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

Supporting Adult Learners\u27 Metacognitive Development with a Sociotechnical System

Metacognition is defined as thinking about and reflecting on one\u27s cognitive processes. In learning contexts, strong metacognition leads to retention, academic success, and deep learning. While we know a lot about the metacognition of learners in grades K-12 and college, there are limited studies on adult learners\u27 (24 and older) metacognitive awareness, how to support it, or the role technology can play, particularly since e-learning is quickly becoming the central mode of learning for adult learners. Thus, I have the following motivating research question: How can we support adult learners\u27 metacognitive development in e-learning environments? To better understand adult learners\u27 needs, I conducted a content analysis of adults\u27 learning ePortfolios and surveyed a cross-section of adult learners to determine their metacognitive awareness. Based on those findings and the literature on designing learning technologies for adult learners, I iteratively designed and developed a web-based application with adult learning, social learning, and persuasive design elements. During two sections of an online course, a treatment group used the intervention and a control group did not. Both groups completed a pre-/post-self report of their metacognitive awareness, developed a learning portfolio that was rated by two raters for evidence of metacognition, and participated in interviews. This research shows that (a) adult learners are adept at planning and monitoring their learning but need more support in managing information and evaluating their learning; (b) a web-based intervention with social-persuasive design elements supports adult learners in metacognitive development; and (c) social and persuasive design elements, when aligned with adult learning principles, support adult learners\u27 narrative identity, which I argue is a key factor in supporting their metacognitive development. This research aims to provide designers, educators, and learners with a better understanding of adult learners needs and offers design principles and guidelines for development of sociotechnical systems that can promote their metacognitive development in e-learning environments

Perceptions of Preservice Teachers Communicating with Visual Imagery in E-portfolios

The problem addressed in this study was to understand how preservice teachers documented and communicated learning via working eportfolios to demonstrate reflective practice in a teacher education class. The purpose of the study was to use mixed methods to understand how preservice teachers document and communicate their learning in working eportfolios and for reflective practice, to understand if the use of visual imagery supports them in demonstrating their competency in a teacher education course. Because education now occurs in a technology-rich learning environment, visual imagery can chronicle learning and teaching experiences. This descriptive study was conducted in a teacher education classroom at a large state university in the southeast. The study focused on individual teachers who completed electronic portfolios as part of their clinical research, showing how they have used and implemented visual imagery and visual tools for assessment in their eportfolios. This study looked at preservice teachers' perceptions of using visual imagery in teaching and learning. Specifically, the questions asked were: 1) What are the most important attitudes and perceptions of preservice teachers that influence their use of visual imagery in eportfolios for reflective practice? 2) What are the differences in teachers' attitudes and perceptions towards use of visual imagery in eportfolios for reflective practice? 3) How do preservice teachers use visual imagery to structure eportfolios and illustrate evidence of reflective teaching and learning practice within their teacher preparation program? 4) How do preservice teachers describe how visual imagery supports or constrains reflective practice? 5) What are the preservice teachers' attitudes and perceptions of the technology challenges of using visual images in their electronic portfolios to support reflective practice? This study also addressed new teacher evaluation and professional growth implementation scheduled to launch in Georgia during the school year 2014-2015 (Georgia Department of Education, 2012). In the 21st century, many teacher education faculties will become reliant upon eportfolios for evaluations. The current study aligns with the newly adopted effectiveness system for teacher evaluation and professional growth, a part of the (2012) Race to the Top Initiative (RT3), in Georgia, and includes the Teacher Keys Effectiveness System (TKES). This three-phase study employs mixed methodology including survey questionnaires, post-survey interviews and document analyses of eportfolio artifacts; data sources include electronic portfolio documents. Descriptive statistics, including frequencies, means, and standard deviations were used in the survey analysis. Open coding methods were employed for the interview analysis. Rich visual descriptions and examples are included of the preservice teachers' eportfolios that support evidence of visual representation. These outcomes identified the most important influences and differences using visual imagery and visual tools perceived by the preservice teachers. Factors relating to challenges and how visual imagery and visual tools supports and constrains reflective practice are also identified. These outcomes indicated that visual imagery and visual tools can be used in the classroom to increase and support student engagement and communication during the learning and teaching process. The perceived influences regarding influence of visual image use include discussions of 21st century tools used as part of reflection in eportfolios. Findings may support 21st Century Teacher Education programs that use or anticipate using electronic portfolios for reflective practice. (Keywords: E-portfolios, visual thinking, visual learning, 21st Century Literacy, emerging media, teacher education).Ph.D., Educational Leadership Development and Learning Technologies -- Drexel University, 201

Pedagogical and digital tool for the tertiary level: the learning eportfolio

This is a descriptive study about electronic portfolio and its utilisation in Higher Education. It presents and reflects upon the conceptual framework, purposes and benefits of e-portfolios and analyses the different implications of its implementation in the process of learning at the tertiary level of education. The study has been guided by the following research question: How can teachers and students make use of e-portfolios in the process of teaching and learning? Therefore the importance of the utilisation of e-portfolio as a tool for learning has been in the centre of the study and discussions about its applications. This study examines in depth the process and products of eportfolios and how they can be used as a pedagogical tool integrated to “learning to learn” activities. The author has kept the focus on three main purposes, which are followed throughout the study: · To present a practical experience about the use of student e-Portfolio at the tertiary level; · To contribute to the search for improvement of teaching practice at tertiary education covering the new demands European convergence; · To raise discussions about the use and design of e-portfolio as a valid tool for teaching at the university level. The practical activities carried out in two different universities located in two different countries provided the author with the opportunity to examine the implementation of eportfolios in two totally different contexts. Both experiences are described and reflected upon in the study. The main conclusions point out to the importance of using e-portfolios in Higher Education. If properly implemented and used well, e-portfolio can be a powerful tool for capturing student learning because it allows mentors, lecturers or trainers to keep the trace of the students learning. Institutions need to be aware of the impact that electronic portfolio development can have. Results suggest that it is recommendable to integrate e-portfolios with the new forms of pedagogy oriented towards student centered contexts.Mundusfor Erasmus Mundus Master Degree - Education of Professionals in Educatio

Technologies and trust

What is trust and how new technologies are changing or affecting the concept of trust? This publication offers insights from researchers working in educational technology and distance education, collected in the frame of the European FP-7 Marie-Curie People project “Stimulators and inhibitors of a culture of trust in educational interactions assisted by modern information and communication technology”, and provides examples of implications of trust for successful learning experiences in distance education. The research goal is to understand how trust has changed or is changing: this is related not only to the modification of the meaning, but also indicators upon which people built their judgements

The Digital Badge Initiative and its Implications for First-Year Writing

College students seek degrees to obtain employment in their field of interest, however, as the 21st century progresses, employers are often requiring specific skills in addition to degrees and transcripts. As students graduate with their Associates, Bachelors, and Graduate degrees, they plan to present these degrees as sufficient evidence of their qualifications. However, there is recent criticism of college degrees as evidence of qualifications. A beneficial alternative for students would be digital badges. A digital badge is a visual representation that signifies a specific achievement with detailed metadata attached. Digital badges in first-year writing courses would benefit students as they develop specific writing and critical thinking skills as prompted by the curriculum. First-year writing digital badges can include: researching, synthesizing, writing process, constructing authority, etc. as deemed appropriate by the instructor. Ultimately, students will display their badges on their resumes, CVs, or any other document verifying their achievements