​​​​DR.SNAZLAN's Portfolio

What was the main issue that triggered and moved this initiative /project?

In 2016, Increasing interest in using new sources of data for personalizing the learning experience, for ongoing formative assessment of learning, and for performance measurement. For learners, educators, and researchers, learning analytics is already starting to provide crucial insights into student progress and interaction with online texts, courseware, and learning environments used to deliver instruction. Data driven learning and assessment will build on those early efforts. Measuring learning through data-driven practice and assessment is raising privacy concerns that universities are addressing by establishing prudent policies and processes. The growing focus on measuring learning describes a renewed interest in assessment and the wide variety of methods and tools to assess students. There is a reason why e-Portfolio become so important to measure and showcase student ability and employability.

Since 1990s, the use of Electronic portfolio or known as e-Portfolio is one of the new ranges of educational instrument that has been gradually implemented in a few higher education institutions for curriculum, teaching content and assessment. Two reasons for this growth can be attributed to the rise of the constructivist approach to education which emphasizes learning by experience and a rise in the wide spread use of computer technology in education.

The greatest attraction of e-Portfolios is that the students develop personalities, growth, and autonomy in learning (Batson, 2002). This is topped with the offer for better holistic representation of students’ understanding supported with evidence-based rather than the traditional one-time assessment such as tests, quizzes or exam papers. In addition to support learning experience, the potentials of technology is undeniably palpable because it can hold a variety of artefacts or evidence. Consequently, students are provided with the choice to choose the method of submission, to select and explain the standards of the evidence in the documents. This in turn will assist them to better reflect upon their own learning allowing them to be the architect of their own learning (De Rijdt, Tiquet, Dochy & Devolder 2006; Sturrock & Early 2007; Syamsul Nor Azlan 2015; Thomas,  Lamson & King 2001).

However, a variety of problems and issues have come to the attention of researchers and practitioners with the use of portfolios in a learning environment such as the lack of well-defined guidelines and a clear structure (Smith & Tillema 2003). This is feared to cause confusion and anxiety among students with regard to the scope and value of the e-Portfolio (Darling, 2001). Past researchers have stated that without proper guideline and being student-driven can lead the students to be lacking in self-directedness and motivation (Zeichner & Wray 2001). Students need guidance and support to showcase their concepts, understanding, and skills to fulfil the learning outcomes (Smith & Tillema 2003) which require a lot of time on the part of the facilitators and the students (Wade & Yarbrough 1996).

Despite all the concerns raised, the researchers have agreed that students’ e-Portfolio have a wide range of potentials that need to be explored and considered. Sturrock and Early (2007) explained that the use of e-Portfolio is capable as a place to manage visual art and design projects, researching, relating knowledge and becoming committed to on-going professional development and higher-order thinking, as they learn to collect, display, articulate, evaluate, and communicate their ideas. There is a strong support for the notion that e-Portfolio learning environments can be effectively used to support constructivism and transformative learning  (Reushle, 2005; Wilson, 2004) and the advantages may be limitless. The building of content knowledge and skills was documented as a referral for future references. Eventually, the students will be equipped with specific learning domain and experience that may design their potentials as professionals or experts in their respective areas.

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Predictive Analysis on Issues,Concerns and Key Trends