@article{andrews_two_2015,
	title = {Two steps forward, one step back: {The} intricacies of engaging with eportfolios in nursing undergraduate education},
	volume = {35},
	issn = {02606917},
	shorttitle = {Two steps forward, one step back},
	url = {http://linkinghub.elsevier.com/retrieve/pii/S0260691714004067},
	doi = {10.1016/j.nedt.2014.12.011},
	language = {en},
	number = {4},
	urldate = {2016-10-24},
	journal = {Nurse Education Today},
	author = {Andrews, Tulsa and Cole, Clare},
	month = apr,
	year = {2015},
	note = {00000},
	pages = {568--572},
}

@incollection{abidin_investigation_2013,
	address = {Heidelberg},
	series = {Advances in {Intelligent} {Systems} and {Computing}},
	title = {Investigation into a {University} {Electronic} {Portfolio} {System} {Using} {Activity} {Theory}},
	volume = {172},
	isbn = {978-3-642-30867-3},
	url = {http://www.springerlink.com.libezproxy.open.ac.uk/content/w8302851342382q0/abstract/},
	abstract = {The last few years have seen an enormous growth of interest in e-portfolios and the benefits they can bring to learners. While it is generally agreed that e-portfolios have great potential to engage students and promote deep learning, the research that has been conducted to date focuses very little on student perceptions of value of the e-portfolio for their learning. If students do not agree or wish to use the e-portfolio as an integral part of their educational experience, then the potential impact the e-portfolio have on learning will not be realised. This paper describes the development of an e portfolio system to promote reflective skills for engineering students in a university in Malaysia. The Activity Theory is used as a lens to explain the reasons for the failed adoption of the e portfolio system.},
	urldate = {2012-10-02},
	booktitle = {7th {International} {Conference} on {Knowledge} {Management} in {Organizations}: {Service} and {Cloud} {Computing}},
	publisher = {Springer},
	author = {Abidin, Wardah Zainal and Uden, Lorna and Alias, Rose Alinda},
	editor = {Uden, Lorna and Herrera, Francisco and Bajo Pérez, Javier and Corchado Rodríguez, Juan Manuel},
	year = {2013},
	note = {00001},
	keywords = {Engineering},
	pages = {283--294},
}

The last few years have seen an enormous growth of interest in e-portfolios and the benefits they can bring to learners. While it is generally agreed that e-portfolios have great potential to engage students and promote deep learning, the research that has been conducted to date focuses very little on student perceptions of value of the e-portfolio for their learning. If students do not agree or wish to use the e-portfolio as an integral part of their educational experience, then the potential impact the e-portfolio have on learning will not be realised. This paper describes the development of an e portfolio system to promote reflective skills for engineering students in a university in Malaysia. The Activity Theory is used as a lens to explain the reasons for the failed adoption of the e portfolio system.

@article{esposito_networked_2013,
	title = {The {Networked} {Faculty} and {Student} {Engagement}: {The} {Case} of {Microblogging} to {Support} {Participation} in a {Human} {Resources} {Management} {Postgraduate} {Course}},
	volume = {6 Part E},
	issn = {2044-9968},
	shorttitle = {The {Networked} {Faculty} and {Student} {Engagement}},
	url = {http://www.emeraldinsight.com/books.htm?issn=2044-9968&volume=6%20Part%20E&chapterid=17077810&show=abstract},
	doi = {10.1108/S2044-9968(2013)000006E007},
	abstract = {This chapter stems from the need to focus on the inherent interplay of faculty and student engagement while studying the impact of social media in higher education teaching and learning. The discussion is specifically concerned with the role and affordances of microblogging in the rethinking of the teacher/student relationship and in blurring the boundaries of academic contexts. The chapter examines an early experimentation of Twitter use to foster and monitor participation by the master students enrolled in a Human Resources Management class in an Italian university. The pilot is discussed referring to lessons learned from a range of accounted empirical cases and relevant studies on microblogging for teaching and learning in academia. A special focus addresses both a revised notion of academic scholarship and engagement, prompted by emergent profiles of networked faculty, and debates about the multiple ways of conceptualizing student engagement in the current academic cultures and contexts, being challenged by an increasingly complex digital landscape and by a varied typology of learners coming to university. As conclusion, issues related to the range of alignments to be taken into account when adopting social networking services in a higher education context are suggested as cues for an ongoing discussion.},
	urldate = {2013-02-19},
	journal = {Cutting-edge Technologies in Higher Education},
	author = {Esposito, Antonella},
	month = feb,
	year = {2013},
	note = {00000},
	pages = {109--142},
}

This chapter stems from the need to focus on the inherent interplay of faculty and student engagement while studying the impact of social media in higher education teaching and learning. The discussion is specifically concerned with the role and affordances of microblogging in the rethinking of the teacher/student relationship and in blurring the boundaries of academic contexts. The chapter examines an early experimentation of Twitter use to foster and monitor participation by the master students enrolled in a Human Resources Management class in an Italian university. The pilot is discussed referring to lessons learned from a range of accounted empirical cases and relevant studies on microblogging for teaching and learning in academia. A special focus addresses both a revised notion of academic scholarship and engagement, prompted by emergent profiles of networked faculty, and debates about the multiple ways of conceptualizing student engagement in the current academic cultures and contexts, being challenged by an increasingly complex digital landscape and by a varied typology of learners coming to university. As conclusion, issues related to the range of alignments to be taken into account when adopting social networking services in a higher education context are suggested as cues for an ongoing discussion.

@book{cambridge_e-portfolios_2012,
	title = {E-{Portfolios} and {Global} {Diffusion}},
	isbn = {9781466601437, 9781466601444},
	url = {http://www.igi-global.com/book/portfolios-global-diffusion/58269},
	urldate = {2012-10-02},
	publisher = {IGI Global},
	editor = {Cambridge, Darren},
	month = feb,
	year = {2012},
	note = {00000},
}

@article{ecclesfield_case_2012,
	title = {The {Case} {Of} {The} {Curious} {And} {The} {Confident}-{The} {Untold} {Story} {Of} {Changing} {Teacher} {Attitudes} {To} {E}-{Learning} {And} “{Technology} {In} {Action}” {In} {The} {FE} {Sector}},
	abstract = {This paper attempts to highlight findings from the recent LSIS (Learning and Skills Improvement Service)
survey into practitioner attitudes to technology. We presented the initial findings of a research project
funded by LSIS to the Greenwich e-learning conference in July 2011.
A number of interesting insights can be identified concerning both the methodology used and the results
obtained. In terms of the methodology we believe that the more qualitative approach used, which we
describe as examining ‘technology in action’, can provide deeper systematic insights into practitioner
uses of technology for learning, as well as indicating individual practice. Secondly, as a consequence of
this approach, we have also unearthed some original insights into the use of technology for learning in
colleges. Additionally, the almost ‘learning analytics’ approach to gathering survey data (Ecclesfield and
Smith, 2011), also allowed us to create individual narratives of professional practice.
As a consequence we will discuss the following issues; a new methodological approach using new tools
and survey instruments, a wider ranging curiosity-driven use of technology for learning in the practitioner,
highlighting approaches reflecting personal development of practice, which extends the concept of both
staff and professional development. Overall our findings reflect a new professional confidence in using
technology in colleges, which emerges from individual practitioner’s personal curiosity in how technology
might be used to help students learn.},
	number = {5},
	journal = {Compass: The Journal of Learning and Teaching at the University of Greenwich},
	author = {Ecclesfield, Nigel and Rebbeck, Geoff and Garnett, Fred},
	year = {2012},
	note = {00000},
	pages = {45--58},
}

This paper attempts to highlight findings from the recent LSIS (Learning and Skills Improvement Service) survey into practitioner attitudes to technology. We presented the initial findings of a research project funded by LSIS to the Greenwich e-learning conference in July 2011. A number of interesting insights can be identified concerning both the methodology used and the results obtained. In terms of the methodology we believe that the more qualitative approach used, which we describe as examining ‘technology in action’, can provide deeper systematic insights into practitioner uses of technology for learning, as well as indicating individual practice. Secondly, as a consequence of this approach, we have also unearthed some original insights into the use of technology for learning in colleges. Additionally, the almost ‘learning analytics’ approach to gathering survey data (Ecclesfield and Smith, 2011), also allowed us to create individual narratives of professional practice. As a consequence we will discuss the following issues; a new methodological approach using new tools and survey instruments, a wider ranging curiosity-driven use of technology for learning in the practitioner, highlighting approaches reflecting personal development of practice, which extends the concept of both staff and professional development. Overall our findings reflect a new professional confidence in using technology in colleges, which emerges from individual practitioner’s personal curiosity in how technology might be used to help students learn.

@article{golonka_technologies_2012,
	title = {Technologies for foreign language learning: a review of technology types and their effectiveness},
	issn = {0958-8221},
	shorttitle = {Technologies for foreign language learning},
	url = {http://www.tandfonline.com/doi/abs/10.1080/09588221.2012.700315},
	doi = {10.1080/09588221.2012.700315},
	abstract = {This review summarizes evidence for the effectiveness of technology use in foreign language (FL) learning and teaching, with a focus on empirical studies that compare the use of newer technologies with more traditional methods or materials. The review of over 350 studies (including classroom-based technologies, individual study tools, network-based social computing, and mobile and portable devices) revealed that, in spite of an abundance of publications available on the topic of technology use in FL learning and teaching, evidence of efficacy is limited. However, strong support for the claim that technology made a measurable impact in FL learning came from studies on computer-assisted pronunciation training, in particular, automatic speech recognition (ASR). These studies demonstrated that ASR can facilitate the improvement of pronunciation and can provide feedback effectively. Additional studies provided strong support for the use of chat in FL learning. These studies showed that, with chat, both the amount of learners’ language production and its complexity significantly increased. The literature revealed moderate support for claims that technology enhanced learners’ output and interaction, affect and motivation, feedback, and metalinguistic knowledge.},
	number = {0},
	urldate = {2012-09-24},
	journal = {Computer Assisted Language Learning},
	author = {Golonka, Ewa M. and Bowles, Anita R. and Frank, Victor M. and Richardson, Dorna L. and Freynik, Suzanne},
	year = {2012},
	note = {00009},
	pages = {1--36},
}

This review summarizes evidence for the effectiveness of technology use in foreign language (FL) learning and teaching, with a focus on empirical studies that compare the use of newer technologies with more traditional methods or materials. The review of over 350 studies (including classroom-based technologies, individual study tools, network-based social computing, and mobile and portable devices) revealed that, in spite of an abundance of publications available on the topic of technology use in FL learning and teaching, evidence of efficacy is limited. However, strong support for the claim that technology made a measurable impact in FL learning came from studies on computer-assisted pronunciation training, in particular, automatic speech recognition (ASR). These studies demonstrated that ASR can facilitate the improvement of pronunciation and can provide feedback effectively. Additional studies provided strong support for the use of chat in FL learning. These studies showed that, with chat, both the amount of learners’ language production and its complexity significantly increased. The literature revealed moderate support for claims that technology enhanced learners’ output and interaction, affect and motivation, feedback, and metalinguistic knowledge.

@inproceedings{cheung_e-portfolio_2012,
	title = {E-{Portfolio} {Service} for {Undergraduates}' {Academic} and {Career} {Development}},
	doi = {10.1109/SE.2012.10},
	abstract = {This study aims to propose an e-Porfolio service framework and evaluate the impact of our proposed e-Porfolio service on students' achievement of "ideal" graduate outcomes of our university, in terms of how students' affective, cognitive and behavioral engagement in the e-Portfolio service on their achievement of graduate outcomes on teamwork, employability and responsibility using a survey and focus group interviews. The findings are expected to provide theoretical and empirical contributions to the field on e-Portfolio service and university learning.},
	booktitle = {2012 {IEEE} {First} {International} {Conference} on {Services} {Economics} ({SE})},
	author = {Cheung, T.C.-H. and Kwok, R.C.-W. and Cheung, Hokling},
	month = jun,
	year = {2012},
	note = {00000},
	keywords = {EMPLOYABILITY, Employment, Internet, cognition, computer aided instruction, continuing professional development, e-portfolio service, educational institutions, further education, ideal graduate outcome, responsibility, student achievement, student affective engagement, student behavioral engagement, student cognitive engagement, team working, teamwork, undergraduate academic development, undergraduate career development, university learning},
	pages = {66 --67},
}

This study aims to propose an e-Porfolio service framework and evaluate the impact of our proposed e-Porfolio service on students' achievement of "ideal" graduate outcomes of our university, in terms of how students' affective, cognitive and behavioral engagement in the e-Portfolio service on their achievement of graduate outcomes on teamwork, employability and responsibility using a survey and focus group interviews. The findings are expected to provide theoretical and empirical contributions to the field on e-Portfolio service and university learning.

@article{cheng_exploring_2012,
	title = {Exploring the relationship between students’ self-regulated learning ability and their {ePortfolio} achievement},
	issn = {1096-7516},
	url = {http://www.sciencedirect.com/science/article/pii/S1096751612000620?v=s5},
	doi = {10.1016/j.iheduc.2012.09.005},
	abstract = {This study explores the relationship between students’ self-regulated learning (SRL) ability and their ePortfolio achievement in a language enhancement programme. Undergraduate students (N = 26) were asked to create several ePortfolio showcases to demonstrate their English language learning experience over a period of three months. Upon completion of the programme, participants’ SRL ability was measured by the Motivated Strategies for Learning Questionnaire (MSLQ) and their achievement was assessed using an ePortfolio scoring system. Our findings reveal that higher-order cognitive skills (i.e. elaboration, organization, critical thinking), metacognitive control strategies (i.e. self-regulation) and collaborative learning strategies (i.e. peer learning) were positively correlated with the ePortfolio achievement of participants. The results not only provide evidence to support that ePortfolio development is a complex process that cannot simply be driven by surface learning strategies, but also suggest that students should be equipped with appropriate SRL strategies to successfully participate in and benefit from ePortfolio activities.},
	urldate = {2012-10-02},
	journal = {The Internet and Higher Education},
	author = {Cheng, Gary and Chau, Juliana},
	month = sep,
	year = {2012},
	note = {00000},
	keywords = {Independent learning, Reflection, Self-regulated learning strategies, ePortfolio},
}

This study explores the relationship between students’ self-regulated learning (SRL) ability and their ePortfolio achievement in a language enhancement programme. Undergraduate students (N = 26) were asked to create several ePortfolio showcases to demonstrate their English language learning experience over a period of three months. Upon completion of the programme, participants’ SRL ability was measured by the Motivated Strategies for Learning Questionnaire (MSLQ) and their achievement was assessed using an ePortfolio scoring system. Our findings reveal that higher-order cognitive skills (i.e. elaboration, organization, critical thinking), metacognitive control strategies (i.e. self-regulation) and collaborative learning strategies (i.e. peer learning) were positively correlated with the ePortfolio achievement of participants. The results not only provide evidence to support that ePortfolio development is a complex process that cannot simply be driven by surface learning strategies, but also suggest that students should be equipped with appropriate SRL strategies to successfully participate in and benefit from ePortfolio activities.

