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

ePortfolios beyond pre-service teacher education: a new dawn?

The context of this paper is the final phase of a longitudinal action research project investigating whether an ePortfolio, created as a pre-service teacher to evidence a digital story of developing professional identity, could transition into employability, ie the first year as a newly qualified teacher. Thus this paper focuses on a new area of ePortfolio related research in teacher education; the transition from university into employment. The research findings indicate a changing purpose of the ePortfolio from training to the workplace, along with an increasing strength of ownership as part of the transition, and empowerment in becoming a teacher. Key outcomes are discussed and arguments presented for an ePortfolio to support professional development from university to employment

Assessing An Economics Programme: Hansen Proficiencies, ePortfolio, and Undergraduate Research

Numerous sources calling for more accountability in higher education are putting increased pressure on many economics departments to develop assessment plans. This paper discusses a set of principles for programmatic assessment gleaned from the assessment literature, while highlighting one US economic department's journey to develop an assessment of student learning outcomes based on Hansen's proficiencies. We explain the curriculum reforms that culminate with independent undergraduate research as suggested by the highest level of Hansen's proficiencies. We describe ePortfolios which showcase student abilities and integrate evidence of student learning across the curriculum. For departments without direct guidance from accreditation boards or other agencies, we put forth a process of forming programmatic assessment in economics.

LinguaFolio® Implementation at the Classroom Level: A Collective Case Study of North Carolina Teachers

LinguaFolio® is a language learning portfolio with a rich history rooted in educational research. This study explores the evolution of LinguaFolio®, a learning and self-assessment tool whose origins can be traced back to the European Language Portfolio (ELP). LinguaFolio® is a learning tool designed to promote self-regulated language learning through goal-setting, task-based language learning, and self-assessment and reflection. This study examined the implementation of LinguaFolio® by five experienced, exemplary teachers in order to better understand how LinguaFolio® can best be integrated into the language classroom. LinguaFolio® is a highly customizable language learning portfolio that teachers are encouraged to adapt to their own individual contexts. The gap in the literature that this study proposes to fill is to provide illustrative examples of teacher practice with LinguaFolio®. This collective case study presents five cases of LinguaFolio® implementation in classrooms in North Carolina. Data was collected by observing teachers in their classrooms, interviewing teachers to discuss their insights, and document collection and analysis to provide further inspiration for using LinguaFolio®. The overarching question this study sought to answer was “How does LinguaFolio® implementation work at the classroom level?” In order to provide perspectives on this question, five cases of implementation are presented as narrative descriptions of the observation, interviews, and documents collected in this study. Next an analysis of each case is presented, guided by the supporting research questions of this study. A cross-case analysis of the practices of the participants were situated within a framework developed throughout the literature review, the Simplified Implementation Cycle. Finally, the study concludes by reconsidering the overarching research question, considering the limitations of the study, presenting a set of suggestions for teachers wishing to implement LinguaFolio®, and directions for future research. Advisor: Aleidine Kramer Moelle

THE EFFECT OF REFLECTIVE PORTFOLIO USE ON STUDENT SELF-REGULATION SKILLS IN SCIENCE

This study investigated the use of reflective portfolios in science as a means to provide students a medium to develop a repertoire of study and self-regulation strategies. These self-regulation strategies can be accessed and utilized by students to engage in independent study and help to manage workloads from multiple teachers. The use of a reflective portfolio addresses the theoretical framework laid out by Pintrich which organized regulatory processes according to four phases (a) planning, (b) self-monitoring, (c) control, and (d) evaluation. The reflective portfolio included student work samples, revisions of work, reflections, and goal statements. Construction of the portfolio gave students the opportunity to engage in a cyclical process of self-regulation facilitating an on-going assessment dialogue between themselves and their teacher. The focus of this study was a convenience sample of students from a public high school in a suburban community (population of 24,000) in the Northeast. The study used a quasi-experimental research design. Participants in the study included 158 (n=158) students in a nonrandomized control-group, pretest-posttest design. Two different situations were compared; (a) reflective portfolio use and (b) no use of reflective portfolios. Research question 1 asked: Is there a significant difference in the self-regulatory skills of high school science students who produce reflective portfolios for their science assignments and those who do not? The Motivated Strategies for Learning Questionnaire (MSLQ) subscales of Metacognition Self-Regulation, Effort Regulation, Time and Study Environment, Rehearsal, Elaboration, and Organization were used to assess student self-regulatory skills. A multivariate analysis of variance (MANOVA) was applied where the six subscales served as the multiple dependant variables. The isolation of which specific self-regulatory learning strategies (Metacognition Self-Regulation, Effort Regulation, Time and Study Environment, Rehearsal, Elaboration, and Organization) were affected by reflective portfolio use in science was statistically insignificant. Research question 2 asked: Is there change over time in the Portfolio Rubric scores within the group of students who produce reflective portfolios? The student generated reflective portfolios produced in the treatment group were assessed using the Portfolio Rubric. Four one-way repeated measure analysis of variance (ANOVA) procedures were used to ascertain if the rubric scores varied depending on the time interval. Statistically significant gains in students’ rubric scores over time suggest students do benefit from structured goal setting, revision, and reflection. The findings of this study support the use of reflective portfolios to provide students the necessary mastery goal orientation to reflect upon their current progress towards meeting their academic goals. Additionally, this study suggests reflective portfolio use allows students to consider behavioral changes necessary to meet their goals and provides a framework for a dialogue about self-regulation and performance between teachers and students

