e-Portfolio & e-learning

enjoying learning

PLE – e-Portfolio

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wordle eportfolio 10

The digital portfolio is conceived as a strategy to collect evidence in the past and present, inside and outside the educational context. This may occur as a digital product or any resource that can be transformed into a digital artifact. The evidence collected as digital products shape the body and the heart of the apprentice proveemal ePortfolios and meaning constructed from reflection. Generalemente, the portfolio is designed to be shown to a particular audience, which has made the learner during the learning process and the value that it gives you. It is the best way for the learner to show their interests, emotions, reflected in a learning style, which is excited and the ups and downs he has experienced to reach the present situation (Castaño, A. 2009).

On the other hand, a PLE is presented as a set of strategies where the ePortfolio becomes the heart both may help in the informal learning skills, the acquisition and transfer of skills. Some of them focus on formally defined or acquired skills in informal areas. Therefore, the PLE and the Portfolio may join to form a personal development plan of the individual, it is essential to consider the social and knowledge. To get to the union of a PLE eportfolio and to accommodate personal development plan; tools required to both share directed to the same purpose. This requires many of the same aspects of these two concepts are drawn from the life of the learner, a portfolio for life (Grant, S, 2010). Due to its conceptual and technical aspects of the characteristics of the PLE and ePortfolios, requires an analysis of both to reach a consensus between these two tendencies which until now are coming to light, thanks to advances in the technologies applied to education. Here we introduce some aspects of both concepts.

The relationship between Personal Learning Environment and Digital Portfolio

The concept of personal learning environment (PLE) is away from the strict control and direction to approach the openness, flexibility, dynamic participation in learning (Peña-López, 2010). The term PLE was formulated for the first time in an article by Bill Olivier and Oleg Liber  (2001). The concept is introduced as a portable learning environment to support the teaching – learning throughout life, it is presented as an opposition between centralization and decentralization is going to design a technology infrastructure based learning support a central server and distributed architecture where information is accessed point to point, person to person. Currently the latter is reflected in most Web 2.0 applications, which in turn make the PLE built by most related apprentices learning involve information technology. The concept developed by Oliver and Liber focus on integration between institutional learning environments and personal learning environments, thus could occur intercom to allow the learner to make better use of its own system, which could be stored information related to personal learning and could bring information that is continuous learning “throughout life” and cross several episodes where it occurs.

A system as such, should enable learners to record their own records of achievement and publish the evidence to be created throughout the process, that is closely related to a digital portfolio. A digital portfolio would then make it part of personal learning environment, characterized by enabling learners to design their own learning strategies, managing, selecting, presenting and exchanging relevant information. All this appears both in learning that occur in distributed systems and centralized systems. It is therefore of this so that the portfolio can be a mediator between the institution and the outside, which can be taken accrediting purposes and is valued by the same learner and context. Ideal would be when blurring the boundaries of learning occurred “between walls” to that which occurs in the Web itself. This above is part of what Siemmens (2006) and Downes (2006) have called connected learning or connectivism. Advocates Connectivism learning that occurs at different nodes interact with information. “Knowledge and learning therefore this knowledge is distributed, which means that you are not located in any particular place, rather it consists of a network of connections from the experience and interaction with a community known”. The knowledge resides in networks and learning is facilitated through technology and focuses on connecting specialized information. The ability to see the connections, recognizing patterns, and making sense of different fields, ideas and concepts, the above represents the core of today’s individual skills. Learning then arises from the decision-making.

A system as such, should enable learners to record their own records of achievement and publish the evidence to be created throughout the process, that is closely related to a digital portfolio. A digital portfolio would then make it part of personal learning environment, characterized by enabling learners to design their own learning strategies, managing, selecting, presenting and exchanging relevant information. All this appears both in learning that occur in distributed systems and centralized systems. It is therefore of this so that the portfolio can be a mediator between the institution and the outside, which can be taken accrediting purposes and is valued by the same learner and context. Ideal would be when blurring the boundaries of learning occurred “between walls” to that which occurs in the Web itself. This above is part of what Siemmens (2006) and Downes (2006) have called connected learning or connectivism. Advocates Connectivism learning that occurs at different nodes interact with information. “Knowledge and learning therefore this knowledge is distributed, which means that you are not located in any particular place, rather it consists of a network of connections from the experience and interaction with a community known”. The knowledge resides in networks and learning is facilitated through technology and focuses on connecting specialized information. The ability to see the connections, recognizing patterns, and making sense of different fields, ideas and concepts, the above represents the core of today’s individual skills. Learning then arises from the decision-making.

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Author: eportafolioparatodos

Soy estudiante de doctorado en Tecnologia Educativa de la Universidad Rovira i Virgili. Vengo del Master Mundusfor de formación de formadores 2009. Mi carrera profesional es Ingenieria de Sistemas y Computación y me apasionan las nuevas tecnologias y la ingenieria de software. Sinembargo creo que el tecnicismo no debe superar la razón y esta es mi motivación para tratar de buscar un equilibrio entre las dos.

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