@incollection{rutkauskiene_ict_2012,
	series = {Communications in {Computer} and {Information} {Science}},
	title = {{ICT} {Architecture} for {Online} {Learning} {Approach}},
	volume = {319},
	isbn = {978-3-642-33308-8},
	url = {http://www.springerlink.com.libezproxy.open.ac.uk/content/k0378p1u7j110124/abstract/},
	abstract = {The use of information communication technologies (ICT) in education has introduced a new set of technological and educational opportunities for educators and students. That is why it is so important to understand the attitudes of educators towards e-learning in education as well as ICT based learning. Information and Communication Technologies are important enablers of the new social structure. We are experiencing the first generation of truly portable ICT removable memory chips, diaries, email, Web, basic word processing and spreadsheets, and data input, storage, and transfer what is used in nowadays education process. The aim of the papers is to present the new architecture based on the open source technological solutions to be used in e-learning and social networking systems.},
	urldate = {2012-09-26},
	booktitle = {Information and {Software} {Technologies}},
	publisher = {Springer Berlin Heidelberg},
	author = {Rutkauskiene, Danguole and Gudoniene, Daina and Cibulskis, Gytis and Suk, Oleksandr},
	editor = {Skersys, Tomas and Butleris, Rimantas and Butkiene, Rita},
	year = {2012},
	note = {00000},
	keywords = {Computer Science},
	pages = {373--387},
}

The use of information communication technologies (ICT) in education has introduced a new set of technological and educational opportunities for educators and students. That is why it is so important to understand the attitudes of educators towards e-learning in education as well as ICT based learning. Information and Communication Technologies are important enablers of the new social structure. We are experiencing the first generation of truly portable ICT removable memory chips, diaries, email, Web, basic word processing and spreadsheets, and data input, storage, and transfer what is used in nowadays education process. The aim of the papers is to present the new architecture based on the open source technological solutions to be used in e-learning and social networking systems.

@article{woodley_eportfolios_2011,
	title = {{EPortfolios}, professional development and employability: some student perceptions},
	volume = {28},
	issn = {10650741},
	shorttitle = {{EPortfolios}, professional development and employability},
	url = {http://www.emeraldinsight.com.libezproxy.open.ac.uk/doi/full/10.1108/10650741111145698},
	doi = {10.1108/10650741111145698},
	abstract = {Purpose - The purpose of this study is to explore business students' views about using ePortfolios at Victoria University (VU) in Melbourne. It also examines the extent to which students present ePortfolios to prospective employers in applying for jobs. Design/methodology/approach - This paper draws on the literature on ePortfolio use and the role of ePortfolios in the recruitment process together with results from an online survey of Professional Development students about the use of ePortfolios and the PebblePad platform. Findings - An analysis of online responses examines student views about the usefulness of ePortfolios, the PebblePad platform, and the relevance of an ePortfolio assessment task. The findings suggest that few students use or expect to use ePortfolios beyond the assessment requirements and highlight students' polarised views about the usefulness of PebblePad. Research limitations/implications - VU's Business Faculty needs to adopt a whole-of-course approach to embedding ePortfolios in the curriculum. Practical implications - At VU, ePortfolios are promoted to students as a personal learning system and as a creative means of communicating their employability skills. The findings suggest a need to review how ePortfolios are used, promoted and assessed in VU's programs. Originality/value - EPortfolios offer a structured, digital space where students can present evidence of employability skills and reflective capacity. While VU's Business students develop an ePortfolio to showcase their skills in one mandatory subject, ePortfolios must be better promoted as offering a medium for students to develop, store, and creatively present themselves to potential employers in a whole-of-course approach. [ABSTRACT FROM AUTHOR]
Copyright of Campus -- Wide Information Systems is the property of Emerald Group Publishing Limited and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)},
	number = {3},
	urldate = {2017-12-28},
	journal = {Campus-Wide Information Systems},
	author = {Woodley, Carolyn and Sims, Rob},
	month = jun,
	year = {2011},
	note = {00003},
	keywords = {BUSINESS students, CAREER development, EMPLOYABILITY, EMPLOYERS, Electronic portfolios in education, JOB applications, MELBOURNE (Vic.), PERCEPTION, STUDENTS -- Attitudes, VICTORIA, VICTORIA University (Melbourne, Vic.)},
	pages = {164--174},
}

Purpose - The purpose of this study is to explore business students' views about using ePortfolios at Victoria University (VU) in Melbourne. It also examines the extent to which students present ePortfolios to prospective employers in applying for jobs. Design/methodology/approach - This paper draws on the literature on ePortfolio use and the role of ePortfolios in the recruitment process together with results from an online survey of Professional Development students about the use of ePortfolios and the PebblePad platform. Findings - An analysis of online responses examines student views about the usefulness of ePortfolios, the PebblePad platform, and the relevance of an ePortfolio assessment task. The findings suggest that few students use or expect to use ePortfolios beyond the assessment requirements and highlight students' polarised views about the usefulness of PebblePad. Research limitations/implications - VU's Business Faculty needs to adopt a whole-of-course approach to embedding ePortfolios in the curriculum. Practical implications - At VU, ePortfolios are promoted to students as a personal learning system and as a creative means of communicating their employability skills. The findings suggest a need to review how ePortfolios are used, promoted and assessed in VU's programs. Originality/value - EPortfolios offer a structured, digital space where students can present evidence of employability skills and reflective capacity. While VU's Business students develop an ePortfolio to showcase their skills in one mandatory subject, ePortfolios must be better promoted as offering a medium for students to develop, store, and creatively present themselves to potential employers in a whole-of-course approach. [ABSTRACT FROM AUTHOR] Copyright of Campus – Wide Information Systems is the property of Emerald Group Publishing Limited and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

@article{van_der_klink_technology_2011,
	title = {Technology {Enhanced} {Learning} in the workplace},
	url = {http://dspace.ou.nl/handle/1820/3849},
	abstract = {Workplace learning has a long history but experienced only modest recognition as something valuable for human resource development in organizations. Lately, however, interest in workplace learning has grown, caused by a number of developments, including the rise of emerging technologies conducive to learning.  These emerging technologies fundamentally change our contemporary understanding, and allow a more prominent position of workplace learning in today’s human resource development policies.
	This chapter commences with exploring the concept of workplace learning. The next section offers an overview of the evolving field of workplace learning during the past decades. Then, the fundamental features of workplace learning are discussed. What are they? And which factors predict the learning opportunities in the workplace? 
Thereafter, the focus of this chapter shifts to how technology enhances workplace learning. Attention is paid to the evolution of technology from media-supported learning, via computer-based training, web-based training, to what we now call technology-enhanced learning. These technologies are not just supportive but in many cases they are prerequisites for creating and organizing learning in the workplace. 
The power of technology for expanding the opportunities and value of workplace learning is further elaborated in a section that presents three examples of contemporary workplace learning. These examples could not exist or really flourish without the latest technology: a learning network, micro-blogging, and personalised learning environments, respectively. The final section summarises the main trends and discusses topics that deserve further research attention.},
	language = {en},
	urldate = {2012-09-26},
	author = {Van der Klink, Marcel and Drachsler, Hendrik and Sloep, Peter},
	month = dec,
	year = {2011},
	note = {Van der Klink, M., Drachsler, H., \& Sloep, P. B. (2012). Technology Enhanced Learning in the workplace. Psychology book series. Details to be announced in 2012.},
	keywords = {Learning Networks, MUPPLE, Personal Learning Environment, handover, historical view, learning in a learning network, social media tools},
}

Workplace learning has a long history but experienced only modest recognition as something valuable for human resource development in organizations. Lately, however, interest in workplace learning has grown, caused by a number of developments, including the rise of emerging technologies conducive to learning. These emerging technologies fundamentally change our contemporary understanding, and allow a more prominent position of workplace learning in today’s human resource development policies. This chapter commences with exploring the concept of workplace learning. The next section offers an overview of the evolving field of workplace learning during the past decades. Then, the fundamental features of workplace learning are discussed. What are they? And which factors predict the learning opportunities in the workplace? Thereafter, the focus of this chapter shifts to how technology enhances workplace learning. Attention is paid to the evolution of technology from media-supported learning, via computer-based training, web-based training, to what we now call technology-enhanced learning. These technologies are not just supportive but in many cases they are prerequisites for creating and organizing learning in the workplace. The power of technology for expanding the opportunities and value of workplace learning is further elaborated in a section that presents three examples of contemporary workplace learning. These examples could not exist or really flourish without the latest technology: a learning network, micro-blogging, and personalised learning environments, respectively. The final section summarises the main trends and discusses topics that deserve further research attention.

@incollection{bauerova_positive_2011,
	title = {Positive {Digital} {Identity} {Development} on {Web2}. 0 {Cloud}},
	abstract = {The aim is to point out and prevent a little flexibility of
academic institutions when going through the changes from the
model of education with excessive concen
tration on already prepared content to th
e model of its continual creation through
the
net connection
of end-users – teachers and learners. The way towards a new conception can be paved by a creation of
personal virtual communication netw
orks. Learners (also teachers
and researchers) profit from
web 2.0 applications’ effort
and create their own mutually connected net of their individual learning,
Personal
Learning
Networks
(PLNs). Mush-ups
of activities and continual responses th
rough open web applications are the conten
t of their Personal Learning Portfolio.
By continual activity a man build his Structured Accountab
ility System as showcase achi
evements for accountability or
employment. The tools of Deep Web a
nd Cloud Computing help by facilitati
ng employment searches. Continually
interactive lifelong
Personal
Credit
Portfolio
(PCP) is built as an individual expression of
Positive Digital Identity
.
Personality and its development is powered by technology. The result is the con
tinual development of personal credit and
accountability in the labour market.},
	booktitle = {Education in a technological world: communicating current and emerging research and technological efforts},
	publisher = {A. Méndez-Vilas},
	author = {Bauerová, D.},
	year = {2011},
	note = {00000},
	pages = {337--348},
}

The aim is to point out and prevent a little flexibility of academic institutions when going through the changes from the model of education with excessive concen tration on already prepared content to th e model of its continual creation through the net connection of end-users – teachers and learners. The way towards a new conception can be paved by a creation of personal virtual communication netw orks. Learners (also teachers and researchers) profit from web 2.0 applications’ effort and create their own mutually connected net of their individual learning, Personal Learning Networks (PLNs). Mush-ups of activities and continual responses th rough open web applications are the conten t of their Personal Learning Portfolio. By continual activity a man build his Structured Accountab ility System as showcase achi evements for accountability or employment. The tools of Deep Web a nd Cloud Computing help by facilitati ng employment searches. Continually interactive lifelong Personal Credit Portfolio (PCP) is built as an individual expression of Positive Digital Identity . Personality and its development is powered by technology. The result is the con tinual development of personal credit and accountability in the labour market.

@inproceedings{kryder_learning_2011,
	address = {Montreal},
	title = {Learning from {Alumni}: {Using} {Social} {Media} for {Networking}, {Professional} {Development}, and {Curriculum} {Enhancement}},
	shorttitle = {Learning from {Alumni}},
	url = {http://businesscommunication.org/wp-content/uploads/2011/10/2011-ABC-12-KRYDER.pdf},
	abstract = {Informational interviews with business communication alumni, facilitated by social media LinkedIn, have
benefited students and the instructor in several ways.
I
n capstone classes for the Professional Writing
minor/Business Communication emphasis
, students
first
review e
portfolios
created by business communication
alumni. Then, using LinkedIn for alumni contact and profile data for interview questions, the students write to
request an interview. Students establish their own LinkedIn profile to present themselves as young
profession
als and begin to develop a professional network.
Benefits from the interviews include an expanded network for graduating seniors, realistic internship and first
-
job advice, and affirmation of professional writing practices in the workplace. Students asser
t that they learned
from, and enjoyed, this assignment; more than half of the 2011 students intend to keep in contact with the
alumni. Findings from these network
-
facilitated interviews have assisted in curriculum enhancement for the
advanced capstone and
entry
-
level business communication courses.},
	urldate = {2013-03-12},
	booktitle = {Proceedings of the 76 th {Annual} {Convention} of the {Association} for {Business} {Communication}},
	author = {Kryder, LeeAnne},
	year = {2011},
	note = {00000},
}

Informational interviews with business communication alumni, facilitated by social media LinkedIn, have benefited students and the instructor in several ways. I n capstone classes for the Professional Writing minor/Business Communication emphasis , students first review e portfolios created by business communication alumni. Then, using LinkedIn for alumni contact and profile data for interview questions, the students write to request an interview. Students establish their own LinkedIn profile to present themselves as young profession als and begin to develop a professional network. Benefits from the interviews include an expanded network for graduating seniors, realistic internship and first - job advice, and affirmation of professional writing practices in the workplace. Students asser t that they learned from, and enjoyed, this assignment; more than half of the 2011 students intend to keep in contact with the alumni. Findings from these network - facilitated interviews have assisted in curriculum enhancement for the advanced capstone and entry - level business communication courses.

