Západočeská Univerzita v Plzni, ZČU
Grant: SGS 2016-054
Funding text 1: At both our universities, as at many other institutions in the world where portfolios are used as a teaching tool, the positivist theory of portfolio use is typically applied. The portfolio serves mainly as an additional environment for collecting learning outcomes, the outcomes are not further worked with after their evaluation and deeper and more complex reflection and self-reflection is not included. In such case, the Mahara ePortfolio tool functions as an environment similar to LMS Moodle, but with a greater emphasis on student creation. While this is already progressive on the part of the institution in terms of shifting the focus from the teacher to the student, it does not promote other 21st century skills in addition to developing creativity, and it is not a form of learning and teaching that promotes autonomous and reflective learning. Similarly, the types of assessment are more traditional in nature. Is it possible to use ePortfolios to enhance autonomous learning of HE students and support the development of 21st century skills at our institutions and possibly other universities that will adopt the system in the future?The word “Mahara” comes from New Zealand, and in Maori, this term means “to think, thinking, thought” Therefore, it was selected to represent one of the main functions of the portfolio. The Maori symbol for “rauiri”, which is part of the logotype of the software described, carries the idea of interconnecting people; the symbol of infinity in the form of a figure eight represents the way of life and infinity, which can be associated with lifelong learning. This is open source software, which is available at mahara.org. The Mahara Project was launched in 2006, under the auspices of several New Zealand universities, and supported by the New Zealand Ministry of Education. The system has continued to expand throughout the world, and currently has strong user communities, primarily from universities and, in some cases, secondary schools, in the US, Canada, the UK, Germany, Japan, China and, of course, Australia and New Zealand. A user community is also gradually being created in the Czech Republic.This article was created with the financial support of the project of the University of West Bohemia, No. SGS 2016-054.; Funding text 2: The word “Mahara” comes from New Zealand, and in Maori, this term means “to think, thinking, thought” Therefore, it was selected to represent one of the main functions of the portfolio. The Maori symbol for “rauiri”, which is part of the logotype of the software described, carries the idea of interconnecting people; the symbol of infinity in the form of a figure eight represents the way of life and infinity, which can be associated with lifelong learning. This is open source software, which is available at mahara.org . The Mahara Project was launched in 2006, under the auspices of several New Zealand universities, and supported by the New Zealand Ministry of Education . The system has continued to expand throughout the world, and currently has strong user communities, primarily from universities and, in some cases, secondary schools, in the US, Canada, the UK, Germany, Japan, China and, of course, Australia and New Zealand. A user community is also gradually being created in the Czech Republic.; Funding text 3: This article was created with the financial support of the project of the University of West Bohemia , No. SGS 2016-054 .
Západočeská Univerzita v Plzni, ZČU
Funding text 1: At both our universities, as at many other institutions in the world where portfolios are used as a teaching tool, the positivist theory of portfolio use is typically applied. The portfolio serves mainly as an additional environment for collecting learning outcomes, the outcomes are not further worked with after their evaluation and deeper and more complex reflection and self-reflection is not included. In such case, the Mahara ePortfolio tool functions as an environment similar to LMS Moodle, but with a greater emphasis on student creation. While this is already progressive on the part of the institution in terms of shifting the focus from the teacher to the student, it does not promote other 21st century skills in addition to developing creativity, and it is not a form of learning and teaching that promotes autonomous and reflective learning. Similarly, the types of assessment are more traditional in nature. Is it possible to use ePortfolios to enhance autonomous learning of HE students and support the development of 21st century skills at our institutions and possibly other universities that will adopt the system in the future?The word “Mahara” comes from New Zealand, and in Maori, this term means “to think, thinking, thought” Therefore, it was selected to represent one of the main functions of the portfolio. The Maori symbol for “rauiri”, which is part of the logotype of the software described, carries the idea of interconnecting people; the symbol of infinity in the form of a figure eight represents the way of life and infinity, which can be associated with lifelong learning. This is open source software, which is available at mahara.org. The Mahara