TY - GEN
T1 - E-portfolio use in the process of critical design and making in design education
AU - Novoa, Mauricio
PY - 2017
Y1 - 2017
N2 - ![CDATA[This article follows on a previous paper presented in ICERI 2014 in relation to Information and Communications Technologies (ICT) and product design applied to learning. It narrates on the proposal of eportfolio as pillar supporting a new constructionist and critical design and making industrial design curriculum developed for three years up to 2014 in preparation for its launch in 2016. It also tells on the preliminary evaluation and analysis work of that eportfolio implementation that spans a total of six year until today. Technology implementation in education has often intended to precondition user behavior to validate preconceived ideals. In a sense, it may fall into an instrumentalist trap that forces participants to follow process and fit to template while user freewill, individual growth and innovation are left out of the equation. Users may also be reluctant to take on new technology if they cannot distinguish the challenges of learning and knowledge are now complex after more than 40 years of globalization. Today, society and professional training are interconnected, networked, open and dynamic. Therefore, it is difficult to unpack technology if it is not transparent to users who only have marginal understanding while trying to sort out the push and pull between technological knowledge, pedagogical knowledge and content knowledge.]]
AB - ![CDATA[This article follows on a previous paper presented in ICERI 2014 in relation to Information and Communications Technologies (ICT) and product design applied to learning. It narrates on the proposal of eportfolio as pillar supporting a new constructionist and critical design and making industrial design curriculum developed for three years up to 2014 in preparation for its launch in 2016. It also tells on the preliminary evaluation and analysis work of that eportfolio implementation that spans a total of six year until today. Technology implementation in education has often intended to precondition user behavior to validate preconceived ideals. In a sense, it may fall into an instrumentalist trap that forces participants to follow process and fit to template while user freewill, individual growth and innovation are left out of the equation. Users may also be reluctant to take on new technology if they cannot distinguish the challenges of learning and knowledge are now complex after more than 40 years of globalization. Today, society and professional training are interconnected, networked, open and dynamic. Therefore, it is difficult to unpack technology if it is not transparent to users who only have marginal understanding while trying to sort out the push and pull between technological knowledge, pedagogical knowledge and content knowledge.]]
KW - industrial design
KW - electronic portfolios in education
KW - educational technology
KW - study and teaching (higher)
KW - constructivism (education)
UR - http://handle.westernsydney.edu.au:8081/1959.7/uws:44725
M3 - Conference Paper
SN - 9788469769577
SP - 6722
EP - 6728
BT - ICERI2017 Proceedings: 10th International Conference of Education, Research and Innovation, November 16th-18th, 2017, Seville, Spain
PB - IATED
T2 - International Conference of Education, Research and Innovation
Y2 - 16 November 2017
ER -