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1.
This article describes a comparative study of the introduction of student portfolios in two departments of the Vrije Universiteit Amsterdam in the Netherlands and Nottingham Trent University in the UK. Portfolios are designed to facilitate effective management of lifelong learning, to provide a record of achievements and to encourage self-reflection by students.
The justifications for the portfolio initiative are different in the two countries. At the Vrije Universiteit, the initiative arose within the University but is being implemented by individual faculties. There is no standard model of implementation. At Nottingham Trent University, portfolios are being introduced as a response to a government directive, as part of a lifelong learning portfolio that each individual will carry forward into their working life. The University's response to this imperative is top-down and a University-wide model is being sought. The department model is one of several models that are being evaluated for this purpose.
This research project investigates whether these alternative starting points lead to differential responses from student users or not. Data are drawn from quantitative (questionnaires) and qualitative (interviews with managers, consultants and teachers) sources. Similarities and differences in students' responses to the portfolio exercise are identified and discussed in terms of factors such as the way the portfolios are introduced, the incentives offered to complete them, the role of the lecturer and peers in the monitoring of study progress, the quality of self-regulative skills, and students' learning expectations.  相似文献   

2.
ABSTRACT In a climate of continual change and innovation, lifelong learning is a critical professional development objective which has a direct impact on organizations' effectiveness and ability to compete and innovate. To help learners continually upgrade their skills and knowledge so they can effectively address emerging organizational and professional needs and opportunities, educators must prepare learners for their professions using teaching methodologies that develop learners' capacity for and disposition toward lifelong learning. Problem‐based learning (PBL) is one such method. PBL uses professional problems of practice as a starting point, stimulus, and focus for student activity, and one of PBL's stated educational outcomes is students' use of lifelong learning skills. This study examined the changes in students' use of lifelong learning skills while participating in a PBL project. Twenty‐six undergraduate university computer science students completed a 15‐week C++ programming course. Using guided reflective journal responses as process data, students were observed to increase their application of lifelong learning skills during their PBL experience. Design and research recommendations are shared.  相似文献   

3.
This article focuses on the use of portfolios for learning and professional development in Higher Education (HE). Recent research findings related to learning and assessment help to contextualize the study. The use of portfolios for summative assessment and development of teaching and reflective practice dominates the literature. What is lacking is research that provides insights into how a portfolio for learning can be used in HE to develop understanding into one’s own learning, assessment and professional practices. The action research findings related to portfolio use for learning purposes identified in the three case studies include: the importance of establishing the purpose of the portfolio; the impact of portfolio use on the approach to learning, to teaching and to professional development; the changes to professional practice brought about as a result of the learning; and the need to consider issues related to ethics and confidentiality.  相似文献   

4.
目前中职电子电工专业教学中存在着学生积极性低、文化课负担重、专业实训效果差等困境.为了构建有效的学习环境,将电子产品引入课堂教学,在课堂理论讲授、课程活动设计中穿插对电子产品的拆装活动,培养学生的专业兴趣,启发积极探索,从而促进学生对专业知识和技能的掌握.南京江宁中等专业学校爱迪生创意活动室设立后,通过采用项目教学法、团队比赛拆装、小组学习等与拆装相结合的教学方式和手段,有效地提高了学生学习的主动性和动手能力.  相似文献   

5.
The premise that underlies the pre-service science teacher education program at Monash University is the need to focus on the nature of learning in ways that encourage student-teachers to reconsider their conceptions of learning and how this relates to their view of teaching. The purpose of teaching portfolios is to act as a prompt for student-teachers to reconsider these conceptions and as a way of helping them to better articulate their professional knowledge. The Science (Stream 3) student teachers construct a portfolio of teaching strategies, episodes, ideas, etc. that demonstrate how they see their role as science teachers. The portfolio is ungraded, openended and organised as a dynamic assessment task, not just a static end product. This paper reports on student-teachers' understanding of, and approach to portfolios as they come to understand its purpose and value. Specializations: chemistry and science education, technology and industry links with science curriculum Specializations: science education, reflection, curriculum and evaluation  相似文献   

6.
《教育实用测度》2013,26(2):209-228
Portfolios have gained wide acceptance as a learning and assessment tool. Yet, little research has been reported on the practices of teachers who are actually using portfolios within their classrooms and how those practices are moderated by contextual variables. This research examined the instructional, learning, and assessment roles of student portfolios and explored, from the perspective of the classroom teacher, variations in portfolio applications associated with teaching level (primary vs. intermediate) and classroom environment (self-contained vs. multiage-teaming).

