Diseño de una ruta pedagógica para la evaluación de competencias a través del portfolio electrónico en entornos distribuidos y heterogéneos de aprendizaje/Design of a pedagogical route for the evaluation of competencies through the electronic portfolio in distributed and heterogenous environments of learning

RESUMENEl presente artículo da cuenta de la ruta pedagógica para la evaluación de competencias a través de portfolios electrónicos en ambientes heterogéneos y distribuidos de aprendizaje dentro de la segunda fase de una investigación realizada por la Universidad de Valladolid y la Universidad Cooperativa de Colombia con estudiantes y profesores en dos ciudades. Se emplea el método ADRION con un enfoque interdisciplinario que articulan los campos de la ingeniería y la educación. En la primera fase se diseñaron y ejecutaron situaciones de aprendizaje en ambientes heterogéneos y distribuidos con la plataforma ILDE para estudiantes universitarios en cuatro grupos de diferentes campos de conocimiento (Cortes, Paez, Quintana, Recio, & Montero, 2017). A partir de los resultados se identifican los elementos con las que se configura la propuesta que aquí se presenta, en la que se resalta la evaluación como punto de partida para la enseñanza, con miras al desarrollo de las competencias, transversalizada por la intersubjetividad, lo que favorece la consolidación de comunidades de práctica que al mismo tiempo aporta a la cualificación de los profesores y al mejoramiento de la calidad educativa. ABSTRACTThis article shows the pedagogical route for the evaluation of competencies through electronic portfolios in heterogenous and distributed learning environments inside the second phase of the research completed with students and professors by the Universidad de Valladolid and the Universidad Cooperativa de Colombia in two cities. The method implemented is ADRION and it is used with interdisciplinary focus whereas the field of engineering and the field of education are articulated together. In the first phase, situations of learning were designed and accomplished in heterogenous and distributed environments with the ILDE platform into four groups of different fields of knowledge (Cortés, Páez, Quintana, Recio, & Montero, 2017). in the university students. The given results provide the elements from which the proposal is designed and it is presented here. The evaluation highlighted from this proposal offers a starting point for teaching that looks for the develop of competencies, mainstreamed by the intersubjectivity which in favors the consolidation of practicum communities where they provide the qualification pf teachers and the improvement of the quality of education.

Computer Interventions for Children with Disabilities

This chapter presents an argument for the employment of computers in education and the possible improvements especially for students with disabilities. Early in the chapter questions concerning technological change are discussed in reference to research and practice. The view in disability education is moving towards lifelong learning and the need to apply advances in both technology and research to accomplish this goal. Employment of cognitive theories coupled with emerging technologies is hypothesized to improve the paradigm shift in education from classroom centered instruction to distributed learning environments. Proposed is that research in cognitive psychology, especially with findings for constructive theories can be successfully applied to disability education.