E-portfolio in education. Practices and reflections

The main activities of the digiFolio Project include: Building a common knowledge base supported by research work on the theory of portfolio usage; Paper and online publication of the results of the research work; Establishment of the pedagogical model for the training course; Analysis of the existing technological infrastructures for digital portfolio usage; Adjustment of the best tools and training course setup; Piloting and evidencing of the training course; Monitoring of the trainees' work by using a specific online teachers' support structure; International seminar. Website: http://digifolioseminar.org/?The present publication addresses the use of digital portfolios in educational context and it is one of the latest dissemination activities of the Digifolio project – Digital Portfolio as a strategy for teachers’ professional development, a COMENIUS 2.1 project which was carried out between 2005 and 2008. It involved several universities and teacher training institutions from five different European countries. The project, which main focus was the reflection on the potentialities of portfolios and digital technologies in the perspective of teachers’ professional development, came to its end with an international seminar which aimed at disseminating the work produced in the frame of a previous teachers training course, as well as allowing and welcoming the contribution of other education professionals with their practices and reflections on the above-mentioned thematic.Europeen Comissio

ePortfolios beyond pre-service teacher education: a new dawn?

The context of this paper is the final phase of a longitudinal action research project investigating whether an ePortfolio, created as a pre-service teacher to evidence a digital story of developing professional identity, could transition into employability, ie the first year as a newly qualified teacher. Thus this paper focuses on a new area of ePortfolio related research in teacher education; the transition from university into employment. The research findings indicate a changing purpose of the ePortfolio from training to the workplace, along with an increasing strength of ownership as part of the transition, and empowerment in becoming a teacher. Key outcomes are discussed and arguments presented for an ePortfolio to support professional development from university to employment

Design as communication in micro-strategy — strategic sensemaking and sensegiving mediated through designed artefacts.

This paper relates key concepts of strategic cognition in microstrategy to design practice. It considers the potential roles of designers' output in strategic sensemaking and sensegiving. Designed artifacts play well-known roles as communication media; sketches, renderings, models, and prototypes are created to explore and test possibilities and to communicate these options within and outside the design team. This article draws on design and strategy literature to propose that designed artifacts can and do play a role as symbolic communication resources in sensemaking and sensegiving activities that impact strategic decision making and change. Extracts from interviews with three designers serve as illustrative examples. This article is a call for further empirical exploration of such a complex subject

The digital transformation of business models in the creative industries: A holistic framework and emerging trends

This paper examines how digital technologies facilitate business model innovations in the creative industries. Through a systematic literature review, a holistic business model framework is developed, which is then used to analyse the empirical evidence from the creative industries. The research found that digital technologies have facilitated pervasive changes in business models, and some significant trends have emerged. However, the reconfigured business models are often not ‘new’ in the unprecedented sense. Business model innovations are primarily reflected in using digital technologies to enable the deployment of a wider range of business models than previously available to a firm. A significant emerging trend is the increasing adoption of multiple business models as a portfolio within one firm. This is happening in firms of all sizes, when one firm uses multiple business models to servedifferent markets segments, sell different products, or engage with multi-sided markets, or to use different business models over time. The holistic business model framework is refined and extended through a recursive learning process, which can serve both as a cognitive instrument for understanding business models and a planning tool for business model innovations. The paper contributes to our understanding of the theory of business models and how digital technologies facilitate business model innovations in the creative industries. Three new themes for future research are highlighted

Defining the markets : an exploration of marketing managers' cognitive frameworks