@book{ala-mutka_mapping_2011,
	title = {Mapping {Digital} {Competence}: {Towards} a {Conceptual} {Understanding}},
	publisher = {IPTS-JRC},
	author = {Ala-Mutka, K.},
	year = {2011},
	note = {00023},
}

@article{smith_overcoming_2011,
	title = {Overcoming student resistance to group work: {Online} versus face-to-face},
	volume = {14},
	issn = {10967516},
	shorttitle = {Overcoming student resistance to group work},
	doi = {10.1016/j.iheduc.2010.09.005},
	abstract = {Abstract: This study compared student group work experiences in online (OL) versus face-to-face (f2f) sections of the same graduate course, over three years, to determine what factors influence student group work experiences and how do these factors play out in f2f versus OL environments. Surveys and student journals suggest that communication issues, personal feelings about group members and their participation play a prominent role in student perceptions about group work. Students in OL sections were more negative about group work, than were students in f2f sections. Because of OL norms of working individually and asynchronously, OL students were less satisfied with group work. Also, because of fewer channels of communication, lack of the immediacy of f2f meetings and other differences in the two learning environments, OL students were less able to resolve logistical difficulties associated with group work. [Copyright \&y\& Elsevier]
Copyright of Internet \& Higher Education is the property of Elsevier Science Publishing Company, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)},
	number = {2},
	journal = {Internet \& Higher Education},
	author = {Smith, Glenn Gordon and Sorensen, Chris and Gump, Andrew and Heindel, Allen J. and Caris, Mieke and Martinez, Christopher D.},
	month = mar,
	year = {2011},
	note = {00021},
	keywords = {COMMUNICATION, Face-to-face, COMPUTER assisted instruction, GROUP work in research, Higher Education, INSTRUCTIONAL systems design, Internet in education, PERCEPTION, WEB-based instruction},
	pages = {121--128},
}

Abstract: This study compared student group work experiences in online (OL) versus face-to-face (f2f) sections of the same graduate course, over three years, to determine what factors influence student group work experiences and how do these factors play out in f2f versus OL environments. Surveys and student journals suggest that communication issues, personal feelings about group members and their participation play a prominent role in student perceptions about group work. Students in OL sections were more negative about group work, than were students in f2f sections. Because of OL norms of working individually and asynchronously, OL students were less satisfied with group work. Also, because of fewer channels of communication, lack of the immediacy of f2f meetings and other differences in the two learning environments, OL students were less able to resolve logistical difficulties associated with group work. [Copyright &y& Elsevier] Copyright of Internet & Higher Education is the property of Elsevier Science Publishing Company, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

@article{webb_evaluation_2011,
	title = {An {Evaluation} of the {Success} of a {Surgical} {Resident} {Learning} {Portfolio}},
	journal = {Journal of Surgical Education},
	author = {Webb, T. P. and Merkley, T. R.},
	year = {2011},
	note = {00000},
}

@misc{attwell_e-portfolios_2011,
	title = {E-portfolios – taking learning out of the shoebox: a reply to {Donald} {Clark}},
	url = {http://www.pontydysgu.org/2011/04/e-portfolios-taking-learning-out-of-the-shoebox/},
	urldate = {2012-10-08},
	journal = {Pontydysgu – Bridge to Learning - Educational Research},
	author = {Attwell, Graham},
	year = {2011},
	note = {00000},
}

@article{ramasesha_misuse_2011,
	title = {Misuse of scientometry for individual assessment},
	volume = {100},
	issn = {00113891},
	abstract = {The article offers the authors' views regarding the improper use of scientometry in evaluating individual scientists for career advancements and recognitions. They reflect on the way how scientists in India are getting preoccupied with scientometrics and phrases such as h-index, number of citations, and impact factor. They cite that nominations for awards, papers for promotion, and application forms for faculty positions should be based on the scientific contributions of the person concerned.},
	number = {4},
	journal = {Current Science (00113891)},
	author = {Ramasesha, S. and Sen, Diptiman},
	month = feb,
	year = {2011},
	note = {00000},
	keywords = {AWARDS, CAREER development, H-index (Citation analysis), IMPACT factor (Citation analysis), INDIA, INDIAN scientists, PROMOTIONS, SCIENTISTS},
	pages = {446--446},
}

The article offers the authors' views regarding the improper use of scientometry in evaluating individual scientists for career advancements and recognitions. They reflect on the way how scientists in India are getting preoccupied with scientometrics and phrases such as h-index, number of citations, and impact factor. They cite that nominations for awards, papers for promotion, and application forms for faculty positions should be based on the scientific contributions of the person concerned.

@inproceedings{mcclinton_selecting_2011,
	address = {Atlanta},
	title = {Selecting, {Designing}, and {Implementing} an {Electronic} {Portfolio}},
	author = {McClinton, Jeton and Earl-Lewis, Monique and Crockett, Walter},
	year = {2011},
	note = {00000},
}

@misc{clark_donald_2011,
	title = {Donald {Clark} {Plan} {B}: {E}-portfolios – 7 reasons why {I} don’t want my life in a shoebox},
	url = {http://donaldclarkplanb.blogspot.ch/2011/03/e-portfolios-7-reasons-why-i-dont-want.html},
	urldate = {2012-10-08},
	author = {Clark, Donald},
	year = {2011},
	note = {00000},
}

@article{vernazza_introduction_2011,
	title = {Introduction of an e-portfolio in clinical dentistry: staff and student views},
	volume = {15},
	issn = {1600-0579},
	url = {http://dx.doi.org/10.1111/j.1600-0579.2010.00631.x},
	doi = {10.1111/j.1600-0579.2010.00631.x},
	abstract = {Abstract Introduction:  An electronic portfolio was introduced for undergraduate students in the School of Dental Sciences at Newcastle University. Its introduction was evaluated in terms of both staff and student response. Methods:  A quantitative-qualitative methodology was adopted. Student views were examined quantitatively using a Likert scale based questionnaire both pre- and post-introduction of the eportfolio. Staff views were examined qualitatively by the use of focus groups. Results and discussion:  Findings included that the system was easy to use and it provided a large quantity of high quality data. The aim of the system to improve reflection and feedback was not perceived as a benefit by staff or students. The need for training was highlighted and a major disadvantage of the system was its time consuming nature. The evaluation has lead to further development of the system and continued evaluation will be important.},
	number = {1},
	journal = {European Journal of Dental Education},
	author = {Vernazza, C. and Durham, J. and Ellis, J. and Teasdale, D. and Cotterill, S. and Scott, L. and Thomason, M. and Drummond, P. and Moss, J.},
	year = {2011},
	note = {00010},
	keywords = {Assessment, feedback, portfolio, reflection, undergraduate},
	pages = {36--41},
}

Abstract Introduction:  An electronic portfolio was introduced for undergraduate students in the School of Dental Sciences at Newcastle University. Its introduction was evaluated in terms of both staff and student response. Methods:  A quantitative-qualitative methodology was adopted. Student views were examined quantitatively using a Likert scale based questionnaire both pre- and post-introduction of the eportfolio. Staff views were examined qualitatively by the use of focus groups. Results and discussion:  Findings included that the system was easy to use and it provided a large quantity of high quality data. The aim of the system to improve reflection and feedback was not perceived as a benefit by staff or students. The need for training was highlighted and a major disadvantage of the system was its time consuming nature. The evaluation has lead to further development of the system and continued evaluation will be important.

@article{bolliger_student_2010,
	title = {Student perceptions of {ePortfolio} integration in online courses},
	volume = {31},
	issn = {01587919},
	doi = {10.1080/01587919.2010.513955},
	abstract = {This study explored students' perceptions regarding the integration of electronic portfolios (ePortfolios) in two online graduate-level courses at a small research university in the western United States. Researchers investigated student perceptions of communication, connectedness, value, and perceived student learning through ePortfolio integration and formative peer review to support a sustained community of learning. Data was collected from 40 students with a Web-based questionnaire and a threaded discussion forum. Results indicate ePortfolios positively impacted some students' perception of communication, connectedness, and learning. Most participants also valued ePortfolios. Prior ePortfolio experience and gender were responsible for minor differences in student perceptions, whereas lack of prior reflective experience impacted student perceptions significantly. Researchers conclude that ePortfolios can foster learning communities in online graduate programs. [ABSTRACT FROM AUTHOR]
Copyright of Distance Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)},
	number = {3},
	journal = {Distance Education},
	author = {Bolliger, D. U. and Shepherd, C. E.},
	month = nov,
	year = {2010},
	note = {00029},
	keywords = {Electronic portfolios in education, Graduate Students, Internet in education, ONLINE courses, PERCEPTION, To\_print, To\_read, UNITED States, UNIVERSITIES \& colleges -- Graduate work, communication, community, connectedness, electronic portfolio, online learning},
	pages = {295--314},
}

This study explored students' perceptions regarding the integration of electronic portfolios (ePortfolios) in two online graduate-level courses at a small research university in the western United States. Researchers investigated student perceptions of communication, connectedness, value, and perceived student learning through ePortfolio integration and formative peer review to support a sustained community of learning. Data was collected from 40 students with a Web-based questionnaire and a threaded discussion forum. Results indicate ePortfolios positively impacted some students' perception of communication, connectedness, and learning. Most participants also valued ePortfolios. Prior ePortfolio experience and gender were responsible for minor differences in student perceptions, whereas lack of prior reflective experience impacted student perceptions significantly. Researchers conclude that ePortfolios can foster learning communities in online graduate programs. [ABSTRACT FROM AUTHOR] Copyright of Distance Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

@book{duvekot_european_2010,
	title = {European {Inventory} on {Validation} of {Non}-formal and {Informal} {Learning} 2010 {Country} {Report}: {Netherlands}},
	publisher = {Available from Internet: http://libserver. cedefop. europa. eu/vetelib/2011/77473. pdf [cited 7.10. 2011]},
	author = {Duvekot, R.},
	year = {2010},
	note = {00000},
}

@article{yu_modelling_2010,
	title = {Modelling the factors that affect individuals' utilisation of online learning systems: {An} empirical study combining the task technology fit model with the theory of planned behaviour},
	volume = {41},
	issn = {00071013},
	shorttitle = {Modelling the factors that affect individuals' utilisation of online learning systems},
	doi = {10.1111/j.1467-8535.2010.01054.x},
	abstract = {Understanding learners' behaviour, perceptions and influence in terms of learner performance is crucial to predict the use of electronic learning systems. By integrating the task-technology fit (TTF) model and the theory of planned behaviour (TPB), this paper investigates the online learning utilisation of Taiwanese students. This paper provides a better understanding of individual, technological and social factors regarding online learning system performance. A total of 870 students who were earlier introduced to e-learning were surveyed after a period of exposure to the system. The results of the research model were analysed using a structural equation modelling approach to verify 10 hypotheses; support was found for eight of them. This paper offers a new perspective on the mechanisms through the TTF and TPB model constructs, which facilitates e-learning learner performance and offers important implications for understanding learner performance in online learning environments. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)},
	number = {6},
	journal = {British Journal of Educational Technology},
	author = {Yu, Tai-Kuei and Yu, Tai-Yi},
	month = nov,
	year = {2010},
	note = {00011},
	keywords = {College Students, DATA analysis, Internet in education, LITERATURE reviews, PERCEPTION, PLANNED behavior theory, SOCIAL factors, STRUCTURAL equation modeling, STUDENTS -- Psychology, TAIWAN},
	pages = {1003--1017},
}

Understanding learners' behaviour, perceptions and influence in terms of learner performance is crucial to predict the use of electronic learning systems. By integrating the task-technology fit (TTF) model and the theory of planned behaviour (TPB), this paper investigates the online learning utilisation of Taiwanese students. This paper provides a better understanding of individual, technological and social factors regarding online learning system performance. A total of 870 students who were earlier introduced to e-learning were surveyed after a period of exposure to the system. The results of the research model were analysed using a structural equation modelling approach to verify 10 hypotheses; support was found for eight of them. This paper offers a new perspective on the mechanisms through the TTF and TPB model constructs, which facilitates e-learning learner performance and offers important implications for understanding learner performance in online learning environments. [ABSTRACT FROM AUTHOR] Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

@article{kolikant_digital_2010,
	title = {Digital natives, better learners? {Students}’ beliefs about how the {Internet} influenced their ability to learn},
	volume = {26},
	issn = {0747-5632},
	shorttitle = {Online {Interactivity}: {Role} of {Technology} in {Behavior} {Change}},
	url = {http://www.sciencedirect.com/science/article/pii/S0747563210000889},
	doi = {10.1016/j.chb.2010.04.012},
	abstract = {In the literature students are sometimes assumed to feel empowered with respect to learning because of their familiarity with and access to ICT. However, after interviewing 25 students from post-elementary schools, it was found that the majority of the students, although they use the Internet and other ICT for school purposes, believed that their generation is not as good at learning as the pre-ICT generation. Several students explained the situation in terms of the school’s failure to build on their abilities. Nonetheless, the majority believed that the Internet over-simplifies schoolwork (perceived primarily as the traditional processing of textual sources), which in turn diminishes learning abilities. These results carry important implications regarding school, given that low self-efficacy might make students less likely to apply themselves to learning.},
	number = {6},
	urldate = {2012-09-26},
	journal = {Computers in Human Behavior},
	author = {Kolikant, Yifat Ben-David},
	month = nov,
	year = {2010},
	note = {00022},
	keywords = {Digital native, Internet influence, Perceived self-efficacy, Schooling},
	pages = {1384--1391},
}

In the literature students are sometimes assumed to feel empowered with respect to learning because of their familiarity with and access to ICT. However, after interviewing 25 students from post-elementary schools, it was found that the majority of the students, although they use the Internet and other ICT for school purposes, believed that their generation is not as good at learning as the pre-ICT generation. Several students explained the situation in terms of the school’s failure to build on their abilities. Nonetheless, the majority believed that the Internet over-simplifies schoolwork (perceived primarily as the traditional processing of textual sources), which in turn diminishes learning abilities. These results carry important implications regarding school, given that low self-efficacy might make students less likely to apply themselves to learning.

