Abstract:

The use of e-portfolios as a content-management system facilitates the collection and presentation of learning outcomes. Its use in higher education has increased in the last years due to its demonstrated role on the improvement of learning assessment.

The aim of this work is to implement an e-portfolio as a tool for reflective, critical and experimental learning and as a tool to evaluate the assessment of professional competences. We have applied this methodology in a Practicum context in the Nutrition and Dietetics Degree, at the University of Barcelona (Campus de l’Alimentació de Torribera). Students are in the last year of their formation and develop the Practicum in different institutions and companies, so the e-portfolio is also a good way to have a common tool to work with.

The platform that we use is Mahara, an open source e-portfolio platform, from which we have built a common template that contains specific areas for each of the activities that the students accomplish throughout their training period. These activities focus on the reflective, critical and professional learning. The template can be adapted and personalized by the students and is the place where they upload the results of their activities.

A total of 46 students took part in this first experience. First, they attended a session to learn how to create their own e-portfolio from the basic template. Additionally, we gave them a series of explanatory videos to introduce them to the portfolio management platform. Moreover, these videos showcased how to organize and manage each of the practicum activities within this platform. This material was published on the online platform of the subject (Moodle campus).

Results showed that students learned quickly how to use this platform and it was very valued by them. Students perceived this new methodology as a better way to organize their work and the activities performed during their Practicum. In addition, the tutors did also evaluate positively the usage of the e-portfolio. In particular, they appreciated the easiness on the visualization of the activities, the improvements on the communication with the students (better feedback) and the evaluation of the learning achieved by the students.

In conclusion, the development and implementation of e-porfolios in the last year of the Degree of Nutrition and Dietetics has helped students to enhance their learning experience and further develop critical-thinking skills.

This work was supported by University of Barcelona grant 2015PID-UB/020.