ePortfolio System Design Based on Ontological Model of Self-Regulated Learning

Nguyen, Lap Trung; Ikeda, M.

doi:10.1109/iiai-aai.2014.69

Cited by 12 publications

(5 citation statements)

References 27 publications

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“…Self-regulated learning (SRL) has a positive impact on students' success at and outside the school, and this can help improve the learning environment of higher education, especially the e-Portfolio platform. However, to ensure the quality of education it is necessary to provide the use of an integrated model consisting of an electronic portfolio, competence, and SRL [6].…”

Section: Statement Of the Problemmentioning

confidence: 99%

Teachers' Readiness to Use E-Portfolios

Vorotnykova¹,

Zakhar²

2021

ITLT

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An e-portfolio is one of the tools for monitoring and evaluating the professional activity of school teachers and their achievements. An e-portfolio can be used for teachers’ professional development. It provides openness and transparency of both teachers’ and educational institutions’ work. The purpose of the study is to analyze teachers' readiness to use e-portfolios for both self-evaluation of their own professional experience and continuous professional development. The article analyzes various approaches to the structure of e-portfolios based on the analysis of international experience, the legislation of Ukraine and the survey of teachers. The purpose, tasks, requirements of normative documents on the use of e-portfolios are generalized.The multi-level structure of an e-portfolio is defined and the requirements for its dynamic content are substantiated. Teachers' needs for advanced training in using a variety of IT tools for creating e-portfolios have been systematized. It has been determined that the use of e-portfolio can satisfy both the needs of evaluating the effectiveness of teachers’ work and the formation of self-esteem and reflection skills, facilitate teachers’ continuous professional development, dissemination of advanced pedagogical experience and teaching practices. Different types of e-portfolios have been analyzed. IT tools for creating an e-portfolio have been identified. The content of the corresponding educational module for teachers in the system of postgraduate pedagogical education has been substantiated. The content of a portfolio is defined by the goals of its creation. For teachers, the emphasis in e-portfolio creation is not on learning, as it is for students, but on professional activity, self-assessment, and marketing. The results can be teachers' understanding of why and how they have learned throughout their careers, the importance of reflection for future professional development.

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Section: Statement Of the Problemmentioning

confidence: 99%

Teachers' Readiness to Use E-Portfolios

Vorotnykova¹,

Zakhar²

2021

ITLT

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“…They also investigated ways to personalize these tools according to learner skills and environments. To support autonomous learning, Nguyen [12] implemented an e-portfolio system that facilitates the practice of selfregulated learning processes such as planning, evaluating, and reflecting. The system was implemented based on an e-portfolio model, competency model, and self-regulated learning model expressed using an ontology, and students can use the system to create their learning plans based on a program plan, goal competencies, suggested resources, and their context.…”

Section: Related Studiesmentioning

confidence: 99%

Development and Evaluation of a Support System for Creating Learning Plans by Reflection on Past Learning Plans and Learning Situations

Takagi

Ishikawa²,

Ichikawa

et al. 2023

Journal of Information Processing

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Our university offers a basic mathematics course in a "flipped classroom" format. During each class in this course, learners use a learning plan support system that we developed to register learning plans and learning records for out-of-class study. Previously, this system was unable to support the creation of highly feasible learning plans leading to the attainment of learning goals. In this study, we therefore developed a support system of learning plan creation that aims to promote reflection leading to the creation of a learning plan that enables learners to learn as planned and attain their learning goals. In addition, two types of reflection support functions were developed: a chatbot-based reflection function that asks questions emphasizing learning outcomes and a dashboard-based reflection function that asks questions emphasizing the implementation of the plan. In the 2020 and 2021 school years, we performed an experiment using this system in the University's basic mathematics course, and the results suggest that use of the dashboard-based reflection function may significantly improve plan implementation rates and learning completion rates, and may have enabled the creation of highly feasible learning plans. Moreover, the results of analysis of the reflection contents registered using the reflection support functions showed that more than 60% of the reflections were related to improving plan implementation rates and goal attainment rates.

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“…Wang and Wang (2012) describe an ontological approach to organize the resources in an e-portfolio, but it is not implemented in a formal language like OWL. Nguyen and Ikeda (2014) propose an ontological model that is used to design and implement an ePortfolio system in order to promote self-regulated learning. Rezgui et al (2018) develop an ontology to represent different types of e-portfolios and their resources, based on standards and official specifications like IMS ePortfolio and JISC Leap2A.…”

Section: Introductionmentioning

confidence: 99%

Supporting self-regulated learning and personalization using ePortfolios: a semantic approach based on learning paths

Romero

Saucedo

Caliusco

et al. 2019

Int J Educ Technol High Educ

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In the area of e-learning, there are new challenges to be overcome. One of them is to allow students self-regulation of their learning. Within this self-regulation process, students and teachers use technological tools to carry out their tasks. In general, these tools do not consider pedagogical aspects. Emerging approaches propose the use of electronic portfolios and semantic technologies to provide pedagogical characteristics that make tools more user-friendly for both teachers and students. This paper presents a conceptual model of an intelligent system to support self-regulated learning. This model is based on semantic technologies and uses the concepts of learning paths and student e-portfolios. For learning path generation, the system considers the different learning levels that a student should achieve and metrics that measure student progress. In this way, it proposes a learning path with the intention that the student achieves as highest learning level as possible.

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ePortfolio System Design Based on Ontological Model of Self-Regulated Learning

Cited by 12 publications

References 27 publications

Teachers' Readiness to Use E-Portfolios

Teachers' Readiness to Use E-Portfolios

Development and Evaluation of a Support System for Creating Learning Plans by Reflection on Past Learning Plans and Learning Situations

Supporting self-regulated learning and personalization using ePortfolios: a semantic approach based on learning paths

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