The document discusses using e-portfolios for teaching, learning, and assessment in higher education. It presents a blended learning scenario where students use an LMS and e-portfolio for a course. Student interviews found that e-portfolios allowed for self-directed learning, connecting theory to practice, and quality outcomes from diverse learning processes. However, e-portfolios require intrinsic motivation, clear phases for learning versus assessment, and competencies from both students and teachers.
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Framing Blended learning, teaching, and education by Stephan Poelmans from KU Leuven During the EMBED event 'Implementing the European Maturity Model for Blended Education' 22 January 2020
Soft Launching An Institutional ePortfolio InitiativeKenneth Ronkowitz
This presentation highlights a college's decision-making process to piloting online portfolios to support student learning and assessment. It features PCCC's experiences after 18 months of an e-portfolio initiative from 3 perspectives: at the institutional level, for departmental requirements and at a course level.
Delivered at the Emerging Technologies and Authentic Learning in Vocational Higher Education conference in Cape Town, South Africa 31st Aug to 3rd September 2015.
The Effectiveness of Problem based learning Model to improve the understandin...AI Publications
The aim of the study is to find out the ability to understand mathematical concepts of teachers prospective in Mathematics Education Program FKIP University Nommensen in the fractional count operations material. This research is a descriptive study with the aim of the study describing the effectiveness of the Problem Based Learning Model. The results of the second trial described that the effectiveness of the Problem Based Learning Model was concluded: (i) the percentage of the students who understood the concept at least 85.29% or 29 students out of 34 students who took the test. (ii) the achievement of the ideal percentage of time for each category of student activity, (iii) the average of the lecturer ability to manage learning is 3.54, including the good category, (iv) student responses to the components and learning activities are positive is 90%.
1. Teaching, Learning and Assessment With E-Portfolios
in Higher Education in a Formal Learning Setting
ECER 2010 Helsinki: “Education and Cultural Change” –
NW 16. ICT in Education and Training, 25.08.2010
Prof. Dr. Kerstin Mayrberger
Juniorprofessorship for Media Education and E-Learning | http://kerstin.mayrberger.de
2. [content]
‣ context
‣ question
‣ state of the art
‣ theoretical framework
‣ blended-learning scenario with e-portfolio
‣ study
‣ outcomes
‣ discussion
3. [context: e-portfolio in higher education]
The main didactical implications and the pedagogical idea behind e-portfolios are:
‣ a student-centered learning process, enhancing reflection on evidence
‣ individualization in the learning- and assessment process
‣ personal responsibility
‣ self determination and self organization
‣ enhance competencies for a life long learning and
‣ the e-portfolio as „bridge“ or a „hinge“ between teaching, learning and
assessment
4. [question]
How can we use the didactical implications
and the pedagogical idea behind e-
portfolios to arrange a learning-environment
in formal learning settings in higher
education with an adequate assessment?
5. [state of the art: factors for success]
‣ transparency of the e-portfolio-processes and the assessment criteria,
‣ need of time for mentoring co-operative feedback, presentation and appraisal,
‣ adequate skills of learners and teachers,
‣ enabling of co-operation and participation,
‣ disposition for promotion of (self-)reflection, (self-)assessment and process of
reasons for a decision,
‣ disposition for promotion of communication about learning and achievement and
‣ accountability for the own learning process.
7. [theoretical framework: type of e-portfolio]
reflection or
educational portfolio
learning exami-
process nation
portfolio portfolio
(Baumgartner, Himpsl, Zauchner 2009)
10. [outcomes]
The perspective of students (who decided for the e-portfolio)
‣ on their learning-process with e-portfolio,
‣ on the assessment base on e-portfolio-work and finally
‣ on the connection of teaching, learning and assessment in this process
11. [learning]
‣ phases without pressure to perform
‣ self-determined an own topic or question to deal with
‣ connecting theory and practice of media education with everyday life
‣ enjoying the own learning process
12. [assessment]
‣ time and effort of e-portfolio-work is similar to other assessment-methods
‣ acceptance of the new assessment method depends on transparency
‣ free handling of the feedbacks
‣ the outcomes of the diverse learning processes has a high quality
13. [connection of teaching, learning and assessment]
‣ changing role of the teacher and learner
‣ challenge for the students
‣ trustful learning environment
‣ value the openess and curiosity of students for open learning and assement
14. [discussion]
‣ e-portfolio-work istn‘t automatically a learning and assessment method fit to
all students
‣ e-portfolio-work needs intrinsic and extrinsic incentives
‣ clear separation between phases of learning and assessment
‣ e-portfolio-work isn‘t automatically participatory learning
‣ compentencies and informed decisions on both sides
15. Thank you for your attention.
Prof. Dr. Kerstin Mayrberger
Juniorprofessorship for Media Education and E-Learning
http://kerstin.mayrberger.de