Technopedagogical Design of Electronic Learning Portfolios: An Experience with Undergraduate Students
<span>In this article the technopedagogical design of electronic learning portfolios with eighteen undergraduate psychology students is reported. The e-portfolio model is based on the approach of situated learning and authentic assessment, and relies on the metaphors of the portfolio as mirror...
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| Main Authors: | , , |
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| Format: | Book |
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Universidad Autónoma de Baja California,
2012-11-01T00:00:00Z.
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| Online Access: | Connect to this object online. |
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| Summary: | <span>In this article the technopedagogical design of electronic learning portfolios with eighteen undergraduate psychology students is reported. The e-portfolio model is based on the approach of situated learning and authentic assessment, and relies on the metaphors of the portfolio as mirror, map and sonnet. It includes a description of the e-portfolio; the skills and learnings expected of the student; key questions for reflection; minimum input required; the type of evidence or artifacts expected; and the technological resources employed. Examples of the students' reflections and of the self-assessments and co-assessments performed are provided. The findings suggest that e-learning portfolios enable the recovery and systematization of learning productions and experiences, and can function as a tool for monitoring learning as well as for reflection on the individual's own professional identity, personal and academic trajectory.</span> |
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| Item Description: | 1607-4041 |