Digital Competence Assessment System: Supporting teachers with the CRISS platform, Lourdes Guàrdia, Marcelo Maina, Albert Julià, Universitat Oberta de Catalunya (UOC)
This paper presents the Digital Competence (DC) Assessment System for primary and secondary schools developed in the H2020 CRISS1 project. A qualitative approach consisting of an integrative literature review, experts’ and users’ validation, and a proof of principle were used to develop the construct.
E-PORTFOLIO COMPETENCY RECOGNITION AND ACCREDITATION FRAMEWORK, Strivens, Ward , Guàrdia, Maina, Barberà, Alsina, and Wolf, Europortfolio
This document is an attempt to set out a systematic approach to competency recognition and accreditation through ePortfolios. The document consists of two main sections: in the first we seek to clarify the concepts of competency, recognition and accreditation and we set out our understanding of these terms within the Europortfolio Network; in the second we show how processes of competency recognition and accreditation can be supported and enhanced through the use of ePortfolio technologies, by making links between the functionalities of ePortfolio technologies (both general classes of technologies and specific tools and artefacts) and the requirements of competency recognition.
BY USING E-PORTFOLIO WE WILL BRIDGE TOGETHER GRADUATES AND EMPLOYERS, UNIVERSITIES AND COMPANIES, Synkron Magazine (by association Flexible Education Norway), February, 2019
Since 2018, ICDE has been the lead partner and coordinator of a Horizon 2020 project named EPICA. ICDE, as a global connector for online and open quality lifelong learning, has made strong investments in this strategic European-African partnership.
Developing a Competency Framework, Mindtools, 2018
You're probably familiar with the phrase "what gets measured gets done." Defining and measuring effectiveness – especially the performance of workers – is a critical part of your job as a manager. The question is: how do you define the skills, behaviors, and attitudes that workers need to perform their roles effectively? How do you know they're qualified for the job? In other words, how do you know what to measure?
THE LEARNING PORTFOLIO IN HIGHER EDUCATION, Darina Scully, Michael O’Leary & Mark Brown, 2018
The ‘learning portfolio’ is often lauded as a powerful pedagogical tool and, consequently, is rapidly becoming a central feature of contemporary education. This report synthesizes and critically reviews the literature pertaining to its use in universities and higher education institutions specifically….
The evolved landscape of ePortfolios: Current values and purposes of academic teachers and curriculum designers, Jennifer Rowley & Jennifer Munday, Journal of Teaching and Learning for Graduate Employability, Vol 9, 2018.
A survey was conducted with participants to clarify participants’ perception of the value of ePortfolio tools, and to identify future directions for developing knowledge and learning related to ePortfolios. The results indicate that teachers’ use of the ePortfolio as a learning tool has evolved beyond that reported in the current literature. Furthermore, when used for reflection, assessment and documenting professional standards, the ePortfolio tool contributes to the students’ development of skills required to transition to future careers.
ePortfolio as a tool for reflection and self-reflection, Peter Slepcevic-Zach & Michaela Stock, Reflective Practice, Volume 19, 2018
The request and promotion of reflection begins with an analysis of one’s own understanding of education and learning as well as the connection of reflection and self-reflection and the competence development of students. To encourage reflection, self-reflection, and competence development, the use of an ePortfolio can provide a valuable contribution.
KIC ON THE EXTERNAL ADVISORY BOARD OF THE EPICA PROJECT, Knowledge Innovation Centre, December, 2018
EPICA, co-funded by the European Commission's Horizon 2020 Research and Innovation Programme, is a project of great promises that is being delivered by a European-African strategic partnership. The initiative aims to bring together businesses, organisations and universities in both Europe and Africa to design an innovative, scalable ePortfolio, which will improve…
EPICA INITIATIVE, UNA ALIANZA ESTRATÉGICA ENTRE ÁFRICA Y EUROPA PARA HACER MÁS VISIBLES LAS COMPETENCIAS DE LOS ESTUDIANTES EN EL MERCADO LABORAL, UOC Blog, Jun 2018
La necesidad de mejorar la calidad y visibilidad de las competencias de los recién titulados de las universidades africanas es el origen del proyecto europeo Epica Initiative. El objetivo de esta iniciativa es dar visibilidad a las competencias que se desarrollan en la universidad mediante un sistema de e-portfolio innovador y escalable...
INFORMATION TECHNOLOGY AND ITS FUTURE ROLE IN STUDENT SUCCESS, by Kevin Pollock, Celeste Schwartz and David Buck, EDUCAUSEreview, 29.01.2018
he increased role technology plays on today's campuses, especially in areas such as data collection, analytics, and predictive modeling, has taken it far beyond a simple support structure. The ability to not only impact student success models but to take leading roles in future success plans requires campus leaders to rethink their IT structures and determine the best ways to maximize IT potential. The ability for IT to be at the forefront of student success models also raises challenges and questions that need to be answered.
The challenges of incorporating ePortfolio into an undergraduate nursing programme, Carmel Haggerty & Trish Thompson, Open Praxis, 2017
This paper describes the outcome when a small group of tutorial staff introduced ePortfolio’s into an undergraduate nursing degree. Evaluation of the effectiveness was collected through reflective conversations, which focused on issues that arise when implementing this change to a curriculum, along with improving understanding of ePortfolios and their use in practice. Routine student evaluations and the lessons learnt from tutorial staff reflections were used to inform the planning for wider implementation of ePortfolio’s.
