The Development of E-Portfolio Evaluation Criteria and Application to the Blackboard LMS E-Portfolio

2012 ◽  
Vol 3 (1) ◽  
pp. 19-36 ◽  
Author(s):  
Gary F. McKenna ◽  
Mark Stansfield
Keyword(s):  
Personal Development ◽  
Evaluation Criteria ◽  
Evaluation Framework ◽  
Effective Practice ◽  
Portfolio Evaluation ◽  
Starting Point ◽  
E Learning ◽  
Development Plans ◽  
The Uk ◽  
The University

The purpose of this paper is to develop e-portfolio evaluation criteria which will be used to review the Blackboard LMS e-portfolio being used at one Higher Education (HE) institution in the UK as evaluation criteria for reviewing e-portfolio provision does not exist in the literature. The approach taken was to initiate a wide literature search which involved reviewing over 600 articles by their abstract dating from 1995 to 2010. The findings show that little has been written about the development of e-portfolio effective practice frameworks. Therefore e-learning effective practice frameworks were used as a basis from which to design and develop an e-portfolio evaluation framework and then apply it to the university case which uses a Blackboard e-portfolio to support Personal Development Plans. The research provides a starting-point for further research into the development of robust e-portfolio evaluation models and frameworks.

A Systematic Map of Evaluation Criteria Applicable for Evaluating E-Portfolio Systems

2016 ◽  
pp. 60-106
Author(s):  
Gary F. McKenna ◽  
Gavin J. Baxter
Keyword(s):  
Evaluation Criteria ◽  
Evaluation Methods ◽  
Extensive Literature ◽  
Design Development ◽  
Systematic Map ◽  
Portfolio Evaluation ◽  
Literature Searches ◽  
Starting Point ◽  
Evaluation Models ◽  
E Learning

This chapter examines the literature on evaluation methods within e-learning with respect to their applicability to evaluate e-portfolio systems within higher education as evaluation criteria for reviewing e-portfolio provisions do not currently exist in the literature. The appr­oach taken is to initiate two extensive literature searches and reviews. The first search was undertaken in 2009 involved reviewing over 600 articles by abstract dating from 1995 to 2010 to develop evaluation criteria suitable for Blackboard LMS e-portfolio systems evaluation. The second search undertaken in 2013 involved extending the search criteria to include further terminology and databases and returned over 4107 articles, which were read by title and abstract dating from 2009 to 2013, in order to systematically map evaluation methods used within e-learning to assess their quality and applicability for evaluating e-portfolio systems. The implications of the research undertaken provide a starting-point for further research into the development of robust e-portfolio evaluation models and frameworks. The lack of evidence uncovered in the 2009 and 2013 searches of the literature justify the need for further research into the design, development, and testing of evaluation methods for the evaluation of e-portfolio systems.

A Systematic Map of Evaluation Criteria Applicable for Evaluating E-Portfolio Systems

2014 ◽  
pp. 1-54 ◽  
Author(s):  
Gary F. McKenna ◽  
Gavin J. Baxter
Keyword(s):  
Evaluation Criteria ◽  
Evaluation Methods ◽  
Extensive Literature ◽  
Design Development ◽  
Systematic Map ◽  
Portfolio Evaluation ◽  
Literature Searches ◽  
Starting Point ◽  
Evaluation Models ◽  
E Learning

This chapter examines the literature on evaluation methods within e-learning with respect to their applicability to evaluate e-portfolio systems within higher education as evaluation criteria for reviewing e-portfolio provisions do not currently exist in the literature. The appr­oach taken is to initiate two extensive literature searches and reviews. The first search was undertaken in 2009 involved reviewing over 600 articles by abstract dating from 1995 to 2010 to develop evaluation criteria suitable for Blackboard LMS e-portfolio systems evaluation. The second search undertaken in 2013 involved extending the search criteria to include further terminology and databases and returned over 4107 articles, which were read by title and abstract dating from 2009 to 2013, in order to systematically map evaluation methods used within e-learning to assess their quality and applicability for evaluating e-portfolio systems. The implications of the research undertaken provide a starting-point for further research into the development of robust e-portfolio evaluation models and frameworks. The lack of evidence uncovered in the 2009 and 2013 searches of the literature justify the need for further research into the design, development, and testing of evaluation methods for the evaluation of e-portfolio systems.

