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- Transforming pedagogy in higher educationPublication . Oliveira Pires, Ana Luisa; Rodrigues, Maria Rosário; Pessoa, Ana MariaIn this article we present some reflections of the ongoing research, developed within the scope of the EEP project — Empowering ePortfolio Process. We discuss some central ideas that emerged from the study focused on the students’ experiences and perspectives of ePortfolios, developed at the School of Education of the Polytechnic Institute of Setubal. We discuss its preliminary results broadening the focus to its implications to Higher Education pedagogy and to the development of students’ transformative capabilities — autonomy, reflexivity, critical thought, creativity and cooperation, amongst others. We highlight the ePortfolio contribution, as an epistemic framework, to the HE pedagogical transformation.
- ePortfolio as a learning and assessment toolPublication . Rodrigues, Maria Rosário; Pinto, Jorge; Oliveira Pires, Ana LuisaThis paper falls within the ERASMUS+ KA2 project Empowering Eportfolio Process (EEP). This project aims to promote the development of best practices in Higher Education, by encouraging cooperation and sharing between teachers and researchers from several European countries using digital portfolios. The work so far has allowed us to systematize some reflections on the students’ perspective related to the use of digital portfolios as learning and evaluation tools. Among the conclusions of the project, we highlight the opinion students have built on the role of portfolios as a transforming element of evaluation processes, giving it a character of greater integration in learning. The students suggest that evaluation should be run more frequently and should meet their needs. This analysis was carried out by the Portuguese working group that promoted three collective interviews with students of several courses of the School of Education of the Polytechnic Institute of Setúbal (ESE-IPS). The analysis of the collected data allowed us to perceive the evaluation that the students attribute to the feedback and to the monitoring of their work by the teacher. We advocate that these aspects should be appropriated by teachers, thus promoting the quality of the process of learning and teaching in higher education.
- Utilização de portefólios digitais na formação inicial de professores, como estratégia de aprendizagem e avaliação: perspetivas das estudantesPublication . Rodrigues, Maria Rosário; Oliveira Pires, Ana Luisa; Pinto, JorgeNeste artigo apresentamos os resultados de um estudo desenvolvido na formação inicial de professores sobre a utilização de portefólios digitais como estratégia de aprendizagem e avaliação. No estudo, com características de estudo de caso interpretativo, foram entrevistadas estudantes que vivenciaram experiências de utilização de portefólios digitais em diferentes momentos da sua vida acadêmica, onde se pretendeu perceber a relação entre estas experiências, o processo de aprendizagem e a avaliação. Os resultados evidenciam os contributos positivos do portefólio digital para a aprendizagem e a avaliação das estudantes, bem como as principais dificuldades que revelam.