Tag Glossary
Community – In particular, referring to a Community of Practice. A group of people practicing common interest over a discrete field of expertise; the concept of Legitimate Peripheral Participation. (Lave & Wenger, 1991)
Competencies – The levels of ability denoted to transferable skills as determined by the discourse of a peer network, graduate or professional; usually described in measurable terms.
Creativity – In the context of this review, creativity is referred to as the ways in which portfolio makers are able to express and use their creativity.
Discourse – Noted in the review as conversations derived from subject-specific knowledge.
Employability – The state of which a potential employee is suitable for work through combination of knowledge, experience and the ability to showcase multiple intelligences. (Gardner, 1993)
Empowerment – Making learners stronger and more confident in controlling their learning and career.
Evidence – Use of e-portfolio technologies to record and display evidence of learning, knowledge and skills.
Graduate – A person who has successfully completed a course of study or training, esp. a person who has been awarded an undergraduate academic degree.
Knowledge – Facts, information and skills acquired by a learner through experience and education and the theoretical and practical understanding of their subject.
Learning – The processes of acquiring knowledge and skills through experience, practice and study.
Ownership – The degree to which learners are in possession and control of their e-portfolio.
PDP – Personal Development Planning or Personal Development Portfolios. Used in education to help learners develop critical reflective practice skills, and for them to understand their own learning.
Personalisation – The degree to which learners are able to personalise their e-portfolio and the content within it.
Placement – A period of work experience where the person is situated in the working context of the employer for a set period of time. This activity is common practice in art, design and media industries.
Portfolio – A collection of work controlled by the owner that may be used for functions including; application for employment, personal reflection or skills development. For the purposes of this review, the term portfolio is not restricted to either paper-based or e-portfolios but may include other multimedia and physical objects.
Presentation – Refers to the decisions of the portfolio maker about what content they include based on the purpose of the portfolio; the peripheral design associated with display of represented content.
Professional – In reference to both literature and perspective, the term professional refers to the views and activities of those persons engaged in paid work in their subject area.
Purposes – Refers to the reasons why people use e-portfolio software. What you to use an e-portfolio?
Recruitment - The process by which an employer acquires the skills of a person for paid work.
Reflection – Ability of an individual to give thought or consideration to their own activity and practice and use this contemplation to learn.
Representation – Refers to the way in which artefacts of the portfolio are reinterpreted or reproduced for inclusion in the portfolio.
Situated – Where learning has taken place in a situated practice context.
Skills – Transferable and peripheral skills needed for subject specialisms and wider contexts.
Social – A group of learners or users with a common interest that may be related to their work, leading to subject specific discourse.
Tactility – Associated to ‘representation’. The issue arising out of the intrinsic nature of some artefacts requiring other sensory stimulation to impact on the user.
Uses – Refers to what the e-portfolio has been designed to do. What uses does it have?
Web 2.0 – The concept and associated technologies of Web 2.0. For this review, Web 2.0 refers to the social technologies which enable reciprocal discourse between users through publication and editing in collaborative and community based technologies. Downes (2007) describes the three key features of Web 2.0 as relevant, usable and interactive.
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References:
Downes, S. (2007) Web 2.0 and Your Own Learning Development [Online video presentation] Available at: http://video.google.com/videoplay?docid=-5431152345344515009 (accessed November 21 2007)
Gardner, H. (1993) Multiple Intelligences: New Horizons, Revised Ed. New York: Basic
Lave, J. & Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation Cambridge: Cambridge University Press
