Video sebagai E-portfolio Mahasiswauntuk Meningkatkan Keterampilan Mahasiswa

      The development of science and technology information in the era of globalization  so advanced. This phenomenon results in a change in all aspects of life, including one of them is the educational aspect. The use of technology in education is done in order to improve the efficiency and effectiveness of the learning process. However, the growing use of technology is not widely used lecturers to change the way student assessment. Student assessment is focussed on learning outcomes not only of the process of change as a result of the student\u27s ability to learn. the use of portfolios also require adequate storage space and requires no small cost. Therefore we need a valuation technique that directs faculty to assess student skills or psychomotor aspects. By using the technique of portfolio assessment with the use of the video as a result be able to answer all the problems that exist. This journal will discuss how assessment techniques, portfolio assessment, the transition of the portfolio into an e-portfolio, the use of video as a medium of e--portfolio also discusses the problems encountered in the portfolio assessment. Besides, there are advantages and disadvantages of the use  of video  as a medium  of e--portfolio.   In the implementation  of this journal featuring two case studies of e--portfolio with student video uploaded on YouTube and shown in the playlist in Magics Channel owned Perguruan Tinggi Raharj

Pemetaan Fungsi Platforn E-Portofolio Untuk Perkuliahan di Jurusan Kurikulum dan Teknologi Pendikan Fakultas llmu Pendidikan Universitas Negeri Jakarta

he purpose of this study is the to Mapping the three characteristic of the e- portfolios platform. This research was conducted by the design and development research method by using two methodologies: (1)Tool Use, (2) Model Development. This study collecting various types of platforms specialized to the development e- portfolios and will do a mapping of the function of the platform that has been ellected. To achieve the goal the first year will be used Expert Reviews surveys method The experts will give ratings to the three pieces of E-portfolio Platform installedin www.eportofolio.ac.id, namely Elgg, Moodle and Mahara. Based on these results, the researchers conclude Mahara Platform is the appropriate platform to be used in the learning process. It is supported ratings obtained from the experts

e-Portfolio Standardization for Sustainable Learning Communities

A portfolio is used to plan, organize and document learning, and it accumulates results of learning. However, there are some problems in managing a portfolio. For example, it is very difficult to keep the portfolio in the original form physically, and it requires a lot of time and effort to keep it updated. These problems can be solved by an electronic portfolio (e-portfolio), a collection of electronic evidence assembled and managed by a user, usually on the Web. It can efficiently support a learner to manage his or her learning history and keep on learning more to move on to the next level in life so that the learning community becomes more sustainable. This paper explains why e-portfolios are needed to nurture sustainable learning communities. An overview of e-portfolios has been introduced with definitions, advantages, and types of e-portfolios. Furthermore, global trends of e-portfolio applications and Korean activities in e-portfolio applications have been described. Finally, global e-portfolio standardization activities are explained, followed by Korean e-portfolio standardization activities

Investigating ePortfolios from Teacher Training to the Workplace

This study investigates the transfer of ePortfolio practice from teacher training to the workplace, drawing on three case studies of secondary school teachers from different disciplines (IT, science, maths and foreign languages) who built their ePortfolios during pre-service training. It examines why teachers continue or cease ePortfolio practice, their trainers’ and supervisors’ perceptions of ePortfolio transfer, and the perceived usefulness of continuing ePortfolio practice at work. It also explores the hypothesis that ePortfolio practices, as a process, may be more subject to transfer than ePortfolios themselves, and compares results to other interviews with in-service teachers made during the preparation of this study and to the latest research on ePortfolio practice in teacher training. The study adopts a practical method of enquiry, based on artefacts produced by teachers. The theoretical framework is based on Cultural-Historical Activity Theory (CHAT) and Technology Acceptance Model (TAM) to analyse external and internal causes that may impact on transfer of ePortfolio practice. The main research method was face to face and computer mediated semi-structured interviews, together with post-interview questionnaires and analysis of teachers’ ePortfolio artefacts. The findings reveal that teachers’ ePortfolio practice rapidly fades after they begin work, or in many cases is never transferred. Analysis shows that the main reason for this is the lack of perceived usefulness of the ePortfolio at the workplace, together with the absence of communities of practice within schools where participants were working: social or geographical variables such as provenance, sex or age do not appear to play a role. The conclusion suggests separating the teaching of the use of ePortfolio management systems from the teaching of ePortfolio practices and offers a model for studying the latter which pays particular attention to the impact of the tensions between different elements which CHAT identifies

