E-portfolio thinking in teacher training: a small-scale study in K-12 in Turkey

The account given in this paper is related to the experiences of foreign language teachers involved in the pilot study undertaken in a high school in Turkey. After outlining the distinctive advantages of e-portfolios in the context of teacher development; this paper discusses the results of a qualitative study addressing the value of e-portfolios as versatile teaching and learning tools to showcase the professional skills of the teachers. Data collection was undertaken through both semi-structured interviews with the majority of these teachers and field observations. By providing teachers with the opportunity to enhance their technological skills and to reflect critically upon their work as educators, e-portfolios can serve as an invaluable resource for meeting educational standards and promoting effective teaching practice

Transferability of e-Portfolios in Education

This is a project funded by JISC DELL II and undertaken by Dr Derek Young and Kylie Lipczynski of ESCalate / University of Stirling. The aim of this project is to undertake an investigation of existing e-portfolio models and their use within the field of Education which will: Review existing motivational strategies; Identify alternative implementation models for PDP in Education departments; Explore the potential for cross-fertilisation of models and strategies between Education and other professional disciplines

PDP4XL2: Personal Development Planning for Cross-Institutional Lifelong Learning. Final Report.

This collaborative project PDP4XL2 built on the strengths and successful outcomes of PDP4Life and took as its principal focus the use of personal development planning and e-portfolios to develop and sustain favourable learner attitudes towards lifelong learning and to understand the role that technology plays in supporting that process. Project objectives included identifying student and employer attitudes to and usage of PDP and e-portfolios in the creative industries and health cares. This final report documents the outcomes of the project

Bridging the gap between work and education in vocational education and training. A study of Norwegian apprenticeship training offices and e-portfolio systems

This article explores the effect that the use of e-portfolios initiated and organized by apprenticeship training offices has had on the learning processes and assessment practices of apprentices in Norwegian vocational education and training. Although these intermediate structures have the potential to bridge the gap between work and education, they seem to maintain a system of two parallel learning arenas. However, the article summarizes the innovative effects of these transformations as supportive structures for expansive apprenticeship. The study is based on data from a national project on quality assessment, which is supported by documentary evidence from e-portfolios in three different trades: plumbing, industrial mechanics and sales. (DIPF/orig.

Teaching and Professional Fellowship Report 2007/8 : The role of E portfolios in postgraduate art and design courses

To investigate the various concepts of E portfolios and their application in Postgraduate Art and design contexts as modes of tutorial and reflexive practice, portfolio presentation and commercial promotion

Using an Open Software System (Sakai) to Develop Student Portfolios

E-portfolios are digital collections of artifacts that represent the achievements and reflections of individuals. They offer a unique view into student learning and allow educators and external accreditors to assess student progress towards established standards as well as reviewing their program’s performance in supporting that progress. Students benefit from assembling their e-portfolios through the process of reviewing their own work with a critical eye, choosing pieces of their work that best represent their abilities, and reflecting on the transformative nature of their University experience, both in class and through extra-curricular, service learning, internships and international activities. An e-portfolio provides a holistic view of a student’s personal growth and abilities that will serve them well in their career search or graduate school application. The challenge for an institution is to provide this learning and assessment resource in an accessible and affordable vehicle that is manageable for both faculty and students. Roger Williams University has crafted a strategy to utilize the Sakai open source course management system with its integrated e-portfolio tool set and a linked website to provide both e-portfolios and program assessment. This strategy will also be employed to propose a virtual accreditation of a professional program that will serve as a model throughout the University and the broader higher education community

Organizational E-Portfolios

This study of the use of e-portfolios by organizations, including businesses, educational institutions, non-profit organizations, and other communities of individuals joined together to accomplish a goal discovers that e-portfolios are robust tools for extensible authentication of group endeavor. The article examines the ways these organizations are currently appropriating the advantages of e-portfolios and some of the directions in which best practice appears to be headed. It discusses three directions related to the use of e-portfolios. First it observes the use of e-portfolio methodology to present an inside look at organizations to the outside world through reports to investment and support communities, for auditing purposes, for presenting evidence-based competencies, for marketing, and for honoring excellence. Second it observes the ways that organizations use e-portfolios to engender good decision-making as they receive information from outside sources such as prospective employees and prospective vendors or partners to inform inside operations. Third it observes the impact of e-portfolios when used internally by organizations and businesses as a framework that allows for new levels of management and internal communication

HIGH SCHOOL STUDENTS’ PERCEPTIONS OF THE USE OF FACEBOOK-BASED E-PORTFOLIOS IN EFL WRITING: A CASE IN THE MEKONG DELTA, VIETNAM

Electronic portfolios (e-portfolios) have grown in popularity in ESL/EFL writing instruction for their contributions to students’ writing. However, selecting an electronic tool in e-portfolios is of concern to many researchers and teachers. The combination of Facebook and e-portfolios is a rather new implementation in educational research, especially in high school contexts. Therefore, the current research aimed at exploring (1) high school students’ perceptions of the use of Facebook-based e-portfolios in terms of their contributions in writing, and (2) problems in using Facebook-based e-portfolios in writing. Fifty grade 11 students at a high school in Soc Trang province, Vietnam participated in the research. Both quantitative and qualitative data were collected by using close-ended questionnaire and the interview. Prior to data collection, the students spent six weeks writing on Facebook close-typed groups. The results showed that the students highly appreciated the contributions of Facebook-based e-portfolios in terms of enhancing interaction, giving and receiving feedback, motivation and confidence in writing, writing skills, vocabulary, and grammar knowledge. No significant problems were found in using Facebook-based e-portfolios. The research is expected to shed light on implementing Facebook-based e-portfolios in improving the quality of teaching EFL/ESL writing in high school contexts.  Article visualizations