An Integrative Model for the Evaluation of E-portfolios

Bhattacharya, Madhumita; Novak, Shannon

doi:10.1109/icalt.2007.61

Cited by 6 publications

(4 citation statements)

References 1 publication

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“…However, they only use information extracted from system log and do not consider the portfolio content. Bhattacharya and Novak propose in [8] an integrated model of portfolio assessment based on the activity theory, the concept of distributed cognition and the attributes of meaningful learning.…”

Section: Portfolio Assessment Taskmentioning

confidence: 99%

Enhancing portfolio assessment: An application of fuzzy ontologies

Ferreira-Satler

Vidal‐Castro

Romero

et al. 2011

2011 11th International Conference on Intelligent Systems Design and Applications

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Nowadays, the impact of e-Learning developments on improving educational activities is becoming more evident. The Portfolio approach has emerged as important alternative to increase the learning process. However, most of tools to support portfolio assessment are far from to come up to the expectations. In this work we propose a fuzzy ontology-based framework to support portfolio assessment. Our approach focuses on portfolio semantic representation and conceptual matching to generate a portfolio evaluation report, which helps teachers in portfolio assessment tasks. The initial experiments results indicate that the approach is useful and warrants further research.

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Section: Portfolio Assessment Taskmentioning

confidence: 99%

Enhancing portfolio assessment: An application of fuzzy ontologies

Ferreira-Satler

Vidal‐Castro

Romero

et al. 2011

2011 11th International Conference on Intelligent Systems Design and Applications

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“…She has used the attributes of meaningful learning [4] for judging the appropriateness of the scenarios for building resilience. In addition attention was given on the development of individual characteristics such as…”

Section: Learning Environment Designmentioning

confidence: 99%

“…[3] Author has also developed the generic rubric for formative assessment of learning during the process of Problem Based learning [4] and developed the criteria for assessment of selfreflection [5]. Detailed guidelines, i.e., the "ground rules" were developed for each assessment criterion and evaluated by experts in the field.…”

Section: Introductionmentioning

confidence: 99%

Building resilience through real-life scenario-based technology enhanced learning environment design

Bhattachaya¹

2013

2013 IEEE Region 10 Humanitarian Technology Conference

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This paper discusses the term resilience from a number of different perspectives considering multiple challenges of the current time climate change, energy crisis, economic instability, natural disasters and social transformation. In this paper author digs deeper into the factors associated with resilience and different approaches to learn resilience. Psychologists have identified some of the factors that make someone resilient, among them a positive attitude, optimism, the ability to regulate emotions, and the ability to see failure as a form of helpful feedback. Even after a misfortune, blessed with such an outlook, resilient people are able to change course and soldier on. In this paper the author includes case studies with real life examples of people to be knocked down by life and come back stronger than ever. This then brings us to the question: Can resilience be measured and taught? Martin Seligman (2011) in his article on Building Resilience in The Magazine of Harvard Business Review discussed that over the years of research how we have learned not only how to distinguish those who will grow after failure from those who will collapse, but also how to build the skills of people in the latter category. Author describes the strategies and procedure for scenario based learning environment design using which it is possible to teach the techniques to foster resilience, for example, to have sense of purpose in life, to be optimistic, to develop a strong social network, to embrace change, to establish goals, to develop problem solving and self nurturance skills. Technological advancements in recent times have provided us with various opportunities to learn about the world and communicate with people all over the world. Author in this paper discusses innovative integration of ICT in the teaching and learning process for the resilient development and learning assessment.

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“…In [5] the use of student e-portfolios is proposed in science and technology both for group and individual tasks. The authors claim that students working in groups experienced a richer environment when compared to those working individually.…”

Section: Related Workmentioning

confidence: 99%

Towards Combining Individual and Collaborative Work Spaces under a Unified E-Portfolio

Parada

Pardo

Kloos

2011

Computational Science and Its Applications - ICCSA 2011

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Abstract. E-portfolios in learning environments have been attributed numerous benefits and their presence has been steadily increasing. And so has the variety of environments in which a student participates. Col-laborative learning requires communication and resource sharing among team members. Students may participate in multiple teams throughout a long period of time, sometimes even simultaneously. Conventional e-portfolios are oriented toward showcasing individual achievements, but they need to also equally reflect collaborative achievements. The ap-proach described in this paper has the objective of offering students an e-portfolio as a local folder their personal computer containing a com-bined view of their individual and collaborative work spaces. The content of this folder can be synchronized with a remote server thus achieving resource sharing and publication of a clearly identified set of resources.

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An Integrative Model for the Evaluation of E-portfolios

Cited by 6 publications

References 1 publication

Enhancing portfolio assessment: An application of fuzzy ontologies

Enhancing portfolio assessment: An application of fuzzy ontologies

Building resilience through real-life scenario-based technology enhanced learning environment design

Towards Combining Individual and Collaborative Work Spaces under a Unified E-Portfolio

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