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and predicting the size and complexity of a subject matter. The size and complexity of the implicit structure of a subject can range from structures that can be fully modeled by a small number of definitions, via models of implicit structures that contain a large number of definitions and fact types, to ‘complex’ knowledge reference models in which a large variety of population state (transition) constraints exist eventually having derivation rules, and event rules. The application of the fact-oriented knowledge reference model that is proposed in this article will lead to a more productive and effective design of educational systems, by improving the internal structure of the ‘subject matter’. References Bollen, P. (2002). The Natural Language Modeling Procedure. Paper presented at the 5th international workshop on Next Generation Information Technologies and Systems, Caesarea, Israel. Bollen, P. (2006). Using Fact-Orientation for Instructional Design. Paper presented at the On the Move to Meaningful Internet Systems 2006: ORM 2006 Workshop, Montpellier, France. Bollen, P., & Nijssen, G. (1995). Universal learning as a tool for educational transformation and process control systems in problem-based programs. Paper presented at the Educational innovation in economics and business administration; the case of problem-based learning. Goodman, D. (1988). The complete hypercard handbook: random house information group. Grant, D., Lambert, D., Stock, J., & Ellram, L. (2006). Fundamentals of logistics management (european ed.). Maidenhead, berkshire, UK: McGraw-Hill education. Halpin, T., & Morgan, T. (2008). Information Modeling and Relational Databases; from conceptual analysis to logical design (2nd ed.). San-Francisco, California: Morgan-Kaufman. Jonsson, P. (2008). Logistics and supply chain management. maudenhead, berkshire: mcGraw-Hill. Krajewski, L., Ritzman, L., & Malhotra, M. (2007). Operations management: processes and value chains (8th ed.). Upper Saddle River, New-Jersey, USA: Peasron/prentice-hall. Lemmens, I., Nijssen, M., & Nijssen, G. (2007). A NIAM 2007 conceptual analysis of the ISO and OMG MOF four layer metadata architectures. Paper presented at the OTM 2007/ ORM 2007. Nijssen, G., & Bijlsma, R. (2005). Kennis-gebaseerd onderwijs ontwerpen (Knowledge Driven Instructional Design). OnderwijsInnovatie (Instructional Innovation), 1(3), 17-26. Nijssen, G., & Bijlsma, R. (2006). A conceptual structure of knowledge as a basis for instructional designs. . Paper presented at the The 6th IEEE international conference on Advanced Learning Technologies, ICALT 2006, Kerkrade, the Netherlands. Nijssen, G., & Bollen, P. (1995). Universal Learning: a science and methodology for education and training. Paper presented at the EDINEB: the case of problem-based learning. Novak, J., & Canas, A. (2007). The theory underlying concept maps and how to construct them: Florida institute for human and machine cognitiono. Document Number) Sowa, J. (1984). Conceptual structures: information processing in mind and machine: Addison-Wesley. Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 72
The Influence of Portfolio Media on Student Perceptions and Learning Outcomes Maarten van Wesel, Anouk Prop, Maastricht University, The Netherlands M.vanWesel@UB.unimaas.nl, A.Prop@Educ.unimaas.nl Abstract: The electronic portfolio offers many advantages to its paper-based counterpart, including - but not limited to - hyperlinked navigation, adding multimedia and the ease of sharing the portfolio. Previous research showed that the quality of a portfolio does not depend on the medium used. This paper studies the effect of the portfolio medium on perceived support for self-reflection and on the students’ learning outcomes. We made use of the fact that during this study about half of the first year medical students used an electronic portfolio (n=157) and the other half a paper-based portfolio (n=190). Introduction Portfolio-based learning finds increasing implementation in a variety of educational and professional learning contexts. It is utilized to stimulate and monitor students’ professional development and to stimulate their ability to become lifelong learners. Simultaneously, we observe a move from the paper-based portfolio to the electronic counterpart. In medical education a portfolio is progressively being used to stimulate reflection among students (Prop, Shacklady, Dornan, & Driessen, 2007). In medicine, reflection is defined as “including consideration of the larger context, the meaning, and the implications of an experience or action” (Branch & Paranjape, 2002, p. 1187). Portfolios are most often typified as a collection of students’ work and achievements during their academic career (Challis, 1999; Chen, Yu, & Chang, 2007). Portfolio literature mentions many advantages of an electronic portfolio (e-Portfolio) over its paper-based counterpart, such as hyperlink functionality, use of multimedia and the ease of sharing the portfolio (amongst others van Tartwijk et al., 2003; Woodward & Bablohy, 2004). While much research on e-portfolios has been conducted, the focus of these studies is mostly on e-portfolio specific features. When replacing a