Potential of ICT tools for graduate student’s portfolios: examples of differente kind of products...

7/30/2019 Potential of ICT tools for graduate students portfolios: examples of differente kind of products and competencies

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Fernando Albuquerque Costa & Joana Viana 1

Potential of ICT tools for graduate students

portfolios: examples of differente kind of

products and competencies achieved

Fernando Albuquerque Costa & Joana Viana

Faculty of Psychology and Sciences of Education -

UNIVERSITY OF LISBON

Introduction

The use of portfolios in education is increasingly common and is

considered a powerful mean at the service of renewal ofeducational practices, in respect to teachers (Cardoso, Peixoto,

Serrano and Moreira, 1996), if understood as a metacognitive and

reflective strategy about teaching about them (Galvo, 2005).

The diversity and potential of digital technologies that are at our

disposal, today, let us try and develop new forms of organization,

communication, access and building the knowledge, individually

and in group.


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From the articulation of these two scenarios, it becomes an

added value the mobilisation of digital technologies we have

access to the development of digital portfolios of students and

teachers.

Taking as their starting point the analysis and evaluation grid oftechnologies, based on their educational and pedagogical

potentialities for the development of electronic portfolios,

proposed by Costa, Cruz and Ferreira (2006) (based on the model

adapted from Laurillard, 1993), was developed this work, with

the aim of providing examples of technologies that can be used

in the development of portfolios and their potential from the

education point of view.

Ultimately, the work seeks to lay tracks and contribute to the

preparation and clarification of teachers on the development of

digital portfolios and how you can take advantage of them, in

educational practices.

This article is organized into three points: 1) starting point and

methodology - which is presented the work with students in


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higher education, 2) potential of social tools in the development of

electronic portfolios - description and analysis of the educational

potential of social tools in general and each one in particular; 3)

final considerations - the main results and reflection on them.

1. Starting point and methodologyIn a subject area of Educational Technology, the Science of

Education degree, at the University of Lisbon, was proposed to

students develop a learning project, based on the use of tools

generally know as "social software" (Wiley, Martindale, 2004):

weblogs, wikis, online communities (Hi5, MySpace), podcasts,

tools for sharing (YouTube, TeacherTube, SlideShare, Flickr).

The proposed work to students organized in two phases. In the

first, students had to study the characteristics of a "social

software" toolls and their educational and pedagogical

potentialities, according to the analysis and evaluation grid1, with

1 Analysis and evaluation grid of ICT educational and pedagogical potentialilies

related to the type of strategies and specific objectives of the development of

portfolios proposed by Costa, Cruz and Ferreira (2006).


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the aim of identifying the educational potential of each tool when

used in educational context.

In the second, students had to use the tool they had studied,

developing a theme chosen by them, with the aim of putting into

practice the potentialities that they had identified in each tool, inorder to develop, promote and stimulate learning.

Despite the proposed work to pupils was not, initially, from the

perspective of developing digital portfolios, during its realization

that situation was emerging, leading us to believe that projects

developed are electronic portfolios.

Thus comes from the analysis presented here, the pedagogical

potential of the social tools according to the type of strategies

and with the specific objectives of building portfolios. In the

first, it presented a comprehensive analysis of each tool that

articulates each social tool studied with each type of strategy for

teaching and learning (preferably used to achieve objectives

inherent in the development of portfolios).


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Secondly, it examined the educational potential of each social

tool in function of the four strategies and specific objectives. To

illustrate the educational potential of each one are presented at

the end of this article, in the annex, some examples of projects

developed by students.

2. Potential of social tools in the development of electronic

portfolios

Through the analysis and evaluation of the pedagogical

potentialities of social tools, students identified and understood

the strategies of teaching and learning that can be considered in

their analysis. They have developed skills and competences

described as corresponding to the main dimensions or focus of

the learning objectives associated with the construction of

electronic portfolios (Costa, Cruz & Ferreira, 2006): discursve

strategy (communication, participation); adaptative strategy

(evolution, selection); Interactive strategy (motivation,

visualisation); reflective strategy (reflection, structure).

In table 1 it is possible to analyze all kinds of strategies that are

present in the five types of social tools studied by students.


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However, the symbols (+) represent the social tools where the

specific objectives of each strategy are more representative. The

tools for more easily achieve the learning objectives associated to

the building of electronic portfolios.

Weblogs Wikis Online

communities

Podcast

s

Sharing

tools

Discursive

Strategy

+ + +

Adaptive

Strategy

+ + + + +

Interactive

Strategy

+ + + + +

Reflective

Strategy

+ +

Table 1 - Type of strategies and specific objectives portfolios building

present in each social tool.