@article{alobiedat_tafila_2010,
	title = {Tafila {Technical} {University} {Students}' {Perception} of {Electronic} {Learning}},
	volume = {46},
	issn = {1450216X},
	number = {3},
	journal = {European Journal of Scientific Research},
	author = {Alobiedat, Ahmad},
	month = nov,
	year = {2010},
	note = {00003},
	keywords = {College Students, Higher Education, Information Technology, MOBILE communication systems in education, PERCEPTION, SCHOOL enrollment, TERMS \& phrases},
	pages = {391--400},
}

@article{ruiz_fellows_2009,
	title = {Fellows' {Perceptions} of a {Mandatory} {Reflective} {Electronic} {Portfolio} in a {Geriatric} {Medicine} {Fellowship} {Program}},
	volume = {35},
	abstract = {Electronic portfolios (ePortfolios) can be useful for evaluating and documenting mastery of competencies. We investigated geriatric medicine fellows' perceptions of an ePortfolio. We conducted surveys and focus groups followed by quantitative and qualitative data analysis. Our study revealed that fellows considered the ePortfolio acceptable and accessible. Fellows reflected on aspects relevant to postgraduate training and future practice and documented adherence to competencies. However, fellows expressed resentment about the self-reflection component, which interfered with the overall acceptance of the ePortfolio. Although ePortfolios can be powerful and reflective tools for competency assessment, care must be taken in their implementation. [ABSTRACT FROM AUTHOR]
 
    Copyright of Educational Gerontology is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract},
	number = {7},
	journal = {Educational Gerontology},
	author = {Ruiz, J. G. and Qadri, S. S. and Karides, M. and Castillo, C. and Milanez, M. and Roos, B. A.},
	year = {2009},
	note = {00003},
	pages = {634--652},
}

Electronic portfolios (ePortfolios) can be useful for evaluating and documenting mastery of competencies. We investigated geriatric medicine fellows' perceptions of an ePortfolio. We conducted surveys and focus groups followed by quantitative and qualitative data analysis. Our study revealed that fellows considered the ePortfolio acceptable and accessible. Fellows reflected on aspects relevant to postgraduate training and future practice and documented adherence to competencies. However, fellows expressed resentment about the self-reflection component, which interfered with the overall acceptance of the ePortfolio. Although ePortfolios can be powerful and reflective tools for competency assessment, care must be taken in their implementation. [ABSTRACT FROM AUTHOR] Copyright of Educational Gerontology is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract

@article{robinson_comparison_2009,
	title = {A {Comparison} of e-{Portfolio} {Used} {Across} {Two} {Different} {Iterations} of an {Employability} {Skills} {Module}},
	author = {Robinson, Peter and Dale, Crispin and Wale, Debra},
	year = {2009},
	note = {00000},
}

@article{teo_modelling_2009,
	title = {Modelling pre-service teachers’ perceived usefulness of an {ICT}-based student-centred learning ({SCL}) curriculum: a {Singapore} study},
	volume = {10},
	issn = {1598-1037},
	url = {http://dx.doi.org/10.1007/s12564-009-9051-y},
	doi = {10.1007/s12564-009-9051-y},
	abstract = {The purpose of this study is to examine the factors that influence pre-service teachers’ perceived usefulness of an Information and Communication Technology (ICT) course that was conducted using the student-centred learning (SCL) approach. In this study, perceived usefulness was used as the dependent variable and perceived competence, course delivery, facilitating conditions and learning environment as independent variables. The results of this study showed that perceived competence and course delivery have direct effects on pre-service teachers’ perceived usefulness of the course, while learning environment and facilitating conditions affect perceived usefulness indirectly. Overall, the results support the hypothesis that the four selected variables in this study affect perceived usefulness and that the resulting model is an adequate fit to the observed relationships among the factors that influenced pre-service teachers’ perceived usefulness of an ICT course.},
	number = {4},
	journal = {Asia Pacific Education Review},
	author = {Teo, Timothy and Lee, Chwee and Chai, Ching and Choy, Doris},
	month = dec,
	year = {2009},
	note = {00009},
	keywords = {Humanities, Social Sciences and Law, To\_print, To\_read},
	pages = {535--545},
}

The purpose of this study is to examine the factors that influence pre-service teachers’ perceived usefulness of an Information and Communication Technology (ICT) course that was conducted using the student-centred learning (SCL) approach. In this study, perceived usefulness was used as the dependent variable and perceived competence, course delivery, facilitating conditions and learning environment as independent variables. The results of this study showed that perceived competence and course delivery have direct effects on pre-service teachers’ perceived usefulness of the course, while learning environment and facilitating conditions affect perceived usefulness indirectly. Overall, the results support the hypothesis that the four selected variables in this study affect perceived usefulness and that the resulting model is an adequate fit to the observed relationships among the factors that influenced pre-service teachers’ perceived usefulness of an ICT course.

@article{minocha_role_2009,
	title = {Role of social software tools in education: a literature review},
	volume = {51},
	issn = {0040-0912},
	shorttitle = {Role of social software tools in education},
	url = {http://www.emeraldinsight.com.libezproxy.open.ac.uk/journals.htm?issn=0040-0912&volume=51&issue=5&articleid=1810392&show=abstract},
	doi = {10.1108/00400910910987174},
	number = {5/6},
	urldate = {2012-08-28},
	journal = {Education + Training},
	author = {Minocha, Shailey},
	month = jun,
	year = {2009},
	note = {00065},
	pages = {353--369},
}

@article{norman_are_2008,
	title = {Are learning portfolios worth the effort? {No}},
	volume = {337},
	journal = {BMJ},
	author = {Norman, G.},
	year = {2008},
	note = {00011},
}

@article{ritzhaupt_development_2008,
	title = {Development of the {Electronic} {Portfolio} {Student} {Perspective} {Instrument}: {An} {ePortfolio} integration initiative},
	volume = {19},
	issn = {1042-1726},
	url = {http://dx.doi.org/10.1007/BF03033426},
	abstract = {WITH THE PROLIFERATION OF EPORTFOLIOS and their organizational uses in higher education, it is important for educators and other relevant stakeholders to understand the student perspective. The way students view and use ePortfolios are revealing elements to aid educators in the successful integration of ePortfolio systems. This research describes the development of the Electronic Portfolio Student Perspective Instrument (EPSPI) and initial validation (N=204) efforts in the context of an ePortfolio initiative in a College of Education. The EPSPI incorporates four domains from a student perspective: employment, visibility, assessment, and learning; and connects those domains with four relevant stakeholders: students, administrators, faculty, and employers. Descriptive analyses, exploratory factor analysis, and a qualitative analysis using grounded theory were used. Results indicate that student perspectives towards ePortfolios are multidimensional with three distinct, internally consistent underlying constructs: learning, assessment, and visibility. Qualitative analysis revealed four interrelated themes from a student perspective: system characteristics, support structure, purpose, and personal impact.},
	number = {2},
	journal = {Journal of Computing in Higher Education},
	author = {Ritzhaupt, Albert and Singh, Oma and Seyferth, Thelma and Dedrick, Robert},
	year = {2008},
	note = {00020 10.1007/BF03033426},
	keywords = {Educational Technology, Higher Education, Humanities, Humanities, Learning \& Instruction, Social Sciences and Law, Social Sciences and Law, To\_print, To\_read, eportfolios, factor analysis, institutions of higher education, instrument development, student perspectives},
	pages = {47--71},
}

WITH THE PROLIFERATION OF EPORTFOLIOS and their organizational uses in higher education, it is important for educators and other relevant stakeholders to understand the student perspective. The way students view and use ePortfolios are revealing elements to aid educators in the successful integration of ePortfolio systems. This research describes the development of the Electronic Portfolio Student Perspective Instrument (EPSPI) and initial validation (N=204) efforts in the context of an ePortfolio initiative in a College of Education. The EPSPI incorporates four domains from a student perspective: employment, visibility, assessment, and learning; and connects those domains with four relevant stakeholders: students, administrators, faculty, and employers. Descriptive analyses, exploratory factor analysis, and a qualitative analysis using grounded theory were used. Results indicate that student perspectives towards ePortfolios are multidimensional with three distinct, internally consistent underlying constructs: learning, assessment, and visibility. Qualitative analysis revealed four interrelated themes from a student perspective: system characteristics, support structure, purpose, and personal impact.

@article{stevens_impact_2008,
	title = {The impact of e-portfolio development on the employability of adults aged 45 and over},
	volume = {25},
	number = {4},
	journal = {Campus-Wide Information Systems},
	author = {Stevens, H.},
	year = {2008},
	note = {00007},
	keywords = {Case studies, E-learning, Employment, Job evaluation, Older workers, Social psychology},
	pages = {209--218},
}

@article{meyer_implementing_2008,
	title = {Implementing electronic portfolios: {Benefits}, challenges, and suggestions},
	volume = {31},
	number = {1},
	journal = {Educause Quarterly},
	author = {Meyer, Barbara and Latham, Nancy},
	year = {2008},
	note = {00019},
	pages = {34},
}

@article{pinto_scientific_2007,
	title = {{SCIENTIFIC} {INDICATORS} {ON} {LITERATURE} {IN} {BIBLIOMETRY} {AND} {SCIENTOMETRY} {THROUGH} {SOCIAL} {NETWORKS}},
	volume = {1},
	url = {http://200.145.171.5/revistas/index.php/bjis/article/view/33},
	number = {1},
	urldate = {2012-09-24},
	journal = {Brazilian Journal of Information Science},
	author = {Pinto, A. L. and Efrain-García, P. and Barquín, B. A. R. and Moreiro González, J. A.},
	year = {2007},
	note = {00000},
}

@inproceedings{greller_sample_2007,
	address = {Manchester},
	title = {A {Sample} e-{Portfolio} {Service} {Model} for {Higher} {Education}},
	isbn = {0-907311-22-9},
	abstract = {Service Oriented Approaches and Lifelong Competence Development Infrastructures},
	booktitle = {Proceedings of the 2nd {TENCompetence} {Open} {Workshop}},
	publisher = {The Institute for Educational Cybernetics, University of Bolton},
	author = {Greller, Wolfgang},
	year = {2007},
	note = {00001},
	pages = {68--74},
}

Service Oriented Approaches and Lifelong Competence Development Infrastructures

@article{chambers_electronic_2007,
	title = {The {Electronic} {Portfolio} {Journey}: {A} {Year} {Later}},
	volume = {127},
	issn = {ISSN-0013-1172},
	shorttitle = {The {Electronic} {Portfolio} {Journey}},
	url = {http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ790111},
	abstract = {In the past decade universities are confronted with increased demands for accountability practices that highlight assessment of student learning outcomes. However, through these accountability demands a conflicting paradigm is emerging--assessment for learning and assessment "of" learning. This follow-up study investigated the use of ePortfolios to track assessment "for" and "of" learning of students in a secondary education master's degree cohort program. A questionnaire was administered to all twenty-six students at the end of their first and second semesters of ePortfolio implementation to assess three student learning outcomes, self-knowledge, technological and organizational skills development, and knowledge and skills transfer. Descriptive statistics were used to analyze the data from the Likert scale responses to make comparisons between the two semesters and to provide an explanation for any changes in student responses in the three learning outcomes. Responses from the open ended questions were analyzed utilizing the constant-comparative method to search for themes/categories regarding the advantages and disadvantages of ePortfolios for assessment. Results showed notable changes in student learning after the second semester of implementation. (Contains 3 tables.)},
	number = {3},
	urldate = {2012-01-07},
	journal = {Education},
	author = {Chambers, Sharon M. and Wickersham, Leah E.},
	year = {2007},
	note = {00034},
	keywords = {Accountability, Evaluation Methods, Followup Studies, Graduate Students, Knowledge Level, Likert Scales, Masters Programs, Portfolio Assessment, Portfolios (Background Materials), Questionnaires, Secondary School Teachers, Skill Development, Student Evaluation, Transfer of Training},
	pages = {351--360},
}

In the past decade universities are confronted with increased demands for accountability practices that highlight assessment of student learning outcomes. However, through these accountability demands a conflicting paradigm is emerging–assessment for learning and assessment "of" learning. This follow-up study investigated the use of ePortfolios to track assessment "for" and "of" learning of students in a secondary education master's degree cohort program. A questionnaire was administered to all twenty-six students at the end of their first and second semesters of ePortfolio implementation to assess three student learning outcomes, self-knowledge, technological and organizational skills development, and knowledge and skills transfer. Descriptive statistics were used to analyze the data from the Likert scale responses to make comparisons between the two semesters and to provide an explanation for any changes in student responses in the three learning outcomes. Responses from the open ended questions were analyzed utilizing the constant-comparative method to search for themes/categories regarding the advantages and disadvantages of ePortfolios for assessment. Results showed notable changes in student learning after the second semester of implementation. (Contains 3 tables.)

@article{selwyn_exploring_2006,
	title = {Exploring the "{Digital} {Disconnect}" between {Net}-{Savvy} {Students} and {Their} {Schools}},
	volume = {31},
	issn = {ISSN-1743-9884},
	url = {http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ734501},
	abstract = {Educational commentators have long feared a "digital disconnection" between emerging generations of technology-rich students accustomed to high levels of Internet use and their technology-poor schools. Yet few studies have empirically examined the existence and potential implications of such a disconnect from the students' perspective. The present paper replicates Levin and Arafeh's (2002) US study which solicited online stories from students detailing how they used the Internet for school. Responses from 84 UK secondary school students show that just over half felt restricted in their Internet use at school. Unlike the original US study, the primary disconnect between UK Internet-using students and their schools was not one of physical access but the restriction of their Internet use through school rules and content filters, firewalls and other technologies of control. Whilst some students displayed frustration and disenchantment, most gave measured and sometimes sympathetic views of their schools' less-than-perfect information technology provision. As such, many of our students were well aware of a digital disconnect but displayed a pragmatic acceptance rather than the outright alienation from school that some commentators would suggest. (Contains 1 note and 1 table.)},
	language = {English},
	number = {1},
	urldate = {2012-01-07},
	journal = {Learning, Media \& Technology},
	author = {Selwyn, Neil},
	month = mar,
	year = {2006},
	note = {00067},
	keywords = {Access to Computers, Alienation, Computer Literacy, Computer Uses in Education, Females, Foreign Countries, Information Technology, Internet, Males, Personal Narratives, Secondary School Students, Student Reaction},
	pages = {5--17},
}

Educational commentators have long feared a "digital disconnection" between emerging generations of technology-rich students accustomed to high levels of Internet use and their technology-poor schools. Yet few studies have empirically examined the existence and potential implications of such a disconnect from the students' perspective. The present paper replicates Levin and Arafeh's (2002) US study which solicited online stories from students detailing how they used the Internet for school. Responses from 84 UK secondary school students show that just over half felt restricted in their Internet use at school. Unlike the original US study, the primary disconnect between UK Internet-using students and their schools was not one of physical access but the restriction of their Internet use through school rules and content filters, firewalls and other technologies of control. Whilst some students displayed frustration and disenchantment, most gave measured and sometimes sympathetic views of their schools' less-than-perfect information technology provision. As such, many of our students were well aware of a digital disconnect but displayed a pragmatic acceptance rather than the outright alienation from school that some commentators would suggest. (Contains 1 note and 1 table.)

