In the Driver's Seat: Web 2.0 Is Turning the Traditional Electronic Portfolio into a Diverse Personal Learning Space, Putting Students at the Helm of Their Academic Experience
Bibliographic record
Abstract
[ILLUSTRATION OMITTED] WHEN JULIE BOHNENKAMP director of technology for the Center Grove Community School Corporation in Greenwood. IN, introduced the Environment to her district last August, she expected a few of the more tech-savvy teachers to take the new electronic portfolio system for a spin, and then gradually spread the word. She didn't expect what she calls an Epsilen epidemic. What began last year as a small pilot project aimed at half a dozen teachers, now comprises 495 teachers, 1,908 students. 88 online and 33 online collaborative groups. We thought we'd have between five and seven teachers who might like to utilize the system for online learning enhancements to their traditional courses, Bohnenkamp says. But people really responded to the connectedness designed into it, the way combines Web 2.0 technologies with the e-portfolio piece. The Environment is an example of what can fairly be called a new species of electronic portfolios. No longer merely a handy digital means for collecting and displaying student work or the professional achievements of teachers, this new breed adds internet-based applications and services that are fundamental to the Web 2.0 phenomenon--things like social networks, blogs, wikis, folksonomies, and mashup tools. The result is a powerful combination of capabilities that trend watchers say is transforming the e-portfolio into a diversified personal learning space rich with academic opportunities. The most profound effect is likely to be on students, whom these enhancements will effectively place at the helm of their own learning experiences, able to interact online around shared interests with their peers virtually anywhere in the world; report on school projects, news, or events; and edit and modify documents collectively. And both teachers and students can utilize this rich environment to maintain and refine their digital resumes for years to come. We have built to the specifications of a new online culture, says Ali Jafari, professor of computer and information technology at Indiana University-Purdue University Indianapolis (IUPUI). There are a lot of in there to encourage people to continue using and maintaining their accounts. Jafari is the founder of the Electronic Portfolio Consortium, a global association of individuals from both educational and commercial groups interested in the development of academic e-portfolio systems. He also directs the CyberLab at IUPUI, which developed Epsilen. The system was the result of six years of research at the university, and only became commercially available last year. Those goodies Jafari speaks of that come bundled with include an e-portfolio management system, a global learning system, group collaboration software, an object repository, blogging tools, a wiki application, messaging capabilities, and resume-writing software. Together, these technologies help to make the Epsilen's web pages sticky--that is, appealing to users for an extended length of time, and likely to draw them back frequently. On the web, the term is generally used to describe entertaining content, Jafari says. In an e-portfolio, it's about providing useful tools for the users. Center Grove Community was one of the first K-12 districts to implement the Environment, which was initially marketed to colleges and universities. The district, which serves more than 7,500 students in one high school, one middle school, and six elementary schools, is now the second-largest user of nationally, as measured by daily logins. Bohnenkamp says that the combination of an e-portfolio system with a set of Web 2.0 collaboration tools is expanding the educational opportunities of the district's students. A good example of that, Center Grove High School is hosting the National Association of Student Councils National Conference in 2010, and the CG student council members are collaborating online via Epsilen's blog and wiki features to plan the event with students from all 50 states, Puerto Rico, Canada, and Australia. …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.003 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".