The pedagogical affordances of e-portfolio in learning how to teach: A systematic review

The advances in technology have paved the way for student centred learning environment which allows for higher students’ engagement, active participation, deep meaningful learning, and critical thinking. One of the technology applications which have gained popularity at the beginning of the 1990s is the use of e-portfolio. Studies in many professional fields have shown exceptional findings on the adoption of e-portfolio. Nonetheless, the development of e-portfolio affordances over a period of time has yet to be explored to ascertain its usefulness particularly in the area of teacher education. This article presents the process of systematic literature on the e-portfolio pedagogical affordances in teacher education programs and issues to be addressed for successful implementation. Using the content analysis method, 28 articles which focused on e-portfolio, teacher education, English as a second language, scientific research, and secondary school were reviewed. The findings of the review have mainly shed positive lights on its use in documenting student teachers’ learning experiences particularly on assisting and assessing student teachers learning how to teach. This article implicates the relevance of having a holistic view and understanding of the e-portfolio pedagogical affordances and the need to recognize issues to be addressed prior to its implementation in a teacher education program. With this understanding, the university and teacher education institutions can have a well-defined policy on the adoption of e-portfolio into their teacher education programs.

The eLIDA CAMEL model of collaborative partnership: a community of practice in design for learning

Using a communities of practice (CoP) e-learning model for collaborative partnership in Design for Learning (D4L) can facilitate successful innovation while enabling ongoing 'critical friend' appraisals of effective practice. This paper reports on 21 e-learning case studies collected by the JISC-funded UK eLIDA CAMEL Design for Learning Project. The project implemented and evaluated learning design (LD) tools in higher and further education within the JISC Design for Learning pedagogic e-learning programme in 2006-07. Project partners carried out user evaluations on innovative tools with a learning design functionality, collecting design for learning case studies and LD sequences in a range of post-16/HE contexts using LAMS and Moodle. The project brought together learning activity sequences from post-16/HE partners into a collaborative e-learning community of practice based on the CAMEL (Collaborative Approaches to the Management of e-Learning) model, contributing to international developments in design for learning. This paper briefly provides an overview of the key project outputs in terms of their contribution to e-learning innovations, including evaluation results from teachers and students using online surveys. The paper explores intentionality in the development of a community of practice in design for learning, reporting on trials of learning design and social software in bridging tensions between formalised intra-institutional e-learning relationships and inter-institutional project team dynamic D4L practitioner development. Following a brief report of practitioner D4L e-learning case studies and student feedback, the catalytic role of the 'critical friend' is highlighted and recommended as a key ingredient in the successful development of a nomadic model of communities of practice in the management of e-learning projects. eLIDA CAMEL Partners included the Association of Learning Technology (ALT), JISC infoNet, three universities and five FE/Sixth Form Colleges. Results reported to the UK JISC Experts' Pedagogy Group demonstrated e-learning innovations by practitioners in D4L case studies, illuminated by the role of the 'critical friend', Professor Mark Stiles of Staffordshire University. The project also benefited from case study evaluations by Dr Liz Masterman of Oxford University Learning Technologies Group and the leading work of ALT and JISC infoNet in the development of the CAMEL model

Experiments with New Teaching Models and Methods

The article describes and assesses forms, conditions and advantages of problem-oriented learning and presents several variants of active teaching methods: Panel Discussion, Role Playing, Case Studies, Simulation Games and Project Study. The strengths and weaknesses of these methods are assessed in the light of the objectives of public management teaching. Relations between problem-based learning and successful learning transfer are identified. The article relates experiences with some of these teaching methods in public management courses. Additionally, new experiences with summer schools, multinational lectureships and intercultural learning in the postgraduate Master’s in Public Management program at Potsdam University are reported

Investigating What, Why and Who to Teach Entrepreneurship Course in Ethiopia

The purpose of the study was to investigate the current state of entrepreneurship education with particular emphasis on core content, objective of entrepreneurship course and entrepreneurship course teachers’ background in four selected public universities of Ethiopia i.e. Baher Dar University, Debre Brihan University, Wollo University and Woldia University. The study used descriptive survey method of research. Both primary and secondary data sources were used.  To select the four universities stratification and proportional sampling method was used. The strata here represent generation that states years of foundation i.e. first generation, second generation and third generation.  50 entrepreneurship course teachers who were conveniently selected filled the questionnaires that was prepared in line with previous work done and entrepreneurship course syllabus was also reviewed.  The result presented in the form of percentage. The result shows that the core content of entrepreneurship courses summarized from entrepreneurship course not well integrated and similarly structured on the basis of the students’ background and the desired entrepreneurial attitude and skills. According to this study the frequently stated intended objective of the course the students are expected to achieve at the end of the course is to prepare business plan and know the importance of entrepreneurship in the economy. There is no sound objective stated in the course syllabus that dictates that students are expected to develop entrepreneurial attitude, behaviors and skills. The study also become to know that despite the core content and objective of the course, teachers background with respect to teaching experience, publication, training and business practice experience is weak. Generally, according to the study the current state of entrepreneurship education practice is said to be infant in its practice and may be weak to enhance the students’ entrepreneurial intention. This research strongly indicated that assigning fresh graduate teachers who did not have experience in teaching entrepreneurship and research in entrepreneurship, training exposure in entrepreneurship or have no their own business is simply just simply telling what entrepreneurship is. The stated core content and expected outcome of the course is also do not indicate that the course designed with greater care and thought in such a way that students who under gone entrepreneurship course intends to choose entrepreneurship after graduating. This can be one key reason why students who undergone via entrepreneurship course were also equally queen for searching job.  Therefore, the ministry of education and the universities themselves have critically visit the course curriculum, provide adequate training for entrepreneurship teachers and greater care has to be taken in assigning teachers. Further research has to be conducted on the influence of core content, objectives and teachers profile towards students’ entrepreneurial intention. Furthermore, new model of entrepreneurship course syllabus may be designed and comparison research has to be done with the existing course to check the different of their impact towards entrepreneurial intention.  It might be possible to find one article which is done before this research with emphasis on context of entrepreneurship education in Ethiopia, but there is still shortage of literature to reach to general consensus on the current fact of entrepreneurship education with particular emphasis on why, what and who to teaches entrepreneurship course. This research, therefore, is so much helpful of develop new curriculum, open discussion, and fill the research gap, and create awareness on the existing entrepreneurship course in Ethiopian public universities. Keywords: Entrepreneurship, course; teachers, content, objectives, Ethiopian, universitie