@article{grant_students_2006,
	title = {Students' views of reflective learning techniques: {An} efficacy study at a {UK} medical school},
	volume = {40},
	abstract = {Objective To describe the effects of a voluntary intervention using reflective learning techniques on students' learning. Design An interventional study with reflective learning techniques offered to medical students. Setting Year 3 of undergraduate medicine at Cardiff University where the curriculum is integrated with early clinical contact. Participants All 232 Year 3 students were invited to participate. A total of 65 attended an introductory lecture. After the lecture 35 students agreed to take part; 15 of these subsequently dropped out (some before attending tutorial groups, others after taking part for some weeks). Interventions Participants kept learning journals for 2 terms and attended fortnightly, facilitated tutorial groups where they discussed their reflective journal entries . Main outcome measures were qualitative interviews and examination results. Results Interviews were carried out with 19 full participants, 4 initial participants and 7 non-participants. Participants perceived that they gained a greater ability to identify learning objectives and to integrate learning. The tutorial groups encouraged students to compare progress with their peers. Some students did not take part because they thought that the large factual content of the curriculum would make reflective learning less useful. There were no differences between the groups in examination results. Conclusions Students among the small, self-selected group of participants were better able to identify what they needed to learn although there was no improvement in examination results. Students appear unlikely to take up voluntary reflective learning if they do not think it relates to the curriculum and assessments. Student culture exerts a potent effect on willingness to attend extra tutorial groups. [ABSTRACT FROM AUTHOR]
 
    Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract},
	number = {4},
	journal = {Medical Education},
	author = {Grant, A. and Kinnersley, P. and Metcalf, E. and Pill, R. and Houston, H.},
	year = {2006},
	note = {00056},
	pages = {379--388},
}

Objective To describe the effects of a voluntary intervention using reflective learning techniques on students' learning. Design An interventional study with reflective learning techniques offered to medical students. Setting Year 3 of undergraduate medicine at Cardiff University where the curriculum is integrated with early clinical contact. Participants All 232 Year 3 students were invited to participate. A total of 65 attended an introductory lecture. After the lecture 35 students agreed to take part; 15 of these subsequently dropped out (some before attending tutorial groups, others after taking part for some weeks). Interventions Participants kept learning journals for 2 terms and attended fortnightly, facilitated tutorial groups where they discussed their reflective journal entries . Main outcome measures were qualitative interviews and examination results. Results Interviews were carried out with 19 full participants, 4 initial participants and 7 non-participants. Participants perceived that they gained a greater ability to identify learning objectives and to integrate learning. The tutorial groups encouraged students to compare progress with their peers. Some students did not take part because they thought that the large factual content of the curriculum would make reflective learning less useful. There were no differences between the groups in examination results. Conclusions Students among the small, self-selected group of participants were better able to identify what they needed to learn although there was no improvement in examination results. Students appear unlikely to take up voluntary reflective learning if they do not think it relates to the curriculum and assessments. Student culture exerts a potent effect on willingness to attend extra tutorial groups. [ABSTRACT FROM AUTHOR] Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract

@book{jafari_handbook_2006,
	title = {Handbook of research on {ePortfolios}},
	isbn = {9781591408901},
	abstract = {The Handbook of Research on ePortfolios is the single source for comprehensive coverage of the major themes of ePortfolios, addressing all of the major issues, from concept to technology to implementation. It is the first reference publication to provide a complete investigation on a variety of ePortfolio uses through case studies and supporting technologies, and also explains the conceptual thinking behind current uses and potential uses not yet implemented. Over 100 international experts with countless years of experience lend this handbook the credibility that assures its readers of its extensive, recent, and reliable content. The Handbook of Research on ePortfolios is the first handbook to investigate commercial and academic ePortfolio systems-home-grown, off the shelf, and open source-and to supply proof-of-concept evidence of successful systems.},
	language = {en},
	publisher = {Idea Group Inc (IGI)},
	author = {Jafari, Ali and Kaufman, Catherine},
	month = may,
	year = {2006},
	note = {00091},
	keywords = {Computers / Educational Software, Computers / Information Technology, Education / Computers \& Technology, Education / Distance Education \& Learning, Electronic portfolios in education, Internet in education, Reference / Handbooks \& Manuals},
}

The Handbook of Research on ePortfolios is the single source for comprehensive coverage of the major themes of ePortfolios, addressing all of the major issues, from concept to technology to implementation. It is the first reference publication to provide a complete investigation on a variety of ePortfolio uses through case studies and supporting technologies, and also explains the conceptual thinking behind current uses and potential uses not yet implemented. Over 100 international experts with countless years of experience lend this handbook the credibility that assures its readers of its extensive, recent, and reliable content. The Handbook of Research on ePortfolios is the first handbook to investigate commercial and academic ePortfolio systems-home-grown, off the shelf, and open source-and to supply proof-of-concept evidence of successful systems.

@article{wetzel_costs_2006,
	title = {Costs and benefits of electronic portfolios in teacher education: {Student} voices},
	volume = {22},
	number = {3},
	journal = {Journal of Computing in Teacher Education},
	author = {Wetzel, K. and Strudler, N.},
	year = {2006},
	note = {00060},
	pages = {99},
}

@article{wilhelm_lessons_2006,
	title = {Lessons {Learned} from the {Implementation} of {Electronic} {Portfolios} at {Three} {Universities}},
	volume = {50},
	issn = {8756-3894},
	url = {http://dx.doi.org/10.1007/s11528-006-0062-9},
	doi = {10.1007/s11528-006-0062-9},
	number = {4},
	journal = {TechTrends},
	author = {Wilhelm, Lance and Puckett, Kathleen and Beisser, Sally and Wishart, William and Merideth, Eunice and Sivakumaran, Thilla},
	month = aug,
	year = {2006},
	note = {00041},
	keywords = {Educational Technology, Humanities, Humanities, Social Sciences and Law, Learning \& Instruction, Social Sciences and Law, To\_print, To\_read},
	pages = {62--71},
}

@article{ellis_tutor_2006,
	title = {Tutor perceptions of the use of a reflective portfolio within a pastoral tutor system to facilitate undergraduate personal development planning},
	volume = {10},
	number = {4},
	journal = {European Journal of Dental Education},
	author = {Ellis, J. S. and Hobson, R. S. and Waterhouse, P. J. and Meechan, J. G. and Hogg, S. D. and Whitworth, J. M. and Thomason, J. M.},
	year = {2006},
	note = {00013},
	pages = {217--225},
}

@inproceedings{chung_building_2006,
	title = {Building {A} {Community} of {Practice} in {Electronic} {Portfolios}: {Does} the {Choice} of {Web}-{Based} {Tool} {Make} the {Difference}?},
	volume = {2006},
	isbn = {1880094584},
	booktitle = {Society for {Information} {Technology} \& {Teacher} {Education} {International} {Conference}},
	author = {Chung, C. J.},
	year = {2006},
	note = {00000},
	pages = {24--29},
}

@article{shin_online_2006,
	title = {Online learner’s ‘flow’ experience: an empirical study},
	volume = {37},
	issn = {00071013},
	shorttitle = {Online learner’s ‘flow’ experience},
	doi = {10.1111/j.1467-8535.2006.00641.x},
	abstract = {This study is concerned with online learners’‘flow’ experiences. On the basis of Csikszentmihalyi’s theory of flow, flow was conceptualised as a complex, multimentional, reflective construct composing of ‘enjoyment’, ‘telepresence’, ‘focused attention’, ‘engagement’ and ‘time distortion’ on the part of learners. A flow model was put forward with regard to virtual class environment in a traditional university context, comprised with flow antecedents, flow and flow consequences. Based on the model, a virtual-course flow measure was developed and administered to 525 undergraduate students engaged in virtual classes in order to examine the empirical relationships between measured flow antecedents, flow experiences and flow consequence-course satisfaction in this case. The analysis of the data showed that: (1) students’ perceptions of their level of ‘skill’ and ‘challenge’ specific to each course are critical to determining the level of flow, (2) flow is a significant predictor of course satisfaction and (3) other than flow, individual differences such as ‘gender’ and ‘having a clear goal’ can make a significant difference in the level of flow in a virtual course. These findings are discussed along with the implications for bringing up a computer-mediated environment more conducive to flow and learning. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)},
	number = {5},
	journal = {British Journal of Educational Technology},
	author = {Shin, Namin},
	year = {2006},
	note = {00102},
	keywords = {COMPUTERS, College Students, INDIVIDUAL differences, Internet in education, LEARNING, ONLINE courses, PERCEPTION, VIRTUAL reality},
	pages = {705--720},
}

This study is concerned with online learners’‘flow’ experiences. On the basis of Csikszentmihalyi’s theory of flow, flow was conceptualised as a complex, multimentional, reflective construct composing of ‘enjoyment’, ‘telepresence’, ‘focused attention’, ‘engagement’ and ‘time distortion’ on the part of learners. A flow model was put forward with regard to virtual class environment in a traditional university context, comprised with flow antecedents, flow and flow consequences. Based on the model, a virtual-course flow measure was developed and administered to 525 undergraduate students engaged in virtual classes in order to examine the empirical relationships between measured flow antecedents, flow experiences and flow consequence-course satisfaction in this case. The analysis of the data showed that: (1) students’ perceptions of their level of ‘skill’ and ‘challenge’ specific to each course are critical to determining the level of flow, (2) flow is a significant predictor of course satisfaction and (3) other than flow, individual differences such as ‘gender’ and ‘having a clear goal’ can make a significant difference in the level of flow in a virtual course. These findings are discussed along with the implications for bringing up a computer-mediated environment more conducive to flow and learning. [ABSTRACT FROM AUTHOR] Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

@book{jokic_qualitat_2006,
	title = {Qualität und {Quantität} wissenschaftlicher {Veröffentlichungen}: {Bibliometrische} {Aspekte} der {Wissenschaftskommunikation}},
	isbn = {3893364315},
	shorttitle = {Qualität und {Quantität} wissenschaftlicher {Veröffentlichungen}},
	publisher = {Forschungszentrum Jülich},
	author = {Jokic, Maja},
	month = jun,
	year = {2006},
	note = {00015},
}

@article{arnaud_improving_2006,
	title = {Improving {European} employability with the e-portfolio},
	journal = {Handbook on Quality and Standardisation in E-Learning},
	author = {Arnaud, M.},
	year = {2006},
	note = {00003},
	pages = {263--273},
}

@incollection{hartnell-young_eportfolios_2006,
	series = {Lecture {Notes} in {Computer} {Science}},
	title = {{ePortfolios} in {Australian} {Schools}: {Supporting} {Learners}’ {Self}-esteem, {Multiliteracies} and {Reflection} on {Learning}},
	volume = {4226},
	isbn = {978-3-540-48218-5},
	shorttitle = {{ePortfolios} in {Australian} {Schools}},
	url = {http://www.springerlink.com.libezproxy.open.ac.uk/content/n2270qwk1n274g4j/abstract/},
	abstract = {Electronic or ePortfolios are containers for selections of digital items – whether audio, visual, text, or a combination of these – generally used to show individual learning. Large-scale systems are being developed in Europe and the United States, based on specially-designed proprietary or open-source software. In contrast, most Australian ePortfolio projects in schools are small-scale, locally-developed attempts to take advantage of digital formats to develop a range of literacies, express learners’ identities and present achievements to various audiences. This paper describes recent school-based examples reported by teachers and students and concludes that teachers believe that important outcomes lie in increasing self-esteem, improving multiliteracies and developing the skills of reflection. It suggests that it is important to build on the current knowledge and experience of teachers and students if the use of ePortfolios is to spread.},
	urldate = {2012-09-26},
	booktitle = {Informatics {Education} – {The} {Bridge} between {Using} and {Understanding} {Computers}},
	publisher = {Springer Berlin / Heidelberg},
	author = {Hartnell-Young, Elizabeth},
	editor = {Mittermeir, Roland},
	year = {2006},
	note = {00005},
	keywords = {Computer Science},
	pages = {279--289},
}

Electronic or ePortfolios are containers for selections of digital items – whether audio, visual, text, or a combination of these – generally used to show individual learning. Large-scale systems are being developed in Europe and the United States, based on specially-designed proprietary or open-source software. In contrast, most Australian ePortfolio projects in schools are small-scale, locally-developed attempts to take advantage of digital formats to develop a range of literacies, express learners’ identities and present achievements to various audiences. This paper describes recent school-based examples reported by teachers and students and concludes that teachers believe that important outcomes lie in increasing self-esteem, improving multiliteracies and developing the skills of reflection. It suggests that it is important to build on the current knowledge and experience of teachers and students if the use of ePortfolios is to spread.

