proceedings of Student Mobility and ICT: Can E-LEARNING

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Gaver, W. W. (1991). Technology affordances. Proceedings of the SIGCHI conference on Human factors in computing systems: Reaching through technology, 79-84. Gijbels, D., van de Watering, G., & Dochy, F. (2005). Integrating assessment tasks in a problem-based learning environment. Assessment & Evaluation in Higher Education, 30(1), 73-86. Gijbels, D., van de Watering, G., Dochy, F., & van den Bossche, P. (2006). New Learning Environments and Constructivism: The Students’ Perspective. Instructional Science, 34(3), 213-226. Hutchins, E. (1995). How a Cockpit Remembers Its Speeds. Cognitive Science: A Multidisciplinary Journal, 19, 265 -288. IJsselsteijn, W., Bierhoff, I., & Slangen-de Kort, Y. (2001). Duration Estimation and Presence. Paper presented at Precense 2001 Korthagen, F. A. J. (2001). Linking practice and theory : the pedagogy of realistic teacher education. Mahwah, N.J.: L. Erlbaum Associates. Norman, D. A. (1993). Things that make us smart : defending human attributes in the age of the machine. Reading, Mass.: Addison-Wesley Pub. Co. Oshagbemi, T. (1995). Management development and managers' use of their time. Journal of Management Development, 14(8), 19-34. Pressley, M., van Etten, S., Yokoi, L., Freebern, G., & Van Meter, P. (1998). The Metacognition of College Studentship: a Grounded Theory Approach. In D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 347-366). Mahwah, N.J.: L. Erlbaum Associates. Prop, A., Shacklady, J., Dornan, T., & Driessen, E. (2007). Mentoring in portfolio based learning: What is an effective mentor? In W. Aalderink & M. Veugelers (Eds.), Stimulating Lifelong Learning: The ePortfolio in Dutch Higher Education (pp. 43 - 53). Utrecht: Stichting SURF. Salomon, G. (1993). Editor's introduction. In G. Salomon (Ed.), Distributed cognitions : psychological and educational considerations (pp. xi-xxi). Cambridge [England] ; New York, NY: Cambridge University Press. Schraw, G. (2001). Promoting General Metacognitive Awareness. In H. J. Hartman (Ed.), Metacognition in learning and instruction : theory, research, and practice (pp. 3-16). Dordrecht ; Boston: Kluwer Academic Publishers. Schraw, G., & Moshman, D. (1995). Metacognitive Theories. Educational Psychology Review, 7(4), 351- 371. Segers, M. S. R., & Dochy, F. (2001). New Assessment Forms in Problem-based Learning: the value-added of the students' perspective. Studies in Higher Education, 26(3), 327 - 343. van Tartwijk, J., Driessen, E., Hoeberings, B., Kösters, J., Ritzen, M., Stokking, K., et al. (2003). Werken met een elektronisch portfolio. Groningen: Wolters-Noordhoff. Woodward, H., & Bablohy, P. (2004). Digital portfolios: fact or fashion. Assessment & Evaluation in Higher Education, 29(2), 227 - 238. Acknowledgments Lambert Schuwirth for allowing me to analyze the student grades, Guus Smeets for providing the grades, Renee Stalmeijer and Diana Riksen for allowing the add questions to the evaluation and for returning the data and Antoinette Vesseur, Erik Driessen, Gaby Lutgens & Jeroen ten Haaf for proofreading this paper (or parts thereof) and supplying helpful suggestions. Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 80
An E-Portfolio for Post-Graduate Competency-Based Assessment Jeroen Donkers, Marjan Govaerts, Erik Driessen, Bas Verhoeven, Maastricht University, The Netherlands. jeroen.donkers@educ.unimaas.nl, marjan.govaerts@educ.unimaas.nl, e.driessen@educ.unimaas.nl, b.verhoeven@ah.unimaas.nl Abstract: (E-)Portfolios are often seen as powerful tools to support lifelong learning and competence development. In professional education, portfolios especially aim at improving quality of workplace-based learning and assessment. Implementation of portfolios in educational and/or workplace settings, however, has met with mixed success. The paper discusses the use of a new ICT-tool intending at overcoming important barriers to effective use of portfolios in the workplace, guiding and supporting authentic learning and assessment. Introduction Recent developments in professional education have shown a movement towards competencybased education. Competency-based education and assessment are becoming the norm, in (under)graduate, postgraduate as well as in continuous professional development programmes (Evers et al., 1998; Carraccio et al., 2004). Workplace-based learning is at the very heart of competence-based education and professional development (Dall’Alba & Sandberg, 1996). Although active participation in professional practice provides very powerful learning experiences, improvement of performance is acquired only through ongoing evaluation of performance and feedback (Ericsson, 2004). Therefore, competence-based education also calls for authentic, workplace-based assessment which focuses on formative assessment next to summative assessment functions. Research evidence, however, consistently shows considerable weaknesses in workplace-based learning and assessment: learning processes prove to be relatively uncontrollable and unstructured; useful and timely feedback is scarce, and decision making in competence assessment is often nontransparent, based on inadequate evaluation and documentation of performance. Portfolios are increasingly seen as powerful tools to support both learning and assessment at the workplace and overcome some of the limitations of workplace-based learning (Royal College of General Practitioners, 1993; Elander et al., 2007). Despite variations in content and format, portfolios basically report on work done, feedback received, progress made, and plans for improving competence. Documentation of performance evaluations enables defensible decision-making. Additionally, portfolios may stimulate reflection, because collecting evidence for inclusion in a portfolio requires looking back and analyzing what one has accomplished. Portfolios may be digital or paper-based and content may be prescribed or left to the trainee’s discretion. Since their introduction in education in the early 1990s, portfolios have been subject of educational research. Evidence to date suggests that their introduction has met with mixed success (Driessen et al., 2007). Several studies report advantages of digital or web-based portfolios over paper-based tools, technological support and adaptation of digital technologies being critical factors in implementation (e.g. Woodward & Nanlohy, 2004). Overall, however, the use of portfolios is often perceived to be time-consuming and of limited value. As a consequence, successful implementation of portfolios, especially in workplace settings, poses considerable challenges to educationalists. E-portfolio in post-graduate medical education For reasons of quality improvement and physician accountability, lifelong learning and performance assessment have become key issues in medical practice. As a consequence, postgraduate medical training in the Netherlands faces radical changes, the most salient of which are implementation of competence-based curricula, systematic and structural in-training assessment and use of portfolios for both guidance of learning (formative) and certification (summative) (Scheele, et al., 2008). Meanwhile, time constraints, competing responsibilities and complexity of tasks in the clinical workplace, as well as limited training of clinical teachers are major hindrances to educational innovation. Therefore, it is to be expected that the proposed educational innovations will only succeed if substantial support and guidance is provided. Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 81
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Proceedings of Student Mobility and
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Contributions listed per session We
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Teaching Part-time Students Using C
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Description of Practices of Knowled
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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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elaborate on the fragments in sever
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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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