Throughout this chapter, the authors trace how the theoretical and practical understanding, interpretation, and interactions with e-portfolios and their implementation support, both individually and through group work, students’ abilities to engage in deeper structure learning, and their resulting growth as authentic science scholars. The bryofolio, an individual and group course e-portfolio, begins this online journey to facilitate deeper structure learning for 31 students in Biology 321, Bryophytes: Mosses, Hornworts and Liverworts. (“Bryfolio” is a contraction of “bryophytes” and “e-portfolio.”) Initially, the authors give a short introduction to science education and how constructivist learning theory can include the use of e-portfolios as a teaching method. Following this, e-portfolios are situated within the learning context by providing a definition, a condition, and discussion on the key e-portfolio element,of critical reflection. The authors continue by introducing the bryofolio, its major components, and our analysis of how the bryofolio encourages deep structure learning at both individual and group levels.
Deep structure learning using feature extraction in trained projection space
