Case studies of assessment ePortfolios

Ćorić, Ana; Balaban, Igor; Bubaš, Goran

doi:10.1109/icl.2011.6059552

Cited by 5 publications

(2 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In using ePortfolio, the emphasis is on the learning process rather than on its result [5]. From the teachers' point of view ePortfolio enables better assessment and provides a bigger picture of students' work over time [6].…”

Section: Introductionmentioning

confidence: 99%

From Classroom to Career Development Planning: Eportfolio Use Examples

Samardžija

Balaban

2014

Int. J. Emerg. Technol. Learn.

Self Cite

View full text Add to dashboard Cite

Abstract-In this paper we will present several examples of different maturity levels of ePortfolio usage at the Faculty of Organization and Informatics, University of Zagreb, Croatia. Firstly, we will illustrate basic in-class uses of ePortfolio in which students are introduced with the ePortfolio concept, self-reflection, self-monitoring and knowledge management. The primary goal of this phase is to show students how to record, plan and improve their professional skills in order to facilitate their preparation for the labour market. This phase is also aimed at recording and showcasing of students' work and self-assessment. The second example of ePortfolio usage in this paper concerns self-guidance monitoring at the postgraduate level, where it is used to monitor the activities and progress of PhD students as well as to simplify communication between supervisors and doctoral candidates. In addition, by using the ePortfolio pattern, doctoral students are encouraged to start planning their careers as scientific researchers and experts. Finally, we introduce an example of using ePortfolios for academic human resources management as part of institutional quality assurance. For that purpose, a career development plan was developed to collect and monitor the work and progress of academic staff (both young researchers and teaching assistants).

show abstract

Section: Introductionmentioning

confidence: 99%

From Classroom to Career Development Planning: Eportfolio Use Examples

Samardžija

Balaban

2014

Int. J. Emerg. Technol. Learn.

Self Cite

View full text Add to dashboard Cite

show abstract

“…Accordingly, it was stated that e-portfolio connects learning and assessment (Cambridge, 2010;Lin, Yuan, & Liu, 200;Yancey, 2009). Another research validates the use of an e-portfolio in support of the assessment of both the learning process and product (Coric, Balaban, & Bubas, 2011) and shifts the emphasis towards students' reflection of their own progress (Lee & Chan, 2006;Abrami & Barrett, 2005).…”

Section: Conversational Learning Assessmentmentioning

confidence: 99%

Conversational learning integration in technology enhanced classrooms

Atif

2013

Computers in Human Behavior

View full text Add to dashboard Cite

a b s t r a c tToday's college students have grown up with technology. These digital natives typically gravitate toward group activities in technology embedded social contexts. However, despite this multidimensional evolution, little has changed in conventional classrooms where they build their education experience. We investigate learning models in a classroom environment which still remains the main driver of education today. We describe a conversational learning model based on group activities which involve multi-party conversations. We implement this model in a technology-enhanced studio-classroom to ''visualize'' conversations which otherwise would remain abstract to learners. Teachers are empowered with instructional patterns to guide their changing role in this novel classroom environment. Based on standard assessment indicators, we conduct an experimental analysis which results show interesting tradeoffs of learning performance that favor the proposed conversational learning approach compared to those obtained from conventional instruction.

show abstract