Digitalni repozitorijum
Univerziteta u Beogradu
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Digitalni portfolio u visokom obrazovanju - studija slučaja
Стоковић, Гордана
Ристић, Мирослава
Digitalni portfolio jedan je od alata u mešovitoj i online nastavi koji je prepoznat kao važan u procesu unpređenja kvaliteta podučavanja, učenja i realizacije modela univerzitetske nastave usmerene ka studentu. Portfolio danas, pre svega, je dostupan zbog digitalnog koncepta računarstva u oblaku i omoguava da pasivni obrazovni paket ili produkt učenja postane dinamički i fleksibilan. On može biti deljen, razvijan, postavljan u razliite kontekste, pretraživan i/ili vrednovan iz razliitih perspektiva. Digitalni portfolio može biti nastavna aktivnost koja omoguava proveru studentskih kompetencija ili dela studentskih kompetencija. Studenti mogu iznositi svoja promišljanja o sadržajima nastavnog predmeta i zadatim ishodima učenja, kao i o digitalnim kompetencijama koje su stekli i vlastitom napretku. Cilj rada je analiza razvoja digitalnog portfolija i njegove implementacije na Učiteljskom fakultetu Univerziteta u Beogradu koja je započeta u toku letnjeg semestra školske 2019/2020. godine, u vreme početka pandemije i prelaska na online nastavu Obrazovne tehnologije, obaveznom nastavnom predmetu na smeru za obrazovanje učitelja i smeru za obrazovanje vaspitača. Za potrebe razvoja digitalnog portfolija vršena je metaanaliza ključnih dokumenata kojim se definiše: upotreba digitalnog portfolija u univerzitetskoj nastavi; detekcija kriterijuma za vrednovanje portfolija; izbor alata za izradu portfolija i proces implementacije. Pregledom i analizom došlo se do zaključka da je polazni model za efikasan razvoj digitalnog portfolija hibridni kao i da se digitalni portfolio može uspešno koristiti kako u formativnom tako i u sumativnom ocenjivanju studenata. Potrebno je da student na početku semestra dobije jasno uputstvo o primeni i svrsi digitalnog portfolija, koji su ishodi učenja, kako i kada će se vrednovati portfolio kao i obrazloženje o značaju refleksije i samoocenjivanja. Samovrednovanje i refleksija koji su sastavni deo portfolija usmeravaju buduće vaspitače i učitelje na važnost kompetencijskog, međupredmetnog i holističkog pristupa, ne samo u univerzitetskoj nastavi, već i u bazičnom obrazovanju i vaspitanju. Izrada digitalnog portfolija, pored ostvarenja ishoda učenja, kod studenata podstiče samostalnost, odgovornost i kreativnost. Uvođenjem uloge studenata - online demonstratora, na nastavnom predmetu Obrazovna tehnologija, obezbedili smo da svaki student praktično uoči značaj saradničkog i vršnjačkog učenja koje je neprocenjivo ne samo u toku formalnog već i tokom celoživotnog učenja.
Abstract: The Digital portfolio is one of the tools developed in blended and online teaching which is recognized as a crucial part of improving the model of student-orientated university teaching, as well as its implementation and the quality of learning. Nowadays, the portfolio is primarily available due to the digital concept of cloud computing, allowing us to change the somewhat passive educational package of learning towards a more dynamic and flexible one. The portfolio itself can be shared, developed, placed in different contexts, searched through and/or evaluated from different perspectives. It can be a teaching tool which enables testing student competences, as well as different aspects of students ́ competences. Students can express their thoughts on course content, learning outcomes, opinion about their own acquired digital competences, as well as their overall progress. The aim of this paper is to analyze the development of the Digital portfolio and its implementation at the Teacher Education Faculty, University of Belgrade, which began during the second semester of the school year 2019/2020 amidst the start of the pandemic and the transition to the online teaching of the Educational Technology, a compulsory course for the preschool and primary school teachers. A metaanalysis was performed for the needs of the development of the Digital portfolio in which the following was defined: the use of the portfolio in University teaching; detection and setting the evaluation criteria; selection of portfolio development tools and their implementation process. The review and analysis showed that the initial model for the efficient development of the Digital portfolio is in a way a hybrid and that the Digital portfolio can be of use in both formative and summative assessment of University students. At the beginning of the semester, the students need to receive clear instructions about the purpose and use of the Digital portfolio, what are the learning outcomes, how and when will the portfolio be evaluated as well as an explanation of the importance of reflection and self-assessment. Self-evaluation and the process of reflection make an integral part of the portfolio, guiding the future preschool and primary school teacher to the comprehension of the importance of competence development, interdisciplinary and holistic approach - for the benefit of their own study, as well as the development of the basic child education they will implement. In addition to achieving learning outcomes, by creating the Digital portfolio, students are also encouraged in gaining more independence, responsibility and developing creative problem-solving approaches. By introducing the role of Students - online demonstrators we have ensured that students understand the importance of collaborative and peer learning, which has been proven to be invaluable not only during the process of formal education but also during the process of life-long learning.
srpski
2021
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Kljune reči: Digitalni portfolio, nastava, student, nastavnik, vrednovanje
Keywords: Digital portfolio, teaching, university student, university professor, evaluation tools