School of Managemen

Personalised Learning: Developing a Vygotskian Framework for E-learning

Personalisation has emerged as a central feature of recent educational strategies in the UK and abroad. At the heart of this is a vision to empower learners to take more ownership of their learning and develop autonomy. While the introduction of digital technologies is not enough to effect this change, embedding the affordances of new technologies is expected to offer new routes for creating personalised learning environments. The approach is not unique to education, with consumer technologies offering a 'personalised' relationship which is both engaging and dynamic, however the challenge remains for learning providers to capture and transpose this to educational contexts. As learners begin to utilise a range of tools to pursue communicative and collaborative actions, the first part of this paper will use analysis of activity logs to uncover interesting trends for maturing e-learning platforms across over 100 UK learning providers. While personalisation appeals to marketing theories this paper will argue that if learning is to become personalised one must ask what the optimal instruction for any particular learner is? For Vygotsky this is based in the zone of proximal development, a way of understanding the causal-dynamics of development that allow appropriate pedagogical interventions. The second part of this paper will interpret personalised learning as the organising principle for a sense-making framework for e-learning. In this approach personalised learning provides the context for assessing the capabilities of e-learning using Vygotsky’s zone of proximal development as the framework for assessing learner potential and development

The role of strategic groups in understanding strategic human resource management

Purpose – This article explores how understanding the challenges faced by companies’ attempts to create competitive advantage through their human resources and HRM practices can be enhanced by insights into the concept of strategic groups within industries. Based within the international hotel industry this study identifies how strategic groups emerge in the analysis of HRM practices and approaches. It sheds light on the value of strategic groups as a way of readdressing the focus on firm and industry level analyses. Design Methodology/Approach – Senior human resource executives and their teams across eight international hotel companies (IHCs) were interviewed in corporate and regional headquarters, with observations and the collection of company documentation complementing the interviews. Findings – The findings demonstrate that strategic groups emerge from analysis of the HRM practices and strategies used to develop hotel general managers (HGMs) as strategic human resources in the international hotel industry. The value of understanding industry structures, dynamics and intermediary levels of analysis are apparent where specific industries place occupational constraints on their managerial resources and limit the range of strategies and expansion modes companies can adopt. Research limitations/implications - This study indicates that further research on strategic groups will enhance the theoretical understanding of strategic human resource management (SHRM) and specifically the forces that act to constrain the achievement of competitive advantage through human resources. A limitation of this study is the dependence on the human resource divisions’ perspectives of realising international expansion ambitions in the hotel industry. Practical implications - This study has implications for companies’ engagement with their executives’ perceptions of opportunities and threats, and suggests companies will struggle to achieve competitive advantage where such perceptions are consistent with their competitors. Originality/value - Developments in strategic human resource management have relied upon the conceptual and theoretical developments in strategic management, however, an understanding of the impact of strategic groups and their shaping of SHRM has not been previously explored

ScotPID - a model of collaboration

ScotPID is a national personal development initiative in Scotland, with thirteen higher education institutions taking part in the development of case studies which enhance personal development planning for students. As a model of collaboration, ScotPID involves all stakeholders: each core project group is composed of an academic, IT support manager, careers service adviser and undergraduate student, with support from QAA Scotland. The case study is developed by the contribution of all of the members of the team. The strength of the ScotPID collaboration is the varied background of the team members. However, collaboration between the ScotPID teams should also be encouraged, to strengthen the inter-institutional approach further

Guidance on personalised learning and the Cloud

A short manual for schools who wish to implement personalised learning

Transition Planning -- Responsibilities and Strategies

This meta-synthesis of the literature, on transition planning for youth with disabilities, examines several important facets that impact the post school outcomes for students with disabilities. Eight specific areas have been highlighted that point out the common theme areas of this metasynthesis. Research recognizes the responsibilities of the regular and special education teachers to the secondary transition process and the roles of the student and parent are not minimized at all. Professional development and continuous training are needed and highlighted for teachers, counselors, administrators, parents and students. There are specific successful strategies and methods to apply to the transition planning process. Raising expectations will likely result in positive post school outcomes as well. However, it is only too often that teachers, counselors, parents, and students are ill prepared for secondary transitions from high school to employment or further training. Expectations are too low and students are not prepared to make decisions about their employment or training in spite of the fact that self determination and self advocacy are strong tools that can and will promote positive outcomes for students. Indeed, individualized transition planning and person centered planning are valuable tools