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Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
Pedagogical and digital tool for the tertiary level
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Pedagogical and digital tool for the tertiary level

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  • 1. Andrea Ximena Castaño,URV, ES<br />#ECER_2010 Helsinki-Finland<br />25th August 2010<br />Pedagogical and digital tool for the tertiary level: thelearning portfolio<br />
  • 2. Witnessing learning<br />
  • 3. Assessment <br />
  • 4. 2 Contexts<br /> 2 Experiences<br />Presentation<br />
  • 5. Spain<br />
  • 6. 35,4 come from a professor in particular<br />36,9% of the initiatives come from a group of professors<br />
  • 7. 51.8% used as a exclusive assessment tool<br />48.2% mixed with other assessment strategies<br />
  • 8. 17,5% students decided over the structure and design<br />
  • 9. EPORTFOLIO AS A LEARNING EVENT IN THE LATINA COURSE<br /> The LATINA course is presented by the LATINA / lab.<br /> This is a laboratory for research and production of e-learning for Oslo University College (OUC) and partners.<br /> LATINA stands for Learning and Teaching in a Digital World<br />Photo retrieved from www.pedit.hio.no<br />
  • 10. Preparation<br /> Workshop<br /> Keep them blogging and reflecting<br />Self evaluation criteria<br />Evaluation formal criteria<br />Figure retrieved from http://pedit.hio.no/~latina/wordpress/wp-content/uploads/2008/12/<br />
  • 11. I worked in two ways: writing the resource and presenting it,<br />and it allowed me to learn to pass on information through the web and orally’.<br /> Participant. Course Spring 2009<br />
  • 12. EPORTFOLIO INITIATIVE AT THE ROVIRA I VIRGILI UNIVERSITY<br />
  • 13. Main objective of a project<br />Finding a viable solution for a problem previouslyidentified in their educational realityDrawing on the resources availableConsidering the conditions imposed bythe task to be developed and by the context<br />
  • 14. Education Reality URV<br />
  • 15. EPORTFOLIO INITIATIVE AT THE ROVIRA I VIRGILI UNIVERSITY<br />
  • 16. Formative Assessment<br />
  • 17. IONS<br />TENSI<br />
  • 18. Dicentralized<br />Centralized<br />
  • 19. Dicentralized<br />Centralized<br />Open<br />Close<br />
  • 20. Dicentralized<br />Centralized<br />Open<br />Close<br />Public<br />Private<br />
  • 21. Dicentralized<br />Centralized<br />Open<br />Close<br />Public<br />Private<br />Long Term<br />Short Term<br />
  • 22. Dicentralized<br />Centralized<br />Open<br />Close<br />Public<br />Private<br />Long Term<br />Short Term<br />Choosen<br />Imposed<br />
  • 23. Dicentralized<br />Centralized<br />Open<br />Close<br />Public<br />Private<br />Long Term<br />Short Term<br />Choosen<br />Imposed<br />Institutional control<br />Personal control<br />
  • 24. Reflection<br />Learners will create and Innovate If They Can express ideas and concepts in Space and Through Their Own expertise (Siemens )<br />
  • 25. Interaction<br />People 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 )<br />
  • 26. Self-assessment<br />
  • 27. Criteria<br />
  • 28. Learning<br />Learning is personal, it has to occur one learner at a time. The support needed for learners to learn is a critical value point<br />Siemens<br />
  • 29. Monitoring Learning<br />
  • 30. Rubric for an ePortfolio<br />Self – Assesment<br />Matching the learning outcomes of a course?<br />How much should a e-Portfolio be considered a tool for assessment and how much for reflection on learning?<br />
  • 31. Rubric<br />
  • 32. Summative Assessment<br /><ul><li>The portfolio itselfis being graded
  • 33. Theportfolio is the source from which students extract material to present digitally for examinations</li></ul>Presentation of propose for improving of portfolio work with intentions of professional publishing<br />
  • 34. ICT – Supporting<br /><ul><li>ELGG Pluggins (enhance social collaboration)</li></ul>(simple_pie,river_comments, blog_watch)<br /><ul><li>IntegrationwithMoodle --– Modules
  • 35. Blogoshere (Open ePortfolio)</li></li></ul><li>The Portfolio is one of the best methods for visualizing and evaluating the competences acquired in formal and informal contexts<br />Jens Bjornavold (2001)<br />
  • 36. Strategies<br />Provide self-assessment<br />Tutoring and feedback<br />Promote reflection on criteria<br />Stablish and clarify a rubric<br />Stablish a map performance criteria to assignments<br />Develop the curriculum map<br />Blogs as form of presentation portfolios<br />
  • 37. ePortfolio the conceptWe believe that the term is perhaps too general and becoming overtaken by events as the learning technology market evolves. On one hand I prefer the concept of a person’s individual learning space, such that the individual is in control of what they identify as their tailored learning space, which embraces their social networking space and which allows them to showcase and to grant access selectively.Rob Arntsen<br />
  • 38. www.flickr.com/photos/bzedan/356636843<br />www.flickr.com/photos/el_mo/2242435353/<br />http://images.cdn.fotopedia.com/flickr-2435054294-original.jpg<br />http://farm1.static.flickr.com/6/85659003_0db06a39e0.jpg<br />

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