Promoting Competence-Based Learning and Assessment Through Innovative Use of Electronic Portfolios

2019 ◽  
pp. 181-208 ◽  
Author(s):  
Joyce W. Gikandi
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Digital Literacy ◽  
Electronic Portfolios ◽  
Successful Implementation ◽  
Theoretical Perspectives ◽  
Portfolio Development ◽  
Key Issues ◽  
21St Century Learners ◽  
Effective Use

This chapter focuses on how innovative use of electronic portfolios (e-portfolios) can contribute towards meeting the needs of 21st century learners by promoting competence-based learning and assessment. The author explores various strategies and functionalities of e-portfolio application in higher education. Further, fundamental issues that relate to successful implementation of student academic e-portfolios are examined. Specifically, the relevance of congruent theoretical perspectives and teacher's involvement in the process of e-portfolio development are articulated among other key issues. Based on the emergent perspectives elucidated through this chapter, best practices to inform innovative and effective uses of e-portfolios are identified. The chapter illuminates how the effective use of e-portfolio can promote meaningful learning experiences and development of core competences including interactive collaboration, creativity, critical thinking, digital literacy, problem solving and self-efficacy.

scholarly journals HIGHER EDUCATION IN EVOLVING WORLD: ACCELERATING THE PACE OF CHANGE IN TEACHING FOR LEARNING

2021 ◽  
Vol 8 (12) ◽  
Author(s):  
Jane Irene Dawo ◽  
James Sika
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Problem Solving ◽  
Digital Literacy ◽  
Sense Of Self ◽  
Deep Understanding ◽  
Modern Society ◽  
Societal Challenges ◽  
Wide Range ◽  
Quality Learning

<p>World-wide, 21st century higher education (HE) involves knowledge acquisition focused on addressing societal challenges. Fundamentally valuable are high order skills, such as critical thinking, creative problem solving, teamwork, evaluation, analysis, digital literacy, adaptability, and communication which can be used to navigate across a wide range of disciplines attributive to success in modern society. This is achievable through quality teaching for quality learning and hence the need for modernized pedagogical experience. In this regard, modern pedagogy in HE demands beyond routinized merely teachers’ transmission of information versus students’ retention efforts. It delves into the teaching of students on how to handle, address and interpret concepts, evidence and ideas, how to think and act as experts and how to produce original insights and valuable knowledge for the benefit of society, and ultimately, how to remain ahead of foreseeable societal challenges. Due to this, universities should change pedagogical approaches from fact-based traditional lecturing to interactive teaching with the aim of fostering deep understanding and expert-mindedness for problem-solving. This would result in graduates who fit the emerging economic, social and political situations that nations experience. They should be able to; approach societal challenges given their grounded curiosity, critical thinking and creativity, apply innovative skills in addressing real world problems, display a strong sense of personal and professional identity, and portray a high sense of self-efficacy. This paper is an attempt to explain how HE can give forth products who are world leaders in their specific disciplines in respect of teaching, research and community service.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0963/a.php" alt="Hit counter" /></p>

scholarly journals Assessment of E-Portfolio in Higher Education

2021 ◽  
Vol 16 (02) ◽  
pp. 120
Author(s):  
Zhibek Syzdykova ◽  
Kalybek Koblandin ◽  
Natalia Mikhaylova ◽  
Olga Akinina
Keyword(s):  
Higher Education ◽  
Assessment Tool ◽  
Electronic Portfolios ◽  
State University ◽  
Integrative Learning ◽  
Higher Education System ◽  
Portfolio Development ◽  
The Relationship ◽  
Coherent Picture ◽  
Moscow State University

The e-portfolio development and introduction are based on the fact that the reflective practice of its creation allows students to document and track learning, develop a coherent picture of experience, and improve self-understanding. The study took place at Lomonosov Moscow State University (Russia); an assessment tool to design and develop electronic portfolios in the higher education system has been developed and tested in the study. A survey focused on the value of an electronic portfolio, which was positively assessed by the respondents, was conducted. The students participating in the study developed e-portfolios that described their reflections on the learning process and backed the arguments made with proof. The assessment showed that 60% of students should improve their cooperation skills while skills related to conceptualization and implementation, critical thinking and decision-making, assessment and modification, meta-cognition and progress should be developed in 44%, 33%, 52%, and 64% of students, respectively. The research results confirm that e-portfolios provide an appropriate platform for integrative learning that allows students to visualize the relationship between various concepts learned throughout the course and beyond.

