Use of ePortfolio as Integrated Learning Strategy in Computer Integrated Manufacturing Online Course

Integrated learning is a vital strategy for engaging undergraduate Engineering students in the higher levels of learning, as it encourages students to reflect on their learning processes and draw connections between course-work and real-world experiences. Specifically, ePortfolios encourage novice engineers to consider their learning processes over time, drawing connections between coursework and their intended profession, as well as cultivating an online identity that supports their efforts to pursue a career in Engineering. The use of ePortfolios is one method for fostering integrative learning, focusing on the application of digital communication and assessment and awareness of self-competence. By training students to archive digital artifacts related to their learning, ePortfolios encourage student to draw connections between course content and their future careers. Digital portfolios also provide students with the opportunity to develop an online presence, demonstrating through multi-modal content the skills they gained through their education. At the same time, students develop basic digital literacies, from creating and curating digital artifacts throughout the learning process, managing their data, to displaying knowledge and skills which are important for their future engineering careers. This paper examines the efforts of students at Old Dominion University (ODU), Norfolk, Virginia who created ePortfolios in a variety of contexts, as a part of a course which was specifically developed as part of a university wide ePortfolio initiative. In May 2015, faculty attended a professional development workshop, eP3: Praxis, Process, and Production, in order to learn about basic ePortfolio strategies and ways in which to foster students\u27 archival habits. The project presented in this paper was established in the summer 2015 semester in the undergraduate course Computer Integrated Manufacturing at the senior level

Organizational E-Portfolios

This study of the use of e-portfolios by organizations, including businesses, educational institutions, non-profit organizations, and other communities of individuals joined together to accomplish a goal discovers that e-portfolios are robust tools for extensible authentication of group endeavor. The article examines the ways these organizations are currently appropriating the advantages of e-portfolios and some of the directions in which best practice appears to be headed. It discusses three directions related to the use of e-portfolios. First it observes the use of e-portfolio methodology to present an inside look at organizations to the outside world through reports to investment and support communities, for auditing purposes, for presenting evidence-based competencies, for marketing, and for honoring excellence. Second it observes the ways that organizations use e-portfolios to engender good decision-making as they receive information from outside sources such as prospective employees and prospective vendors or partners to inform inside operations. Third it observes the impact of e-portfolios when used internally by organizations and businesses as a framework that allows for new levels of management and internal communication

A New Linkage for the Assessment of Prior Learning

Technology can help to develop new approaches for today’s assessment practice. This contribution presents a project that concentrates on the use of electronic portfolios and Latent Semantic Analysis (LSA) to assess prior learning experiences of learners. After an introduction the assessment triangle is presented as a reference framework. The role of the electronic portfolio for prior learning assessment is identified. Latent Semantic Analysis is introduced as an innovative assessment technology. A report about a recently conducted cased study at the Open University of the Netherlands follows. A problem discussion and research outlook rounds up the article

What Is a Digital Electronic Portfolio in Teacher Education? A Case Study of Instructors’ and Students’ Enabling Insights on the Electronic Portfolio Process | Qu'est-ce qu'un portfolio numérique dans la formation des enseignants? Étude de cas sur les perspectives d’enseignants et d’étudiants concernant le processus du portfolio numérique.

Professional programs in postsecondary education have long been using electronic portfolios (ePs) for diverse purposes, for example, assessment, certification, showcasing, and learning. However, in our practices of using ePs in teacher education for the past several years, we have found that the question of “what is an eP?” requires substantial unpacking. This paper will offer insights on our evolving understanding on ePs in teacher education based on three interacting areas: (a) rich media reframing how we understand professional learning in a digitally linked world; (b) literature from the last 10 years in the use of ePs; and (c) insights from instructors and students using an eP process in one term of a teacher education program. We conclude with a re-visioning of learning in teacher education in relation to the emerging practices enabled by an eP process. Les programmes professionnels d’éducation supérieure utilisent depuis longtemps des portfolios numériques à des fins diverses, comme l’évaluation, la certification, la mise en valeur et l’apprentissage. Cependant, notre expérience des dernières années relative à l’utilisation des portfolios numériques dans la formation des enseignants révèle que la définition du portfolio numérique nécessite un examen approfondi. Le présent article offre un aperçu de notre conception, toujours en évolution, des portfolios numériques dans la formation des enseignants, basée sur trois domaines en interaction: (a) des contenus médiatiques riches qui restructurent la manière dont nous comprenons l’apprentissage professionnel dans un monde interconnecté par le numérique; (b) la littérature des dix dernières années sur l'utilisation des portfolios numériques; et (c) les perspectives d’instructeurs et d’étudiants ayant utilisé des portfolios numériques durant un trimestre d'un programme de formation des enseignants. En conclusion, nous réimaginons l'apprentissage dans la formation des enseignants en tenant compte des pratiques émergentes rendues possibles par les portfolios numériques

