reflects upon the conceptual framework, purposes and benefits of e-portfolios and analyses the different implications of its implementation in the process of learning at the tertiary level of education. The study has been guided by the following research question: How can teachers and students make use of e-portfolios in the process of teaching and learning? Therefore the importance of the utilisation of e-portfolio as a tool for learning has been in the centre of the study and discussions about its applications. This study examines in depth the process and products of eportfolios and how they can be used as a pedagogical tool integrated to “learning to learn” activities. The author has kept the focus on three main purposes, which are followed throughout the study: · To present a practical experience about the use of student e-Portfolio at the tertiary level; · To contribute to the search for improvement of teaching practice at tertiary education covering the new demands European convergence; · To raise discussions about the use and design of e-portfolio as a valid tool for teaching at the university level. The practical activities carried out in two different universities located in two different countries provided the author with the opportunity to examine the implementation of eportfolios in two totally different contexts. Both experiences are described and reflected upon in the study. The main conclusions point out to the importance of using e-portfolios in Higher Education. If properly implemented and used well, e-portfolio can be a powerful tool for capturing student learning because it allows mentors, lecturers or trainers to keep the trace of the students learning. Institutions need to be aware of the impact that electronic portfolio development can have. Results suggest that it is recommendable to integrate e-portfolios with the new forms of pedagogy oriented towards student centered contexts

Educación, sociedad y tecnología

International audienc

La transformación de las comunidades desde los procesos educativos: Sistematización de experiencias de proyección social de UNIMINUTO en los territorios.

Desde la función sustantiva de la proyección social, tal como se declara en sus lineamientos generales, la institución le apuesta a la generación de un nuevo conocimiento a partir de las experiencias que se dinamizan desde las diferentes estrategias que la configuran. Como es propio de UNIMINUTO, este conocimiento que se genera regresa al aula como una forma de nutrir el trabajo con los estudiantes y, por lo tanto, enriquece la docencia, pero también genera nuevas dinámicas en la interacción con las comunidades. Se trata de darle relevancia a la proyección social y de aprovechar cada escenario para dialogar con la docencia y la investigación desde el territorio, con el fin de enriquecerlas y ampliar las posibilidades formativas de los estudiantes, estableciendo una conversación permanente con la realidad para comprenderla en diálogo con la academia. Dicho conocimiento es reconocido y visibilizado en el ejercicio de la sistematización, concebida como una modalidad de investigación social. Todos estos elementos, vistos en conjunto, demuestran la posibilidad tangible de integrar las tres funciones sustantivas: la docencia, la investigación y, desde luego, la proyección social. De esta manera, UNIMINUTO y la Dirección General de Proyección Social apuestan por un ejercicio investigativo riguroso desde la sistematización de experiencias que dan cuenta de procesos de proyección en diversas partes del territorio nacional, con resultados y procesos que transforman la vida de las personas y las comunidades