SELF-VIDEO AND AUDIO-

RECORDING PORTFOLIO: A TOOL

TO EXPLORE AUTONOMOUS
LEARNING
Cristian Danilo Palomino Maldonado
 Research Question

To what extent a self-video and audio-recording portfolio can

foster students’ autonomous learning at Colombo Americano
Ibagué?
General Objective

To explore the effects of using a self-video and audio-recording

portfolio on students’ autonomous learning at Colombo Americano
Ibagué.
 Problem Statement

• No assignments done for the class.

• No positive answer about previous vocabulary.
• No videos checked.

• NO AUTOMOUNS LEARNING
Little (1991), defines autonomy as “the
capacity to reflect critically, to make
decisions, and to act independently”.
 Justification

 The development of autonomous learning is pivotal.

 The self-video and audio-recording portfolio.

 Positive impact on the two main agents of the

classroom.
 Research Design
Context

Colombo Americano Ibagué is a private English institute located in Ibagué, Tolima at Cadiz
neighborhood. This Institute offers a wide English program to people from different strata.

Design of the project

The data collection of this collaborative action research will be carried out throughout virtual sessions
using Pathbrite website which is a virtual platform.
  Assignments

 Instructions

 Deadlines

First task: General view of students’ language performance.

Feedback: Pathbrite section comment.

Reflection.
 Why a collaborative action research?
Education Scotland (2015), stated that “CAR is a core element for working to
improve educational services…. It uses focused systematic practitioner research to
critically examine current arrangements, make changes based on evidence, monitor
the impact of these changes and refine and adapt them as appropriate”.

CAR has the potential to contribute to:

• Improving student learning

• Improving individual professional practice
• Wider professional development
 Data collection.

 Focus group.

 Video recording tool.

 Journals.
 Theoretical Framework
Constructs: Autonomous learning, ICTs and portfolios.
o Knowles (1975) identified autonomy as “a process in which individuals take the initiative, with or
without the help of others, in diagnosing their learning needs, formulating learning goals,
identifying human and material resources for learning, choosing and implementing appropriate
learning strategies, and evaluating learning outcomes”

o According to Leu et al (2004), “teachers will find as a challenge guiding students' learning in
information environments because they are richer and more complex than the traditional printed
material”.

o Ministry of Information Technologies and Communication (2004) from Colombia declared that
one of the main didactics and pedagogics advantages is the “promotion of freer and autonomous
learning styles”.

o Dr. Mary Diez “a mirror, because it captures the reflective nature of the portfolio i.e allows
students to “see” themselves over time; as a map, since help learners to create a plan and set
goals; as a sonnet forasmuch it provides a framework, but the contents can showcase creativity
and diversity”