Using Portfolios to Develop L2 Cultural Knowledge and Awareness of Students in Intermediate Spanish

In spite of many efforts and contributions from previous researchers, the need for a systematic and consistent approach to teaching culture is still unmet. This pilot study shows that the portfolio is a meaningful way to integrate language and culture in a structure that provides opportunities for students to learn about foreign culture while using other skills-reading, listening, writing and speaking. In addition, resources from the Internet, such as Gopher, World Wide Web, and Listservs have great potential for cultural learning out-side the classroom. Foreign language teachers should be encouraged to explore and experiment with portfolios in other content areas of language learning, since producing a portfolio involves higher-order cognition as well as all four communicative language skills

Cultural Influnces on Risk Tolerance and Portfolio Creation

We extend existing research that examines the impact of culture on risk tolerance. Using surveys completed by Chinese and American students, we find, consistent with previous studies, that Chinese students perceive themselves as more risk tolerant. However, we find that Chinese students are less consistent in matching their perceived tolerance levels with actual scores from a standard risk tolerance assessment. Further, we also examine mock portfolios created by the respondents and find no evidence that Chinese students create portfolios that are riskier than their American counterparts. Our findings suggest that differences in risk tolerance are at least partially a product of culture, but such differences may not always translate into actual investment decisions

Evidence-Based Professional Development of Science Teachers in Two Countries

The focus of this collaborative research project of King?s College London, and the Weizmann Institute, Israel. project is on investigating the ways in which teachers can demonstrate accomplished teaching in a specific domain of science and on the teacher learning that is generated through continuing professional development programs (CPD) that lead towards such practice. The interest lies in what processes and inputs are required to help secondary school science teachers develop expertise in a specific aspect of science teaching. `It focuses on the design of the CPD programmes and examines the importance of an evidence-based approach through portfolioconstruction in which professional dialogue pathes the way for teacher learning. The set of papers highlight the need to set professional challenge while tailoring CPD to teachers? needs to create the environment in which teachers can advance and transform their practice. The cross-culture perspective added to the richness of the development and enabled the researchers to examine which aspects were fundamental to the design by considering similarities and differences between the domains

ALT-SURF seminar: ePortfolios and Digital Repositories, 22 and 23 April 2004, Edinburgh UK

ALT (Association for Learning Technology) and SURF (collaborative organisation for IT innovation in Dutch HE) have similar goals and started working together in 1999. In 2001 they signed a Memorandum of Understanding to bring together learning technologists from the UK and the Netherlands in a variety of exchange activities. Sharing experiences and views internationally between peers proved to be an excellent way to learn new things, find inspiration to meet joint challenges and engage in healthy reflection. ALT and SURF organised mutual study visits (50 Dutch learning technologists visited universities in the UK in 2002 and 40 UK colleagues visited Dutch institutes in 2003), joint conferences and seminars, and a expert study trip to Australia (8 UK and 8 Dutch experts visited 14 institutes in 2002). SURF and ALT reported on these in presentations and publications. A new activity is the joint working seminar, where a specific theme can be discussed by experts in the field with the purpose of describing in a so-called ‘briefing paper’ the current state of affairs, the underlying beliefs, hopes and desired situation, and possible ‘next steps’ in joint conceptualisation and/or developing activities. In the process of composing the briefing papers differences between the countries will surface, e.g. organisational, cultural or political. The themes are therefore not isolated topics but seen as developments within a context. The first joint ALT-SURF working seminar took place in April 2004 in Edinburgh, immediately following an ALT spring conference, and addressed two related topics: e-(or Digital) Portfolios and Digital Repositories. The aim was to establish working relationships between experts in both countries through discussion and collaborative writing of briefing papers aimed at experts, researchers, managers and policy makers. The objectives of the working seminar were threefold: • describe the basic belief that leads to so much energy being put into these concepts • outline current thinking in ePortfolios and Digital repositories as a common reference point for deeper understanding • devise a roadmap to meet required conditions to further develop ePortfolios and Digital Repository concepts and use. This report is the result of that seminar, namely a briefing paper on ePortfolios and another on Digital Repositories. In the papers the potential and ultimate goal of using ePortfolios and Digital Repositories for learning and teaching is outlined; the current state of achievements is described, and thirdly the briefing paper concludes with desired next steps to reach the ultimate goals, what conditions need to be in place, what activities need to be set in motion. The papers highlight any apparent differences in approaches between UK and Netherlands as well as opportunities for future collaboration. SURF and ALT will use the conclusions and suggestions as input for joint future development and networking activities

Identification of levels of sustainable consciousness of teachers in training through an e-portfolio

