In EEP project we define ePortfolio as:
“ ePortfolios are student-owned digital working and learning
spaces for collecting, creating, sharing, collaborating,
reflecting learning and competences, as well as storing assessment
and evaluation.
They are platforms for students to
follow and be engaged in their personal and career development,
and actively interact with learning communities and
different stakeholders of the learning process.”
| CPD (Continuing Professional Development) | Skills, knowledge and training gathered beyond initial training in one’s career |
| andragogy | The study of the methods of teaching adult learners |
| artefact | Something created by the learner that demonstrates his/her understanding of a topic |
| attributes | Characteristics |
| authentic | Genuine, original, not a copy |
| collaboration | To work together and cooperate in order to accomplish a task or achieve a goal |
| competencies | Key knowledge or skills that learners are able to apply to a wide variety of settings |
| competence-based assessment | |
| competence-based education | |
| continuum of lifelong learning | An incremental sequence depicting the learning that a student can undergo during his/her lifetime |
| controlled access | Contrary to open source material, this material (journals, books, web pages, videos, etc.) requires explicit permission from the author/creator in order to reuse it |
| criticality / critical reflection | A process of asking probing questions about experiences, assumptions, contexts and the self. |
| customisation | Modifying something in order for it to suit the needs of a specific individual or group of individuals |
| ePortfolio | An online and/or offline digital archive created by the learner that compiles work such as assignments, journal entries, projects, reflections, assessments and more |
| employability skills | Abilities and knowledge needed to make a person employable in a variety of settings |
| empowerment | To give power and independence to others so that they may accomplish tasks on their own |
| engagement | Attention, curiosity, and interest in a subject |
| evidence | Proof of something; Evidence of learning might include portfolios, written assignments, discussions, artefacts or other tasks related to the subject |
| feedback | Information from a past event given to a learner about his/her performance in order to reflect and enhance, change or improve said performance |
| Feedforward | Information that indicates a desired future behavior or path to a goal (what one could do right in the future). Is in contrast to feedback; feedforward focuses on learning in the future, whereas feedback uses information from a past event to provide reflection and the basis for behaving and thinking differently. |
| formative assessment | Evaluation of student learning that occurs during a course. The information is used to guide the instructor to revise the course and aid the learner as needed. |
| functionality | Being well-suited to serve a specific purpose |
| guidance | Advice, counsel or direction |
| intellectual property rights | Rights given to a person’s creative, artistic, or literary creations |
| interaction | Communication or engagement between two or more people |
| motivation | An eagerness to do or learn something based on intrinsic desires |
| open source or open access | Material (journals, books, web pages, videos, etc.) that is available for public use without explicit permission from the author/creator. |
| pedagogy | The study of the methods of teaching |
| peer-assessment | A form of assessment in which learners’ peers (e.g. other students) reflect on their fellow learner’s progress, strengths and weaknesses and give feedback/feedforward in an attempt for continued improvement |
| personal learning environment | A set of resources (peers, texts, web-based support) that a learner uses to guide their learning and demonstrate their process and product |
| personal learning network | The community with which a learner interacts in order to further his/her pursuit of knowledge or attainment of goals |
| personalisation | Modifying or tailoring something to meet the needs of an individual |
| platform | Computer software or hardware
A place where a software can run. |
| portfolio
|
A compilation of academic work that has been gathered over a period of time. Work ranges from assignments, journal entries, projects, reflections, assessments, artefacts and more. |
| reflection | Mentally reviewing and processing experiences in order to think about their significance and consider how one might adapt or grow from them. Reflection often takes the form of journaling, discussing with others, or silent thought. |
| repository | A single place to store work, information, artefacts, etc. relating to a topic |
| rubric | A grading tool that clearly defines academic expectations for a specific task |
| self-assessment | A form of assessment in which learners reflect on their progress, strengths and weaknesses in an attempt for continued improvement |
| showcase | A display. Usually a display of completed student work that others can view. |
| skills | Abilities |
| storage | Space to keep goods, data, files, etc. for use in the future |
| summative assessment | Evaluation at the end of a course; typically an exam, assignment or project used to determine if the students met the learning outcomes of the course |
| views | One’s opinions about a topic |
| virtual learning environment | A web-based platform to contain the online aspects of a course |
| work based learning | Acquisition of knowledge and skills obtained by real-life experiences in a workplace |
| workspace | An area that is appropriate for accomplishing work. Workspaces can be quiet for independent study or they can be areas in which groups of learners can collaborate. |
EEP Empowering ePortfolio Process 