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Pedagogical and digital tool for the tertiary level: the
learning portfolio
Andrea Ximena Castaño,URV, ES
#ECER_2010 Helsinki-Finland25th August 2010
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Witnessing
learning
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Assessment
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2 Conte
xts
2 Experiences
Presentation
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Spai
n
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36,9% of the
initiativ
es come
from a group of
professors
35,4 come from
a professor in
particular
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51.8% used as a
exclusive
assessment tool
48.2% mixed with other assessment strategies
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17,5% students
decided over
the structure
and design
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EPORTFOLIO AS A LEARNING EVENT IN THE LATINA COURSE
The LATINA course is
presented by the LATINA / lab.
This is a laboratory for research and production of e-learning for Oslo University College (OUC) and partners.
LATINA stands for
Learning and Teaching in a Digital World
Photo retrieved from www.pedit.hio.no
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PreparationWorkshop
Keep them blogging and reflecting
Self evaluation criteria
Evaluation formal criteria
Figure retrieved from http://pedit.hio.no/~latina/wordpress/wp-content/uploads/2008/12/
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I worked in two ways: writing the resource and presenting it,and it allowed me to learn to pass on information through the web and orally’.
Participant. Course Spring 2009
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EPORTFOLIO INITIATIVE AT THE ROVIRA I VIRGILI UNIVERSITY
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Main objective of a project
Finding a viable solution for a problem previouslyidentified in their educational reality
Drawing on the resources available
Considering the conditions imposed bythe task to be developed and by the context
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Education Reality URV
ePortfolio characterisitics Learning Outcomes
Student Centered Each student could be able to develop their own interest/motivation in the academic and professional field
Competence Oriented Each student could be able to identify and respond to the training needs
Action and reflection Each student can define and develop the academic route considering their formative needs, interests, and academic and professional motivations.
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EPORTFOLIO INITIATIVE AT THE ROVIRA I VIRGILI UNIVERSITY
Monitoring Learning
Summative Assessment
Formative
Assessment
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Monitoring Learning
Reflection
InteractionSelf Assessment
Formative Assessment
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IONSTENSI
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DicentralizedCentralized
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DicentralizedCentralized
OpenClose
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DicentralizedCentralized
OpenClose
PublicPrivate
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DicentralizedCentralized
OpenClose
PublicPrivate
Short Term Long Term
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DicentralizedCentralized
OpenClose
PublicPrivate
Short Term Long Term
Imposed Choosen
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DicentralizedCentralized
OpenClose
PublicPrivate
Short Term Long Term
Imposed Choosen
Institutional control Personal control
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Learners will create and Innovate If They Can express ideas and concepts in Space and Through Their Own expertise
(Siemens )
Reflection
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InteractionPeople want to participate … but they will only do so one they
have “permission” and a forum in which to utilize existing communication/technological skills(Siemens )
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Self-assessment
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Criteria
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Learning
Learning is personal, it has to occur one learner at a time. The support needed for learners to learn is a critical value point
Siemens
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Learning blogsMap Performance criteria to assignments
Develop the curriculum map
Clarify expectations with rubrics
Students reflect on criteria
Students connect to profession
Monitoring Learning
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Rubric for an ePortfolio
• Self – Assesment
• Matching the learning outcomes of a course?
How much should a e-Portfolio be considered a tool for assessment and how much for reflection on learning?
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RubricCATEGORY Initial In progress Intermediate Advanced
Critical Thinking
Selection of evidence of the process
Quality of entries-Reflection
Goal definition
Interaction
Direction -Purpose of the tool
Contrucction of evidences
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Summative Assessment
The portfolio itself is being graded
The portfolio is the source from which students extract material to present digitally for examinations
Presentation of propose for improving of portfolio work with intentions of professional publishing
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ICT – Supporting
ELGG Pluggins (enhance social collaboration)(simple_pie, river_comments, blog_watch)
Integration with Moodle --– Modules
Blogoshere (Open ePortfolio)
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The Portfolio is one of the best methods for visualizing and evaluating the competences
acquired in formal and informal contexts
Jens Bjornavold (2001)
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• www.flickr.com/photos/bzedan/356636843• www.flickr.com/photos/el_mo/2242435353/• http://images.cdn.fotopedia.com/flickr-2435054294-original.jpg• http://farm1.static.flickr.com/6/85659003_0db06a39e0.jpg