Digital Literacy Skills as Prerequisite for Teaching and Learning in Higher Education Institutions

Mousaion ◽  
2021 ◽  
Vol 39 (2) ◽  
Author(s):  
Tlou Maggie Masenya
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Digital Technologies ◽  
Literacy Skills ◽  
Mobile Technologies ◽  
Effective Use ◽  
The Impact

The advent of digital technologies has brought about new opportunities and challenges to the education system globally. The use of digital technologies by educators in Higher Education Institutions (HEIs) is a portal for innovative teaching and learning. While there is a gradual increase in the use of these innovative technologies by HEIs in South Africa, there is still a long way to transform the educational system fully. Effective use of digital technologies in teaching and learning needs a certain level of digital literacy. Digital literacy enhances teaching and learning by helping educators integrate and use digital technologies, while equipping students with skills to access the internet effectively. The impact of digital technology has beaconed the need of educators to acquire 21st-century skills. Digital literacy skills are critical in realising the potential and benefits of digital technologies. This paper investigates the importance of digital technologies in education and the impact of digital literacy skills on the effective use of these technologies in HEIs in South Africa. Data collection was primarily based on a critical review of literature relating to the application of mobile technologies in HEIs in South Africa. The results revealed various barriers inhibiting educators from adopting mobile technologies in teaching and learning, including lack of digital literacy skills, time constraints, unwillingness to change, lack of educator confidence, poor technological infrastructure, and lack of digital or mobile devices. The study provides recommendations to enable and inspire educators in HEIs to use mobile digital technologies effectively.

scholarly journals ITC in the School of Nursing at the Valle University: A transformative experience

1969 ◽  
Vol 42 (2 supl 1) ◽  
pp. 134-43
Author(s):  
María Clara Tovar ◽  
Luz Ángela Argote ◽  
Melva Patricia Ocampo
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Successful Implementation ◽  
Transformative Experience ◽  
Pedagogical Innovation ◽  
Innovative Strategies ◽  
School Of Nursing ◽  
Teachers And Students ◽  
Human Care ◽  
Effective Use

Introduction: In order to spread the experience of the School of Nursing in the use of innovative strategies, which facilitate the formation of the students in higher education, with difficult access to the education classroom for fulfilling diverse roles in society; this article presents this systematized strategy, doing a tour from the years 60 up to the use of ITC at present.Methods. Historical documents were collected from the School of Nursing, research papers, systematization and evaluation of students and teachers related to the topic.Results. The methodologies used according to the state of technology as well as gains and areas for improvement both teachers and students with effective use of ITC.Conclusions. One of the main factors for the successful implementation of ITC in higher education is the favorable perception of teachers in front of them, because even though some teachers do not consider it necessary to introduce new ways of teaching and learning, many others are willing and committed to innovate and propose new pedagogical challenges using the resources provided by these technologies. The results of this experience show that the technological and pedagogical innovation is key to expanding coverage, undergraduate and postgraduate nursing as well as for the strengthening to discipline, the conceptualization and the practice of the human care.

scholarly journals Going Towards Adaption, Integration, and Co-Creation

2016 ◽  
pp. 533-540
Author(s):  
Chunfang Zhou
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Future Research ◽  
Research Directions ◽  
Problem Solving Skills ◽  
Theoretical Perspectives ◽  
Future Research Directions ◽  
Pedagogical Models ◽  
Creative Problem ◽  
Intellectual Journey

As a response to the growing challenges brought about by complexity in professional practice, the collection of chapters in this volume guides an intellectual journey through the various theoretical perspectives, research methods and pedagogical models with a focus on developing creative problem solving skills in higher education. Based on an overview of topics in this volume, this chapter aims to draw a conclusion about future research directions from present contributions. It could be an extended journey with the intention of helping the audience to locate the ideas presented in this volume within a framework constructed by the three main themes of adaption, integration and co-creation. This lays a stepping-stone in paving the way of pedagogical development and research prospects.

scholarly journals E-learning spaces and the digital university

2016 ◽  
Vol 33 (3) ◽  
pp. 159-171 ◽  
Author(s):  
Dominic Pates ◽  
Neal Sumner
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Digital Literacy ◽  
Learning Spaces ◽  
Learning Space ◽  
Content Type ◽  
E Learning ◽  
Relevant Field ◽  
Multi Stakeholder ◽  
Effective Use

Purpose – The purpose of this paper is to share lessons already learned and work currently in progress from one higher education institution’s experiences of developing several flexible and technology-enhanced active learning spaces. It further proposes that the potential of such spaces can be more fully realised through the enactment of programmes of digital literacy development amongst their users. Design/methodology/approach – In identifying a convergence of profound challenges facing higher education and proposing that innovations in physical learning spaces are one approach to addressing such challenges, the paper examines a number of institutional policies and initiatives for rethinking and redesigning several physical classroom environments. It sets internal findings and position statements amidst a broader context of relevant field literature. Findings – The paper provides insights from several years of experience in higher education learning space development, including the benefits of iterative experimentation, the consultative role of a multi-stakeholder specialist group, the challenges of balancing pedagogic need with often conflicting institutional requirements and the value of varied programmes of staff development. Originality/value – This paper’s insights will be of value to individuals and institutions engaged in reconsidering their provision of physical classroom spaces in higher education and to those promoting the effective use of learning spaces in the digital university.

