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Éste es tu e-portafolio del curso. En él, podrás ir subiendo archivos, recopilando tus ideas, pareceres, materiales interesantes, webs encontradas, aportes de tus compañer@s, etc.

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Completar los diversos cuadros de este e-portafolio.

Introducir elementos multimediales además de texto.

Traer aquí un link a un sitio nuevo sobre el tema.

Traer aquí alguna cita a un compañero/a.

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Vivenciar una experiencia personal con el uso del e-portfolio antes de llevarlo al aula.

Aprender el uso de una herramienta posible para tal fin.

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Te proponemos iniciar el portafolio respondiendo aquí estas preguntas:

1. ¿Qué expectativas y/u objetivos iniciales de aprendizaje te formulaste para este curso?

2. ¿Qué ideas principales has recuperado de las primeras lecturas sugeridas?

3. ¿Has vivenciado como profesor o como estudiante el uso de portafolios? ¿qué sentidos adquirió la evaluación? ¿qué se evaluó y en qué momentos? ¿qué roles asumieron los sujetos?

4. ¿Qué preguntas te estás haciendo sobre el diseño y la implementación de la técnica del e-portafolio en el aula?

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Estos videos de Anijovich me  sirvieron para reflexionar sobre el impacto de la retroalimentación  y  el autoestima de los estudiantes. También sobre sus tareas. Me quedé pesando en cómo influye sobre  el pasado y sobre el futuro. Además, este video me llevó a pensar sobre el uso que los estudiantes y yo les damos a las devoluciones.

¿El alumno escucha al feedback? ¿Corrige solamente? ¿Cómo se da el feedback?  ¿Qué decisiones toma el alumno? Analogía del paquete, ¿lo abrimos? ¿lo descartamos? ¿lo guardamos? ¿Hay ida y vuelta?

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Rebeca Anijovich: sobre la retroalimentación

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Un muy buen video para docentes de nivel superior.

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El e-portafolio en la docencia universitaria

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En esta píldora se trata el concepto de e-Portafolio, para qué sirve, diferentes tipos de e-Portafolios existentes y cuál es su estructura básica. --- Creative Commons: Reconocimiento - No Comercial - Sin Obra Derivada (CC BY NC ND). http://creativecommons.org/licenses/by-nc-nd/4.0/deed.es_ES

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About Teaching Portfolios

Teaching portfolios are a tool for both self-improvement and hiring/promotion processes. A portfolio documents your experience, growth, strengths, and accomplishments as a teacher.

What to Include

Typically, portfolios include:

A brief table of contents

A personal statement

Syllabi and/or other course materials

Evidence of your teaching effectiveness, such as student evaluations, student papers, or a videotape of you in action

Personal Statement

While most of the documents in a portfolio may sound familiar, the personal statement is probably new to many instructors. Generally about 2-3 pages long, it may include the following items:

Reflective statement of your pedagogical philosophy, strategies, and objectives

A short list of your main teaching interests

Summary of your past and present teaching responsibilities

Description of steps taken to evaluate and improve your teaching, including changes resulting from attending teaching workshops, being videotaped, or talking to a teaching consultant

Explanation of appended supporting material such as syllabi, exams, or handouts

Teaching portfolios are best prepared in consultation with others. As you put your portfolio together, seek the advice of colleagues and your academic advisor (if you are a TA). Attend a workshop on teaching portfolios (VPTL generally offers one per quarter on teaching statements and portfolios).

For a teaching portfolio consultation, visit BEAM and meet with one of the PhD career counselors.

Some students also include their teaching statement in their e-portfolio. For more information about e-portfolios, see E-Portfolios: Creating Your Professional Identity.

One great benefit of building a teaching portfolio is that it helps you clarify your pedagogical aims and teaching strategies. By reviewing your course materials and evaluations, and by reflecting on your approach to teaching, you will recognize important trends and progress in your teaching. This process will allow you to be more intentional in your teaching and will also likely be useful for the academic job market or the tenure review/promotion process.

Reference

Peter Seldin, J. Elizabeth Miller, Clement A. Seldin, The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions, 4th ed. (Wiley, 2010)

See also

Preparing for Faculty Careers (takes you to VPGE site)

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Teaching portfolios are a tool for both self-improvement and hiring/promotion processes. A portfolio documents your experience, growth, strengths, and accomplishments as a teacher. Typically, portfolios include: A brief table of contents A personal statement Syllabi and/or other course materials Evidence of your teaching effectiveness, such as student evaluations, student papers, or a videotape of you in action While most of the documents in a portfolio may sound familiar, the personal statement is probably new to many instructors.