@article{cox_skill_2006,
	title = {Skill sets: an approach to embed employability in course design},
	volume = {48},
	issn = {0040-0912},
	shorttitle = {Skill sets},
	url = {http://www.emeraldinsight.com.libezproxy.open.ac.uk/journals.htm?articleid=1556523&show=abstract},
	doi = {10.1108/00400910610671933},
	number = {4},
	urldate = {2012-10-01},
	journal = {Education + Training},
	author = {Cox, Sharon and King, David},
	month = apr,
	year = {2006},
	note = {00074},
	keywords = {Curriculum development, EDUCATION, Employment, Universities},
	pages = {262--274},
}

@inproceedings{ravet_eportfolio_2005,
	title = {{ePortfolio} for a learning society},
	volume = {26},
	booktitle = {E {Learning} {Conference}, {Brussels}. {Retrieved} {February}},
	author = {Ravet, Serge},
	year = {2005},
	pages = {2008},
}

@article{heath_are_2005,
	title = {Are {You} {Ready} to {Go} {Digital}?: {The} {Pros} and {Cons} of {Electronic} {Portfolio} {Development}.},
	volume = {23},
	number = {7},
	journal = {Library Media Connection},
	author = {Heath, Marilyn},
	year = {2005},
	note = {00030},
	pages = {66},
}

@article{rees_use_2005,
	title = {The use (and abuse) of the term'portfolio'},
	volume = {39},
	abstract = {Presents a letter to the editor about the use of the term 'portfolio' to guide and monitor the learning of specialist registrars in pediatrics and child health},
	number = {4},
	journal = {Medical Education},
	author = {Rees, C.},
	year = {2005},
	note = {00028},
	pages = {436--436},
}

Presents a letter to the editor about the use of the term 'portfolio' to guide and monitor the learning of specialist registrars in pediatrics and child health

@article{wood_teachers_2005,
	title = {Teachers' {Perceptions}: barriers and supports to using technology in the classroom},
	volume = {5},
	issn = {1463631X},
	shorttitle = {Teachers' {Perceptions}},
	doi = {10.1080/14636310500186214},
	abstract = {Fifty-four elementary and secondary school teachers participated in focus-group discussions and completed a survey to examine barriers and supports to computer integration. Although teachers used computers at home and school, they were not wholly comfortable with the technology. Familiarity with computers predicted greater comfort with technology and greater comfort was related to greater integration in the classroom. Thematic analysis of the focus groups yielded six major themes, including issues related to: support, teachers, context and access, students, computer hardware and software problems, and external or other priorities. The discussion of computer integration also inspired substantial emotional responses on the part of teachers. Together, the survey and focus-group findings yielded a framework for identifying individual and environmental issues which impact on computer integration. [ABSTRACT FROM AUTHOR]
Copyright of Education, Communication \& Information is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)},
	number = {2},
	journal = {Education, Communication \& Information},
	author = {Wood, Eileen and Mueller, Julie and Willoughby, Teena and Specht, Jacqueline and Deyoung, Ted},
	month = jul,
	year = {2005},
	note = {00074},
	keywords = {COMPUTERS, Educational Technology, FOCUS groups, INNOVATION adoption, PERCEPTION, TEACHERS},
	pages = {183--206},
}

Fifty-four elementary and secondary school teachers participated in focus-group discussions and completed a survey to examine barriers and supports to computer integration. Although teachers used computers at home and school, they were not wholly comfortable with the technology. Familiarity with computers predicted greater comfort with technology and greater comfort was related to greater integration in the classroom. Thematic analysis of the focus groups yielded six major themes, including issues related to: support, teachers, context and access, students, computer hardware and software problems, and external or other priorities. The discussion of computer integration also inspired substantial emotional responses on the part of teachers. Together, the survey and focus-group findings yielded a framework for identifying individual and environmental issues which impact on computer integration. [ABSTRACT FROM AUTHOR] Copyright of Education, Communication & Information is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

@misc{firdyiwek_e-folio_2005,
	title = {E-folio 1999 - 2009},
	url = {https://e-folio.web.virginia.edu/1/dspHome.cfm},
	urldate = {2012-10-07},
	journal = {University of Virginia - E-folio},
	author = {Firdyiwek, Yitna},
	year = {2005},
	note = {00000},
}

@article{niguidula_documenting_2005,
	title = {Documenting learning with digital portfolios},
	volume = {63},
	number = {3},
	journal = {Educational Leadership},
	author = {Niguidula, D.},
	year = {2005},
	note = {00000},
}

@article{barrett_conflicting_2005,
	title = {Conflicting paradigms and competing purposes in electronic portfolio development},
	journal = {TaskStream web site},
	author = {Barrett, Helen and Carney, J.},
	year = {2005},
	note = {00082},
}

@article{mcquaid_concept_2005,
	title = {The {Concept} of {Employability}},
	volume = {42},
	issn = {0042-0980, 1360-063X},
	url = {http://usj.sagepub.com/content/42/2/197},
	doi = {10.1080/0042098042000316100},
	abstract = {The concept of 'employability' plays a crucial role in informing labour market policy in the UK, the EU and beyond. This paper analyses current and previous applications of the term and discusses its value as an exploratory concept and a framework for policy analysis. It then traces the development of the concept, discusses its role in current labour market and training strategies (with particular reference to the UK) and seeks to identify an approach to defining employability that can better inform labour market policy, by transcending explanations of employment and unemployment that focus solely on either supply-side or demand-side factors. Although the literature offers a range of definitions of 'employability', many policy-makers have recently used the term as shorthand for 'the individual's employability skills and attributes'. It is argued that this 'narrow' usage can lead to a 'hollowing out' of the concept of employability. The paper concludes by presenting a broad framework for analysing employability built around individual factors, personal circumstances and external factors, which acknowledges the importance of both supply- and demand-side factors.},
	language = {en},
	number = {2},
	urldate = {2012-10-01},
	journal = {Urban Studies},
	author = {McQuaid, Ronald W. and Lindsay, Colin},
	month = feb,
	year = {2005},
	note = {00371},
	pages = {197--219},
}

The concept of 'employability' plays a crucial role in informing labour market policy in the UK, the EU and beyond. This paper analyses current and previous applications of the term and discusses its value as an exploratory concept and a framework for policy analysis. It then traces the development of the concept, discusses its role in current labour market and training strategies (with particular reference to the UK) and seeks to identify an approach to defining employability that can better inform labour market policy, by transcending explanations of employment and unemployment that focus solely on either supply-side or demand-side factors. Although the literature offers a range of definitions of 'employability', many policy-makers have recently used the term as shorthand for 'the individual's employability skills and attributes'. It is argued that this 'narrow' usage can lead to a 'hollowing out' of the concept of employability. The paper concludes by presenting a broad framework for analysing employability built around individual factors, personal circumstances and external factors, which acknowledges the importance of both supply- and demand-side factors.

@article{richardson_developing_2005,
	title = {Developing and implementing a methodology for reviewing e-portfolio products},
	journal = {Report of the Centre for Recording Achievement. Available online at: http://www. jisc. ac. uk/uploaded\_documents/epfr. doc (accessed August 2006)},
	author = {Richardson, H. C. and Ward, R.},
	year = {2005},
	note = {00023},
}

@article{chin-chung_tsai_adolescents_2004,
	title = {Adolescents' {Perceptions} {Toward} the {Internet}: {A} 4-{T} {Framework}},
	volume = {7},
	issn = {10949313},
	shorttitle = {Adolescents' {Perceptions} {Toward} the {Internet}},
	abstract = {This study could be viewed as one of the initial attempts to probe adolescents' general perceptions toward the Internet. Through interviewing 40 adolescents in Taiwan, this study found the following 4-T categories for interpreting their perceptions toward the Internet, which included Technology, Tool, Toy, and Travel. Most adolescents perceived the Internet as a tool, implying that these adolescents, in general, held pragmatic views about the Internet. This paper further proposes a framework to elaborate the 4-T categories. The framework consists of the following two axes: one axis probably shows the ontology of the Internet, ranging from a "product" to a "process," whereas the other axis indicates the perceived feature of the Internet, varying from "functional" to "technical." It is finally suggested to carefully investigate the effects of people's Internet perceptions on their behaviors, as well as psychological and cognitive activities in Internet-related environments. [ABSTRACT FROM AUTHOR]
Copyright of CyberPsychology \& Behavior is the property of Mary Ann Liebert, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)},
	number = {4},
	journal = {CyberPsychology \& Behavior},
	author = {Chin-Chung Tsai},
	year = {2004},
	note = {00025},
	keywords = {Educational Technology, Internet, PERCEPTION, TAIWAN, TAIWANESE, TEENAGERS},
	pages = {458--463},
}

This study could be viewed as one of the initial attempts to probe adolescents' general perceptions toward the Internet. Through interviewing 40 adolescents in Taiwan, this study found the following 4-T categories for interpreting their perceptions toward the Internet, which included Technology, Tool, Toy, and Travel. Most adolescents perceived the Internet as a tool, implying that these adolescents, in general, held pragmatic views about the Internet. This paper further proposes a framework to elaborate the 4-T categories. The framework consists of the following two axes: one axis probably shows the ontology of the Internet, ranging from a "product" to a "process," whereas the other axis indicates the perceived feature of the Internet, varying from "functional" to "technical." It is finally suggested to carefully investigate the effects of people's Internet perceptions on their behaviors, as well as psychological and cognitive activities in Internet-related environments. [ABSTRACT FROM AUTHOR] Copyright of CyberPsychology & Behavior is the property of Mary Ann Liebert, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

@article{carraccio_analyses/literature_2004,
	title = {{ANALYSES}/{LITERATURE} {REVIEWS}: {Evaluating} {Competence} {Using} a {Portfolio}: {A} {Literature} {Review} and {Web}-{Based} {Application} to the {ACGME} {Competencies}},
	volume = {16},
	issn = {1040-1334},
	url = {http://dx.doi.org/10.1207/s15328015tlm1604_13},
	doi = {10.1207/s15328015tlm1604_13},
	abstract = {Background: The Accreditation Council for Graduate Medical Education is shifting its focus from a structure and process system of graduate medical education to one that is outcomes based, requiring all residents in training to achieve competence in six broad domains and presenting educators with the challenge of evaluation. Summary: We searched the literature and reviewed all articles relating to portfolio assessment in medicine. In addition, we reviewed articles that addressed standard tools currently in use for resident performance assessment. The use of a portfolio allows one to incorporate a variety of assessment tools needed to evaluate the diverse domains of competence and also fosters reflective learning, which is key to professional development. From lessons learned through this review, we developed a Web-based evaluation portfolio for residency training that we describe here in the hope of facilitating this process for others. Conclusions: Web-based portfolio assessment provides an ideal venue for the evaluation of competence and has the ability to provide educators with a research infrastructure to practice evidence-based education.
Background: The Accreditation Council for Graduate Medical Education is shifting its focus from a structure and process system of graduate medical education to one that is outcomes based, requiring all residents in training to achieve competence in six broad domains and presenting educators with the challenge of evaluation. Summary: We searched the literature and reviewed all articles relating to portfolio assessment in medicine. In addition, we reviewed articles that addressed standard tools currently in use for resident performance assessment. The use of a portfolio allows one to incorporate a variety of assessment tools needed to evaluate the diverse domains of competence and also fosters reflective learning, which is key to professional development. From lessons learned through this review, we developed a Web-based evaluation portfolio for residency training that we describe here in the hope of facilitating this process for others. Conclusions: Web-based portfolio assessment provides an ideal venue for the evaluation of competence and has the ability to provide educators with a research infrastructure to practice evidence-based education.},
	number = {4},
	journal = {Teaching and Learning in Medicine},
	author = {Carraccio, Carol and Englander, Robert},
	year = {2004},
	note = {00120},
	pages = {381--387},
}

Background: The Accreditation Council for Graduate Medical Education is shifting its focus from a structure and process system of graduate medical education to one that is outcomes based, requiring all residents in training to achieve competence in six broad domains and presenting educators with the challenge of evaluation. Summary: We searched the literature and reviewed all articles relating to portfolio assessment in medicine. In addition, we reviewed articles that addressed standard tools currently in use for resident performance assessment. The use of a portfolio allows one to incorporate a variety of assessment tools needed to evaluate the diverse domains of competence and also fosters reflective learning, which is key to professional development. From lessons learned through this review, we developed a Web-based evaluation portfolio for residency training that we describe here in the hope of facilitating this process for others. Conclusions: Web-based portfolio assessment provides an ideal venue for the evaluation of competence and has the ability to provide educators with a research infrastructure to practice evidence-based education. Background: The Accreditation Council for Graduate Medical Education is shifting its focus from a structure and process system of graduate medical education to one that is outcomes based, requiring all residents in training to achieve competence in six broad domains and presenting educators with the challenge of evaluation. Summary: We searched the literature and reviewed all articles relating to portfolio assessment in medicine. In addition, we reviewed articles that addressed standard tools currently in use for resident performance assessment. The use of a portfolio allows one to incorporate a variety of assessment tools needed to evaluate the diverse domains of competence and also fosters reflective learning, which is key to professional development. From lessons learned through this review, we developed a Web-based evaluation portfolio for residency training that we describe here in the hope of facilitating this process for others. Conclusions: Web-based portfolio assessment provides an ideal venue for the evaluation of competence and has the ability to provide educators with a research infrastructure to practice evidence-based education.

