Portefólios electrónicos: um duplo desafio para os professores
A presente publicação aborda a problemática da utilização de portefólios digitais em contexto educativo e constitui uma das últimas actividades de disseminação do projecto Digifolio - Portfolio Digital como estratégia de desenvolvimento profissional dos professores, um projecto Comenius/Socrates que decorreu entre 2005 e 2008 e envolveu universidades e instituições de formação de professores de diferentes países europeus.
Tendo como núcleo central a reflexão sobre as potencialidades dos portefólios e das tecnologias digitais numa óptica de desenvolvimento profissional de professores, o projecto viria a terminar com a realização de um seminário internacional que tinha como objectivo dar a conhecer o trabalho desenvolvido, permitindo também que outros profissionais da educação contribuíssem com os seus testemunhos e reflexões sobre a referida problemática.
Embora nesta publicação apenas tenha sido possível incluir uma parte das comunicações apresentadas no encontro, parece-nos ser um conjunto representativo das reflexões e troca de ideias que aí puderam fazer os cerca de oitenta participantes oriundos de cerca de uma dezena de países onde a problemática dos portefólios electrónicos para fins educativos começa a estar na agenda do dia.
De facto, embora seja ainda muito ténue a experiência de utilização das tecnologias digitais ao serviço da criação e construção de portefólios em terreno educativo, como foi possível constatar no primeiro trabalho de levantamento e sistematização realizado nos diferentes países que integram o projecto Digifolio (Costa, Rodrigues & Peralta, 2006), são claros os sinais que apontam nessas direcção, pelo menos ao nível do discurso oficial e tanto para professores como para os próprios alunos.
Apesar das reconhecidas potencialidades nomeadamente em termos de estratégias de aprendizagem e de avaliação alternativas ao modo como tradicionalmente se organiza o trabalho escolar, na prática são diversas as dificuldades emergentes, uma vez que à óbvia exigência que a utilização de portefólios só por si implica, se vêm agora juntar as dificuldades resultantes do recurso às tecnologias digitais para a sua consecução.
Dificuldades que se colocam sobretudo aos professores que, não tendo tido preparação específica para a utilização pedagógica das novas tecnologias, necessitarão de um investimento suplementar tendo em vista o domínio das tecnologias e a compreensão de como elas poderão ajudar a alcançar os objectivos de aprendizagem delineados com a utilização desses portefólios.
É nessa linha que gostaríamos que esta obra fosse entendida, ou seja, a de permitir a reflexão quer sobre as potencialidades da utilização de portefólios ao serviço da aprendizagem, quer sobre o modo como as tecnologias digitais poderão servir esse objectivo.
Naturalmente que com abordagens e focos diferenciados e tendo como como referência contextos também muito diferentes, esperamos que os textos que a seguir se apresentam possam contribuir para a reflexão neste domínio e sejam também, no seu conjunto, um bom indicador do grau de concretização destas novas formas de ensinar e aprender.
No Capítulo 1 (Educational potential of electronic portfolios: from student learning to teacher professional )development), Maria João Gomes introduz a temática fazendo-nos perceber a importância de os portefólios serem uma estratégia de trabalho tanto para professores como para alunos e que, apesar de terem objectivos diferenciados, acabam por constituir uma oportunidade de aprendizagem em comum.
A seguir, no Capítulo 2 (Theoretical approach to the digital portfolio: a strategic method of knowledge management in the university), Maria Isabel Valdizán Garcia and Julio Mata Melo situam a problemática dos portefólios ao nível da universidade como resposta aos processos de
The consolidation of school inclusion paradigm requires changes in education systems to ensure access and learning for all students. The adjustments are one of these fronts and offer flexibility to the curriculum access, but it also requires that teachers are able to do so. In this context, continuing education programs – face and distance learning – have enabled to empower educators to carry out curricular adjustments according to the students` differences. This study aimed to identify what education professionals said about curriculum adaptations and compare whether groups with different experiences differed on how to implement them. Nine hundred and four school workers enrolled in distance teaching continuing program responded to an electronic questionnaire about curriculum adjustments. The collected data were submitted to descriptive and statistical analysis. As a result, significant differences were found among different groups of Regular Education for the categories “Significant adjustment score” and “total of adjustments” while the Special Education groups presented differences only in “Significant adjustment score”. There was also positive and weak correlation between “time experience” and the categories of “adjustments”. The findings suggest that the time of professional experience favors curricular adjustments, but other factors that corroborated for the execution of these practices should be investigated.