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Teaching ePortfolios in Teacher Education

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Teaching ePortfolios in Teacher Education

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Este artículo me pareció muy interesante ya que trata sobre el uso de e-portfolios en la formación de formadores.

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El sitio web del British Council ofrece muchos recursos sobre el uso de los portfolios en la enseñanza del idioma inglés.

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A brief history of European Language Portfolios

What are Language Portfolios?

The problems with Language Portfolios

Using Language Portfolios with young learners

A brief history of European Language Portfolios
Teachers and learners have been working with Language Portfolios since the mid 1990s, and between 1998 and 2000 various ELP models were piloted in Europe.

There has been much literature written about them and there are lots of interesting examples. In the year 2001, which was also the European Year of Languages, The Council of Europe launched ELPs throughout Europe.

Many adult and young learner course books now contain features of language portfolios such as passport activities and learner checklists while many classrooms have learner portfolios stored on their shelves.

What are Language Portfolios?
They are a collection of individual students' work put together in a file or ring binder. They belong to the student and can be updated as language learning continues by adding to and taking away pieces of work.

Language Portfolios are made up of three parts:

1. The Passport
This contains factual information about the language learner. It gives a history of the learners' language learning experiences which in this case refer to learning English.

It may also contain any certificates or qualifications which show the learners' level in an internationally transparent manner. For our young learners this may mean a certificate they received from a summer camp they attended or a qualification they got from taking an English exam at school or in any other English language centre. It may also include a ticket to a theatre production in English, a film they saw or a trip abroad to an English-speaking country. See Working with passports

2. The Language Biography
This is a personal history of the learners' language learning experience. For example it may include a short narrative about the summer camp which they went on and for which they have included the certificate in their passport section.

It also includes self-assessment materials, such as the learner checklists and any aims that learners have for the future. These aims might be passing a specific exam, attending a course and feeling well prepared for it or being able to speak English to a visitor. See Working with biographies

3. The Dossier
This is a collection of course work which shows learners' level of English. It may include corrected class or homework, tests and exams or any other piece of work which illustrates where the learner is at. In this part of an LP, a learner may include voice or video recordings or any part of project work which they have done.

Download portfolio activities 55k

Advantages of using them
There are many advantages for teachers and learners.

They enhance learners' motivation by providing something personal and tangible which they can build up and develop over the course.

They help learners to reflect on their own learning and achievement by asking them to make choices, review, compare and organize their own work.

They enable learners to look for new cultural experiences by opening their eyes to the possibilities available to them. Part of portfolio work involves 'show and tell' sessions where learners talk about their experiences and look at other portfolios.

From a teacher's point of view, portfolios lead to greater learner autonomy since they involve self assessment, learner responsibility and parent involvement.

Learners can work in their own time on different sections of the LP.

The problems with Language Portfolios
From my experience there are a couple of considerations when using LPs.

First of all with large groups the storage of portfolios can be problematic. Of course, learners can look after them themselves but this always means there are lots of students who forget or lose their portfolio. I have found it is better to store them in class and only allow them home occasionally throughout the year. In this way it means they are readily at hand for parent interviews and of course class time.

Secondly, as a teacher portfolios involve the provision of the folder and the organisation of the contents, which can be quite time consuming. However, once I had made templates for the three sections, found an attractive folder and decided on the topic to work on, learners could work at their own pace and the sessions ran themselves.

Using Language Portfolios with young learners
I have always had very positive feedback from parents who have shown great interest from the start.

Whenever working on portfolios I have sent a letter to parents at the start of term, briefly explaining what an LP is and the reasons for working with them.

I have asked parents to look for any 'realia' that their children could bring into class which would help them talk about a language / cultural experience. Children have brought in photos, leaflets to interactive museums, theatre tickets and magazines and comics in English.

Obviously not all children get so involved and by the end of the course there can be quite a difference in the contents of LPs. However, I always make time in portfolio sessions to help individuals who have been absent or fallen behind in their work so that each LP is reflective of the level of its owner. Other learners can finish off pieces of work or start on new topics.

Throughout the course, learners have personalised their LPs by including photos, decorating the front cover and preparing an individual passport page. In this way the notion of 'ownership' has been a motivating force.

