Diffusion and reinvention of ePortfolio design practices as a catalyst for teacher learning

Hartmann, Christopher; Calandra, Brendan

doi:10.1080/14759390601168080

Cited by 10 publications

(9 citation statements)

References 13 publications

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“…It has been identified that there is a need to focus directly on reflective skills and abilities to develop practitioners that are able to continue as lifelong learners, to develop teachers that can keep up to date with the changing world of education (Gikandi, 2013;Hawkes, 2001) and cater to the growing diversity of student needs (Pedro, 2005). It is argued that reflective practice can and should be taught (Russell, 2005) but the format used is crucial to this process (Hartmann & Calandra, 2007;Hobbs, 2007;Russell, 2005). The increased use of technology platforms as learning environments in higher education settings may provide an avenue to explore solutions to this problem.…”

Section: Reflectionmentioning

confidence: 99%

Developing reflection through an ePortfolio-based learning environment: design principles for further implementation

Roberts

2018

Technology, Pedagogy and Education

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This article discusses the implementation of an ePortfolio-based learning environment with Bachelor of Education students. The intention was for the platform to be an agency for the development of reflection. The environment scaffolded reflection through (1) exemplars of good practice, (2) the opportunity for discussions and (3) activities to support the development of reflection. There were issues within the research around the introduction of the platform at the particular stage of the students' degrees but the environment was successful in the provision of a teaching and learning platform. The findings provided design principles for a model to guide the development of similar learning environments including (1) the need for the ePortfolio platform to be embedded across the degree programme with (2) regular tasks for the students to complete that (3) have a clear purpose that the students are aware of and (4) utilise interaction patterns that mimic the structures of social media.

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Section: Reflectionmentioning

confidence: 99%

Developing reflection through an ePortfolio-based learning environment: design principles for further implementation

Roberts

2018

Technology, Pedagogy and Education

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“…much has been written about portfolios and eportfolio in teacher education (loughran & corrigan, 1995;Wright, Stallworth & Ray, 2002;lorenzo & ittelson, 2005;park & lim, 2006;Hartmann & calandra, 2007;Zellers & mudrey, 2007;Young, 2008;imhof & picard, 2009;charham-carpenter, Seawel & Raschig, 2010;Jones, 2010;Joyes, Gray & Hartnell-Younf, 2010;meyer, abrami, Wade, aslan & deault, 2010) and relating to higher education beyond teacher education (mason, pegler & Weller, 2004;challis, 2008;Bolliger & SHaepherd, 2010;vernazza, durham, Ellis, teasdale, cotterill, Scott, Yhomason, drummond & moss, 2011). eportfolio, by and large, is an all-encompassing term used to refer to an electronic space for learners to store their work and share with creative commons by the authors is licenced under cc-BY others and instructors.…”

Section: Related Workmentioning

confidence: 99%

Electronic Portfolio Architecture Based on Knowledge Support in Senior Project Design

Shen¹,

Nie²,

Liu³

2019

E&SD

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eportfolios based on the practice in self-assessment, and self-reflection and self-regulation are viewed as important tools in facilitating and supporting learner-centered environment at higher education. This study explains how an electronic portfolio system was designed and used as a useful repository for learning products to help instructors monitor in-service kindergarten teachers' progress, provide feedback and develop in-service kindergarten teachers' self-assessment, and self-reflection and selfregulation through the presentation of a detailed and ongoing short-term training program used as a comprehensive measure to determine degree mastery in department of Early child development at Wenzhou university in china. The finding show in-service kindergarten teachers can be trained to carry out authentic tasks associated with eportfolio and reveals that instructors can improve inservice kindergarten teachers' skills by enhancing their motivation and inspiring their positive training in the curriculum, such as building group cohesiveness and having positive learning experiences. АннотацияЭлектронное портфолио, в основе которого лежат методы самооценки, самоанализа и самоконтроля, считается важным инструментом в создании личностно-ориентированной среды 33 Образование и саморазвитие. Том 14, № 2, 2019 тип лицензирования авторов -лицензия творческого сообщества cc-BY в сфере высшего образования. в настоящей работе описан механизм разработки системы епортфолио, которая используется в качестве ценной базы продуктов обучения. данная система позволяет преподавателям следить за прогрессом педагогов дошкольного образования, предоставлять обратную связь и развивать их навыки самооценки, самоанализа и самоконтроля благодаря краткосрочной программе обучения, которую специалисты кафедры дошкольного образования в университете вэньчжоу используют в качестве комплексной меры для определения уровня профессионализма и компетентности воспитателей. результаты исследования показали, что после прохождения курса обучения педагоги дошкольных учреждений успешно выполняют практические задания, связанные с е-портфолио. анализ данных выявил, что преподаватели способствуют повышению квалификации дошкольных учителей, мотивируя их на успешное завершение программы, уделяя особое внимание сплоченности группы и положительным моментам в процессе обучения. ключевые слова: рефлексивные практики, саморазвитие учителей, подготовка учителей, гуманистическое образование, мастер-классы по саморазвитию.

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“…much has been written about portfolios and eportfolio in teacher education (loughran & corrigan, 1995;Wright, Stallworth & Ray, 2002;lorenzo & ittelson, 2005;park & lim, 2006;Hartmann & calandra, 2007;Zellers & mudrey, 2007;Young, 2008;imhof & picard, 2009;chatham-carpenter, Seawel & Raschig, 2010;Jones, 2010;Joyes, Gray & Hartnell-Young, 2010;meyer, abrami, Wade, aslan & deault, 2010) and relating to higher education beyond teacher education (mason, pegler & Weller, 2004;challis, 2008;Bolliger & Shepherd, 2010;vernazza, durham, Ellis, teasdale, cotterill, Scott, Thomason, drummond & moss, 2011). eportfolio, by and large, is an all-encompassing term used to refer to an electronic space for learners to store their work and share with others and instructors.…”

Section: Related Workmentioning

confidence: 99%

Electronic portfolio architecture based on knowledge support in senior project design

Yu¹,

Hai-Yan²,

Yu³

2018

E&SD

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Diffusion and reinvention of ePortfolio design practices as a catalyst for teacher learning

Cited by 10 publications

References 13 publications

Developing reflection through an ePortfolio-based learning environment: design principles for further implementation

Developing reflection through an ePortfolio-based learning environment: design principles for further implementation

Electronic Portfolio Architecture Based on Knowledge Support in Senior Project Design

Electronic portfolio architecture based on knowledge support in senior project design

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