The consolidation of school inclusion paradigm requires changes in education systems to ensure access and learning for all students. The adjustments are one of these fronts and offer flexibility to the curriculum access, but it also requires that teachers are able to do so. In this context, continuing education programs – face and distance learning – have enabled to empower educators to carry out curricular adjustments according to the students` differences. This study aimed to identify what education professionals said about curriculum adaptations and compare whether groups with different experiences differed on how to implement them. Nine hundred and four school workers enrolled in distance teaching continuing program responded to an electronic questionnaire about curriculum adjustments. The collected data were submitted to descriptive and statistical analysis. As a result, significant differences were found among different groups of Regular Education for the categories “Significant adjustment score” and “total of adjustments” while the Special Education groups presented differences only in “Significant adjustment score”. There was also positive and weak correlation between “time experience” and the categories of “adjustments”. The findings suggest that the time of professional experience favors curricular adjustments, but other factors that corroborated for the execution of these practices should be investigated.
Hållbara attraktiva boenden med social hänsyn och social ekonomiJonas Lagander
Rapport till Motala kommun med rekommendationer gällande markanvisning med social hänsyn, byggemenskaper, kooperativa hyresrättsföreningar, "community land trusts" och olika former av ekologiskt boende.
Mer info på www.motala.se/socialekonomi
Riel Miller educacao a distancia sociedade da informação
Connecting Research and Policy in the Digital Economy: Possibility Space Scenarios & 21st Century Transitions
As transformações oportunizadas pelo século XXI
João Jose Saraiva da Fonseca
http://joaojosefonseca1.blogspot.com/
Social Media Tagging Cheatsheet: How to Tag Users on Twitter, Facebook, Linke...Ann Smarty
Here's a quick cheatsheet showing how to tag users on Twitter, Facebook, Instagram, Linkedin, and Google Plus. Please tag only when it makes sense: Don't spam! Examples of cases when it makes sense: When you quoted this person, when you referred to that person in an article, when you met the person in the conference and have uploaded a photo of you two, etc.
Thoughtful social media tagging is crucial for relationship building! You want those influencers to see your visual quote: By tagging, you send them a notification (in many cases it will come through the social media dashboard as well as an email!)
Embedding SoTL, Diversity and Inclusivity at the Course, Program and Institut...CatherineOMahony7
Embedding SoTL in an institution does not happen overnight. Neither does the alignment of SoTL with principles of diversity and inclusivity happen by chance. This panel discussion will share the story of how faculty and staff at University College Cork (UCC) Ireland have worked together to embed SoTL and embrace principles of diversity and inclusion as a SoTL lever. We have been working with SoTL principles for over twenty years and have developed a number of long-term initiatives that have brought about transformational change at course, program, disciplinary and institutional levels, while embracing principles of diversity and inclusivity.
Three panelists address the following questions in an Irish university context:
(i) How can we use professional development (CPD) to spearhead pedagogical, disciplinary and institutional transformation?
(ii) How can we embed diversity and inclusion at the level of the curriculum in sustainable and effective ways to maximize staff and student learning? LL
(iii) How can we ensure that there is sustained commitment at the institutional level towards supporting and embedding inclusive principles across the university and beyond?
(iv) How does a SoTL perspective pervade and inform these questions? At the pedagogical and curriculum levels, for example, we have embraced principles of Universal Design for Learning (UDL) to inform and advance diverse and inclusive practice.