The construction of table 1 resulted from the analysis of projects

developed by students in each tool of social software, and the


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identification of the educational potential of each tool, according

to the objectives and type of strategies that could be developed

by the students.

The analysis of the educational potential of each social tool will

be presented below and examples of projects developed by

students on each social tool can be found at the end of thearticle, in annexe.

2.1 Educational potential of and competencies

achieved

According to the analysis presented in Table 1, the weblogs havestrong educational and pedagogical potentialities, because the

four basic strategies in the construction of portfolios are

promoted and developed through the use of this social tool.

Weblogs allows communication among several participants;

promote interaction and collaboration and in weblogs ideas can

be expressed about the learning process. This way, we can say

that in weblogs, the discursive strategyis present and this is

developed.


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The adaptative strategy is present because in weblogs students

can register the learning process, difficulties and personal

reflections. It highlights the efforts and progress in the

acquisition of knowledge and skills.

Weblogs allows sharing opinions and getting feedback, throughcomments. Is possible to develop autonomy, it allows the

management of individual learning, and the ideas to be

represented in several formats: text, pictures, sound, video

(interactive strategy).

Weblogs allows structuring the procedures of teaching and

learning, and students self-reflection: acquisitions, difficulties,

barriers, strategies (reflective strategy).


achieved

As the weblogs, wikis are also the powerful tools of pedagogical

point of view, especially when used in the development of digital

portfolios.


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The wikis promote communication, interaction and collaboration

among several participants; allows sharing and knowledge

exchange; and it is obviously the active participation in building

the collective knowledge (discursive strategy).

The adaptative strategy is present because in wikis students canregister personal knowledge on a particular topic and highlight

the efforts and progress in the acquisition of knowledge and

skills.

With participation in wikis, students can develop autonomy and

management of individual learning; getting feedback (through

comments); and they are involved in the learning process. The

ideas are represented in several formats like in weblogs: text,

pictures, sound, video. These are key features of interactive

strategy.

According to the reflective strategy, wikis allows students self-

reflection: acquisitions, difficulties, barriers, strategies; allows

critical thinking and promote different ways to structure and

organize our thinking.


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2.3 Educational potential of and

competencies achieved

Students had development projects in online communities like

Hi5 and MySpace. The reflective strategy is not very clear or

obvious in the online communities studied, as are the other

strategies, however can be developed in such tools.

Online communities like Hi5 and MySpace allows

communication and interaction among several participants,

through the forum and the blog; and promote the creation of a

network of relationships (discursive strategy).

The online communities allow creating learning activities in

accordance with the interests of students, and shows the

involvement and commitment of students in the learning process

(adaptative strategy).


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According the interactive strategy, online communities (Hi5,

MySpace, among others) allows to the students getting feedback

(through the forum and comments on the blog); and the ideas to

be represented in several formats: text, pictures, sound, and

video.

The online communities offer different ways to structure and

organize our thinking: through the forum or the blog, through

the pictures, the videos or the text produced. Thus, the reflective

strategycan be developed.


achieved

In podcasts, as in online communities, the reflective strategyis not

very clear or obvious as are the other strategies, however can be

developed in such tools. The same way, the discursive strategy is

not promoted instantly in podcasts.

However, the podcasts are and allows new ways of teaching and

learning. The podcasts are different forms of communication


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between students and teachers, and between studentes and

students (discursive strategy).

The adaptative strategy is presente because in podcasts it is

possible to create learning activities in accordance with the

interests of students.

Podcasts allows students getting feedback, through comments on

the podcast website, allows the management of individual

learning, and the ideas to be represented in several formats:

sound, video, pictures (Interactive Strategy).

In the reflective strategy, podcasts just allows structuring the

procedures of teaching and learning.

2.5 Educational potential of and

competencies achieved

Students had development projects in sharing tools like

YouTube, TeacherTube, SlideShare and Flickr. The discursive

strategyand reflective strategyare not very clear or obvious in the


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developed projects, as are the other strategies, however can be

developed in such tools.

The sharing tools studied are and allows new ways of teaching

and learning: it is possible to share pictures, videos,

presentations or slides. Thus, it promoted the creation of anetwork of relationships (discursive strategy).

The adaptative strategy is presente because in sharing tools it is

possible to create learning activities in accordance with the

interests of students and diversified activities. Students can

register the personal knowledge on a particular topic, through

the videos in YouTube or in TeacherTube, pictures in Flickr, but

especially through the presentations in SlideShare.

