E-PORTFOLIO: TECHNOLOGY TO SUPPORT ACTIVE PEDAGOGIES AND KNOWLEDGE MANAGEMENT IN HIGHER EDUCATION

Clara-Inés Peña-de-Carrillo, Isabel-Cristina Barragán-Arias

Research output: Articles / NotesScientific Articlepeer-review

Abstract

This paper describes a significant experience in higher education based on the electronic portfolio as a mediating technology for the teaching-learning process focused on active pedagogies and the development of digital and citizenship competencies in teachers and students, taking into account the European Framework of Digital Competencies. The proposal demonstrates how the digital portfolio allows the development of teaching-learning activities in a diversified, entertaining, reflective, participatory, and critical way that favors implementing active education in the classroom and managing information and knowledge to promote meaningful learning.
The experience was carried out at the Universidad Autónoma de Bucaramanga (Colombia), with 420 students from the Faculties of Engineering and Economics, Administrative and Accounting Sciences, during the development of the mandatory courses of Project Evaluation and Entrepreneurship, and the elective class of Financing for Entrepreneurs, in the second semester of 2019, and first and second semester of 2020. As facilitating and mediating tools of the educational process under the concept of the digital portfolio, the virtual board TRELLO and Google-Drive are used. This practice has been essential in the above context because it has allowed the pedagogical transformation supported by Information and Communication Technologies, favoring student-centered learning through a series of activities that strengthen students' autonomy and their learning preferences based on learning styles.
The digital portfolio not only facilitates the construction of knowledge through the recording of evidence that led to the achievement of the Expected Learning Outcomes (OER) but also allows students to manage learning information, reflect on their actions, take responsibility for what they learn, project the application of the knowledge acquired in their professional performance and make decisions, i.e., self-regulate their educational process. Likewise, teachers have been able to self-regulate their teaching work through information management, mediation, enrichment, and feedback of the teaching-learning processes involved, all in a space provided with resources and evidence at their fingertips.
Translated title of the contributionPortafolio digital: Tecnología que apoya las pedagogía activa y administración del conocimiento en la educación superior
Original languageEnglish
Number of pages9
JournalIATED
DOIs
StatePublished - Nov 2021

Research Areas UNAB

  • Innovación Educativa
  • Innovación y Creatividad en la Educación

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