@article{rees_undergraduate_2004,
	title = {Undergraduate medical students' views about a reflective portfolio assessment of their communication skills learning},
	volume = {38},
	abstract = {To date, no studies have examined preclinical medical students' views about portfolios. Since portfolios are becoming increasingly valued in medical education, this study explores second-year medical students' views about a reflective portfolio assessment of their communication skills. 178 second-year medical students at the University of Nottingham completed the 18-item reflective portfolio questionnaire (RPQ) (α = 0.716) and a personal details questionnaire three days before submitting their portfolio assessment for communication skills. Data were analysed using univariate and multivariate statistics on SPSS Version 10.0. Total scores on the RPQ ranged from 40 to 75 (mean 58.28, SD 7.08). Significant relationships existed between RPQ total scores and students' ratings of their reflection skills ( rs = 0.322, P {\textless} 0.001), RPQ total scores and students' confidence building another portfolio (T = 4.381, d.f. = 176, P {\textless} 0.001), and RPQ total scores and students' marks for their reflective portfolio assessment ( rs = 0.167, P = 0.029). Students with more positive views about reflective portfolios were more likely to rate their reflection skills as good, receive better marks for their portfolio assessment, and be more confident building another portfolio. This study begins to highlight preclinical medical students' views about reflective portfolios. However, further research is required using qualitative studies to explore students' views in depth. Medical educators should be encouraged to consider introducing portfolios as a method of formative and summative assessment earlier in the medical curriculum. [ABSTRACT FROM AUTHOR]
 
    Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract},
	number = {2},
	journal = {Medical Education},
	author = {Rees, C. and Sheard, C.},
	year = {2004},
	note = {00063},
	pages = {125--128},
}

To date, no studies have examined preclinical medical students' views about portfolios. Since portfolios are becoming increasingly valued in medical education, this study explores second-year medical students' views about a reflective portfolio assessment of their communication skills. 178 second-year medical students at the University of Nottingham completed the 18-item reflective portfolio questionnaire (RPQ) (α = 0.716) and a personal details questionnaire three days before submitting their portfolio assessment for communication skills. Data were analysed using univariate and multivariate statistics on SPSS Version 10.0. Total scores on the RPQ ranged from 40 to 75 (mean 58.28, SD 7.08). Significant relationships existed between RPQ total scores and students' ratings of their reflection skills ( rs = 0.322, P \textless 0.001), RPQ total scores and students' confidence building another portfolio (T = 4.381, d.f. = 176, P \textless 0.001), and RPQ total scores and students' marks for their reflective portfolio assessment ( rs = 0.167, P = 0.029). Students with more positive views about reflective portfolios were more likely to rate their reflection skills as good, receive better marks for their portfolio assessment, and be more confident building another portfolio. This study begins to highlight preclinical medical students' views about reflective portfolios. However, further research is required using qualitative studies to explore students' views in depth. Medical educators should be encouraged to consider introducing portfolios as a method of formative and summative assessment earlier in the medical curriculum. [ABSTRACT FROM AUTHOR] Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract

@article{jafari_sticky_2004,
	title = {The "{Sticky}" {ePortfolio} {System}. {Tackling} {Challenges} \& {Identifying} {Attributes}},
	volume = {39},
	issn = {ISSN-1527-6619},
	shorttitle = {The “sticky” e-portfolio system},
	url = {http://www.educause.edu/ero/article/%E2%80%9Csticky%E2%80%9D-eportfolio-system-tackling-challenges-and-identifying-attribute},
	abstract = {At some point, the electronic portfolio, or ePortfolio, will become a fully implemented, successful tool.  However, the process of developing and implementing a successful ePortfolio project--one that is ?"sticky," one that works and is adopted by users--will first involve many challenges. Higher education will need to tackle those challenges in order to turn the ePortfolio concept into a working system. In addition, higher education will need to identify those ePortfolio system attributes that will lead to success. But by learning from past experiences with other electronic educational tools and by studying difficulties already encountered in those earlier projects, ePortfolio developers can more easily understand and more readily address potential future problems. This document discusses the ePortfolio Concept.},
	number = {4},
	urldate = {2012-01-07},
	journal = {EDUCAUSE Review},
	author = {Jafari, Ali},
	year = {2004},
	note = {00000},
	keywords = {Educational Change, Higher Education, Portfolios (Background Materials)},
	pages = {38--42},
}

At some point, the electronic portfolio, or ePortfolio, will become a fully implemented, successful tool. However, the process of developing and implementing a successful ePortfolio project–one that is ?"sticky," one that works and is adopted by users–will first involve many challenges. Higher education will need to tackle those challenges in order to turn the ePortfolio concept into a working system. In addition, higher education will need to identify those ePortfolio system attributes that will lead to success. But by learning from past experiences with other electronic educational tools and by studying difficulties already encountered in those earlier projects, ePortfolio developers can more easily understand and more readily address potential future problems. This document discusses the ePortfolio Concept.

@article{forrier_concept_2003,
	title = {The concept employability: a complex mosaic},
	volume = {3},
	shorttitle = {The concept employability},
	url = {http://inderscience.metapress.com/content/76NJR973WWJN754B},
	abstract = {Since lifetime employment within the same organisation is no longer a prerogative for all, job security has to be safeguarded differently. In this respect, \"lifetime employability\" instead of \"lifetime employment\" is often put forward as the new protection in the labour market. Although employability became a buzzword in organisational literature, no clear consensus about its meaning and measurement can be found. In this paper, we bring some clarification to the debate about employability. We develop a conceptual model of the \"employability process\". This conceptual model offers a framework for future empirical research on employability. It can help to identify the main factors that may influence labour market transitions for individuals. In addition, it may clarify the role government and employers can play in shaping these career moves.},
	number = {2},
	urldate = {2012-10-01},
	journal = {International Journal of Human Resources Development and Management},
	author = {Forrier, Anneleen and Sels, Luc},
	month = jan,
	year = {2003},
	note = {00197},
	pages = {102--124},
}

Since lifetime employment within the same organisation is no longer a prerogative for all, job security has to be safeguarded differently. In this respect, "lifetime employability" instead of "lifetime employment" is often put forward as the new protection in the labour market. Although employability became a buzzword in organisational literature, no clear consensus about its meaning and measurement can be found. In this paper, we bring some clarification to the debate about employability. We develop a conceptual model of the "employability process". This conceptual model offers a framework for future empirical research on employability. It can help to identify the main factors that may influence labour market transitions for individuals. In addition, it may clarify the role government and employers can play in shaping these career moves.

@article{bartlett_preparing_2002,
	title = {Preparing {Preservice} {Teachers} {To} {Implement} {Performance} {Assessment} and {Technology} through {Electronic} {Portfolios}.},
	volume = {24},
	issn = {ISSN-0162-6620},
	url = {http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ649764},
	abstract = {Considers the use of electronic portfolios in teacher education, evaluating survey responses of preservice teachers who used presentation software and multimedia to recreate instructional units they had taught to elementary students. Respondents rated the assignment positively, noting such advantages as opportunities to learn about educational technology and new ways to organize and present ideas. Complaints included time and equipment problems. (SM)},
	number = {1},
	urldate = {2012-01-07},
	journal = {Action in Teacher Education},
	author = {Bartlett, Andrea},
	year = {2002},
	note = {00077},
	keywords = {Computer Uses in Education, Elementary Secondary Education, Higher Education, Performance Based Assessment, Portfolio Assessment, Preservice Teacher Education, Student Teacher Evaluation},
	pages = {90--97},
}

Considers the use of electronic portfolios in teacher education, evaluating survey responses of preservice teachers who used presentation software and multimedia to recreate instructional units they had taught to elementary students. Respondents rated the assignment positively, noting such advantages as opportunities to learn about educational technology and new ways to organize and present ideas. Complaints included time and equipment problems. (SM)

@article{brown_know_2002,
	title = {Know thyself: {The} impact of portfolio development on adult learning},
	volume = {52},
	number = {3},
	journal = {Adult Education Quarterly},
	author = {Brown, Judith},
	year = {2002},
	pages = {228--245},
}

@article{heath_electronic_2002,
	title = {Electronic {Portfolios} for {Reflective} {Self}-{Assessment}.},
	volume = {30},
	issn = {ISSN-1481-1782},
	url = {http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ663180},
	abstract = {Explains the value of developing a professional portfolio to be used for evaluation for teacher-librarians. Discusses electronic portfolios; collecting pertinent information to accurately reflect the scope of abilities and accomplishments; identifying professional growth and possibilities for future growth; and how to present an electronic portfolio. (LRW)},
	number = {1},
	urldate = {2012-01-07},
	journal = {Teacher Librarian},
	author = {Heath, Marilyn},
	year = {2002},
	note = {00061},
	keywords = {Elementary Secondary Education, Evaluation Methods, Futures (of Society), Portfolios (Background Materials), Professional Development, School Libraries},
	pages = {19--23},
}

Explains the value of developing a professional portfolio to be used for evaluation for teacher-librarians. Discusses electronic portfolios; collecting pertinent information to accurately reflect the scope of abilities and accomplishments; identifying professional growth and possibilities for future growth; and how to present an electronic portfolio. (LRW)

@article{reis_benefits_2002,
	title = {The {Benefits}, {Tensions}, and {Visions} of {Portfolios} as a {Wide}-{Scale} {Assessment} for {Teacher} {Education}.},
	volume = {23},
	issn = {ISSN-0162-6620},
	url = {http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ649816},
	abstract = {Examined benefits, tensions, and visions that emerged when a college of education implemented college-wide portfolios. Surveys of preservice teachers, cooperating teachers, faculty, and university supervisors noted such benefits as increased reflection and skill development. There were tensions between time and worth, validity and reliability, and autonomy and compliance. Many had visions that extended beyond the exit portfolio's current framework. (SM)},
	number = {4},
	urldate = {2012-01-07},
	journal = {Action in Teacher Education},
	author = {Reis, Nancy K. and Villaume, Susan Kidd},
	year = {2002},
	note = {00044},
	keywords = {Cooperating Teachers, Elementary Secondary Education, Evaluation Methods, Higher Education, Portfolio Assessment, Preservice Teacher Education, Student Teacher Attitudes, Student Teacher Evaluation, Student Teacher Supervisors, Student Teachers, Teacher Educators},
	pages = {10--17},
}

Examined benefits, tensions, and visions that emerged when a college of education implemented college-wide portfolios. Surveys of preservice teachers, cooperating teachers, faculty, and university supervisors noted such benefits as increased reflection and skill development. There were tensions between time and worth, validity and reliability, and autonomy and compliance. Many had visions that extended beyond the exit portfolio's current framework. (SM)

@article{biggeri_transition_2001,
	title = {The transition from university to work: a multilevel approach to the analysis of the time to obtain the first job},
	volume = {164},
	copyright = {2001 Royal Statistical Society},
	issn = {1467-985X},
	shorttitle = {The transition from university to work},
	url = {http://onlinelibrary.wiley.com.libezproxy.open.ac.uk/doi/10.1111/1467-985X.00203/abstract},
	doi = {10.1111/1467-985X.00203},
	abstract = {The aim of the paper is to characterize the factors that determine the transition from university to work as well as to evaluate the effectiveness of universities and course programmes with respect to the labour market outcomes of their graduates. The study is focused on the analysis of the time to obtain the first job, taking into account the graduates' characteristics and the effects pertaining to course programmes and universities. For this a three-level discrete time survival model is used, where the logit of the hazard—conditionally on the random effects at course programme and university level—is a linear function of the covariates. The analysis is accomplished by using a large data set from a survey on job opportunities for the 1992 Italian graduates.},
	language = {en},
	number = {2},
	urldate = {2013-03-12},
	journal = {Journal of the Royal Statistical Society: Series A (Statistics in Society)},
	author = {Biggeri, L. and Bini, M. and Grilli, L.},
	year = {2001},
	note = {00095},
	keywords = {Discrete time survival model, Effectiveness, Job opportunities, Multilevel model},
	pages = {293--305},
}

The aim of the paper is to characterize the factors that determine the transition from university to work as well as to evaluate the effectiveness of universities and course programmes with respect to the labour market outcomes of their graduates. The study is focused on the analysis of the time to obtain the first job, taking into account the graduates' characteristics and the effects pertaining to course programmes and universities. For this a three-level discrete time survival model is used, where the logit of the hazard—conditionally on the random effects at course programme and university level—is a linear function of the covariates. The analysis is accomplished by using a large data set from a survey on job opportunities for the 1992 Italian graduates.

@misc{sinclair_personal_2001,
	title = {Personal {Development} {Planning} in {Practice}: {A} series of case studies},
	shorttitle = {Personal {Development} {Planning} in {Practice}},
	url = {http://www.rgu.ac.uk/files/PDP%20booklet.pdf},
	abstract = {Reflective journals are used increasingly in Higher Education. Examples from an unstructured journal kept by the author in her role as a new Mechanical Engineering student raise issues of what ìoughtî to be in journals, how emotional effects should be dealt with and how the subjective nature of reflection may cause problems for assessment.},
	urldate = {2012-10-08},
	author = {Sinclair, Christine},
	year = {2001},
	note = {00000},
}

Reflective journals are used increasingly in Higher Education. Examples from an unstructured journal kept by the author in her role as a new Mechanical Engineering student raise issues of what ìoughtî to be in journals, how emotional effects should be dealt with and how the subjective nature of reflection may cause problems for assessment.

@article{juwah_personal_2001,
	title = {Personal {Development} {Planning} in {Practice}: {A} series of case studies},
	volume = {1},
	number = {901},
	journal = {CLASS ISBN},
	author = {Juwah, C. and Stefani, L. A. J. and Westwood, J. and Gray, C. and Drysdale, J.},
	year = {2001},
	note = {00002},
	pages = {085},
}

@book{sunstein_portfolio_2000,
	title = {The {Portfolio} {Standard}: {How} {Students} {Can} {Show} {Us} {What} {They} {Know} and {Are} {Able} {To} {Do}.},
	isbn = {ISBN-0-325-00234-7},
	shorttitle = {The {Portfolio} {Standard}},
	url = {http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED438559},
	abstract = {In this book, teachers, students, administrators, and assessors all show that a carefully rendered portfolio becomes an increasingly internalized standard against which learners can assess their own growth. Essays in the book share diverse portfolio projects from across the United States and reflect the spirit and enthusiasm the authors shared as they asked questions that arose from what they learned by looking inside today's portfolios. After a foreword by Donald Graves and an introduction by Bonnie S. Sunstein and Jonathan H. Lovell, essays in the book are: (1) "Be Reflective, Be Reflexive, and Beware: Innocent Forgery for Inauthentic Assessment" (Bonnie S. Sunstein); (2) "Curatorial Collections: Cross-Curricular Design Portfolios" (Jeffrey D. Wilhelm); (3) "Getting Real:  Talking to Students about Portfolios" (Thomas Stewart); (4) "When a Portfolio Keeper Is a Reluctant Writer" (Mary E. McGann); (5) "To Sit Beside: Learning to Evaluate Reading and Writing" (Susan Stires); (6) "Who's the Teacher?" (Linda Rief, Molly Finnegan, and Cinthia Gannett); (7) "Freedom and Identity: Portfolios in a Puerto Rican Writing Class" (Miriam Dempsey Page); (8) "Digging In!: Dynamics of Assessing General University Competencies by Portfolio" (Marilyn R. Barry and Yaso Thiru); (9) "Artifacts--Different Kinds of Facts: How Material Culture Shapes the Researcher Portfolio" (Elizabeth Chiseri-Strater; (10) "The Connected 'I': Portfolios and Cultural Values" (Danling Fu); (11) "From Queen of the Classroom to Jack-of-All-Trades: Talking to Teachers about the Kentucky Writing  Portfolio" (Elizabeth Spalding); (12) "Identity and Reliability in Portfolio Assessment" (James D. Williams); (13) "Interpreting Teacher and Student Portfolios as Artifacts of Classroom Cultures: A Descriptive Assessment" (Julie Cheville, Sandra Murphy, Barbara Wells Price, and Terry Underwood); (14) "Latching on to Portfolios: Assessment Conversations in English Education" (Joe Potts, Ron Strahl, and Don Hohl); (15)"Portfolios and the Politics of Assessing Writing in Urban Schools" (John S. Schmit and Deborah A. Appleman); and (16) "Surveying Portfolios: Three Lenses to the Rescue" (Judith Fueyo). An afterword by Jonathan H. Lovell and Bonnie S. Sunstein concludes the book. (RS)},
	urldate = {2012-01-07},
	publisher = {Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 (\$22). Tel: 603-431-7894; Tel: 800-793-2154 (Toll Free); Web site: http://www.heinemann.com.},
	author = {Sunstein, Bonnie S. and Lovell, Jonathan H.},
	year = {2000},
	note = {00034},
	keywords = {Elementary Secondary Education, Higher Education, Performance Based Assessment, Politics of Education, Portfolio Assessment, Teacher Role, Urban Schools, Writing Apprehension, Writing Evaluation},
}