well established paper-based portfolio with an electronic version, we must take care not to lose the original portfolio goals. We ought to compare e- and paper-based portfolios on their shared potential merits, such as support for self-reflection and effect on learning outcomes, preferably in a similar ecological setting. Driessen et al. (2007) conclude that creating an e-portfolio enhance student motivation, an eportfolio is more user-friendly for portfolio mentors, and delivers the same content quality compared to the paper-based variant. They also found that students spent significantly more time preparing an e-portfolio than a paper-based one. However, their questions about perceptions of students focus on the overall experience of the students, and their measurement of the quality of evidence and content was based on a content analysis, whilst the students’ perception of the support for reflection and the effect on learning outcomes are also relevant. The student perception of a learning environment to a large extend effects the way students manage to work in the environment, and thus the perception influences the students learning (Diercks-O'Brien, 2000; Gijbels, van de Watering, & Dochy, 2005; Gijbels, van de Watering, Dochy, & van den Bossche, 2006; Segers & Dochy, 2001). Critical self-reflection is seen as an essential precondition for the professional development of medical students (Branch & Paranjape, 2002; Driessen, van Tartwijk, Vermunt, & van der Vleuten, 2003) and for other professions (Deloney, Carey, & Gail, 1998; Korthagen, 2001). Reflection is a metacognitive skill which plays a key role in the metacognitive process of self-regulation (Ertmer & Newby, 1996), it helps students “become aware of their mental structures, subject them to a critical analyses, and if necessary, restructure them” (Korthagen, 2001, p. 51). Metacognitive regulation compiles a set of activities that help to control the learning (Schraw, 2001). Good learners, typically, have a higher level of metacognitive knowledge and regulatory skills then poor learners. Metacognitive knowledge offers the insights needed to change the learning process to fit the changing task demands (Ertmer & Newby, 1996). Promoting these metacognitive skills via experience-based reflective learning enhances students growth Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 73
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Proceedings of Student Mobility and
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Teaching Part-time Students Using C
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Description of Practices of Knowled
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computing and displaying geometrica
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References Badania potrzeb w zakres
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Security Requirements and Goals for
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The implications of using this tech
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References Hinton, H., & Vanderwauv
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This is mainly due to the fact that
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students from one class session to
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Social Presence, Web-videoconferenc
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facilities. As Figure 2 shows, web-
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Instruments Expectations of the cou
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Table 1 Comparison of course useful
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As group collaboration and the cour
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Literature Scan on Online Remedial
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Most recent studies have focussed o
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The implementation of online educat
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Lefgren (2004); Kozeracki (2002); L
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Establishing a European Framework o
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Modelling Mobile Agent Mobility in
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Naming services The Sun Microsystem
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Lamport, L & Melliar-Smith, P. M.(1
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lecturers see all lectures they hav
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Digitizing Courses for Flexible Edu
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Furture prospects Physical student
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Towards a Dutch Remedial Education
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Hollins, E. R. (1996). Culture in s
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To realise this goal a consortium o
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Hybrid Learning as a Facilitator to
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are commonly associated with high c
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Pere, R. (1982). Ako: concepts and
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