DescriptionThe aim of this subproject is to study individual students’ reflections on their PBL competences, when they utilize digital tools in form of e-portfolios. Individual students struggle at times to identify the specific competences they acquire through their project work, their courses and the overall educational outcomes they strive towards. PBL learning approaches present some unique challenges for an individual to evaluate the outcomes of their own learning, since much focus is on the benefits of working and thinking in teams in which the diversity of contributions helps to solve complex problems (Hmelo-Silver, 2004; Scholkmann et al., 2018). However, university education ought to lead to higher order learning competences that include the competences to think independently, including about one’s own learning. Self-reflection and formative assessment can assist such aims (Davies & LeMahieu, 2003). Tools that support self-evaluation include portfolios since they provide the structures needed for organized reflection and (self)-assessment of learning. In electronic form, they can include multimodal formats (text, images, video), that afford flexible and hybrid learning spaces. In the round table, current ideas and findings will be shared and will form point of departure for conceptual, theoretical and methodological discussion in relation to portfolio methods and networked learning.
|Period||20 May 2020|
|Event title||TWELFTH INTERNATIONAL CONFERENCE ON NETWORKED LEARNING: A RESEARCH-BASED CONFERENCE ON NETWORKED LEARNING IN HIGHER EDUCATION, LIFELONG LEARNING & PROFESSIONAL DEVELOPMENT|
|Degree of Recognition||International|