Technopedagogical Design of Electronic Learning Portfolios: An Experience with Undergraduate Students

Technopedagogical Design of Electronic Learning Portfolios: An Experience with Undergraduate Students

In this article the technopedagogical design of electronic learning portfolios with eighteen undergraduate psychology students is reported. The e-portfolio model is based on the approach of situated learning and authentic assessment, and relies on the metaphors of the portfolio as mirror, map an...

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Main Authors: Barriga Arceo, Frida Díaz, Romero Martínez, Eric, Heredia Sánchez, Abraham
Format: Online
Language:spa
Published: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2012
Online Access:https://redie.uabc.mx/index.php/redie/article/view/313
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spelling redie-article-3132017-04-26T00:13:00Z Technopedagogical Design of Electronic Learning Portfolios: An Experience with Undergraduate Students Diseño tecnopedagógico de portafolios electrónicos de aprendizaje: una experiencia con estudiantes universitarios Barriga Arceo, Frida Díaz Romero Martínez, Eric Heredia Sánchez, Abraham Portafolios electrónicos diseño tecnopedagógico estudiantes universitarios. In this article the technopedagogical design of electronic learning portfolios with eighteen undergraduate psychology students is reported. The e-portfolio model is based on the approach of situated learning and authentic assessment, and relies on the metaphors of the portfolio as mirror, map and sonnet. It includes a description of the e-portfolio; the skills and learnings expected of the student; key questions for reflection; minimum input required; the type of evidence or artifacts expected; and the technological resources employed. Examples of the students’ reflections and of the self-assessments and co-assessments performed are provided. The findings suggest that e-learning portfolios enable the recovery and systematization of learning productions and experiences, and can function as a tool for monitoring learning as well as for reflection on the individual’s own professional identity, personal and academic trajectory. Se reporta una experiencia de diseño tecnopedagógico de portafolios electrónicos de aprendizaje con 18 estudiantes universitarios de psicología. El modelo de e-portafolio se sustenta en el enfoque de enseñanza situada y evaluación auténtica, y se apoya en las metáforas del portafolio como espejo, mapa y soneto. Se incluye la descripción del e-portafolio, las capacidades y aprendizajes esperados en los alumnos, las preguntas clave para la reflexión, las entradas mínimas a incluir y el tipo de evidencia o artefactos esperados, así como los recursos tecnológicos empleados. Se aportan ejemplos de las reflexiones de los estudiantes y de los resultados de las auto y coevaluaciones realizadas. Las conclusiones apuntan a que los e-portafolios de aprendizaje permiten la recuperación y sistematización de producciones y experiencias de aprendizaje, y pueden funcionar como una herramienta para el seguimiento del aprendizaje así como para la reflexión sobre la propia identidad profesional, la trayectoria personal y académica. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2012-11-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/313 Revista Electrónica de Investigación Educativa; Vol. 14 No. 2 (2012) Revista Electrónica de Investigación Educativa; Vol. 14 Núm. 2 (2012) 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/313/670 https://redie.uabc.mx/index.php/redie/article/view/313/476 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Barriga Arceo, Frida Díaz
Romero Martínez, Eric
Heredia Sánchez, Abraham
spellingShingle Barriga Arceo, Frida Díaz
Romero Martínez, Eric
Heredia Sánchez, Abraham
Technopedagogical Design of Electronic Learning Portfolios: An Experience with Undergraduate Students
author_facet Barriga Arceo, Frida Díaz
Romero Martínez, Eric
Heredia Sánchez, Abraham
author_sort Barriga Arceo, Frida Díaz
title Technopedagogical Design of Electronic Learning Portfolios: An Experience with Undergraduate Students
title_short Technopedagogical Design of Electronic Learning Portfolios: An Experience with Undergraduate Students
title_full Technopedagogical Design of Electronic Learning Portfolios: An Experience with Undergraduate Students
title_fullStr Technopedagogical Design of Electronic Learning Portfolios: An Experience with Undergraduate Students
title_full_unstemmed Technopedagogical Design of Electronic Learning Portfolios: An Experience with Undergraduate Students
title_sort technopedagogical design of electronic learning portfolios: an experience with undergraduate students
description In this article the technopedagogical design of electronic learning portfolios with eighteen undergraduate psychology students is reported. The e-portfolio model is based on the approach of situated learning and authentic assessment, and relies on the metaphors of the portfolio as mirror, map and sonnet. It includes a description of the e-portfolio; the skills and learnings expected of the student; key questions for reflection; minimum input required; the type of evidence or artifacts expected; and the technological resources employed. Examples of the students’ reflections and of the self-assessments and co-assessments performed are provided. The findings suggest that e-learning portfolios enable the recovery and systematization of learning productions and experiences, and can function as a tool for monitoring learning as well as for reflection on the individual’s own professional identity, personal and academic trajectory.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2012
url https://redie.uabc.mx/index.php/redie/article/view/313
_version_ 1715723531977752576

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