Student Attainment at St Mary’s University College Twickenham: Summary and Recommendations for Senior Staff

The project 'Student Attainment at St Mary's University College Twickenham' was carried out between February and August 2012. This summary report of the attainment project concentrates on the institutional level findings and recommendations of particular interest to HE senior leaders

E-Portfolios as an element of Personal Learning Environments. Potentials of E-Learning 2.0 in context of information literacy

Als Reaktion auf die Verbreitung von webbasierten Tools zu Kommunikation, Kooperation und Kollaboration wurde 2005 der Begriff des E-Learning 2.0, der diverse Facetten und Trends des E-Learning subsumiert, in die Diskussion um neue Modelle der Hochschullehre eingeführt. Durch die Anreicherung der starren Lernmanagementsysteme um Elemente sozialer Netzwerke, Werkzeuge für Kommunikation und Kollaboration, Informations- und Wissensmanagement und Publikationsmöglichkeiten wandeln sich diese zu Lernplattformen oder Lernumgebungen (Virtual Learning Environments), welche die Bildung solcher offener oder geschlossener Learning Communities oder Communities of Practice begünstigen, innerhalb derer informelles Peer-to-Peer-Learning möglich wird. Gleichzeitig zielt "Ne(x)t Generation E-Learning" auf eine Individualisierung des Lernens und sieht den Lernenden als eigenverantwortlichen Akteur, der sich selbständig und selbstbestimmt Kompetenzen aneignen soll. Dieses informelle Lernen über die gesamte Lebensspanne wird durch konventionelle E-Learning-Produkte nicht unterstützt, die dozenten- und instruktionsorientiert formale, sequentielle Lernszenarien vorgeben. Als Antwort auf die Forderung nach individueller Gestaltung des Curriculums und sukzessiver, lebenslanger Aneignung von Kompetenzen etablieren sich sog. Personal Learning Environments, also personalisierte VLEs, die es erlauben, persönliche Lernziele zu verfolgen, indem Tools und Ressourcen selbst zusammengestellt und organisiert werden. Personal Learning Environments sind Basis des kompetenzorientierten E-Learnings. Zur Präsentation der so erworbenen Kompetenzen nach außen, sei es als Teil eines persönlichen Profils, sei es als Leistungsnachweis, werden sog. serverbasierte E-Portfolios angeboten, die aus den PLEs generiert werden können. Werden diese Sammlungen digitaler Artefakte, die einen Lernprozess dokumentieren sollen, innerhalb des Informations- und Kommunikationsraums Hochschule publiziert, kann dies der Wissenskommunikation zwischen Lernenden, also dem sog. Peer-to-Peer-Learning, förderlich sein - sofern die E-Portfolios anderer Studierender als Ressource bzw. Lernobjekt, als "E-Portfolio 2.0" betrachtet werden. Informationskompetenz als Metakompetenz, die den Erwerb fachlicher Kenntnisse überhaupt erst ermöglicht, nimmt unter den zu erwerbenden Kompetenzen eine Schlüsselposition ein und ist eng verknüpft mit Medienkompetenz auf der Input- sowie Präsentationskompetenz auf der Output-Seite. Eine Möglichkeit, die Entwicklung dieser Schlüsselkompetenz zu fördern, ist die Verschriftlichung der Recherchen im Rahmen eines sog. Rechercheportfolios, einer Unterart des Arbeitsportfolios. Die schriftliche Fixierung zwingt nicht nur zur Reflexion des eigenen Informationsprozesses, sondern ermöglicht auch die retrospektive Beurteilung der Effektivität und Effizienz der eigenen Recherchestrategien - oder die Analyse der Recherchestrategien anderer Lernender, sofern die Rechercheportfolios innerhalb einer Learning Community publik gemacht werden. Das Rechercheportfolio wird so zum "Rechercheportfolio 2.0". Das Potential dieses Instruments wird jedoch bislang noch nicht im Kontext der Vermittlung von Informationskompetenz genutzt. Weder Rechercheportfolios "1.0" noch Rechercheportfolios "2.0" sind an Hochschulbibliotheken verbreitet, obwohl es erste Ansätze zum Einsatz dieser zweifellos zukunftsträchtigen Methode gibt. Welche Standards und Qualitätsmerkmale E-Rechercheportfolios aufweisen müssten, um als effektives Mittel zur Vermittlung von Informationskompetenz geeignet zu sein, ist Thema dieser Arbeit