• Journal of Fisheries and Marine Sciences Education
• /
• v.20 no.2
• /
• pp.236-248
• /
• 2008

This study has explored the elements of e-teaching portfolio for enhancing teaching expertise in higher education. This study is carried out through the literature review and expert's focus group interview. As the result of this study, seven elements of e-teaching portfolio for enhancing teaching expertise in higher education have been found. First, 'personal background' include curriculum vitae, course responsibility, and other educational activities. Second, 'teaching philosophy' include the principals on teaching and learning, statements of teaching philosophy. Third, 'learning environment' include the characteristics of students, the previous learning contents, and physical environment. Forth, 'course contents and methods' include teaching strategies and instructional materials, Fifth, 'instructional evaluation' includes the principals of evaluation and the examples of learning outcomes. Sixth, 'endeavor for improvement of instruction' include evidence of activity for teaching improvement and instruction feedback from peer and students. And e-teaching portfolio also includes research career and awards history element.

• Human Ecology Research
• /
• v.61 no.2
• /
• pp.195-218
• /
• 2023

The purpose of this study was to present a class case that verified the validity, reliability, and usefulness of a portfolio assessment in a cohousing class in the housing area of home economics. To achieve this objective, 241 male and female students in eight classes of the third grade of a junior high school in Gyeonggi-do, Korea, were enrolled in a project class on establishing a cohousing village in which the portfolio assessment method was applied for a total of 10 sessions for approximately four weeks from May 24 to June 16, 2021. To ensure the validity of the portfolio assessment, we designed the lesson after presenting the curriculum goals in detail using the backward design model and developed a specific rubric and conducted all evaluations and feedback based on the rubric to ensure objectivity and reliability. The online tool Padlet was used as a portfolio, which allowed students to easily upload their work, receive feedback from the teacher, and interact with their peers. After the class, the students reflected on the rubric and were generally satisfied with the class using portfolio assessment. This study is expected to facilitate the use of the portfolio assessment method in the classroom, while also supporting student growth and development.

• Journal of The Korean Association of Information Education
• /
• v.12 no.2
• /
• pp.223-234
• /
• 2008

Educating qualified elementary school teachers depends on excellent pre-service education. The high quality of education is accomplished by various interactions between teachers and learners, as well as active participation by students. In the present study, online problem-based learning and an e-portfolio were used to examine the effect on the computer-curriculum education to reflect social and individual needs, and to enhance the quality of instruction at universities. Students (n=105) participated in six different problem-based learning sessions. At the same time, they developed Blog e-portfolios as individual and group products, and wrote reflective journals that focused on their learning processes and results. A qualitative analysis method was employed to analyze the reflective journals. The results of the analyses showed the following: 1) Increasing the understanding of the computer-curriculum education, 2) enhancing students' competence in using ICT potentially, 3) cultivating student-centered teaching and learning strategies on ICT, and 4) enhancing competence of future teaching activities through experiencing e-portfolio as a performance-assessment tool.

• Journal of Educational Research in Mathematics
• /
• v.18 no.1
• /
• pp.63-80
• /
• 2008

In this paper, we suggested generally some samples and cases of portfolio but centered on elementary mathematics in New Zealand elementary school in the aspects of the assessment for learning activity of learner and so we have found some suggestive points by comparing New Zealand portfolio with ours. Finally, we have an objects that the teachers here in Korea can use these results as a cases which are benchmarked by them. We had known through this paper that portfolio assessment in New Zealand elementary school deals with various aspects and it was accessing in the direction of creating knowledge positively through the real life, not textbookish or artificial problem and also it had a characteristics dealing with real life situation or context without filtering. Especially, it always dealt with all regions of curriculum and looked like focusing on the connections of curriculum relatively.

• Journal of Engineering Education Research
• /
• v.8 no.4
• /
• pp.64-71
• /
• 2005

Portfolio contains works that a learner has selected and collected to show growth and change for a limited time period. In terms of an assessment tool, portfolio provides the results of the student with authentic, reflective, interactive and individuals features. Also portfolio provides an opportunity of improvement about curriculum and engineering program. To apply the excellency of portfolio, the principle of portfolio should be understood well and reflected the real state of engineering education. The basic concept of portfolio as a assessment tool of engineering program outcomes was introduced. The example of a portfolio has been also suggested in the form of interactive e-based model. The model has been developed that the assessment for program outcomes was rather done from a student standpoint.

