ONTOLOGY OF THE PORTFOLIO FOR LEARNING IN HIGHER EDUCATION Teresa Santamaria López 1 , Mariela Tapia-León 2 , Gladys Lagos Reinoso 2 , Janneth Chicaiza Espinosa 3 , Vicente González Ruiz 4 1 Universidad de Guayaquil (ECUADOR) 2 Universidad Agraria del Ecuador (ECUADOR) 3 Universidad Técnica Particular de Loja (ECUADOR) 4 Universidad de Almeria (SPAIN) Abstract The e-Portfolio is a system of gathering evidence of new learning or knowledge between teachers and students in different environments or educational environments, the teacher must manage an electronic portfolio, as a technical instrument for the evaluation of learning. The objective is to create an ontology for the description of electronic portfolios or also called e-portfolios. The ontological model has been designed to be used as a vocabulary to describe the different types of objects and attributes. One of the most complete methodologies for creating an ontology is called Methontology, which defines an ordered set of activities for research planning, the development of the ontological model, the quality of the result, and documentation. The conceptual model of the ontology was created and the glossary of terms was constructed, which includes the specification of the terms of the domain: concepts, attributes and relations between concepts. Keywords: Ontology, e-Portfolio, Higher Education, Methontology, Learning. 1 INTRODUCTION ICT, and especially the Internet and Web technologies, have transformed some educational processes. This change has motivated the birth of new theories such as constructivism (Santamaría, 2016) whose purpose is to promote a more active role of the students during their formation process. In a more open and decentralized educational environment, academic portfolios have come to be used as instruments to demonstrate educational practice (López-Carrasco, 2003). The teacher of the 21st century must handle an electronic portfolio, as a technical instrument for the evaluation of learning and as a reference in educational performance. Due to the need to ensure the quality and compliance of different educational processes, the use of electronic portfolios has proliferated in the academic community. At present, each educational institution has its own procedure or protocol to record the evidence gathered during the teaching exercise and the different activities carried out by the students. On the other hand, there are different platforms that allow the creation of portfolios, however, the problem is that the automatic processing of the data associated to the evidence is not always ensured, since the emphasis of the current tools is to facilitate the management of digital resources and not their metadata. The difficulty of obtaining and integrating data from closed or heterogeneous portfolios prevents visualizing and transparency of the actual performance of teaching practice. If the data were described by a consensus scheme, they could be used to carry out different comparative analyzes in order to determine the gap between planned task and actually executed. In the Web, due to the growth and heterogeneity of the content and the problems that this entails for the automatic processing of the information, in recent years is evident the emergence of a new, more intelligent instance, the Semantic Web. In the Semantic Web, ontologies constitute the basis technology for describing the terms of a knowledge domain. Ontologies enables communication between individuals, organizations and applications because they provide a common understanding of a domain, so that conceptual and terminological confusions are eliminated (Guzman, Bonilla, Torres, 2012). Problems arising from lack of understanding between people are of great importance in science and technology. Proceedings of ICERI2017 Conference 16th-18th November 2017, Seville, Spain ISBN: 978-84-697-6957-7 6796