However, this idea has yet to be reflected in practice. It is commonly argued that learner participation and interaction can be enhanced by the use of Personal Learning Environments (PLEs). It is suggested that e-portfolios may have a role to play in supporting a shift away from today’s administratively oriented, pedagogically limited learning management systems (LMSs), and towards personal learning environments (PLEs) where students can engage in more individualised, autonomous learning practices. They outline changes which have occurred in the e-portfolio space over the past half-decade, due both to the changing nature of technology users and the changing nature of technology itself. They reflect on key lessons learned about engaging students, engaging staff, and integrating technology. This chapter is based on the reflections of two teacher educators in a pre-service teacher education programme in Australia, looking back on the first five years of an e-portfolio initiative, covering the period 2011–2015. Pre-service teacher education courses are among the higher education programmes where participants are now commonly asked to build e-portfolios which they will be able to continue to expand and develop once they have obtained employment as teachers. professionals are currently being required or encouraged to build e-portfolios which demonstrate continuing learning for the purposes of maintaining employment, seeking promotion, and applying for new positions.
Any user of Graaasp can furthermore make discoverable or find competences, arrange informal teaching sessions and get reusable credits in return, all this in a continuous and context-centered environment.Į-portfolios are becoming an increasingly common component of higher education programmes, serving as constructivist learning spaces where students can reflect on their learning journeys, as centralised collections of work on which students can be assessed, and as integrated showcases where students can demonstrate their accomplishments to potential employers. Thanks to this tool and our extension, learners can quickly turn into timely providers of their own skills by giving coaching sessions in exchange of reusable credits. To achieve this, we extended Graaasp, an Opensocial-based container that allows users to organize their collaborative work through web spaces and supports context-aware recommendations. Our focus was to keep the entry barrier to using the system as low as possible and to stick to the context of usage through the recommandation features of an already existing social media platform.
The main idea covered in this paper is to integrate lightweight competence management features within a collaborative social media platform. government’s website however, our beneficial services make the process easier for you to complete correctly.This paper discusses our approach to competence development where learners can have on-demand access to competences by taking part in a currency-free competence exchange scheme.
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