• Convergence Security Journal
• /
• v.18 no.2
• /
• pp.123-131
• /
• 2018

The goal of this study is to look deeper into a reading education method for improving cognitive abilities of petty officer majoring students in community college level. Lack of the cognitive ability through the passing status of reading information processing highly can cause a problem for understanding information of context. Therefore, this study redefines the reading step to improve the cognitive ability. also, it sets up progress steps; material selection - learning - inspection - practice based on the cognitive abilities. To achieve those goals, there are two major ways. The first, setting up a proper reading assignment that is suitable for petty officer major students in community college level is a key step for this study. Second, the instructor leads the students to judge their own cognitive ability objectively by using a portfolio curriculum which contains a checking list of the portfolio, structuring a curriculum based on weekly achievements, self-checking, and setting up a direction of practice. The two presented ways are the most effective ways to develop students' cognitive ability based on continuous reading and checking. For the last, the study mentions a proposal for further tasks in this field of the study.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.20 no.4
• /
• pp.534-547
• /
• 2014

Purpose: This study verifies the meaning on application experiences of learning portfolio in nursing students. Method: Participants of this study included 22 nursing students divided into 3 focus groups who had experienced on application of Learning Portfolio in university Y and university S in Kyungpook and Daegu, respectively. Data were collected from December 2013 to January 2014 through in-depth, recorded focus group interviews and subsequently analyzed via Colaizzi's (1978) phenomenological methodology. Results: The essential theme of this study is 'Finding a vision from confusion and suffering.' From 35 significant statements, 5 theme clusters, 16 themes and 32 sub themes were extracted from the essential meaning of the practical use of nursing student experiences. The five theme clusters were: Being a learning guide, Being a medium for communication, Providing an opportunity for inner growth, Difficulties about new learning, and Would like to no more in a better way. Conclusion: The results of this study contribute to providing direction to the formation of learning portfolios, which in turn enable nursing student to develop competency in self-directed learning. These findings indicate that an outcome-based nursing curriculum needs to consider the importance for nursing student's effective application of leaning portfolio.

• Journal of The Korean Association of Information Education
• /
• v.10 no.3
• /
• pp.413-422
• /
• 2006

MTP(Multi-graded Tutoring Project) is a designed curriculum needed to perform a high quality project to improve teamwork and major skills for college student of science and engineering. Each student can experience teaching activities as a tutor and learning activities as a tutee in the MTP for three years. Through this curriculum, students are expected to obtain the capabilities to set up and search the goal of given projects, to make human network among multi-graded students and professionals which could be critical for finding careers, and to perform graduation projects in a more systematic and co-operated way, resulting in highly-qualified outputs. In this paper, MTP e-portfolio evaluation model is suggested. This model evaluates the individual-level performance operating in MTP curriculum. The evaluation model is described with three dimensional structure composed of participator, changes in learning, and learning processes. The resultant model could be utilized as tools for evaluating the curriculum set up for the multi-graded project-based teaching environment.

• Korean Medical Education Review
• /
• v.19 no.3
• /
• pp.134-137
• /
• 2017

The main points of issue with the former premedical curriculum of Seoul National University College of Medicine (SNUCM) were the absence of educational objectives, decline in student motivation caused by uniform education, students' lack of a sense of belonging, and lack of humanistic education. In accordance with these issues, there were five aspects considered for the improvement of the premedical curriculum: reform based on the newly established educational objectives that corresponds with the 6-year medical school curriculum as a whole, expansion of elective courses and the development of personalized curriculum for the improvement of students' learning motives, expansion of social sciences and humanities curriculum for the development of students' capabilities as good doctors, active participation of medical professors in premedical education, and expansion of informal education and the student support program. According to the assessment done after the implementation of the reformed curriculum, premedical students were gratified with its establishment and management of multifarious liberal arts and major subjects. In preparation of the more rigorous entrance quota of the premedical school at SNUCM, there is ongoing reform of required major subjects and establishment of new subjects in the premedical curriculum in pursuit of unity with the 6-year medical curriculum. Moreover, there is ongoing development of an e-portfolio system for the association of premedical and medical education, integration of formal and informal curriculum, and reinforcement of student observation and formative evaluation. Further discussion on the assessment and betterment of premedical curriculum is needed.

• Journal of Engineering Education Research
• /
• v.15 no.5
• /
• pp.14-18
• /
• 2012

Shu-gyo-ryoku, a program to enhance students' academic and career skills, was begun in the academic year 2011. Under the new program, "Career Planning" and "Career Design" were introduced as part of the liberal arts education for incoming freshmen. Approximately 500 students majoring in engineering enrolled in "Career Planning" in which they study a "curriculum map" and how it relates to their future fields of employment. The curriculum map illustrates the connections between classes and increases students'understanding of the curriculum structure. In small groups, students discussed the curriculum in order to develop sketches of their career paths. In addition, students answered a career anchor test and though several communicative activities, improved their communication skills. A portfolio system was built into the university network to record the learning history of each student. Students are able to check their learning histories and reflect on the change in themselves during their academic careers.