Content area
Full text
Abstract: The implementation of various tools and Web technologies in the teaching / learning process takes place not only for technical reasons, simplifying, in this regard, the access to many informational resources. The main purpose is to provide opportunities for communication and collaboration for both students and teachers. The performance of building knowledge and subsequently of developing competences cannot take place in a vacuum, but only in a certain situation. Every person form their new knowledge in certain situations, making sense of some internal resources (cognitive ? their prior knowledge and conative U their attitudes) as well as some external resources. Among external resources there may be mentioned: human resources such as teachers, colleagues, parents; material resources and Web resources. In this context, the new Web tools such as electronic portfolios, blogs, social networks, wiki-s serve as a favourable environment for collaboration which means 24/24 communication and interaction student-student, student-teacher, teacher-teacher issuing as a result with the development of own knowledge, skills, competencies. At Alecu Russo Balti State University, at Faculty of Exact Sciences, within the pedagogical experiment held during UTJeneric ApplicationsU course, the platform Mahara was used (weten.usb.md / Mahara) to create electronic portfolios as an ideal tool for spreading, viewing and checking information required for classes activities. At the end of the semester, a questionnaire for students and teachers involved in the experiment was drafted, regarding the opinions of canying out such technology. As a result, both strengths and weaknesses while using electronic portfolios in education were highlighted. In the article, there were also outlined perspectives and new proposals to improve the quality of using such technology
Keywords: collaborative competences, Web tools, didactic situations, e-portfolios.
I. INTRODUCTION
The contemporary higher educational system emphasizes competence development. Or, a qualified specialist is one that will successfully face professional situations.
The competence represents the result of successful treatment of a situation which is part of a family of situations by a person or a group of persons, making use of different resources [1]. A competence can be developed only in a certain situation. In this context, competence represents the desirable finality of the educational process, while the situation is the means through which both training as well as assessment of competence occurs. The situation...