000109123 001__ 109123
000109123 005__ 20230111103833.0
000109123 0247_ $$2doi$$a10.18543/tjhe-9(1)-2021pp29-64
000109123 0248_ $$2sideral$$a125338
000109123 037__ $$aART-2021-125338
000109123 041__ $$aeng
000109123 100__ $$0(orcid)0000-0003-0972-7831$$aBerbegal Vázquez, Alfredo$$uUniversidad de Zaragoza
000109123 245__ $$aThe e-portfolio in higher education: The case of a line of teaching innovation and complex change management
000109123 260__ $$c2021
000109123 5060_ $$aAccess copy available to the general public$$fUnrestricted
000109123 5203_ $$aThis work proposes a line of innovation to implement possible uses for the e-portfolio in higher education. We present an initial framework for analysis with attention to three main arguments: the validity of the interest of the e-portfolio for higher education in light of the current challenges posed by the knowledge society; the relevance of complex change management within organisations such as universities; and the identification of critical elements in the relevant literature concerning experiences similar to the case analysed here. The milestones for the line of innovation include six projects and three teacher training courses. Once data had been gathered in the respective assessment phases for each milestone by means of document analysis techniques (e-portfolios, teaching materials, usage statistics), questionnaires, discussion groups, in-depth interviews, and self-assessments (responsible academics, teachers, and students), a global analysis of the whole line was conducted from a complex approach to the problems of teaching change and innovation. A technological, political and cultural reading of innovation reveals emerging problems to reconsider: the attainment of deep learning; the standardisation of academic tutoring; the formation of learning and practice communities; the reconceptualisation of the e-portfolio as a personal learning environment; and the transformation of the university institution as a learning organisation. The premature condition of higher education to deal with the change in the teaching paradigm and the urgency to revisit its innovation policies to overcome it stand out among the critical conclusions of this study.
Received: 27 April 2021Accepted: 27 October 2021
000109123 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S63-20R
000109123 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc$$uhttp://creativecommons.org/licenses/by-nc/3.0/es/
000109123 592__ $$a0.219$$b2021
000109123 594__ $$a0.8$$b2021
000109123 593__ $$aManagement of Technology and Innovation$$c2021$$dQ3
000109123 593__ $$aEducation$$c2021$$dQ3
000109123 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000109123 700__ $$aMerino Orozco, Abel
000109123 700__ $$0(orcid)0000-0003-2380-8662$$aArraiz Pérez, Ana$$uUniversidad de Zaragoza
000109123 700__ $$0(orcid)0000-0002-5639-8973$$aSabirón Sierra, Fernando$$uUniversidad de Zaragoza
000109123 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000109123 773__ $$g9, 1 (2021), 29-64$$tTuning Journal for Higher Education$$x2386-3137
000109123 8564_ $$s501855$$uhttps://zaguan.unizar.es/record/109123/files/texto_completo.pdf$$yVersión publicada
000109123 8564_ $$s1444032$$uhttps://zaguan.unizar.es/record/109123/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000109123 909CO $$ooai:zaguan.unizar.es:109123$$particulos$$pdriver
000109123 951__ $$a2023-01-11-10:09:30
000109123 980__ $$aARTICLE