Comprehensive institutional self-study: for the Middle States Associations of Colleges and Schools, Commission on Higher Education, February 2, 2010

Includes Appendices to the Report

Digital Badges in Education

Digital badges provide new affordances for online educational activities and experiences. When used with points and leaderboards, a badge can become a gamification element allowing learners to compete with themselves or others, and to know how close they are to accomplishing a goal and acquiring its accompanying reputation. In this role, badges motivate continued engagement, which increases time on task and supports skill acquisition through performance. Learning outcomes signified by badges can also be displayed in an e-portfolio or on web sites and are highly transportable to social media sites. In this role they summarize achievement and signal accomplishment. With these characteristics, digital badges have the potential to become an alternative credentialing system, providing visible recognition in digital symbols that link directly via metadata to validating evidence of educational achievements in public displays. This paper will trace the brief history of digital badges, define what they are, give examples of their use, and discuss their educational affordances

The Skills Framework for the Information Age: Engaging Stakeholders in ICT Curriculum Design

This paper reports on a research project, examining the role of the Skills Framework for the Information Age (SFIA) in Information and Communications Technology (ICT) curriculum design and management. A goal was to investigate how SFIA informs a top-down approach to curriculum design, beginning with a set of skills that define a particular career role. A further goal was to evaluate the extent to which SFIA facilitates stakeholder interaction, such that academic programs can better identify industry needs while preparing graduates for the intended career role. The paper also evaluates the extent to which SFIA informs the identification of authentic forms of assessment and the skills and levels of autonomy and responsibility required by entry-level and Masters graduate ICT positions. Processes and practices for ICT curriculum design and management are recommended based on findings arising from this research. Although this research was conducted in an Australian context, findings suggest that there is value in using SFIA for ICT curriculum design and management, even in those jurisdictions where it is not required for accreditation or professional certification purposes

The Skills Framework for the Information Age: Engaging Stakeholders in Curriculum Design

This paper reports on a research project, examining the role of the Skills Framework for the Information Age (SFIA) in Information and Communications Technology (ICT) curriculum design and management. A goal was to investigate how SFIA informs a top-down approach to curriculum design, beginning with a set of skills that define a particular career role. A further goal was to evaluate the extent to which SFIA facilitates stakeholder interaction, such that academic programs can better identify industry needs while preparing graduates for the intended career role. The paper also evaluates the extent to which SFIA informs the identification of authentic forms of assessment and the skills and levels of autonomy and responsibility required by entry-level and Masters graduate ICT positions. Processes and practices for ICT curriculum design and management are recommended based on findings arising from this research. Although this research was conducted in an Australian context, findings suggest that there is value in using SFIA for ICT curriculum design and management, even in those jurisdictions where it is not required for accreditation or professional certification purposes

An Analysis of Reflective Thinking in Teacher Candidates\u27 ePortfolios

Preparing the next generation of teachers to prepare students for the 21st Century is a challenging endeavor. Teacher candidates need to possess critical thinking and evidence-based pedagogical skills. It is believed that teacher reflection is the cornerstone to making informed decisions and timely modifications to daily instruction (Cochran-Smith, & Zeichner, K. 2005, Darling-Hammond, L. & Bransford, J., 2005 NBPTS, 2014; Schon, 1987;). What has been less examined is how an ePortfolio can be utilized as a tool to aid in the development of reflection among teacher candidates. This case study significantly contributes to our understanding of how to develop reflective practitioners. The researcher evaluated how an elementary teacher education program ePortfolio project at one university aided in the development of reflective practice among teacher candidates. Fifteen ePortfolios were analyzed, along with supporting documents from the program. The researcher conducted a focus group with graduates of the program to further explore emerging themes about the project and the quality of teacher candidates’ reflections. Findings indicate that in order to improve teacher candidates’ reflective practices, project directors must view the ePortfolio holistically, as an ePortfolio Ecosystem. Threats and mutations to the original vision of the ePortfolio project were discovered. The researcher recommended a number of adaptations to be introduced in order for the ePortfolio Ecosystem to exist in homeostasis. These findings and recommendations are pertinent for all programs using an ePortfolio as a tool to help teacher candidates develop reflective practices.The researcher evaluated how an elementary teacher education program ePortfolio project at one university aided in the development of reflective practice among teacher candidates. Fifteen ePortfolios were analyzed, along with supporting documents from the program. The researcher conducted a focus group with graduates of the program to further explore emerging themes about the project and the quality of teacher candidates’ reflections. Findings indicate that in order to improve teacher candidates’ reflective practices, project directors must view the ePortfolio holistically, as an ePortfolio Ecosystem. Threats and mutations to the original vision of the ePortfolio project were discovered. The researcher recommended a number of adaptations to be introduced in order for the ePortfolio Ecosystem to exist in homeostasis. These findings and recommendations are pertinent for all programs using an ePortfolio as a tool to help teacher candidates develop reflective practices