https://www.socictopen.socict.org/files/original/218352f39e12b7d374da4381e5316d5f.pdf 5a0f450ae92379ed3e7c9b0b695dfe77 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Agricultura sostenible Description An account of the resource Dominio científico: Agricultura sostenible Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource El portafolio como recurso de aprendizaje e instrumento de evaluación de estudiantes repetidores de enfermería The portfolio as a learning resource and evaluation tool for course repeating students of the nursing school Creator An entity primarily responsible for making the resource Manuel L. Vera Cortés, Mª del Coro Canalejas Pérez Description An account of the resource El objetivo de la experiencia educativa descrita en este artículo, es la utilización del portafolios como recurso para impulsar la autodirección de los estudiantes en el proceso de aprender a aprender y potenciar la construcción personal del conocimiento. Material y métodos: La experiencia se desarrolló durante tres cursos académicos en la Escuela Universitaria de Enfermería La Paz (Universidad Autónoma. Madrid). El portafolios fue elaborado por 21 estudiantes matriculados en la asignatura Ecología Humana y Salud Comunitaria, que no la habían superado en el curso anterior. Se llevó a cabo en dos fases, una de diseño y otra de aplicación de este recurso. Resultados: A excepción de un alumno, todos progresaron, con diferentes grados de excelencia, en la construcción del conocimiento y en la capacidad de autodirigir su aprendizaje, destacando la utilidad del portafolios para comprender los conceptos fundamentales de la asignatura y adquirir competencias como aprendices autodirigidos. Conclusiones: Se han logrado los objetivos planteados al iniciar la experiencia y consideramos conveniente realizarla con estudiantes repetidores ya que la evaluación formativa y el aprendizaje a través del diálogo con el profesor y sus compañeros les facilita la progresiva construcción de nuevos conocimientos e incrementa sus destrezas metacognitivas. Para utilizar el portafolios con un número elevado de alumnos, sería necesario que lo elaboraran en pequeños grupos y que se implicaran varios tutores para el seguimiento del proceso de aprendizaje de los estudiantes.The goal of this educative experience is to use the portfolio as a tool to drive self-direction in the learning to learn process and to stimulate individual knowledge construction. Material and methods: The experience was undertaken throughout three academic years at the Nursing School of La Paz (Universidad Autónoma. Madrid). The portfolio was made for twenty one students enrolled in the Human Ecology and Community Health class. None of them was having obtained a pass grade during last year course. The experience was developed in two phases, the design phase and the tool application phase. Results: All students, excepting one, made progress with different excellence degrees in critical knowledge elaboration and developing the capability to drive self-direction of learning process. All of them emphasized the usefulness of the experience to understand the most important guidelines of the course and to acquire competences as auto-guided learners. Conclusions: The objectives set for the portfolio experience have been achieved, and we believe it will be convenient to carry it out with rehearsing students. The formative assessment and the dialogue whit teacher or between students facilitate a progressively build capabilities to understand new concepts and increase metacognitive skills development. Using the portfolio with a higher number of students would require working it out in small groups and that several tutors took care of the learning process of the students. Date A point or period of time associated with an event in the lifecycle of the resource 2007 Subject The topic of the resource Aprender a aprender, active learning, aprendizaje activo, aprendizaje autodirigido, aprendizaje constructivo, auto-evaluación, constructive learning, evaluación formativa, formative assessment, learning to learn, portafolios, portfolio, self-assessment, self-directed learning Source A related resource from which the described resource is derived Educación Médica Publisher An entity responsible for making the resource available Elsevier Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Medicine (General), Education (General) Relation A related resource <a href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S1575-18132007000300008" target="_blank" rel="noreferrer noopener">http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S1575-18132007000300008</a>