Metadata and ontologies for organizing students’ memories and learning: standards and convergence models for context awareness

Este artículo trata de las ontologías que sirven para la comprensión en contexto y la Gestión de la Información Personal (PIM)y su aplicabilidad al proyecto Memex Metadata(M2). M2 es un proyecto de investigación de la Universidad de Carolina del Norte en Chapel Hill para mejorar la memoria digital de los alumnos utilizando tablet PC, la tecnología SenseCam de Microsoft y otras tecnologías móviles(p.ej. un dispositivo de GPS) para capturar el contexto del aprendizaje. Este artículo presenta el proyecto M2, dicute el concepto de los portafolios digitales en las actuales tendencias educativas, relacionándolos con las tecnologías emergentes, revisa las ontologías relevantes y su relación con el proyecto CAF (Context Awareness Framework), y concluye identificando las líneas de investigación futuras.This paper focuses on ontologies supporting context awareness and Personal Information Management (PIM) and their applicability in Memex Metadata (M2) project. M2 is a research project of the University of North Carolina at Chapel Hill to improve student digital memories using the tablet PC, Microsoft’s SenseCam technology, and other mobile technologies (e.g., a GPS device) to capture context. The M2 project offers new opportunities studying students’ learning with digital technologies. This paper introduces the M2 project; discusses E-portfolios and current educational trends related to pervasive computing; reviews relevant ontologies and their relationship to the projects’ CAF (context awareness framework), and concludes by identifying future research directions

Integrating High Impact Practices: Recognizing Attributes and Overcoming Obstacles in Learning ePortfolios

In the era of educational accountability, the push to document and demonstrate student learning increases exponentially. Creating opportunities for students to evidence their learning and, more broadly, the value of a college education, is critically important to both internal and external higher education stakeholders. While ePortfolios are an increasingly common tool used to provide evidence of learning, little is known about their effectiveness in assessing integrated learning experiences. The Bailey Scholars Program, an interdisciplinary, self-directed, student-centered learning community at Michigan State University, fosters creativity among faculty and students. The program explores innovative approaches to documenting and assessing learning that are responsive to student needs for life after the program while also being attentive to the uniqueness of a self-directed learning environment. One approach taken by the program is the community-wide use of ePortfolios. In this article, we argue that learning ePortfolios are a high impact practice that has the potential to change the ways students and programs partner to demonstrate and document student learning. We identify issues to take into account when adopting ePortfolio technology, and we include discussion of the attributes of ePortfolios that document both the learning and the obstacles students face while they are using ePortfolios

An ePortfolio environment to enhance reflection in pre-service teachers: What worked, what didn\u27t and why?

This research paper details some results of a doctoral study that was designed to enhance reflection in pre-service teachers by scaffolding an action research project within the eportfolio-based learning environment. It reports on a unit level implementation of the PebblePad eportfolio platform in a Western Australian university, and focuses specifically on the levels of student engagement when guided by prompts placed within PebblePad as part of a scaffolded learning environment. The paper also examines the barriers to engagement that were identified through the data collection. The key findings indicate that the students were most engaged with the prompts that had a direct link to assessment tasks, followed by the activity tasks that specifically focused on reflective writing. The primary barriers to engagement were identified as the students’ unfamiliarity with the platform and the timing of the introduction of the eportfolio. The research identified some recommendations for future implementation of such environments, specifically including a more integrated approach to the use of an eportfolio from the beginning of students’ degrees

Personal Learning Environments for Inquiry-Based Learning

Personal Learning Environments have recently emerged as a novel approach to learning, putting learners in the spotlight and providing them with the tools for building their own learning environments according to their specific learning needs and aspirations. This approach enables learners to take complete control over their learning, thus becoming self-regulated and independent. This paper introduces a new European initiative for supporting and enhancing inquiry-based learning through Personal Learning Environments consisting of personal and social inquiry tools. This approach aims at supporting students in developing their self-regulated learning skills by conducting their scientific inquiries in collaboration with their peers

Pedagogical and digital tool for the tertiary level: the learning eportfolio

This is a descriptive study about electronic portfolio and its utilisation in Higher Education. It presents and reflects upon the conceptual framework, purposes and benefits of e-portfolios and analyses the different implications of its implementation in the process of learning at the tertiary level of education. The study has been guided by the following research question: How can teachers and students make use of e-portfolios in the process of teaching and learning? Therefore the importance of the utilisation of e-portfolio as a tool for learning has been in the centre of the study and discussions about its applications. This study examines in depth the process and products of eportfolios and how they can be used as a pedagogical tool integrated to “learning to learn” activities. The author has kept the focus on three main purposes, which are followed throughout the study: · To present a practical experience about the use of student e-Portfolio at the tertiary level; · To contribute to the search for improvement of teaching practice at tertiary education covering the new demands European convergence; · To raise discussions about the use and design of e-portfolio as a valid tool for teaching at the university level. The practical activities carried out in two different universities located in two different countries provided the author with the opportunity to examine the implementation of eportfolios in two totally different contexts. Both experiences are described and reflected upon in the study. The main conclusions point out to the importance of using e-portfolios in Higher Education. If properly implemented and used well, e-portfolio can be a powerful tool for capturing student learning because it allows mentors, lecturers or trainers to keep the trace of the students learning. Institutions need to be aware of the impact that electronic portfolio development can have. Results suggest that it is recommendable to integrate e-portfolios with the new forms of pedagogy oriented towards student centered contexts.Mundusfor Erasmus Mundus Master Degree - Education of Professionals in Educatio

A Professional Development Manual for Online Learning at Savannah State University

A capstone submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the College of Education At Morehead State University by Patrice C. Nyatuame on April 17, 2017

Multiple Case Study of Institutions Using or Piloting Sakai

Institutions using or piloting Sakai were studied in order to gather grey literature on their use of Sakai. These documents were analyzed in order to find common themes. From the sample frame multiple institutions were chosen for use as case studies in multiple case study analysis. Bijker's concept of Interpretive Flexibility is used to examine the differences