Los portafolios digitales grupales: un estudio diacrónico en la Universidad Pablo Olavide (2009-2015) = The group e-portfolio: A diachronic study at University Pablo de Olavide in Spain (2009-2015)

Eloy López Meneses, Esteban Vázquez-Cano, Alicia Jaén Martínez

Resumen


Resumen: En esta investigación se analizan las experiencias de innovación educativa de 607 estudiantes procedentes de los grados de Educación Social y Trabajo social en la Universidad Pablo de Olavide de Sevilla (España) durante seis cursos académicos (2009-2015). Estas experiencias consisten en el empleo de portafolios grupales dentro y fuera de las clases con el objeto de que propio estudiante pueda valorar sus logros, las dificultades y las evidencias en el diseño y desarrollo de materiales educativos multimedia para la prevención y concienciación social sobre colectivos vulnerables y en riesgo social. Los resultados obtenidos, a través de una metodología de corte cualitativo, evidencian que los portafolios electrónicos grupales mejoran la capacidad de los estudiantes para trabajar colaborativamente, permiten la autorreflexión sobre el error, facilitan la autoevaluación y evidencian el progreso académico. Los estudiantes consideran que una de las principales limitaciones para desarrollar este tipo de portafolio es el tiempo que tiene que emplearse en su desarrollo. Finalmente, consideramos que esta herramienta puede resultar de especial interés para mejorar las estrategias didácticas, permite analizar las prácticas educativas y promover el desarrollo profesional y la evaluación formativa para la mejora de la Educación Superior.

Abstract: The present research analyzes the experiences in educational innovation of 607 students from Social Educator and Social Work University degrees at the University Pablo de Olavide in Seville, Spain, over six academic years (2009 to 2015). These experiences consist of the use of group e-portfolios inside and outside the classrooms, which were applied by the students to verify the achievements, difficulties, and most relevant evidence in the planning and implementation of a multimedia educational material (MEM) aimed at prevention and social awareness, with emphasis on social groups at risk and social vulnerability. The results, obtained by using a qualitative methodology, support that group e-portfolios improve the capacity of students to work collaboratively, enable an awareness of their own mistakes, facilitate their self-assessment, and provide evidence of their academic progress. Students consider the considerable time and effort needed to implement group e-portfolios as among the limitations of their use. Finally, we found that these educational tools could be useful instruments for enhancing teaching strategies, analyzing the educational praxis, and promoting professional development and formative evaluation toward improving higher education.


Texto completo:

PDF

Referencias


Abrami, Philip C. y Barrett, Hellen. C. (2005). Directions for research and development on electronic portfolios. Canadian Journal of Learning and Technology, vol. 31, n. 3, p. 115.

Abrami, Philip C.; Wade, Anne., Pillay; Vanitha., Aslan; Ofra, Bures; Eva M. y Bentley, Caitilin. (2008). Encouraging self-regulated learning through electronic portfolios. Canadian Journal of Learning and Technology/La Revue Canadienne de Lapprentissage et de La Technologie, vol. 34, n. 3. Disponible en https://www.cjlt.ca/index.php/cjlt/article/view/26414/19596

Aguaded, José Ignacio; López-Meneses, Eloy y Alonso, Laura (2010). Formación del profesorado y software social. ESE: Estudios sobre Educación, n. 18, p. 97-114.

Aguaded, José Ignacio; López-Meneses, Eloy y Jaén, Alicia (2013). Portafolios electrónicos universitarios para una nueva metodología de enseñanza superior. Desarrollo de un material educativo multimedia (MEM). Revista de Universidad y Sociedad del Conocimiento (RUSC), vol. 10, n. 1, p. 7-28.

Barnett, Ronald; Parry, Gareth y Coate, Kelly (2001). Conceptualising curriculum change. Teaching in Higher Education, vol. 6, n. 4, p. 435- 449.

Barberà, Elena (2008). El estilo e-portafolio. Barcelona: UOC.

Barrett, Helen (2000). Electronic teaching portfolios: Mulitmedia skills + portfolio development t=powerful professional development. Association for the Advancement of Computing in Education (AACE). Disponible en http://electronicportfolios.com/portfolios/site2000.html

Barrett, Helen (2006). Using electronic Portfolios for Formative/Classroom-Based Assessment. Connected Newsletter, vol. 13, n. 2, p. 4-6.

Cambridge, Darren (2010). Eportfolios for lifelong learning and assessment. San Francisco, CA: Jossey Bass.

Chen, Helen y Light, Tracy (2010). Electronic portfolios and student success: Effectiveness, efficiency and learning. Washington, D.C.: Association of American Colleges and Universities.

