Portfolion pedagogisia ulottuvuuksia käsityön opetuksessa

An ePortfolio is an evolving electronic resource that acts to record and store the artefacts of learning. It reflects the progression of a student’s learning, or testifies the level reached. This paper analyses the longitudinal use of an electronic portfolio in craft studies for a period of six years (2012-18). The students (ages 9 to 14 years N=38/n=8) traced their craft process activities by photos, narratives, assessment assignments and recordings. The first study covered the functions and the benefits of the ePortfolio in craft education (iPad application, Book Creator) and general user experiences based on pupil interviews. The identified key functions were collection and management of information, communication, and verification of development. The experienced benefits were related to supporting the working process. The second study covered the textual and visual contents. The results indicated that the most emphasized areas were the process, the product, the free and formal reflection. The third study contained data of years long learning period and the final interviews (n=8). The interview focused on students’ experiences of the method and its’ development. The longitudinal textual content was conceptualized by applying Anderson and Krathwohl’s “Taxonomy for Learning, Teaching, and Assessing” (2001). The results indicated that the students’ knowledge type was transformed from versatile to a more limited, and cognitive process levels were transformed from concrete to a more abstract level. The interview data confirmed the findings. The implications drawn were linked with the ePortfolio’s pedagogical foundation and the users’ progression of using the ePortfolio method. Diverse functions and benefits helped provide the answer to the main research question of the ePortfolios’ pedagogical dimensions. The dimensions were five: a communication support, a synchronizer of activities, a knowledge creation tool, a tool to train ICT skills, and other more general skills and a tool for assessment. Key Words: ePortfolio, Craft Education, Documentation, Content analysis.An ePortfolio is an evolving electronic resource that acts to record and store the artefacts of learning. It reflects the progression of a student’s learning, or testifies the level reached. This paper analyses the longitudinal use of an electronic portfolio in craft studies for a period of six years (2012-18). The students (ages 9 to 14 years N=38/n=8) traced their craft process activities by photos, narratives, assessment assignments and recordings. The first study covered the functions and the benefits of the ePortfolio in craft education (iPad application, Book Creator) and general user experiences based on pupil interviews. The identified key functions were collection and management of information, communication, and verification of development. The experienced benefits were related to supporting the working process. The second study covered the textual and visual contents. The results indicated that the most emphasized areas were the process, the product, the free and formal reflection. The third study contained data of years long learning period and the final interviews (n=8). The interview focused on students’ experiences of the method and its’ development. The longitudinal textual content was conceptualized by applying Anderson and Krathwohl’s “Taxonomy for Learning, Teaching, and Assessing” (2001). The results indicated that the students’ knowledge type was transformed from versatile to a more limited, and cognitive process levels were transformed from concrete to a more abstract level. The interview data confirmed the findings. The implications drawn were linked with the ePortfolio’s pedagogical foundation and the users’ progression of using the ePortfolio method. Diverse functions and benefits helped provide the answer to the main research question of the ePortfolios’ pedagogical dimensions. The dimensions were five: a communication support, a synchronizer of activities, a knowledge creation tool, a tool to train ICT skills, and other more general skills and a tool for assessment.Peer reviewe

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

Teacher competence development – a European perspective

This chapter provides an European perspectives on teacher competence development

Load flow studies on stand alone microgrid system in Ranau, Sabah

This paper presents the power flow or load flow analysis of Ranau microgrid, a standalone microgrid in the district of Ranau,West Coast Division of Sabah. Power flow for IEEE 9 bus also performed and analyzed. Power flow is define as an important tool involving numerical analysis applied to power system. Power flow uses simplified notation such as one line diagram and per-unit system focusing on voltages, voltage angles, real power and reactive power. To achieved that purpose, this research is done by analyzing the power flow analysis and calculation of all the elements in the microgrid such as generators, buses, loads, transformers, transmission lines using the Power Factory DIGSilent 14 software to calculate the power flow. After the analysis and calculations, the results were analysed and compared

Community-based mentoring and innovating through Web 2.0

The rise of social software, often termed Web 2.0, has resulted in heightened awareness of the opportunities for creative and innovative approaches to learning that are afforded by network technologies. Social software platforms and social networking technologies have become part of the learning landscape both for those who learn formally within institutions, and for those who learn informally via emergent web-based learning communities. As collaborative online learning becomes a reality, new skills in communication and collaboration are required in order to use new technologies effectively, develop real digital literacy and other 21st century skills

The Use of Digital Portfolio in Higher Education before and during the COVID-19 Pandemic

This study is focused on the advantages and disadvantages of using a digital portfolio to improve the learning and evaluation processes in the initial teacher training of 4th-year students in the University of Seville (Spain). One of the interests of this research was to compare the learning capacities perceived by the students to improve their learning process before and during the COVID 19 pandemic. A qualitative, descriptive methodology was applied, identifying the most relevant dimensions, categories and codes for the analysis, management and interpretation of the opinions of the students, with a research triangulation (Cohen’s kappa coefficient) and a coding performed using the ATLAS.ti 8.4 software. The results show that the advantages with greater percentage correspond to the following categories: learning, usefulness of OneDrive, autonomy and evaluation. The greatest disadvantages detected were: time, uncertainty, usefulness of OneDrive and autonomy. There are differences in the perceptions of the students, between before and during the COVID-19 pandemic, about the learning capacities developed with the use of digital portfolio, since they consider that they have acquired more significant learning, greater self-regulation of their learning and greater reflection capacity

Promoting Self‐Regulated Learning: the potential of PebblePad+ as a holistic tool for education

The focus for this article is on the use of Information and Communications Technology to facilitate Self‐ Regulated Learning and reflection on professional practice through an e‐portfolio diary/journal system. PP+ is a third generation e‐portfolio development of software initially developed at the University of Wolverhampton in England. PebblePad+ is a transferable e‐portfolio system that enables students to track their own professional competences and development over the length of their academic and professional career, as well as supporting their wider learning. It has been adopted in a variety of educational and industrial contexts both in the United Kingdom and Australia. This article will be of particular interest to those educationalists that recognise the importance of reflection in building powerful cognitive structures through Self‐Regulated Learning, as well as the potential benefits of using Information and Communication Technology to create an e‐portfolio of a student’s academic and professional achievements