EDUCATIONAL ELECTRONIC PORTFOLIO AS A MECHANISM TO ASSESS STUDENTS’ COMPETENCES AND PERSONAL PROFESSIONAL QUALITIES

2021 ◽  
Author(s):  
Tatiana Shaposhnikova ◽  
Alexander Gerashchenko ◽  
Tatiana Shabanova ◽  
Kristina Khoroshun ◽  
Marina Romanova
Keyword(s):  
Electronic Portfolio

E-portfolio, a useful tool for reflection and feedback (Preprint)

2019 ◽  
Author(s):  
Rita Rezaee ◽  
Nahid Zarifsanaiey
Keyword(s):  
Medical Education ◽  
Academic Performance ◽  
Learning Process ◽  
Learning Experience ◽  
Effective Means ◽  
Educational Programs ◽  
Electronic Portfolio ◽  
Medical Sciences ◽  
Educational Settings ◽  
Self Reflection

UNSTRUCTURED Utilizing an electronic portfolio (e-portfolio) is an effective means of enhancing the learning experience in educational settings. In the present study an e-portfolio framework was designed for medical education at Shiraz University of Medical Sciences. The objective was to assess learning progress in a medical course that provides instructor feedback via e-portfolio and promotes self-reflection among the students. The results indicate that using e-portfolio stimulates self-reflection in students and increases their active participation in the learning process. Integrating e-portfolios in educational programs can remarkably improve the academic performance in the fields of medicine and healthcare.

scholarly journals Automated Feedback Is Nice and Human Presence Makes It Better: Teachers’ Perceptions of Feedback by Means of an E-Portfolio Enhanced with Learning Analytics

2021 ◽  
Vol 11 (6) ◽  
pp. 278
Author(s):  
Pihel Hunt ◽  
Äli Leijen ◽  
Marieke van der Schaaf
Keyword(s):  
Learning Analytics ◽  
Electronic Portfolio ◽  
Human Interaction ◽  
Web Based ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
Group Interviews ◽  
Automated Feedback ◽  
Development Course

While there is now extensive research on feedback in the context of higher education, including pre-service teacher education, little has been reported regarding the use of feedback from teachers to other teachers. Moreover, literature on the potential advantages that the use of technology, for example electronic portfolios and learning analytics, has in improving feedback in the in-service workplace practices, is also sparse. Therefore, the aim of this exploratory case study was to explore how in-service teachers perceived the peer feedback they received and provided through a web-based electronic portfolio during a professional development course carried out in their workplace. Questionnaire and interview data were collected from 38 teachers who received feedback through a learning analytics enhanced electronic portfolio and from 23 teachers who received feedback only by the electronic portfolio. Additionally, one individual and four focus group interviews were conducted with 15 teachers who were the feedback providers. Several common topics were identified in the interviews with the feedback receivers and providers, involving the benefits and challenges of human interaction and the flexibility of the feedback process that the electronic portfolio offered. The results also revealed better feedback experience within the group of teachers who received extra feedback by means of learning analytics. It is concluded that although an electronic portfolio provides a useful tool in terms of flexibility in the provision and receipt of feedback, the need for human interaction was acknowledged.

scholarly journals Teaching With Electronic Portfolios to Develop 21st Century Literacies

2013 ◽  
Vol 6 (2) ◽  
pp. 265-282
Author(s):  
Elizabeth J. Meyer ◽  
Anne Wade ◽  
Philip C. Abrami
Keyword(s):  
21St Century ◽  
Electronic Portfolio ◽  
Electronic Portfolios ◽  
Student Work ◽  
21St Century Literacies

This article introduces an electronic portfolio, ePEARL, and how it has been used in classrooms to promote 21st century literacies. Using NCTE’s 21st Century Literacies framework, the authors provide examples of student work and classroom assignments to demonstrate how an electronic portfolio can support teachers integrating this framework and developing these skills in pedagogically meaningful ways.

PRESENTATIONS, ELECTRONIC PORTFOLIO AND BLOGFOLIO IN FOREIGN LANGUAGE EDUCATION: METHODOLOGICAL PRINCIPLES AND EFFICIENCY CRITERIA

2021 ◽  
Author(s):  
Nargiza Xayrullayeva
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Electronic Portfolio ◽  
Methodological Principles

Статье представлен анализ наиболее популярных инновационных образовательных технологий, применяемых в современном образовательном процессе в нашей стране и за рубежом, – презентаций, портфолио и блогфолио. Автор приводит основные методические принципы и критерии, способные обеспечить эффективность использования инновационных образовательных технологий и повысить качество иноязычного образования.

Knowledge-Building Communities

2019 ◽  
pp. 139-167
Keyword(s):  
Instructional Strategies ◽  
Online Community ◽  
Teaching Practice ◽  
Electronic Portfolio ◽  
Classroom Observations ◽  
Community Of Learners ◽  
Theoretical Knowledge ◽  
Pedagogical Content ◽  
Geographically Dispersed ◽  
Practical Experiences

Inservice teacher preparation must balance theory with practical experiences to support teachers for integrating their theoretical knowledge into their teaching practice. Online instruction provides the potential for practical education experiences but questions how classroom observations might be conducted in the teachers' classroom practices, particularly where teachers are geographically dispersed. This chapter describes a research-based application of a teacher education course framed by the online TPACK learning trajectory using the systems pedagogical approach and guided active participation for blending online and practical experiences in a course directed toward enhancing teachers' TPACK. This multiple case descriptive study of an online analogue to traditional classroom observations examines the use of the Scoop Notebook for gathering classrooms observations. The online observation technique gathers the inservice teachers' technological pedagogical content knowledge (TPACK), more specifically their TPACK-of-practice. The Scoop Electronic Portfolio development process describes teachers' active engagement in their classrooms, transitioning their scholarly theoretical knowledge to practical knowledge accompanied with in-depth, rich reflections on classroom actions and artifacts. The course blends their practical experiences through the Scoop process with asynchronous community of learners' explorations and discourse around instructional strategies for integrating technologies. The benefits of this blended work with the Scoop Electronic Portfolio with an online community of learners' collaboration and inquiry about instructional strategies demonstrates the participants' thinking about teaching with technologies in ways that transformed their TPACK. The results describe the teachers as engaged in action research using Scoop artifacts as objects to think with for ultimately transforming their TPACK-of-practice.

The Pitfalls and Promises of Electronic Portfolio Assessment With Secondary English Language Learners

2018 ◽  
pp. 111-130
Author(s):  
Hyesun Cho
Keyword(s):  
High School ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Portfolio Assessment ◽  
Electronic Portfolio ◽  
Secondary English ◽  
Hybrid Identities ◽  
Teachers And Students ◽  
Language Classrooms

This chapter discusses the pitfalls and promises of electronic portfolio assessment for English language learners in high school classrooms in the United States. In a three-year federally funded program designed to improve academic performance among culturally and linguistically diverse students at an urban high school in Honolulu, Hawaii, the author implemented electronic portfolio assessment (EPA) into academic English and heritage language classrooms. This chapter delineates how EPA was developed to enhance academic and linguistic abilities of adolescent ELLs while embracing their multifaceted and hybrid identities. It also presents both challenges and benefits that teachers and students experienced in the process of EPA. It concludes with suggestions for developing and implementing EPA for English language learners in similar contexts.

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