Coffey, Urszula y Ashford-Rowe, Kevin (2014). The changing landscape of ePortfolios: A case study in one Australian university. Australasian Journal of Educational Technology, vol. 30, n. 3, p. 284-294.

Darling-Hammond, Linda y Snyder, Jon (2000). Authentic assessment of teaching in context. Teaching and Teacher Education, vol. 16, n. 5-6, p. 523-545.

Farmer, Brett; Yue, Audery y Brooks, Claire (2008). Using blogging for higher order learning in large cohort university teaching: A case study. Australasian Journal of Educational Technology,vol.24, n. 2, p.123-136.

Flick, Uwe (2004). Introducción a la investigación cualitativa. Madrid: Morata.

Guash, Teresa; Guàrdia, Lourdes y Barberà, Elena (2009). Prácticas del portafolio electrónico en el ámbito universitario del Estado Español. RED. Revista de Educación a Distancia, vol. 8, p. 1-11.

Harland, Tony (2005). Developing a Portfolio to Promote Authentic Enquiry in Teacher Education. Teaching in Higher Education, vol.10, n. 3, p. 327-337.

Hart, Jane (2015).The Top 100 Tools for Learning 2011 List. Centre for Learning and Performance Technologies. (C4PLT). Retrieved fromhttp://c4lpt.co.uk/top100tools/

Hughes, Julie (2009). Becoming eportfolio learners and teachers. En Darren Cambridge, Barbara Cambridge y Kathleen Yancey (edit). Electronic Portfolios 2.0: emergent research on implementation and impact. USA: Stylus Publishing

Iglesias, Montserrat (2013). Practical Implications of a Constructivist Approach to EFL Teaching in a Higher Education Context. Journal of University Teaching and Learning Practice, vol. 10, artículo, 2.

Imhof, Margaret y Picard, Christin (2009). Views on using portfolio in teacher education. Teaching and Teacher Education, vol. 25, n. 1, p. 149-154.

Jarauta, Beatriz y Bozu, Zoia (2013). Portafolio docente y formación pedagógica inicial del profesorado universitario. Un estudio cualitativo en la Universidad de Barcelona. Educación XX1, vol. 16, n. 2, p. 343-362.

Joyes, Gordon; Gray, Lisa y Hartnell-Young, Elisabeth (2010). Effective practice with e-portfolios: How can the UK experience inform implementation? Australasian Journal of Educational Technology, vol. 26, n. 1, p. 15-27.

Klenowski, Val (2005). Desarrollo de portafolios para el aprendizaje y la evaluación. Madrid: Narcea.

Klenowski, Val; Askew, Sue y Carnell, Eillen (2006). Portafolios for learning, assessment, and professional development in higher education. Assessment y Evaluation in Higher Education, vol. 31, n. 3, 267-286.

Lam, Ricky y Lee, Icy (2010). Balancing the dual functions of portfolio assessment. ELT Journal, vol. 64, n. 1, p. 54-64.

López-Fernández, Olazt y Rodríguez-Illera, José L. (2009). Investigating university students adaptation to a digital learner course portfolio. Computers y Education, vol. 52, n. 3, p. 608-616.

López-Meneses, Eloy (2012). Educador Social, Web 2.0 y Actitud 2.0. Madrid: Editorial Académica Española.

López-Meneses, Eloy y Vázquez-Cano, Esteban (2013). WEB 2.0 Tools for social Educator training in Higher Education. International Journal of Research In Social Sciences, vol. 3, n. 2, p.1-13.

Love, Douglas; McKean, Gerry y Gathercoal, Paul (2004). Portfolios to webfolios and beyond: Levels of maturation. EDUCAUSE Quarterly, vol. 27, n. 2, p. 24-37.

Miles, Matthew y Huberman, Michael (1994). Qualitative data analysis: an expanded sourcebook. Newbury Park, CA, Sage.

Miller, Ross y Morgane, Wende (2009). The benefits of e-portfolios for students and faculty in their own words. AACyU, 8-12. Disponible en https://www.aacu.org/publications-research/periodicals/benefits-e-portfolios-students-and-faculty-their-own-words

Moreno-Fernández, Olga y Moreno-Crespo, Pilar (2017). El portafolio digital como herramienta didáctica: una evaluación crítica de fortalezas y debilidades. Revista de Humanidades, n. 30, artículo 1, Disponible en http://www.revistadehumanidades.com/articulos/131-el-portafolio-digital-como-herramienta-didactica-una-evaluacion-critica-de-fortalezas-y-debilidades

OKeeffe, Muireann y Donnelly, Roisin (2013). Exploration of ePortfolios for Adding Value and Deepening Student Learning in Contemporary Higher Education. International Journal of ePortfolio, vol. 3 n. 1, p. 1-11.

