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Potential of ICT tools  for graduate student’s portfolios:  products and competencies achieved
Potential of ICT tools  for graduate student’s portfolios:  products and competencies achieved
Potential of ICT tools  for graduate student’s portfolios:  products and competencies achieved
Potential of ICT tools  for graduate student’s portfolios:  products and competencies achieved
Potential of ICT tools  for graduate student’s portfolios:  products and competencies achieved
Potential of ICT tools  for graduate student’s portfolios:  products and competencies achieved
Potential of ICT tools  for graduate student’s portfolios:  products and competencies achieved
Potential of ICT tools  for graduate student’s portfolios:  products and competencies achieved
Potential of ICT tools  for graduate student’s portfolios:  products and competencies achieved
Potential of ICT tools  for graduate student’s portfolios:  products and competencies achieved
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Potential of ICT tools for graduate student’s portfolios: products and competencies achieved

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Fernando Albuquerque Costa & Joana Viana, 2008. In "The Digifolio International Seminar - Digital Portfolio... a Voyage of Knowledge"

Fernando Albuquerque Costa & Joana Viana, 2008. In "The Digifolio International Seminar - Digital Portfolio... a Voyage of Knowledge"

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  • Students have developed skills and competences described as correspondingto the main dimensions or focus of the learning objectives associated with the construction of electronic portfolios (Costa, Cruz & Ferreira, 2006).
  • Existem Links nas estratégias, com exemplos para cada uma…
  • Existem Links nas estratégias, com exemplos para cada uma…
  • Existem Links nas estratégias, com exemplos para cada uma…
  • Existem Links nas estratégias, com exemplos para cada uma…
  • Existem Links nas estratégias, com exemplos para cada uma…
  • Transcript

    • 1. Potential of ICT tools for graduate student’s portfolios: products and competencies achieved Fernando Albuquerque Costa [email_address] Joana Viana [email_address] University of Lisbon The Digifolio International Seminar Digital Portfolio… a Voyage of Knowledge May, 22 to 24, 2008 Helsinki
    • 2. 1. Development of a learning project using the “social software”
      • Students of the Sciences of Education degree (University of Lisbon)
      Digital Portfolio… a Voyage of Knowledge | May, 22 to 24, 2008 Helsinki Fernando Costa & Joana Viana | University of Lisbon
      • “ social” tools
      • Weblogs
      • Wikis
      • Online communities (Hi5, MySpace)
      • Podcasts
      • Sharing tools
      • (youtube, teachertube, slideshare, flickr)
    • 3. Digital Portfolio… a Voyage of Knowledge | May, 22 to 24, 2008 Helsinki Fernando Costa & Joana Viana | University of Lisbon
      • Aims
      • To study the caracteristics and the pedagogical potentialities of different tools
      • To develop a learning project applying the identified potentialities
      Analysis and evaluation grid proposed by Costa, Cruz & Ferreira, 2006 . 1. Development of a learning project using the “social software” DISCURSIVE STRATEGY ( Communication, Participation ) ADAPTIVE STRATEGY ( Evolution, Selection ) INTERACTIVE STRATEGY ( Motivation, Visualisation ) REFLECTIVE STRATEGY ( Reflection, Structure )
    • 4. Digital Portfolio… a Voyage of Knowledge | May, 22 to 24, 2008 Helsinki Fernando Costa & Joana Viana | University of Lisbon 2. The potencial for the electronic portfolios goals Weblogs Wikis Online communities Podcasts Sharing tools Discursive Strategy + + + Adaptive Strategy + + + + + Interactive Strategy + + + + + Reflective Strategy + +
    • 5. 3. Competencies achieved - weblogs Discursive Strategy constant communication among several participants; interaction and collaboration; express ideas about the learning process; Adaptive Strategy Registration of the learning process, difficulties and personal reflections; highlights the efforts and progress in the acquisition of knowledge and skills Interactive Strategy Sharing opinions and getting feedback; the ideas to be represented in several formats : text, pictures, sound, video; develop autonomy and allows the management of individual learning Reflective Strategy Student’s self-reflection: acquisitions, difficulties, barriers, strategies; structuring the procedures of teaching and learning
    • 6. 3. Competencies achieved - wikis Discursive Strategy Communication, interaction and collaboration among several participants; sharing and knowledge exchange; active participation in building the collective knowledge Adaptive Strategy highlights the efforts and progress in the acquisition of knowledge and skills; registration of personal knowledge on a particular topic Interactive Strategy develop autonomy and allows the management of individual learning; getting feedback (through comments); involves students in the learning process the ideas to be represented in several formats : text, pictures, sound, video Reflective Strategy Student’s self-reflection;  critical thinking; different ways to structure and organize our thinking
    • 7. 3. Competencies achieved – online communities (Hi5; MySpace) Discursive Strategy Communication and interaction among several participants (forum and blog); creating a network of relationships; of participatory learning environments Adaptive Strategy learning activities in accordance with the interests of students; shows the involvement and commitment in the learning process Interactive Strategy getting feedback (forum and comments on the blog); the ideas to be represented in several formats : text, pictures, sound, video Reflective Strategy different ways to structure and organize our thinking
    • 8. 3. Competencies achieved – podcasts Discursive Strategy new ways of teaching and learning Adaptive Strategy learning activities in accordance with the interests of students Interactive Strategy getting feedback (comments on the podcast); the ideas to be represented in several formats : sound, video, pictures; allows the management of individual learning; Reflective Strategy structuring the procedures of teaching and learning
    • 9. 3. Competencies achieved – sharing tools (youtube, teachertube, slideshare, flickr) Discursive Strategy new ways of teaching and learning; creating a network of relationships; Adaptive Strategy learning activities in accordance with the interests of students; registration of personal knowledge on a particular topic (slideshare); Interactive Strategy the ideas to be represented in several formats: sound, video, pictures ; allows the management of individual learning; getting feedback (comments); Reflective Strategy structuring the procedures of teaching and learning; different ways to structure and organize our thinking;
    • 10. Thank you! Fernando Albuquerque Costa [email_address] Joana Viana [email_address] University of Lisbon - Portugal

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