TEACHER MANAGEMENT OF SELF-REGULATED LEARNING THROUGH ePORTFOLIO

Background and Purpose: Students’ ability to self-regulate their learning and to learn effectively are predictors of success. In developing and initiating Self-Regulated Learning (SRL), teachers play a significant role. Hence, this study aims at exploring teacher management of SRL in the ESL writing classroom using ePortfolio.   Methodology: This study adopts an interpretive paradigm with action research as its methodological approach. The data collection methods consisted of observation, documents, and interview.  A total of one teacher and 16 of her students participated in this study. The data were analyzed thematically.   Findings: In using the ePortfolio, the teacher had managed to assist learners SRL development by employing several strategies. It was identified that the teacher used strategies such as setting the learning goals, sharing the criteria of success, questioning techniques, giving feedback, as well as allowing self-assessment activity to take place. These strategies were believed to promote the constructs of independent learning, autonomous learning, and assistance from a more capable peers particularly in learning ESL writing via ePortfolio.  Also, a shift in a teacher’s role from being authoritative in the classroom to a facilitative role is deemed necessary in developing SRL among ESL writing students.   Contributions: The results from this study offer new insights into pedagogical strategies that could be considered for promoting SRL in language teaching and learning. An outcome of this research could serve as a guide for teachers in planning their pedagogical approach and to decide on suitable strategies to be employed for different types of learners.  Also, the sharing of the teacher practices in this study would provide rooms for other researchers to further explore other possible strategies and ways for strengthening any weaknesses found in the practice.    Keywords: Self-regulated learning, ePortfolio, action research, autonomy, self-assessment.   Cite as: Segaran, M. K., & Hasim, Z. (2021). Teacher management of self-regulated learning through ePortfolio.  Journal of Nusantara Studies, 6(1), 373-393. http://dx.doi.org/10.24200/jonus.vol6iss1pp373-39

Scrum-Based Learning Environment: Fostering Self-Regulated Learning

Academics teaching software development courses are experimenting with teaching methods aiming to improve students’ learning experience and learning outcomes. Since Agile software development is gaining popularity in industry due to positive effects on managing projects, academics implement similar Agile approaches in student-centered learning environments. In this paper, we discuss teaching introductory programming based on Scrum. Our learning environment, supported by the Doubtfire learning management system, fosters perceived autonomy and perceived competence by providing tools and opportunities for self-regulated learners to adjust their learning strategies. Evaluation of the learning environment revealed that students want to be in control of their learning

Electronic Portfolios in the Classroom: Factors Impacting Teachers’ Integration of New Technologies and New Pedagogies

This article presents the findings of a study on the use of an electronic portfolio (EP) in 16 elementary classrooms across Canada. Using a mixed-methods approach, data were collected to understand how teachers used EPs in their classrooms, to what extent they integrated the EP into their practice, and the factors influencing their use. Using expectancy theory, findings indicate that low implementers experienced significant technical obstacles and/or were reluctant to change their established practices, whereas high implementers reported feeling supported by their administration, experiencing growth in their teaching practice, and using more pedagogical practices that support self-regulated learning as a result of the scaffolding provided by the software