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Educación a Distancia (EaD)
EducaciĆ³n a distancia. TIC aplicadas a la EaD. elearning, blearning, mlearning, Web 2.0. Tendencias. CUED, Universidad. UNED
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Building a Successful Online eLearning Portfolio | Oct. 15, 2013

Building a Successful Online eLearning Portfolio | Oct. 15, 2013 | Educación a Distancia (EaD) | Scoop.it
In this blog post I discuss the basics of building a successful online eLearning portfolio.

Via Maite Goñi
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vgpascal's curator insight, October 20, 2013 10:02 AM

Comment mettre au point son portfolio : choisi d'outils, y compris Articulate Storyline :-) et conseils pratiques.

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Reflection for Learning

Reflection for Learning | Educación a Distancia (EaD) | Scoop.it

Why Reflect?

 

"It is the language of reflection that deepens our knowledge of who we are in relation to others in a community of learners" (Carole Miller and Juliana Saxton, University of Victoria).

 

What are the pedagogical and physiological foundations of reflection for learning? Why is reflection important for learning? What does the literature say about how reflection supports learning?

 

Reflection for Learning

(https://sites.google.com/site/reflection4learning/Home).

Website desarrollado por Helen Barret (http://electronicportfolios.org/)


Via enrique rubio royo
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AAEEBL's comment, January 21, 2013 4:29 PM
Same old, same old. Seen this hundreds of times. I'd like to see an update. (JWB)
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University e-Portfolios as a New Higher Education Teaching Method.

University e-Portfolios as a New Higher Education Teaching Method. | Educación a Distancia (EaD) | Scoop.it

University e-Portfolios as a New Higher Education Teaching Method. The Development of a Multimedia Educational Material (MEM)J. Ignacio Aguaded, Eloy López-Meneses, Alicia Jaén MartínezRUSC. Revista de Universidad y Sociedad del Conocimiento, Vol. 10, No 1 (January 2013)


Via Alfredo Corell
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Alfredo Corell's curator insight, January 25, 2013 11:41 AM
Abstract

The new European university context requires a methodological and evaluative shift towards active didactic, socio-constructive and investigative perspectives that are student-centred. This study describes the learning setting, the results and the conclusions of an innovative practical exercise carried out by first-year students on two different degree courses at an Andalusian university, using e-portfolios set up for group work and implemented through an edublog. The study's main aim is to establish the most significant achievements, problems and evidence that emerge from this didactic group project. The project includes the design and implementation of a multimedia educational material (MEM), and involves the students in didactic planning and self-assessment processes. The conclusions show that the e-portfolio is a didactic method that fully integrates teaching, learning and assessment into a continuum by allowing students to work together didactically on such aspects. This methodological alternative also greatly helps the lecturer in his/her understanding of the students' learning processes, the working methods of his/her classes, the problems associated with team working, the information sources that students use, and the tutoring and learning-assessment processes. Lastly, the e-portfolio enables the future social educators' levels of didactic comprehension and professional-competency acquisition to be gauged.

 

LINK to pdf:

http://rusc.uoc.edu/ojs/index.php/rusc/article/view/v10n1-aguaded-lopez-jaen/v10n1-aguaded-lopez-jaen-en