Applying E-Portfolio Evaluation Criteria to the Blackboard LMS E-Portfolio

2015 ◽  
pp. 157-185
Author(s):  
Gary F. McKenna ◽  
Gavin J. Baxter ◽  
Thomas Hainey
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Evaluation Criteria ◽  
Education Institution ◽  
Portfolio Evaluation ◽  
Personal Learning ◽  
Need To Evaluate ◽  
E Learning ◽  
Uk Higher Education ◽  
Intended Effect

An important part of educational effective practice is performing evaluations to optimise learning. Applying evaluation criteria to virtual and personal learning environments enables educators to assess whether the technologies used are producing the intended effect. As online educational technologies become more sophisticated so does the need to evaluate them. This chapter suggests that traditional educational evaluation frameworks for evaluating e-Learning are insufficient for application to LMS e-portfolios. To address this problem we have developed evaluation criteria designed to assess the usability of LMS e-portfolios used within higher education. One of the main problems with evaluating the usability of LMS e-portfolio is that there is a distinct lack of empirical evidence of evaluation criteria designed and developed for evaluating e-portfolios. This chapter describes the results of applying newly developed LMS e-portfolio evaluation criteria within one UK higher education institution.

scholarly journals Creating statistics e-assessments using Dewis with embedded R code

2017 ◽  
Vol 15 (2) ◽  
pp. 51
Author(s):  
Iain Weir ◽  
Rhys Gwynllyw ◽  
Karen Henderson
Keyword(s):  
Learning Experience ◽  
Assessment System ◽  
Data Sets ◽  
Learning Modules ◽  
R Programming Language ◽  
E Learning ◽  
The Creation ◽  
R Programming ◽  
The Uk ◽  
The University

We report on the creation of statistics e-assessments using the Dewis system with embedded R code. Dewis is a fully algorithmic open-source e-assessment system designed and developed at the University of the West of England, Bristol (UWE). Dewis’ ability to communicate with the R programming language greatly facilitates the task of generating bespoke data and its subsequent analysis. This approach has allowed us to successfully test students’ ability to perform involved statistical analyses on individual data sets and led to the creation of a suite of open access online e-learning modules on the UK national statstutor website. Development of a Dewis-R interface allows the creation of sophisticated e-assessments solely by writing an R script file. The goal is to create a community of Dewis-R practitioners who will be able to author and share relevant, authentic and engaging statistics e-assessments that enrich the learning experience of students.

scholarly journals Personal Development Planning of the UK Students: Implementation Models

2020 ◽  
Vol 29 (4) ◽  
pp. 146-154
Author(s):  
N. Yu. Shaposhnikova
Keyword(s):  
Personal Development ◽  
Development Planning ◽  
Learning Needs ◽  
Specific Work ◽  
Metacognitive Skills ◽  
Model Type ◽  
Constant Change ◽  
Development Plans ◽  
Implementation Models ◽  
The Uk

The aim of the article is to show the ways of the UK students’ personal development as one of the higher school answers to the challenges of the complex world of today, whose only certainty is constant change. The programme of personal development is aimed at preparing students for their future life and profession, ensuring their adaptation to the constantly changing conditions. On the basis of the analysis and comparison of the experience of three different British universities, three main implementation models of students’ personal development plans are defined. They are characterized by the type of the dominant orientation: professional, employment or academic. The professional model type was strongly influenced by the requirements of professional bodies such as health care professional bodies, and statutory bodies. The second model type, which is focused on employment, included a general orientation to graduate employment as well as specific work placement during the process of study. This model was associated with such areas as: management and business, sport and leisure, as well as those areas of applied science and engineering where the course focus was mainly towards employment rather than the discipline itself. The third – academic – model was focused on the student’s academic development. Its realization facilitated the development of metacognitive skills and the skills related to the specific subject discipline. The models presented in the article may serve as an instrument for the analysis of higher education individualization practices, and for the designing of flexible learning programmes, which take into account students’ individual abilities and learning needs.

scholarly journals Maturity Levels of Student Support E- Services Within an Open Distance E-learning University

2019 ◽  
Vol 20 (4) ◽  
Author(s):  
Asteria Nsamba
Keyword(s):  
Course Design ◽  
Deductive Reasoning ◽  
Academic Staff ◽  
Hybrid Approach ◽  
Student Support ◽  
Learning Technologies ◽  
Maturity Model ◽  
Starting Point ◽  
E Learning ◽  
The University

The University of South Africa (UNISA) is one of the distance education universities that is shifting from open distance learning (ODL) to open distance e-learning (ODeL). UNISA started as a correspondence institution in the 1950s and it has since evolved into an ODeL university. The aim of this research was to assess and determine the maturity levels of UNISA lecturers’ and tutors’ explorations of various forms of e-learning technologies to support students in an ODeL environment. Semi-structured interviews were conducted with 12 academic staff members. A hybrid approach involving inductive and deductive reasoning was used to guide the whole research process. The online course design maturity model (OCDMM) was modified and adapted in order to guide data collection, data analysis, and the interpretation of results. The results of the study indicate that the maturity levels of UNISA’s student support e-learning technologies are at the basic levels of the maturity assessment framework for open distance e-learning. It is hoped that the results of this research will serve as a starting point that the University can use to constantly measure improvements made in advancing e-learning activities.  

scholarly journals Developing a Criteria Framework for Evaluation of the Urban Development Plans in Iran: Bridging the Gap between Knowledge and Action

2015 ◽  
pp. 232-242
Author(s):  
Mohammad Javad Maghsoodi Tilaki ◽  
Massoomeh Hedayati Marzbali
Keyword(s):  
Urban Development ◽  
Development Process ◽  
Swot Analysis ◽  
Evaluation Criteria ◽  
Evaluation Framework ◽  
Specific Situation ◽  
Urban Context ◽  
General Evaluation ◽  
Development Plans

