The construction of the professional identity in the Fine Arts degree. Analysis of a learning portfolio in a Problem Based Learning environment; La construcción de la identidad profesional en la titulación de Bellas Artes. Análisis de una carpeta de aprendizaje integrada en un entorno de Aprendizaje Basado en Problemas

Abstract

The core of the learning portfolio is the metacognitive process that it promotes in students. This aspect, and the understanding of the collective dimension of knowledge and learning, are key factors in the construction of the professional identity. We present a proposal for a learning portfolio centred on transferable skills, produced in groups inside a Problem-based Learning environment in two compulsory courses on the Fine Arts degree. The empirical study analysed the scores given by two teachers to the 307 students who produced portfolios, in order to determine the validity and reliability of inferences regarding their learning. The assessment of the consistency of the scores obtained in the activities in the portfolio, its internal consistency, and the adequacy of the portfolio in the educational context demonstrated acceptable validity and reliability. We conclude that the resource was well suited to the context in which it was applied. © 2019 Universidad Complutense de Madrid. All rights reserved.

Keywords

Author Keywords

validity Metacognition reliability group work learning portfolio Problem based Learning (PBL)

Index Keywords

Author Affiliations

Universitat de Barcelona, Barcelona, Barcelona, Spain

Funding & Acknowledgements

Alberta Beef Producers, ABP

Las dos sesiones semanales en que se organizaba el trabajo en el aula se distribuyeron del siguiente modo: una sesión se dedicó a la tutoría de los grupos de trabajo; la otra a la exposición por los profesores de un tema que afectaba a los problemas propuestos. Las tutorías se organizaron en cuatro tipos diferentes de sesiones a los que se asignó un número variable de reuniones en función de cada grupo de estudiantes: sesiones de regulación del grupo, en las que cada equipo de estudiantes discutió y consensuó un marco común de trabajo; sesiones de establecimiento de los temas de investigación –aspecto nuclear del ABP junto con la figura del tutor facilitador–; sesiones de exploración del marco teórico, en las que el grupo debía buscar, seleccionar e integrar información relevante para su proyecto; y sesiones de concepción, planificación y –de manera opcional– ejecución del proyecto artístico propiamente dicho.

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