Integration of learning supportive applications into the development of the e-portfolio construction process
Hämäläinen, Harri (2013-11-11)
Väitöskirja
Hämäläinen, Harri
11.11.2013
Lappeenranta University of Technology
Acta Universitatis Lappeenrantaensis
Julkaisun pysyvä osoite on
https://urn.fi/URN:ISBN:978-952-265-488-5
https://urn.fi/URN:ISBN:978-952-265-488-5
Tiivistelmä
The portfolio as a means of demonstrating personal skills has lately been gaining
prominence among technology students. This is partially due to the introduction of
electronic portfolios, or e-portfolios. As platforms for e-portfolio management with
different approaches have been introduced, the learning cycle, traditional portfolio
pedagogy, and learner centricity have sometimes been forgotten, and as a result, the
tools have been used for the most part as data depositories.
The purpose of this thesis is to show how the construction of e-portfolios of IT students
can be supported by institutions through the usage of different tools that relate to study
advising, teaching, and learning. The construction process is presented as a cycle based
on learning theories. Actions related to the various phases of the e-portfolio construction
process are supported by the implementation of software applications. To maximize
learner-centricity and minimize the intervention of the institution, the evaluated and
controlled actions for these practices can be separated from the e-portfolios, leaving the
construction of the e-portfolio to students.
The main contributions of this thesis are the implemented applications, which can be
considered to support the e-portfolio construction by assisting in planning, organizing,
and reflecting activities. Eventually, this supports the students in their construction of
better and more extensive e-portfolios. The implemented tools include 1)
JobSkillSearcher to help students’ recognition of the demands of the ICT industry
regarding skills, 2) WebTUTOR to support students’ personal study planning, 3)
Learning Styles to determine students' learning styles, and 4) MyPeerReview to provide
a platform on which to carry out anonymous peer review processes in courses.
The most visible outcome concerning the e-portfolio is its representation, meaning that
one can use it to demonstrate personal achievements at the time of seeking a job and
gaining employment. Testing the tools and the selected open-source e-portfolio
application indicates that the degree of richness of e-portfolio content can be increased
by using the implemented applications.
prominence among technology students. This is partially due to the introduction of
electronic portfolios, or e-portfolios. As platforms for e-portfolio management with
different approaches have been introduced, the learning cycle, traditional portfolio
pedagogy, and learner centricity have sometimes been forgotten, and as a result, the
tools have been used for the most part as data depositories.
The purpose of this thesis is to show how the construction of e-portfolios of IT students
can be supported by institutions through the usage of different tools that relate to study
advising, teaching, and learning. The construction process is presented as a cycle based
on learning theories. Actions related to the various phases of the e-portfolio construction
process are supported by the implementation of software applications. To maximize
learner-centricity and minimize the intervention of the institution, the evaluated and
controlled actions for these practices can be separated from the e-portfolios, leaving the
construction of the e-portfolio to students.
The main contributions of this thesis are the implemented applications, which can be
considered to support the e-portfolio construction by assisting in planning, organizing,
and reflecting activities. Eventually, this supports the students in their construction of
better and more extensive e-portfolios. The implemented tools include 1)
JobSkillSearcher to help students’ recognition of the demands of the ICT industry
regarding skills, 2) WebTUTOR to support students’ personal study planning, 3)
Learning Styles to determine students' learning styles, and 4) MyPeerReview to provide
a platform on which to carry out anonymous peer review processes in courses.
The most visible outcome concerning the e-portfolio is its representation, meaning that
one can use it to demonstrate personal achievements at the time of seeking a job and
gaining employment. Testing the tools and the selected open-source e-portfolio
application indicates that the degree of richness of e-portfolio content can be increased
by using the implemented applications.
Kokoelmat
- Väitöskirjat [995]