1. Andrea Ximena Castaño,URV, ES #ECER_2010 Helsinki-Finland 25th August 2010 Pedagogical and digital tool for the tertiary level: thelearning portfolio

2. Witnessing learning

3. Assessment

4. 2 Contexts 2 Experiences Presentation

5. Spain

6. 35,4 come from a professor in particular 36,9% of the initiatives come from a group of professors

7. 51.8% used as a exclusive assessment tool 48.2% mixed with other assessment strategies

8. 17,5% students decided over the structure and design

9. EPORTFOLIO AS A LEARNING EVENT IN THE LATINA COURSE The LATINA course is presented by the LATINA / lab. This is a laboratory for research and production of e-learning for Oslo University College (OUC) and partners. LATINA stands for Learning and Teaching in a Digital World Photo retrieved from www.pedit.hio.no

10. Preparation Workshop Keep them blogging and reflecting Self evaluation criteria Evaluation formal criteria Figure retrieved from http://pedit.hio.no/~latina/wordpress/wp-content/uploads/2008/12/

11. I worked in two ways: writing the resource and presenting it, and it allowed me to learn to pass on information through the web and orally’. Participant. Course Spring 2009

12. EPORTFOLIO INITIATIVE AT THE ROVIRA I VIRGILI UNIVERSITY

13. Main objective of a project 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

14. Education Reality URV

15. EPORTFOLIO INITIATIVE AT THE ROVIRA I VIRGILI UNIVERSITY

16. Formative Assessment

17. IONS TENSI

18. Dicentralized Centralized

19. Dicentralized Centralized Open Close

20. Dicentralized Centralized Open Close Public Private

21. Dicentralized Centralized Open Close Public Private Long Term Short Term

22. Dicentralized Centralized Open Close Public Private Long Term Short Term Choosen Imposed

23. Dicentralized Centralized Open Close Public Private Long Term Short Term Choosen Imposed Institutional control Personal control

24. Reflection Learners will create and Innovate If They Can express ideas and concepts in Space and Through Their Own expertise (Siemens )

25. Interaction 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 )

26. Self-assessment

27. Criteria

28. Learning Learning is personal, it has to occur one learner at a time. The support needed for learners to learn is a critical value point Siemens

29. Monitoring Learning

30. Rubric for an ePortfolio Self – Assesment Matching the learning outcomes of a course? How much should a e-Portfolio be considered a tool for assessment and how much for reflection on learning?

31. Rubric

33. Theportfolio is the source from which students extract material to present digitally for examinationsPresentation of propose for improving of portfolio work with intentions of professional publishing

36. Strategies Provide self-assessment Tutoring and feedback Promote reflection on criteria Stablish and clarify a rubric Stablish a map performance criteria to assignments Develop the curriculum map Blogs as form of presentation portfolios

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

38. www.flickr.com/photos/bzedan/356636843 www.flickr.com/photos/el_mo/2242435353/ http://images.cdn.fotopedia.com/flickr-2435054294-original.jpg http://farm1.static.flickr.com/6/85659003_0db06a39e0.jpg