Kindergarten through Grade 5 teachers in 13 elementary schools completed a survey questionnaire regarding the instructional and assessment uses to which portfolios are put within their classrooms. To further examine for patterns of portfolio use, a subset of teachers was interviewed to explore the perceptions that teachers hold about the impact of student portfolios on themselves and on their students. The results suggest that Kindergarten through Grade 5 teachers make deliberate decisions regarding uses of their students' portfolios, decisions that appear heavily impacted by the maturity or skill level of the child, the purposes of the application, and the classroom environment within which the application occurs. They also depend on whether the portfolio product is in a formative state (working portfolio) or final state (performance portfolio).  相似文献   

7.
Abstract

This article shares one institution's experiences using professional portfolios to assist future teachers in becoming effective practitioners and making the transition between school and work. It describes the portfolio development process and the exit presentations. Both give students a peer/faculty forum to showcase their competencies, growth, and promote reflection, self‐confidence, job search preparedness, and an increased awareness of professional standards. In order to ascertain students’ perceptions regarding the development of a professional portfolio, faculty administered a questionnaire. Student feedback highlighted the benefits of portfolio development and offered suggestions for future improvements. They overwhelmingly viewed the invested time as worthwhile, saw the process as an appropriate program exit assessment, and recommended its continuation with future students. In addition, their suggestions held implications for portfolio use in teacher training programs.  相似文献   

8.
高职生终身学习能力主要包括自主学习能力、信息技术能力、批判性思维能力和问题解决能力等,只有在高职院校发展战略、专业人才培养体系、课程教学改革实践、师资队伍素质提升和校园文化建设等方面融入终身学习的价值观和技能,高职院校才能在促进高职生终身学习能力发展方面发挥主导作用。  相似文献   

9.
The Institute of Food Technologists’ (IFT) success skills highlight the importance of developing professional skills in the food science curriculum. On the other hand, many students in higher education report that the public school system feels disconnected and unrelated to their future. In this context, this study aimed to evaluate student's perceived importance of professional skills, as well as to enhance their awareness and confidence in them. Students in a sensory science class at the University of Illinois completed a questionnaire at the beginning, middle, and end of the semester to assess their opinion of and self‐assurance in professional skills, such as writing technical reports, providing leadership, making formal presentations, and applying critical thinking. During the semester, students received basic training and guidelines on each skill and were given assignments and activities to practice them as part of their coursework. Results showed increased knowledge about the existence of IFT core competencies, as well as an increased motivation to practice success skills regularly. They also showed an increased perceived importance of presentation skills, leadership, dealing with group conflict, researching scientific information, and library resources. Confidence in 80% of the skills increased significantly by the end of the semester, after students had been presented with opportunities to practice and discuss the skills in groups. Students were also able to relate their learning of specific success skills to different course assignments. This study concluded that a general exposure to the importance of practicing professional skills in a college setting enhanced student's experiences and awareness by connecting them to their future professional careers.  相似文献   

10.
电子技术课程设计是电子信息工程、通信工程、自动化等专业的一门重要的实践课程,它与其他学科有着横向与纵向的联系,能最大限度地激发学生的学习主动性,提高学生解决工程实际问题的能力。  相似文献   