Finally, at the end of term students take their LP home where they can be kept intact or used the following year to build on and update.

Further reading
Peter Lenz & Gunther Schneider: European Language Portfolios. www.coe.int/portfolio
Council of Europe Standard (C.O.E.): What your language level means.

Malisa Iturain, Teacher British Council YL Centre, Barcelona

This Article was first published in 2007

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A brief history of European Language Portfolios What are Language Portfolios? The problems with Language Portfolios Using Language Portfolios with young learners A brief history of European Language Portfolios Teachers and learners have been working with Language Portfolios since the mid 1990s, and between 1998 and 2000 various ELP models were piloted in Europe.

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Me es difícil citar unos pocos textos pero me quedo con:
Barberá El estilo portafolio

Un e-portafolio es un sistema digital que permite a los usuarios documentar competencias, eventos, planes o productos que son relevantes para ellos, así como también dejar de manifiesto su evolución a lo largo del tiempo elegido. Esta demostración seleccionada se evidencia mediante muestras documentales (cartas, artículos, fotos, trabajos personales, monografías, valoraciones externas, etc.) y registros de distinto tipo y soporte (textual, audio, video, etc.) que se presentan de manera organizada y reflexiva a una audiencia determinada (en relación a lo que le ha llevado a elegir las muestras entre otras muchas y lo que le ha aportado finalmente al usuario).

Anijovich Evaluar para aprender
Sadler (1989), investigador inglés que recoge y amplía las ideas de M. Scriven, identificó tres condiciones para una retroalimentación efectiva:

Conocer las expectativas de logro.

Desarrollar habilidades que permitan realizar comparaciones considerando como base múltiples criterios.

Comprender el significado y el diseño de estrategias para disminuir las

distancias entre las producciones, los desempeños y las expectativas de

logro.

Pasos para dar feedback para el aprendizaje
(Traducido y adaptado de un documento desarrollado por Milwaukee Public Schools, USA).
1. Leer o escuchar el trabajo: leer o escuchar el trabajo de comienzo a fin sin comentar en los errores. La idea es generar una apreciación global antes de decidir el área prioritaria para entregar feedback.
2. Crear una lista de aspectos a mejorar y elegir un foco: es necesario elegir de los aspectos a mejorar el más apremiante o vinculado con el proceso de enseñanza que está ocurriendo. Es importante ser específico. Por ejemplo, si el trabajo es un artículo de opinión, no centrar el feedback en los errores gramaticales u ortográficos.
3. Escribir el feedback: usar expresiones del tipo 'Cómo podrías mejorar...' y recomiende o pida que 'piensa en un texto similar que hayas leído y que sirva como ejemplo para tu trabajo', o refiera a contenidos vistos en clases que sería útil revisar
4. Entrega del feedback: siempre comenzar resaltando algo que el estudiante hizo bien. Esto tiene dos propósitos: el primero es validar el trabajo del estudiante, reconociendo o identificando los aspectos destacables de su trabajo. Esto es esencial, ya que puede que el estudiante no haya reconocido ese aspecto valioso y lo haya logrado sin proponérselo. Lo  segundo, es que al recibir un feedback positivo, estará emocionalmente mejor preparado para
recibir una sugerencia de cambio

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Este año corregí como nunca en el profesorado y tuve la sensación de que los estudiantes se limitaban a recibir el feedback como algo sancionatorio o una instancia de cierre a sus producciones. Era ese paquete que no se abría, solo se desechaba.  En realidad, mi intención era que tomaran esas retroalimentaciones y las tuvieran en cuenta para sus futuras contribuciones.

Pero lamentablemente, eso no pasó. Por eso creo que la idea de enseñar y evaluar desde una propuesta formativa y no sumativa, materializada a través de un e-portfolio, servirá de mucho en la tarea de ayudar a los estudiantes a mejorar su fluidez, precisión y expresión oral. De hecho, ya implementé un portafolio para mi curso de Lengua y Expresión Oral. El e-porfolio es similar al que presenté en este curso y puede verse en el archivo que adjunto aquí.

Lo que me gustó más de este curso fue que realmente sentí que se brindaron todas las herramientas necesarias para que pueda implementar un e-portfolio. El material bibliográfico me pareció sumamente interesante y práctico y seguramente el año que viene implemente un portfolio anual para cubrir este tema.

En suma, volviendo a mis propósitos iniciales al comienzo de este portfolio, podría decir que he cumplido con mis objetivos y expectativas.