About this paper

Appears in:
Pages: 729-739
Publication year: 2019
ISBN: 978-84-09-08619-1
ISSN: 2340-1079
doi: 10.21125/inted.2019.0257

Conference name: 13th International Technology, Education and Development Conference
Dates: 11-13 March, 2019
Location: Valencia, Spain

LEARNING THROUGH REFLECTION –THE PORTFOLIO METHOD AS A TOOL TO PROMOTE WORK-INTEGRATED LEARNING IN HIGHER EDUCATION

S. Pennbrant, H. Nunstedt, L. Bernhardsson

University West (SWEDEN)
Students need to develop meta-reflection to strengthen their learning process and to be able to manage the continuous changes encountered both higher education and in workplaces. Reflection is the most important for achieving progress within work integrated learning. For students to develop meta-reflection and achieve progression within work integrated learning, they need a systematic structure and conscious tools. The Portfolio method can be one of those tools.

In this article we are going to discuss, from a theoretical standpoint, how teachers can develop a better structure for students so that they can strengthen their learning-process and progression of work integrated learning in higher education during internships which in turn promote lifelong learning. This progression of work integrated learning will be discussed in relation to the “WIL4U” model together with examples of reflection questions, learning outcomes, learning activities and examination forms. The “WIL4U” model was developed from the “AIL 4E (DUCATION)” model created by Bernhardsson, Gellerstedt and Svensson.

The purpose of this conceptual discussion article is to highlight the portfolio method as a structure and tool for progress work integrated learning by reflection.

With support of the portfolio method, the students can develop their ability to make well-balanced, and reflected choices in planning actions for work integrated learning. This requires well-developed self-regulation and the ability to meta-cognition and systematic meta-reflection to evaluate the effects of various actions. The portfolio method can also improve the reflection-process to develop the student's ability to emphasize strengths and increase the ability to achieve the learning outcomes in higher education.
@InProceedings{PENNBRANT2019LEA,
author = {Pennbrant, S. and Nunstedt, H. and Bernhardsson, L.},
title = {LEARNING THROUGH REFLECTION –THE PORTFOLIO METHOD AS A TOOL TO PROMOTE WORK-INTEGRATED LEARNING IN HIGHER EDUCATION},
series = {13th International Technology, Education and Development Conference},
booktitle = {INTED2019 Proceedings},
isbn = {978-84-09-08619-1},
issn = {2340-1079},
doi = {10.21125/inted.2019.0257},
url = {http://dx.doi.org/10.21125/inted.2019.0257},
publisher = {IATED},
location = {Valencia, Spain},
month = {11-13 March, 2019},
year = {2019},
pages = {729-739}}
TY - CONF
AU - S. Pennbrant AU - H. Nunstedt AU - L. Bernhardsson
TI - LEARNING THROUGH REFLECTION –THE PORTFOLIO METHOD AS A TOOL TO PROMOTE WORK-INTEGRATED LEARNING IN HIGHER EDUCATION
SN - 978-84-09-08619-1/2340-1079
DO - 10.21125/inted.2019.0257
PY - 2019
Y1 - 11-13 March, 2019
CI - Valencia, Spain
JO - 13th International Technology, Education and Development Conference
JA - INTED2019 Proceedings
SP - 729
EP - 739
ER -
S. Pennbrant, H. Nunstedt, L. Bernhardsson (2019) LEARNING THROUGH REFLECTION –THE PORTFOLIO METHOD AS A TOOL TO PROMOTE WORK-INTEGRATED LEARNING IN HIGHER EDUCATION, INTED2019 Proceedings, pp. 729-739.
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