Towards a TENCompetence ePortfolio

Adriana Berlanga; Peter Sloep; Francis Brouns; Marlies Bitter-Rijpkema; Rob Koper

Towards a TENCompetence ePortfolio

Adriana Berlanga
, Peter Sloep
, Francis Brouns
, Marlies Bitter-Rijpkema
, Rob Koper

Research output: Contribution to journal › Article › Academic › peer-review

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Abstract

This article argues that the TENCompetence ePortfolio definition should integrate rhetorical, pedagogical, social, and technical perspectives. The rhetorical perspective is needed to show the learner’s competences, achievements and history; the pedagogical perspective aims at supporting learner’s self-reflection, through the definition of competences mastered, review and creation of (new) competence development plans, and assessment of competences; the social perspective aims at fostering interaction and social help support; and the technical perspective aims at supporting the other three perspectives. Guiding principles for the design of the TENCompetence ePortfolio are provided, and the aforementioned perspectives detailed.

Original language	English
Pages (from-to)	24-28
Number of pages	5
Journal	International Journal of Emerging Technologies in Learning
Volume	3
Publication status	Published - Jul 2008

Keywords

ePortfolio
Learning Networks
personal profile

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Berlangaetal2008-ijetAccepted author manuscript, 121 KBLicence: CC BY-NC-ND

https://www.online-journals.org/index.php/i-jet/article/view/552/500

Cite this

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title = "Towards a TENCompetence ePortfolio",

abstract = "This article argues that the TENCompetence ePortfolio definition should integrate rhetorical, pedagogical, social, and technical perspectives. The rhetorical perspective is needed to show the learner{\textquoteright}s competences, achievements and history; the pedagogical perspective aims at supporting learner{\textquoteright}s self-reflection, through the definition of competences mastered, review and creation of (new) competence development plans, and assessment of competences; the social perspective aims at fostering interaction and social help support; and the technical perspective aims at supporting the other three perspectives. Guiding principles for the design of the TENCompetence ePortfolio are provided, and the aforementioned perspectives detailed.",

keywords = "ePortfolio, Learning Networks, personal profile",

author = "Adriana Berlanga and Peter Sloep and Francis Brouns and Marlies Bitter-Rijpkema and Rob Koper",

note = "DS\_Description: Berlanga, A. J., Sloep, P. B., Brouns, F., Bitter, M., \& Koper, R. (2008). Towards a TENCompetence ePortfolio. International Journal of Emerging Technologies in Learning (iJET), 3, 24-28. The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org] ",

year = "2008",

month = jul,

language = "English",

volume = "3",

pages = "24--28",

journal = "International Journal of Emerging Technologies in Learning",

issn = "1868-8799",

publisher = "International Association of Online Engineering",

}

TY - JOUR

T1 - Towards a TENCompetence ePortfolio

AU - Berlanga, Adriana

AU - Sloep, Peter

AU - Brouns, Francis

AU - Bitter-Rijpkema, Marlies

AU - Koper, Rob

N1 - DS_Description: Berlanga, A. J., Sloep, P. B., Brouns, F., Bitter, M., & Koper, R. (2008). Towards a TENCompetence ePortfolio. International Journal of Emerging Technologies in Learning (iJET), 3, 24-28. The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org]

PY - 2008/7

Y1 - 2008/7

N2 - This article argues that the TENCompetence ePortfolio definition should integrate rhetorical, pedagogical, social, and technical perspectives. The rhetorical perspective is needed to show the learner’s competences, achievements and history; the pedagogical perspective aims at supporting learner’s self-reflection, through the definition of competences mastered, review and creation of (new) competence development plans, and assessment of competences; the social perspective aims at fostering interaction and social help support; and the technical perspective aims at supporting the other three perspectives. Guiding principles for the design of the TENCompetence ePortfolio are provided, and the aforementioned perspectives detailed.

AB - This article argues that the TENCompetence ePortfolio definition should integrate rhetorical, pedagogical, social, and technical perspectives. The rhetorical perspective is needed to show the learner’s competences, achievements and history; the pedagogical perspective aims at supporting learner’s self-reflection, through the definition of competences mastered, review and creation of (new) competence development plans, and assessment of competences; the social perspective aims at fostering interaction and social help support; and the technical perspective aims at supporting the other three perspectives. Guiding principles for the design of the TENCompetence ePortfolio are provided, and the aforementioned perspectives detailed.

KW - ePortfolio

KW - Learning Networks

KW - personal profile

M3 - Article

SN - 1868-8799

VL - 3

SP - 24

EP - 28

JO - International Journal of Emerging Technologies in Learning

JF - International Journal of Emerging Technologies in Learning

ER -

Towards a TENCompetence ePortfolio

Abstract

Keywords

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