How can I use Irish language e-portfolios in the assessment for learning approach in my primary classroom?

This paper investigates the process of assessment for learning (AfL) in the primary school Irish language classroom. Electronic portfolios (e-portfolios) are used as a tool in assessment for learning with eight of my second class pupils in an urban primary school in North Dublin. This research was carried out as part of the Master of Science in Education and Training Management (e-learning strand) at Dublin City University and was supervised by Dr. Margaret Farren. Some strategies from the literature served as a solid basis from which to develop a framework to organise my own investigation. My action research enquiry is strengthened by the values I hold for my pupils and for my own professional practice, which include the value of self-evaluation, freedom to create in language-learning using technology and the ability to ‘share learning’ with a peer. Several strategies emerge through the enquiry, which improve with reflection, planning and redrafting. My introduction to the practicalities of implementing electronic portfolios involve identifying appropriate software, dealing with technical difficulties and adapting the portfolios to meet the needs of my pupils. Through the process of critical questioning and action reflection cycles my own professional practice has developed. By seeking to create a living educational theory, I hope these changes have impacted positively on my pupils’ learning and involved me in deeper reflection of my own teaching

Methodological Innovation in Practice-Based Design Doctorates

This article presents a selective review of recent design PhDs that identify and analyse the methodological innovation that is occurring in the field, in order to inform future provision of research training. Six recently completed design PhDs are used to highlight possible philosophical and practical models that can be adopted by future PhD students in design. Four characteristics were found in design PhD methodology: innovations in the format and structure of the thesis, a pick-and-mix approach to research design, situating practice in the inquiry, and the validation of visual analysis. The article concludes by offering suggestions on how research training can be improved. By being aware of recent methodological innovations in the field, design educators will be better informed when developing resources for future design doctoral candidates and assisting supervision teams in developing a more informed and flexible approach to practice-based research

Sector identification in a set of stock return time series traded at the London Stock Exchange

We compare some methods recently used in the literature to detect the existence of a certain degree of common behavior of stock returns belonging to the same economic sector. Specifically, we discuss methods based on random matrix theory and hierarchical clustering techniques. We apply these methods to a portfolio of stocks traded at the London Stock Exchange. The investigated time series are recorded both at a daily time horizon and at a 5-minute time horizon. The correlation coefficient matrix is very different at different time horizons confirming that more structured correlation coefficient matrices are observed for long time horizons. All the considered methods are able to detect economic information and the presence of clusters characterized by the economic sector of stocks. However different methods present a different degree of sensitivity with respect to different sectors. Our comparative analysis suggests that the application of just a single method could not be able to extract all the economic information present in the correlation coefficient matrix of a stock portfolio.Comment: 28 pages, 13 figures, 3 Tables. Proceedings of the conference on "Applications of Random Matrices to Economy and other Complex Systems", Krakow (Poland), May 25-28 2005. Submitted for pubblication to Acta Phys. Po

Undergraduate students: interactive, online experiences and ePortfolio development

Results of a previous study by the authors into the perceived value and potential of ePortfolios to assist undergraduate students indicated that technology was an important aspect of their everyday lives. It was also felt it to be beneficial to their learning. A large percentage of students were found to be using digital techniques to store evidence of their learning, and were also using interactive, online tools in their learning activities. There was, however, little reported structured use of ePortfolio development in their learning. Students acknowledged they were discovering for themselves the value of online technologies in learning. This paper focuses on student skills and experiences of online tools on entry to university, and considers their experience of ePortfolio development using the Wordpress personal publishing platform. Results indicate that students’ skill level of online, interactive tools was high and wide-ranging. Although previous experience of using these tools was unstructured and informal, ePortfolio creation was found to be an engaging, relevant and worthwhile activity. The ePortfolio development exercise also provided an experiential learning experience, and had a positive effect on students’ attitudes to learning

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

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

A critical examination of the effectiveness of faculty-based student learning support

This thesis presents an investigation into the effectiveness of faculty-based student learning support and comprises three volumes. Volume 1 provides an overview of the background literature, research methodology, ethical and reliability considerations linked to two projects whose overarching theme is the support and improvement of the student experience. The overview begins with an outline of the aim of this thesis, followed by a synopsis of the literature concerning student support in higher education and the use of technology to support learners. The methodological framework is then discussed and a brief introduction to the projects is provided. The overview concludes with an exploration of the effectiveness of faculty-based student learning support and the presentation of a new blended approach to the organisation, delivery and typology of advising. This seeks to demonstrate the strength of a blended approach and thus makes a contribution to the practice, theory and method of supporting student learning. Volume 2 discusses the Advice Shop project and considers the processes, methods and ethics of this student learning support. A summary of eight interventions is presented together with details of how the project was subsequently rolled out across the University. A consideration of the organisational model and personnel involved in student advising is also offered. The volume concludes with student and staff feedback and a discussion of how the project aims have been achieved. Evidence of the research output and components of practice relating to Project 1 can be found in Volume2 Part 2. Volume 3 presents a discussion of Project 2 - the use of technology to support learners. The project presents two technology-enhanced interventions - an electronic student attendance monitoring scheme, and the development of two online learner support tools using QuestionMark Perception as the delivery software. The methods and ethical considerations used to establish and implement these interventions are present together with feedback from students and staff. The volume concludes with a discussion of how the aims of the project have been achieved. Evidence of the research output and components of practice relating to Project 2 can be found in Volume 3 Part 2