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

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

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

Undergraduate students: interactive, online experiences and ePortfolio development

Results of a previous study by the authors into the perceived value and potential of ePortfolios to assist undergraduate students indicated that technology was an important aspect of their everyday lives. It was also felt it to be beneficial to their learning. A large percentage of students were found to be using digital techniques to store evidence of their learning, and were also using interactive, online tools in their learning activities. There was, however, little reported structured use of ePortfolio development in their learning. Students acknowledged they were discovering for themselves the value of online technologies in learning. This paper focuses on student skills and experiences of online tools on entry to university, and considers their experience of ePortfolio development using the Wordpress personal publishing platform. Results indicate that students’ skill level of online, interactive tools was high and wide-ranging. Although previous experience of using these tools was unstructured and informal, ePortfolio creation was found to be an engaging, relevant and worthwhile activity. The ePortfolio development exercise also provided an experiential learning experience, and had a positive effect on students’ attitudes to learning

Reflections on eportfolio professional learning: harnessing an unconference approach

This practitioner-led article documents the journey of a cross-institutional multidisciplinary team to support the development of practitioners’ ePortfolio professional competencies through an “Unconference.” We describe the approach used to support an ePortfolio unconference hosted in January 2018 at Dublin City University. According to Budd et al. (2015), the most meaningful professional learning at conferences tends to occur at the cofee breaks when delegates are free to engage in open dialogue. An unconference is a dynamic participant-driven conference which features discussion and collaboration at its core to support professional learning. This approach was chosen to capture, develop and document current ePortfolio practice in Ireland and the United Kingdom. This article outlines key facets of professional learning generated as a result of the unconference including the promotion of ePortfolio competencies and the generation of collaborative research outputs. At the unconference, attendees participated in experiential learning opportunities which enhanced and extended their personal and professional ePortfolio competencies as well as developed practice-focused research outputs collaboratively in real time using a range of technological tools. Participant feedback highlights the impact of the unconference on their professional ePortfolio learning and practice, and the critical refections of unconference organizers inform future ePortfolio professional development

Supporting First-Generation Students’ Adjustment to College With High-Impact Practices

This qualitative case study describes some of the issues faced by incoming first-generation college students at a private, 4-year institution in the northwest. Using constructs drawn from social cognitive theory and social cognitive career theory, it explores how high-impact practices such as learning communities, writing-intensive courses, and ePortfolios might impact first-generation students’ adjustment during their first year of college. The findings of the research on students’ writing in their first-year composition course suggest that the cumulative impact of engaging in multiple high-impact practices improves students’ literacy and study skills. In addition, these educational practices appear to increase students’ self-appraisal of their academic abilities in general and their institutional commitment. As a consequence of their increased self-efficacy and engagement, this study suggests that students are more likely to experience better academic outcomes, leading them to persist in their studies and be retained after their first year at college