Table 1 The query structure with questions distributed on different dimensions and levels.
From: ePortfolio to promote networked learning: an experience in the Latin American context
Dimension | Level | Questions |
|---|---|---|
D1_ perception of ePortfolio adaptations in the TDA teaching and learning strategy | Individual (i) | D1(i) _ most customised reviews |
D1(i) _ finding guidance to solve a problem | ||
D1(i) _ communicate project ideas | ||
D1(i) _ development of reflections on the workshop itself | ||
D1(i) _ development of peer cooperation | ||
D1(i) _ continuity of workshop work | ||
D1(i) _ development of teamwork | ||
Collective (c) | D1(c) _ how to review workshop work | |
D1(c) _ how to assess the work carried out | ||
D1(c) _ how to communicate project information | ||
D1(c) _ how to interact with peers and teachers | ||
D1(c) _ how to reflect student identity | ||
D2_ perception of ePortfolio adaptations on the training context | Individual (i) | D2(i) _ reflection on the work done |
D2(i) _ collaboration with other workshop members | ||
D2(i) _ the ability to communicate ideas about their work | ||
D2(i) _ the incorporation of more information on the work carried out | ||
Collective (c) | D2(c) _ the construction of a collective reflection on workshop work | |
D2(c) _ collaboration with other workshop members | ||
D2(c) _ the development of the group or teamwork | ||
D2(c) _ the development of peer reviews | ||
D3_ perception of ePortfolio adaptations in the construction disciplinary learning | Individual (i) | D3(i) _ the development of a technical reference framework on architecture |
D3(i) _ the understanding of space and its spatial properties | ||
D3(i) _ understanding the architectural context of a project and its requirements | ||
D3(i) _ the handling of architectural language | ||
D3(i) _ the development of a project strategy to address projects | ||
D3(i) _ the development of a critical reflection on the projects carried out | ||
D3(i) _ the development of graphic communication tools for projects | ||
D3(i) _ the development of argumentative tools for projects | ||
D4_ perception of ePortfolio adaptations in the projection of the training process | Facilitating (f) | D4(f) _ maintain the use of the blog format for its development |
D4(f) _ Incorporate another format (Websites, dropbox, drive, etc.) | ||
D4(f) _ incorporate social media platforms (Facebook, Instagram, Linkedin, etc.) | ||
D4(f) _ maintain student status as the owner | ||
D4(f) _ Incorporate a centralised management system (institutional type) | ||
Improve (m) | D4(m) _ maintain the use of e-portfolio as a mandatory activity | |
D4(m) _ to apply to the e-portfolio greater percentage of the semester evaluation | ||
D4(m) _ planning constant e-portfolio reviews throughout the semester | ||
D4(m) _ Making e-portfolio the mainstay of the teaching and learning process | ||
D4(m) _ to establish the e-portfolio as the basis for the final semester evaluation | ||
Projection (p) | D4(p) _ use of e-portfolio in other workshops in the career | |
D4(p) _ use of e-portfolio as a lifelong learning strategy | ||
D4(P) _ use of e-portfolio as a basis for validation of student training | ||
D4(P) _ use of e-portfolio as a basis for students' presentation to the final project | ||
D4(p) _ use of e-portfolio as a final project |