SISTEM PENGANGGARAN PENDIDIKAN TINGGI DARI OLD PUBLIC MANAGEMENT MENUJU NEW PUBLIC MANAGEMENT

1970 ◽  
Vol 2 (2) ◽  
pp. 127-142
Author(s):  
A. Budi Santosa
Keyword(s):  
Higher Education ◽  
Financial Management ◽  
Public Management ◽  
Good Governance ◽  
National Development ◽  
Development Planning ◽  
Planning System ◽  
Successful Implementation ◽  
Service Agency ◽  
Legal Entity

Budget implementation in government agencies has not been effective even though legislation has mandated that performance-based budgeting should be implemented gradually starting in 2005. Some researches on budgeting found a disregard for the prerequisites for the successful implementation of performance-based budgeting, which includes participation, competence, and the clear documents and budgeting procedures. In Indonesia, the reform of budgeting begins with the issuance of Act No. 17 of 2003 on State Finance and Act No. 25 of 2004 on National Development Planning System, which is a product of legislation that became a milestone of reform in national planning and budgeting. In universities in Indonesia budget management system changes begins to be applied especially after the implementation of autonomy in the management of higher education institutions, namely since the issuance of Government Regulation on Higher Education as State-Owned Legal Entity (BHMN), Public Service Agency (BLU), even the latter leads to the State University-Owned Legal Entity(PTN-BH). The change of financial management is not without reason, but is intended to more financial management of performance-oriented, transparent and accountable, the estuary of the increasing good governance. Pelaksanaan anggaran di instansi pemerintah selama ini belum efektif, padahal undang-undang telah mengamanatkan bahwa pelaksanaan penganggaran berbasis kinerja hendaknya dapat dilaksanakan secara bertahap mulai tahun 2005. Beberapa hasil penelitian tentang penganggaran menunjukan adanya pengabaian terhadap prasayarat keberhasilan pelaksanaan penganggaran berbasis kinerja, yang antara lain ditentukan oleh faktor-faktor pendukung seperti partisipasi, kompetensi, dan adanya kelengkapan dokumen dan prosedur penganggaran secara jelas. Di Indonesia, reformasi bidang penganggaran diawali dengan terbitnya Undang-undang Nomor 17 Tahun 2003 tentang Keuangan Negara Undangundang Nomor 25 Tahun 2004 tentang Sistem Perencanaan Pembangunan Nasional merupakan produk undang-undang yang menjadi tonggak sejarah reformasi di bidang perencanaan dan penganggaran nasional. Di lingkungan perguruan tinggi Indonesia perubahan sistem manajemen anggaran mulai diterapkan terutama setelah dilaksanakannya otonomi dalam pengelolaan lembaga pendidikan tinggi, yaitu sejak diterbitkannya Peraturan Pemerintah tentang Perguruan Tinggi sebagai BHMN, BLU, bahkan yang terakhir ini mengarah pada PTN-BH. Perubahan arah pengelolaan keuangan tersebut tidak tanpa alasan, namun dimaksudkan agar pengeloaan keuangan lebih berorientasi pada kinerja, transparan dan akuntabel, yang muaranya tentu pada meningkatnya good governance.

Empowering professionalism in mission-oriented innovation

2021 ◽  
Author(s):  
Markus M Bugge ◽  
Fazilat Siddiq
Keyword(s):  
Digital Literacy ◽  
Primary Schools ◽  
Teaching Practices ◽  
Digital Technologies ◽  
Successful Implementation ◽  
Supply Side ◽  
Innovative Teaching ◽  
Teaching Tools

Abstract In the literature on mission-oriented innovation supply side and tech-oriented approaches have been complemented by broader and more inclusive societal approaches. Here, it is highlighted that both directionality and broad anchoring of diverse stakeholders across private, public, and civic domains are key to successful implementation. Still, it is unclear how these dimensions relate and unfold in practice. Using digital literacy in education as an example of mission-oriented innovation, this paper investigates what prerequisites and capabilities are needed to envision and govern such processes. Based upon a case study of innovative teaching practices in twenty-five classes at ten primary schools in Norway, the paper finds that the motivation, dedication, and engagement of the teachers is not primarily related to the digital technologies themselves, but to the professional and pedagogical anchoring of the digital teaching tools. The mobilization of the professionalism of the teachers is enabled by a process of balanced empowerment.

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