Paulson, Leon; Paulson, Pearl y Meyer, Carol. (1991). What makes a portfolio a portfolio? Educational Leadership, vol. 48, n. 5, p. 60-63.

Parkes, Kelly; Dredger, Katie y Hicks, David (2013). ePortfolio as a Measure of Reflective Practice. International Journal of ePortfolio, vol. 3, n. 2, p. 99-115.

Parkes, Kelly y Kajder, Sara (2010). Eliciting and assessing reflective practice: A case study in web 2.0 technologies. International Journal of Teaching and Learning in Higher Education, vol. 22, n. 2, p. 218-228.

Poyatos, Cristina y Allan, Cameron (2004). The use of learning portfolios to develop generic skills: An evaluative case study with on-line Industrial Relations students. Australian Journal of Adult Learning, vol. 44, n. 1, p. 6-26.

Rey Sánchez, Erenesto (2015). El uso del portafolio como recurso metodológico y autoevaluativo en el área del conocimiento del medio. Tesis doctoral. Universidad de Córdoba. Disponible en http://helvia.uco.es/xmlui/handle/10396/12764

Shroff, Ronnie. H.; Ng, Eugenia y Deneen, Christopher (2011). Analysis of the technology acceptance model in examining students' behavioral intention to use an electronic portfolio system. Australasian Journal of Educational Technology, vol. 27, n. 4, p. 600-618.

Stefani, Lorraine; Mason, Robin y Pegler, Chris (2007). The educational potential of e-portfolios. Supporting personal development and reflective learning. New York: Routledge.

Tillema, Harm y Smith, Kari (2007). Portfolio appraisal: In search of criteria. Teaching and Teacher Education, vol. 23, n. 4, p. 442-456.

Trent, John; Shroff, Ronnie H. (2013). Technology, identity, and community: The role of electronic teaching portfolios in becoming a teacher. Technology, Pedagogy and Education, vol. 22, n. 1, 3-20.

Tubaishat, Addallah (2015). Can e-portfolio improve students readiness to find an IT Career? Issues in Informing Science and Information Technology, vol. 12, p. 198-202.

Vázquez-Cano, Esteban; López Meneses, Eloy y Fernández Márquez, Esther (2013). Concept Mapping For Developing Competencies in European Higher Education Area. International Journal of Humanities and Social Science, vol. 3, n. 15, p, 1-12.

Vázquez-Cano, Esteban López Meneses, Eloy y Sánchez-Serrano, José (2015). Analysis of social worker and educator's areas of intervention through multimedia concept maps and online discussion forums in Higher Education. Electronic Journal of e-Learning, vol. 13, n. 5, p. 333-346.

Vázquez-Cano, Esteban; López Meneses, Eloy y Fernández-Márquez, Esther (2016a). Análisis diacrónico de la percepción del estudiantado sobre la sociedad de la información con software social. Revista de Didáctica, Innovación y Multimedia, 33. Disponible en http://dim.pangea.org/revista33.htm

Vázquez-Cano, Esteban; López Meneses, Eloy y Fernández Márquez, Esther (2016b). Les concepcions de l'estudiantat d'Educació Social i Treball Social de la Universitat Pablo de Olavide sobre els àmbits d'intervenció a través dels mapes conceptuals multimèdia. Educació Social. Revista d'Intervenció Socioeducativa, vol. 62, p. 43-57.

Welsh, Elaine (2002). Dealing with data: Using NVivo in the qualitative data analysis process. Forum Qualitative Sozialforschung, 3(2), 1-9.

Xu, Jianzhong (2003). Promoting School-Centered Professional Development through Teaching Portfolios: A Case Study. Journal of Teacher Education, vol. 54, n. 4, p. 347-361.




DOI: http://dx.doi.org/10.5944/rdh.31.2017.19076

Enlaces refback

  • No hay ningún enlace refback.


Revista de Humanidades

Universidad Nacional de Educación a Distancia (UNED)
Centro Asociado de Sevilla
Avda. San Juan de la Cruz, 40
41006 Sevilla (España)

Teléfono: (+34) 954 12 95 90 / Fax: (+34) 954 12 95 91
E-mail: rdh@sevilla.uned.es

http://www.revistadehumanidades.com

Siguenos en:

             

   Sello de Calidad FECYT 2016:

  

   Indizada en: