METODOLOGIA PARA EL DISEÑO DE UN MODELO DE

NEGOCIO (MÉTODO CANVAS)

G. M1, Irene. Ulco-Llulluna1, F. Valverde-Alulema1, R. Molina-Carmona2, F.
Llorens-Largo2, P. Compañ-Rosique2, R. Satorre-Cuerda2
1
Central University of Ecuador (ECUADOR)
2
University of Alicante (SPAIN)

Abstract
This research aims to define guidelines for the design of the docent portfolio in university teaching
through using technologies of information and communication technologies (ICT). The development of
this model is based on the Regulation of Academic System and the organization of learning issued by
the Council of Higher Education of Ecuador. For the dissemination and knowledge of this model
academic portfolio was necessary to create a virtual course. This virtual course was developed in a e-
learning platform.
The methodology used is action research: planning, acting, evaluates and reflects.
In the first stage the development of a virtual course with instructional design based on the
methodology of teaching, Reflection, Conceptualization and Application (ERCA) is planned. This
design has some guidelines such as: teacher data, material support, evidence of learning, assessment
tools and literature. The model designed in the virtual course uses tools of information technology and
communication simple to learn and operate. In the second stage of the methodologies, this online
course is available for a group of university professors from the Central University of Ecuador, who will
follow the online course and learn how to develop the academic portfolio. In the third stage, teachers
are assessed on what they learned in the virtual course. In the fourth stage, each teacher reflects on
what has been learned and issues its comments. The results show that a significant percentage of
teachers said that the development of an academic portfolio helps self-evaluation and improvement
organization in each of their subjects. In addition, the portfolio serves as evidence within the
accreditation of courses, and that the use of this model helps to improve the teaching-learning
process.
In conclusion, studies show that it is the use of well-structured academic portfolio by teachers and to
help improve the teaching essential - learning. Moreover, this model is an evidence for the process of
accreditation and quality assurance of careers and college academic programs and information
showing the processes applied in the classroom, methodologies and results.
Finally, each academic portfolio is a historical evidence evaluation with the aim of continually
improving, with a view to excellence in quality academic environment.
Keywords: Academic portfolio, e-learning, Models to create academic portfolios, teacher portfolios.

1 INTRODUCTION
The teaching portfolio is an idea that has been expressed recently, as a tool that reflects the different
strategies employed teacher in the class to reach students. Its purpose is to allow each teacher
discovers their own identity, picking a selection of suitable materials for the training process to be
considered as an evidence in the teaching-learning process.
This selection, is understood as the process that leads to each teacher to learn from its experience
and reflection on the methodology applied, in order that it can assume responsibility for their teaching
actions [1][2][3][4] and in time, if it is necessary redefine, modify or if this is the case the change.
The Constitution of the Republic of Ecuador, Article 26 provides that education will focus on the
human being and ensure their holistic development, within the framework of respect for human rights.
In the fifth strategy of the National Plan for Good Living mentions the transformation of higher
education through science, technology and innovation. In addition, the Regulations Academic Regime,
Article 19. Planning, monitoring and evaluation of the learning organization. The learning organization
be incorporated in the curriculum of courses and programs and their corresponding academic
portfolio. This curriculum will be subject to monitoring and evaluation processes by the institutions.

Proceedings of ICERI2016 Conference ISBN: 978-84-617-5895-1

14th-16th November 2016, Seville, Spain 5674
The learning organization is divided into 3 components: Teaching, Implementation and
Experimentation and Self-work. Article 11 and 15 of the Regulation of Academic System (RRA).
Portfolio structure: there are authors who adopt eminently technical criteria for determining the
elements that constitute the portfolio. Others, however, provide freedom with respect to its content.
The portfolio that has been implemented has its structure defined from changes in the Ecuadorian
Academic Regime Regulations, approved in May 2014 where interact the three components
mentioned in the previous paragraph.
Under these educational changes and the legal regulations, with this research presents guidelines to
develop the academic portfolio that meets quality standards to improve the teaching; and generate an
evidence for the processes of accreditation and quality assurance. [5]
In the Central University of Ecuador -UCE- there have been some attempts to define a model
academic portfolio, at the end of 2013 with the Academic Regime Regulations School of Economic
Sciences of the UCE raised a first model which was evaluated and where they were trained more than
220 teachers [6]. In this experience each teacher took a format of their academic portfolio that
contains the structure shown in Figure 1:

Figure 1 Teaching portfolio.

After this experience –considered successful- taking into account changes in legislation proceed to
reformulate the model of the academic portfolio, which we present in this investigation and is detailed
in the methodology.

2 METHODOLOGY
This research is based on the three components of Academic Regime Regulations 2014 on Academic
Portfolio. This theory allows us to model each of the components of the methodology and classify it
into three matrices: teaching component, component testing and component practice and self-
employment. The main definitions of the General Systems Theory "(Saenz, 2009) are:

Definition: Let Omega Ω a well-defined set of objects . Each element has a

position and has properties and attributes . Among the different elements of Ω it is
possible to establish relationships and functions .The triplet:

it is a system
On the other hand, Saenz said that to define a system you must follow these steps:
− Identify system elements X1, X2 and X3;
− Identify the attributes and properties of the elements. A1, A2, A3.
− Identify emerging attributes and properties (properties acquired by the system as system
structure elements).

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After analyzing these three components are defined the system’s elements Xi (S), which according to
the methodology of Dr. Saenz (Sáenz, 2009) it is established.
First, elements of the system were defined: X1, X2 and X3
X1 = matrix Teaching component
X2 = Matrix Self-Employment Component
X3 = Matrix Experimentation and Practices

! = X1 + X 2 + X3

Second, the attributes or properties of the elements will be identified, that is, the , being A
the set of attributes, the system (S). It is important to mention that after having defined the elements
will describe what each element of the system with their attributes and these attributes will provide the
indicators.
X1 = First item: Component Teaching
Here is the indicators or attributes of learning activities assisted by the teacher. These activities should
include collective organization of learning processes with the use of different information and
communications technology and networking methodologies, on-site tutoring or virtual environments.
A1: Attributes or properties of the first element X1 and these attributes are defined as follows:

(
A1 = a11,a12,a13,a14 )
Table 1. First Item.

Number Criterion Indicators (attributes) Weighted

Learning activities assisted by Professor
a11 Study cases 0,038
a12 Conferences 0,038
a13 Seminars 0,038
a14 Forums 0,038
Component
a15 of Teaching Synchronous online clases 0,038
a16 Teaching in services performed in work settings. 0,038
Collaborative learning activities
a17 Systematization of research-intervention practices 0,038
a18 Knowledge integration project 0,038
a19 Construction of models and prototypes 0,038
a110 Projects problematisation 0,038
a111 Troubleshooting or cases 0,038
Total

X2 = Second element: Part of application practices and experimentation of learning

This criterion considers the elements oriented application development experience of learning.
A2: Attributes or properties of the second element X2 and these attributes are defined as follows

A2 = (a21, a22, a23, a24)

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 Table 2. Second Item.

Number Criterion Indicators (attributes) Weighted

a21 Academic activities in experimental settings or in 0,038
laboratories
a22 Practices institutions, companies or community 0,038
a23 Field practices 0,038
Component
a24 practical Directed observation work 0,038
application and
a25 Solving specific problems of the profession 0,038
experimentation
a26 of learning Workshops 0,038
a27 Management database and library collections 0,038
a28 Pre professional practices 0,038
a29 Linking with society 0,038
Total

X3 = Third item: Application Component and Experimentation

Here are the attributes that include the work done by the student, this is oriented for independent
learning skills. Article 15 RRA.

A3: Attributes or properties of the third element X3 and these attributes are defined as
(
follows: A3 = a31, a32, a33, a34 )
Table 3. Third item.

Number Criterion Indicators (attributes) Weighted

a31 Reading 0,038
a32 Analysis and understanding of library materials and 0,038
Self study documentaries, both analog and digital.
a33 component Generating data and information search 0,038
a34 Individual test development 0,038
a35 Jobs 0,038
a36 Exhibitions 0,038
Total

Now taken the sets {X} and {A} corresponding respectively; one, to the system elements; and, the
other, to the attributes or properties of the elements.

∑ Xi = {X }
3
1

Equation 1 - Definition of set: elements

Now defining the elements of the system or model with its properties or attributes that we in Figure 2:

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 Figure 2 Teaching Portfolio.

The implemented platform was created in Moodle although it can develop an academic portfolio on a
virtual platform or in a different storage spaces such as Google Drive, Skype Drive, Dropbox, etc. The
most important is to provide a space for evidence of teaching and learning. It must be remembered
that academic portfolio should have a process of monitoring and evaluation in the first model, where
they were trained 200 teachers, the level of application of the knowledge acquired in this training was
evaluated by monitoring through the technical direct observation of the portfolios created in the course
and it was observed that after several months many teachers abandoned the use of the platform and
therefore the use of teaching portfolio.
To summarize developing this design methodology the following steps are performed:
ROI--­ ROI for wellness
Technology for learning and
Constituciòn, RRA, etc.

knowledge acquisition
legal regulations.

Component of
IT governa nce

Teaching

Elements Application component

Practices

Component self-­­
employment

Approach attributes
Systems Theory

Relations

Figure 3. Steps Methodology.

3 RESULTS
• 70% of teachers know the use of the academic portfolio, but do not know its structure.
• 30% of teachers have experiences in virtual environments less than 1 year, 50% of teachers
between 2 and 5 years; and 20% over 5 years.

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 • Although Article 19 of the RRA mentions the use of academic portfolio in the planning,
monitoring and evaluation of learning, a senior group of teachers within the Central University
does not.
• Although in 2013 training was conducted at more than 200 teachers a high percentage of
trained teachers have not redeployed its academic portfolio, nor has promoted its use.
• The use of Approximation Theory System facilitates the development of a model to help
improve the teaching and learning processes.

4 CONCLUSIONS
• The authorities should socialize and promote the use of academic portfolio.
• The structure shown in this research complies with legal regulations and current educational
changes.
• The level of application of knowledge in the use of academic portfolio is low, for this reason it is
considered important to develop a Massive Online Open Course for Teachers of the Central
University. This instructional design will be shown in the following research article.
• The academic portfolio allows teachers discover their own identity, to shape their teaching
experience and establish a process of continuous improvement.
• The design of the academic portfolio should be included as a methodology for evaluating
teaching and learning processes; additionally, this will be designed so that part of a technology
for learning and knowledge acquisition. [8]
• The use of the services provided by IT, focused on virtual environments aims to provide tools to
support the improvement of academic quality in higher education, thus it aligns corporate goals
of the University establishing good governance practices IT.
• The quality of educational services is achieved through a good return on investment in student
welfare [9].

REFERENCES
[1] A. Lieberman, “The growth of educational change as a field of study: Understanding its roots
and branches,” Dordrecht: Kluwer, 1998.
[2] T. Bird, “The portfolio of the teacher: an essay on the possibilities,” Madrid: La Muralla. 1997.
[3] P. Seldin, “The Teaching Portfolio. ,” Anker Oublishing Company, Inc. , Bolton, MA, Bolton, MA,
1997.
[4] F. A. Korthagen, “Linking Practice and Theory. The Pedagogy of Realistic Teacher Education.,”
London: LEA. 2001.
[5] CES, “Regulation of Academic Regimen,” no. 146, pp. 1–9, 2014.
[6] V. E. UTPL, CREAD, Congreso CREAD Andes y Encuentro Virtual Educa Ecuador. 2016.
[7] M. Saenz, “Invitation to Systems Theory.” 2009.
[8] G. Molina-carmona, Rafael Mejia Madrid, “Evaluation of Learning and Knowledge Technologies
in the teaching- learning process at the Central University.”
[9] D. V. Meza-bolaños, P. Compañ-rosique, and R. Satorre-cuerda, “Aspects that help to measure
the impact on the investment made by a University in e - learning.”

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