Abstract

FOSADO QUIROZ, Rosa Eréndira; MARTINEZ RAMIREZ, Alejandro; HERNANDEZ NAVA, Nereyda  and  AVILA RODRIGUEZ, Raquel. The e-portfolio as a transversal tool for planning and evaluating autonomous learning for sustainable development. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2018, vol.8, n.16, pp.194-215. ISSN 2007-7467.  https://doi.org/10.23913/ride.v8i16.338.

This paper presents the experience of the e-portfolio as a tool for planning and evaluating autonomous learning in the field of Sustainable Development, which has a multidisciplinary and transversal impact from its curricular design. It supports the values and principles of university action, the formation of transversal competences of sustainability and social responsibility, ethical-value behavior and intercultural and international understanding, reflected in study plans that conform to the University Model of Integral Training and to the Institutional Development Plan of the Autonomous University of San Luis Potosí. This project is in tune with education for sustainable development in Mexico, since it seeks to promote the achievement of the strategies embodied in the United Nations Decade of Education for Sustainable Development by seeking to generate, through the portfolio, knowledge activities and motivation towards caring for the environment and sustainable consumption.

The objective of this project, therefore, was to design an electronic portfolio as a tool to evaluate learning in the subject Sustainable Development. This initiative arose because in a diagnostic test it was determined that the majority of the students not only lacked conceptual mastery and sensitivity to the dimensions of sustainability but also had no involvement as actors in social groups to promote changes related to the sustainability of its environment. In this sense, the contents of the subject were created using multimedia platforms of educational technology of free access to promote collaborative educational scenarios intramural and extramural, with the purpose of strengthening the active, autonomous and reflective learning that the new generations demand. This facilitated the planning and evaluation to teacher, since this innovative technology offers tools such as calendar of activities, blog, project design and participation statistics of the members, with design instruments similar to those of a word processor. The portfolio was designed on the platform of Wikispaces Classroom, with 15 activities and instructions for its execution. It was applied to nine courses, with heterogeneous and multidisciplinary groups, and has been redesigned to adapt to the needs of the subject and the environment. This allowed contextualizing the contents and promoting the interaction of the students asynchronously to design and carry out their activities. The results show that 95% of the students have participated in the activities, compared to 20% of the courses entirely attended. The teacher, on the other hand, facilitated it the design, interaction, evaluation and feedback of learning. The utility of the e-portfolio was evaluated through a semantic differential applied to the last five generations that responded to the end of the course, and granted a value of 7.2 ± 0.6. This shows that the activities of the e-portfolio were useful to achieve the objectives of promoting sustainable development and the generation of awareness and social responsibility.

Keywords : Autonomous learning; sustainable development; evaluation; virtual portfolio; wiki.

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