This is achieved in a number of ways:
(i) through the rolling out a suite of online accredited programmes for faculty in the field of teaching and learning in higher education;
(ii) through the option to take a digital badge in UDL;
(iii) through a generic series of virtual and face to face CPD sessions for faculty and staff. All of these initiatives are run by the Centre for the Integration of Research, Teaching and Learning (CIRTL) which is dynamically related to the Colleges and Faculties of the university, through its champions and teaching fellows. We have also pursued alignment at the institutional level through ensuring that teaching and learning remains a central tenet of the Strategic Plan of the university. CIRTL is also part of a wider ambit that includes collaboration with other centres, such as Digital Education, Equality, Diversity and Inclusion (EDI) and Inclusive UCC. Each panelist will address one of the questions above, while all will address the SoTL imperative.
Authors: Roni (Aharon) Aviram, Yael Ronen, Smadar Somekh, Amir Winer, Ariel Sarid.
This article reviews the development process of the pedagogical vision and model of iClass, a self-regulated personalized learning project (SRPL) aimed at developing an innovative system adapted to the needs of individuals. The conceptual methodology that guided this process is unique in its attempt to structure the development for attaining coherent pedagogical results.
Hållbara attraktiva boenden med social hänsyn och social ekonomiJonas Lagander
Rapport till Motala kommun med rekommendationer gällande markanvisning med social hänsyn, byggemenskaper, kooperativa hyresrättsföreningar, "community land trusts" och olika former av ekologiskt boende.
Mer info på www.motala.se/socialekonomi
Riel Miller educacao a distancia sociedade da informação
Connecting Research and Policy in the Digital Economy: Possibility Space Scenarios & 21st Century Transitions
As transformações oportunizadas pelo século XXI
João Jose Saraiva da Fonseca
http://joaojosefonseca1.blogspot.com/
Social Media Tagging Cheatsheet: How to Tag Users on Twitter, Facebook, Linke...Ann Smarty
Here's a quick cheatsheet showing how to tag users on Twitter, Facebook, Instagram, Linkedin, and Google Plus. Please tag only when it makes sense: Don't spam! Examples of cases when it makes sense: When you quoted this person, when you referred to that person in an article, when you met the person in the conference and have uploaded a photo of you two, etc.
Thoughtful social media tagging is crucial for relationship building! You want those influencers to see your visual quote: By tagging, you send them a notification (in many cases it will come through the social media dashboard as well as an email!)
Embedding SoTL, Diversity and Inclusivity at the Course, Program and Institut...CatherineOMahony7
Embedding SoTL in an institution does not happen overnight. Neither does the alignment of SoTL with principles of diversity and inclusivity happen by chance. This panel discussion will share the story of how faculty and staff at University College Cork (UCC) Ireland have worked together to embed SoTL and embrace principles of diversity and inclusion as a SoTL lever. We have been working with SoTL principles for over twenty years and have developed a number of long-term initiatives that have brought about transformational change at course, program, disciplinary and institutional levels, while embracing principles of diversity and inclusivity.
Three panelists address the following questions in an Irish university context:
(i) How can we use professional development (CPD) to spearhead pedagogical, disciplinary and institutional transformation?
(ii) How can we embed diversity and inclusion at the level of the curriculum in sustainable and effective ways to maximize staff and student learning? LL
(iii) How can we ensure that there is sustained commitment at the institutional level towards supporting and embedding inclusive principles across the university and beyond?
(iv) How does a SoTL perspective pervade and inform these questions? At the pedagogical and curriculum levels, for example, we have embraced principles of Universal Design for Learning (UDL) to inform and advance diverse and inclusive practice.
This is achieved in a number of ways:
(i) through the rolling out a suite of online accredited programmes for faculty in the field of teaching and learning in higher education;
(ii) through the option to take a digital badge in UDL;
(iii) through a generic series of virtual and face to face CPD sessions for faculty and staff. All of these initiatives are run by the Centre for the Integration of Research, Teaching and Learning (CIRTL) which is dynamically related to the Colleges and Faculties of the university, through its champions and teaching fellows. We have also pursued alignment at the institutional level through ensuring that teaching and learning remains a central tenet of the Strategic Plan of the university. CIRTL is also part of a wider ambit that includes collaboration with other centres, such as Digital Education, Equality, Diversity and Inclusion (EDI) and Inclusive UCC. Each panelist will address one of the questions above, while all will address the SoTL imperative.
