S. Rubín, M. Rümler

Universidad Popular Autónoma del Estado de Puebla (MEXICO)
The educational paradigm begins to break, and it’s seeking acceptance among the actants of the model (students and teachers) and the production of materials, activities and specific programs toward a technological and thoughtful scene. It also recognizes the necessity to take a humanist tradition that focuses on a holistic education that addresses professional life of the student, and also that scene search for a reflective projection like a discipline in the personal and employability field that the student must develop.
Contemporary contributions of technological education in a constructivist environment are conceived and shared as a result of the generation, use and application of instructional design. These contributions find the issues through educational tools and support spaces. By that way, they will impulse the development of the hole knowledge and critical thinking from the student vision.
This practical work will present evidences, opinions, endorsements and guarantees to support the proposition that the implementation of a reflective digital portfolio, will allow a student to develop a personal and professional life plan. Fostering educational skills in certain areas and through cross-curricular instructional design, the student will receive not only knowledge, but also critical select works that demonstrate their academic development. The student also can reflect on prior knowledge and new knowledge acquired, with a focus on his/her life and career plan; which will give to the student a better understanding of him/her self and therefore will work on the development a very important competition for our students and graduates: the autonomy.
Following the model of e-portfolio development, but with the characteristics of a student and graduate population from UPAEP, our project will cover different areas of the curriculum, of the discipline that is being studied. The student must construct a digital collection of academic and extracurricular products, but far away from being just a collection or repository of products, the student will work on a metacognitive activity. For this purpose, we adapted the Assiniboine Model to online courses for which it was designed for, such as guiding model for the proposed practice of instructional design template that is presented through the reflective digital portfolio of a student under five components: IDEAS (for its acronym: Information, Description, Exercises, Assignment, Summary)
Thus, fostering reflection, the students could consider and reconsider, at different times in their career a deep and reflective stance on their training, personal and professional life.