El portafolio digital como herramienta de aprendizaje en la supervisión de prácticas durante la COVID-19

Abstract

Professional practice is fundamental because it represents the link between theoretical training and the application of skills and knowledge in the professional field. In March 2020, howe- ver, COVID-19 obliged teaching staff to redesign their professional practicums to ensure that they satisfied the requirements established for their training activities. In this context, digital portfolios were seen as a fundamental tool. The main aim of this article is to analyse the usefulness of the digital portfolio as a learning tool for the supervision of students taking part in practicums as part of their Master’s in Social Intervention at the Public University of Navarre. Our research methodo- logy involves a qualitative case study in which we analysed digital portfolios prepared by students during the 2019-2020 and 2020-2021 academic years. We show that, as a supervision tool, these port- folios have more strengths than weaknesses. Moreover, our conclusions provide numerous useful suggestions for improving the future use of these portfolios.

Collaborative e-Portfolios Use in Higher Education During the COVID-19 Pandemic: A Co-Design Strategy

“…The collaborative process of e-portfolios implementation contains four main types: teacher-student (Abuzaid et al, 2021;Miyoshi et al, 2021;Modise, 2021;Mudau & Modise, 2022;Rodriguez et al, 2022;Viscarret et al, 2022;), student-student (Abuzaid et al, 2021;Ismailov & Laurier, 2022;Modise, 2021;Mudau & Modise, 2022;Rodriguez et al, 2022;Viscarret et al, 2022), with other professionals (Miyoshi et al, 2021), and whole community collaboration (Abuzaid et al, 2021;Ismailov & Laurier, 2022;Modise, 2021;Mudau & Modise, 2022). We argue that learning community collaboration, comprised of the two main protocols of CoI and virtual teams, encompasses all other kinds of collaboration.…”

“…Previous studies have identified multiple non-negligible concerns in educational e-portfolio implementation: technical difficulties, learners' unfamiliarity, a lack of common knowledge of how to use e-portfolios effectively, etc. (Abuzaid et al, 2021;Modise, 2021;Mudau & Modise, 2022;Viscarret et al, 2022;Zhang & Tur, 2022). These concerns stem from insufficient guidance and support from teachers and learning peers.…”

“…Among the four presences, the majority of the synthesised recommendations from the reviewed studies on e-portfolio implementation fall under the category of teaching presence: Teachers should promote cooperation; enable and facilitate students' reflection, particularly self-reflection, through prompts; provide guidance and ongoing support to students; motivate learners by encouraging them and addressing positive aspects; engage students through various platforms (such as social media sites and discussion forums); use examples and templates with detailed descriptions to scaffold; establish clear guidelines and rubrics and carefully communicate them to students; allow students autonomy and flexibility in their use of e-portfolios by enabling them to take ownership and choose the e-portfolio platforms they want to use (Abuzaid et al, 2021;Ismailov & Laurier, 2022;Miyoshi et al, 2021;Modise, 2021;Mudau & Modise, 2022;Rodriguez et al, 2022;Viscarret et al, 2022).…”

“…In Viscarret et al (2022)'s context, student-student collaboration in e-portfolio construction enhanced the quality of students' cooperative practicum work, particularly in the field of social intervention. To facilitate social learning among peers, Mudau and Modise (2022) outlined their course design as follows: pupils ought to have more than two peers from the virtual classroom, not only to allow access to their personal learning e-portfolio environment (PLEEs) but also to empower peer review and peer assessment.…”

“…To do this, a teacher and a student must be ready to engage in the learning process and the usage of the e-portfolio in a teaching and learning environment supported by active approaches and various evaluation tools (Rodriguez et al, 2022). The papers also provided examples of co-design, such as providing students with templates, examples, and rubrics (Miyoshi et al, 2021;Viscarret et al, 2022), actively participating in their e-portfolio creation process through feedback, facilitating their engagement (Viscarret et al, 2022), and mediating learners' reflection (Rodriguez et al, 2022). In the context of COVID-19 caused emergency virtual education, Ferdig et al (2020) emphasised the teacher-student collaboration in dealing with the change, including ongoing support for students, whole faculty collaboration to facilitate students' teamwork, and creating the content for the e-portfolios (co-design).…”