Abstract

Learning and knowledge technology systems that enable the user to transfer ideas and social experiences into new conceptual knowledge are proposed by the author as a knowledge elicitation system (KES). A KES also defines the epistemology of an e-scaffold that can be built into a continuing professional development (CPD) e-learning platform. This will allow for any e-learning system to be readily evaluated in terms of its user-friendly 'learnability' and reflective learning capability. Critical Thinking Scaffolds (CTS) have been applied as e-scaffolding tools within e-learning CPD environments to support practice-based research modules within the Professional Masters Programme (PMP) at Bath Spa University in the UK. These master’s level (M-Level) scaffolds have been used as an e-assessment system to support blended learning approaches. The ‘scaffolded’ e-assessment exhibits produced by students are submitted as e-portfolio evidence in formats such as a ‘presentation scaffold’ for wider peer review and professional dissemination.

Citation

Coombs, S. (2010). Critical thinking, portfolio assessment and e-scaffolding of continuing professional development for knowledge elicitation. In Z. Abas, I. Jung & J. Luca (Eds.), Proceedings of Global Learn Asia Pacific 2010--Global Conference on Learning and Technology (pp. 4010-4014). Penang, Malaysia: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from https://www.learntechlib.org/primary/p/34491/.

© 2010 Association for the Advancement of Computing in Education (AACE)

Keywords

• e-learning
• e-portfolio