In this book, teachers, students, administrators, and assessors all show that a carefully rendered portfolio becomes an increasingly internalized standard against which learners can assess their own growth. Essays in the book share diverse portfolio projects from across the United States and reflect the spirit and enthusiasm the authors shared as they asked questions that arose from what they learned by looking inside today's portfolios. After a foreword by Donald Graves and an introduction by Bonnie S. Sunstein and Jonathan H. Lovell, essays in the book are: (1) "Be Reflective, Be Reflexive, and Beware: Innocent Forgery for Inauthentic Assessment" (Bonnie S. Sunstein); (2) "Curatorial Collections: Cross-Curricular Design Portfolios" (Jeffrey D. Wilhelm); (3) "Getting Real: Talking to Students about Portfolios" (Thomas Stewart); (4) "When a Portfolio Keeper Is a Reluctant Writer" (Mary E. McGann); (5) "To Sit Beside: Learning to Evaluate Reading and Writing" (Susan Stires); (6) "Who's the Teacher?" (Linda Rief, Molly Finnegan, and Cinthia Gannett); (7) "Freedom and Identity: Portfolios in a Puerto Rican Writing Class" (Miriam Dempsey Page); (8) "Digging In!: Dynamics of Assessing General University Competencies by Portfolio" (Marilyn R. Barry and Yaso Thiru); (9) "Artifacts–Different Kinds of Facts: How Material Culture Shapes the Researcher Portfolio" (Elizabeth Chiseri-Strater; (10) "The Connected 'I': Portfolios and Cultural Values" (Danling Fu); (11) "From Queen of the Classroom to Jack-of-All-Trades: Talking to Teachers about the Kentucky Writing Portfolio" (Elizabeth Spalding); (12) "Identity and Reliability in Portfolio Assessment" (James D. Williams); (13) "Interpreting Teacher and Student Portfolios as Artifacts of Classroom Cultures: A Descriptive Assessment" (Julie Cheville, Sandra Murphy, Barbara Wells Price, and Terry Underwood); (14) "Latching on to Portfolios: Assessment Conversations in English Education" (Joe Potts, Ron Strahl, and Don Hohl); (15)"Portfolios and the Politics of Assessing Writing in Urban Schools" (John S. Schmit and Deborah A. Appleman); and (16) "Surveying Portfolios: Three Lenses to the Rescue" (Judith Fueyo). An afterword by Jonathan H. Lovell and Bonnie S. Sunstein concludes the book. (RS)

@article{hillage_employability:_1999,
	title = {Employability: developing a framework for policy analysis},
	volume = {107},
	issn = {1361-4819},
	url = {http://openurl.open.ac.uk/sfxlcl3?sid=google&auinit=J&aulast=Hillage&atitle=Employability%3A%20developing%20a%20framework%20for%20policy%20analysis&title=Labour%20market%20trends&volume=107&date=1999&spage=83&issn=1361-4819},
	journal = {Labour market trends},
	author = {Hillage, J},
	year = {1999},
	note = {00000},
	pages = {83},
}

@article{dutt-donter_students_1998,
	title = {Students {React} to {Portfolio} {Assessment}.},
	volume = {69},
	issn = {ISSN-0010-7476},
	url = {http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ566931},
	abstract = {Surveyed preservice teachers, following their final portfolio conference, to determine their views on the efficacy of using portfolio evaluation. The portfolio process helped students gain self-confidence, better relationships with instructors, organizational skills, professional attitudes, job interviewing skills, knowledge about teaching, and a knowledge base for teaching. Students expressed concerns about various aspects of portfolio evaluations. (SM)},
	number = {3},
	urldate = {2012-01-07},
	journal = {Contemporary Education},
	author = {Dutt-Donter, Karen and Gilman, David Alan},
	year = {1998},
	note = {00000},
	keywords = {College Students, Elementary Secondary Education, Evaluation Methods, Higher Education, Portfolio Assessment, Preservice Teacher Education, Student Teacher Attitudes, Student Teacher Evaluation, Student Teachers},
	pages = {159--65},
}

Surveyed preservice teachers, following their final portfolio conference, to determine their views on the efficacy of using portfolio evaluation. The portfolio process helped students gain self-confidence, better relationships with instructors, organizational skills, professional attitudes, job interviewing skills, knowledge about teaching, and a knowledge base for teaching. Students expressed concerns about various aspects of portfolio evaluations. (SM)

@misc{old_dominion_universtiy_special_1998,
	title = {Special {Education} {Portfolio} {Addendum} to {Teacher} {Candidate} {Internship} {Coursepak}},
	url = {http://education.odu.edu/esse/docs/portfolio.pdf},
	urldate = {2012-10-08},
	author = {Old Dominion Universtiy},
	month = apr,
	year = {1998},
	note = {00000},
}

@article{gottlieb_nurturing_1995,
	title = {Nurturing {Student} {Learning} {Through} {Portfolios}.},
	volume = {5},
	issn = {ISSN-1056-7941},
	url = {http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ513673},
	abstract = {Outlines a CRADLE (Collections, Reflections, Assessment, Documentation, Linkages, and Evaluation) approach to portfolio development and use in English-as-a-Second-Language classrooms. This approach focuses on a long-term commitment to portfolio usage by teachers, students, parents, and administrators. (MDM)},
	number = {1},
	urldate = {2012-01-07},
	journal = {TESOL Journal},
	author = {Gottlieb, Margo},
	year = {1995},
	note = {00087},
	keywords = {Alternative Assessment, Definitions, Elementary Secondary Education, English (Second Language), Evaluation Methods, Portfolio Assessment, Program Descriptions, Reliability, Second Language Instruction, Student Evaluation, Validity},
	pages = {12--14},
}

Outlines a CRADLE (Collections, Reflections, Assessment, Documentation, Linkages, and Evaluation) approach to portfolio development and use in English-as-a-Second-Language classrooms. This approach focuses on a long-term commitment to portfolio usage by teachers, students, parents, and administrators. (MDM)

@book{farr_portfolio_1994,
	title = {Portfolio and {Performance} {Assessment}: {Helping} {Students} {Evaluate} {Their} {Progress} as {Readers} and {Writers}.},
	isbn = {ISBN-0-15-500485-9},
	shorttitle = {Portfolio and {Performance} {Assessment}},
	url = {http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED363864},
	abstract = {Responding to the increasing demand for the assessment of authentic language use, this book emphasizes that portfolios must first be useful and successful as part of instruction before they can be used effectively for assessment. Portfolios are presented in the book as working (not "show" portfolios) to promote the student's involvement in analyzing portfolio contents. The book aids in developing and training students as self-assessors so that they can monitor for themselves the effectiveness of their use of language. Chapters in the book are: (1) Thinking about It? Why Portfolios?; (2) Getting Started: Decisions, Decisions; (3) Building the Portfolio: What Goes in It?; (4) Using the Portfolio: Student and Teacher Assessment; (5) Portfolio Conferences: The Key to Success!; (6)  Pulling It All Together: How to Solve the Assessment Puzzle; (7) Constructing Performance Assessments: Integrating Reading and Writing; and (8) Evaluating Performance Assessment Results: Developing Rubrics and Anchor Papers. Answers to 37 often asked questions about portfolio and performance assessment; an annotated sampling of 107 sources available on language arts portfolio assessment and performance assessment; and blackline masters/models of records, forms, note sheets, letters to parents, and announcements for use by students and teachers assessing with portfolios are attached. (RS)},
	urldate = {2012-01-07},
	publisher = {Harcourt Brace and Company, 6277 Sea Harbor Dr., Orlando, FL 32887 (\$26.75 plus state sales tax and 8\% shipping/handling).},
	author = {Farr, Roger and Tone, Bruce},
	year = {1994},
	note = {00134},
	keywords = {Elementary Secondary Education, Language Usage, Performance Based Assessment, Portfolios (Background Materials), Reading Achievement, Self Evaluation (Individuals), Student Evaluation, Theory Practice Relationship, Writing Evaluation},
}

Responding to the increasing demand for the assessment of authentic language use, this book emphasizes that portfolios must first be useful and successful as part of instruction before they can be used effectively for assessment. Portfolios are presented in the book as working (not "show" portfolios) to promote the student's involvement in analyzing portfolio contents. The book aids in developing and training students as self-assessors so that they can monitor for themselves the effectiveness of their use of language. Chapters in the book are: (1) Thinking about It? Why Portfolios?; (2) Getting Started: Decisions, Decisions; (3) Building the Portfolio: What Goes in It?; (4) Using the Portfolio: Student and Teacher Assessment; (5) Portfolio Conferences: The Key to Success!; (6) Pulling It All Together: How to Solve the Assessment Puzzle; (7) Constructing Performance Assessments: Integrating Reading and Writing; and (8) Evaluating Performance Assessment Results: Developing Rubrics and Anchor Papers. Answers to 37 often asked questions about portfolio and performance assessment; an annotated sampling of 107 sources available on language arts portfolio assessment and performance assessment; and blackline masters/models of records, forms, note sheets, letters to parents, and announcements for use by students and teachers assessing with portfolios are attached. (RS)

@article{cuban_computers_1993,
	title = {Computers meet classroom: {Classroom} wins},
	volume = {95},
	shorttitle = {Computers meet classroom},
	url = {http://www.tcrecord.org/Content.asp?ContentId=82},
	number = {2},
	urldate = {2012-06-30},
	journal = {The Teachers College Record},
	author = {Cuban, Larry},
	year = {1993},
	note = {00436},
	pages = {185--210},
}

@article{holt_value_1992,
	title = {The value of written peer criticism},
	volume = {43},
	url = {http://www.jstor.org/stable/358229},
	number = {3},
	urldate = {2016-04-13},
	journal = {College composition and Communication},
	author = {Holt, Mara},
	year = {1992},
	note = {00043},
	keywords = {EdD, Writing Evaluation},
	pages = {384--392},
}

@book{belanoff_portfolios:_1991,
	address = {Portsmounth},
	title = {Portfolios: process and product},
	isbn = {978-0-86709-275-2},
	shorttitle = {Portfolios},
	abstract = {This book, the first to focus exclusively on portfolio assessment, is practical, theoretical, and broad in scope, offering places to start rather than claiming to be definitive. The articles, all by teachers with considerable experience in using portfolio grading, are free of jargon, making sound composition and assessment theory available to every reader, regardless of the level of writing taught.},
	language = {en},
	publisher = {Boynton/Cook Publishers},
	author = {Belanoff, Patrica and Dickson, Marcia},
	month = oct,
	year = {1991},
	note = {00251},
	keywords = {EdD, Education / General, Education / Testing \& Measurement, Educational tests and measurements, Educational tests and measurements - United States, Educational tests and measurements/ United States, English language, English language - Composition and exercises - Study and teaching - Evaluation, English language/ Composition and exercises/ Study and teaching/ Evaluation, Language Arts \& Disciplines / Study \& Teaching, PORTFOLIOS in education, history, portfolio},
}

This book, the first to focus exclusively on portfolio assessment, is practical, theoretical, and broad in scope, offering places to start rather than claiming to be definitive. The articles, all by teachers with considerable experience in using portfolio grading, are free of jargon, making sound composition and assessment theory available to every reader, regardless of the level of writing taught.

@article{maeroff_assessing_1991,
	title = {Assessing {Alternative} {Assessment}.},
	volume = {73},
	issn = {ISSN-0031-7217},
	url = {http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ435781},
	abstract = {For all its attractiveness, alternative assessment is fraught with complications and difficulties, as Rhode Island's experience shows. Although alternative assessment can be systematic, there are no ways to rate large numbers of performance-based tasks, portfolios, interviews, exhibits, or essays. Some standardization is necessary, and assessment must be aligned with instruction. (11 references) (MLH)},
	number = {4},
	urldate = {2012-01-07},
	journal = {Phi Delta Kappan},
	author = {Maeroff, Gene I.},
	year = {1991},
	note = {00109},
	keywords = {Alternative Assessment, Elementary Secondary Education, Evaluation Methods, Norm Referenced Tests, Portfolios (Background Materials), Standardized Tests, Student Evaluation, Testing Problems},
	pages = {272--81},
}

For all its attractiveness, alternative assessment is fraught with complications and difficulties, as Rhode Island's experience shows. Although alternative assessment can be systematic, there are no ways to rate large numbers of performance-based tasks, portfolios, interviews, exhibits, or essays. Some standardization is necessary, and assessment must be aligned with instruction. (11 references) (MLH)

@article{cuban_reforming_1990,
	title = {Reforming again, again, and again},
	volume = {19},
	url = {http://edr.sagepub.com/content/19/1/3.short},
	number = {1},
	urldate = {2012-06-30},
	journal = {Educational researcher},
	author = {Cuban, Larry},
	year = {1990},
	note = {01119},
	pages = {3--13},
}

@article{wiggins_case_1990,
	title = {The case for authentic assessment. {ERIC} {Digest}},
	volume = {328},
	journal = {ERIC Document Reproduction Service No. ED},
	author = {Wiggins, G.},
	year = {1990},
	note = {00377},
	pages = {611},
}

@article{cuban_fundamental_1988,
	title = {A {Fundamental} {Puzzle} of {School} {Reform}},
	volume = {69},
	url = {http://eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ364789},
	number = {5},
	urldate = {2012-06-30},
	journal = {Phi Delta Kappan},
	author = {Cuban, Larry},
	year = {1988},
	note = {00000},
	pages = {341--44},
}