E-portfolio Tools Research Articles

Teacher Professional Development in Education 4.0: The Role of ePortfolios and Open Badges

ePortfolios and Open Badges support learners in taking responsibility for the learning process. When they choose ePortfolio tools by themselves, it supports a continuous learning perspective. Open Badges are used for the accreditation of competences that are demonstrated in ePortfolios. The concept of Open Badges is also used as a guiding and scaffolding tool in learning processes. Consequently, this is a case study in which ePortfolios and open badges were implemented in a professional learning and competence demonstration process with Vietnamese teachers in the EMVITET project. The project took three years, during which teachers learned to implement innovations in their pedagogy, technology and learning ecosystems in their teaching practices. Finally, the ePortfolios were assessed, and accreditations were given. The results of this case study show that teachers demonstrated their competences well in their ePortfolios. However, there are some areas of development in guiding and combining ePortfolios and Open Badges while supporting teachers’ careers and continuous learning.

Enhancing e-learning effectivity through the discussion method combined with e-portfolio assignments for vocational education master students during a pandemic

Discussion is one of the effective methods to make the e-learning condition to be student-centered. However, the use of the discussion method only focuses on specific issues, so that it could not explore broader knowledge and obtain feedback from many sources. The study aims to get the impact of using the discussion method combined with e-portfolio assignments on e-learning during the Covid-19 pandemic in students' perceptions perspective. This research has been carried out with a simple procedure using a survey approach. The research subjects are students of the Vocational Education Master Degree who participated in the Vocational Learning Theory and Strategy course. The research instrument is a closed questionnaire to explore student perceptions, including 8-aspects, using statements with options on a 4-degree Likert scale. The average perception level for each aspect is the total score divide by the total maximum score of the research subjects. Perception is declared good if the ratio is above 80%. The results showed that e-portfolio assignments combined with the discussion method in e-learning gave positive student perceptions. Students feel that e-portfolio is a learning tool that can increase learning effectiveness, provide useful feedback, help carry out self-assessments, increase interaction between teacher and student. The results also show that the students gave positive perception to the e-portfolio as a tool that is easy to use, useful, systematic, motivating, and effectively to improve learning outcomes. In general, this result shows that e-portfolio tools can increase the effectiveness of e-learning.

The evolved landscape of ePortfolios: Current values and purposes of academic teachers and curriculum designers

As ePortfolios are increasingly being used in universities to help develop self-reflective practitioners, academic teachers and students need to develop the skills and processes required to implement them. During 2015, a series of webinars was presented by a cross-university team to provide professional development for academic teachers, curriculum designers and other staff interested in initiating or extending ePortfolio learning in their institutions. A survey was conducted with participants to gauge the depth of understanding and use of ePortfolios in degree programs. The survey aimed to clarify participants’ perception of the value of ePortfolio tools in Australian universities, and to identify future directions for developing knowledge and learning related to ePortfolios. Through the survey questions participants were able to provide information anonymously about their knowledge and use of ePortfolios. Respondents were also invited to be interviewed. Nine interviews, conducted in 2016, explored ePortfolio-users’ opinions of the learning tool. The results indicate that teachers’ use of the ePortfolio as a learning tool has evolved beyond that reported in the current literature. Furthermore, when used for reflection, assessment and documenting professional standards, the ePortfolio tool contributes to the students’ development of skills required to transition to future careers.

Exploring ways that ePortfolios can support the progressive development of graduate qualities and professional competencies

Since the late-1990s, the University of South Australia has embedded seven Graduate Qualities across all programs. Subsequently, the higher education landscape has changed dramatically in terms of national policies and standards, as well as technologies available to support learning and teaching. Most higher education institutions now have their own list of qualities or attributes developed by graduates. Further changes in Australia include quality assurance accredited through a national body, such as the Tertiary Education Quality and Standards Agency, and the development of disciplinary Threshold Learning Outcomes under the Learning and Teaching Academic Standards project. Similar changes are underway internationally. A multi-disciplinary research project at University of South Australia explored how ePortfolios might enhance this learning environment with a focus on aligning standards, Graduate Qualities and professional requirements. This paper outlines approaches taken in Engineering and Law undergraduate programs using two different ePortfolio tools (PebblePad and Mahara), where we sought to discover if this would empower learners to articulate their achievements and to understand professional frameworks. Lessons learnt and evaluation data are presented, along with recommendations to support a progressive developmental approach across programs. Whilst the experiences relate to two disciplinary areas, the approach taken can be adapted for other programs. Many of the insights gained also apply to strategies that exclude ePortfolio tools.

Support as a Mediator of the Impact of Cognitive Load on Students' E-Portfolio Learning Outcomes

In this study we analyzed the role that support plays in undergraduate students' learning processes in an e-portfolio context. Three categories of support were identified and used in this study: peer, instructional, and document support. Questionnaire data from 374 undergraduate students were collected and analyzed. Results indicate that support plays a mediating role in cognitive load and learning outcomes when e-portfolios are used in a classroom setting. The results also show that e-portfolio tools increase the cognitive demands on students and that students perceive better learning outcomes in a course when they receive more support. This information could be used to improve our understanding of how educational assessment systems and learning tools should be designed and implemented.