Authors: Roni (Aharon) Aviram, Yael Ronen, Smadar Somekh, Amir Winer, Ariel Sarid.
This article reviews the development process of the pedagogical vision and model of iClass, a self-regulated personalized learning project (SRPL) aimed at developing an innovative system adapted to the needs of individuals. The conceptual methodology that guided this process is unique in its attempt to structure the development for attaining coherent pedagogical results.
Technology in teaching and learning in the lifelong learning sector - researc...Sean Murricane
We all know that technology is changing our learning institutions. Lifelong Learning UK commissioned Pontydysgu to undertake some research to ascertain how technology is changing teaching and learning – and make some recommendations for what we should do about it.
Taken from the schools workshop held at the Erasmus+ UK 'My Story' Annual Conference 2015. Originally presented by Liz Neil, programme lead for schools at the Erasmus+ UK National Agency.
Topics in this presentation include an overview of the Erasmus+ 2016 programme for schools, how eTwinning and the School Education Gateway complement your Erasmus+ project and linking Erasmus+ with a European Development Plan.
This e-guide is addressed to professional trainers and educators willing to extend and develop their knowledge and awareness in the field of digital training, more particularly when delivering through an e-learning platform.
The Guide is a product made thanks to the DIGITAL-S in rural Areas project.
The project is carrying out by 5 partners: CEIPES – International Centre for the Promotion of Education and Development (Italy), Familles Rurales (France), SSW Collegium Balticum (Poland), INFODEF- Instituto para el Fomento del Desarrollo y la Formación (Spain) and CPIP – Center for promoting lifelong learning (Romania) and it is funded by the European Commission within Erasmus+ programme, Key Action 2 (Strategic Partnership for Innovation, Exchange of good practices and for adult education).
DIGITAL-S aims to experiment and develop the effective use of ICTs for trainers willing to keep pace with digital technology in the field of training. The project will particularly focus on distance education learning for adult learners from rural areas having urgent specific needs to enhance their digital skills as an essential European key skill.
Practical examples of introducing ICTs in a higher education institutionMagda Barnard
This is a presentation about my work at Stellenbosch University in South Africa. It was presented as a digital presentation at HELTASA 2014 in Bloemfontein.
Similar to E Portfolioin Education Joao Jose Saraiva Da Fonseca (20)
A Avaliação da Aprendizagem em Educação à Distância. Dr. Stella C.S. Porto. Graduate School – UMUC. (IC/UFF)
Disponibilizado originalmente no portal
http://www.abed.org.br/congresso2002/minicursos/08/congresso/frame.htm
Joao Jose Saraiva da Fonseca
http://www.joaojosefonseca1.blogspot.com/
avaliação educação educação a distancia novas tecnologias da informação e comunicação
joao jose saraiva da fonseca
http://www.joaojosefonseca1.blogspot.com/
Rumo à diferenciação dos conteúdos escolares: o ensino e aprendizagem de conceitos, procedimentos e atitudes
Texto elaborado por João José saraiva da Fonseca
http://www.joaojosefonseca1.blogspot.com/
Existe na atualidade uma tendência para a ampliação e a diferenciação dos conteúdos escolares. Essa tendência surge associada a uma reformulação e reconsideração profunda do conceito de conteúdo, do que significa ensinar e aprender conteúdos específicos e do papel que desempenham as aprendizagens escolares nos processos de desenvolvimento e socialização dos seres humanos. As propostas elaboradas em concordância com essas idéias, ao mesmo tempo que destacam o papel da atividade construtiva do aluno, destacam a aprendizagem de fatos e conceitos considerados como um tipo de conteúdo e outros conteúdos tais como os procedimentos e as atitudes.
