Dra. Badilla-Quintana, María Graciela

This article describes an experience of the use of Personal Learning Environment (PLE)-Portfolio to compile various digital artifacts in virtual spaces, which represent a theoretical content learning process associated with knowledge, in a competency-based context, using a variety of Web 2.0 tools. Based on the Learning Spiral as a framework for curriculum design in connectivisim and in the co-association, it was created lessons, activities, and projects in order to create dynamic learning situations that contribute to the development of thinking skills and mental habits of first-year college students of technical engineering education at the Higher Technical Network Administration and Computational Support of the Lota Arauco Technical Training Center at the University of Concepción. To analyze the experience, it was proposed an evaluation model that was built using ICT, evaluative principles, a defined competencies standard, evidence and types of ICT assessment. As data instrument collection, rubrics were used that allowed to determine what students did with and without ICT. Main results of this experience are the generation of a methodological and evaluative model that facilitates theoretical learning, from the paradigm of learning using ICT, for example to promote higher competencies development in students, incorporating ICT seamlessly into a learning activity, increasing motivation and collaborative work in the physical and virtual classrooms.

This article presents some results obtained partially during the first year of the TYMMI project. TYMMI’s aim is to strengthen the professional performance of pre-service teachers in the real classroom. Through the design of a free immersive virtual world Open Sim we have developed a technology readiness for 27 pre-service high school English teachers who are preparing their career at Universidad Católica de la Santísima Concepcion, in Chile. Initial results show some evidence of working in a three dimensional environment and in a virtual learning platform (called EV@ supported by Moodle) through Sloodle. One of the first findings we have gathered are: motivation for using these environments, strengthening ICT skills, and also technological difficulties for the development of the academic activities of interaction during teaching practices.