EPORTFOLIO AS PEDAGOGY:THRESHOLD CONCEPTS FORCURRICULUM DESIGN, Lyn Lewis, E-Learning and Digital Media, 2017
The ePortfolio has been used in initial teacher education for its storage and presentation func-tions; however, its use as a pedagogic tool to enhance learning outcomes is less common.This study explored students' perceptions of ePortfolio and their learning in a Bachelor ofEducation (primary) programme at a New Zealand university.
AFRICA'S PULSE, AN ANALYSIS OF ISSUES SHAPING AFRICA'S ECONOMIC FUTURE, World Bank Group, October 2017
Following a sharp slowdown over the past two years, a recovery is underway in Sub-Saharan Africa. Gross domestic product (GDP) growth in the region is expected to strengthen to 2.4 percent in 2017 from 1.3 percent in 2016, slightly below the pace previously projected. The rebound is being led by…
ePortfolios: What Employers Think, Kim Watty & Jade McKay, Global Focus Magazine, October, 2016.
Graduate employers are seeking the best and brightest students who provide a strong “cultural fit” with their organisations. Solid grades are important but not critical for many employers. They are looking for evidence of well-developed generic/employability skills as they cast a keen eye on potential hires. In higher education institutions around the globe, ePortfolios are increasingly being viewed as a tool to not only improve the learning experience of students but also to enhance the employability.
EUROPORTFOLIO FINAL REPORT, Igor Balaban, 18.05.2016
As you are probably aware, Europortfolio started as a Lifelong Learning project and has been funded with support from the European Commission. We started at the beginning of 2013 and finalized the project by the end of 2015. The project ended, but the portal and the community of ePortfolio experts and practitioners communicating here remain alive and vivid…
EXTENDING MOOC CAPABILITIES WITH DEDICATED NETWORKS: THE E-PORTFOLIO TRAINING CASE, Marcelo Maina, Lourdes Guàrdia & Ivan Alsina Jurnet, 9-12.06.2015
A recent survey (Elaine Allen & Seaman, 2015) on the state of the art of online higher education in the United States shows that academic leaders consider online learning a key strategic issue for their institutions, and this figure has grown from 48.8% in 2002 to 70.8% in 2015. The major role in education of online learning is also attested by international studies like the Docebo (2014) report that depicts the growing market tendency of e-learning worldwide…
THE USE OF E-PORTFOLIO-BASED ASSESSMENT TO DEVELOP STUDENTS' SELF-REGULATED LEARNING IN ENGLISH LANGUAGE TEACHING, Ahmet Erdost Yastibas and Gülsah Cinar Yastibas, Procedia - Social and Behavioral Sciences, 20.02.2015
Traditional assessment ways like multiple choice tests have been used to evaluate students' performance in English language teaching (ELT) at schools, but these assessment methods are not effective and efficient because they do not show the real performance of students. On the other hand, student-centeredness is the main focus of many teaching and learning methods and techniques used in ELT.
COMPETENCE DEVELOPMENT IN A COMBINED ASSESSMENT AND COLLABORATIVE E-PORTFOLIO INFORMATION SYSTEM, Aleksandrs Gorbunovs, Atis Kapenieks and Ieva Kudina, Procedia - Social and Behavioral Sciences, 2013
A necessity to find solutions on how to make the learning process more motivating and efficient still exists. This paper describes the scaffolding e-Portfolio system developed by the research team of Distance Education Study Centre, Riga Technical University. This system differs from traditional e-Portfolio systems by utilizing a motivating approach in the acquiring of competencies, involvement in group-work, increasing responsibility for personal and peer achievements, and comparison of scores, study results, assessments and competency development levels during the whole course study period in two educational systems: university study portal "ORTUS" and e-Portfolio.
INFLUENCE OF E-PORTFOLIO SUPPORTED EDUCATION PROCESS TO ACADEMIC SUCCESS OF THE STUDENTS, M. Fatih Baris and Nilgün Tosun, Procedia - Social and Behavioral Sciences, 26.11.2013
Problem Statement: In recent years usage of e-portfolio in education has become the topic of many researches. In these researches it is generally emphasized the influences of e-portfolio to the learning attitude, academic success and usage of information technologies.
How to evaluate generic competences using Web 2.0: the eTransfolio. (Slides presentation) Lourdes Guárdia, Leicester University, 27 September 2012
eTransfolio is an ePortfolio tool that enables generic competences to be evaluated based on a methodology, which involves the presentation and negotiation of evidence between the student and the tutor during the learning process, as well as the publication of the products created during degree or postgraduate courses with the aim of created during degree or postgraduate courses with the aim of creating communities of learning based on networks of interests.
The Benefits of E-portfolios for Students and Faculty in Their Own Words. Ross Miller and Wende Morgaine, AACU Winter 2009
A well-executed e-portfolio program is an incredible tool for higher education. They provide institutions with authentic assessments of student learning and promote the deeper learning that we want for our students. I don’t understand why more institutions aren’t using them.
Engagement with Electronic Portfolios: Challenges from the Student Perspective, David Tosh, Tracy Penny Light, Kele Fleming & Jeff Haywood, Canadian Journal of Learning and Technology Volume 31, 2005.
While it is generally agreed that e-portfolios have great potential to engage students and promote deep learning, the research that has been conducted to date focuses very little on student perceptions of value of the e-portfolio for their learning. If students do not accept the e-portfolio as a holistic means with which to document their learning in different contexts and more importantly, agree or wish to use the e-portfolio as an integral part of their educational experience, then the potential impact the e-portfolio will have on learning will not be realised.