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Digital Portfolio: An innovative pedagogical tool for learner autonomy? Olatz Lopez Fernandez Universitat de Barcelona Spain UNTELE 2004 © Olatz López Fernández
Goals Description about Digital Portfolio (DP) and its use in Higher Education Analysis of the main pedagogical aspects of the Learning Digital Portfolios DP as a tool to reflection on its use to improve the learner autonomy in our European context. UNTELE 2004 © Olatz López Fernández
Introduction Definition of DP: Method of compilation of works as evidences of learning. It is developed by the learner during a period of time, and integrates feedback from his/her teacher and peers. Furthermore, DP is used as a tool for formative and summative assessment UNTELE 2004 © Olatz López Fernández
Introduction Tendency in DP towards current theories of learning and language learning autonomy: Individual activities Collaborative activities Active learner: taking decisions about his/her own process of learning in a conscious way Teacher (and others) as a facilitator UNTELE 2004 © Olatz López Fernández
Learner Autonomy « Autonomy » concept that comes originally from Pedagogy: Centered in the individual who learns Language Learning Autonomy Democratic learning principles in education Meaningful knowledge/learning Learning as a result of interaction (indiv.+society) Concept developed by the Council of Europe’s Modern Languages project (1971). UNTELE 2004 © Olatz López Fernández
Communicative Approaches in ALL European Language Portfolio (ELP) According to the Principles and Guidelines (Council for Cultural Cooperation, 2000), the ELP “reflects the Council of Europe’s concern with… respect for diversity of cultures and ways of life” and is “a tool to promote plurilingualism and pluriculturalism”. The language passport “describes… intercultural learning experiences”, while the language bibliography includes “information on linguistic and cultural experiences gained in and outside formal educational contexts” (Little & Simpson, 2003: p. 3). UNTELE 2004 © Olatz López Fernández
Portfolio Modern Educational research in learning Learning understood from different perspectives (Paavola et alt, 2002) Global perspective in learning based upon communities and intercultural communication (Brown & Davis, 2004) « New conversations about learning » (Marchese, 1997) UNTELE 2004 © Olatz López Fernández
Portfolio Marchese (1997) « powerful pedagogies » Collaborative learningUndergraduate research Cooperative learningSenior capstones Problem-based learningportfolios Service- learningjournals Case-method learningMulticultural learning Peer-based learningLeadership training Portfolios are well known but until 1990, they were not applied to ICT. UNTELE 2004 © Olatz López Fernández
Digital Portfolio Barrett (2003): Classification of DP, three types: Learning Portfolio: for students Faculty Portfolio: for teachers Institutional Portfolio Revolution of DP is due three main reasons: Learners take the responsibility DPs provide a representation of learner’s learning DPs increase learner’s self-esteem UNTELE 2004 © Olatz López Fernández
Digital Portfolio Tools for an Alternative Assessment Summative Formative Tools to promote the students with their own learning: Communication Collaboration It is a complex tool that can reflect the complexities of learning UNTELE 2004 © Olatz López Fernández
Pedagogical criteria for DP Proposal structured in 3 macro categories with 11 areas of pedagogical criteria: 1. Context of DP 2. Components of DP: Products and Processes of Learning 3. Agents of DP Specifications: Learning DP, focused in the university student in general. UNTELE 2004 © Olatz López Fernández
Pedagogical criteria for DP 1 st macro category covers 2 areas: UNTELE 2004 © Olatz López Fernández
Pedagogical criteria for DP 2 nd macro category covers 6 areas: UNTELE 2004 © Olatz López Fernández
Pedagogical criteria for DP 2 nd macro category covers 6 areas: UNTELE 2004 © Olatz López Fernández
Pedagogical criteria for DP 3 rd macro category covers 3 areas: UNTELE 2004 © Olatz López Fernández
Application of DP to Language Leaner Autonomy (LLA) New methods of Language Learning (LL) are incorporating ELP: “Forum: Méthode de Français” (1 de Bachillerato), created by Baylon et alt. (2002) and published by Hachette Livre. UNTELE 2004 © Olatz López Fernández
Application of DP to LLA Application of ELP to Forum: UNTELE 2004 © Olatz López Fernández
Application of DP to LLA How to assess by themselves their competencies in LL: UNTELE 2004 © Olatz López Fernández
Application of DP to LLA Rubrics for auto-evaluate every module: UNTELE 2004 © Olatz López Fernández
Examples: CLCS (Dublin): ELP Network Support Group http://www.tcd.ie/CLCS/portfolio/index.htm The Portfolio of Independent Learning at UCE The Alverno’s Diagnostic Digital Portfolio (DDP): http://www.ddp.alverno.edu/http://www.ddp.alverno.edu/ UNTELE 2004 © Olatz López Fernández
Conclusion: The present descriptive study considers that digital portfolios can be an innovative educational tool for learner autonomy ! UNTELE 2004 © Olatz López Fernández
THANK YOU VERY MUCH ! MERCI BEAUCOUP! MUCHAS GRACIAS! email@example.com@gream.org / firstname.lastname@example.org@menta.net UNTELE 2004 © Olatz López Fernández
EPortfolio as a learning and assessment tool for promoting leaner autonomy in higher education Olatz López Fernández Universitat de Barcelona (Spain)
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