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Advisor(s)
Abstract(s)
Nesta comunicação sistematizamos a experiência decorrente de um projeto de
investigação e desenvolvimento, centrado no uso de portefólios digitais como estratégia de
aprendizagem e de avaliação no ensino superior Português, realizado no âmbito do programa
europeu Erasmus+ KA2. No contexto nacional, o projeto desenvolveu-se numa instituição de
ensino superior público politécnico, tendo-se realizado um estudo piloto com dupla finalidade:
compreender as perspectivas dos estudantes e dos professores face às suas experiências com
portefólios digitais, e desenvolver estratégias de aprendizagem e avaliação suportadas na sua
utilização. O estudo, de natureza qualitativa — investigação-ação —, utilizou para a recolha de
dados inquéritos por questionário e por entrevista. As conclusões evidenciam contributos
significativos do uso de portefólios digitais pelos estudantes, como o desenvolvimento de
competências digitais e processuais, sendo igualmente reconhecido como estratégia de
aprendizagem e avaliação significativa e motivadora. Por outro lado, apesar de uma parte
significativa dos docentes já possuírem experiência com portefólios e de utilizarem suportes
digitais, constatou-se que os portefólios digitais são ainda pouco explorados como estratégia de
ensino-aprendizagem e de avaliação. Assim, propuseram-se um conjunto de ações com vista à
melhoria da situação, criando condições para que os professores possam ser os produtores do
seu próprio conhecimento e profissão.
We systematize in this presentation the experience resulting from a research and development project, centred on the use of digital portfolios as a learning and assessment strategy in Portuguese higher education, carried out under the European Erasmus + KA2 program. In the national context, the project was developed in a public polytechnic institution, and a pilot study was carried out with a dual purpose: to understand the perspectives of students and teachers regarding their experiences with digital portfolios, and to develop learning and evaluation strategies using this tool. The qualitative study – action-research - used questionnaires and interviews to collect data. Conclusions show significant contributions to students, such as the development of digital and procedural skills, and it is also recognized as a meaningful and motivating learning and assessment strategy. On the other hand, despite the fact that a significant part of the teachers already have experience with portfolios and use digital supports, it was found that digital portfolios are still little explored as a teaching-learning and assessment strategy. Thus, a set of actions was proposed with a view to improving the situation, creating conditions for teachers to be able to produce their own knowledge and profession.
We systematize in this presentation the experience resulting from a research and development project, centred on the use of digital portfolios as a learning and assessment strategy in Portuguese higher education, carried out under the European Erasmus + KA2 program. In the national context, the project was developed in a public polytechnic institution, and a pilot study was carried out with a dual purpose: to understand the perspectives of students and teachers regarding their experiences with digital portfolios, and to develop learning and evaluation strategies using this tool. The qualitative study – action-research - used questionnaires and interviews to collect data. Conclusions show significant contributions to students, such as the development of digital and procedural skills, and it is also recognized as a meaningful and motivating learning and assessment strategy. On the other hand, despite the fact that a significant part of the teachers already have experience with portfolios and use digital supports, it was found that digital portfolios are still little explored as a teaching-learning and assessment strategy. Thus, a set of actions was proposed with a view to improving the situation, creating conditions for teachers to be able to produce their own knowledge and profession.
Description
Keywords
Pedagogia no ensino superior Portefólios digitais Investigação-ação Estratégias de ensino-aprendizagem Pedagogy in higher education Digital portfolios Action research Teaching and learning strategies
Citation
Oliveira Pires, A. L., & Rodrigues, M. R. (2021). Experiências de portefólios digitais no ensino superior: Perspetivas de professores e estudantes. In J. Grácio, J. V. Torres, M. C. L. Paniago, M. R. Rodrigues, M. Figueiredo, & M. B. Arguelho (Orgs.), Atas / anais do encontro cultural digital e educação na década de 20 (pp. 32-39). Escola Superior de Educação do Instituto Politécnico de Setúbal.
Publisher
Escola Superior de Educação do Instituto Politécnico de Setúbal