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

Abstract

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.

University Students’ Perceptions of E-Portfolios and Rubrics as Combined Assessment Tools in Education Courses

“…Also formative and technical backup are key elements in the portfolio's success; and the importance of the teacher's role in its design and technical problem solving has also been underlined (Delandshere & Arens, 2003;Tosh, Light, Fleming, & Haywood, 2005). The use of e-portfolios for individual-work and group-work portfolios in multicollaborative environments requires different methodological strategies (Parada, Pardo, & Delgado-Kloos, 2011;Romero-Cerezo, 2008) and different settings of workspace structure (Parada et al, 2011) and produces different effects on students (Al-Qadi & Smadi, 2014). On the other hand, there appear to be no appreciable differences between more or less technologically competent subjects (Shepherd & Bolliger, 2011); IT skills help, but they are not decisive in the success of e-portfolio.…”

Integrating tools and frameworks in undergraduate software engineering curriculum

“…For integration of version-control technologies into curriculum, Parada et al [14] propose a solution using a popular source-code control technology (Subversion). They provide an interface to instructors to create workspaces for students.…”