Las tecnologías de la información inciden en todos los campos del saber. El portafolio profesional no queda exento de su influjo. Cada vez más, las instituciones de educación superior requieren la elaboración de un portafolio... more
Las tecnologías de la información inciden en todos los campos del saber. El portafolio profesional no queda exento de su influjo. Cada vez más, las instituciones de educación superior requieren la elaboración de un portafolio profesional o académico como indicador de avalúo de la ejecutoria de sus estudiantes. Esta presentación pretende ofrecer una serie de recomendaciones o pasos a la hora de realizar el solicitado portafolio, pero en un formato digital.
Portfolio Analysis of Financial Market Risks by Random Set Tools https://www.academia.edu/187396 The eventological theory of decision-making, the theory of eventfull decision-making is a theory of decision-making based on eventological... more
The eventological theory of decision-making, the theory of eventfull decision-making is a theory of decision-making based on eventological principles and using results of mathematical eventology; a theoretical basis of the practical eventology. The beginnings of this theory which have arisen from eventfull representation of the reasonable subject and his decisions in the form of eventological distributions (E-distributions) of sets of events and which are based on the eventological H-theorem are offered. The illustrative example of the eventological decision-making by the reasonable subject on his own eventfull behaviour in the financial or share market is considered.
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An electronic portfolio system, designed to serve as a resource-based learning space, was tested in a fifth-grade science class. The control-group students accessed a traditional folder-based information display in the system and the... more
An electronic portfolio system, designed to serve as a resource-based learning
space, was tested in a fifth-grade science class. The control-group students
accessed a traditional folder-based information display in the system and the
experimental-group students accessed a concept map-based information
display to review a science portfolio. The student-constructed science portfolio
was a result of a collection of digital artefacts such as graphic images,
instructional videos and textual files on terms and definitions relevant to
the Earth’s atmosphere. In the information-processing performance test, the
experimental-group students scored significantly higher and spent much less
time in finding answers to the questions presented. Also, in the 3-day delayed
memory retention tests, the experimental-group students achieved significantly
higher scores. The multiple regression models confirm that the visualisation
variation is the most significant predictor for student performance (ie,
comprehension and access time). Also, the regression models suggest that
language-arts proficiencymay reduce overall system access time; while higher
math proficiency may predict retention scores.
La recherche INO, Identité Numérique et Orientation, articule une réflexion sur l’identité numérique, désignant les représentations (contributions et traces d’activité) d’une personne présentes dans les systèmes d’informations et sur... more
La recherche INO, Identité Numérique et Orientation, articule une réflexion sur l’identité numérique, désignant les représentations (contributions et traces d’activité) d’une personne présentes dans les systèmes d’informations et sur l'orientation active des élèves de l’enseignement secondaire. Cet article interroge les enjeux du projet et l’articulation des fonctions d’un portfolio avec ces enjeux. Ce cadre permet d'interroger les données recueillies lors de la recherche dans des classes de lycée.
Aims. This study was aimed at comparing perceptions of portfolios between student nurses at the early and latter stages of their training and how they compare with their lecturers’ perceptions.Background. Portfolios are used widely in... more
Aims. This study was aimed at comparing perceptions of portfolios between student nurses at the early and latter stages of their training and how they compare with their lecturers’ perceptions.Background. Portfolios are used widely in nurse education. There has been research into how portfolios are perceived and understood, but there is little evidence into how student nurses and lecturers compare quantitatively in perceptions of portfolio use.Design. Survey.Method. Forty-eight nursing lecturers and 413 nursing students, from a multi-centred School of Nursing in the UK, completed a questionnaire. Data were analysed with exploratory factor analysis, varimax rotation of the factor solution, internal consistency analysis, and analysis of variance.Results. Five factors were extracted, which were labelled: (1) portfolios as a means of skills acquisition, (2) other means of teaching and learning beyond using portfolios, (3) processes of showing the portfolio to others, (4) having favourable attitudes towards portfolios and (5) lecturers’ ability to share knowledge about portfolios. Scales developed from these five factors had high levels of internal consistency. Lecturers were the most positive of the three respondent groups in their views of portfolios, whereas third- and fourth-year students were the least positive. There were significant differences between student nurses and their lecturers, concerning how information on portfolios is communicated by the lecturer.Conclusion. There were significant discrepancies between lecturers and student nurses in their views on how portfolios are used. The value of portfolios becomes less salient to student nurses towards the end of their training.Relevance to clinical practice. Lecturers and clinical mentors need to look at students’ perceptions and why some nursing students’ views on portfolios deteriorate. There could be regular discussions with students to see how and why the students begin to see portfolios as less useful for their education and continual professional development.
Un dels canvis més importants que introdueix el procés de convergència cap a l’Espai Europeu d’Educació Superior és potenciar l’autonomia en l’aprenentatge de l’estudiant i aquest requereix, entre d’altres factors, canviar la pràctica de... more
Un dels canvis més importants que introdueix el procés de convergència cap a l’Espai Europeu d’Educació Superior és potenciar l’autonomia en l’aprenentatge de l’estudiant i aquest requereix, entre d’altres factors, canviar la pràctica de l’avaluació. Acostumats com estem a una avaluació centrada en els resultats i en les qualificacions, necessitem canviar les concepcions, les finalitats i els instruments que fem servir tant el professorat com l’alumnat, perquè l’avaluació esdevingui un procés formatiu. En aquest sentit, des de fa dos anys els integrants d’aquest projecte fem servir la modalitat del portafoli o carpeta d’aprenentatge en les nostres assignatures. Superada una primera etapa de tempteig, durant aquest curs ens hem proposat dur a terme un estudi comparatiu i de major profunditat, que ens permeti detectar les dificultats sorgides i, alhora, poder consensuar uns criteris de valoració, unes pautes i unes orientacions en el seguiment i avaluació d’aquest instrument.
