Audience, integrity, and the living document: eFolio Minnesota and lifelong and lifewide learning with ePortfolios

Cambridge, Darren

doi:10.1016/j.compedu.2007.11.010

Cited by 34 publications

(30 citation statements)

References 3 publications

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“…Cambridge (2008) also highlighted the issue of who learns with his finding that only 18 percent of active users of a Minnesota-based portfolio tool reported a substantial amount of learning as a result of their activity-a finding that raises questions about the amount of learning experienced by other participants. In terms of effort, Scholes et al (2004) emphasized the kinds of effort associated with constructing portfolios for nursing certification in the UK, looking in particular at the significant challenges and complexities of matching experiences to specific portfolios requirements.…”

Section: Introductionmentioning

confidence: 99%

“…For example, Brown (2002) observes that "the outcomes described by the participants are unexpected and welcomed results" (p. 241). Cambridge's (2008) entire analysis is focused on people who are voluntarily creating personal portfolios using a portfolio tool provided free to Minnesota citizens; such voluntary use suggests that the users are valuing some aspect of the portfolio activity.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

I thought this was going to be a waste of time:How portfolio construction can support student learning from project-based experiences

Turns¹,

Cuddihy²,

Guan³

2010

Interdisciplinary Journal of Problem-Based Learning

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

I thought this was going to be a waste of time:How portfolio construction can support student learning from project-based experiences

Turns¹,

Cuddihy²,

Guan³

2010

Interdisciplinary Journal of Problem-Based Learning

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“…However, there is a dichotomy identified by Strudler and Wetzel (2011) that ePortfolios should have a clear purpose, that is, either for the development of professional identity based on subjectivist philosophy or to demonstrate how they have met teaching standards for the purpose of assessment based on an objectivist philosophy. Increasingly examples are being given of using ePortfolios to evidence professional identity (Beijaard, Verloop and Vermunt, 2000;Cambridge, 2008;Barrett and Garrett, 2009); 'the more self-knowledge a teacher has, the more appropriate are his or her decisions to paving the way to better teaching' (Stenberg, 2010, p. 1). It may therefore be that in trying to provide an easily accessible electronic 'place' for digital artefacts articulating experiences, achievements and learning that reflect the development of professional identity, to then add an additional layer of assessment may simply not be appropriate and may restrict the continued development of the ePortfolio once qualified.…”

Section: 'The E-portfolio Inspires Me To Record My Development I Seementioning

confidence: 99%

ePortfolios beyond pre-service teacher education: a new dawn?

Boulton¹

2013

European Journal of Teacher Education

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The context of this paper is the final phase of a longitudinal action research project investigating whether an ePortfolio, created as a pre-service teacher to evidence a digital story of developing professional identity, could transition into employability, ie the first year as a newly qualified teacher. Thus this paper focuses on a new area of ePortfolio related research in teacher education; the transition from university into employment. The research findings indicate a changing purpose of the ePortfolio from training to the workplace, along with an increasing strength of ownership as part of the transition, and empowerment in becoming a teacher. Key outcomes are discussed and arguments presented for an ePortfolio to support professional development from university to employment.Keywords: ePortfolio; technology; secondary; pre-service teachers; newly qualified teachers; continuing professional development; employablity. IntroductionThis paper presents the findings of a research project focussing on ePortfolios in pre-service teacher education from university into employment and is therefore of interest to teacher educators both in the United Kingdom (UK) and internationally. This paper thus builds on existing research into ePortfolios in pre-service teacher education and explores a new area of development by examining how and if the ePortfolio, created as a pre-service teacher, can be extended into the NQT year. The research draws on key theories of: identity, self-regulation leading to self-efficacy, and situated learning; these are discussed in more detail later in the paper. The project was part funded by the Training Development Agency, UK.The context is the final phase of a longitudinal action research project spanning four years at Nottingham Trent University (NTU), United Kingdom (UK), focussing on the evaluation of ePortfolios for pre-service teachers to present evidence of their digital journey to becoming a teacher. This final phase aimed to identify whether the e-Portfolio, developed as a pre-service teacher, could create a space where a newly qualified teacher (NQT), working in a 'situated' context could reflect on teaching and plan targets for future action.Two key aims were identified for this phase: to pilot the use of ePortfolios beyond teacher training, initially into the NQT year; and to identify if whether an ePortfolio tool could continue to support the professional development for NQTs during their continuing teaching career. The focus for this phase was NQTs employed in the secondary sector (11-18 years) who had completed either a Post-Graduate Certificate in Education (PGCE) 1 or a Graduate Teacher Programme 2 (GTP) in the previous year within the School of Education at NTU. This paper thus builds on existing research into ePortfolios in teacher education and explores a new area of development by examining how and if the ePortfolio can be extended into the NQT year. The research draws on key theories: identity, self-regulation leading to self-efficacy, and situated learning; th...

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“…Non-formal learning is preferable as the contrast to formal learning, which can also be structured according to educational and training arrangements, but more flexible (Eraut, 2011;Singh, M., & Singh, M., 2012). Lifewide learning includes not just learning in formal contexts, but also learning in different contexts such as at home, in school, workplace, community, and others (Desjardins, 2003;Cambridge, 2008). According to it, smart learning could happen in school, family, community, workplace, museum, and others.…”

mentioning

confidence: 99%

Smart learning environments for a smart city: from the perspective of lifelong and lifewide learning

Zhuang

Fang

Zhang

et al. 2017

Smart Learn. Environ.

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In the perspective of lifelong learning, lifewide learning and learning society, learning environments have expanded from schools to a more broader space, and even to the whole city. School, family, community, workplace, and museum can be regarded as typical learning environments in a smart city. But few research about learning environments had been found on the combination of schools, families, communities and other learning situations. The purpose of this paper is to describe and analyze the characteristics of typical learning environments in smart cities, as well as the relationship of these learning environments. A mixed survey was carried out, a secondary analysis of statistical data of 68 cities was conducted, and a telephone survey with a sample of 13,600 people in 68 cities was used for data collection. It was found that there were significant differences in the development levels of five typical learning environments in smart cities, i.e., school, family, community, workplace, and museum learning environments. Some relations among the five typical learning environments were found.School had high relationship with community and museum learning environments. Family was strongly correlated with workplace and museum learning environments. Community was associated with museum, family, and school learning environments, but no significant relation existed between participation in community activities and workplace learning. As a public learning space, museum was related to all other learning environments. Further research should be taken to explore the reasons behind these correlations and their influencing factors.

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Audience, integrity, and the living document: eFolio Minnesota and lifelong and lifewide learning with ePortfolios

Cited by 34 publications

References 3 publications

I thought this was going to be a waste of time:How portfolio construction can support student learning from project-based experiences

I thought this was going to be a waste of time:How portfolio construction can support student learning from project-based experiences

ePortfolios beyond pre-service teacher education: a new dawn?

Smart learning environments for a smart city: from the perspective of lifelong and lifewide learning

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