11.
《Educational Assessment》2013,18(2):167-178
The purpose of this article is to document the current practice of using portfolios as a tool for assessing students' mathematics learning. Literature related to the assessment of mathematics through portfolios is limited to information generated from a few large-scale and a scattered number of Classroom assessment projects. These reports provide weak support for claims that mathematics portfolio assessments enhance student learning and promote effective communication among teachers, students, and parents. There is a need to establish a strong rationale for selecting a portfolio as a means to assess mathematics. This article offers practitioners and researchers an opportunity to explore the validity of claims and identify factors that confound existing research activities.  相似文献   

12.
This article describes the findings of a qualitative study examining the extent to which participation in a portfolio-focused teacher learning community impacts pre-service teachers’ understanding and development of a teaching portfolio. Additionally, the author was interested in understanding how, whether, and in what ways the group's participants attribute their own professional development to the portfolio's construction. Findings indicate that most students found the process of selecting artifacts, reflecting on coursework and fieldwork experiences while constructing their teaching portfolios contributed to their growth and development. Students also reported the dialogic and collaborative nature of the teacher learning community enhanced their growth and development as well as their overall understanding of the portfolio requirement.  相似文献   

13.
Twenty-first century education systems should create an environment wherein students encounter critical learning components (such as problem-solving, teamwork, and communication skills) and embrace lifelong learning. A review of literature demonstrates that new technologies, in general, and robotics, in particular, are well suited for this aim. This study aims to contribute to the literature by studying teachers' perceptions of the effects of using robotics on students' lifelong learning skills. This study also seeks to better understand teachers' perceptions of the barriers of using robotics and the support they need. Eleven primary/elementary teachers from Newfoundland and Labrador English Schools District participated in this study. The results of this study revealed that robotics is perceived by teachers to have positive effects on students' lifelong learning skills. Furthermore, the participants indicated a number of barriers to integrate robotics into their teaching activities and expressed the support they need.  相似文献   

14.
In recent publications on the use of portfolios in professional training both their goals, application and success are reported in favourable terms. The main purposes of portfolios being put forward are: documentation of performance, monitoring growth, revealing discrepancies in development and enhancing self-responsibility. The findings, however, pertain to the introductory implementation of the portfolio instrument, most notably with (student) teachers. Not much is known about the sustained use of a portfolio as an instrument to support professional development in the long term. In this study the benefits of different forms of sustained portfolio use are focused on in particular. Use is related to the portfolio's function, which can be for both professional development and certification, and to the setting and conditions of use, which may be either mandatory or voluntary. We gauge its impact on indicators like ongoing documentation, systematic reflection, dialogue with significant others and learning for professional development. The difficulties experienced users found are discussed, as well as the gains they saw in sustained use of portfolios, which led us to conclude that portfolios are mainly used for documentation but have a high potential as mirrors of competence when issued as instruments for self-evaluation and self-assessment.  相似文献   

15.
The use of electronic portfolios is increasingly becoming popular in teacher education programs. The electronic portfolio allows learners to express their work and take ownership over their own ability to plan and assess and reflect upon their learning during a specific period of time. While many teacher education programs have adopted electronic portfolios in order to meet accreditation requirements, others use electronic portfolios to develop and improve on students’ technology skills—train students on how to better use technology in instruction and student assessment. Irrespective of the reasons for adoption, there is the need to assess students’ perceptions of electronic portfolios, and especially to explore the benefits and challenges students face in using electronic portfolios in their course work. Using a qualitative research design, the current study explored teacher candidates’ attitudes toward electronic portfolios and the differences that electronic portfolios bring to their profession. Such a study is necessary to help administrators identify students’ needs to ensure that they are gaining the maximum benefits from the use of electronic portfolios in their programs of study.  相似文献   

