e-portfolio

Gemma AguadoElena BarberàMagí AlmirallAna RoderaJosé MoraEva Loste

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THE PRACTICAL APPLICATION OF E-PORTFOLIO AT THE PRACTICAL APPLICATION OF E-PORTFOLIO AT THE OPEN UNIVERSITY OF CATALONIA:THE OPEN UNIVERSITY OF CATALONIA:

Assessment of Competence LearningAssessment of Competence Learning

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INDEXINDEX

IntroductionIntroduction

Learning through Learning through competencecompetence

The caseThe case

PhasesPhases

The toolThe tool

Evidence of Evidence of learninglearning

FeedbackFeedback

ResultsResultsConclusionsConclusions

New lines New lines of workof work

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IntroductionIntroduction

ePortfolio - UOCePortfolio - UOC

Society

demands

ESHE and Universities

consolidation

Competences: theorical and

practical

using

Tools: ELGG

CompetenceCompetence

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Represent a dynamic combination of attributes, in relation to knowledge, abilities, attitudes, and responsibilities, that describe to the results of learning of an educative program or the one that the students are able to demonstrate at the end of an educative process

Competence-basedCompetence-basedlearninglearning

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The learning based of competence involves a variety of different dimensions:Complex level of knowledge, linking it in practice with the overall capacites displayed by a person in a specific environment.

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It is composed of a collection of evidence that the student chooses, analyzes and presents in order to expose or show the levels of realization reached as for process and with product

The assessment of competence-based The assessment of competence-based learning using e-Portfoliolearning using e-Portfolio

CompetenceCompetence

Competence-basedCompetence-basedlearninglearning

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The assessment of competence-based The assessment of competence-based learning using e-Portfoliolearning using e-Portfolio

Pilot test in a virtual classroom 2007-2008 Academic year Doctorate in Information Society Course: Virtual Contexts of Learnings 27 students

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The caseThe case

Initial Phase

Students learn to use the tool

3 weeks

Development Phase

Personalised and group monitoring to help students with the production of evidences

3 months

Final Phase

Providing feedback on the final versions

2 weeks

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PhasesPhases

Presentation

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AIM: To provide evidence for, and evaluated the progress made by a student during his/her learning process

The tool (1)The tool (1)

Competences

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COMPETENCE: Knowing and entering into action

EVIDENCES: The activities the students carry out as a means to acquiring the different competences included in a specific training programme


Monitoring

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JUSTIFICATION: After a reflective process, the student presents WHY these evidences have been choosen

PRESENTATION: The student describes WHAT evidences have been selected for this competence

FEEDBACK: The teacher suggest a process of constructive reflection about the student’s learning

EVIDENCES: List of evidences

Monitoring

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MONITORING: It shows the evidence published by the student in their different versions, enabling assessment of the progress made in process and the product


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Clearly defining the competece being evaluated

Evaluating the possible forms of evidence that would constitute valid proof of learning

A prior knowledge of the criteria

and the rubric will enable the

products of assessment

Receiving opportune and pertinent feedback about the efforts linked to their evidence of the competence being worked on

The students should be clear that each

competence has its phases and constituent

elements, wich must be considered in order for

the work to be a success

Evidence of learningEvidence of learningFeedbackFeedback

feedback

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Evidence of learningEvidence of learningFeedbackFeedback

Importance of the Importance of the PROCESSPROCESS and the and the PRODUCTPRODUCT

Students must have an adequate understanding of WHAT THEY WILL BE DEVELOPINGWHAT THEY WILL BE DEVELOPING

Competence-based learning activity through the e-Portfolio

+ =

The Initial Phase has been fundamental

The rol of the professors of the course

One narrows relation professor-student

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It must value the complexity that all this has supposed and the time of dedication that this bucket in relation to the work of the teaching staff

Since a pertinent preparation with the idea to approach them the form to work to e-Portfolio and the type of waited for products as was facilitated to the students samples of progresses in the dominion of the involved competences

This pilot has supposed the professors to work from a dynamics of understanding and valuation of the efforts made by the student, directly related to the emphasis of an evaluation that promotes an improvement of the learning in the students

What is the most value of the e-Portfolio for the students

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Work in group to solve problems and obtain information

Possibility of see the feedback makes by the consultor and the evidences of the peers

Personal reflexion, autoregulation of the learning and autoevaluation after sending the evidences and receiving the feedback by the consultor

Improvement of the learning thanks to the help of the consultor

Justification of the acquisition of learning, skills or knowledge choosing the appropriate evidences

From the beginning of the course have knowledge of the rubric of competences

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The valuation of the e-Portfolio by the students is…

8860%60%The e-portfolio is easy to

use and it helps to understand better

The students say…

New roles for student and teacher

The challenge of redisigning the pedagogic act, based on competence

The inclusion of new strategies and demands of assessment when considering learning achievements based on competence

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Future linesFuture linesof workof work

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Future linesFuture linesof workof work

e-Portfolioe-Portfolio

e-Transfolioe-Transfolio

Thanks! Thanks!

e-portfolio

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