O aluno aprenderá simultaneamente conceitos, procedimentos e atitudes. No entanto, o aluno não aprende da mesma forma todos esses conteúdos e não seria adequado que fossem abordados da mesma forma.
educacao a distancia novas tecnologias em educacao
EL ENFOQUE SOCIOCULTURAL EN EL DISEÑO Y CONSTRUCCIÓN DE UNA COMUNIDAD DE APRENDIZAJE
THE SOCIOCULTURAL APPROACH IN THE DESIGN AND
CONSTRUCTION OF A LEARNING COMMUNITY
Comunidade De Pratica
http://joaojosefonseca1.blogspot.com/
joao jose saraiva da fonseca
Educação a distância: o contexto joao jose saraiva da fonseca
Partilho com vocês uma apresentação que fiz a propósito da semana acadêmica das Faculdades INTA, na qual tento traçar uma relação entre as educação a distância e a sociedade de nossos dias. Esta apresentação, foi o primeiro passo de um trabalho desenvolvido pelos alunos no âmbito da compreensão de que a educação a distância surge no âmbito de um ambiente polítivo, econômico e social especifico.
Toys to Tools: Connecting Student Cell Phones to Education
Liz Kolb
http://joaojosefonseca1.blogspot.com/
Joao Jose Saraiva da Fonseca
Educacao a distancia
Desenho de Interfaces educacao a distancia desenho de interfaces
Producao de conteudos para educacao a distancia
The user interface is the system which helps users communicate with the computer system and/or the application system
http://joaojosefonseca1.blogspot.com
João José Saraiva da Fonseca
Perfil do profissional para educacao a distancia
Web design
design instrucional
joao jose saraiva da fonseca
http://joaojosefonseca1.blogspot.com/
Estou disponibilizando uma proposta de perfil para um profissional que desempenhe as funções numa intersecção entre o “web design” e o “design instrucional” para educação a distância.
E Portfolioin Education Joao Jose Saraiva Da Fonseca
1. E PORTFOLIOINEDUCATION
‑
PRACTICES AND REFLECTIONS
Edited by
Fernando Albuquerque Costa
Maria Adelina Laranjeiro e P o r t f o l i o i n ed ucation
‑
Practices and reflections
Associação de Professores de Sintra | 2008
2. e P o r t f o l i o i n ed ucation
‑
Practices and reflections
3. E PORTFOLIOINEDUCATION
‑
PRACTICES AND REFLECTIONS
Edited by
Fernando Albuquerque Costa
Maria Adelina Laranjeiro
Associação de Professores de Sintra | 2008
5. This publication has been carried out with the support of the European Commis‑
sion in the framework of the Project “Digital portfolio as a strategy for teachers’
professional development” (Socrates Programme). It reflects the views only of
the authors and the Commission cannot be held responsible for any use which
may be made of the information contained therein.