16.
《Educational Assessment》2013,18(4):265-296
We investigated the ways that portfolio evidence of students' competencies with writing processes was created and interpreted in 4 classrooms. Our study was conducted during preliminary classroom trials of California Learning Assessment System portfolios, when teachers and students were challenged with the new task of preparing portfolios that demonstrated students' competency with the "dimensions of learning." Drawing data from teacher and student interviews as well as portfolios, we considered three issues regarding the meaning of portfolio indicators of writing processes (a) Students' opportunities to learn to use a range of resources, processes, and standards in ways that enhance the effectiveness of their writing; (b) students' opportunities to produce "hard copy" evidence of their uses of processes; and (c) students' capacities to analyze their writing processes. Further research is needed to understand how participants in a large-scale portfolio assessment program develop shared understandings of the ways that evidence of writing processes is considered in the scoring and how the programmatic needs for comparability of evidence can be reconciled with the personal needs of young writers, whose uses of processes will vary with the purposes and contexts of their writing.  相似文献   

17.
As information professionals, engineering librarians have the primary responsibilities of providing access to engineering information resources and giving instruction in how to use these resources. In the case of undergraduate engineering students, this extends to building their information literacy skills, an important component in helping them become lifelong learners; to be curious and independent, and to take greater responsibility for their own learning. The challenge in building information literacy in engineering students is to acquaint the students with the array of library resources available to them and to help them intelligently navigate the systems that contain the information. Too often, information literacy instruction is presented as a set of procedures for locating a hypothetical resource in the library. However, students are not interested in finding some resource randomly chosen as an example; they want to find resources that they perceive as being important and useful. During the 2005–2006 academic year, the engineering librarians at Drexel University took this into consideration and employed a new methodology for information literacy instruction: combining an online tutorial covering basic library skills with face-to-face consultations between student design teams and the engineering librarians. By utilizing varied instruction techniques aimed at different learning styles, with a strong active learning component delivered at the student's point of need—when they have a concrete, perceived information need—information literacy instruction can be improved so that engineering students retain more and develop lifelong learning skills.  相似文献   

18.
Technology is changing rapidly and industry needs to adapt continuously. Based on demands expressed by industry, Brunei University in the U.K. has developed a new and challenging undergraduate engineering programme. The programme is designed to address the two major concerns revealed by collaborating companies concerning the education and training of university engineering graduates. Firstly, there is a great need for environmentally aware engineers to help industry to cope with the increasing environmental pressures. Secondly, all engineers need to possess transferable skills, be capable of lifelong learning and of using a flexible approach to problem-solving. Personal as well as professional maturity are seen as the keys to success as a professional engineer. The new programme called Special Environmental Engineering (SEE) employs project-based learning in the educational process. This paper summarizes lessons learned from project-based learning using the SEE Local Company Project as an example.  相似文献   

19.
There has been continued debate regarding educational policies and practices regarding the lifelong learning social order with significant focus upon the preparation of educators of children and youth for this global lifelong learning society. However, there has been limited discussion and research regarding the professional preparation of lifelong learning adult educators. This article investigates the current status of graduate professional programs to prepare lifelong learning adult educators (individuals who are prepared and credentialed through a professional graduate master's degree in adult education and human resource development). Because of differing international policies and structures of graduate education, this discussion will present a comparative examination of current structures and characteristics of master's degree programs at two institutional sites located in Denmark and the USA. Current objectives, characteristics, and understandings of graduate professional preparation programs will be delineated between these two case studies. Contextual issues and influences in the preparation of lifelong learning adult educators will be discussed, with comparative discussions of cultural norms and policies regarding graduate professional preparation, innovative programmatic and instructional efforts, engagement of theory and best practices in lifelong learning, and comparative cultural differences between program students and faculty.  相似文献   

20.
在产教融合背景下,分析我国高职院校学生"产、学、创"与教师"产、教、研"的现状与原因,也对软件技术专业的教师与学生专业技能进行了分析,发现专业工程实践能力是教师与学生的共同专业职业技能点,并通过多年来的"产教融合、校企合作"实践证明,以专业工程实践技能为对接点,以产业驱动为对接模式,通过专业课程体系企业化、课程标准化、学习内容项目化、企业实习常态化以及职业技能竞赛项目过程化等途径,可有效地满足软件工程产业对技能人才的需求,实现软件技术专业学生"产、学、创"与教师"产、教、研"能力对接。  相似文献   

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