How Can Play-based Learning with Authentic Assessment Practices Support Healthy Development in Preschool Classrooms?

Early childhood educators need to recognize the importance of implementing play-based learning as a developmentally appropriate practice to support young children’s development. Play provides children opportunities to demonstrate knowledge and understandings through materials in the environment, expand on prior experiences and learn alongside peers. Teachers can authentically gain valuable information from children’s play to plan appropriate lessons to foster development (NAEYC, 2009). Instead of using natural routines to assess and gather information about a child’s knowledge and behavior, educators use standardized methods to determine a child’s capabilities. This paper synthesized available research on qualitative and quantitative studies that analyzed the effects of authentic assessment to support educators understanding of a child’s developmental domains. Research examined how naturally assessing children in the environment informed teachers to create a meaningful curriculum that was appropriate and monitored individuals progress continuously. Other studies evaluated the effects of play-based learning to promote development. Research reviewed positively supported preschool teachers to use play and authentic assessment for a more accurate understanding of an individual’s knowledge. An assessment tool that is authentic supports collection of on-going data to provide teachers feedback to make instructional changes

Low research productivity: Transformation, institutional and leadership concern at a South African university

A key indicator of the academic worth, value and development of a university is its research capacity and publications. The universities of technologies (UoTs) that merged from former technikons have been poorly ranked due to low research performance. Hands have been pointed at the academics, some school of thought blamed the institutions, others pointed at the government agencies in charge of higher education policies, regulation, and restructuring. The aim of this paper is to examine empirically from the institutional point of view, reasons for low research output in the UoTs. A qualitative research approach was adopted by conducting semi-structured interviews with 15 academic staff and a comprehensive focus group meeting among six academics from three faculties in the same UoT. Heavy workload, career ambiguity, poaching, staffing, sabbatical leave policy, large student numbers, unawareness of incentives, poor retention strategies, institutional history, understanding of research mandate, clarity of policies and procedures and poor time management emerged as the contributing factors to low research output in the UoT. According to the fourth dimension of systems archetype, the study contributes to knowledge by allowing a level of understanding into the problem under investigation. Strategic issues to be considered were suggested for the stakeholders as a way forward.

E-Portfolio an der Schnittstelle von Studium und Beruf

Im Zentrum des Bandes steht die Leitfrage: Welche Funktionen muss ein webbasiertes Portfolio im Studium und im Übergang zum Berufsfeld erfüllen, damit es als Mehrwert gegenüber der bisherigen Praxis wahrgenommen wird? Das bedeutet auch: Welche bestehenden Probleme hilft es zu lösen und welchen Anforderungen der Praxis muss es genügen, um von den Akteuren als nützlich und lohnenswert bewertet zu werden? Diese Publikation fokussiert Konzepte und Erfahrungen im Umgang mit E-Portfolios an Hochschulen sowie beim Übergang vom Studium in die Berufstätigkeit. Die beteiligten Personen sind Dozierende und Studierende, aber auch Fachpersonen, die den Wechsel ins Berufsleben professionell begleiten oder bei einer beruflichen Neuorientierung und bei einem Stellenwechsel Unterstützung in Form von Coaching anbieten. Es werden Software-Plattformen, Technologien und Dienstleistungsangebote vorgestellt, die eine Nutzung von E-Portfolios an Hochschulen sowie für Privatpersonen technisch ermöglichen. (Verlag

Using Simulation to Leverage Digital Transformation of SMEs: A European Perspective

Digital transformation is one of the main challenges that SMEs face nowadays. Nevertheless, to a great extent, they lack the necessary capacities and skills to introduce and apply technologies that can support digitalization. As a design science approach, researchers from different European countries have carried out the collaborative research project VOIL to collect and scientifically develop resources and tools to support SMEs in building digital skills. In the context of this project, a tool is developed to assess the digital maturity of SMEs. Moreover, a learning journey based on the use of simulators is proposed together with a minimal viable prototype integrating all developed tools to provide a comprehensive learning environment. Lessons learned from the application of said learning online environment in experimental settings are also shared. The project results contribute to the research that has been carried out within the scope of life long learning, proposing the aggregation of pedagogical strategies that allow self-guided learning in the workplace