Tutor response to implementing an ePortfolio to support learning and personal development in further and higher education institutions in Scotland

Peacock, Susi; Gordon, Lisi; Murray, Sue; Morss, Kate; Dunlop, G

doi:10.1111/j.1467-8535.2009.00986.x

Cited by 39 publications

(19 citation statements)

References 4 publications

(3 reference statements)

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“…This study uses learning activity logs for evaluation purposes, which enables feedback only within a particular course. However, learning activity logs could be accumulated to form long‐term learning portfolios and could combine with external logs from learning management systems or other sources to develop more complete learning portfolios (Peacock, Gordon, Murray, Morss & Dunlop, ). Such learning portfolios can then be used to analyze learning patterns in order to adjust/modify instructional methods and learning materials in future courses to foster better learning outcomes.…”

Section: Discussionmentioning

confidence: 99%

The integration of print and digital content for providing learners with constructive feedback using smartphones

Chen¹,

Wei²,

Huang³

et al. 2012

Brit J Educational Tech

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Timely feedback is considered essential for supporting professional growth and personal development. However, it is difficult to employ such feedback in traditional learning environments. Recently, smartphones are considered as educational tools for supporting instructional activities. Therefore, this study attempts to leverage the advantages of physical textbooks and mobile devices. A pedagogical strategy called constructive feedback was proposed to provide learners with real-time and personalized suggestions according to the results of electronic assessment. Two types of connectivity techniques, namely QR Codes and hyperlinking, were applied for integrating printed materials and digital content. An experiment was conducted in a university course entitled Computer Networks, and a total of 80 students were recruited to participate in this experiment. The findings revealed that the strategy of constructive feedback had a significant influence on learning performance. However, no significant differences on learning performance were found between using QR Codes and using hyperlinking. Finally, implications of the findings were discussed for further research directions and practical applications.Recent studies have pointed out that multimedia content can help learners understand complex concepts, elicit higher self-motivation and foster individual engagement in learning activities (de Jong, Specht & Koper, 2010;Lowe et al, 2010). The advances in mobile technology have seen the emergence of smartphones as major tools for social communication. The increase in com-

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Section: Discussionmentioning

confidence: 99%

The integration of print and digital content for providing learners with constructive feedback using smartphones

Chen¹,

Wei²,

Huang³

et al. 2012

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…First, as Peacock, Gordon, Murray, Morss, and Dunlop (2010) have reported, lecturers need to be fully aware of the capabilities of PP+ and its wider pedagogical benefits, particularly in terms of reflective learning and the creation of personal development plans. Second, lecturers need ready access to information technology so that they can develop their own competence and confidence and combat "initiative fatigue."…”

Section: Analysis and Comparisonmentioning

confidence: 99%

Using PebblePad+ to Promote Teaching, Learning, and Assessment in a Business School

Stoten

2016

Management Teaching Review

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The focus for this article is on the use of information and communications technology to facilitate the teaching of business and management through an e-portfolio diary/ journal system. PebblePad+ is a transferable e-portfolio system that enables students to track their own professional competences and development over the length of their academic and professional career, as well as supporting their wider learning. This article will be of particular interest to those educationalists that recognize the importance of reflection in building powerful cognitive structures, as well as the potential benefits of using information and communication technology to create an e-portfolio of a student's academic and professional achievements.Keywords management of knowledge and learning, portfolios, e-learning/technology-mediated learning Resource DescriptionPebblePad+ (PP+) is a third-generation e-portfolio, originally developed in England by the University of Wolverhampton, which offers universities a range of functions in delivering their curriculum. PP+ can be linked to a variety of software packages, such as Blackboard and Moodle, and to a variety of students' Web 2.0 tools to provide a curriculum delivery system. PP+ provides a variety of tools that can be categorized in terms of teaching and learning, assessment and quality assurance, and for tutoring and support. Such is the potential of PP+ that the Business School at Northumbria University in England are implementing the systematic introduction of this e-portfolio across its curriculum-but why? This resource review offers some insights into the reasons to view PP+ as an innovative and versatile curriculum delivery system.

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“… Reflective e-portfolios can assist students in organizing and integrating academic and experiential learning and can illuminate developmental transitions (Hayward et al, 2008;Lewis & Baker, 2007).  In cases where the ePortfolio had been introduced across a healthcare program, a number of learners had also begun to use feedback provided through the ePortfolio as a springboard for reflection and planning for future program development (Peacock et al, 2009;Peacock, Gordon, Murray, Morss, & Dunlop, 2010).…”

Section: E-portfolios and Student Learningmentioning

confidence: 99%

Assessing Public Health Majors through the Use of e-Portfolios

Crowell

Calamidas

2016

JoSoTL

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When assessing an entire academic program, there are various possibilities; most require students to reflect holistically on knowledge learned. Final presentations, internships, theses, and dissertations all require the students to recall the entirety of their learning experience. These are more traditional ways to assess the student as well as the program as a whole. However, with advancement in technology, the use of electronic portfolios (e-Portfolios) has been advocated to highlight student accomplishments as well as to document program and course outcomes. The following project illustrates the use of e-portfolios and develops specific rubrics in order to measure both student learning and program assessment. The use of e-Portfolios as an assessment measure was developed and implemented into the Public Health Program. All graduating students, upon completing their internships, create an ePortfolio. These portfolios are used by faculty for both student and program assessment purposes. Data collected over the 7 semesters provides valuable insight into both students’ level of competencies and program outcomes for both Pubic Health core goals and objectives.

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Tutor response to implementing an ePortfolio to support learning and personal development in further and higher education institutions in Scotland

Cited by 39 publications

References 4 publications

The integration of print and digital content for providing learners with constructive feedback using smartphones

The integration of print and digital content for providing learners with constructive feedback using smartphones

Using PebblePad+ to Promote Teaching, Learning, and Assessment in a Business School

Assessing Public Health Majors through the Use of e-Portfolios

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