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Advisor(s)
Abstract(s)
Este artigo surge na sequência de um estudo
efetuado no âmbito de um projeto ERASMUS+ KA2, designado
Empowering ePortfolio Process. A finalidade do projeto é o
estudo das práticas de utilização de portefólios digitais como
instrumentos de aprendizagem e avaliação no ensino superior,
nos cinco países parceiros do projeto. Na fase do projeto em que
se pretendia perceber as perspetivas dos estudantes sobre a
utilização dos portefólios digitais, foram entrevistados estudantes
portugueses com experiência de utilização daqueles instrumentos
na Unidade Curricular (UC) de Língua Portuguesa e Tecnologias
de Informação e Comunicação (LPTIC), pertencente ao plano de
estudos da Licenciatura em Ensino Básico. A análise de dados
permitiu perceber que os estudantes relevam nesta UC a
aprendizagem colaborativa e a descoberta de novos métodos de
trabalho mais centrados no aluno, reconhecendo-a como um
contexto útil (ou significativo?) de aprendizagem.
This article is a part of a study carried out under an ERASMUS+ KA2 project, named Empowering ePortfolio Process. The aim of the project is to study the digital portfolios practices in the five partner countries of the project as a learning evaluation tool in higher education. In project step where we pretended to understand the students perspectives on the use of ePortfolios. Thus, Portuguese students with experience in the use of digital portfolios were interviewed and during the interviews, the Curricular Unit (CU) of Portuguese Language and Information and Communication Technologies, which belongs to the curriculum of the Undergraduate Degree in Basic Education, was mentioned several times. This let us recognize this CU as a case study. The data was collected using students collective interviews and sobre written reflections. The data analysis allowed us to perceive that the students consider this UC as an example of collaborative learning, where they discover other methods of work, more focused on the student and that they recognize as a useful context for their learning.
This article is a part of a study carried out under an ERASMUS+ KA2 project, named Empowering ePortfolio Process. The aim of the project is to study the digital portfolios practices in the five partner countries of the project as a learning evaluation tool in higher education. In project step where we pretended to understand the students perspectives on the use of ePortfolios. Thus, Portuguese students with experience in the use of digital portfolios were interviewed and during the interviews, the Curricular Unit (CU) of Portuguese Language and Information and Communication Technologies, which belongs to the curriculum of the Undergraduate Degree in Basic Education, was mentioned several times. This let us recognize this CU as a case study. The data was collected using students collective interviews and sobre written reflections. The data analysis allowed us to perceive that the students consider this UC as an example of collaborative learning, where they discover other methods of work, more focused on the student and that they recognize as a useful context for their learning.
Description
Keywords
Portefolios digitais Aprendizagem Interação entre pares Apoio tutorial Feedback ePortfolios Learning Peer interaction Teaching tutoring
Citation
Rodrigues, M., Pires, A., Pessoa, A. (2017) Perspetivas de estudantes do ensino superior sobre a utilização de portefólios digitais. Um estudo exploratório na Licenciatura em Ensino Básico in Ponte, C., Dodero, J. M., Silva, M. J. (2017) Atas do XIX Simpósio Internacional de Informática Educativa e VIII Encontro do CIED – III Encontro Internacional. (246-251) Lisboa: CIED – Centro Interdisciplinar de Estudos Educacionais
Publisher
CIED – Centro Interdisciplinar de Estudos Educacionais