Project was launched in 2006, under the auspices of several New Zealand universities, and supported by the New Zealand Ministry of Education. The system has continued to expand throughout the world, and currently has strong user communities, primarily from universities and, in some cases, secondary schools, in the US, Canada, the UK, Germany, Japan, China and, of course, Australia and New Zealand. A user community is also gradually being created in the Czech Republic.This article was created with the financial support of the project of the University of West Bohemia, No. SGS 2016-054.; Funding text 2: The word “Mahara” comes from New Zealand, and in Maori, this term means “to think, thinking, thought” Therefore, it was selected to represent one of the main functions of the portfolio. The Maori symbol for “rauiri”, which is part of the logotype of the software described, carries the idea of interconnecting people; the symbol of infinity in the form of a figure eight represents the way of life and infinity, which can be associated with lifelong learning. This is open source software, which is available at mahara.org . The Mahara Project was launched in 2006, under the auspices of several New Zealand universities, and supported by the New Zealand Ministry of Education . The system has continued to expand throughout the world, and currently has strong user communities, primarily from universities and, in some cases, secondary schools, in the US, Canada, the UK, Germany, Japan, China and, of course, Australia and New Zealand. A user community is also gradually being created in the Czech Republic.; Funding text 3: This article was created with the financial support of the project of the University of West Bohemia , No. SGS 2016-054 .
Ministry of Education- New Zealand
Funding text 1: At both our universities, as at many other institutions in the world where portfolios are used as a teaching tool, the positivist theory of portfolio use is typically applied. The portfolio serves mainly as an additional environment for collecting learning outcomes, the outcomes are not further worked with after their evaluation and deeper and more complex reflection and self-reflection is not included. In such case, the Mahara ePortfolio tool functions as an environment similar to LMS Moodle, but with a greater emphasis on student creation. While this is already progressive on the part of the institution in terms of shifting the focus from the teacher to the student, it does not promote other 21st century skills in addition to developing creativity, and it is not a form of learning and teaching that promotes autonomous and reflective learning. Similarly, the types of assessment are more traditional in nature. Is it possible to use ePortfolios to enhance autonomous learning of HE students and support the development of 21st century skills at our institutions and possibly other universities that will adopt the system in the future?The word “Mahara” comes from New Zealand, and in Maori, this term means “to think, thinking, thought” Therefore, it was selected to represent one of the main functions of the portfolio. The Maori symbol for “rauiri”, which is part of the logotype of the software described, carries the idea of interconnecting people; the symbol of infinity in the form of a figure eight represents the way of life and infinity, which can be associated with lifelong learning. This is open source software, which is available at mahara.org. The Mahara Project was launched in 2006, under the auspices of several New Zealand universities, and supported by the New Zealand Ministry of Education. The system has continued to expand throughout the world, and currently has strong user communities, primarily from universities and, in some cases, secondary schools, in the US, Canada, the UK, Germany, Japan, China and, of course, Australia and New Zealand. A user community is also gradually being created in the Czech Republic.This article was created with the financial support of the project of the University of West Bohemia, No. SGS 2016-054.; Funding text 2: The word “Mahara” comes from New Zealand, and in Maori, this term means “to think, thinking, thought” Therefore, it was selected to represent one of the main functions of the portfolio. The Maori symbol for “rauiri”, which is part of the logotype of the software described, carries the idea of interconnecting people; the symbol of infinity in the form of a figure eight represents the way of life and infinity, which can be associated with lifelong learning. This is open source software, which is available at mahara.org . The Mahara Project was launched in 2006, under the auspices of several New Zealand universities, and supported by the New Zealand Ministry of Education . The system has continued to expand throughout the world, and currently has strong user communities, primarily from universities and, in some cases, secondary schools, in the US, Canada, the UK, Germany, Japan, China and, of course, Australia and New Zealand. A user community is also gradually being created in the Czech Republic.; Funding text 3: This article was created with the financial support of the project of the University of West Bohemia , No. SGS 2016-054 .
