Course portfolios: a systematic mechanism to document teaching and learning

Reeves, Jenny; Kubinyi, Hugo; Heussner, R.; Hala, A.; Sarlioglu, B.; Bialek, Steven C.; Courter, Sandra

doi:10.1109/fie.1998.738824

Cited by 2 publications

(2 citation statements)

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“…The final requirements (see Table 2) deal with simplifying the manner in which instructors can interact with the collected material. Numerous authors have described the different roles portfolios can play in the world of assessment 34,35,36,37 . One of those roles is course-based assessment 35 where the instructor looks critically at the type and nature of the learning that occurred during the instructional episodes.…”

Section: Figurementioning

confidence: 99%

“…Numerous authors have described the different roles portfolios can play in the world of assessment 34,35,36,37 . One of those roles is course-based assessment 35 where the instructor looks critically at the type and nature of the learning that occurred during the instructional episodes. The system we envision should facilitate the exploration of the information in the collective for that purpose.…”

Section: Figurementioning

confidence: 99%

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The Learning Portal

Upchurch¹,

Sims‐Knight²

2001 Annual Conference Proceedings

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Undergraduate engineering education is experiencing a paradigm shift, from teacher-centered to student-centered pedagogy characterized by student teamwork and integrative curricula 1 . The research and experiences underlying this shift have revealed that effective learners not only learn actively, but they develop an awareness of their skills in learning, and engage in self-assessment and reflection. Research in psychology has found that the reflective process engages students and helps them develop, particularly as self-regulated learners. As the educational enterprise undergoes this radical change, there is an increased recognition of the need for methods that allow students to develop such cognitive and metacognitive skills. This paper presents our explorations in defining and constructing a system that helps students organize their work, review their and others' work, and reflect on their progress. The system we are building includes the support tools for student-centered knowledge construction and management. We examine our early prototypes and discuss how our experiences with those systems led to the current system requirements. These requirements include the knowledge/document management, self-assessment, reflection, planning, and collaboration. We discuss the intended uses for the system, and provide examples from our current uses of the system to highlight the potential. The paper includes a review of the literature supporting our work. I.

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Section: Figurementioning

confidence: 99%