The contents of Education for Sustainable Development should be included in teachers’ initial and advanced training programs. A sustainable consciousness is one of the main foundations for determining the key competences for sustainability. However, there are not many empirical studies that deal with consciousness from education. In this context, the e-portfolio appears as a tool that promotes reflection and critical thinking, which are key competences for consciousness development. This work intends to propose a categorization system to extract types of consciousness and identify the levels of consciousness of teachers in training. For this research work, which is of an eminently qualitative nature, we have selected 25 e-portfolios of students (teachers in pre-service training) in the last year of the School of Education at the University of Macerata (Italy). The qualitative methodological procedure that was followed enabled deducing three bases that shape the consciousness of teachers in training: thinking, representation of reality, and type of consciousness. We concluded that the attainment of a sustainable consciousness in teachers requires activating and developing higher levels of thinking, as well as a projective and macrostructural representation of reality

Planning and Leveraging Event Portfolios: Towards a Holistic Theory

This conceptual paper seeks to advance the discourse on the leveraging and legacies of events by examining the planning, management, and leveraging of event portfolios. This examination shifts the common focus from analyzing single events towards multiple events and purposes that can enable cross-leveraging among different events in pursuit of attainment and magnification of specific ends. The following frameworks are proposed: (1) event portfolio planning and leveraging, and (2) analyzing events networks and inter-organizational linkages. These frameworks are intended to provide, at this infancy stage of event portfolios research, a solid ground for building theory on the management of different types and scales of events within the context of a portfolio aimed to obtain, optimize and sustain tourism, as well as broader community benefits

Feeding the three headed monster of Higher Education

The integrated Taught Postgraduate framework (PGT) at Northumbria University supports a range of postgraduate programmes in design disciplines, design management and design practice by distance learning as well as professional doctorates. The framework provides rigorous taught modules dealing with subjects including creative thinking, research principles, intellectual property, design strategy, commercialisation, reflective practice, contemporary influences on design, design value and cross cultural communication. These theoretically grounded modules have been developed over a ten year period and provide the foundation for the PG provision at Northumbria. Students value the content of these modules but have in the past struggled to connect them and develop a mutually enforcing relationship between theory and practice. Northumbria, like many other UK universities, manages its Schools under three portfolios: Research, Enterprise and Teaching and Learning. Most academic roles operate within one of these ‘silos’ and it is often structurally problematic for academics to move between portfolios to combine their respective aims. This paper examines the difficulties faced by academics whose activities span research, enterprise and teaching and learning. It documents the recent evolution of the PGT framework at Northumbria to support the integration of these portfolios of activity for the benefit of the students, academics and school as a whole. The authors have developed a taught PG ‘lattice’ structure that maps theoretical modules of study against industry-based practice. Multidisciplinary teams of students carry out technology led projects for commercial clients supported by experts and specialists in the field. Hence the same theoretical concepts are applied from the standpoint of different disciplines within the same team. This structure has enabled the integration of distinctly theoretical areas of design expertise with their application in practice through industry based projects that: Provide teaching resources including materials, new technologies, industry specialists and commercially realistic parameters Create income and develop intellectual property leading to royalties, equity and spin off consultancy Generate research papers, publications and exhibitions. These outcomes align with teaching and learning, enterprise and research respectively. This paper presents an innovative PG model and describes case study material from strategic commercial projects with companies and consortiums

Bridging the gap between work and education in vocational education and training. A study of Norwegian apprenticeship training offices and e-portfolio systems

This article explores the effect that the use of e-portfolios initiated and organized by apprenticeship training offices has had on the learning processes and assessment practices of apprentices in Norwegian vocational education and training. Although these intermediate structures have the potential to bridge the gap between work and education, they seem to maintain a system of two parallel learning arenas. However, the article summarizes the innovative effects of these transformations as supportive structures for expansive apprenticeship. The study is based on data from a national project on quality assessment, which is supported by documentary evidence from e-portfolios in three different trades: plumbing, industrial mechanics and sales. (DIPF/orig.

Early childhood portfolios as a tool for enhancing learning during the transition to school

From 2005-2008 Mangere Bridge Kindergarten in New Zealand carried out a Centre of Innovation research project exploring the transition between early childhood education and school. A flexible action research approach was used, with the three teacher researchers, supported by two university research associates, developing and researching a range of strategies for supporting children’s learning as the children and their families ‘crossed the border’ from early childhood education to school. Many of these initiatives involved working closely with teachers in the local school setting. This paper focuses on one aspect of the findings, the ways in which the early childhood portfolios could be used to enhance children’s learning during the transition to school. Portfolios were identified as a belonging and empowerment tool; a means for school teachers to access to children’s funds of knowledge; playing a role in constructing a positive self-image about learning; and as valuable literacy artefacts

Household debt and credit : economic issues and data problems

We survey contributions to the analysis of household liabilities, highlighting relevant theoretical aspects and outlining how data sources may support empirical testing and measurement efforts. Specifically, we classify aspects of household debt, discussing the theoretical and policy relevance of heterogeneity across individual and country dimensions. Aiming to illustrate conceptual and measurement issues, we refer to the approaches and results of some recent relevant country-specific work on administrative and survey data, and we argue that research in this area would greatly benefit from availability of appropriately classified household liabilities data and of cross-country institutional information. JEL Classification: G1, E2