Diseño de una ruta pedagógica para la evaluación de competencias a través del portfolio electrónico en entornos distribuidos y heterogéneos de aprendizaje/Design of a pedagogical route for the evaluation of competencies through the electronic portfolio in distributed and heterogenous environments of learning

Abstract

RESUMENEl presente artículo da cuenta de la ruta pedagógica para la evaluación de competencias a través de portfolios electrónicos en ambientes heterogéneos y distribuidos de aprendizaje dentro de la segunda fase de una investigación realizada por la Universidad de Valladolid y la Universidad Cooperativa de Colombia con estudiantes y profesores en dos ciudades. Se emplea el método ADRION con un enfoque interdisciplinario que articulan los campos de la ingeniería y la educación. En la primera fase se diseñaron y ejecutaron situaciones de aprendizaje en ambientes heterogéneos y distribuidos con la plataforma ILDE para estudiantes universitarios en cuatro grupos de diferentes campos de conocimiento (Cortes, Paez, Quintana, Recio, & Montero, 2017). A partir de los resultados se identifican los elementos con las que se configura la propuesta que aquí se presenta, en la que se resalta la evaluación como punto de partida para la enseñanza, con miras al desarrollo de las competencias, transversalizada por la intersubjetividad, lo que favorece la consolidación de comunidades de práctica que al mismo tiempo aporta a la cualificación de los profesores y al mejoramiento de la calidad educativa. ABSTRACTThis article shows the pedagogical route for the evaluation of competencies through electronic portfolios in heterogenous and distributed learning environments inside the second phase of the research completed with students and professors by the Universidad de Valladolid and the Universidad Cooperativa de Colombia in two cities. The method implemented is ADRION and it is used with interdisciplinary focus whereas the field of engineering and the field of education are articulated together. In the first phase, situations of learning were designed and accomplished in heterogenous and distributed environments with the ILDE platform into four groups of different fields of knowledge (Cortés, Páez, Quintana, Recio, & Montero, 2017). in the university students. The given results provide the elements from which the proposal is designed and it is presented here. The evaluation highlighted from this proposal offers a starting point for teaching that looks for the develop of competencies, mainstreamed by the intersubjectivity which in favors the consolidation of practicum communities where they provide the qualification pf teachers and the improvement of the quality of education.

The Use of Digital Portfolio in Higher Education before and during the COVID-19 Pandemic

“…With respect to the first objective of this study, we can conclude that the advantages perceived by the participants in the three academic years overcome the disadvantages, with the former being almost two thirds of all the opinions provided. As it happened in other investigations, the students that have participated in this study had a positive opinion about the development of the produced learning [10,11,14], the usefulness of OneDrive [29], autonomy [25,26] and evaluation in the use of the digital portfolio [12,13]. In the same way, they considered that their learning process was more self-regulated, with greater control and learning pace in the tasks performed for the attainment of the objectives set in the subject, and also with a more effective studying of the subject matter.…”

“…Numerous studies highlight the benefits of digital portfolios in the learning process of students, thus confirming that the implementation of this tool produces a generalised satisfaction in those who use it as a teaching-learning method, motivated by the similarities of this methodology with the peculiarities of disruptive pedagogy [7], that is, the pedagogy that is favoured by the use of ICT, which in turn promotes the competencies linked to their use in future teachers [23]. From this approach, the good use of digital portfolios will guarantee the provision of capacities and skills that are strongly related to autonomy and freedom, which could determine the beginning of the change toward an innovative educational process in line with this era, thereby promoting the improvement of the quality of the university education system [24,25].…”