This article discusses the conceptual requirements in preparing an evaluation framework for the urban development plans in Iran as well as modifies the evaluation criteria proposed in previous studies. Although applying a highly refined evaluation framework for assessing the quality of urban development plans can increase the efficiency of the development process, employing an unmodified framework in a specific urban context may negatively affect the development process because of exclusive conditions. An evaluation framework based on the worldwide experiences cannot normally be employed in the evaluation of the urban development plans of Iran. Hence, this research contributes to the advancement of a more adaptable evaluation framework for evaluation in four parts. These parts include (i) the examination of the urban development process of Iran; (ii) the extraction of a general evaluation framework from different studies and worldwide experiences; (iii) the analysis of the effective elements for the urban development plans of Iran through SWOT analysis; and (iv) the generation of an evaluation framework based on a preliminary analysis of the specific situation of the urban development plans of Iran.

scholarly journals A distance-learning Course on Indoor Environmental Comfort in Buildings

2017 ◽  
Vol 11 (5) ◽  
pp. 118
Author(s):  
Manuel Gameiro Silva ◽  
Luísa Dias Pereira ◽  
João A. Dias Carrilho ◽  
Joana Neto ◽  
Maria José Marcelino ◽  
...  
Keyword(s):  
Distance Learning ◽  
Remote Access ◽  
Indoor Environmental Quality ◽  
Discussion Forums ◽  
Virtual Laboratories ◽  
Starting Point ◽  
Professional Body ◽  
E Learning ◽  
Sustainable Energy Systems ◽  
The University

<p class="0abstract">A project for the creation and implementation of a distance-learning course on Indoor Environmental Comfort in Buildings (IECB) is presented. This course resulted from a request by <em>Ordem dos Engenheiros</em> (Portuguese engineering professional body) to the University of Coimbra. It was based on the Indoor Environmental Quality (IEQ) course of the Master in Energy for Sustainability and PhD in Sustainable Energy Systems of the University of Coimbra, coordinated by the first author. Jointly with the support of the Distance Education Service of the University of Coimbra, using as a starting point the existing contents of a formal discipline, the teaching methodologies and a set of activities were developed to implement a distance-learning course with a strong e-learning component by the students. Diversified strategies, using the existing platform running on Moodle, such as webinars, virtual laboratories, remote access labs, discussion forums and synchronous sessions, were tested to ensure a dynamic and interested engagement of the students along the course.</p>

scholarly journals 1, 2, 3 - A journey of PDP at the University of Wolverhampton

1969 ◽  
Author(s):  
Megan Lawton ◽  
Emma Purnell
Keyword(s):  
Personal Development ◽  
Development Planning ◽  
Research Network ◽  
Research Projects ◽  
Factors Affecting ◽  
Portfolio Evaluation ◽  
Doctoral Research ◽  
Inhibiting Factors ◽  
National Coalition ◽  
The University

This paper is a synthesis of the findings of three research projects to identify Personal Development Planning (PDP) progress at the University of Wolverhampton. The three projects look at PDP from a number of perspectives. Firstly, a university-wide e-Portfolio evaluation that explored e-Portfolio practice through the measure of PDP objectives evident in practice - the objectives used within this provide the structure for the discussion within this paper. Secondly, the paper is informed by the Inter/National Coalition for EPortfolio Research INCEPR) project, which involved looking at the facilitating and inhibiting factors affecting the scalability and sustainability of e-Portfolio and e-Portfolio based PDP across the institution. Finally, a Doctoral research project that looked at factors that contribute to engagement with PDP. Aspects of three of these pieces of research were pulled together as part of the Higher Education Academy/National Teaching Fellowship Scheme National Action Research Network On Researching and Evaluating Personal Development Planning and ePortfolio Practice Project (The NTFS NARN project).

Using Simulation with Wikis and Journals to Teach Advanced Clinical Practice

2011 ◽  
pp. 2252-2260
Author(s):  
Karen Lee
Keyword(s):  
Clinical Practice ◽  
Structure Function ◽  
Personal Development ◽  
Clinical Judgement ◽  
Task Orientation ◽  
Nurse Training ◽  
New Type ◽  
The Uk ◽  
The University ◽  
Changing Demographics

Recent changes in nursing in the UK have been designed to produce a new type of practitioner who will be emancipated, critically reflective, creative and autonomous (Casey 1996). The move away from ward based training and task orientation to the University has therefore created an ideology toward critical thinking, clinical judgement and autonomy of practice. Biley and Smith (1998) observe that the term nurse “training” has now been replaced by “education” suggesting personal development for life, rather than apprenticeship. These changes need to be addressed in a complex society with changing demographics, increasing costs and decreasing resources (Betchel et al 1999, Greenwood 2000). This has coincided with changes in the education sector. Biggs (1999) observes that the past ten years have seen an “extraordinary” change in the structure, function and financing of universities.

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