The use of e-portfolio in a linear algebra course
The use of e-portfolio becomes more common learning and student assessment; and this is due to the need for teachers to enhance students’ autonomy. The use of e-portfolio helps students to reflect on their own learning process. Lectures to large groups should not be limited only to classes, but must...
| Autores: | , , |
|---|---|
| Tipo de documento: | artigo |
| Data de publicação: | 2016 |
| País: | España |
| Recursos: | Universitat Politècnica de Catalunya (UPC) |
| Repositório: | UPCommons. Portal del coneixement obert de la UPC |
| Idioma: | inglês |
| OAI Identifier: | oai:upcommons.upc.edu:2117/85621 |
| Acesso em linha: | https://hdl.handle.net/2117/85621 https://dx.doi.org/10.3926/jotse.181 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Project method in teaching Algebras, Linear--Study and teaching Evaluation E-portfolio Linear algebra Project-based learning Mètode de projectes (Ensenyament) Àlgebra lineal -- Ensenyament universitari Avaluació educativa -- Ensenyament universitari Àrees temàtiques de la UPC::Ensenyament i aprenentatge::TIC's aplicades a l'educació |
| Resumo: | The use of e-portfolio becomes more common learning and student assessment; and this is due to the need for teachers to enhance students’ autonomy. The use of e-portfolio helps students to reflect on their own learning process. Lectures to large groups should not be limited only to classes, but must foster active learning, and in this regard, the introduction of the e-portfolio is a good tool because it stimulates collaborative and cooperative work among students and in turn encourages feedback with the teacher. To apply active methodologies during 2014-15 has been introduced in the course of the preparation of Linear Algebra comprehensive e-portfolio. To prepare the work of the e-portfolio the teacher had to clearly define the objectives that must be achieved by the students, and has had to plan in an understandable manner the tasks that the students can work independently outside the classroom. For the realization of the e-portfolio have been used different platforms. Each third of the students worked with a different platform, through AteneaLabs that it has provided templates in order that each student make their own e-portfolio, as well as it provide all necessary manuals. The platforms used were: Mahara, Exabis, WordPress and Google Sites. Formative assessment of the e-portfolio has been made from different rubrics defined in in the course syllabus and known by students since the beginning of the course |
|---|