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12.
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knowledge needing to be subject to social discussion, validation, and application in real world contexts
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(no translation yet)
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Located in
../source/tips/assessment.rst:26
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13.
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(from Honebein, 1996; Jonassen, 1991; Kanuka & Anderson, 1999)."
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(no translation yet)
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Located in
../source/tips/assessment.rst:28
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14.
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So this means that Mahara has a number of features that align with these themes, for example:
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(no translation yet)
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Located in
../source/tips/assessment.rst:30
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15.
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The ePortfolio is student-centred, the student controls what is collected as evidence, who it is shared with, for how long, and what the other person can view (3) (6);
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(no translation yet)
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Located in
../source/tips/assessment.rst:32
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16.
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There is a 'friends' role (like Facebook) so students can interact with close associates (7);
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(no translation yet)
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Located in
../source/tips/assessment.rst:33
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17.
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The ePortfolio can be used for academic, employment-related and vocational certification purposes (7);
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(no translation yet)
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Located in
../source/tips/assessment.rst:34
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18.
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It is easy to share and comment on pages with peers, tutors, lecturers and other ePortfolio account holders outside the university (3) (4) (6);
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(no translation yet)
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Located in
../source/tips/assessment.rst:35
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19.
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The journal tool provides an opportunity to reflect on the learning that is evidenced by the artefacts displayed on the page (5);
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(no translation yet)
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Located in
../source/tips/assessment.rst:36
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20.
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The range of artefacts including reflection on evidence of learning can show progression in learning over a longer period of time and more comprehensively than a single assignment (1);
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(no translation yet)
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Located in
../source/tips/assessment.rst:37
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21.
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Different pages can be contextualised for different purposes, e.g. practicum report cf. human development assignment (2).
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(no translation yet)
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Located in
../source/tips/assessment.rst:38
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