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Abstract:
The article examines some of the features of the transition to the digital eco-
nomy and the digitalization of education, which require new approaches, and means in the
system of training specialists. The article discusses some aspects of using tools and por-
tals to create a digital portfolio, which is included as components of the digital educational
environment of a university. Project work must rank as one of the most exciting teaching
methodologies a lecturer can use.
Keywords:
independent-project work, digital portfolio, individual talents and beliefs
In state educational standards, 50% of the weekly workload is allocated to inde-
pendent work. In these conditions, extracurricular independent work, which includes
educational, research, and creative activities of students, acquires special relevance.
Today, in connection with the pandemic, we are talking about the inclusion of
elements of online learning, e-courses, and digital technologies, namely, in our opi-
nion, digital portfolio technology. During a pandemic, the need to be able to record
the achievements of one’s activities, intermediate results of work and quickly navi-
gate digital circumstances increases.
The application of digital portfolio technology is based on the principle of blen-
ded learning: a digital portfolio makes it possible to increase the efficiency of the
formation of research competence due to the great advantages of this techno-
logy, helps to develop the personal qualities of students – the ability to find infor-
mation, master research methods, introspection, and be able to present their ac-
hievements. Student digital portfolios are invaluable because they are a collec-
tion of works created by a developer. They provide important information about
the individual talents and beliefs of teachers and students in the process of inte-
raction. Under these conditions, students from the most remote regions get ac-
cess to their digital portfolio, which are prepared and accompanied by scienti-
fic supervisors, and teachers – the opportunity to update constantly the content
of the digital portfolio and monitor the work on it (filling, updating information,
and so on) [1. P. 118].
Bekbauliev Azamat,
Student, Tashkent State Technical
University, Tashkent, Uzbekistan
Bekbauliev Salamat
Student, Tashkent State Technical
University, Tashkent, Uzbekistan
Shokhida Ziyadullaeva,
Senior Teacher, Tashkent State
Technical University, Tashkent,
Uzbekistan
joziba2004@mail.ru
DIGITAL PORTFOLIO AS
MEANS OF STUDENT’S
CREATIVE ACTIVITY
WHEN ORGANIZING
INDEPENDENT-PROJECT
WORK
https://doi.org/10.47689/STARS.university-pp114-116
STARS International University
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Why does a student need a portfolio?
to present talents and unique abilities to prospective employers.
to improve competitiveness in labor market.
to collect evidence of academic, scientific, professional and personal achieve-
ments.
For adequate self-esteem. Scientists define a portfolio:
1) as a “tool for assessing learning outcomes” (A.P. Chernyavskaya, B.S. Grechin);
2) as an exhibition of educational achievements in one or several subjects for a
certain period of time (N.M. Savina);
3) as a collection of achievements or a business card that gives an idea of the
supposed capabilities of a person (I.N. Alyaeva, G.N. Levashova, L.F. Parubets)
[2. P. 122].
Depending on the content, several types of portfolios are distinguished: portfolio
of achievements, reflective, problem-research, thematic, online-portfolio (digital),
etc. [3. P. 14]. The content of the portfolio is diverse and depends on the purpose
and type, there is no portfolio of one specific structure, with the same number of
facts. Each student using the portfolio selects independently a list of materials to
demonstrate and show their achievements, depending on the goal of forming the
portfolio:
Portfolio design
It is recommended to use a file with data to design a portfolio: Times New Roman
font; size 14 pt, margins: 2 cm on all sides, justified, line spacing – 1 (single).
The title page must contain the following information:
– full name of the university (Tashkent State Technical University),
– full name of the department (Petrochemical industry technology)
– surname, name, patronymic in the nominative case in full;
– optional – life credo. It is permissible to use symbols reflecting a life position
– photo optional.
The content of a portfolio of achievements, the main task of which is to structure
and optimize the search for material by students.
1. Autobiography.
2. Achievements before entering the university.
3. My personal qualities.
4. Achievements as a result of mastering the educational program of the bache-
lor’s degree.
5. Achievements in research activities.
6. Achievements in social activities.
Thus, the digital portfolio reflects not only the student’s activities but determines
the creation of an integral system that ensures the recording and recording of indi-
vidually significant results of the student’s research activities, data on participation
in conferences, certificates, diplomas, and certificates for knowledge of foreign lan-
guages, achievements in sports, cultural, social and other events.
REFERENCES:
1. Radaev V.V. How to Organize and Present a Research Project: 75 Simple Rules.
– M.: GU-HSE: INFRA-M, 2001. – P. 203.
Global dunyoda ilm-fan va ta‘limdagi innovatsion
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2. Temerbekova A.A. Various approaches to the definition of “student’s digital
portfolio” / A.A. Temerbekova S.A. Dzhanabilova // Scientific and pedagogical
education. – Tomsk: TSPU. – 2018. – No. 3 (21). – PP. 122–128.
3. Dzhanabilova S.A. The structure of the digital portfolio / S.A. Dzha-
nabilova // “Information and education: the boundaries of communicati-
ons” (July 5-7, 2018): collection of proceedings of the International Scien-
tific and Practical Conference. – Gorno-Altaysk: RIO GAGU. – 2018. –
No. 10 (18). – PP. 14–18.