It can be ordered from Associação de Professores de Sintra, Praceta Francisco
Ramos Costa, 13 C, Tapada das Mercês, 2725‑579 Mem Martins, Portugal
6. CONTENTS
Introduction — Electronic Portfolios: a double challenge 009
for teachers
Fernando Albuquerque Costa & Maria Adelina Laranjeiro
Chapter 1 · Educational potential of e‑portfolios: 013
from student learning to teacher professional development
Maria João Gomes
Chapter 2 · A theoretical approach to the digital portfolio: 021
a strategic method of knowledge management in the university
Maria Isabel Valdizán Garcia & Julio Mata Melo
Chapter 3 · The experience of a digital teaching portfolio 037
as an orientation factor at the University of Burgos
Maria Sonia Frías González & Beatriz Izquierdo Ramírez
Chapter 4 · ePortfolios and eArgumentation 053
Maria José Loureiro, António Moreira & Maria João Gomes
Chapter 5 · Digital portfolio as a strategy towards teachers’ 061
professional development
Maria Adelina Laranjeiro, Cristovalina Afonso & João Carlos Sousa
Chapter 6 · Digital portfolio as a strategy for teacher’s professional 067
development: lessons learned from an international course
Ruben Jans & Valère Awouters
Chapter 7 · Analysing ICT tools for portfolio educational goals 075
Fernando Albuquerque Costa & Elisabete Cruz
7. Chapter 8 · ePEARL: Supporting learning using 083
electronic portfolios
Anne Wade, Philip C. Abrami, Elizabeth Meyer & Beverley White
Chapter 9 · Using the digital portfolio as support 095
in eyewitness subjects
Juan Casanova Correa, Francisco Pavón Rabasco & Montserrat Vargas Vergara
Chapter 10 · The use of digital portfolio in Portugal 105
Fernando Albuquerque Costa, Maria Ângela Rodrigues,
Maria Helena Peralta & Mónica Raleiras
8. INTRODUCTION
ELECTRONICPORTFOLIOS
A DOUBLE CHALLENGE FOR TEACHERS
The present publication addresses the use of digital portfolios in education‑
al context and it is one of the latest dissemination activities of the Digifolio
project – Digital Portfolio as a strategy for teachers’ professional development,
a COMENIUS 2.1 project which was carried out between 2005 and 2008. It in‑
volved several universities and teacher training institutions from five different
European countries.
The project, which main focus was the reflection on the potentialities of port‑
folios and digital technologies in the perspective of teachers’ professional devel‑
opment, came to its end with an international seminar which aimed at dissemi‑
nating the work produced in the frame of a previous teachers training course, as
well as allowing and welcoming the contribution of other education professionals
with their practices and reflections on the above‑mentioned thematic.
Although it was impossible to include in this publication all the papers pre‑
sented at the international seminar, we consider the present compilation a
meaningful set of the ideas exchanged and of the reflections produced, during
the seminar, by the more than a hundred participants who came from thirteen
countries where the subject of digital portfolios used for educational purposes
starts being in the centre of most educational discussions.
In fact, though the experience of using digital technologies for design‑
ing and building educational portfolios is still incipient, as it was possible to
confirm in the first research survey and systematizing work carried out in the
different countries involved in Digifolio project (Costa, Rodrigues & Peralta,
2006), there are clear evidences of the interest on digital portfolios in Educa‑
tion, at least in what concerns the official policies concerning either to teach‑
ers or to students.
In spite of their recognized potentialities, namely as an alternative learn‑
ing and assessment strategy in relation to the traditional school work orga‑
nization, there are emergent difficulties not only related with the exigency
introduction · 9
9. imposed by the use of portfolios but also those arising from the use of digital
technologies for their accomplishment.
These difficulties are specially felt by the teachers who didn’t have a spe‑
cific training in the use of new technologies for pedagogical purposes and
need an added investment in order to develop the required competencies al‑
lowing them to use and understand how technologies can help to achieve the
designed learning objectives with the use of portfolios.
Thus, this publication must be read keeping in mind this perspective, al‑
lowing both the reflection upon the potentialities of the portfolios in the learn‑
ing process and the way digital technologies can help to attain that aim.
With diversified approaches and different foci, having as reference very
different contexts, we hope the texts now presented can somehow contribute
to the reflection on this subject, being at the same time a good indicator of the
concretization level of these new ways of teaching and learning.
In the first Chapter (Educational potential of e‑portfolios: from student learn‑
ing to teacher professional development), Maria João Gomes introduces the
subject stressing the fact that portfolios are a work strategy both for teach‑
ers and students and even though used with different aims they are a com‑
mon learning opportunity.
In Chapter 2 (A theoretical approach to the digital portfolio: a strategic method
of knowledge management in the university), Maria Isabel Valdizán Garcia and
Julio Mata Melo deal with the subject of portfolios at university level as a re‑
sponse to the traditional learning and teaching processes and to the challenge
imposed by the digital technologies in what concerns the access to knowl‑
edge, highlighting their enormous potential in this same specific aspect.
In Chapter 3 (The experience of a digital teaching portfolio as an orientation
factor at the University of Burgos), Maria Sonia Frí