March 2009
International ePortfolio Publications
International Journal: Emerging Technologies in Learning, Volume 4, No. 1 (2009)
http://online-journals.org/i-jet/issue/view/51
Accessed March 25, 2009
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Guest Editorial with Serge Ravet
p.4
http://online-journals.org/i-jet/article/view/848/836
MOSEP – More Self-Esteem With My E-Portfolio Development of a Train-the-Trainer Course for E-Portfolio Tutors
Wolf Hilzensauer, Gerlinde Buchberger, pp. 5-8
http://online-journals.org/i-jet/article/view/820/837
Abstract
E-portfolios are known as a technology- supported learning method for the documentation of competency development. In this article the didactic approach, the course design and the results of the Leonardo da Vinci project MOSEP (More self-esteem with my e-portfolio) are described. The main objective of the project was to develop, test and evaluate a new e-portfolio training concept for teachers and tutors in order to support learners during their competence development phase.
E-Portfolio Implementations and Experiences: Didactical Functionalities of E-Portfolio in Interdisciplinary Contexts
Elena Mănucă, Sevastian Alexandru, Roxana Gavrilaş, pp. 9-12
http://online-journals.org/i-jet/article/view/825/838
Abstract
We propose to emphasize the opportunities of using e-learning instruments of teaching/learning in the high school education and to prove, from the perspective both of the teacher and of the trainer who offers courses of continuous education to adults, referring to this theme, the way in which there can be conceived and evaluated some digital curriculum products/e-portfolios, starting from a set of characteristics articulated on a series of criteria, such as relevance, accessibility, availability, atractivity, flexibility, the open/generative character, participation/socialization
Learning and Teaching With E-Portfolios: Experiences in and Challenges for Adult Education
Gerhard Bisovsky, Sandra Schaffert, pp. 13-15
http://online-journals.org/i-jet/article/view/822/839
Abstract
Based on short introduction into the e-portfolio method, this contribution focuses on experiences and challenges for adult education: For that, it describes best practice, current projects and initiatives in European adult and continuing education. Additionally, the results of interviews with experienced adult educators who have already worked with the e-portfolio method will be referred: The interviews focus on competencies that educators need, if they are working with the e-portfolio method. In a short outlook, requirements for a future professional development and training for e-portfolio trainers in adult education will be sketched.
Evaluation of E-Portfolio Software
Klaus Himpsl, Peter Baumgartner, pp. 16-22
http://online-journals.org/i-jet/article/view/831/840
Abstract
E-Portfolios are a new type of software and it is still relatively vague to determine, which functions are obligatory – that is which functions constitute characteristic features – and which functions are just optional (“nice to have“). This article describes the concept and the preliminary results of a research project which was conducted to evaluate E-Portfolio software, and aims at providing decision guidance for implementing E-Portfolios in higher education - first and foremost from the pedagogical perspective. Which recommendations can be made to an institution which now wants to implement electronic portfolios with a certain objective?
Rural Area Students’ Behavior Characteristics on e-Portfolio As Learning Experience
Abstract: The main objective of this research is to present the students’ behavior characteristics regarding the impact of e-portfolio into the student learning environment and represented into achievement, attitudes, and interaction. It’s about a concrete Romanian experience developed, since 2005 till 2008, as a higher education program for improving quality education of preschool and primary school teachers from rural area. This program, free of charge, for the unskilled teachers from rural areas, was structured on e-learning principles. In Moldova region, there were involved 173 students, with ages between 19 to 50 years old. Our study is focused on behavior about e-portfolio during the e-learning education and followed three aspects: achievement, attitude and interaction. For the first variable, achievement, there were longitudinal analyzed data on school results obtained in three years of university studies through e-portfolio assessment. The second variable, attitude, was investigated through a questionnaire (Likert scale) that was given yearly, at every beginning and ending of university year. And the last variable, interaction, is a quantitative variable reflected into the number of access the e-learning site for each assessment theme as e-portfolio through those three years. The results are structured on rural area students’ behavior characteristics on e-portfolio as learning experience.
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