Using open source technology to enhance nursing students’ understanding of physiology

Nursing faculty on our campus often report they need to re‐teach what has been taught in physiology and courses that serve as pre‐or co‐requisite to the study of physiology. Students may have learned information well enough to take tests, but they have not integrated the material well beyond learning facts nor transported it to a “place” where they can share it. Using a number of the open course, Sakai, tools engages nursing students in their own learning experience. By adding the Sakai ePortfolio tools, students have an opportunity to reflect about their learning in preparation for clinical experiences. The ePortfolio tools allow opportunities for students to reflect and synthesize this information and express it in a way that prepares them for their clinical experiences. We will discuss simple ways for others to introduce students to “folio thinking” with the Sakai ePortfolio tools in this presentation. Several other Sakai tools that are being used will also be discussed such as: the Assignments, Modules, Resources, Chat, and the Samigo Test and Survey. These tools provide students access to course lectures, videos, publisher materials, and virtual labs. Students have responded positively to this teaching strategy. Student submissions reflect deeper understanding of the concepts through connections to their clinical experiences. The research question: The collaboration between basic anatomy and physiology instruction and a school of nursing faculty effect student learning. We will measure student and faculty satisfaction, changes, in retention and progress in the nursing program. Long term goals include: to follow nursing graduates in later employment and assess their perception of how their knowledge of the basic sciences has assisted them in their positions. The source of research support is local funding.

The effects of electronic portfolio tools on online students' perceived support and cognitive load

Although distance educators are adopting electronic portfolios (eportfolios) for purposes of assessment and collaboration, some researchers question their utility in these venues. In a setting where feelings of isolation and attrition are high, this study examined how eportfolios affect cognitive load and student perceptions of support. The study also examined whether embedded tutorials, examples and descriptions coupled with peer reviews reduced faculty coaching needs. Findings indicate that eportfolio tools had minimal effects on cognitive load although some formatting and sharing aspects frustrated students. Additionally, while participants asked the instructor for assignment clarification and feedback, they supported one another through peer reviews and discussion posts.

The Integrative Knowledge Portfolio Process: A Program Guide for Educating Reflective Practitioners and Lifelong Learners (Out of Print)

This manual describes the four phases of the Integrative Knowledge Portfolio Process, a methodology that successfully guides students to develop the skills and capacities needed for reflective practice, ethical leadership and life-long learning. Each phase contains an overview, learning objectives, steps, exercises and worksheets.¶ This 59-page document is the result of several years of action research and curriculum change at the University of Michigan wherein more than a dozen graduate/professional schools (Dentistry, Public Health, Education and Social Work) and undergraduate programs (e.g. Dept. of Chemistry, Michigan Research Community, Health Science Scholars Program, and the Undergraduate Research Opportunities Program) have been planning, piloting, and/or implementing the innovative methods and approaches described in this guide.¶ During the 2008-2009 academic years, more than 2,400 students, staff and faculty used some or all of the methods in this guide; currently, many more faculty, and staff leaders are working to incorporate these methods into their courses, programs, schools and administrative units. The methods presented here do not require the use of ePortfolio tools. In fact, several programs have adopted the methods successfully without using any technology. Thus, the focus of this manual is on the methods that support students in creating Integrative Knowledge, not the use of ePortfolio tools (the methods can be supported by a number of ePortfolio tools).

Networked Personal Development Planning in Support of Lifelong Learning in the Creative Industries

The introduction of Personal Development Planning (PDP) has been a major policy initiative for UK HE. The HE Progress File consists of two elements, the Transcript Record of formal qualifications and the Personal Development Plan, which includes both the processes that are involved in supporting the student in undertaking PDP and also the evidence base of student achievements. In response to the policies many electronic PDP and e-portfolio tools have been developed, both commercially and through nationally funded agencies. This paper considers the issues identified by the PDP4Life regional e-learning project relating to the transfer between institutions of learner records arising from e-PDP outputs and achievements. In particular it focuses on issues that occur in support of employability in the creative industries.

Evaluating an e-Portfolio implementation with early adopters using Appreciative Inquiry

The benefits of using e-Portfolio tools to enhance the student learning experience have been widely reported. These benefits include opportunities for reflection, flexibility, connectivity and integrated learning. In recognition of these potential benefits to students, the University of Worcester adopted an institution-wide e-Portfolio system which is available to all staff and students at the university.In order to maximise the potential of this system, a study was carried out to elicit staff and student views as to what the benefits of using an e-Portfolio were. It is all too easy to focus on the negative aspects when struggling to implement a new initiative, particularly involving technology. With this in mind a conscious effort was made in the evaluation to value and learn from the positive experience of users.Feedback was sought from early adopters of the system in an Appreciative Inquiry framework in order to ascertain the benefits of using such a system, to both staff and students, and to inform future practice and recommendations. Findings of the inquiry indicated that there are three significant factors which can influence effective practice with e-Portfolios: tutor engagement, support and embeddedness. Whilst both staff and student users found the use of e-Portfolio beneficial for the teaching and learning process, the issues that were raised by each group were subtly different.This paper will discuss how staff and students perceive the benefits of using an e-Portfolio and the factors that can influence engagement. It will also consider the implications of using an Appreciative Inquiry approach in institutional research.