Sharing tools allows students getting feedback, through

comments on the videos, on the pictures or on the presentations;

allows the management of individual learning, and the ideas to

be represented in several formats: sound, video, pictures

(Interactive Strategy).


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and ideas exchange, collaboration, selection and organization of

information. Competences and skills which correspond to the

main dimensions or focus of the learning objectives associated

with the construction of electronic portfolios.

Thus, the tools of social software, easily accessible today, areimportant resources in the construction of portfolios, with

enormous educational and pedagogical potential. In addition,

technologies are usually used by students with personal

objectives and in differente contexts of the school.

It is therefore essential that teachers enjoy the technologies in

order to innovate and improve its education, developing

portfolios as a strategy for stimulating reflection on their

educational practices and curriculum innovation.

The development of portfolios implies a greater awareness of

each student on what he is learning and how he is learning,

referring to the teacher a role of vital importance in the

management of the process and in the effective support to the


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individual learning. It was thus that the work presented here was

developed with the students.

Students were responsible for their own processes of learning. In

turn, teacher became the coordinator of the development

processes and activities, mediator and facilitator of learning,reflecting together with students on the way forward, resources

and procedures required to the acquisition of the expected

knowledge.


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References

Cardoso, A.; Peixoto, A.; Serrano, M. C. e Moreira, P. (1996). O

Movimento da autonomia do aluno. Repercursses a nvel da

superviso. In Alarco, I. (organizao). Formao Reflexiva de

Professores. Estratgias de Superviso. Porto: Porto Editora.

Costa, F. A., Cruz, E. & Ferreira, R. (2006). Technologies may

help thinking. In Associao de Professores de Sintra (2006).

Digital Portfolio as a stratey for teachers professional development.

(pp. 103-123).Available online:

http://www.fpce.ul.pt/pessoal/ulfpcost/digifolio/media/doc/digifoli

obook.pdf

Galvo, V. (2005). A utilizao de portfolio reflexivo na

disciplina de Biofsica de um Curso de Fonoaudiologia. In S-

Chaves, I. (organizadora). Os portfolios reflexivos (tambm) trazem

gente dentro. Reflexes do seu uso na humanizao dos processos

educativos. Porto: Porto Editora.


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Laurillard, D. (1993).Rethinking university teaching. A framwork for

the effectiveuse of educational technology. London: Routldge.

Martindale, T. & Wiley, D. A. (2004). The current state of

weblogs for teaching and learning. Presented at the annual

meeting of the Association for Educational Communications and

Technology, Chicago, Illinois.


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Annexe

Examples of projects developed by students

Examples of products

Weblogs http://blogsnaeducacao.wordpress.com/

http://afiste.wordpress.com/

http://blogsnaeducacao.wordpress.com/o-nosso-

video/

Wikis http://esdomundinho.pbwiki.com/RECICLAGEM!!

http://esdomundinho.pbwiki.com/Vantagens+e+De

svantagens+da+Reciclagem!!!

http://esdomundinho.pbwiki.com/Pol%C3%ADtica

+dos+3+R's

http://esdomundinho.pbwiki.com/Vamos+cantar

Online

communities

http://blog.myspace.com/index.cfm?fuseaction=blo

g.ListAll&friendID=314679618

http://cienciaseducacao.hi5.com/

http://www.myspace.com/tic2

http://tecnologiaseduii.hi5.com/friend/profile/displ

ayJournal.do?viewother=true&ownerId=182659739


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A C & 20

http://tecnologiaseduii.hi5.com/friend/182659739--

Tecnologias--Profile-html

Podcasts http://ip2odcasting.blogspot.com/2008/01/podcast-

english-for-kids-d.html

http://podcastpodepode.wordpress.com/os-

celtasiberos-e-vikings/os-celtasiberos/final-da-

viagem/

http://vodpod.com/watch/455759-01-celtas-em-

casa-do-luis

http://voicethread.com/#u35321.b42289.i222631

http://voicethread.com/#u35321.b42289.i222618

Sharing tools http://grupodeabreu.wordpress.com/2008/01/13/his

toria-muda/

http://www.slideshare.net/PODCASTBEST/podcas

t-ana-filipa-ines

http://grupodeabreu.wordpress.com/2008/01/13/aplicacao-pratica-do-slideshare/

http://www.flickr.com/photos/14598882@N07/sets/7

2157603702955946/

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