En: Martínez, M. El portafolios para el aprendizaje y la evaluación. Utilización en el contexto u... more En: Martínez, M. El portafolios para el aprendizaje y la evaluación. Utilización en el contexto universitario. MURCIA: Servicio de Publicaciones. Editum. Pág. 191-216. ISBN. 978-84-8371-859-9
We identified two main objectives: 1.-to analyze best practices of competence-based learning and ... more We identified two main objectives: 1.-to analyze best practices of competence-based learning and assessment, especially those focused on ICT 2.-to develop a set of strategies, guidelines and tools to facilitate competence-based e-assessment in HE. To achieve these goals, several research projects of institutional, local and national scope were developed. Mixed methodology has been applied, using qualitative and quantitative techniques: multiple case studies, document analysis, focus groups, questionnaires, expert systematic review, and literature review. Main results are the identification of key factors for the proper implementation of competency-based evaluation, used for analyzing and evaluating good practices. A special attention on the development of Masters’ Final Project concluded with the listing of a set of competencies that have to be developed and the elaboration of guidelines for their assessment.
Since the implementation of the EHEA, competence-based learning and assessment have become main u... more Since the implementation of the EHEA, competence-based learning and assessment have become main universities’ concerns. We define “competence” as the capacity to mobilize all types of resources (cognitive, social, etc.) to take decisions and/or solve complex situations in an efficient way. Being competent entails selecting and combining available knowledge to provide an adequate response to a situation. The implementation of this approach focuses on learning activities rather than on content, and emphasizes the active role of the student agency of their own learning. This paradigm shift also requires a change in the teachers’ role where the focus is on the students' learning process and the evaluation of competences. We identified two main objectives: 1.-to analyze best practices of competence-based learning and assessment, especially those focused on ICT 2.-to develop a set of strategies, guidelines and tools to facilitate competence-based e-assessment in HE. To achieve these g...
"In this paper we make a thorough description of each of the three tests of continuous assessment... more "In this paper we make a thorough description of each of the three tests of continuous assessment
(PECs) developed in the Master of Computer Science at the University of Alcalá de Henares
(UAH). These have been mediated by five social network technology tools; Glogster, Twitter,
Twtpoll, Slideshare and CmapTools which combine with the LMS used for the course.
We present the results from each of the previous tests where we observe that after the initial
dislocation of the students, the reactions are positive about the integration of different web 2.0 tools
in the process of formal education.
It also states the conclusions of our work, where we show a series of aims to be considered in
order to foster a good relationship and use both learning management systems (LMSs) and 2.0
resources within the educational process.
We finally point out the future proposals emerging from the work done and to be done? aiming at
innovation. This innovation involves taking responsibility and continues working on possible
pedagogical models that cross the barriers of traditional LMSs, ignoring the reality of the 2.0
moment.
Keywords: Continuous assessment activities, web 2.0, LMS, instructional design, university"
En: Martínez, M. El portafolios para el aprendizaje y la evaluación. Utilización en el contexto u... more En: Martínez, M. El portafolios para el aprendizaje y la evaluación. Utilización en el contexto universitario. MURCIA: Servicio de Publicaciones. Editum. Pág. 191-216. ISBN. 978-84-8371-859-9
We identified two main objectives: 1.-to analyze best practices of competence-based learning and ... more We identified two main objectives: 1.-to analyze best practices of competence-based learning and assessment, especially those focused on ICT 2.-to develop a set of strategies, guidelines and tools to facilitate competence-based e-assessment in HE. To achieve these goals, several research projects of institutional, local and national scope were developed. Mixed methodology has been applied, using qualitative and quantitative techniques: multiple case studies, document analysis, focus groups, questionnaires, expert systematic review, and literature review. Main results are the identification of key factors for the proper implementation of competency-based evaluation, used for analyzing and evaluating good practices. A special attention on the development of Masters’ Final Project concluded with the listing of a set of competencies that have to be developed and the elaboration of guidelines for their assessment.
Since the implementation of the EHEA, competence-based learning and assessment have become main u... more Since the implementation of the EHEA, competence-based learning and assessment have become main universities’ concerns. We define “competence” as the capacity to mobilize all types of resources (cognitive, social, etc.) to take decisions and/or solve complex situations in an efficient way. Being competent entails selecting and combining available knowledge to provide an adequate response to a situation. The implementation of this approach focuses on learning activities rather than on content, and emphasizes the active role of the student agency of their own learning. This paradigm shift also requires a change in the teachers’ role where the focus is on the students' learning process and the evaluation of competences. We identified two main objectives: 1.-to analyze best practices of competence-based learning and assessment, especially those focused on ICT 2.-to develop a set of strategies, guidelines and tools to facilitate competence-based e-assessment in HE. To achieve these g...
"In this paper we make a thorough description of each of the three tests of continuous assessment... more "In this paper we make a thorough description of each of the three tests of continuous assessment
(PECs) developed in the Master of Computer Science at the University of Alcalá de Henares
(UAH). These have been mediated by five social network technology tools; Glogster, Twitter,
Twtpoll, Slideshare and CmapTools which combine with the LMS used for the course.
We present the results from each of the previous tests where we observe that after the initial
dislocation of the students, the reactions are positive about the integration of different web 2.0 tools
in the process of formal education.
It also states the conclusions of our work, where we show a series of aims to be considered in
order to foster a good relationship and use both learning management systems (LMSs) and 2.0
resources within the educational process.
We finally point out the future proposals emerging from the work done and to be done? aiming at
innovation. This innovation involves taking responsibility and continues working on possible
pedagogical models that cross the barriers of traditional LMSs, ignoring the reality of the 2.0
moment.
Keywords: Continuous assessment activities, web 2.0, LMS, instructional design, university"
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Papers
(PECs) developed in the Master of Computer Science at the University of Alcalá de Henares
(UAH). These have been mediated by five social network technology tools; Glogster, Twitter,
Twtpoll, Slideshare and CmapTools which combine with the LMS used for the course.
We present the results from each of the previous tests where we observe that after the initial
dislocation of the students, the reactions are positive about the integration of different web 2.0 tools
in the process of formal education.
It also states the conclusions of our work, where we show a series of aims to be considered in
order to foster a good relationship and use both learning management systems (LMSs) and 2.0
resources within the educational process.
We finally point out the future proposals emerging from the work done and to be done? aiming at
innovation. This innovation involves taking responsibility and continues working on possible
pedagogical models that cross the barriers of traditional LMSs, ignoring the reality of the 2.0
moment.
Keywords: Continuous assessment activities, web 2.0, LMS, instructional design, university"
Teaching Documents
(PECs) developed in the Master of Computer Science at the University of Alcalá de Henares
(UAH). These have been mediated by five social network technology tools; Glogster, Twitter,
Twtpoll, Slideshare and CmapTools which combine with the LMS used for the course.
We present the results from each of the previous tests where we observe that after the initial
dislocation of the students, the reactions are positive about the integration of different web 2.0 tools
in the process of formal education.
It also states the conclusions of our work, where we show a series of aims to be considered in
order to foster a good relationship and use both learning management systems (LMSs) and 2.0
resources within the educational process.
We finally point out the future proposals emerging from the work done and to be done? aiming at
innovation. This innovation involves taking responsibility and continues working on possible
pedagogical models that cross the barriers of traditional LMSs, ignoring the reality of the 2.0
moment.
Keywords: Continuous assessment activities, web 2.0, LMS, instructional design, university"