About this paper

Appears in:
Pages: 5674-5679
Publication year: 2016
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.0275

Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain


G. Mejia-Madrid1, D. Meza-Bolaños1, F. Valverde-Alulema1, R. Molina-Carmona2, F. Llorens-Largo2, P. Compañ-Rosique2, R. Satorre-Cuerda2

1Central University of Ecuador (ECUADOR)
2University of Alicante (SPAIN)
This research aims to define guidelines for the design of the docent portfolio in university teaching through using technologies of information and communication technologies (ICT). The development of this model is based on the Regulation of Academic System and the organization of learning issued by the Council of Higher Education of Ecuador. For the dissemination and knowledge of this model academic portfolio was necessary to create a virtual course. This virtual course was developed in a e-learning platform.

The methodology used is action research: planning, acting, evaluates and reflects.

In the first stage the development of a virtual course with instructional design based on the methodology of teaching, Reflection, Conceptualization and Application (ERCA) is planned. This design has some guidelines such as: teacher data, material support, evidence of learning, assessment tools and literature. The model designed in the virtual course uses tools of information technology and communication simple to learn and operate. In the second stage of the methodologies, this online course is available for a group of university professors from the Central University of Ecuador, who will follow the online course and learn how to develop the academic portfolio. In the third stage, teachers are assessed on what they learned in the virtual course. In the fourth stage, each teacher reflects on what has been learned and issues its comments.

The results show that a significant percentage of teachers said that the development of an academic portfolio helps self-evaluation and improvement organization in each of their subjects. In addition, the portfolio serves as evidence within the accreditation of courses, and that the use of this model helps to improve the teaching-learning process.

In conclusion, studies show that it is the use of well-structured academic portfolio by teachers and to help improve the teaching essential - learning. Moreover, this model is an evidence for the process of accreditation and quality assurance of careers and college academic programs and information showing the processes applied in the classroom, methodologies and results.

Finally, each academic portfolio is a historical evidence evaluation with the aim of continually improving, with a view to excellence in quality academic environment.
author = {Mejia-Madrid, G. and Meza-Bola{\~n}os, D. and Valverde-Alulema, F. and Molina-Carmona, R. and Llorens-Largo, F. and Compa{\~n}-Rosique, P. and Satorre-Cuerda, R.},
series = {9th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2016 Proceedings},
isbn = {978-84-617-5895-1},
issn = {2340-1095},
doi = {10.21125/iceri.2016.0275},
url = {http://dx.doi.org/10.21125/iceri.2016.0275},
publisher = {IATED},
location = {Seville, Spain},
month = {14-16 November, 2016},
year = {2016},
pages = {5674-5679}}
AU - G. Mejia-Madrid AU - D. Meza-Bolaños AU - F. Valverde-Alulema AU - R. Molina-Carmona AU - F. Llorens-Largo AU - P. Compañ-Rosique AU - R. Satorre-Cuerda
SN - 978-84-617-5895-1/2340-1095
DO - 10.21125/iceri.2016.0275
PY - 2016
Y1 - 14-16 November, 2016
CI - Seville, Spain
JO - 9th annual International Conference of Education, Research and Innovation
JA - ICERI2016 Proceedings
SP - 5674
EP - 5679
ER -
G. Mejia-Madrid, D. Meza-Bolaños, F. Valverde-Alulema, R. Molina-Carmona, F. Llorens-Largo, P. Compañ-Rosique, R. Satorre-Cuerda (2016) METHODOLOGY TO DESIGN AN ACADEMIC PORTFOLIO, ICERI2016 Proceedings, pp. 5674-5679.