Publication: El ePEL: la gestión del aprendizaje a lo largo de la vida
Authors
Pitarch Gil, Ana ; Álvarez Platero, Antonio ; Monferrer Daudí, Joan
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Publisher
Universidad de Murcia, Servicio de Publicaciones
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Description
Abstract
El incremento del uso de portfolios de enseñanza y aprendizaje nació como fruto de la necesidad de los
docentes de potenciar la autonomía a través de la reflexión sobre los procesos de aprendizaje.
Actualmente, su utilización como herramienta de evaluación y de fomento de la autonomía en diferentes
niveles educativos está siendo promovida por los distintos procesos de armonización que se están
llevando a cabo en Europa: el EEES, el Marco Europeo de calificaciones y, en el área de enseñanza y
aprendizaje de idiomas, por el Marco Común Europeo de Referencia para la enseñanza y aprendizaje de
lenguas (MCER).
En este artículo presentamos un modelo de portfolio para la gestión del aprendizaje a lo largo de la vida,
el ePEL. El Portfolio Europeo de las Lenguas en formato electrónico, diseñado y desarrollado por los
autores de este artículo en el OAPEE, Organismo perteneciente al Ministerio de Educación, siguiendo
las directrices del MCER en cuanto al fomento de la autonomía, la reflexión, el plurilingüismo y la
movilidad con el fin de potenciar el aprendizaje a lo largo de la vida. A diferencia de los sistemas de
portfolio de evaluación, en los que la iniciativa parte de los docentes a título personal o integrado en un
programa institucional, en el ePEL el usuario es el propietario y el único gestor del sistema. En el
artículo se mostrará su funcionalidad, explicando el modelo de aprendizaje autónomo propuesto, junto
con las implicaciones sociales y pedagógicas que se derivan de su uso
Teaching and learning portfolios have experienced a remarkable growth in their use because of the need that teachers found to enhance learners' autonomy through reflection on their learning process. The different harmonization processess that are currently taking place in Europe have encouraged the use of porfolios as tools for evaluation and autonomy enhancement throughout the whole education system: the European Higher Education Area, the European Credit Transfer System and, more specifically regarding language teaching and learning, the Common European Framework of Reference for Languages (CEFRL). In this article, we present ePEL: a portfolio model for the management of life long learning. The European Language Portfolio in electronic format, designed and developed by the authors of this article in the OAPEE, Agency under the Ministry of Education, follows the guidelines of the CEFRL for promoting autonomy, reflection, multilingualism and mobility in order to enhance learning throughout life. Unlike other evaluation portfolio systems, in which the initiative comes from teachers on a personal basis or integrated into an institutional programme, in the ePEL the user is the sole owner and manager of the system. The article will show its functionality, explaining the model of autonomous learning we propose, along with the social and pedagogical implications arising from their use
Teaching and learning portfolios have experienced a remarkable growth in their use because of the need that teachers found to enhance learners' autonomy through reflection on their learning process. The different harmonization processess that are currently taking place in Europe have encouraged the use of porfolios as tools for evaluation and autonomy enhancement throughout the whole education system: the European Higher Education Area, the European Credit Transfer System and, more specifically regarding language teaching and learning, the Common European Framework of Reference for Languages (CEFRL). In this article, we present ePEL: a portfolio model for the management of life long learning. The European Language Portfolio in electronic format, designed and developed by the authors of this article in the OAPEE, Agency under the Ministry of Education, follows the guidelines of the CEFRL for promoting autonomy, reflection, multilingualism and mobility in order to enhance learning throughout life. Unlike other evaluation portfolio systems, in which the initiative comes from teachers on a personal basis or integrated into an institutional programme, in the ePEL the user is the sole owner and manager of the system. The article will show its functionality, explaining the model of autonomous learning we propose, along with the social and pedagogical implications arising from their use
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